Activity 1

West Visayas State University
JANIUAY CAMPUS
(Formerly Janiuay Polytechnic College, Don Tiburcio A. Lutero National
Comp. High School,Janiuay Nat’l Comp. High School, Janiuay National
Vocational High School, Janiuay High School)
Janiuay, Iloilo, Philippines
*Trunkline: (063) (033) 330-3485
* Website: www.wvsu.edu.ph *Email Address: janiuay@wvsu.edu.ph
Reflection
Field Study 2 deals with the process of the teaching and learning process. This is under curriculum
implementation of the delivery of the plan designed to and made by the teacher for the students. All the
discussions and the topics are all relevant to the main concept of putting up all the plans into reality and
giving due considerations to the learners and to the different principles under the umbrella of teaching and
learning.
Based on my observation during our Field Study 2 at Cabatuan National Comprehensive High
School, the teachers used different strategies when teaching their student. There are many methods that
Mr. Kenneth Marquez applied to his student, that someday I could also applied it to myself. Being a teacher
is not easy we should take a lot of patience for our students. Within our report, we identified the
significance of the study of the various learning principles which can truly help on how I would deal and
interact with the students diversity. It also include the essence and impact of objectives in implementing
the teaching process and the different factors to be considered in selecting meaningful and useful learning
materials or contents as manifested in the actual classroom setting. We observed and reflected on the
different approaches employed by the teachers in dealing with the learners in the different stages of
development. And also, we analyzed how the teaching and learning process should be conducted. I realize
how much teachers do to bring up a good education to the students and maintain the safe and
positive learning environment. All interactions with the students and teachers must have professional
manners. I’ve realized in this course that educations never stop. As a future teacher, it will be our bridge
towards successful dream career.
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JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
ACTIVITY 1
THE TEACHER WE REMEMBER
Tasks
 Reviewing the qualities of a good teacher based on PPST and the Southeast Asia Teachers
Competency Framework and Code of Ethics for Professional Teachers
 Watch the TED Talk “What Makes a Good Teacher Great” by Azul Terronez
https://www.youtube.com/watch?v=vrU6YJle6Q4
 Write an essay elaborating the qualities of a great teacher.
What Makes a Good Teacher Great?

Title
What Makes a Good Teacher Great? According to Azul Terronez, a great teacher eats apples. When he
first saw this, he dismissed it as silliness, but it appeared again and again. So he thought, there’s got to be
something to. One day, he decided to start eating apples. I ate them in the morning, at lunch, during
class, in the hall. Kids began to give him apples. They’d see him eating them and say, “You’re eating an
apple!”. And they would smile, and I would smile back. It wasn’t until I understood that kids wanted to
see me as somebody who is willing to receive a gift from them, that the apple was a symbol for our
relationship. There was goodness in that, and trust. But for a long time, he wasn’t listening and he hadn’t
understood this. A great teacher is chill. They have their own language. When they say, “A great teacher is
chill,” what they really mean is: Don’t take it too serious. Be calm in all situations. Don’t get overwhelmed.”
They have a way of speaking to us about what they really want to tell us, but we have to listen. A great
teacher loves to teach and A great teacher loves to learn. The reason this is significant is they don’t see
this happening. They don’t see teachers learning in front of them. They see them teaching, but they wish
they would learn along with them. Think about it. Principals hire teachers to be content experts, to have all
of the knowledge, not to be learners. But what if they did? What if you showed up in the classroom, and
the teacher had something prepared. Or that they saw their teacher struggle through something they
didn’t actually know and then eventually discover the answer. Kids want to be inspired by this idea that
learning is important. But they don’t see it in schools. A great teacher isn’t a teacher. A great teacher isn’t
in the classroom. Think about it. Think about a time that you have some enduring understanding, a time
when you learned something that you still remember and you use to this day, like throwing a baseball or
riding a bike, I remember learning to ride a bike from my mom when I was five years old. She took off the
training wheels of my bike, she got behind me, and began to push. A great teacher sings. Great teachers
make themselves humble before their students. They take risks. They put aside their fear to try. They trust
that they are going to be supported if they fail. But they don’t see this; they see experts, remember?
Content experts. What if we hire teachers not to be deep understanders of content, knowledge keepers,
but deep understanders of students? How our schools would change and transform? But it’s no wonder
students don’t care or that teachers don’t really listen. Because they have never been taught. But what if
we did listen? You see, we spend three years of a student’s life, teaching students to read. About 12 years
of those students’ lives, teaching them to write. Maybe if they’re lucky, they get a semester or half a year
learning to public speak. But they get virtual zero years of formal listening instruction. And we just don’t
teach it. We need to listen to our students. And can you imagine if we took the time to ask those students,
“What would make a good teacher great?” and then we actually listened, we could transform schools and
education.
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JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
ACTIVITY 2
FORMULATING THE INSTRUCTIONAL OBJECTIVES

