ED 4113 - Special Topics Workbook

SPECIAL TOPICS:
INDU CTION TO STUDENT TEACHING VIS-À-

VIS
TRILOGY OF F UNCTIONS
( CoMPILEd NOTES AND ACTIVITIES TO FACILITATE

ONLINE / OFFLINE HOME-BASED LEARNING)
Picture Not Mine. Credits to the owner.
Compiler:
FITZGERALD C. KINTANAR, LPT, Ed.D.

Assistant Professor III
1|Page Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-

vis Trilogy of Functions (Dr FCKintanar)(Disclaimer: Pictures, images and other
c o n t e n t s i n t h i s w o r k b o o k a r e t a k e n f r o m i n t e r n e t s o u r c e s . C r e d i t s a r e g i v e n t o t h e c o n t e n t
c r e a t o r s a n d p h o t o o w n e r s . )
PREFACE
This is a compendium of capsulated notes and activity sheets / journal entries

which can still provide quality teaching amidst the struggling educational arena.
The notes are capsulated in form in order for students to do self-study and reading.
The activity sheets are independent learning activities which are effective self-
paced modules for remote learning. Follow-up classes will be done through digital
platforms like Google Meet, Microsoft Teams, Zoom, Edmodo, Schoology, Skype,
Google Classroom, FB Messenger and Rooms.
This course provides pre-service teachers with the opportunity to explore

topics and issues related to perceived needs of the pre-service teachers and the
expertise of the faculty, exposing these pre-service teachers to the nature of the
teaching profession and the 3 mandated functions – instruction, extension and
research. This provides the broad frameworks within which students can
understand, rationalize, and reflect on the various methods, strategies, processes,
contents, issues and other matters related to the teaching profession – as a
classroom teacher, as a community teacher and as a researcher.
Enjoy as you embrace new adventure from a beginning pre-service teacher to

a dedicated professional teacher in the future. Disfruta Tu Viaje!
- Fitz Kintanar

DEDICATION
This Compendium is dedicated to all lovers of

learning and teacher education students whose
passion and dedication will
lead to the
fulfillment of their dreams to enter the noblest
profession of all, the Teaching.

TABLE OF CONTENTS
UNIT TITLE PAGE
Preliminary VMGO & COURSE OVERVIEW: ITS CONNECTION IN

MOVING TO A NEW NORMAL 5
Collaborative Learning Activity No. 1 15
Individual Learning Log No. 1 16
1 INTRODUCTION TO EXPERIENTIAL LEARNING:

THEORETICAL, LEGAL FOUNDATIONS & APPROACHES 17
2 STUDENT TEACHING EXPLORED:

NATURE, POLICIES & E-PORTFOLIO CONTENTS 21
3 TEACHING-LEARNING PROCESSES: THE DepEd WAY 32

4 EXTENSTION: NATURE, FRAMEWORK & CONDUCT 61

5 EXTENSION INTENSIFIED: PROPOSAL MAKING AND

PRESENTATION 75
6 RESEARCH: TECHNICAL PAPER MAKING 86

Collaborative Learning Activity No. 7
107
Individual Learning Log No. 7
109
RESEARCH PAPER PRESENTATION: RESEARCHERS IN
7
ACADEMIC CONVOCATION IN EDUCATION (R.A.C.E.)
118

REFERENCES 119
PRELIMINARY
VMGO & COURSE OVERVIEW: ITS CONNECTION IN
MOVING TO A NEW NORMAL
Intended Learning Outcomes:
At the end of the unit, the pre-service teacher (PST) will be able to:
1. connect the Vision, Mission and Goals of the College and the University to the course
through collaboration; and to
2. craft personal commitment on how to contribute to VMGO attainment.

___________________________________________________________________
SDG INTEGRATION: SDG # 4 – Quality Education (Ensure inclusive and equitable quality
education and promote life-long learning opportunities for all)
___________________________________________________________________
CAPTURE:
Review the VMGO of the University and analyze the Program Outcomes, anchored BTIs, Core
Values, Course Description and Course Learning Outcomes:
Vision of Cebu Technological University:

A premier, multidisciplinary-technological university
Mission of Cebu Technological University:

Provides advanced professional and technical instruction for special purposes, industrial trade, teacher education,
agriculture, fishery, forestry engineering, aeronautics and land-based programs, arts and sciences, health sciences, information
technology and other relevant fields of study. It shall undertake research, production and extension services, and provide
progressive leadership across the areas of specialization for global empowerment.
Goal of the University: The University shall produce scientifically and technologically oriented human capital equipped with
appropriate knowledge, skills, and attitudes. It shall likewise pursue relevant research strengthen linkages with the industry,
community, and other institutions and maintain sustainable technology for the preservation of the environment.
Program Outcomes: (This course covers the following minimum standards for Teaching Education programs as stipulated in the
PSGs.)
Common to the discipline (Teacher Education)
 facilitate learning using a wide range of teaching methodologies and delivery modes appropriate
to specific learners and their environments.
 pursue lifelong learning for personal and professional growth through varied experiential and
field-based opportunities.
Beginning Teacher Indicators (BTI) based on DepEd Order 42, series of 2017 – National Adoption
and Implementation of the Philippine Professional Standards for Teachers (PPST):
1.1.1 Demonstrate content knowledge and its application within and/or across curriculum teaching areas
1.5.1 Apply teaching strategies that develop critical and creative thinking, and/or other higher order
thinking skills.
4.5.1 Show skills in the selection, development and use of a variety of teaching and learning resources,
including ICT, to address learning goals.
7.2.1 Demonstrate behaviors that uphold the dignity of teaching as a profession by exhibiting qualities
such as caring attitude, respect and integrity.

7.5.1 Demonstrate motivation to realize professional development goals based on the Philippine
Professional Standards for Teachers.
CTU Graduate Attributes and Core Values:

CTU Graduate Attribute/s CTU Core Value/s
Highly-skilled Individual EXCELLENCE
Ethically-Imbued Professional INTEGRITY
Effective Communicator UNITY
Service-Oriented Worker COMMITMENT
Course Description:
This 3-unit course provides pre-service teachers with the opportunity to explore
topics and issues related to perceived needs of the pre-service teachers and the
expertise of the faculty, exposing these pre-service teachers to the nature of the
teaching profession and the 3 mandated functions – instruction, extension and research.
This provides the broad frameworks within which students can understand, rationalize,
and reflect on the various methods, strategies, processes, contents, issues and other
matters related to the teaching profession – as a classroom teacher, as a community
teacher and as a researcher.
Course Learning Outcomes:

At the end of the course, the pre-service teachers will be able to:
1. demonstrate content knowledge and its application using a wide range of teaching
methodologies and delivery modes within and / or across field or area of specialization (PO B-c;
BTI 1.1.1, 1.5.1);
2. apply teaching strategies that develop learners’ critical and creative thinking and/or
other higher-order thinking skills (PO B-c; BTI 4.5.1);
3. show skills in the selection, development and use of variety of teaching and learning
resources, including ICT, to address learning goals (PO B-f; BTI 4.5.1); and to
4. manifest lifelong learning in the teaching profession as a classroom teacher, as a
community teacher and as a researcher (PO B-h; BTI 7.2.1, 7.5.1).
CONNECT:
VISION- AND MISSION-STATEMENT

Source: https://www.edglossary.org/mission-and-vision/
A mission statement, or simply a mission, is a public declaration that schools or other
educational organizations use to describe their founding purpose and major organizational
commitments—i.e., what they do and why they do it. A mission statement may describe a
school’s day-to-day operational objectives, its instructional values, or its public commitments to
its students and community. A vision statement, or simply a vision, is a public declaration that
schools or other educational organizations use to describe their high-level goals for the future—
what they hope to achieve if they successfully fulfill their organizational purpose or mission. A
vision statement may describe a school’s loftiest ideals, its core organizational values, its long-
term objectives, or what it hopes its students will learn or be capable of doing after graduating.
The terms mission statement and vision statement often used interchangeably. While
some educators and schools may loosely define the two terms, or even blur the traditional lines
that have separated them, there appears to be general agreement in the education community
on the major distinctions between a “mission” and a “vision.” Generally speaking, a vision
statement expresses a hoped-for future reality, while a mission statement declares the practical
commitments and actions that a school believes are needed to achieve its vision. While a vision
statement describes the end goal—the change sought by a school—a mission statement may
describe its broad academic and operational assurances, as well as its commitment to its
students and community.
Reform
In most cases, mission and vision statements result from a collaborative, inclusive development
process that may include students, parents, and community members, in addition to
administrators and teachers. Schools may also be required to develop the statements, or modify
existing statements, as an extension of an accreditation process or a grant-funded school-
improvement project.
Educators and school-leadership experts contend that compelling, well-articulated mission and
vision statements can:
a. Help a school community reflect on its core educational values, operational

objectives, purpose as a learning institution, and hoped-for results for
students. By asking tough questions about what the school was founded to achieve,
and by looking at where it is in relation to where it wants to be, a school can become
better organized to achieve its goals and more focused on the practical steps needed to
achieve them.
b. Act as a “call to arms,” or a way to rally support for its core educational values
or an improvement plan, or to mobilize the staff and community to move in a
new direction or pursue more ambitious goals. By creating a “shared mission” or
“shared vision”—that is, developing the public commitments with the involvement of
teachers, staff, students, parents, and community members—a school can increase
general understanding of what it hopes to accomplish, why it matters, and what may
need to change to realize a stronger academic program.
c. Focus a school’s academic program on a set of common, agreed-upon learning
goals. In some schools, teachers may work in relative isolation from one another, and
each academic department may operate quasi-independently when it comes to making
important decisions about what gets taught and how it gets taught. Mission and vision
statements, therefore, have the potential to focus school leaders and educators on
making decisions that are “aligned” with the vision and mission, that lead to greater
curricular coherence, and that use staff and classroom time more efficiently,
purposefully, and effectively.
A school may periodically review its mission and vision statements—such as every year or few
years—to assess whether it is making progress toward its goals, reflect on setbacks that may
have occurred along the way, and reconfirm its commitments. During this process, schools may

choose to revise the statements to better reflect the school’s evolving educational values,
operational strategies, and learning goals.
Debate
Mission and vision statements and their attendant processes—such as bringing people together
to reflect on the “noble purpose” of education, spending time debating nuances of meaning and
word choice, and publishing the mission statement on a school website or in course-of-study
booklet—may be viewed with skepticism by some educators, students, parents, and community
members, particularly if the resulting statements are perceived to contradict or be inconsistent
with the existing culture and day-to-day learning experiences in a school.
In other words, the statements may be perceived as inauthentic or hypocritical representations

that might only serve to mask deeper contradictions. Others may question whether such
statements are worth the effort or if they will actually effect positive change in the school. In
many cases, however, criticism of mission and vision statements arises in response to previous
experiences in schools that undertook the process, but then failed to enact substantive changes
or honor the spirit and intent of the expressed commitments.
What is the DepEd Vision, Mission, Mandate and Core Values (VMV)?
Source: https://www.teacherph.com/deped-vision-mission/
What is the DepED Mandate?
1. The DepEd Mandate

2. “The State shall protect and promote the right of all citizens to quality education at all
levels, and shall take appropriate steps to make such education accessible to all.”
3. (Article 14, Section 1 of the Philippine Constitution)
4. The Department of Education (DepEd) formulates, implements, and coordinates policies,
plans, programs and projects in the areas of formal and non-formal basic education. It
supervises all elementary and secondary education institutions, including alternative
learning systems, both public and private; and provides for the establishment and
maintenance of a complete, adequate, and integrated system of basic education relevant
to the goals of national development.
DepEd Vision
We dream of Filipinos
who passionately love their country
and whose values and competencies
enable them to realize their full potential
and contribute meaningfully to building the nation.
As a learner-centered public institution,
the Department of Education
continuously improves itself
to better serve its stakeholders.
What does the DepEd Vision mean?
“We dream of Filipinos who passionately love their country …”
Our vision is more than just the end-goal of a plan. It is a dream, a wish, a prayer – what we
fervently hope for and what we diligently work towards. By envisioning, we begin to fulfill our
mandate and responsibilities as a teacher and do our duty as Filipinos. We want to develop
learners who are true citizens and patriots, who have a strong desire to serve their country and
work for its betterment.
…and whose values and competencies enable them to realize their full potential…
We can do two things:
Inculcate the values and develop the necessary competencies deemed necessary and desirable
to ensure a lifelong learning.
…and contribute meaningfully to building the nation…
Because as a learner-centered institution we want them to know how to improve themselves

and realize their dreams, while keeping in mind and heart their love for the country and care for
fellowmen, maximizing the endowment of skills and talents, not for selfish gain, but to
contribute to building a nation every Filipino deserves.
As a learner-centered public institution…
As stated in our mandate, the Department of Education (DepEd), “shall protect and promote the
rights of all citizens to quality education at all levels, and shall take appropriate steps to make
such education accessible to all”.
In all our decisions and actions, we put the Filipino learner first. In the end, our most important
stakeholders are our learners…
…the Department of Education continuously improves itself……to better serve its stakeholders.”
Just like our students, we do not stop learning. We constantly seek to be better, both as
individuals and as an organization.
DepEd Mission
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:


Students learn in a child-friendly, gender-sensitive, safe, and motivating environment

Teachers facilitate learning and constantly nurture every learner

Administrators and staff, as stewards of the institution, ensure an enabling and
supportive environment for effective learning to happen
 Family, community, and other stakeholders are actively engaged and share responsibility
for developing life-long learners
What does the DepEd Mission mean?
Section 17 under Article II of the 1987 Constitution mandates the State to give priority to
education, science and technology, arts, culture, and sports to foster patriotism and nationalism,
accelerate social progress, human liberation, and development.
“As a learner-centered public institution…”
The Department of Education is the government agency that formulates, implements, and
coordinates policies, plans, programs, and projects in areas of formal and non-formal basic
education. In all our decisions and actions, we put the Filipino learner first.
“..the Department of Education continuously improves itself..”
Just like our students, we do not stop learning. We constantly seek to be better, both as an
institution and as individuals.
How can we serve our learners better?
“..to better serve its stakeholders.”
Through time, our learners have changing needs and the Department must adapt and be better
to serve them better.
A closer look at our DepEd Mission in action
A closer look at being an organization that embodies our DepEd Core Values
“To protect and promote the right of every Filipino to quality, equitable, culture based, and
complete basic education where:”
As stated in the 1987 Philippine Constitution, our mission states our duty as stewards of
education to protect and promote the right of all citizens.
How do we fulfill our mission as the Department of Education in delivering quality,

equitable, culture-based, and complete basic education?
“Students learn in a child-friendly, gender-sensitive, safe, and motivating

environment”
Do we provide our learners a child-friendly, gender-sensitive, safe and motivating environment?

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Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-
“Teachers facilitate learning and constantly nurture every learner”
Do our teachers ensure the development of each uniquire learner?
“Administrators and staff, as stewards of the institution, ensure an enabling and

supportive environment for effective learning to happen”
Do our policies, systems, processes, and behaviors ensure an enabling and supportive
environment for effective learning to happen?
“Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners”
Do we actively practice shared governance of basic education with the entire community in
developing all Filipinos?
DepEd Core Values
A closer look at being an organization that embodies our DepEd Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa
Republic Act No. 8491 states that our national Motto shall be “MAKA-DIYOS, MAKA-TAO,
MAKAKALIKASAN AT MAKABANSA.”
In adopting these as our 4 core values, what does it mean to be “Maka-Diyos”, “Maka-tao”,
“Makakalikasan”, and “Makabansa” in the context of the Department of Education?
What does the DepEd Core Values mean?

Behavior
Core Values Indicators
Statements
Engages oneself in worthwhile spiritual activities
Expresses one’s Respects sacred places

spiritual beliefs while
Maka-Diyos
respecting the spiritual Respects religious beliefs of others
beliefs of others
Demonstrates curiosity and willingness to learn about other
ways to express spiritual life
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Tells the truth
Returns borrowed things in good condition
Demonstrates intellectual honesty

Shows adherence to
ethical principles by Expects honesty from others
upholding truth
Aspires to be fair and kind to all
Identifies personal biases
Recognizes and respects one’s feelings and those of others
Shows respect for all
Waits for one’s turn
Takes good care of borrowed things
Is sensitive to Views mistakes as learning opportunities

Maka-Tao individual, social, and
cultural differences Upholds and respects the dignity and equality of all including
those with special needs
Volunteers to assist others in times of need
Recognizes and respects people from different economic,

social, and cultural backgrounds.
Cooperates during activities
Recognizes and accepts the contribution of others toward a

goal
Considers diverse views

Demonstrates
contributions toward
Communicates respectfully
solidarity
Accepts defeat and celebrates others’ success
Enables others to succeed
Speaks out against and prevents bullying
Makakalikasan Cares for the Shows a caring attitude toward the environment
environment and
utilizes resources Practices waste management
wisely, judiciously,
and economically Conserves energy and resources
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Takes care of school materials, facilities, and equipment
Keeps work area in order during and after work
Keeps one’s work neat and orderly
Identifies oneself as a Filipino

Respects the flag and national anthem
Takes pride in diverse Filipino cultural expressions, practices,

Demonstrates pride in
and traditions
being a Filipino;
Makabansa exercises the rights
Promotes the appreciation and enhancement of Filipino
and responsibilities of
languages
a Filipino citizen
Abides by the rules of the school, community, and country
Enables others to develop interest and pride in being a
Filipino
Demonstrates
Manages time and personal resources efficiently and
appropriate behavior
effectively
in carrying out
activities in the school,
Perseveres to achieve goals despite difficult circumstances
community, and
Conducts oneself appropriately in various situations
country
DepEd Targeted Outcomes
Outcome A.1: Every Filipino has access to complete basic education

Provide necessary basic education inputs (Policy and Tool across Key Stages)

Provide affirmative action to learners with special needs and/or learners in special
circumstances
 Engage the private sector in broadening opportunities for basic education
 Utilize technology in expanding reach of basic education services
Outcome A.2. Every Filipino graduate of complete basic education is prepared for further
education and the world of work
 Ensure that a learner-centered curriculum is implemented

 Provide relevant instructional materials and equipment
 Improve quality of instruction and professional development of teachers
DepEd’s Strategic Directions
The Strategic Plan of the Department of Education (DepEd) provides that by 2022, we will have
a nation-loving and competent lifelong learners able to respond to challenges and opportunities
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through quality, accessible, relevant and liberating K to 12 Program delivered by a modern,
professional, pro-active, nimble, trusted and nurturing DepEd. Hence, the subsequent goals:
 Expand Access to Basic Education

 Improve Quality and Relevance
 Modernize Education Management & Governance
 Source: DepEd Strategic Plan/Direction (2017-2022)
CULTIVATE:
Ed 4113 – Special Topics
Name of
Group:________________________________Prog/Year/Sec__________________Score_____
Group Members: ________________________________________________________________
______________________________________________________________________________
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Collaborative Learning Activity No.1
KICK-OFF UNDERTAKING: CRAFTING VMG and CORE VALUES
After reviewing the school’s VMGO, DepEd’s VMGO and core values and your course
syllabus (see Appendix), do this activity collaboratively:
From the VMGO Statements, think of a name of your SCHOOL – your DREAM
SCHOOL. With collaboration, formulate your own school’s VMGO and Core Values
VISION:
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MISSION:
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GOALS:
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CORE VALUES:
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CULMINATE:

Name of Pre-service
Teacher:________________________________Prog/Year/Sec__________________Score_____
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Individual Learning Log No.1
JUMPSTART UNDERTAKING
A. Significant Learning:
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B. I should have wanted to learn more about…

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C. Personal Commitment:
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Pre-service Teacher’s Signature/Date Submitted
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Course Facilitator’s Signature
UNIT I
Introduction to Experiential Learning:
Theoretical, Legal Foundations and Approaches
Picture Not Mine. Credits to the owner.
Intended Learning Outcome:
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1.demonstrate understanding on theoretical, legal foundations and approaches to experiential

learning (CLO 1; BTI 1.1.1, 1.5.1); and to
2. discuss significance of experiential learning to would-be teachers (CLO 1; BTI 1.1.1, 1.5.1).
___________________________________________________________________
education and promote life-long learning opportunities for all); SDG # 17 – Partnership for
the Goals (Strengthen the means of implementation and revitalize the global partnership for
sustainable development).
___________________________________________________________________
CAPTIVATE:
Introductory Activity: Watch the video clip “Experiential Learning: How We All Learn
Naturally” through the link, https://www.youtube.com/watch?v=aF63HHVbpQ8
Guide Question: Why do you think experiential learning an effective way of learning naturally?
CONNECT:
LEGAL FOUNDATIONS
 CHED memorandum Order was promulgated for the purpose of rationalizing the
undergraduate teacher education in the country to keep pace with the demands of global
competitiveness.
 It is in accordance with the pertinent provisions of Republic Act No. 7722, the Higher
Education Act of 1994. CMO embodies the policies and standards for the undergraduate teacher
education curriculum.
* THEORETICAL FOUNDATIONS
 This course adheres to the Vygotskian principle of social construction of knowledge, i.e.,
meaningful learning and construction of knowledge will occur if learners work hands-on in
relevant settings and with the proper guidance.
 Complementary to Vygotsky’s theory is Albert Bandura’s Social Learning Theory. Bandura
asserted that learning takes place not only through imitation but also observation.
 Recently, Situated Learning Theory reiterated Vygotsky’s and Bandura’s views. It emphasized
that knowledge needs to be presented in an authentic context, i.e., settings and applications that
would normally involve that knowledge; and that, learning requires social interaction and
collaboration.
The field study experience is geared towards exactly this, to give pre-service teachers the
opportunity to learn through meaningful and systematic exposure in actual settings.
 Another important theoretical basis of this field study experience is reflective education. John
Dewey stressed the vital role that reflection played in the growth and development of teachers.
Reflection allows the learner explore his/her experiences in order to arrive at new understandings
or insights. It may be done individually or through sharing and discussion with others.
 Ramasamy (2002), in his review of literature on reflective practice highlighted the following: “Kolb
(1984) in his model of the experiential learning cycle regards the process of reflecting upon
experience as a crucial stage. Experience without reflection does not lead to learning.
According Boud et al (1997) “just having an experience does not necessarily mean that
learning has occurred. The important factor which can turn raw experience into learning is the
process of reflection” (p. 129). Brown and McCartney (1999) point out that reflection on both the
content and the process of learning help learners move towards and stay within a deep approach to
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learning. “Through out the course, reflection is an integral component and is used to conclude each
learning episode.
* APPROACH TO FIELD STUDY
The approach taken is of course derived from its theoretical underpinnings. We use the acronym
OAR to represent the general cyclical pattern of the tasks that pre-service teachers are expected to do in
the different learning episodes. After the goal/target and the map are given per episode, they will
basically, OBSERVE in actual settings or ORCHESTRATE a plan, or ORGANIZE an output. They will then
ANALYZE/SYNTHESIZE the experience, and REFLECT on the experience.
O
BSERVATION in actual setting is meant for the Pre-service teachers to train their senses to
really focus on important details of the learning situation and perceive them with clarity and objectivity. It
entails that students learn to differentiate making an observation and interpreting the observation.
A
NALYSIS involves the use of critical thinking to break down the components of what was
observed, orchestrated or organized. Further on it will also involve the ability to synthesize, i.e., to
organize into a coherent pattern the salient points of what one has analyzed and learned.
REFLECTION involves the past, the present and the future of the pre-service teachers. In light
of each experience episode, the pre-service teachers reflect on relevant past experiences that might have
affected their beliefs, values and attitudes about the learning. They also reflect on how each activity is
affecting their present thinking and finally, how their learning will impact on their future as teachers. This
allows for integration of the future teacher as first and foremost a person with beliefs, values and
attitudes.
The fruits of reflection then affect subsequent observations and analysis, thus making the model
cyclical.
This approach answers in part to the challenge of “developing effective mechanisms for the
Experiential Learning Component of Pre-Service Teacher Education”. It moves away from the old view
that, “Teacher development is simply informational; that it only involves providing new and updated
technical knowledge for teachers”. It adheres to the new NCBTS paradigm that, “teacher development
is transformational, experiential and contextual; it involves engaging teachers to critically reflect on
old and new technical knowledge as these facilitate student learning in actual contexts.”
Through the course, the pre-service will have repeated exposure and practice in reflective
teaching. The end goal is for the m to imbibe reflective teaching that it becomes second nature to them.
* THE CYCLICAL PATTERN OF THE OAR APPROACH
OBSERVE/ORGANIZE/ORCHESTRATE
provides integration of
REFLECT (Bandura and Vygotsky)
PSTs past, present, and
(Dewey)
future.
REFLECTIVE Involves training of the
TEACHING senses, makes PSTs
PRACTICE more keenly aware
and sensitive to
learner and the
ANALYZE/SYNTHESIZE learning environment.
(Bruner)
Trains PSTs to become a critical thinker
CULTIVATE:
Name of
Group Members: ________________________________________________________________
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______________________________________________________________________________

Experiential Learning It Is!
Read the published article on “Pressures on Public School Teachers and Implications on
Quality through this link, https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidspn1901.pdf.
Share it with the group and accomplish the matric below:
OAR Approach Responses

Observe: In the real setting, what
do you observe?
Analyze: What do you think is the

implication to you as a teacher in
the future?
Reflect: As a would-be teacher,

what is your significant insight or
learning on this article?
CULMINATE:

Name of Pre-service
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Individual Learning Log No.2
Review on Experiential Learning
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UNIT 2
Student Teaching Explored: Nature, Policies an d
e-Portfolio Contents
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1. demonstrate teaching strategies based on Student Teaching policies / standards and PPST
(CLO 2; BTI 4.5.1);
2. design activities appropriate for ST policies implementation and e-portfolio development (by
segment or chunk) based on template (CLO 1; BTI 1.1.1, 1.5.1).
___________________________________________________________________
CAPTIVATE:
Introductory Activity: Watch the video clip about “Student Teaching Experience! Hard days,
What it was like and Biggest Lessons” through the link, https://www.youtube.com/watch?v=xSWDtqtE5Po.
Guide Question: Are you ready to be a STUDENT-TEACHER?
CONNECT:
What are the Philippine Professional Standards for Teachers

(PPST)?
Source: https://depedtambayan.net/philippine-professional-standards-for-teachers-frequently-
asked-questions/
The Philippine Professional Standards for Teachers (PPST) shall be used as a basis for all
learning and development programs for teachers to ensure that teachers are properly equipped
to effectively implement the K to 12 Program. It can also be used for the selection and
promotion of teachers. All performance appraisals for teachers shall be based on this set of
standards.
General Information on Department Order No. 42, s. 2017
1. What is Department Order (DepEd) No. 42, s. 2017)?

DepEd Order No. 42, S. 2017 stipulates the national adoption and implementation of
the Philippine Professional Standards for Teachers (PPST). The Order was signed on August 11,
2017 by DepEd Secretary Leonor Magtolis-Briones.
2. What is the Philippine Professional Standards for Teachers (PPST)?

The PPST is a public statement of what teachers need to know, value, and be able to do in their
practice. It has four career stages: Beginning, Proficient, Highly Proficient, and Distinguished. It
is built on the National Competency-based Teacher Standards (NCBTS). It comprises seven
Domains and 37 Strands, and 37 Indicators for each Career Stage.
3. What are uses of the Philippine Professional Standards for Teachers?
According to DO No. 42, s. 2017, the PPST “shall be used as a basis for all learning and
development programs for teachers to ensure that teachers are properly equipped to effectively
21 | P a g e
implement the K to 12 Program.” Teacher performance appraisals shall also be aligned to the
PPST. Further, the PPST can also be used for the selection and promotion of teachers.
A. Development of the Philippine Professional Standards for Teachers
1. Why was the Philippine Professional Standards for Teachers (PPST) developed?
The PPST was developed after major consultations with key stakeholders, particularly the senior
officials of the Department of Education. The wide consultations emphasized the rethinking of
the National Competency-Based Teacher Standards (NCBTS) because of changes brought about
by various national and global frameworks such as the K to 12 Reform and ASEAN Integration,
as well as globalization and the changing character of the 21st century learners.
2. Does Philippine Professional Standards for Teachers (PPST) replace NCBTS?

Yes. This happens upon the signing into policy of DepEd Order No. 42, S. 2017 on the National
Adoption and Implementation of the Philippine Professional Standards for Teachers.
3. Why do we need the Philippine Professional Standards for Teachers?

Internationally, teacher quality is articulated in teacher standards. The PPST is a framework for
teacher quality and teacher development.
Among others, the Philippine Professional Standards for Teachers can be used in: (i) endorsing
programs for initial teacher education; (ii) registering and accrediting teachers; (iii) raising the
quality of professional learning; (iv) identifying and recognizing exemplary high level practice;
(v) developing standards for leadership; (vi) establishing a consistent evaluation/assessment
process associated with each Career Stage that preserves the integrity of the PPST; and (vii)
maintaining an efficient documentation process associated with achievement of the Indicators
across Career Stages.
4. Why focus on teacher quality?

Evidence show unequivocally that good teachers are vital to raising student achievement, i.e.,
quality learning is contingent upon quality teaching. Hence, enhancing teacher quality becomes
of utmost importance for long-term and sustainable nation building.
5. How was the PPST developed?

The Department of Education through the Joint Advisory Board chaired by the Secretary of
Education approved the development and validation of developmental teacher standards
comprising distinct career stages.
The Philippine National Research Center for Teacher Quality (RCTQ) based at the Philippine
Normal University led the research development work, with support from the SiMERR National
Research Centre in Australia.
DepEd Regional Directors, Bureau Directors and selected teachers finalized the PPST in a
workshop organized by the Teacher Education Council, supported by the Basic Education Sector
Transformation program.
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6. Were key stakeholders involved in the process of development and validation of
the PPST?
Yes. Over 10,000 pre- and in-service teachers, principals, supervisors, DepEd Regional Directors
and other educators across all regions in the country were involved in the development and
validation of the PPST over three years.
Government agencies other than DepEd (e.g., Professional Regulation Commission, Commission
on Higher Education, Civil Service Commission), as well as non-government organizations (e.g.
Philippine Business for Education, Foundation for Upgrading the Standard of Education) were
part of the Reference Panel.
7. Who funded the development of the PPST?

The PPST project was funded by the Australian Department of Foreign Affairs and Trade
(DFAT). DFAT supports the Research Center for Teacher Quality.
B. Important Features of PPST
1. What are some important features of Philippine Professional Standards for

Teachers (PPST)?
The PPST captures teacher quality requirements in the K to 12. Among others, it gives a focus
on: (i) mother tongue to facilitate teaching and learning; (ii) learners in difficult circumstances;
(iii) strategies for promoting literacy and numeracy; (iv) positive use of ICT; and (v) classroom
communication strategies.
PPST has a domain called Content Knowledge and Pedagogy. This is at the core of the K to 12
Program, and sends a message to teachers that for them to be considered quality teachers, they
should know what to teach and how to teach it, among others.
PPST also has four career stages, namely, Beginning, Proficient, Highly Proficient, and
Distinguished. There are 37 indicators in each career stage showing developmental progression
from beginning to distinguished practice.
2. What are the Domains of Philippine Professional Standards for Teachers (PPST)?
These are the seven Domains of PPST: (1) Content Knowledge and Pedagogy; (2) Learning
Environment; (3) Diversity of Learners; (4) Curriculum and Planning; (5) Assessment and
Reporting; (6) Community Linkages and Professional Engagement; and (7) Personal Growth and
Professional Development.
3. What qualities are expected of teachers based on these Domains of the Philippine
Professional Standards for Teachers (PPST)?
As articulated in the Domains of PPST, teachers must, among others: i) know what to teach and
how to teach it; ii) maintain a learning-focused environment; iii) respond to learner diversity; iv)
plan and design effective instruction; v) use a variety of assessment tools to inform and
enhance the teaching and learning process; vi) establish community relationships and uphold
professional ethics; and vii) engage in professional reflection and assume responsibility for
personal professional learning.
23 | P a g e
4. What are the four Career Stages of the Philippine Professional Standards for
Teachers (PPST)?
Beginning Teachers (Career Stage 1) are those who have gained the qualifications recognized
for entry into the teaching profession. Teachers at this stage are supported to reach Career
Stage 2 within two to three years.
Proficient Teachers (Career Stage 2) are professionally independent in the application of skills
vital to the teaching and learning process. This stage shows the acceptable standards for all
teachers, which should be reached within the first two or three years of teaching.
Highly Proficient Teachers (Career Stage 3) consistently display a high level of performance in
their teaching practice. They are accomplished practitioners who mentor and work collegially
with other staff. This is the stage that Master Teachers are expected to be at.
Distinguished Teachers (Career Stage 4) embody the highest standards for teaching grounded in
global best practice. They are recognized as leaders in education, contributors to the profession
and initiators of collaborations and partnerships.
5. Why are Career Stages important?

The description of standards (i.e., in PPST, the indicators) at different career stages provides a
“framework for the teacher development continuum.” (OECD, 2005). Anchored on the principle
of lifelong learning, the PPST recognizes the significance of a standards framework that
articulates developmental progression as teachers develop, refine their practice and respond to
the complexities of educational reforms.
C. Teacher Assessment based on the Philippine Professional Standards for Teachers

(PPST)
1. Are there tools based on Philippine Professional Standards for Teachers (PPST)
that may be used for teacher assessment?
Yes. RCTQ developed teacher assessment tools in partnership with DepEd Bureau of Human
Resource and Organization Development (BHROD) with support from the BEST program. These
tools include: (1) Self-Assessment Tools (SAT); 2) Classroom Observation Tools (COT); and 3)
Results-based Performance Management System (RPMS) Tools for Teachers.
These tools have been rigorously validated.
2. Can we craft our own PPST-based tools?

Yes. But you have to ensure that the tools are based on the PPST, as indicated in DepEd Order
No. 42, S. 2017.
You also have to keep in mind that locally produced tools are unlikely to be validated, which
may call the reliability and credibility of their results into question.
3. Can the Philippine Professional Standards for Teachers (PPST) be used as a rubric
to assess teachers’ performance?
The PPST is not a rubric and is not a tool to assess teachers’ performance. However, it can be
used as a framework upon which teacher support tools such as self-assessment tools, classroom
observation tools and RPMS tools can be based.
24 | P a g e
4. Will teachers be assessed on all indicators? What if a school, for example, has no
learners from indigenous groups?
No. Teachers do not need to be assessed on indicators that do not apply in their school
contexts.
In terms of pre-service teachers, however, Teacher Education Institutions (TEIs) are expected
to train them on all indicators to prepare them to handle various teaching contexts.
5. How can we measure the competencies of our teachers in every strand/indicator
objectively? Are there specific means of verification (MOV) for each indicator?
The Results-based Performance Management System (RPMS) Tools based on PPST have specific
MOV for the 12 indicators of the PPST.
The Classroom Observation Tools have specific examples of classroom practice to guide
observers.
6. Will PPST assessment tools be used for the hiring and promotion of teachers?
Policies concerning these matters are yet to be developed.
Please see this link, https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-

1.pdf, for complete information about the DepEd Order # 42, Series of 2017 – National Adoption
and Implementation of the Philippine Professional Standards for Teachers.
STUDENT TEACHING
Student teaching is a college-supervised instructional experience; usually the culminating
course in a university or college undergraduate education leading to teacher education and
certification.
Student teaching is required for students who are not yet certified to teach. It is different from a
practicum, which is required when a student already holds certification to teach, yet wants a
certificate extension to teach another area of specialization; they are both college-supervised
field-based experiences.
The student teaching experience lasts about the length of a semester or quarter; long enough
to fulfill the college’s assigned tasks. It is an unpaid internship. This experience gives the
prospective teaching professional an opportunity to teach under the supervision of a
permanently certified OR licensed teacher.
The student teacher is usually placed in a neighboring or participating or collaborating DepEd

school. The student teacher is monitored by the cooperating teacher from the school, as well as
a supervisor through the college. The supervisor acts as a liaison between the cooperating
teacher and the head of the college’s student teaching department.
The student teacher normally shadows the cooperating teacher for about one week, eventually
gaining more responsibility in teaching the class as the days and weeks progress. Eventually,
the student teacher will assume most of the teaching responsibilities for the class including class
management, lesson planning, assessment, and grading. Thus, the student teacher is able to
more fully experience the role of the teacher as the classroom teacher takes on the observation
role in the class. There is sometimes a "phasing out" week when the student teacher returns the
teaching role back to the regular teacher.
25 | P a g e
The supervisor, as well as cooperating teacher, monitor the progress of the student teacher
throughout the experience, ensuring satisfactory work. A grade of Pass or Fail in student
teaching, as well as satisfactory completion of a school's education program, is an indication as
to whether the college recommends the student for certification to teach.
Student Teaching Guidelines
1. Student Teaching is a 6-unit course offered to those who have completed all Field Study
Courses.
2. It is part of the experiential Learning Courses of the New Teacher Education Curriculum
which gives the prospective teachers the chance to experience in actual learning environment.
Goal
MAKE
EVERY
NEW
TEACHER
OBSERVE and LEARN
RIGHT
MENTOR
Policies and Guidelines
1. The student Teaching Program of each campus shall be under the supervision of the Student
Teaching Chairman.
2. The student teachers are assigned to Off-Campus Laboratory Schools.
3. Candidates for Student Teaching must have complete all pre-requisite courses specified in
their curriculum.
4. Summary of ratings must be requested from the registrar’s office for evaluation purposes.
5. Students with failures or INC. shall not be allowed to undergo Student Teaching.
6. He She must be physically and mentally fit and possesses the values and attitudes expected
of a teacher.
7. A student Teaching Fee shall be collected for an incentive system to personnel involved in
Student Teaching.
8. Once enrolled, the St must attend the ST Orientation Seminar which shall be held during the
first two-three weeks of the semester.
9. ST endorsement letter shall be given after the orientation seminar outputs are submitted.
10. During the Student Teaching Phase, as provided in the Joint DepED-CHED Memorandum on
the Deployment of Student Teachers, the ST shall:
 Report to his/her laboratory school everyday.
26 | P a g e
 Notify the STM in case of absences through an excuse letter.
 Make up all absences to complete the required number of days/hours.
 Be open to constructive criticism.
 Respect the dignity and rights of children.
 Come to school prepared at all times.
 Return all borrowed materials to the laboratory school.
 Accomplish all required reports.
 Project good image as a teacher at all times
11. The Student Teaching Supervisors shall conduct regular visit to the cooperating schools for
class observations.
12. The institution shall have the authority to pull out any Student Teacher who will violate the
policies.
13. The ST will report to the training institution every Friday or as scheduled for the Debriefing
of Student Teaching Experiences.
14. A culminating and Feedbacking program shall be conducted to be attended by the
collaborating schools.
15. All ST requirements are to be submitted on time as scheduled/calendared. Points will be
deducted from work received after the stated due date.
ST Procedure
 Evaluation/Assessment of St Entry Requirement
 Request for Approval for In/Off-Campus Student Teaching
 Student Teaching Orientation
 Deployment of Student Teachers
 Monitoring of Student Teacher S
Grading System
Student Teaching Mentor - 60 %
ST Supervisor - 40 %
Written Outputs/Portfolio - 20 %
Quizzes/Term Exam - 10 %
Attendance - 5%
Self/Peer Rating - 5%
TOTAL- 100%
Student Teaching Requirements for 2nd Semester, AY 2021-2022
 ST Prayer (composed by the incoming ST)

 My Personal Philosophy of Education
 Brief History of the College
 VMGO for the System, Argao Campus and College of Education
27 | P a g e
 Philippine Professional Standards for Teachers
 School-Based Management (SBM) Dimensions
 RPMS Tool
 Goals of the Student Teaching Program
 Code of Ethics
 Organizational Structure of the Student Teaching Program
 Professional Readings (at least 5)
- Indicate the source and author, as well as the date of publication which should be 5
years back ( 2016-2021)
- No duplication with other students
 Practice for handwriting strokes (cursive and manuscript) on one pad grade two and one
pad grade three for BEED and short size lined-bond paper similar to a grade pad for
BSED and BTLEd programs.
 Summary of Ratings from 1st year up to 3rd year secured from the registrar’s office.
 Certification from the Registrar that all credentials as requirement for graduation are
intact at the Registrar/s Office.
 Table of Contents ( indicate the page number in pencil at the upper right corner)
- This should comprise the first 50 pages (at least) of your Student Teaching Portfolio.
- All requirements should be handwritten on the short-sized bond paper and placed
inside a transparent plastic envelope.
This will be presented to your enrolling officer upon enrolment.
Student Teaching Portfolio Format
PRACTICE TEACHING PORTFOLIO ENTRIES
Cover
Flyleaf
Letter of Transmittal
Table of Contents
Part I – Preface
Requirements for the first semester enrolment
ST Prayer
My Personal Philosophy of Education
Brief History of the College
VMGO of the System, College, & Department (COE)
Code of Ethics for Professional Teachers
National Competency-Based Teaching Standards
Goals of the ST Program
Organizational Structure of the ST Program
Professional Readings
28 | P a g e
Part II - Enrolment Requirements
Requirements for the second semester enrolment
ST Information Sheet
Professional Resume Form
Summary of Ratings
Letter of Intent
Application Letter
Class Demo Certification
Class Demo Observation Sheets
STS Recommendation
Certification of Good Moral Character
Parents’ Consent
Medical Certificate
X-ray Result/Radiology
Birth Certificate
Barangay Clearance
Police Clearance
Department/Student Clearance
Part III – Orientation Seminar in Student Teaching

Summary of Outputs
(Arrange all the outputs accordingly Date/Title of Activity/Resource Person)
Part IV - Special Topics Outputs

Special Topics 1- Induction Into Beginning Teaching Summary of Outputs
(Arrange all the outputs accordingly Date/Name of Outputs)
Special Topics 2- Research Manuscript
Special Topics 3- Extension Activity
Part V - Student Teaching Outputs

Spot Map of ST Site
Approved Request from DepEd
Endorsement Letter
Portfolio Tasks
Reflection Sheets
Observation and Evaluation Forms
Daily Time Record
Sample Lesson Plans (Best lesson plan)
Evolution of Lesson Plans (Draft, Corrected, Clean copy)
Sample of the 3 Types of Lesson Plans (Detailed, Semi-detailed, Brief)
Certificates (Fourth Year only- first semester to second semester)
Sample Programs
Pictorials (with proper labels)
Part VI - Sample Students Outputs
29 | P a g e
CULTIVATE:
Name of
Group Members: ________________________________________________________________
______________________________________________________________________________

Exploring Student Teaching
With the assistance of the group, help one another in complying ST Requirements:
Student Teaching Requirements for 2nd Semester, AY 2021-2022
 ST Prayer (composed by the incoming ST)

 My Personal Philosophy of Education
 Brief History of the College
 VMGO for the System, Argao Campus and College of Education
 Philippine Professional Standards for Teachers
 School-Based Management (SBM) Dimensions
 RPMS Tool
 Goals of the Student Teaching Program
 Code of Ethics
 Organizational Structure of the Student Teaching Program
 Professional Readings (at least 5)
- Indicate the source and author, as well as the date of publication which should be 5
years back (2016-2021)
- No duplication with other students
 Practice for handwriting strokes (cursive and manuscript) on one pad grade two and one
pad grade three for BEED and short size lined-bond paper similar to a grade pad for
BSED and BTLEd programs.
 Summary of Ratings from 1st year up to 3rd year secured from the registrar’s office.
 Certification from the Registrar that all credentials as requirement for graduation are
intact at the Registrar/s Office.
 Table of Contents (indicate the page number in pencil at the upper right corner)
- This should comprise the first 50 pages (at least) of your Student Teaching Portfolio.
- All requirements should be handwritten on the short-sized bond paper and placed
inside a transparent plastic envelope.
This will be presented to your enrolling officer upon enrolment.
30 | P a g e
CULMINATE:

Name of Pre-service

Am I Ready to be a Student Teacher?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________
31 | P a g e
___________________________________
UNIT 3
Teaching-Learning Processes: The DepEd way
1. craft lesson plan based on Deped Standards (CLO 3; BTI 4.5.1);
2. demonstrate teaching strategies based on 21 st century teaching-learning standards (CLO 2;
BTI 4.5.1); and to
3. make instructional materials based on 21 st century teaching-learning processes (CLO 3; BTI
4.5.1).
___________________________________________________________________
CAPTIVATE:
Introductory Activity: Watch the video clip about “My Teaching Demonstration for DepEd
Ranking l 2020 l Online Application” through the link, https://www.youtube.com/watch?
v=QHvp09yge3M&t=72s.
Guide Question: What is the flow of her lesson? Make an outline.
CONNECT:
DO 42, S. 2016 – POLICY GUIDELINES ON DAILY LESSON PREPARATION FOR THE K

TO 12 BASIC EDUCATION PROGRAM
https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-
preparation-for-the-k-to-12-basic-education-program/
June 17, 2016

DO 42, s. 2016
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
32 | P a g e
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. In line with the implementation of Republic Act (RA) No. 10533 or the Enhanced Basic
Education Act of 2013, the Department of Education (DepEd) issues the enclosed Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program .
2. Planning lessons is fundamental to ensuring the delivery of teaching and learning in schools.
These guidelines aim to support teachers in organizing and managing their classes and lessons
effectively and efficiently and ensure the achievement of learning outcomes.
3. Furthermore, these guidelines affirm the role of the K to 12 teacher as a facilitator of

learning. Preparing for lessons through the Daily Lesson Log (DLL) or Detailed Lesson Plan
(DLP) and provides teachers with an opportunity for reflection on what learners need to learn,
how learners learn, and how best to facilitate the learning process. These guidelines also aim to
empower teachers to carry out quality instruction that recognizes the diversity of learners inside
the classroom, is committed to learners’ success, allows the use of varied instructional and
formative assessment strategies including the use of information and communications
technologies (ICTs), and enables the teacher to guide, mentor, and support learners in
developing and assessing their learning across the curriculum.
4. These guidelines will remain in force and in effect unless sooner repealed, amended, or
rescinded. All issuances inconsistent with this Order are hereby rescinded.
5. Immediate dissemination of and strict compliance with this Order is directed.
(Sgd) BR. ARMIN A. LUISTRO FSC

Secretary
References: DepEd Order: Nos. 43, s. 2013 and 70, s. 2012
To be indicated in the Perpetual Index under the following subjects:

BASIC EDUCATION
CURRICULUM
POLICY
RULES AND REGULATIONS
STRAND: Curriculum and Instruction
SMMA/MCR, DO Policy Guidelines on Daily Lesson Preparation for the K to 12 BE

Program 0392/June 3/14/15, 2016
DO_s2016_042
Basic Format of a Lesson Plan:

LESSON PLAN TEMPLATE
******************************************************************************
SEMI-DETAILED LESSON PLAN IN
33 | P a g e
___________________
______________________ _____________________________
Name of Student Teacher Name of Observer
I. Outcomes
(Outcomes must be behavioral, observable.)
Within an hour of …….., students with 75% accuracy level will be able to:
a) _________________________________;
b) _________________________________; and
c) _________________________________.
II. Subject Matter:

a) Topic: ______________________
b) Approach: ___________________________
c) References: ________________________________
d) Instructional Materials: ______________________________
e) Values Integration: __________________________________________
III. Procedures:
(Procedures is/are based on what particular teaching method is used.)
a) __________:
b) __________:
c) __________:
d) __________:
e) __________:
IV. Evaluation:
(Evaluation may be traditional or authentic. It must be congruent with
objectives/outcomes stated above.)
V. Assignment / Homework / Agreement:

(It could be an agreement or homework.)
34 | P a g e
******************************************************************************
Teaching-Learning Models / Approaches / Methods / Strategies
INSTRUCTIONAL MODELS
Model Short Description Lesson Plan Procedure Format
Madeline Hunter Is structured for use in a a) Review
direct instruction lesson b) Anticipatory set
c) Objective
d) Input and modelling
e) Checking understanding
f) Guided practice
g) Independent practice
Barak Rosenshine Examined the habits of a) Review
powerful educators, and a b) Presentation
model that includes not only c) Guided practice
content presentation, but also d) Corrections and feedback
some smaller functions that e) Independent practice
teacher’s perform in the
course of a day’s lesson.
Robert Mills Nine events of instruction a) Gain attention
Gagne b) Inform learner of objectives
c) Stimulate recall of prior
learning
d) Present stimulus material
e) Provide learner guidance
f) Elicit performance
g) Provide feedback
h) Assess performance
i) Enhance retention and transfer
Constructivist This method offers pupils new a) Engage
models – 5 E’s opportunities to build and b) Explore
apply knowledge, construct c) Explain
meaning and demonstrate d) Elaborate
their understanding of the e) Evaluate
concepts
Constructivist Adds two steps to the 5 E’s a) Engage
models – 7 E’s method b) Elicit
c) Explore
d) Explain
e) Elaborate
f) Evaluate
g) Extend
INNOVATIVE TEACHING METHODOLOGIES
Approach/Method Short Description Lesson Plan Procedure Format
Discovery Learning The role of the teacher is to a) Feedback
35 | P a g e
– Indirect Method encourage pupils to think, b) Independent practice
imagine and organize c) Guided practice
thoughts. The teacher is a d) Presentation
questioner, facilitator and e) Review
“thought synthesizer.
Discovery Learning In a similar way to the a) Preparation
– Inductive indirect method, which b) Presentation
Method begins with exploration and c) Comparison and abstraction
moves to correct skills or d) Generalization
facts, the inductive method e) Application
moves from singular cases or
examples, and moves toward
provable generalizations.
Discovery Learning This method attempts to fuse a) Preparation
– Inductive- the inductive and deductive b) Presentation
deductive Method methods into a hybrid lesson. c) Exemplification
d) Illustration
Discovery Learning This attempts to splice the a) Introduction
– deductive- deductive and inductive b) Generalization
inductive Method methods into a hybrid. c) Abstraction
d) Application
Inquiry Learning – The core of the inquiry a) Select problem and find
Inquiry Method learning process is for pupils solutions
to build questions about the b) Introduce process and
lesson and the world around problem
them. c) Gather data
d) Develop theory and verify
e) State rule or explain theory
Inquiry Learning – Is a variation on the inquiry a) Statement of problem
Problem Method method that works on a b) Statement of hypothesis
specific problem, doubt or c) Critical evaluation
uncertainty that requires a d) Verification
solution
Differentiated Do not have a specific -Cooperative learning in small
instruction method to follow, and there groups, with a short
is no concrete strategy for a opportunity during the class
differentiated lesson to meet with the teacher for
interaction
- Additional practice that
focuses on the lesson content,
but is flexible and will allow
for differing ability levels
Inverted Inverting or “flipping” the No specific steps
Classroom classroom. The lesson of the -finding video lesson first, which may
day is delivered inside the or may not be possible in your
schoolroom, and reinforcing schhol.
the content (meaning
36 | P a g e
homework) takes place at
home.
CLASSICAL TEACHING METHODOLOGIES
Approach/Method Short Description Lesson Plan Procedure Format

Didactic teaching – Is a reverse of indirect a) Review
direct Method method which attempts to b) Presentation
expose pupils to a variety of c) Guided practice
information and then guide d) Independent practice
them to the goal of the e) Feedback
lesson, the direct method
delivers the critical
information in an efficient
and precise form.
Didactic teaching – Presents the general rule, a) Introduction
deductive Method and presents examples to b) Generalization
the learners as ways of c) Explanation or exemplification
confirming that rule d) Illustration
e) Evaluation
Didactic teaching – Teachers “tell” the a) Approach
expository Method information to the pupils, b) Presentation
and the pupils are c) Application
responsible only for learning
it and repeating it during the
evaluation
Didactic teaching – The instructor is considered a) Preparation
lecture Method an expert in his or her b) Introduction
subject matter. It explains c) Lecture proper
and clarifies major ideas, d) Conclusion
present factual information
on one or a variety of topics,
and attempts to explain or
interpret concepts for
learners
Interactive Face-to-face encounter a) Preparation
teaching – between the teacher and the b) Introduction
Discussion method pupils, with a goal of free c) Discussion
exchange of ideas between d) Culmination
the two.
Interactive Delegates the presentation a) Introduction
teaching – of lesson content to the b) Report Proper
Reporting method pupils, and can be done by c) Clincher
individuals or by groups.
Interactive Attempts to combine a a) Introduction
teaching – Lecture- lecture and a discussion into b) Lecturette
discussion method a hybrid method, giving time c) Interaction
37 | P a g e
to a short lecture and d) Culmination
following it with a question-
and-answer session.
Interactive Attempts to combine a a) Introduction
teaching – discussion and a lecture into b) Interaction
Discussion-lecture a mix of both. c) Lecturette
method d) Culmination
Unified teaching – Aims to organize the topics a) Exploration
unit method into an integrated body, b) Presentation
illustrating relevance and c) Assimilation
relationships d) Organization
e) Recitation
Integrative Arranges content around STEPS:
teaching – similar ideas or concepts – a a) Decide on a theme that allows
Thematic teaching theme. all pupils to understand how
the information is integrated.
b) Select major concepts that are
useful examples of the
integration.
c) Connect those topics either by
subject or learning area,
around the concept or theme.
d) Decide on “essential
understanding” or
generalizations that you want
pupils to learn in the class.
e) Build “essential questions” that
will lead learners toward those
generalizations.
f) List key skills, activities and
performance standards that
will be required in a unit of
instruction.
g) For each week and each
subject included in the unit,
build activities that will engage
learners with the essential
questions.
h) Build assessments for the
performance standards. You
can add more assessments
later in the unit, to measure
progress at specific points.
Integrative Moves language studies into
teaching – a context, making the 1) Preparation
Content-based language the medium for the a. Choose a topic you feel
instruction lesson content will interest your pupils.
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b. Find three or four sources
that connect to different
aspects of the subject.
Consider websites, books,
music, films or even real
people
2) During the lesson
a. Put pupils into small
groups, and give each
group a small research
task, and the source of
information.
b. Once finished, they forme
new groups with pupils
form other teams, and
compare and share
information.
c. As a final product, ask
pupils to present their
results in a report or
summary.
Integrative Relies on questions to Cycle:
teaching – organize learning. a) The teacher frames a focusing
Focusing inquiry Relies on questions to question linked to prior
involve the learners in the knowledge.
lesson b) The teacher presents factual
information that answers who,
what, when or how much.
c) The teacher helps learners
connect and relate facts, as
well as interpreting, inferring
or giving meaning.
Integrative Planning for a lesson that No specific steps
teaching – Generic uses the generic competency
Competency mode will require the teacher
to research common
competencies between
subjects, and create a lesson
that address the content of
both subjects
Integrative The goal is not to teach a a) Inculcation
teaching – Values specific set of values; in fact, b) Moral development
clarification values clarification by c) Analysis of issues
definition does not promote d) Action learning
any particular value system e) valuing
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A Comprehensive Guide to School-Based Management (SBM)
Source: https://www.teacherph.com/a-comprehensive-guide-to-school-based-management-sbm/
ABOUT SCHOOL-BASED MANAGEMENT (SBM)
School-based management (SBM) is a strategy to improve education by transferring significant

decision-making authority from state and district offices to individual schools. SBM provides
principals, teachers, students, and parents greater control over the education process by giving
them responsibility for decisions about the budget, personnel, and the curriculum. Through the
involvement of teachers, parents, and other community members in these key decisions, SBM
can create more effective learning environments for children. Reference: Office of Research
Education/ConsumerGuide
WHAT ARE THE ADVANTAGES?
 Allow competent individuals in the schools to make decisions that will improve learning;
 Give the entire school community a voice in key decisions;
 Focus accountability for decisions;
 Lead to greater creativity in the design of programs;
 Redirect resources to support the goals developed in each school;
 Lead to realistic budgeting as parents and teachers become more aware of the school’s
financial status, spending limitations, and the cost of its programs; and,
 Improve morale of teachers and nurture new leadership at all levels.
HOW DOES SCHOOL-BASED MANAGEMENT (SBM) AFFECT THE ROLES OF THE

SCHOOL BOARD AND THE SUPERINTENDENT AND DISTRICT OFFICE?
The school board continues to establish a clear and unifying vision and to set broad policies for
the district and the schools. SBM does not change the legal governance system of schools, and
school boards do not give up authority by sharing authority. The board’s role changes little in a
conversion to SBM.
The superintendent and his or her district office staff facilitate the decisions made at the school
level, and provide technical assistance when a school has difficulty translating the district’s
vision into high-quality programs. Developing student and staff performance standards and
evaluating the schools are also the responsibility of the district staff.
The district office will generally continue to recruit potential employees, screen job applicants,
and maintain information on qualified applicants from which the schools fill their vacancies. The
district office may also specify curricular goals, objectives, and expected outcomes while leaving
it up to the schools to determine the methods for producing the desired results. Some districts
leave the choice of instructional materials to the schools, whereas others may require schools to
use common texts.
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HOW ARE BUDGET DECISIONS MADE?
In most SBM systems, each school is given a “lump sum” that the school can spend as it sees
fit. As outlined by JoAnn Spear (1983), the district office determines the total funds needed by
the whole district, determines the districtwide costs (such as the cost of central administration
and transportation), and allocates the remaining funds to the individual schools. The allocation
to each school is determined by a formula that takes into account the number and type of
students at that school.
Each school determines how to spend the lump sum allocated by the district in such areas as
personnel, equipment, supplies, and maintenance. In some districts, surplus funds can be
carried over to the next year or be shifted to a program that needs more funds; in this way,
long-range planning and efficiency are encouraged.
HOW ARE DECISIONS MADE AT THE SCHOOL LEVEL?
Most districts create school management councils at each school that include the principal,
representatives of parents and teachers, and, in some cases, other citizens, support staff, and–
at the secondary level–students. The council conducts a needs assessment and develops a plan
of action that includes statements of goals and measurable objectives, consistent with school
board policies.
In some districts, the management council makes most school-level decisions. In other districts,
the council advises the principal, who then makes the decisions. In both cases, the principal has
a large role in the decision-making process, either as part of a team or as the final
decisionmaker.
WHAT IS NECESSARY WHEN IMPLEMENTING SCHOOL-BASED MANAGEMENT (SBM)?
From the beginning, the school board and superintendent must be supportive of school-based
management. They must trust the principals and councils to determine how to implement the
district’s goals at the individual schools.
It is important to have a written agreement that specifies the roles and responsibilities of the
school board, superintendent and district office, principal, and SBM council. The agreement
should explicitly state the standards against which each school will be held accountable. James
Guthrie (1986) states that each school should produce an annual performance and planning
report covering “how well the school is meeting its goals, how it deploys its resources, and what
plans it has for the future.”
Training in such areas as decision-making, problem solving, and group dynamics is necessary
for all participating staff and community members, especially in the early years of
implementation. To meet the new challenges of the job, principals may need additional training
in leadership skills.
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In summary:
 SBM must have the strong support of school staff.

 SBM is more successful if it is implemented gradually. It may take 5 years or more to
implement SBM.
 School and district staff must be given administrative training, but also must learn how
to adjust to new roles and channels of communication.
 Financial support must be provided to make training and time for regular staff meetings
available.
 Central office administrators must transfer authority to principals, and principals in turn
must share this authority with teachers and parents.
WHAT ARE THE LIABILITIES OF SBM?
Participitory decision-making sometimes creates frustration and is often slower than more
autocratic methods. The council members must be able to work together on planning and
budget matters. This leaves principals and teachers less time to devote to other aspects of their
jobs. Teachers and community members who participate in the councils may need training in
budget matters; some teachers may not be interested in the budget process or want to devote
time to it.
Members of the school community must also beware of expectations that are too high.
According to the AASA/NAESP/NASSP task force, districts that have had the most success with
SBM have focused their expectations on two benefits–greater involvement in making decisions
and making “better” decisions.
WHERE HAS SCHOOL-BASED MANAGEMENT BEEN IMPLEMENTED?
Hundreds of school districts across the country have experimented with aspects of SBM.
School-Based Management (SBM) System will focus efforts in strengthening support

systems of the DepED on School-Based Management through improved educational planning
and management. This has sub-components created to attain this goal.
Objectives:
Strengthen the support systems of DepED, three Regional Offices, selected Divisions and
schools for School Based Management through improved educational planning and
management.
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Development of a functional management support system for continuing school improvement at
regional, division and school levels.
School Based Management (SBM) or Component 1 of STRIVE is a response to BESRA KRT 1 –

enabling and empowering school stakeholders to manage its own affairs for improved delivery
of educational services in a sustainable manner. As such, this component is focused on the
strengthening of support systems including governance, advisory and partnership mechanisms
for SBM through practical experience in application activities in the three regions. The
application experience will be further enhanced through a range of capability building activities.
SCHOOL-BASED MANAGEMENT (SBM) SUB-COMPONENTS:
Policy & Planning System
Under this sub-component, STRIVE aims to enhance/develop structures, processes and tools
associated with policy /planning systems at the school, division, and regional levels
Participatory Mechanisms in Education Governance
This sub-component is dedicated to identifying existing participatory mechanisms in education

governance at the school, division and region
Human Resource Development of Education Management
This sub-component focuses on developing and piloting the appropriate regional organizational
structure to ensure that the divisions actually support the implementation of school-based
management as mandated by the Education Act of 2001. In order to help the regions perform
this function, the sub-component has developed the technical assistance mechanism that will
systematize the provision of professional help and guidance by the region to the divisions, and
by the divisions to the schools.
Quality Assurance & Accountability System
This sub-component offers a mechanism for insuring quality in the critical systems, processes,
outputs, and outcomes of DepED at various management levels to bring about improved
learning outcomes, continuous school improvement and better technical and management
services. It is supported by the interlocking processes of monitoring and evaluation that
systematically provide educators timely information useful for planning and for making decisions
and adjustments.
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Programs to Improve Access
The focus of this sub-component is to establish the appropriate mechanisms that will increase
the number of effective initiatives undertaken by the region/division/schools to improve access.
The approach is to determine and pilot appropriate support options for basic education. It
specifically aims to:

Pilot test numbers of effective initiatives directly undertaken by the Target Access
Schools and Community Learning Centers to improve access.
 Develop and pilot test support systems/mechanisms at the division level to render direct
technical assistance support to the Target Access Schools and Community Learning
Centers.
 Develop and pilot test support systems/mechanisms at the regions to facilitate policy
compliance, effective programs delivery and ensure quality assurance and
accountabilities.
Unified Information System
The Regional UIS is the ICT-enabled support to the process and information requirements of
SBM, T&D and LRMDS. It aims to strengthen information management at the target regions and
divisions to enable data-driven decision-making and provide a venue for connecting people to
people and people to knowledge they need to effectively respond and create new and relevant
information. Specifically, the system aims to (1) streamline and efficiently render the collection
and processing of education data from the schools and field offices, (2) institutionalize Quality
Assurance and M&E processes at every level of the education management system, and (3)
support information requirements of school-based management, planning and policy formulation
at all levels.
The UIS shall consist of integrated databases, automated processes and technologies that are to
be implemented on enhanced organizational structures and improved workflow processes at the
target divisions and regions.
Consistent with the overall strategy of building on existing DepED systems and structures, the
solution system aims to establish effective linkages with currently functional systems.
ASSESSMENT of SBM PRACTICES: SCHOOLS INITIATED ASSESSMENT FOR SELF-

DIRECTED IMPROVEMENT
Why assess the School-Based Management (SBM) practices?
 Determine the level of SBM practices in school

 Provide basis on which to establish it plan of action
44 | P a g e
 Improve the SBM support systems through interventions that the school and other admin
levels of Deped
 Determine effectiveness of SBM practices in the delivery of basic education services
Assessment of SBM Practices Manual
Guide key players in:

assessing their SBM practices

identifying their needs for technical support that ought to be given by the support
system
Matrix of Scale of Practice
THE WHAT of the ASSESSMENT TOOL
The instrument contains INDICATORS regarding the six (6) dimensions of SBM Practices
 Each INDICATOR has REQUIRED EVIDENCES as proof of the level of SBM practices
45 | P a g e
 Each SBM DIMENSION is to be responded to by a different group of school stakeholders.
(Thus, responses to be considered as group answer through CONSENSUS )
TABLE on the NUMBER of ITEMS per DIMENSIONS

DIMENSIONS LEVEL 1 LEVEL 2 LEVEL 3
1.School Leadership 31 35 47
2.Internal Stakeholders 23 28 36
3.External Stakeholders 34 15 18
4.School Improvement Process 31 27 25
5.School-Based Resources 18 15 20
6.School Performance Accountability 23 14 18
Total 149 137 168
WHO answers the tools?