Tasks
 Observe how teachers compose instructional objectives

 Formulate instructional objectives following the revised Bloom’s Taxonomy
 Dissect a learning competency provided by the Department of Education by formulating instructional
objectives that scaffold to the attainment of the learning competency
Activity 2.1
With the guide of your cooperating teacher, write six instructional objectives composed of behavior
and content following the revised Bloom’s Taxonomy.
Heograpiya ng Asya
Topic
Level of Revised Bloom’s

Instructional Objective
Taxonomy
Nailalarawan ang mga katangian ng kapaligirang pisikal sa mga
Remembering rehiyon ng Asya katulad ng kinaroroonan, hugis, sukat, klima at
vegetation cover.
Naipaliliwanag ang konsepto ng Asya tungo sa paghahating
Understanding heograpiko: Silangang Asya, Timog Silangang Asya, Timog Asya,
Kanlurang Asya at Hilagang Asya.
Natataya ang mga implikasyon ng kapaligirang pisikal at yamang likas
Applying ng mga rehiyon sa pamumuhay ng mga Asyano noon at ngayon sa
larangan ng (agrikultura,ekonomiya,panahanan at kultura.
Napaghahambing ang kalagayan ng kapaligiran sa iba-ibang bahagi
Analyzing ng Asya..
Nasusuri ang kaugnayan ng paglinang ng wika sa paghubog ng

Evaluating kultura ng mga Asyano.
Nakagagawa ng pangkalahatang heograpikal na profile ng Asya.

Creating
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Activity 2.2
With the guide of your cooperating teacher, write six instructional objectives composed of behavior
and content following the revised Bloom’s Taxonomy using the Curriculum Guide of the Department of
Education as your guide.
Grade 7
Grade Level
Quarter 1st Quarter
Naipamamalas ng mag-aaral ang pag-unawa sa ugnayan ng kapaligiran at tao

Content Standard sa paghubog ng sinaunang kabihasnang Asyano.
Malalim na nakapaguugnay-ugnay sa bahaging ginampanan ng kapaligiran at

Performance tao sa paghubog ng sinaunang
Standard
Napapahalagahan ang ugnayan ng tao at kapaligiran sa paghubog

Learning Competency ng kabihasnang Asyano
Topic
Level of Revised
Instructional Objective
Bloom’s Taxonomy
Remembering Nailalarawan ang mga katangian ng kapaligirang pisikal sa mga rehiyon ng Asya
katulad ng kinaroroonan, hugis, sukat, klima at vegetation cover.
Naipaliliwanag ang konsepto ng Asya tungo sa paghahating heograpiko:
Understanding Silangang Asya, Timog Silangang Asya, Timog Asya, Kanlurang Asya at Hilagang
Asya.
Natataya ang mga implikasyon ng kapaligirang pisikal at yamang likas ng mga
Applying rehiyon sa pamumuhay ng mga Asyano noon at ngayon sa larangan ng
(agrikultura,ekonomiya,panahanan at kultura.
Analyzing Napaghahambing ang kalagayan ng kapaligiran sa iba-ibang bahagi ng Asya..
Nasusuri ang kaugnayan ng paglinang ng wika sa paghubog ng kultura ng mga