SBM Dimension Respondents
1. School Leadership School head, asst to the SH, master teacher, dept. head
2. Internal Stakeholders Parent assoc. Representative, teacher assoc. Chair, head of

student council
3. External Stakeholders Parent assoc. Representative, LGU/Brgy representative, SGC chair

/ rep, chair of other active groups
4. School Improvement School head, parent assoc rep, teacher assoc chair, head of
Process student council
5. School-Based Resources School head, person in charge of School funds, SGC chair /rep,
PTCA chair/reps, LGU
6. School Performance School head, parent assoc rep, teacher assoc chair, head of
Accountability student council, SGC chair, LGU / Brgy.
ADMINISTRATION of SBM ASSESSMENT
STAGE 1: School Head’s Orientation by the DO
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STAGE 2: Responding to the Instrument by the School Stakeholders
Phase 1: Orientation of School – Stakeholders as Respondents

Phase 2: Actual Inventory of Evidences
Phase 3: Summarizing the Responses
STAGE 3: Focused Group Discussion (FGD)
Matrix of Scale of Practice
[scribd id=306828323 key=key-sAkoYz4GKTj0vLB6Kd85 mode=scroll]
Read: DO 55, s. 2011 – Guidelines on School-Based Management (SBM) Grants
RPMS Tools for Teachers and Master Teachers

Source: https://www.teacherph.com/rpms-tools/
RPMS Tools are assessment instruments used to ensure quality teacher performance at different
career stages. They describe the duties and responsibilities of teachers across career stages; the
Key Result Areas (KRAs) for the realization of those duties and the specific objectives to attain
the KRAs. They also present in detail the various Means of Verification (MOV) that serve as
proof of the attainment of specific objectives alongside performance indicators, from
outstanding to poor performance, to help both Ratees and Raters in the assessment process.
What are RPMS Tools?
RPMS Tools pertain to the two (2) different teacher performance assessment instruments:
1. RPMS Tool for Teacher I-III (Proficient Teachers); and

2. RPMS Tool for Master Teacher I-IV (Highly Proficient Teachers)
Each tool has the following parts:
1. Position and Competency Profile

2. Job Summary which includes
1. Qualification Standards
2. Duties and responsibilities
3. MFOs, KRAs, Objectives, MOV
4. Performance Indicators
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Position and Competency Profile
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Job Summary (2.1 QS)
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Job Summary (2.2 Duties and Responsibilities)
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MFOs, KRAs, Objectives and MOVs
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Objectives, MOVs, Performance Indicators
Performance Indicators include the following:
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The performance indicators need not have all three (3) categories. Some performance may only
be rated on quality and efficiency, some on quality and timeliness and others on efficiency only.
Figure 1.9 illustrates how the performance measures are embedded in the performance
indicators of the RPMS Tools.
Why is there a need for RPMS Tools?
It serves as a BLUE PRINT for teachers to guide them in accomplishing their job.
Performance Indicators, this part provides the exact quantification of objectives, which shall
serve as the assessment tool that gauges whether performance is positive or negative (DO No.
2 s. 2015).
In the RPMS Tools, the performance indicators provide descriptions of quality and quantity given
five performance levels: 5-Outstanding, 4-Very Satisfactory, 3-Satisfactory, 2-Unsatisfactory,
and 1-Poor. Embedded in the performance indicators are elements of quality, efficiency and
timeliness.
Means of Verification (MOV). The MOV column gives Ratees and Raters examples of documents
that can prove the teachers’ attainment of objectives. They have been judiciously selected to
show evidence of attainment of objectives. Teachers gather, select, organize and annotate MOV
to help Raters in assessing teacher performance.
Also, MOV include classroom observation tool (COT); lesson plans/modified daily lesson logs;
instructional materials; formative and summative assessment tools; compilations of student
outputs; and others
Who uses the RPMS Tools?
Raters
 School Heads
 Designated Teachers-in-Charge
 Head Teachers
 Department Heads
 Master Teachers
Ratees
 Teachers I-III (Proficient Teachers)

 Master Teachers I-IV (Highly Proficient Teachers)
 ***for SHS
Raters (per DepEd Order No. 2, s. 2015)
53 | P a g e
Ratee Rater Approving Authority
Superintendent
(Small & Medium Divisions)
Head Teacher/Master
Principal
Teacher Asst. Superintendent
(Large and Very Large
Divisions)
Head Teacher/Master
Teacher Principal
Teacher
For ALS teachers, the Rater will be:
 EPS II of ALS
 CID Chief, in the absence of the EPS II

 other personnel delegated by CID Chief
In the case of Head Teacher:
For elementary, HT serving as School Head may use their OPCRF aligned to the existing
NCBSSH.
For secondary, HT with teaching load, may use the Highly Proficient Tools for Master Teacher I-
IV; HT without teaching load but serving as Department Head may craft their IPCRF anchored
on the OPCRF of the Principal.
Remember PPST is for TEACHERS not for Educational Leaders such as School Heads, same goes
with RPMS Tools.
Walkthrough on the
RPMS Tools for Teachers
For year 1 (2018): There is a need for baseline data on where/what career stage teachers are
currently at using the 12 “priority” indicators. During the first year of implementation, the 2
tools will determine whether indicators are met or not met. Those In the year 2 of
implementation, another 12 indicators of the PPST will be used in the RPMS. The remaining 13
PPST indicators will be used the RPMS in the Year 3.
54 | P a g e
Rationale for the use of only 2 RPMS Tools
There is a need for baseline data on where/what career stage teachers are currently at using
the 12 “priority” indicators.
RPMS Tool for Teachers I-III:
Many newly-hired teachers (Teacher I) in the field are not actually Beginning Teachers. Most of
them already rendered service and came from private schools.
Teachers who use this tool/are rated using this tool may be found to be performing at a
Proficient, below Proficient (Beginning) or beyond Proficient (Highly Proficient).
RPMS Tool for Master Teachers I-IV:
There’s a possibility that Master Teachers are not performing at the Highly Proficient Teacher
career stage.
Teachers who use this tool/are rated using this tool may be found to be performing at a Highly
Proficient, below Highly Proficient (Proficient) or beyond Highly Proficient (Distinguished).
55 | P a g e
PPST is the basis
KRAs represent the Domains of PPST
Objectives represent the Indicators of the PPST
CULTIVATE:
56 | P a g e
Name of
Group Members: ________________________________________________________________
______________________________________________________________________________

Lesson Planning and Demo-Teaching
With collaboration of the group, make a LESSON PLAN using specific method and chosen
topic/content in your area of specialization.
Lesson Plan will be checked by the course facilitator and correction can be done prior to
recorded demonstration teaching.
After lesson plan is re-written and final copy is given to the teacher, record a
demonstration-teaching and submit it via identified LMS of the teacher.
Debriefing or group/ class conference will be conducted after.
RUBRICS FOR LESSON PLAN ASSESSMENT:

https://www.westga.edu/academics/education/assets/docs/SEED_Lesson_Plan_Assessment_Rubric.pdf
Point total Unacceptable Developing Proficient Exemplary

/100 (0-5 points) (6-7 points) (8-9 points) (10 points)
Outcomes are not Outcomes are appropriately Outcomes are appropriately Outcomes meet proficient
Outcomes identified or not identified, but may not be identified and aligned with criteria, are clearly
appropriate for the grade aligned with state/ national state/ national standards; stated, and relate to
Points / 10 level, developmental level, standards, and may not be objectives are specific, meaningful skills or
or topic. specific, observable, and/or observable, and measurable. concepts essential to
measurable. student learning.
Assessment may be At least one formal assessment Formal assessment Assessments meet the
described, but the tool is included, but the tool(s) and evaluation proficient criteria and
Assessment assessment tool and/or evaluation instrument may be instrument(s) are both reflect a variety of
evaluation instrument are missing. included. assessment types
not included. The assessment may not reflect The assessment reflects and/or methods.
points x2 / 20
the objectives or may not be the objectives and is
appropriate to the topic or grade appropriate to the topic
level. and grade level.
Plan of instruction is so Plan of instruction may, at Plan of instruction is clear Plan of instruction meets
vague or generalized times, be too vague or lacking and designed to promote the proficient criteria,
Instructional that it is unusable. elements or details necessary critical thinking, inquiry, utilizes multiple
Strategies for effective delivery of problem-solving strategies, instructional strategies, and
information; instructional or creativity; instructional includes guiding questions
points x2 / 20 strategies may rely too heavily strategies facilitate the appropriate for engaging
on lecture or worksheets, or learning goals and students in higher-level
may not facilitate the learning objectives. thinking.
goals and objectives.
Structured Learning activities to Learning activities to engage Learning activities engage Student learning activities
engage students are not students are included but may and motivate students with meet the proficient criteria
Application
included or are not not give students clear opportunities to and include opportunities
appropriate for the grade opportunities for guided and demonstrate skills or exhibit for remediation and
points x2 / 20 level or topic. independent practice or inquiry. conceptual understanding enrichment.
of the learning goals
through both guided and
independent practice or
Plans for accommodating Plans for accommodating Plans for accommodating Plans for accommodating
learner differences are learner differences show learner differences are learner differences meet
Differentiation
not included or not a limited understanding appropriate and specific proficient criteria and are
appropriate for student of student needs. for a variety of student embedded throughout
Points / 10 needs. needs and are designed the wording of the
to facilitate success for a Instructional Strategies
variety of students. and Learning Tasks
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Materials and Materials and resources are Materials and resources are Materials and resources
resources are not listed, but specific titles and/or listed with specific citation meet proficient criteria
Materials
listed or not citation information may not be information; a range of and are selected and/or
appropriate. identified; materials and resources and technological designed to meet
Points / 10 resources may not be tools that effectively diverse learning needs.
effectively implemented. implemented by both
teacher and students.
Organization may lack Organization is generally Organization is coherent Organization is coherent,
clear movement or clear, but may be poorly and clear; formatting and clear, and highly logical,
focus, making the formatted. graphic elements support with formatting and
Writing ideas difficult to Formal language contains readability. graphic elements that
Conventions follow. Numerous some grammar, usage, Formal language strongly support
grammar, usage, spelling, or punctuation contains few readability.
Points / 10 spelling, and errors that may impede grammar, usage, Language is professional,
punctuation errors readability or expected level spelling, or concise, and precise,
may significantly of professionalism. punctuation errors with no noticeable
impede readability or that do not impede grammar, usage,
expected level of readability. spelling, or punctuation
RUBRIC FOR DEMONSTRATION TEACHING ASSESSMENT

Student Teacher ___________Subject:
_________________________
Topic: ____________________________________________________ Date: Time: _______ Room ___
______ LABORATORY CLASSES N ______ LECTURE CLASSES

1 2 3 4 5
A
A. TEACHER A. TEACHER
1. Laboratory planning and organizing skills…………… 1. Preparedness
2. Ability to conduct laboratory class logically and 2. Mastery of the subject matter
systematically 3. Evidence of the appropriate choice
………………………………………………… and effective use of methods and
3. Initiative and common sense techniques
…………………………… 4. Awareness of current issues for
4. Resourcefulness lesson enrichment
……………………………………………… 5. Communication skills
5. Ability to encourage students participation ………… competence/effectiveness
6. Ability to motivate students for critical thinking and 6. Projection of dynamic personality
independent study during laboratory classes ……… traits (grooming, refinement of
7. Ability to evaluate laboratory work (i.e. practical voice/action, creativeness,
examination/laboratory exercises) …………………… resourcefulness, democratic
Total ________ leadership, etc.)
Mean _______ 7. Promotion of desirable values
8. Tasks on time (time management of
activities, accomplishment of objectives,
provision for further research)
Total ________
Mean _______
B. STUDENTS B. STUDENTS
1. Student-teacher interaction 1. Evidence of apperceptiveness
……………………………… learning (relatedness of the pevious
2. Preparedness for laboratory work assignment with the present lesson)
……………………… 2. Manifestation of student-teacher
3. Communication Skills interaction (student’s active
……………………………………… participation)
4. Interest 3. Tangible evidence/s of learning
………………………………………………………… achievement (results of quizzes,
5. Awareness of New Concepts student’s feedback, lesson
…………………………… retention/application of basic truths
Total ________ studied/learned.)
Mean _______ Total ________
Mean _______
C. LEARNING EVIRONMENT C. LEARNING ENVIRONMENT
1. Availability and accessibility of equipment, supplies 1. Classroom management/setting
and materials (discipline, cleanliness, orderliness)
………………………………………………… 2. Adequacy of instructional facilities
2. Arrangement of equipment/furniture in the laboratory (prepared by the ST)
58 | P a g e
………………………………………………………
3. Safety conditions Total ________
…………………………………………… Mean _______
4. Lightning and Ventilation
…………………………………
5. Water Supply
…………………………………………………
6. Housekeeping (Orderliness & Cleanliness) …………
Total ________
Mean _______
Legend: 1 – Outstanding 2-Very Good 3 – Good 4 – Fair 5 – Poor NA – Not
Applicable
Overall Numerical Rating: __________ Descriptive Rating:
Remarks/Comments:
________________________________________________________________________________________
Strong Points:
For Improvements:
________________________________________________________________________________________________
Other Suggestions:
______________
Signature of Demonstrator Signature of Observer / Rater
CULMINATE:
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Name of Pre-service

Am I an effective teacher?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________
___________________________________
UNIT 4
Extension: Nature, Framework and Conduct
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1. discuss concepts of extension in the context of ESD and industry 4.0 (CLO 1; BTI
1.1.1, 1.5.1);
2. conduct needs assessment for possible extension activities to identified sectors (CLO
4; BTI 7.2.1, 7.5.1).
___________________________________________________________________
CAPTIVATE:
Introductory Activity: Watch the video clip about “Industry 4.0”
through the link, https://www.youtube.com/watch?v=wx3_SHmgK08
Guide Question: What is the connection between Industry 4.0 and university’sextension
function?
CONNECT:
CTU Extension
Source: https://www.ctu.edu.ph/cebucitymountain/extension/about/
True to its mandate of empowering communities, the Extension Services of Cebu Technological;
University (CTU) aims to provide the small, marginalized communities of the province of Cebu
the opportunity to acquire knowledge and skills for sustained productivity, profitability and well-
being. It also aims to upgrade the technical capabilities of extensionists and other development
workers of its satellite schools to deliver vital services and ecologically sound technologies to its
surrounding communities.
The University Extension Services Office, in line with the government’s thrust for inclusive social
and economic development through mobilizing knowledge and technology towards generating
employment reducing poverty, and taking good care of the plant has been actively conducting
extension programs that are responsive to a community-defined need and that contribute to the
attainment of the world’s sustainable development goals.
Through capacity-building mechanisms, strengthened engagements with stakeholders, enabling

institutional policies, and sustainable community extension practices, the university community
of extensionists hope to transform the self, the institution and the society for a sustainable
future.
Goals
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1. Increase the capabilities of extension personnel to upgrade the delivery modes of
extension services
2. Maximize the impact of extension/ production program for sustainable
development.
3. Facilitate the well-times delivery of extension services to the community.
4. Initiate collaboration with stakeholders to improve community relations;
showcase transfer of technology, and disseminate packaged information on
relevant skills.
5. Generate employment for extension beneficiaries
6. Designate extension centers in all campuses to display the products of the
different extension programs of the university.
Outcomes of the Office

1. Enhanced capability, efficiency, effectiveness and equity among target beneficiaries in
agriculture, forestry, fishery and trade industry.
2. Sustainable technology toward development
General / Key / Core Functions

1. Create extension programs relevant to the objectives of the different curricular programs
of the university.
2. Utilize research outputs to formulate extension production programs that are responsive
to the needs of the nation and the community.
3. Align procedure on the delivery of extension / production services to the growing and
changing needs of the university and the community.
4. Review and enhance the process of allocating GAA Extension Budget to comply with the
budget requirements of the strategic plan.
5. Tap the resources of other agencies and educational institutions to satisfy the extension
programs’ diverse needs.
6. Promote functional linkages among government, non-government organizations in
undertaking development programs.
History and Background
Extension Services has been part of the daily activity of the university in its pursuit of
its goals, yet it is acknowledged as an entity. This however, changed when in 1994,
the CSCST-System President Barillo ordered the inclusion of the Extension Services
as an additional function of the College. This was earmarked with the budget
allocated from the Congressional Development Fund of Senator Raul S. Roco. In the
same year, a request for a distinct Extension Services budget was submitted to the
Department of Finance and Management. The request was granted in 1995. Not long
after, the Commission on Higher Education (CHEd) mandated all state colleges and
universities to include Extension Services among their functions.
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On November 10, 2010, the Cebu State College of Science and Technology was
converted into a state university named Cebu Technological University under
Republic Act (R.A.) 9744. Extension Services as one of the four functions of State
Colleges and Universities tasked to deliver relevant research outputs and other
services to the community.
ESD (Education for Sustainable Development)

Source: https://www.mext.go.jp/en/unesco/title04/detail04/sdetail04/1375695.htm
This is homepage in Ministry of Education, Culture, Sports, Science and Technology
Web Site
1．What is Education for Sustainable Development (ESD) ?
ESD stands for Education for Sustainable Development.

Also, to promote a better understanding of ESD, a contest was held in 2014 to create a more
friendly and easy-to-remember slogan: “Learning to Build a Better Earth Than Today’s.”
The world today faces numerous problems related to the environment, poverty, human rights,
peace, and development. The education and activities that are part of ESD view these issues of
modern society as one’s own and show how to approach them at a grassroots level (“think
globally, act locally”), thereby creating new values and behaviors that contribute to solutions for
those problems and, by extension, to the creation of a sustainable society.
ESD is education that fosters the leadership needed to build a sustainable society.
Implementing ESD requires the following two perspectives.
Development of personal character, self-reliance, judgement, and responsibility are the kinds
of humanity to be fostered, as are individuals who value relationships and
connectedness through an awareness of their relationships with other people, with society, and
with the natural environment.
Hence, ESD not only engages in activities that address various issues related to the
environment, peace, human rights, and so on, but does so in an interdisciplinary, holistic way
that includes environmental, economic, societal, and cultural perspectives.
●ESD Concept Map

ESD requires a holistic approach that integrates various related fields of study with the goal of
“building sustainable societies.”
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2．ESD Goals
（1）ESD Goals
・To provide every person with the benefits of a high-quality education
・To incorporate the principles, values, and behaviors necessary for sustainable development
into every educational and learning environment
・To transform values and behaviors in order to bring about a sustainable future
environmentally, economically, and socially
（2）Competencies to Cultivate
・Sustainable development-related values (e.g. respect for people, respect for diversity,
inclusivity, equal opportunity, respect for the environment)
・Systematic thinking (understanding the context of problems and phenomena, taking a
multifaceted, holistic perspective)
・Alternative thinking (critical skills)
・Data and information analysis
・Communication skills
・Leadership
（3）Pedagogy and Learning

・Create a fluid process that encourages "concrete action" by stimulating interest, deepening
understanding, and nurturing participation and problem-solving skills
・Adopt a participatory approach that values experience and feeling, not just relaying
knowledge, as part of a process of exploration and experimentation
・Stimulate self-motivated behavior skillfully among learners during on-site activities
（4）Priority Issues in Japan

Pursuing integrated environmental, economic, and societal development, beginning with the
issues of environmental conservation that must be addressed by the advanced nations, while
also pursuing activities that encompass the many issues that can contribute to sustainable
development on a global scale that includes developing nations.
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(Adapted from "Implementation Plan for 'UN Decade of Education for Sustainable
Development' in Japan")
3．The Global Action Programme on ESD
In November 2013, the "Global Action Programme (GAP) on Education for Sustainable
Development (ESD)" was adopted at the 37th session of the General Conference of UNESCO as
the follow up to the United Nations Decade of Education for Sustainable Development (2005-
2014), and approved at the 69th session of the United Nations General Assembly. The GAP was
officially launched at the World Conference on ESD held in Japan in Novemebr 2014.
For the further promotion of ESD after 2015, the GAP identifies UNESCO as the leading agency,
and five priority action areas to be focused as "policy support, whole-institution approaches,
educators, youth, and local communities.
4. ESD QUEST
ESD QUEST
http://www.esd-jpnatcom.mext.go.jp/pdf/ESDQUESTstorybook_en.pdf
 the Global Action Programme on ESD [PDF:1280KB]

https://www.mext.go.jp/en/unesco/title04/detail04/sdetail04/__icsFiles/afieldfile/2016/1
0/11/1375695_01.pdf
17 Sustainable Development Goals

The 17 Sustainable Development Goals (SDGs), with their 169 targets, form the core of the
2030 Agenda. They balance the economic, social and ecological dimensions of sustainable
development, and place the fight against poverty and sustainable development on the same
agenda for the first time.
The SDGs are to be achieved around the world, and by all UN member states, by 2030. This
means that all states are called upon equally to play their part in finding shared solutions to the
world's urgent challenges. Switzerland is also required to implement the Goals on a national
basis. In addition, incentives are to be created to encourage non-governmental actors to make
an increasingly active contribution to sustainable development.
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Overview of the 17 Sustainable Development Goals
©
End poverty in all its forms everywhere
Go deeper through this link, https://www.eda.admin.ch/agenda2030/en/home/agenda-

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-1-armut-in-allen-ihren-formen-und-
ueberall-beenden.html
©
End hunger, achieve food security and improved nutrition and promote sustainable agriculture

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-2-den-hunger-beenden-
ernaehrungssicherheit-und-eine-bessere.html
©
Ensure healthy lives and promote well-being for all at all ages
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2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-3--ein-gesundes-leben-fuer-alle-
menschen-jeden-alters-gewae.html
©
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for
all

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-4-inklusive-gleichberechtigte-und-
hochwertige-bildung.html
©
Achieve gender equality and empower all women and girls

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-5-geschlechtergleichstellung-erreichen-
und-alle-frauen.html
©
Ensure availability and sustainable management of water and sanitation for all
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2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-6-verfuegbarkeit-und-nachhaltige-
bewirtschaftung-von-wasser.html
©
Ensure access to affordable, reliable, sustainable and modern energy for all

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-7-zugang-zu-bezahlbarer-
verlaesslicher-nachhaltiger-und.html
©
Promote sustained, inclusive and sustainable economic growth, full and productive employment
and decent work for all

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-8-dauerhaftes-breitenwirksames-und-
nachhaltiges.html
68 | P a g e
©
Build resilient infrastructure, promote inclusive and sustainable industrialization and foster
innovation

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-9-eine-widerstandsfaehige-
infrastruktur-aufbauen.html
Reduce inequality within and among countries

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-10-ungleichheit-innerhalb-von-und-
zwischen-staaten.html
©
Make cities and human settlements inclusive, safe, resilient and sustainable

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-11-staedte-und-siedlungen-inklusiv-
sicher.html
69 | P a g e
©
Ensure sustainable consumption and production patterns

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-12-fuer-nachhaltige-konsum-und-
produktionsmuster-sorgen.html
©
Take urgent action to combat climate change and its impacts*

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-13-umgehend-massnahmen-zur-
bekaempfung-des-klimawandels.html
©
Conserve and sustainably use the oceans, seas and marine resources for sustainable
development

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-14-ozeane-meere-und-
meeresressourcen-im-sinne-nachhaltige.html
70 | P a g e
©
Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage
forests, combat desertification, and halt and reverse land degradation and halt biodiversity loss

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-15-landoekosysteme-schuetzen-
wiederherstellen-und-ihre.html
©
Promote peaceful and inclusive societies for sustainable development, provide access to justice
for all and build effective, accountable and inclusive institutions at all levels

2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-16-friedliche-und-inklusive-
gesellschaften-fuer-eine.html
©
Strengthen the means of implementation and revitalize the global partnership for sustainable
development
71 | P a g e
2030/die-17-ziele-fuer-eine-nachhaltige-entwicklung/ziel-17-umsetzungsmittel-staerken-und-die-
globale-partnerschaft.html
* Acknowledging that the United Nations Framework Convention on Climate Change is the
primary international, intergovernmental forum for negotiating the global response to climate
change.
CULTIVATE:
Name of
Group Members: ________________________________________________________________
______________________________________________________________________________

Engaging with the Community!
With collaboration of the group, complete the matrix below connecting a possible
extension activity to Sustainable Development Goals.
Research Abstract:
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___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Extension Activities SDG/SDGs Description
CULMINATE:

Name of Pre-service

I am a Community Teacher!
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________
___________________________________
UNIT 5
Extension Intensified: Proposal making and
Intended Learning Presentation
Outcome:
1. develop an extension proposal based on the result of the Needs Assemment

conducted (CLO 4; BTI 7.2.1, 7.5.1); and
2. present crafted extension proposal for approval (CLO 4; BTI 7.2.1, 7.5.1).
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___________________________________________________________________
CAPTURE:
Introductory Activity: Watch the video clip about “Bataan Peninsula State University
Extension Services Best Practices During the Pandemic” through the link,
https://www.youtube.com/watch?v=CbVLM09oD64
Guide Question: What are the identified best practices presented for Extension acrivities of
Bataan Peninsula State University?
CONNECT:
Extension Proposal Template
I. PROJECT SUMMARY
Title of the project :
Project Locale :
No. of Training Hours :
No of Beneficiaries :
Total Project Cost :
Implementing Curricular Program/s : (example: BSED, BIT, BSIE)
Implementing Partner/s :
II. RATIONALE (pls use the subheadings to make it easier for the evaluator to do the rating)
A. Statement of Need
 What is the problem or need of your target community/beneficiaries? Why is
this problem important?
You may cite international and national situations here, but the emphasis should be on
the NEEDS OF THE LOCAL COMMUNITY and/or THE NEEDS OF YOUR TARGET
BENEFICIAIRIES.
For example: Mangrove devastation is happening in coastal areas throughout the
Philippines, but what you will highlight here is the devastation of mangrove plantation in
the vicinity of your TARGET BENEFICIARIES. The NEED FOR MANGROVE
REHABILITATION should then be discussed as a solution to the problem of your target
community/beneficiaries, but with national or even international effects.
If your proposed project is a PHASE II of a project implemented last year, discuss here
the reasons why you are doing a second phase based on the result of the post-project
evaluation. You will also need to attach your TERMINAL REPORT for the evaluators’
reference.
B. Relevance of Need
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 How does the need/problem relate to VMGO of CTU? to ESD Goals? to the
program goals & objectives?
In this subsection, please CLEARLY describe the relevance of the program to the
implementing curricular program/s. For example: In Daanbantayan, the extension
project PANUKOS is proposed to be implemented by the programs BSFisheries and BSIT
Automotive. Since PANUKOS intends to improve fishermen’s productivity by increasing
volume of nukos-catch it is but logical that the BSFisheries be the lead implementer.
However, in an interview with the fishermen, the extension team also found problems
related to motorboat engines. And so, in discussing the relevance of the need for the
extension project PANUKOS, both BSFisheries and BSIT-Automotive program
goals/objectives should be discussed in the context of their accomplishment through the
programs’ implementation of this project.
C. Beneficiary Profile
 Who does it affect? Who are the target beneficiaries?
Describe them in DETAIL.
THIS IS THE MOST IMPORTANT PART because all other parts of the proposal are
there for them. Unless you can convince your panel of evaluators that BENEFICIARIES
have already been SELECTED, and that this project is a solution to their NEEDS, the
panel members will no longer read the rest of your proposal because it will be moot and
academic. And so, as CLEARLY AS YOU CAN, describe your beneficiaries’ profile.
Highlight those relevant to your project. For example: If in your objective, you intend
for them to earn ADDITIONAL INCOME in the FUTURE, then discuss here their
CURRENT INCOME.
D. Research Basis
Guide questions: (Answer in paragraph form)
 What evidence do you have to show that the need is real and important to the
beneficiaries?
 Do you have testimonial data from potential beneficiaries? Can you prove that
the beneficiaries also think that addressing the problem/need is important?
 Do you have statistical data? Are these specific to the target locale?
Give a concise description of your research basis here.Your panel of evaluators will look at
your technical paper for the detailed discussion. In this section,summarize all data you have
to support your contention that this project proposal is needed by your target
beneficiaries/communities.
If the basis is a thesis or dissertation, it must be specific to the target locale. For example:
The proposed projectLIWANAG – is a skills training of target beneficiaries in the installation
and maintenance of solar panels. This project is a proposed solution to the absence of
electricity in a remote sitio in Cebu City.Your research basis is a dissertation entitled “ A
Survey of Remote Household Energy Usage in Thailand”. This research study CANNOT be
used as basis, because it is NOT about your target beneficiaries. You have to conduct
research on your OWN beneficiaries – them being your respondents.
In this case, you may conduct a TNA, the result of which will be the content of your
TECHNICAL PAPER, which will serve as your research basis. A sample of a very well
written technical paper was given to your extension chair. I am also sending it to you (with
76 | P a g e
the permission of the author) together with this document. You may revise some of the partsif
you think this will give a clearer picture of the need of your target beneficiaries/communities.
E. Proposed Solution
Guide questions: (Answer in paragraph form)
 Do you have a solution to the problem?
 Why do you think it will work? Did it work before?
 Who have you talked to - especially clients – about the problem/need, and how
you propose to solve/address it?
This portion is very important. This is the ESSENCE of your proposed extension project. In
this section you will discuss your proposed intervention/solution to the NEED which you have
clearly described above. This is where you will convince you panel of evaluators that your
proposed project will work and why it will work.
III. GOALS/OBJECTIVES/INTENDED OUTCOMES (please pay attention to the sequence.)
ESD Goal:
/ 1-No Poverty 7-Affordable and Clean Energy 13-Climate Action
2-Zero Hunger 8-Decent Work and Economic Growth 14-Life Below Water
3- Good Health and Well- 9-Industry, Innovation and Infrastructure 15-Life on Land
Being
4-Quality Education 10-Reduced Inequalities 16-Peace, Justice & Strong
Institutions
5-Gender Equality 11-Sustainable Cities and Communities / 17-Partnerships for the Goals
6-Clean Water and Sanitation 12-Responsible Consumption and Production
Intended Outcome: An economically sustainable organization of weavers

Project Goals:
1. There will be increased productivity;
2. The weavers will become a community organization with legal identity with established
linkages with government and other resource organizations;
3. The social enterprise will become profitable
Objectives:
1. 100% of the weavers will have increased competencies in production-related skills;
2. The weavers are organized and registered with relevant government agencies; and
3. The social enterprise will have an ROI of at least 5%.
IV. IMPLEMENTATION PLAN
Jun Aug
Person May July Sept
Objective Activities e 202 Status Remarks
Responsible 2020 2020 2020
2020 0
Objective 1
The business Participation in Ms. Rachel
x x
enterprise will Trade Fair Geraldizo
have an ROI of Ecommerce Mr. Limuel x x x x x
at least 5%. Product Dev't for Ms. Mildred x x x x x
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value adding Martinez
Objective 2
The weavers Dr. Jima x
are organized Meeting no.1 Bejagan
and registered MeetingNo. 2 Ms. Rainera
with relevant x
Formulation Lucero
government Meeting No. 3 Dr. Jorelyn
agencies. x
Election of Officer Concepcion
Objective 3
100 % of the Training on
Dr. Jorelyn
weavers will Contemporary x
Concepcion
have increased Weaving
competencies
Dr. Jorelyn
in production- Training Fabric x
Concepcion
related skills Design
Note: If you have many planned activities, use as many pages as you needed. This should
be in portrait orientation.
V. MONITORING & EVALUATION PLAN

Data Actual Means of Remark
Objectives Success Indicators Baseline Data Frequency Accomplishm
Method ents Verification s
The business enterprise will have an % of ROI as Record of Document annual Audited FS
ROI of at least 5%. reflected in the FS income and ation
expenses in the review/Co
last ___ years st-Benefit
Analysis
The weavers are organized and  Officers elected Previous Document once Certificate
registered with relevant government  Registration in a organizational ation of
agencies. government structure Review registration
agency
List of
Officers
100 % of the weavers will have  % increase in Record of the Document monthly Current
increased competencies in production- number of ation productivity
production-related skills related meters woven review level
competencies by each weaver / per weaver
 % increase in X number of
output hours in the
previous ___
year/s
Note: This should be in portrait orientation.
VI. ORGANIZATIONAL CAPABILITY (in paragraph form)

A. Explain why your extension team is the best group to implement this project.
B. What expertise do you bring to the project?
C. Describe your partner organizations/groups. Explain how you complement each other
and why you have selected them as partners.
D. Explain who will do what.
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VII. THE COMMUNITY EXTENSION TEAM (This section will show why you have selected the
specific persons who will work on this project)
Name Role Responsibility

1. Fitzgerald Consuelo Extension Coordinator
2. Cyrus Miñoza Chronicler
3. Olivia Alivio FP-ESD
4. Abby Monacillo FP-M & E
5. Quinn Rivero FP-Community Organizing
6. David Birondo FP-Research
7. Millie Fortuna FP-Entrepreneurship
8. Jake Dizon Training Specialist
9. Rowan Camoro Training Specialist
10. BSIE students Demonstrator
Reminders:
1. Clearly describe the role of each team member in the planning, implementation,
evaluation of your proposed project.
A. Transportation2. Do not forget to include your students in the team.
Expenses
Activity Venue Mode of Transpo Estimated Transportation Expense Amount
VIII. SUSTAINABILITY PLAN Sub-total -
B. Training Expenses (Training materials & supplies)

A.Description
Explain how the beneficiaries will continue to benefit Unit
Quantity/Unit fromCost the project beyond
Amountcurrent
funding.
B. Discuss the extent that your extension team is willing to commit to continue support to
the beneficiaries after funding grant.
C. Discuss here plans for TESDA certification, facilitation for employment, going into micro-
Sub-total -
enterprise, etc.
C Office Supplies
Description Quantity/Unit Unit Cost Amount
IX. BUDGETARY REQUIREMENT
Guidelines in making the budget:
 Do not make “guestimates”. Canvass the price of your training materials & -
supplies, etc. Allow for 5% inflation rate. -
-
 Do not ask for items which are not allowed to be procured by GAA IRRs.
Sub-total -
 List items in detail since these will all be included in the PPMP.
D Other Expenses
 If there is outside funding,
Description
indicate the expenses which
Quantity/Unit Unit Cost
will be shouldered by the
Amount
partner institution/s.
 Compute in Excel then copy and paste below. Sub-total -
 If you are granted funding from GAD funds, clearly stipulate which expenses will be
E Other Professional Fees
funded. You may indicate
Training Specialist
in the SUMMARY OF BUDGET,
Activity/Training No. of Hours
and in the PROJECT
Amount
SUMMARY.
Sub-total -
79 | P a g e Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-

v Budgetary
Total i s T rRequirement:
ilogy of Functions (Dr FCKintanar)(Disclaimer: Pictures, images and other
c o A.
n Transportation
t e n t s i n Expenses
t h i s w o r k b o o k a r e t a k e n f r- o m` i n t e r n e t s o u r c e s . C r e d i t s a r e g i v e n t o t h e c o n t e n t
B. Training Expenses -
C. Office Supplies -
D. Other Expenses -
E. Professional Fees -
Total Project Cost PHP -

Prepared by:
_________________________
Note: All members of the team (except for

your students should sign here, to indicate
their commitment to perform the roles
assigned to them.
Reviewed and Verified:
80 | P a g e
(Extension Chairperson)
(College Dean for Main Campus)
(Campus Director)
EXTENSION COUNCIL REMARKS: ENDORSED FOR BOR

APPROVAL:
Deferred JORELYN P. CONCEPCION, Ed. D.

University Director for Extension Services
For Revision
Endorsed for BOR Approval EDGAR U. TIBAY, Ph. D.
University Vice President for Production,
Extension and Business Affairs
ROSEIN A. ANCHETA JR., ASEAN P.E, DM, Ph. D.

SUC President IV
Attachments:
A. Research Basis
a. Technical Paper; and/or
b. Abstract and Chapter III of the study if thesis or dissertation; and
c. Utility Models Certificate (if applicable);
B. Terminal Report using the New Format for Phase II project proposals
Note: Only complete projects proposals will be accepted.
CULTIVATE:
Name of
Group Members: ________________________________________________________________
______________________________________________________________________________

Community Engagement Intensified
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With collaboration of the group, make your group extension proposal using the given
template.
The class will organize for an event on EXTENSION PROPOSAL PRESENTATION where
there will be invited panel to comment your crafted proposal.
Extension Proposal Review Rubric

Source: https://www.usca.edu/center-for-research-excellence/research-funding/inbre-
probe/extension-proposal-review-rubric/file
Student name: ____________________________________________________________
Project title: ______________________________________________________________
Please rate the proposal on the following dimensions, listed in decreasing

order of importance, by selecting the most appropriate choice. Please
provide constructive comments. Ratings and comments will be provided
VERBATIM to the student and mentor.
Criteria Exemplary (x4) Very Good (x3) Good (x2) Needs Missing
weight significant
improvement
(x1)
50 Student’s clarity of explanation
8 Research Strongly articulated Clear topic/question; Topic/question good; Topic/question vague or
topic or topic/question; may have minor issues may have some weak and/or little
question clearly connects with connection disconnect between connection between topic,
with background between topic, topic, background, background, and/or
and project plan background and/or and/or project plan project plan
project plan
32 20 l 16 12 l 8
28 l 24
20 Project Strong evidence of Good evidence of Some evidence of Little evidence of thought
plan or thought and thought and planning thought and planning or planning (e.g., little to
how the planning (details (e.g., some details (e.g., few details or plan no details; confusing) OR
question is clearly articulated) missing or confusing) not presented logically) significant flaws in plan
to be OR multiple minor flaws
answered in plan 30 l 20
80 70 l 60 50 l 40
8 Significan Clearly articulated, Good effort to Some effort to describe Little to no reference No impact
ce or strong statement of describe project's project’s importance; to project importance statement
impact of why this project is importance; could be explanation may be or not understandable
project important stated more clearly difficult to understand
(can be 32 28 l 24 20 l 16 12 l 8
8 limited
Writing to
style Clear, persuasive, and Good overall; minor Adequate writing; Poorly written overall;
logical; well organized issues with clarity, isolated areas lacking confusing, lacking
with few to no errors logic, or level of clarity/details and/or necessary details;
details; few errors too many errors excessive or significant
p 32 errors
28 l 24 20 l 16 12 l 8
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6 Timeline Clear and detailed Some details Vague references to Little to no detailsl provided No timeline
plan for completing provided; additional project timing provided
work within project specificity would be
p timeframe helpful 15 l 12 9 l 6
24 21 l 18 0
Comments for Student’s clarity of explanation:
Exemplary (x4) Very Good (x3) Needs significant

Good (x2) Missing
improvement (x1)
30 Mentor-Student collaboration (please consider both the form and information within the proposal itself)
8 Student Strong evidence Good evidence of Little evidence of Student does not seem
readiness for student is prepared for readiness AND/OR readiness AND/OR weak ready for project and no
project project (through good plan/support for plan/support for gaining structure/plan of support
(based on classes, previous gaining needed skills needed skills
writing, experience, etc) 6 l 4
depth of 16 14 l 12 10 l 8
knowledge)
7 Student gain Strong and clearly Good description of Generalized description Vague description with
define description of gains; may need and/or few project no project specific gains
student gains additional project specific student gains
p specific details 17.5 l 14 10.5 l 7
n 28 24.5 l 21
7 Outcomes, Clear and Good description; Generalized description Vague plans and/or outline No plans
deliverable specific may need and/or few project and/or
s, and plan/outli additional project specific details outline
disseminati ne specific details 10 l 8 6 l 4
on 14 l 12
16 0
p
n
Comments for Mentor-Student collaboration:
20 Overall Merit
Excellent overall topic, Overall topic, project Some concerns with Topic, project plan or design Not an
project plan, and design plan, design good; topic, project plan or is vague or has significant appropria
additional details design (recommend flaws (recommend revise & te topic,
needed revise & resubmit) resubmit) project
p 80 50 l 40 30 l 20 plan,
70 l 60 and/or
design
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Comments for Overall Merit:
CULMINATE:

Name of Pre-service

An SDG-Advocate for Community Engagement!
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UNIT 6
Research: Technical Paper Making
1. convert terminated research study into a technical paper (CLO 4; BTI 7.2.1, 7.5.1);
and to
2. discuss the significance of research dissemination as teacher-researchers (CLO 4; BTI
7.2.1, 7.5.1).
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___________________________________________________________________
CAPTURE:
Introductory Activity: Watch the video clip about “A Manuscript’s Journey from submission to
publication” through the link, https://www.youtube.com/watch?v=A8n6DCbyLvM
Guide Question: What is the research process on publication? Describe each phase.
CONNECT:
How to write a technical paper or a research paper