Evaluating Asyano.
Creating Nakagagawa ng pangkalahatang heograpikal na profile ng Asya.
4|Page
JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
ACTIVITY 3
LESSON PLAN WRITING

Tasks
 Determine the basic parts of a lesson plan

 Write a sample lesson plan
Activity 3.1
Request for a copy of a lesson plan from your cooperating teacher and attach it in this activity
sheet. With the guide of the sample lesson plan, answer the processing questions below.
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Processing Questions:
 What are the parts of the sample lesson plan?

- The parts of the sample lesson plan are the content standard, objectives, subject matter,
procedure, lesson proper, evaluation and assignment.
 Which among the basic parts of a lesson plan does the sample lesson plan include?
- The basic parts of a lesson plan does the sample lesson plan include are content standard,
performance standard, objectives, subject matter, procedure, lesson proper, evaluation and the
assignment.
 What are the other parts of the sample lesson plan which are not included in the basic parts of the
lesson plan?
- The parts of a lesson plan which are not included in the basic parts of the lesson plan are the
assignment and the lesson proper.
Activity 3.2
Interview the school principal/ assistant school principals/ department chairs of your school. Ask the
following questions:
 What is the importance of writing a lesson plan?

- It will guide the teacher in his or her activity inside the classroom. It is the step by step guide on
what activities to take and it will also serve as their outline of their lesson.
 When do teachers write the lesson plan? Daily or weekly? Why?

- The teachers have a daily lesson plan. The teachers must write their lesson plan daily however in
araling panlipunan, not all classes are done daily. They have a three days classes every week so the
teachers must write their lesson plan daily and their department head check their daily lesson plan
weekly. Wherein the teachers log the activities.
 How are the lesson plans checked, evaluated, and monitored?

- Lesson plans are checked, evaluated and monitored by the teacher and also the department head.
The lesson plan must be aligned. The activities, objectives and evaluation or assessment are
congruent to each other for them to attain.
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Post that POSE here
Evidence of interviewing the school principal/assistant school principal/department chairs
Activity 3.3
With the guidance of your cooperating teacher, write a detailed lesson plan based on one of the
topics within the quarter. Attach the completed lesson plan in this activity sheet. After making the lesson
plan, answer the processing questions below.
Processing Questions:
 In preparing the lesson plan, which part is the most difficult to prepare?
- For me the most difficult part of a lesson plan to prepare is the motivation because we have to
know first if the activities we include is engaging to our student and if it is also align to the
objective. And as educators, we are very aware of how important it is for our learners to be
engaged.
 Which do you think is the most important part of the lesson plan? Why?
- The objective is the most important part of the lesson plan because objectives define what students
are going to learn during the lesson and explain how the learning is going to be assessed.
Specifying concrete objectives for student learning will help you determine the kinds of teaching
and learning activities you will use in class, while those activities will define how you will check
whether the learning objectives have been accomplished or not.
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Post that POSE here
Evidence of collaborating with the cooperating teacher in making of the lesson plan
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JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
ACTIVITY 4
SELECTING APPROPRIATE TEACHING STRATEGIES

Tasks
 Explain the principles of selecting appropriate teaching strategies

 Determine the level of participation on some teaching strategies
 Observe how teachers select and use different teaching strategies
Activity 4.1
Observe your cooperating teacher in one of his/her classes. List ten (10) teaching strategies that
he/she used and determine the level of participation of the students.
Teaching Strategy Level of Participation

1. Group work Full participation
2. Using of life experiences Full participation
3. Class discussion Partial participation
4. Visual Presentation Full participation
5. Using of flow chart and venn diagram Full participation
6. Roleplaying Full participation
7. Presenting of pictures Full participation
8. Playing games Full participation
9. Written discussion questions that are deep Partial participation
and contemplative in nature
10. Taking notes Partial participations
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Activity 4.2
Explain the guiding principles in selecting and using appropriate teaching strategies.
 Learning is an active process.