by Michael Ernst
April, 2005
Last updated: July 6, 2021
Source: https://homes.cs.washington.edu/~mernst/advice/write-technical-paper.html
This document describes several simple, concrete ways to improve your writing, by avoiding
some common mistakes. The end of this document contains more resources for improving your
writing.
Some people believe that writing papers, giving talks, and similar “marketing” activities are not
part of research, but an adjunct to it or even an undesirable distraction. This view is inaccurate.
The purpose of research is to increase the store of human knowledge, and so even the very
best work is useless if you cannot effectively communicate it to the rest of the world.
Additionally, writing papers and giving talks will clarify your thinking and thereby improve your
research. You may be surprised how difficult it is to clearly communicate your ideas and
contributions; doing so will force you to understand them more deeply and enable you to
improve them.
Know your message, and stay on message
The goal of writing a paper is to change people's behavior: for instance, to change the way they
think about a research problem or to convince them to use a new approach. Determine your
goal (also known as your thesis), and focus the paper around that goal.
As a general rule, your paper needs to convince the audience of three key points. If any of
these is missing or unclear, the paper will not be compelling.
 The problem is important. The problem has a significant impact and consequences.
You can buttress your argument by showing that others consider the problem important.
 The problem is hard. Explain that obvious techniques and existing approaches do not
suffice. Showing what others have tried can be effective here.
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 You have solved the problem. This is often demonstrated via experiments. Keep in mind
how you expect the behavior of readers to change once they appreciate your
contributions.
You'll also need to convince readers that your contributions are novel. When expressing
this, it is helpful to explain why no one else thought of your approach before (or why, if
they thought of it, they would have rejected the approach) , and whether similar insights
apply to other problems.
Before you write your paper, you need to understand your audience. Who will read your paper?
What are their backgrounds, motivations, interests, and beliefs? What are the key points you
want a reader person to take away from your paper? Once you know the thesis and audience,
you can determine what points your document should make to achieve its purpose.
For each point in your paper, you need to explain both what and why. Start with what, but don't
omit why. For example, it is not enough to state how an algorithm works; you should explain
why it works in that way, or why another way of solving the problem would be different.
Similarly, it is not sufficient to present a figure or facts. You must also ensure that reader
understands the significance or implications of the figure and what parts of it are most
important.
Which details to include
Your purpose is to communicate specific ideas, and everything about your paper should
contribute to this goal. If any part of the paper does not support your main point, then delete or
change that part. You must be ruthless in cutting every irrelevant detail, however true it may
be. Everything in your paper that does not support your main point distracts from it.
Write for the readers, rather than writing for yourself. In particular, think about what matters to
the intended audience, and focus on that. It is not necessarily what you personally find most
intriguing.
A common mistake is to focus on what you spent the most time on. Do not write your paper as
a chronological narrative of all the things that you tried, and do not devote space in the paper
proportionately to the amount of time you spent on each task. Most work that you do will never
show up in any paper; the purpose of infrastructure-building and exploration of blind alleys is to
enable you to do the small amount of work that is worth writing about. Another way of stating
this is that the purpose of the paper is not to describe what you have done, but to inform
readers of the successful outcome or significant results, and to convince readers of the validity
of those conclusions.
Likewise, do not dwell on details of the implementation or the experiments except insofar as
they contribute to your main point. This is a particularly important piece of advice for software
documentation, where you need to focus on the software's benefits to the user, and how to use
it, rather than how you implemented it. However, it holds for technical papers as well — and
remember that readers expect different things from the two types of writing!
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The audience is interested in what worked, and why, so start with that. If you discuss
approaches that were not successful, do so briefly, and typically only after you have discussed
the successful approach. Furthermore, the discussion should focus on differences from the
successful technique, and if at all possible should provide general rules or lessons learned that
will yield insight and help others to avoid such blind alleys in the future.
Whenever you introduce a strawman or an inferior approach, say so upfront. A reader will (and
should) assume that whatever you write in a paper is something you believe or advocate, unless
very clearly marked otherwise. A paper should never first detail a technique, then (without
forewarning) indicate that the technique is flawed and proceed to discuss another technique.
Such surprises confuse and irritate readers. This mistake is often called “leading the reader
down the garden path”.
When there are multiple possible approaches to a problem, it is preferable to give the best or
successful one first. Oftentimes it is not even necessary to discuss the alternatives. If you do,
they should generally come after, not before, the successful one. Your paper should give the
most important details first, and the less important ones afterward. Its main line of argument
should flow coherently rather than being interrupted. It can be acceptable to state an imperfect
solution first (with a clear indication that it is imperfect) if it is a simpler version of the full
solution, and the full solution is a direct modification of the simpler one. Less commonly, it can
be acceptable to state an imperfect solution first if it is an obvious solution that every reader will
assume is adequate; but use care with this rationalization, since you are usually wrong that
every reader will jump to the given conclusion.
Make the organization and results clear
A paper should communicate the main ideas of your research (such as the techniques and
results) early and clearly. Then, the body of the paper can expand on these points; a reader
who understands the structure and big ideas can better appreciate the details. Another way of
saying this is that you should give away the punchline. A technical paper is not a joke or a
mystery novel. The reader should not encounter any surprises, only deeper explanations of
ideas that have already been introduced. It's particularly irritating when an abstract or
introduction states, “We evaluated the relationship between baldness and beekeeping”, with the
key results buried pages later. A better abstract would say, “Male beekeepers are 25% more
likely to be bald (p=.04), but there is no statistically significant correlation for female
beekeepers.”
The same advice applies at the level of sections and paragraphs. It is a bad approach to start
with a mass of details and only at the end tell the reader what the main point was or how the
details related to one another. Instead, state the point first and then support it. The reader is
more likely to appreciate which evidence is important and why, and is less likely to become
confused or frustrated.
For each section of the paper, consider writing a mini-introduction that says what its
organization is, what is in each subpart, and how the parts relate to one another. For the whole
paper, this is probably a paragraph. For a section or sub-section, it can be as short as a
sentence. This may feel redundant to you (the author), but readers haven't spent as much time
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with the paper's structure as you have, so they will truly appreciate these signposts that orient
them within your text.
Some people like to write the abstract, and often also the introduction, last. Doing so makes
them easier to write, because the rest of the paper is already complete and can just be
described. However, I prefer to write these sections early in the process (and then revise them
as needed), because they frame the paper. If you know the paper's organization and outlook,
then writing the front matter will take little effort. If you don't, then it is an excellent use of your
time to determine that information by writing the front matter. To write the body of the paper
without knowing its broad outlines will take more time in the long run. Another way of putting
this is that writing the paper first will make writing the abstract faster, and writing the abstract
first will make writing the paper faster. There is a lot more paper than abstract, so it makes
sense to start with that and to clarify the point of the paper early on.
It is a very common error to dive into the technical approach or the implementation details
without first appropriately framing the problem and providing motivation and background.
Readers need to understand what the task is before they are convinced that they should pay
attention to what you are saying about it. You should first say what the problem or goal is, and
— even when presenting an algorithm — first state what the output is and probably the key
idea, before discussing steps. Avoid providing information that isn't useful to readers/users. It
just distracts from the important content.
Getting started: overcoming writer's block and procrastination
Some writers are overwhelmed by the emptiness of a blank page or editor buffer, and they have
trouble getting started with their writing. Don't worry! Here are some tricks to help you get
started. Once you have begun, you will find it relatively easier to revise your notes or first draft.
The key idea is to write something, and you can improve it later.
Start verbally. Explain what the paper needs to say to another person. After the conversation
is over, write down what you just said, focusing on the main points rather than every word you
spoke. Many people find it easier to speak than to write. Furthermore, getting feedback and
giving clarifications will help you discover problems with your argument, explanation, or word
choice.
Outline. You may not be ready to write full English paragraphs, but you can decide which
sections your paper will have and give them descriptive titles. Once you have decided on the
section structure, you can write a little outline of each section, which indicates the subsection
titles. Now, expand that into a topic sentence for each paragraph. At this point, since you know
the exact topic of each paragraph, you will find the paragraph easy to write.
Stream-of-consciousness notes. Write down everything that you know, in no particular

order and with no particular formatting. Afterward, organize what you wrote thematically,
bringing related points together. Eventually, convert it into an outline and proceed as above.
While writing notes, use phrases/keywords, not complete sentences. The phrases are quicker to
write and less likely to derail your brainstorming; they are easier to organize; and you will feel
less attached to them and more willing to delete them.
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Divide and conquer. Rather than trying to write your entire document, choose some specific
part, and write just that part. Then, move on to another part.
Re-use. Find other text that you have written on the topic and start from that. An excellent
source is your progress reports — you are writing them, aren't you? This can remind you what
was hard or interesting, or of points that you might otherwise forget to make. You will rarely
want to re-use text verbatim, both because you can probably convey the point better now, and
also because writing for different audiences or in different contexts requires a different
argument or phrasing. For example, a technical paper and a technical talk have similar aims but
rather different forms.
You must be willing to delete and/or rewrite your notes and early drafts. If you wrote something
once, you can write it again (probably better!). Early on, the point is to organize your ideas, not
to create finished sentences.
Brevity
Be brief. Make every word count. If a word does not support your point, cut it out, because
excess verbiage and fluff only make it harder for the reader to appreciate your message. Use
shorter and more direct phrases wherever possible.
Make your writing crisp and to the point. Eliminate any text that does not support your point.
Here is one way you might go about this; it is time-consuming but extremely effective. First,
examine each section of the paper in turn and ask what role it serves and whether it contributes
to the paper's main point. If not, delete it. Next, within each section, examine each paragraph.
Ask whether that paragraph has a single point. If not, rewrite the paragraph. Also ask whether
that point contributes to the goals of the section. If not, then delete the paragraph. Next, within
each paragraph, examine each sentence. If it does not make a single, clear point that
strengthens the paragraph, delete or rewrite it. Finally, within each sentence, examine each
word, and delete or replace those that do not strengthen their point. You will need to repeat
this entire process multiple times, keeping a fresh perspective on the paper.
Some people find it easier to follow this approach bottom-up, first cutting/rewriting words, then
sentences, etc.
Writing style
Passive voice has no place in technical writing. It obscures who the actor was, what caused it,
and when it happened. Use active voice and simple, clear, direct phrasing.
First person is rarely appropriate in technical writing.
 First person is appropriate when describing something that the author of the paper did
manually. Recall that your paper should not be couched as a narrative.
 Do not use “we” to mean “the author and the reader” or “the paper”. For example, do
not write “In this section, we ...”.
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 Do not use “we” to describe the operation of a program or system. “We compute a
graph” makes it sound like the authors did it by hand. As a related point, do not
anthropomorphize computers: they hate it. Anthropomorphism, such as “the program
thinks that ...”, is unclear and vague.
Avoid puffery, self-congratulation, and value judgments: give the facts and let the reader judge.
Do not use words like “clearly”, “easily”, “obviously”, and “trivially”, as in “Obviously, this Taylor
series sums to π.” If the point is really obvious, then you are just wasting words by pointing it
out. And if the point is not obvious to readers who are not intimately familiar with the subject
matter the way you are, then you are offending readers by insulting their intelligence, and you
are demonstrating your own inability to communicate the intuition.
Prefer singular to plural number. In “sequences induce graphs”, it is not clear whether the two
collections are in one-to-one correspondence, or the set of sequences collectively induces a set
of graphs; “each sequence induces a graph” avoids this confusion. Likewise, in “graphs might
contain paths”, it is unclear whether a given graph might contain multiple paths, or might
contain at most one path.
When describing an experiment or some other event or action that occurred in the past,
use past tense. For example, the methodology section might say “We ran the program”. It
would be ungrammatical and confusing to use present tense, as in “We run the program”.
Present tense is for ongoing events (“I write this letter to inform you...”) or regular events (“I
brush my teeth each day”), but not past events (“Yesterday, I eat dinner with my family.”). It is
also correct to say “Our methodology was to run the program”, where you use past tense “was”
and the infinitive “to run”.
When describing the paper itself, use present tense. “This paper shows that ...”. The reason for
this is that the reader is experiencing the paper in real time.
Avoid gratuitous use of the future tense “will ...”, as in, “switching the red and green wires will
cause the bomb to explode”. It is unclear when the action will occur. If it is an immediate effect,
use the shorter and more direct “switching the red and green wires causes the bomb to
explode”.
Use “previous work” instead of “existing work”. Your work exists, so “existing work” would refer
to it as well.
In a list with 3 or more elements list, put a serial comma between each of the items (including
the last two). As a simple example of why, consider this 3-element grocery list written without
the clarifying last comma: “milk, macaroni and cheese and crackers”. It's not clear whether that
means { milk, macaroni and cheese, crackers } or { milk, macaroni, cheese and crackers }. As
another example, “I would like to thank my parents, Rene Descartes and Ayn Rand,” suggests
rather unusual parentage, whereas “I would like to thank my parents, Rene Descartes, and Ayn
Rand,” shows a debt to four people. I've seen real examples that were even more confusing
than these.
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In English, compound adjectives are hyphenated but compound nouns are not. Consider “the
semantics provide name protection” versus “the name-protection semantics”.
Prefer unambiguous words to ambiguous ones. Do not use “as” or “since” to mean “because”.
Some of the suggestions in this document are about good writing, and that might seem
secondary to the research. But writing more clearly will help you think more clearly and often
reveals flaws (or ideas!) that had previously been invisible even to you. Furthermore, if your
writing is not good, then either readers will not be able to comprehend your good ideas, or
readers will be (rightly) suspicious of your technical work. If you do not (or cannot) write well,
why should readers believe you were any more careful in the research itself? The writing
reflects on you, so make it reflect well.
Figures
Use figures! Different people learn in different ways, so you should complement a textual or
mathematical presentation with a graphical one. Even for people whose primary learning
modality is textual, another presentation of the ideas can clarify, fill gaps, or enable the reader
to verify his or her understanding. Figures can also help to illustrate concepts, draw a skimming
reader into the text (or at least communicate a key idea to that reader), and make the paper
more visually appealing.
It is extremely helpful to give an example to clarify your ideas: this can make concrete in the
reader's mind what your technique does (and why it is hard or interesting). A running example
used throughout the paper is also helpful in illustrating how your algorithm works, and a single
example permits you to amortize the time and space spent explaining the example (and the
reader's time in appreciating it). It's harder to find or create a single example that you re-use
throughout the paper, but it is worth it.
A figure should stand on its own, containing all the information that is necessary to understand
it. Good captions contain multiple sentences; the caption provides context and explanation. For
examples of good, informative captions, see the print editions of magazines such as Scientific
American and American Scientist. The caption should state what the figure illustrates or what
conclusion a reader should draw from it. Don't write an obvious description of what the figure is,
such as "Code example". Never write a caption like “The Foobar technique”; the caption should
also say what the Foobar technique is, what it is good for, or how it works. The caption may
also need to explain the meaning of columns in a table or of symbols in a figure. However, it's
even better to put that information in the figure proper; for example, use labels or a legend.
When the body of your paper contains information that belongs in a caption, there are several
negative effects. The reader is forced to hunt all over the paper in order to understand the
figure. The flow of the writing is interrupted with details that are relevant only when one is
looking at the figure. The figures become ineffective at drawing in a reader who is scanning the
paper — an important constituency that you should cater to!
As with naming, use pictorial elements consistently. Only use two different types of arrows (or
boxes, shading, etc.) when they denote distinct concepts; do not introduce inconsistency just
because it pleases your personal aesthetic sense. Almost any diagram with multiple types of
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elements requires a legend (either explicitly in the diagram, or in the caption) to explain what
each one means; and so do many diagrams with just one type of element, to explain what it
means.
Many writers label all the types of figures differently — some as “figure”, others as “table” or
“graph” or “picture”. This differentiation has no benefits, but it does have a drawback: it is very
hard for a reader to find “table 3”, which might appear after “figure 7” but before “freehand
drawing 1”. You should simply call them all figures and number them sequentially. The body of
each figure might be a table, a graph, a diagram, a screenshot, or any other content.
Put figures at the top of the page, not in the middle or bottom. If a numbered, captioned figure
appears in the middle or at the bottom of a page, it is harder for readers to find the next
paragraph of text while reading, and harder to find the figure from a reference to it.
Avoid bitmaps, which are hard to read. Export figures from your drawing program in a vector
graphics format. If you must use a bitmap (which is only appropriate for screenshots of a tool),
then produce them at very high resolution. Use the biggest-resolution screen you can, and
magnify the portion you will capture.
Don't waste text in the paper (and tax the reader's patience) regurgitating information that is
expressed more precisely and concisely in a figure. For example, it should not repeat a number
from a table or graph. Text in the paper should add insight or explanations, or at least
summarize the data in the figure.
Computer program source code
Your code examples should either be real code, or should be close to real code. Never use
synthetic examples such as procedures or variables named foo or bar. Made-up examples are
much harder for readers to understand and to build intuition regarding. Furthermore, they give
the reader the impression that your technique is not applicable in practice — you couldn't find
any real examples to illustrate it, so you had to make something up.
Any boldface or other highlighting should be used to indicate the most important parts of a text.
In code snippets, it should never be used to highlight syntactic elements such as “public” or
“int”, because that is not the part to which you want to draw the reader's eye. (Even if your IDE
happens to do that, it isn't appropriate for a paper.) For example, it would be acceptable to use
boldface to indicate the names of procedures (helping the reader find them), but not their
return types.
Naming
Give each concept in your paper a descriptive name to make it more memorable to readers.
Never use terms like “approach 1”, “approach 2”, or “our approach”, and avoid acronyms when
possible. If you can't think of a good name, then quite likely you don't really understand the
concept. Think harder about it to determine its most important or salient features.
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It is better to name a technique (or a paper section, etc.) based on what it does rather
than how it does it.
Use terms consistently and precisely. Avoid “elegant variation”, which uses different terms for
the same concept, to avoid boredom on the part of the reader or to emphasize different aspects
of the concept. While elegant variation may be appropriate in poems, novels, and some essays,
it is not acceptable in technical writing, where you should clearly define terms when they are
first introduced, then use them consistently. If you switch wording gratuitously, you will confuse
the reader and muddle your point; the reader of a technical paper expects that use of a
different term flags a different meaning, and will wonder what subtle difference you are trying
to highlight. Thus, don't confuse the reader by substituting “program”, “library”, “component”,
“system”, and “artifact”, nor by conflating “technique”, “idea”, “method” and “approach”, nor by
switching among “program”, “code”, and “source”. Choose the best word for the concept, and
stick with it.
Do not use a single term to refer to multiple concepts. If you use the term “technique” for every
last idea that you introduce in your paper, then readers will become confused. This is a place
that use of synonyms to distinguish concepts that are unrelated (from the point of view of your
paper) is acceptable. For instance, you might always use “phase” when describing an algorithm
but “step” when describing how a user uses a tool.
When you present a list, be consistent in how you introduce each element, and either use
special formatting to make them stand out or else state the size of the list. Don't use, “There
are several reasons I am smart. I am intelligent. Second, I am bright. Also, I am clever. Finally,
I am brilliant.” Instead, use “There are four reasons I am smart. First, I am intelligent. Second, I
am bright. Third, I am clever. Fourth, I am brilliant.” Especially when the points are longer, this
makes the argument much easier to follow. Some people worry that such consistency and
repetition is pedantic or stilted, or it makes the writing hard to follow. There is no need for such
concerns: none of these is the case. It's more important to make your argument clear than to
achieve “elegant variation” at the expense of clarity.
Choose good names not only for the concepts that you present in your paper, but for the
document source file. Don't name the file after the conference to which you are submitting (the
paper might be rejected) or the year. Even if the paper is accepted, such a name won't tell you
what the paper is about when when you look over your files in later years. Instead, give the
paper or its folder/directory a name that reflects its content. Another benefit is that this will also
lead you to think about the paper in terms of its content and contributions.
Here is a piece of advice that is specific to computing: do not use the vague, nontechnical term
“bug”. Instead, use one of the standard terms fault, error, or failure. A fault is an underlying
defect in a system, introduced by a human. A failure is a user-visible manifestation of the fault
or defect. In other circumstances, “bug report” may be more appropriate than “bug”.
Numbers and measurements
Digits of precision:
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 Don't report more digits of precision than the measurement process reliably and
reproducibly produces. The 3rd or 4th digit of precision is rarely accurate and
generalizable; if you don't have confidence in it, omit it.
 Don't report more digits of precision than needed to convey your message. If the
difference between 4.13 and 4 will not make a difference in convincing readers, then
don't report the extra digits. Reporting extra digits can even distract readers from the
larger trends and the big picture. Including an inappropriate number of digits of
precision can cast suspicion on all of your results, by giving readers the impression that
you are statistically naive.
 Use a consistent number of digits of precision. If the measured data are 1.23, 45.67, and
891.23, for example, you might report them as 1.23, 45.7, and 891, or as 1.2, 46, and
890, or as 1, 50, and 900. (An exception is when data are known to sum to a particular
value; I would report 93% and 7% rather than either 93% and 7.4% or 90% and 7%.
Often it's appropriate to report percentages as whole numbers rather than using the
same precision.)
 If you do any computations such as ratios, you should internally use the full precision of
your actual measurements, but your paper will report only a limited number of digits of
precision.
 If a measurement is exact, such as a count of items, then it can be acceptable to give
the entire number even if it has many digits; by contrast, timings and other inexact
measurements should always be reported with a limited number of digits of precision.
Do not confuse relative and absolute measurements. For instance, suppose your medicine cures
30% of patients, and the placebo cures 25% of patients. You could report that your medicine's
cure rate is .3, the placebo's cure rate is .25, and your medicine's cure rate is either .05 greater
or 20% greater. (Other correct, but less good, ways to say the same thing are that it cures
cures 20% more, 120% as many, or 1.2 times as many patients.) It would be inaccurate to
state that your medicine cures 5% more patients or your medicine cures 120% more patients.
Just as you need to correctly use “120% more” versus “120% as many”, you need to correctly
use “3 times faster than” versus “3 times as fast as”. A related, also common, confusion is
between “3 times faster than and 3 times as fast as”. And, “2 times fewer” makes absolutely no
sense. I would avoid these terms entirely. “Half as many” is a much better substitute for “2
times fewer”.
Given the great ease of misunderstanding what a percentage means or what its denominator is,
I try to avoid percentages and focus on fractions whenever possible, especially for base
measurements. For comparisons between techniques, percentages can be acceptable. Avoid
presenting two different measurements that are both percentages but have different
denominators.
Processing data
Your paper probably includes tables, bibliographies, or other content that is generated from
external data. Your paper may also be written in a text formatting language such as LaTeX. In
each of these cases, it is necessary to run some external command to create some of the
content or to create the final PDF.
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All of the steps to create your final paper should be clearly documented — say, in comments or
in a notes file that you maintain with the paper — and, preferably, should be automated so that
you only have to run one command that collects all the data, creates the tables, and generates
the final PDF.
If you document and automate these steps, then you can easily regenerate the paper when
needed. This is useful if you re-run experiments or analysis, or if you need to defend your
results against a criticism by other researchers. If you leave some steps manual, then you or
your colleagues are highly likely to make a mistake (leading to a scientific error) or to be unable
to reproduce your results later.
One good way to automate these tasks is by writing a program or creating a script for a build
system such as Make or Ant.
Related work
A related work section should not only explain what research others have done, but in each case
should compare and contrast that to your work and also to other related work. After reading
your related work section, a reader should understand the key idea and contribution of each
significant piece of related work, how they fit together (what are the common themes or
approaches in the research community?), and how your work differs. Don't write a related work
section that is just a list of other papers, with a sentence about each one that was lifted from its
abstract, and without any critical analysis nor deep comparison to other work.
Unless your approach is a small variation on another technique, it is usually best to defer the
related work to the end of the paper. When it comes first, it gives readers the impression that
your work is rather derivative. (If this is true, it is your responsibility to convey that clearly; it it
is not true, then it's misleading to intimate it.) You need to ensure that readers understand your
technique in its entirety, and also understand its relationship to other work; different orders can
work in different circumstances.
Just as you should generally explain your technique first, and later show relationships with other
work, it is also usually more effective to defer a detailed discussion of limitations to a later
section rather than the main description of your technique. You should be straightforward and
honest about the limitations, of course (do mention them early on, even if you don't detail them
then), but don't destroy the coherence of your narrative or sour the reader on your technique.
Feedback
Get feedback! Finish your paper well in advance, so that you can improve the writing. Even re-
reading your own text after being away from it can show you things that you didn't notice. An
outside reader can tell you even more.
When readers misunderstand the paper, that is always at least partly the author's fault! Even if
you think the readers have missed the point, you will learn how your work can be
misinterpreted, and eliminating those ambiguities will improve the paper.
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Be considerate to your reviewers, who are spending their time to help you. Here are several
ways to do that.
As with submission to conferences, don't waste anyone's time if there are major flaws. Only ask
someone to read (a part of) your paper when you think you will learn something new, because
you are not aware of serious problems. If only parts are ready, it is best to indicate this in the
paper itself (e.g., a TODO comment that the reader will see or a hand-written annotation on a
hardcopy) rather than verbally or in email that can get forgotten or separated from the paper.
It is most effective to get feedback sequentially rather than in parallel. Rather than asking 3
people to read the same version of your paper, ask one person to read the paper, then make
corrections before asking the next person to read it, and so on. This prevents you from getting
the same comments repeatedly — subsequent readers can give you new feedback rather than
repeating what you already knew, and you'll get feedback on something that is closer to the
final version. If you ask multiple reviewers at once, you are de-valuing their time — you are
indicating that you don't mind if they waste their time saying something you already know. You
might ask multiple reviewers if you are not confident of their judgment or if you are very
confident the paper already is in good shape, in which case there are unlikely to be major issues
that every reviewer stumbles over.
It usually best not to email the document, but to provide a location from which reviewers can
obtain the latest version of the paper, such as a version control repository or a URL you will
update. That way, you won't clutter inboxes with many revisions, and readers can always get
the most recent copy.
Be generous with your time when colleagues need comments on their papers: you will help
them, you will learn what to emulate or avoid, and they will be more willing to review your
writing.
Some of your best feedback will be from yourself, especially as you get more thoughtful and
introspective about your writing. To take advantage of this, start writing early. One good way to
do this is to write a periodic progress report that describes your successes and failures. The
progress report will give you practice writing about your work, oftentimes trying out new
explanations.
Whereas you should start writing as early as possible, you don't need to put that writing in the
form of a technical paper right away. In fact, it's usually best to outline the technical paper, and
get feedback on that, before you start to fill in the sections with text. (You might think that you
can copy existing text into the paper, but it usually works out better to write the information
anew. With your knowledge of the overall structure, goals, and audience, you will be able to do
a much better job that fits with the paper's narrative.) When outlining, I like to start with one
sentence about the paper; then write one sentence for each section of the paper; then write
one sentence for each subsection; then write one sentence for each paragraph (think of this as
the topic sentence); and at that point, it's remarkably easy just to flesh out the paragraphs.
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When to submit your paper for publication
You should not submit your paper too early, when it does not reflect well on you and a
submission would waste the community's reviewing resources. You should not submit your
paper too late, because then the community is deprived of your scientific insights. In general,
you should err on the side of submitting too late rather than too early.
A rule of thumb is to submit only if you are proud for the world to associate your name with the
work, in its current form. If you know of significant criticisms that reviewers might raise, then
don't submit the paper.
Submitting your paper prematurely has many negative consequences.
 You will waste the time of hard-working reviewers, who will give you feedback that you
could have obtained in other ways.
 You will get a reputation for shoddy work.
 You will make the paper less likely to be accepted in the future. Oftentimes the same
reviewers may serve two different venues. Reviewing a paper again puts a reviewer in a
negative state of mind. I have frequently heard reviewers say, “I read an earlier version
of this paper, it was a bad paper, and this version is similar.” (This is unethical because
reviewers are not supposed to talk about papers they have reviewed, but nonetheless it
is very common.) Now the paper will likely be rejected again, and the whole committee
gets a bad impression of you. A reviewer who has read a previous version of the paper
may read the resubmission less carefully or make assumptions based on a previous
version. To sum up: it's harder to get a given paper accepted on its second submission,
than it would have been to get the identical paper accepted on its first submission.
Here are some bad reasons to submit a paper.
 You need feedback on the paper.
It's true that the feedback from reviewers is extraordinarily valuable to you and will help
you improve the paper. However, you should get feedback from other scientists (your
friends and colleagues) before submitting for publication.
 Submitting the paper in its current form means more papers on your c.v. and more
opportunities for others to learn about your work.
Those are true facts, and some people do “salami-slice” their research into as many
papers as possible — such papers are called a “least publishable unit”. However, doing
so leads to less impact than publishing fewer papers, each one with more content. If a
paper contains few contributions, it is less likely to make a big impression, because it is
less exciting. In addition, readers won't enjoy reading many pages to learn just a few
facts.
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Note: This point refers to taking a single research idea or theme and splitting it into
multiple publications. When there are multiple distinct research contributions, it can be
appropriate to describe them in different papers.
 To roll the dice for acceptance on a paper that is better than some other published
papers.
The reviewing process can be frustrating, because it contains a great deal of

randomness: the same paper would be rejected by some reviewers and accepted by
others. However, all great papers are accepted and all bad papers are rejected. For
mediocre papers, luck plays a role. Your goal should not be to write great papers, not
mediocre ones. Find a way to improve your paper. Recognize the great value of reviews:
they provide a valuable perspective on your work and how to improve it, even if you feel
that the reviewer should have done a better job.
 You are tired of the paper and need a break from it.
If you aren't excited about the paper, it is unlikely that other people will be.
Furthermore, the period after submitting the paper is not a time to take a break, but an
opportunity to further improve it.
After you submit a paper, don't stop working on it! You can always improve the
research. For instance, you might expand the experiments, improve the implementation,
or make other changes. Even if your paper is accepted, you want the accepted version
to be as impressive as possible. And if the paper is rejected, you need to have a better
paper to submit to the next venue.
Responding to conference reviews
(This section is most relevant to fields like computer science where conferences are the premier
publication venue. Responding to journal reviews is different.)
Many conferences provide an author response period: the authors are shown the reviews and
are given limited space (say, 500 words) to respond to the reviews, such as by clarifying
misunderstandings or answering questions. The author response is sometimes called a
“rebuttal”, but I don't like that term because it sets an adversarial tone.
Your paper will only be accepted if there is a champion for the paper: someone who is excited
about it and will try to convince the rest of the committee to accept the paper. Your response
needs to give information to your champion to overcome objections. If there isn't a champion,
then the main goal of your response is to create that champion. Your response should also give
information to detractors to soften their opposition.
After reading the reviews, you may be disappointed or angry. Take a break to overcome this, so
that you can think clearly.
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For every point in the reviews, write a brief response. Do this in email-response style, to ensure
that you did not miss any points. You will want to save this for later, so it can be better to do
this in the paper's version control repository, rather than in a WYSIWYG editor such as Google
Docs. (This assumes you have a version control repository for the paper, which you should!)
Much of this text won't go in your response, but it is essential for formulating the response.
Summarize (in 5 or so bullet points, however many make sense) the key concerns of the
reviewers. Your review needs to focus on the most important and substantive critiques. The
authors of the paper should agree on this structure before you start to write the actual
response.
Your response to each point will be one paragraph in your response. Start the paragraph with a
brief heading or title about the point. Do not assume that the reviewers remember everything
that was written by every reviewer, nor that they will re-read their reviews before reading your
response. A little context will help them determine what you are talking about and will make the
review stand on its own. This also lets you frame the issues in your own words, which may be
clearer or address a more relevant point than the reviews did.
Organize your responses thematically. Group the paragraphs into sections, and have a small
heading/title for each section. If a given section has just one paragraph, then you can use the
paragraph heading as the section heading. Order the sections from most to least important.
This is better than organizing your response by reviewer, first addressing the comments of
reviewer 1, then reviewer 2, and so forth. Downsides of by-reviewer organization include:
 It can encourage you not to give sufficient context.

 It does not encourage putting related information together nor important information
first.
 You want to encourage all reviewers to read the entire response, rather than
encouraging them to just look at one part.
 When multiple reviewers raised the same issue, then no matter where you address it, it's
possible for a reviewer to overlook it and think you failed to address it.
 You don't want to make glaringly obvious which issues in a review you had to ignore (for
reasons of space or other reasons).
 You don't want to make glaringly obvious that you spent much more time and space on
one reviewer than another.
In general, it's best not to mention reviewer names/numbers in your response at all. Make the
response be about the science, not about the people.
In your responses, admit your errors forthrightly. Don't ignore or avoid key issues, especially
ones that multiple reviewers brought up.
Finally, be civil and thankful the reviewers. They have spent considerable time and energy to
give you feedback (even if it doesn't seem to you that they have!), and you should be grateful
and courteous in return.
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Ed 4113 – Special Topics: Induction to Student Teaching Vis-
à-vis Trilogy of Functions (Dr FCKintanar)(Disclaimer: Pictures, images and
o t h e r c o n t e n t s i n t h i s w o r k b o o k a r e t a k e n f r o m i n t e r n e t s o u r c e s . C r e d i t s a r e g i v e n t o t h e
c o n t e n t c r e a t o r s a n d p h o t o o w n e r s . )
Rejection
If you submit technical papers, you will experience rejection. In some cases, rejection indicates
that you should move on and begin a different line of research. In most cases, the reviews offer
an opportunity to improve the work, and so you should be very grateful for a rejection! It is
much better for your career if a good paper appears at a later date, rather than than a poor
paper earlier or a sequence of weak papers.
Even small flaws or omissions in an otherwise good paper may lead to rejection. This is
particularly at the elite venues with small acceptance rates, where you should aim your work.
Referees are generally people of good will, but different referees at a conference may have
different standards, so the luck of the draw in referees is a factor in acceptance.
The wrong lesson to learn from rejection is discouragement or a sense of personal failure. Many
papers — even papers that later win awards — are rejected at least once. The feedback you
receive, and the opportunity to return to your work, will invariably improve your results.
Don't be put off by a negative tone in the reviews. The referees are trying to help you, and the
bast way to do that is to point out how your work can be improved. I often write a much longer
review, with more suggestions for improvement, for papers that I like; if the paper is terrible, I
may not be able to make as many concrete suggestions, or my high-level comments may make
detailed comments moot.
If a reviewer didn't understand something, then the main fault almost always lies with your
writing. If you blame a lazy or dumb reviewer, you are missing the opportunity to improve.
Reviewers are not perfect, but they work hard to give you helpful suggestions, so you should
give them the benefit of the doubt. Remember that just as it is hard to convey technical ideas in
your paper (and if you are getting a rejection, that is evidence that you did not succeed!), it is
hard to convey them in a review, and the review is written in a few hours rather than the weeks
you spent on the paper (not to mention months or years of understanding the concepts). You
should closely attend to both the explicit comments, and to underlying issues that may have led
to those comments — it isn't always easy to capture every possible comment in a coherent
manner. Think about how to improve your research and your writing, even beyond the explicit
suggestions in the review — the prime responsibility for your research and writing belongs with
you.
Norman Ramsey's advice
Norman Ramsey's nice Teach Technical Writing in Two Hours per Week espouses a similar
approach to mine: by focusing on clarity in your writing, you will inevitably gain clarity in your
thinking.
Don't bother to read both the student and instructor manuals — the student one is a subset of
the instructor one. You can get much of the benefit from just one part, his excellent “principles
and practices of successful writers”:
Principles
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1. Correctness. Write correct English, but know that you have more latitude than your high-
school English teachers may have given you.
2. Consistent names. Refer to each significant character (algorithm, concept, language)
using the same word everywhere. Give a significant new character a proper name.
3. Singular. To distinguish one-to-one relationships from n-to-m relationships, refer to each
item in the singular, not the plural.
4. Subjects and verbs. Put your important characters in subjects, and join each subject to a
verb that expresses a significant action.
5. Information flow. In each sentence, move your reader from familiar information to new
information.
6. Emphasis. For material you want to carry weight or be remembered, use the end of a
sentence.
7. Coherence. In a coherent passage, choose subjects that refer to a consistent set of
related concepts.
8. Parallel structure. Order your text so your reader can easily see how related concepts are
different and how they are similar.
9. Abstract. In an abstract, don't enumerate a list of topics covered; instead, convey the
essential information found in your paper.
Practices
1. Write in brief daily sessions. Ignore the common myth that successful writing requires
large, uninterrupted blocks of time — instead, practice writing in brief, daily sessions.
2. Focus on the process, not the product. Don't worry about the size or quality of your
output; instead, reward yourself for the consistency and regularity of your input.
3. Prewrite. Don't be afraid to think before you write, or even jot down notes, diagrams,
and so on.
4. Use index cards. Use them to plan a draft or to organize or reorganize a large unit like a
section or chapter.
5. Write a Shitty First Draft™. Value a first draft not because it's great but because it's
there.
6. Don't worry about page limits. Write the paper you want, then cut it down to size.
7. Cut. Plan a revision session in which your only goal is to cut.
Other resources
 Norman Ramsey's advice, excerpted immediately above.

 “Hints on writing an M.Eng. thesis”, by Jeremy Nimmer
 my notes on reviewing a technical paper, which indicate how to recognize — and thus
produce — quality work
 my notes on choosing a venue for publication
 my notes on giving a technical talk: a talk has the same goal as a paper, namely to
convey technical ideas
 my notes on making a technical poster
 Ronald B. Standler's advice on technical writing
 Dave Patterson's Writing Advice
 Advice on SIGPLAN conference submissions (at bottom of page)
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 The Elements of Style, William Strunk Jr. and E. B. White, is classic book on improving
your writing. It focuses at a low level, on English usage.
 Style: Toward Clarity and Grace, by Joseph M. Williams, is another general-purpose
writing guide, with a somewhat higher-level focus than that of Strunk & White.
IMRAD-CR Format
INTRODUCTION
- Rationale of the Study. This gives an overview of the chosen study; presents the situationer;
explains the reasons for choosing the research topic, and creates the need of the study.
- Theoretical Background
 Expounds on the theory, indicator and variables that lead to the involvement of the research
problem
 Discuss related literature (books, journal, magazines, etc. and studies, master’s and dissertations)
 Presents a schematic diagram either to introduce or summarize the coverage of the background
of the study
- Objectives
 This introduces the general problem containing the main problem, locate or place, date, and the
output statement.
THE RESEARCH ETHODOLOGYM

 Introductory paragraph specifies the type of research method used with its brief description.
 The research process or flow of the study is presented with its synthesis and schematic diagram.
Environment – describes the locale / venue of the research includes a map if necessary
Respondents / Subjects – explains the sampling procedure used and specifies the number of
respondents involved (table is provided.)
Instruments – describe the device for data gathering and the process used in its validation.
Procedures for Data Gathering – describe the steps / procedures in gathering of data to include
research tools employed parametric scale, category / verbal description.
Treatment of Data – identifies and explains the statistical tools used.
RESULTS AND DISCUSSIONS

 This section presents, analyzes, and interprets the data findings results based on the sub-
problems or null hypothesis that were set at the outset of the study.
 Procedures to be taken into consideration to assist the thesis / dissertation writer in preparing the
contents of the portion
1) Organization of the Topical Data / Research
2) Data Analysis and Interpretation-questions to be answered for an in-depth analysis:
2.1 What do the data or findings mean?
2.2 How significant are they in terms of the researcher’s own theory and that of cited
authority-sources or expertise?
2.3 Are there inconsistencies in the findings?
2.4 What are some of the limitations of the findings?
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2.5 What are the circumstances that may have influenced the unexpected outcomes of
the study?
2.6 What are the practical implications of the findings to the researcher’s own field of
specialization and to society in general?
Steps in Data Presentation:

1. Present the table
2. Show tabular presentation
3. Give the textual presentation
4. discuss analysis and interpretation
5. Provide implications
3. Common Sources of Errors in the Presentation, Analysis and Interpretation of Data

- Mere presentations of a series of data as found in each table without adequate analysis
and interpretation
- Faulty logic in one’s reasoning or thought processes in discussing the findings per table
- Misstatement of true facts caused by the researcher’s prejudices, biased and
idiosyncrasies
- Use of sweeping statements in the interpretation of findings that are not supported by
the objective facts portrayed in the pertinent tables
- Careless collation, tabulation and computation of the sampling data resulting in wrong
figures that are presented in table(s) and / or the text.
CONCLUSIONS
1) Each conclusion is very briefly worded in generalized statement that answers directly in
sequential order, each of the questions or sub-problems / hypothesis given
2) It is exclusively derived from each of the significant findings of the study
3) It does not repeat the figure on data evidences that were previously discussed in the preceding
chapter
4) It no longer includes the empirical evidences and authorities cited to support the findings in
the previous chapter
5) If the conclusion holds true only for the limited sample group(s) it is tacitly admitted.
RECOMMENDATIONS
1) Presented in general statement based on findings and conclusions.
2) Recommendations made on suggested research studies that maybe conducted by other
interested thesis-dissertation writers and researchers.
Bibliography
 Author, year, title of the book, edition, publisher
Citing a book in print

APA format structure:
Author, A. (Year of Publication). Title of work. Publisher City, State: Publisher
APA format example:
Finny, J. (1970). Time and again. New York,NY: Simon and Schuster.
Notes: When citing a book in APA, keep in mind:
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*Capitalize the first letter of the first word of the title and any subtitles, as well as the
first letter of any proper nouns.
* The full title of the book, including any subtitles, should be stated and italicized.
Citing an e-book from an e-reader
E-book is short for “electronic book”. It is a digital version of a book that can be read on
a computer, e-reader (Kindle,Nook,etc.)or other electronic device.
APA format structure
Author,A.(Year of Publication).Title of work [E-Reader Version]. Retrieved
from http://xxxx or DOI: xxxx
APA format example:
Eggers,D.(2008).The circle[Kindle Version]. Retrieved fromhttp://www.amazon.com/
Citing a book found in a database

APA format structure
Author,A.(Year of Publication).Title of work.Retrieved from http://xxxx or
DOI:xxxx
APA format example:

Sayre, Rebecca K., Devercelli, A.E., Neuman, M.J. & Wodon, Q. (2015). Investment in
early childhood development: Review of the world bank’s recent experience. DOI:
10.1596/978-1-4648-0403-8
Notes: When citing an online book or e-book in APA, keep in mind:

 A DOI ( digital object identifier) is an assigned number that helps link content to its
location on the Internet. It is therefore important, if one is provided, to use when
creating a citation. All DOI numbers begin with a 10 and are separated by a slash.
Citing a general website article with an author

Author, A. ( Year, Month Date of Publication). Article title. Retrieved from URL
APA format example:

Simmons, B. (2015, January 9). The table of two Flaccos. Retrievedfromhttp://grantland.com/the-
traingle/the-tale-of-two-flaccos/
Citing a general website article without an author

Article titlr.( Year, Month Date of Publication).Retrieved from URL
APA format example:

Teen posed a doctor at West Palm Beach hospital: police. (2015, January 16). Retrieved from
http://www.nbcmiami.com/news/local/Teen-Posed-as-Doctor-at-West-Palm-Beach-Hospital-Police-
288810831.html
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Citing a magazine article in print
Author, A.( Year, month of Publication). Article title. Magazine Title, Volume(Issue),ppp-
pp.
APA format example:

Tumulty, K. (2006, April). Should they stay por should they go? Time. 167(15),3-40.
Notes: When citing a magazine in APA, keep in mind:

 You can find the volume number with the other publication information of the magazine.
 You can typically fine page numbers at the bottom corners of a magazine article.
 If you cannot locate an issue number, simply don’t include it in the citation.
Citing a magazine article found online

Author, A.A.(Year, Month of Publication). Article title. Magazine
Title, Volume(Issue), Retrieved from http://xxxx
APA format example:
Tumulty, K.(2006,April). Should they stay or should they go? Time, 167(15) Retrieved
from http://content.time.com/time/magazine/article/0,9171,1179361,00.html
Notes: When creating an online magazine citation, keep in mind:

 The volume and issue number aren’t always on the same pages as the article.Check out
the other parts of the website before leaving it out of the citation.
CULTIVATE:
Name of
Group Members: ________________________________________________________________
______________________________________________________________________________
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I am a Teacher-Researcher!
With collaboration of the group, convert your terminated research to technical paper
using IMRAD-CR format as presented above.
The Research Technical Paper will be submitted via chosen LMS of the course facilitator
for checking.
The class will get ready for the upcoming Research Paper Presentation.
Research Technical Paper Assessment Rubric

Source: https://www.cornellcollege.edu/library/faculty/focusing-on-
assignments/tools-for-assessment/research-paper-rubric.shtml
Expert (4) Proficient (3) Apprentice (2) Novice (1)
Integration The paper demonstrates The paper The paper The paper does
that the author fully demonstrates that the demonstrates that not demonstrate
of understands and has author, for the most the author, to a that the author
Knowledge applied concepts learned part, understands and certain extent, has fully
in the course. Concepts has applied concepts understands and understood and
are integrated into the learned in the course. has applied applied concepts
writer’s own insights. The Some of the concepts learned in learned in the
writer provides conclusions, however, the course. course.
concluding remarks that are not supported in
show analysis and the body of the paper.
synthesis of ideas.
Topic focus The topic is focused The topic is focused The topic is too The topic is not
narrowly enough for the but lacks direction. broad for the scope clearly defined.
scope of this assignment. The paper is about a of this assignment.
A thesis statement specific topic but the
provides direction for the writer has not
paper, either by established a position.
statement of a position
or hypothesis.
Depth of In-depth discussion & In-depth discussion & The writer has Cursory discussion
elaboration in all sections elaboration in most omitted pertinent in all the sections
discussion of the paper. sections of the paper. content or content of the paper or
runs-on brief discussion in
excessively. only a few
Quotations from sections.
others outweigh
the writer’s own
ideas excessively.
Cohesiveness Ties together information For the most part, ties Sometimes ties Does not tie
from all sources. Paper together information together together
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Expert (4) Proficient (3) Apprentice (2) Novice (1)
flows from one issue to from all sources. information from all information. Paper
the next without the Paper flows with only sources. Paper does not flow and
need for headings. some disjointedness. does not flow - appears to be
Author's writing Author's writing disjointedness is created from
demonstrates an demonstrates an apparent. Author's disparate issues.
understanding of the understanding of the writing does not Headings are
relationship among relationship among demonstrate an necessary to link
material obtained from all material obtained understanding of concepts. Writing
sources. from all sources. the relationship does not
among material demonstrate
obtained from all understanding any
sources. relationships
Spelling and No spelling &/or Minimal spelling &/or Noticeable spelling Unacceptable
grammar mistakes. grammar mistakes. & grammar number of spelling
grammar mistakes. and/or grammar
mistakes.
Sources More than 5 current 5 current sources, of Fewer than 5 Fewer than 5
sources, of which at least which at least 2 are current sources, or current sources,
3 are peer-review journal peer-review journal fewer than 2 of 5 or fewer than 2 of
articles or scholarly articles or scholarly are peer-reviewed 5 are peer-
books. Sources include books. All web sites journal articles or reviewed journal
both general background utilized are scholarly books. All articles or
sources and specialized authoritative. web sites utilized scholarly books.
sources. Special-interest are credible. Not all web sites
sources and popular utilized are
literature are credible, and/or
acknowledged as such if sources are not
they are cited. All web current.
sites utilized are
authoritative.
Citations Cites all data obtained Cites most data Cites some data Does not cite
from other sources. APA obtained from other obtained from sources.
citation style is used in sources. APA citation other sources.
both text and style is used in both Citation style is
bibliography. text and bibliography. either inconsistent
or incorrect.
Adapted from: Whalen, S. “Rubric from Contemporary Health Issues Research Paper”
CULMINATE:

Name of Pre-service
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Advocating research dissemination for curricular enhancement.
_______________________________________________________________________
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_______________________________________________________________________
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_______________________________________________________________________

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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________
___________________________________
UNIT 7
Research Paper Presentation: Researchers in Academic Convocation for
Education (R.A.C.E.)
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1. demonstrate skills in research through research convocation (CLO 4; BTI 7.2.1,
7.5.1).
___________________________________________________________________
CAPTURE:
Introductory Activity: Watch the video clip about “Research Paper Presentation l Fifteen
Minutes Research Presentation Guide” through the link, https://www.youtube.com/watch?
v=PFQaCHpJGaE.
Guide Question: What important tips have you learned from the presentation?
CONNECT:
On Publication
Journal of Educational Science and Research (JESR)
Author Guidelines
These instructions are only a guide. Consistency and correct type area margins (see below) are
the most important aspects in your manuscript preparation. All portions of the manuscript must
be typed 1.5 lines spaced and all pages numbered starting from the title page.

1. TEXT AND TYPE AREA (Margins)

This one basic requirement must be adhered to:
Type area on a page is standard Letter( 8.5'' x 11''). All text should be fully justified. Margins for
this type area: top 1.2'', bottom 0.6'' left 0.8'', right 0.6''

2. TITLES FORMAT

 Paper Title: CAPITAL LETTERS, BOLD, 12 point type (Times Roman)
 Author(s):CAPITAL LETTERS , BOLD, 10 point type (Times Roman)
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 Affiliation(s): Capitalize Each Word case, 10 point type (Times Roman)
 Head: BOLD CAPITAL LETTERS. 11 point type (Times Roman)
 Sub Head (if applicable): Capitalize Each Word case, 10 point (Times Roman)
 Leave 1.5 line spaces between title and author names/affiliation.
 Keep paragraph setting as 1.5 lines
 Your chapter should begin with a brief Abstract and keywords.
 Paper Title, Author Names/Affiliations, Abstract and Keywords should be in single
column format followed by the rest of the paper in Single column format.
Title page is generally a separate page and comes before the text of the manuscript. It should
include following details in the given format & sequence:
Type the Title of Paper

First Author1, Second Author2, Third Author3
1. Department, Name of College / Institution / Organization, State, Country Email address
2. Department, Name of College / Institution / Organization, State, Country Email address
3. Department,Name of College / Institution / Organization, State, Country Email address

Your chapter should begin with a brief Abstract and keywords.
Paper Title, Autor Names/Affiliations, Abstract and Kerywords should be in single column
format followed by the rest of the paper in Single column format. Total number of authors
allowed per paper is 4.

3. TEXT

Text type should be 10 point Times Roman. Text should be 1.5 lines spaced. First line of all
paragraphs should be indented and there should be one line gap between consecutive paragraphs.
Maximum number of pages should not exceed 10 pages.

4. HEADS / SUB HEADS

Levels of subheads should be easily distinguishable from each other with the use of numbers.
There should be one line spaces before each subhead and one line space after each subhead.

Examples of Subhead Style:
l. FIRST LEVEL HEAD
(11 point bold, upper case, numbered )
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1.1. Second Level Subhead
(10 point bold, first letter capital case, numbered)
1.1.1. Third level subhead
(10 point bold, lower case, flush left)

Use FIRST LEVEL SUBHEAD for section headings.

5. ORDER OF THE CONTENT
The order of the content must be as per following sequence;
1. Title Page with Authors details (Including emails and affiliations)

2. Abstract & Keywords
3. Introduction
4. Methods, if applicable / any
5. Results, if applicable / any
6. Conclusions
7.Acknowledgements, if applicable / any
8. References
9. Appendices (if applicable / any)

6. TITLE

The Title should be a brief phrase describing the contents of the paper. The Title Page should
include the authors' full names and affiliations, the name of the corresponding author along with
phone, fax and e-mail information. Present addresses of authors should appear as a footnote.

7. ABSTRACT

The Abstract should be informative and completely self-explanatory, briefly present the topic,
state the scope of the experiments, indicate significant data, and point out major findings and
conclusions. The abstract should be 100 to 200 words in length. Complete sentences, active
verbs, and the third person should be used, and the abstract should be written in the past tense.
Standard nomenclature should be used and abbreviations should be avoided. No literature should
be cited.

112 | P a g e

8. FIGURES (Line Art Drawings) AND TABLES

FIGURES
Figures and tables may appear printed directly in the text and should be black and white or
grayscale. Figure should appear soon after the citation in the text or if it is too large at the end of
the manuscript.
Legends/Captions for figures
Text type should be 9 point Times Roman italic (eg; Figure 1. Caption). A caption should be
provided for each figure. The legend should be typed into the manuscript, directly beneath the
figure. Begin each legend with a title and include sufficient description so that the figure is
understandable without reading the text of the manuscript. Information given in legends should
not be repeated in the text. Legends are to be listed in numerical order, labeled as “Figure 1”,
“Figure 2”, etc.
TABLES
Indent tables slightly from the left margin, if it is necessary to use the full width of the page.
Tables should be kept to a minimum and be designed to be as simple as possible. Tables are to be
typed double-spaced throughout, including headings and footnotes. Each table should be on a
separate page, numbered consecutively in Arabic numerals and supplied with a heading and a
legend. The same data should not be presented in both table and graph forms or repeated in the
text.
Titles/Captions for tables
The table caption should be typed to the width of the table itself and typed above the table. Text
type of table caption should be 9 point Times Roman italic (e.g., Table 1.Caption). Number the
titles of the tables consecutively in the order of their first citation in the text. Be sure that each
table caption is headed as “Table 1”, “Table 2”, etc. within each chapter.
Both figures and tables must be cited in the text.

9. RESULTS

Results should be presented with clarity and precision. The results should be written in the past
tense when describing findings in the author(s)'s experiments. Previously published findings
should be written in the present tense. Results should be explained, but largely without referring
to the literature. Discussion, speculation and detailed interpretation of data should not be included
in the results but should be put into the discussion section.

113 | P a g e

10. DISCUSSION

The Discussion should interpret the findings in view of the results obtained in this and in past
studies on this topic. State the conclusions in a few sentences at the end of the paper. The Results
and Discussion sections can include subheadings, and when appropriate, both sections can be
combined.

11. REFERENCES

References text type should be 9 point (Times Roman). In the text, a reference identified by
means of an author‘s name should be followed by the date of the reference in parentheses. When
there are more than two authors, only the first author‘s name should be mentioned, followed by
’et al‘. In the event that an author cited has had two or more works published during the same
year, the reference, both in the text and in the reference list, should be identified by a lower case
letter like ’a‘ and ’b‘ after the date to distinguish the works.
All references should be in Roman scripts.
References must be according to APA style guidelines
For Book :
I. Alan Bryman & Emma Bell. (2007). Business Research Methods. New York : Oxford
University Press
For PhD Thesis:
II. Mcdonalds, A. (1991). Practical dissertation title (Unpublished doctoral thesis). University of
Florida, Gainesville, FL.
Article in a Journal:
III. Rottweiler, F. T., & Beauchemin, J. L. (1987). Detroit and Narnia: Two foes on the brink of
destruction. Canadian/American Studies Journal, 54, 66–146
From Websites:
IV. McDonald, C., & Chenoweth, L. (2009). Leadership: A crucial ingredient in unstable times.
Social Work & Society, 7. Retrieved from
http://www.socwork.net/2009/1/articles/mcdonaldchenoweth
Plagiarism is defined as the unacknowledged use of the work of others as if this were your own
original work.

114 | P a g e E d 4 1 1 3 – S p e c i a l T o p i c s : I n d u c t i o n t o S t u d e n t T e a c h i n g V i s -
à-vis Trilogy of Functions (Dr FCKintanar) ( D i s c l a i m e r : P i c t u r e s , i m a g e s a n d
Examples of plagiarism:

Copying and pasting from the Internet and posting somewhere else without proper citation
Mentioning your name on another person’s essay or project
Copying exact wording - varbatim - from another individual’s work / text
Using another person’s tables, diagram,sounds,photo or ideas without proper references /
citations
Purchasing another person’s text and using it as your own

By submitting paper for publication to the journal, Scholar (s) / Author(s) certify that :

I/We know that plagiarism is the use of another person’s idea or published work and to pretend
that it is one’s own.
I/We are fully aware that plagiarism is wrong
I/ We declare that each contribution to your project from the work(s) of other peoples published
works or unpublished sources have been acknowledged and source of
information have been referenced.
I/We certify that you are solely responsible for any incomplete reference that may remain in
my/our work.

Anti-plagiarism declaration:

I have read and understood the rules on plagiarism. I hereby declare that this piece of
written work is the result of my own independent scholarly work,
and that in all cases material from the work of others is acknowledged, and quotations and
paraphrases are clearly indicated.
No material other than that listed has been used. This written work has not previously yet been
published.
PRESENTATION GUIDE FOR THE RESEARCH PRESENTER
A. Before the presentation

Synthesize your research article according to the following format:
a. Title
b. Abstract (maximum of 250 words)
c. Introduction
d. Methodology
e. Results in tabular form and followed by discussions to answer the sub-problems
f. Conclusions and recommendations
g. References
For the presentation slides please do the following:
115 | P a g e
1. As reflected in your research article, prepare your power point slides for the following parts:
a. Title with the name of researcher(s) [bulleted form] maximum of 1 slide only
b. Introduction [bulleted form] maximum of 1 slide only
c. Statement of the problem/objective(s) [bulleted form] maximum of 1 slide only
d. Methodology [bulleted form] maximum of 1 slide only
e. Results of Discussions [tabular form] maximum of 5-6 slides only
f. Summary and conclusion [bulleted form] maximum of 1 slide only
g. Recommendation(s) [bulleted form] maximum of 1 slide only
Note: Please avoid animation in your slides and use a clearer font style and size for your
audience.
B. During the Presentation
For smooth flow of the Research Congress you are requested to observe the following:
1. Dress formally (in business attire).
2. Be at the venue of the research congress at least 10 minutes before the event to confirm your
attendance and queue your presentation slides.
3. Take the seat reserved for you.
4. When it is your time to present, use the microphone and maximize the 10 minutes given for your
presentation.
 The official timer will remind you of the time left through a flash card.
 Your presentation may be less but not more than 10 minutes.
5. Take your seat after your presentation.
6. Reactions for your research from the panel members will be given only after the last presenter.
CULTIVATE:
Name of
Group Members: ________________________________________________________________
______________________________________________________________________________
116 | P a g e
Closer to Closure… This is it!
With collaboration of the group, prepare your publishable paper and your slideshow
presentation for the upcoming
RESEARCHERS IN ACADEMIC CONVOCATION IN EDUCATION (R.A.C.E.)

The class will be divided into groups for the creation of committees for the said event.
Research Oral Presentation Rubric
RESEARCH ORAL PRESENTATION WRITE-UP

TITLE 50 % 50 %
Conte Organizati Subject Eye Elocutio Graphics/ Conte Language Logical Form &
nt on Knowledge Contact n Powerpoint nt Structure Organiza Style
Presentation -tion
_____________________________________________________
Name and Signature of Judge
CULMINATE:

Name of Pre-service
117 | P a g e
Yeheyyy! What I got as a Teacher-Researcher?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
____________________________________
___________________________________
REFERENCES
A. BOOKS
Alata, Elen Joy & Ignacio, Elgen John (2020). Building & Enhancing New Literacies
118 | P a g e
Across the Curriculum. Cubao, Quezon City: Lorimar Publishing, Inc.
Anonat, R. D. (2011). Developmental Reading 1. Mandaluyong City: Books Atbp.
Publishing Corp.
Borabo, Milagros L. (2018). Teaching Internship. Cubao, Quezon City: Lorimar
Publishing, Inc.
Borabo, Milagros L. et al (2015). My Practice Teaching and Handbook. Cubao,
Quezon
City: Lorimar Publishing, Inc.
Cebu Technological University Manual
CTU Student Handbook (2015) Revised Edition
De Leon, Elmer (2019). Action Research for Beginners In Classroom-Based

Context (A Guide For Pre-Service And In-Service Teachers). Cubao,
Quezon City: Lorimar Publishing, Inc.
Llgas, A.T., Corpus, B. & Bilbao, P. (2016). Becoming a 21st Century Educational
Leader. Rex Bookstore.
Prado, Jonathan, et al (2019). Action Research. Cubao, Quezon City: Lorimar
Publishing,
Inc.
Prieto, Nelia, et al (2019). The Teacher And The Community, School Culture And
Organizational Leadership. Cubao, Quezon City: Lorimar Publishing, Inc.
Salandanan, Gloria G. et al (2012). Teaching and the Teacher, Revised Edition.
Quezon City: Lorimar Publishing, Inc.
Vega, Violeta A. et. al. (2015). Social Dimensions of Education (Revised Edition).
Cubao, Quezon City: Lorimar Publishing, Inc.
Villanueva, A. S., & Delos Santos, R. L. (2008). Developmental Reading 1.
QuezonCity: Lorimar Publishing.
B. WEB REFERENCES
 h
 ESD Report CTU.docx 2.46MB 2018-04-19 12:43:10https://www.seameo.org
t
 ESD Report CTU.docx 2.46MB 2018-04-19 12:43:10https://www.seameo.org
t
 http://www.esd-jpnatcom.mext.go.jp/pdf/ESDQUESTstorybook_en.pdf
p
s://depedtambayan.net/philippine-professional-standards-for-teachers-frequently-asked-
questions/
119 | P a g e
 https://esdteachers.bangkok.unesco.org/?p=529  h
 https://esdteachers.bangkok.unesco.org/?p=529 t
 https://homes.cs.washington.edu/~mernst/advice/write-technical-paper.html t
ps://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidspn1901.pdf
 https://researcheracademy.elsevier.com/writing-research/writing-skills/turn-thesis-article
 https://twp.duke.edu/sites/twp.duke.edu/files/file-attachments/paper-to-talk.original.pdf
 https://www.cornellcollege.edu/library/faculty/focusing-on-assignments/tools-for-
assessment/research-paper-rubric.shtml
 https://www.ctu.edu.ph/cebucitymountain/extension/about/
 https://www.ctu.edu.ph/cebucitymountain/extension/about/
 https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-lesson-preparation-
for-the-k-to-12-basic-education-program/
 https://www.deped.gov.ph/wp-content/uploads/2017/08/DO_s2017_042-1.pdf
 https://www.eda.admin.ch/agenda2030/en/home/agenda-2030/die-17-ziele-fuer-eine-
nachhaltige-entwicklung.html
nachhaltige-entwicklung/ziel-1-armut-in-allen-ihren-formen-und-ueberall-beenden.html
nachhaltige-entwicklung/ziel-2-den-hunger-beenden-ernaehrungssicherheit-und-eine-bessere.html
nachhaltige-entwicklung/ziel-3--ein-gesundes-leben-fuer-alle-menschen-jeden-alters-gewae.html
nachhaltige-entwicklung/ziel-4-inklusive-gleichberechtigte-und-hochwertige-bildung.html
nachhaltige-entwicklung/ziel-5-geschlechtergleichstellung-erreichen-und-alle-frauen.html
nachhaltige-entwicklung/ziel-6-verfuegbarkeit-und-nachhaltige-bewirtschaftung-von-wasser.html
nachhaltige-entwicklung/ziel-7-zugang-zu-bezahlbarer-verlaesslicher-nachhaltiger-und.html
nachhaltige-entwicklung/ziel-8-dauerhaftes-breitenwirksames-und-nachhaltiges.html
nachhaltige-entwicklung/ziel-9-eine-widerstandsfaehige-infrastruktur-aufbauen.html
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nachhaltige-entwicklung/ziel-10-ungleichheit-innerhalb-von-und-zwischen-staaten.html
nachhaltige-entwicklung/ziel-11-staedte-und-siedlungen-inklusiv-sicher.html
nachhaltige-entwicklung/ziel-12-fuer-nachhaltige-konsum-und-produktionsmuster-sorgen.html
nachhaltige-entwicklung/ziel-13-umgehend-massnahmen-zur-bekaempfung-des-
klimawandels.html
nachhaltige-entwicklung/ziel-14-ozeane-meere-und-meeresressourcen-im-sinne-nachhaltige.html
nachhaltige-entwicklung/ziel-15-landoekosysteme-schuetzen-wiederherstellen-und-ihre.html
nachhaltige-entwicklung/ziel-16-friedliche-und-inklusive-gesellschaften-fuer-eine.html
nachhaltige-entwicklung/ziel-17-umsetzungsmittel-staerken-und-die-globale-partnerschaft.html
 https://www.edglossary.org/mission-and-vision/
 https://www.mext.go.jp/en/unesco/title04/detail04/sdetail04/__icsFiles/afieldfile/2016/10/11/137
5695_01.pdf
 https://www.mext.go.jp/en/unesco/title04/detail04/sdetail04/1375695.htm
 https://www.teacherph.com/a-comprehensive-guide-to-school-based-management-sbm/
 https://www.teacherph.com/deped-vision-mission/
 https://www.teacherph.com/rpms-tools/
 https://www.usca.edu/center-for-research-excellence/research-funding/inbre-probe/extension-
proposal-review-rubric/file
 https://www.westga.edu/academics/education/assets/docs/SEED_Lesson_Plan_Assessment_Rubri
c.pdf
 https://www.youtube.com/watch?v=A8n6DCbyLvM
 https://www.youtube.com/watch?v=A8n6DCbyLvM
 https://www.youtube.com/watch?v=aF63HHVbpQ8
 https://www.youtube.com/watch?v=CbVLM09oD64
 https://www.youtube.com/watch?v=PFQaCHpJGaE
 https://www.youtube.com/watch?v=wx3_SHmgK08
 https://www.youtube.com/watch?v=wx3_SHmgK0
121 | P a g e

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SPECIAL TOPICS:

INDU CTION TO STUDENT TEACHING VIS-À-

( CoMPILEd NOTES AND ACTIVITIES TO FACILITATE

FITZGERALD C. KINTANAR, LPT, Ed.D.

1|Page Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-

This is a compendium of capsulated notes and activity sheets / journal entries

This course provides pre-service teachers with the opportunity to explore

Enjoy as you embrace new adventure from a beginning pre-service teacher to

2|Page Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-

This Compendium is dedicated to all lovers of

3|Page Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-

UNIT TITLE PAGE

Preliminary VMGO & COURSE OVERVIEW: ITS CONNECTION IN

1 INTRODUCTION TO EXPERIENTIAL LEARNING:

2 STUDENT TEACHING EXPLORED:

3 TEACHING-LEARNING PROCESSES: THE DepEd WAY 32

4 EXTENSTION: NATURE, FRAMEWORK & CONDUCT 61

5 EXTENSION INTENSIFIED: PROPOSAL MAKING AND

6 RESEARCH: TECHNICAL PAPER MAKING 86

4|Page Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-

2. craft personal commitment on how to contribute to VMGO attainment.

Vision of Cebu Technological University:

Mission of Cebu Technological University:

5|Page Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-

CTU Graduate Attributes and Core Values:

Course Learning Outcomes:

VISION- AND MISSION-STATEMENT

a. Help a school community reflect on its core educational values, operational

7|Page Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-

In other words, the statements may be perceived as inauthentic or hypocritical representations

What is the DepED Mandate?

1. The DepEd Mandate

What does the DepEd Vision mean?

“We dream of Filipinos who passionately love their country …”

We can do two things:

Because as a learner-centered institution we want them to know how to improve themselves

9|Page Ed 4113 – Special Topics: Induction to Student Teaching Vis-à-

“As a learner-centered public institution…”

“..to better serve its stakeholders.”

How do we fulfill our mission as the Department of Education in delivering quality,

“Students learn in a child-friendly, gender-sensitive, safe, and motivating

Do we provide our learners a child-friendly, gender-sensitive, safe and motivating environment?

Do our teachers ensure the development of each uniquire learner?

“Administrators and staff, as stewards of the institution, ensure an enabling and

DepEd Core Values

What does the DepEd Core Values mean?

Engages oneself in worthwhile spiritual activities

Expresses one’s Respects sacred places

Returns borrowed things in good condition

Demonstrates intellectual honesty

Identifies personal biases

Recognizes and respects one’s feelings and those of others

Shows respect for all

Waits for one’s turn

Takes good care of borrowed things

Is sensitive to Views mistakes as learning opportunities

Volunteers to assist others in times of need

Recognizes and respects people from different economic,

Cooperates during activities

Recognizes and accepts the contribution of others toward a

Considers diverse views

Enables others to succeed

Speaks out against and prevents bullying