- We have to actively engage the learners in learning activities if we want them to learn what we
intend to teach. We have to give our students opportunities to participate in classroom activities.
We have to give varied activities to our students for “hands-on-minds-on” learning.
 The more senses that are involved in learning, the more and the better learning.
- What is seen and heard are learned more than what are just seen or just heard. Humans are
intensely visual animals. The eyes contain nearly 70 percent of the body’s receptors and send
millions of signals along the optic nerves to the visual processing centers of the brain. We take in
more information visually than through any of the other senses. This implies the use of a teaching
methodology that makes use of more visual aids than mere audio aids. A combination of audio and
visual aids, however, is far more effective. Most effective, of course, is the use of a combination of
three or more senses, thus the term “multi-sensory aids.”
 Emotion has the power to increase retention and learning.

- We tend to remember and learn more those that strike our hearts, in fact, the more emotionally
involved our students become in our lesson the greater the impact. The more intense the arousal,
the stronger the imprint. Then let us not feel afraid to bring in emotion into our classrooms. Let us
add an emotional touch to learning. Without the emotional dimension, our subject matter will
remain cold and lifeless. Wolfe states that “our own experience validates that we remember for a
longer time events that elicit emotion in us.” (Wolfe, 2001) His pedagogical advice is for us, to
recognize the power of emotion to increase retention and plan instruction accordingly.
 Learning is meaningful when it is connected to student’s everyday life.

- Abstract concepts are made understandable when we give sufficient examples relating to the
students’ experiences. The meaningfulness and relevance of what we teach is considerably reduced
by our practice of teaching simply for testing. They see meaning in what they learn when we,
teachers, show the connectedness of our lessons to their everyday concern, to their daily life.
 Good teaching goes beyond recall of information.

- Good thinking concerns itself with higher-order-thinking skills to develop creative and critical
thinking. Most teachings are confined to the recall of information and comprehension. Ideally, our
teaching should reach the levels of application, analysis, synthesis, and evaluation to hone our
students’ thinking skills.
 An integrated teaching approach is far more effective than teaching isolated bits of information.
- Corpuz and Salandanan (2003) claim that an instructional approach is integrated when it considers
the multiple intelligences (MI) and varied learning styles (LS) of students.
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Processing Questions
 Based on your observations, what is the common level of participation of the students to the
teaching strategies used by the teacher?
- Full participation is the common level of the students participation to the teaching strategies used
by the teachers because result in insightful comments and interesting connections being made by
students, and can foster a high level of energy and enthusiasm in the classroom learning
environment. However, poorly managed participation can also lead to instructor frustration and
student confusion.
 Which among the guiding principles of selecting and using teaching strategies is most important?
Why?
- For me the most important guiding principles of selecting and using teaching strategies is Learning
is meaningful when it is connected to students' everyday life. Because Abstract concepts are made
understandable when we give sufficient examples relating to the students’ experiences. The
meaningfulness and relevance of what we teach is considerably reduced by our practice of teaching
simply for testing. We teach today, ask them to copy and memorize what we taught them. The
following day, we test them on how much they have retained from what we taught yesterday,
period! We repeat the process day in and day out—deposit information into their heads which are
likened to empty receptacles then withdraw the same in a test. At the end of the term, we
withdraw everything in the final examinations and so when students go back for the next term their
minds are empty again. This is the so-called banking system of education.
 Why do teachers need to use various teaching strategies?

- Teachers need to use various teaching strategies b ecause it allow the students to make meaningful
connections between concepts learned in class and real-life situations. They offer an opportunity for
students to demonstrate their knowledge and course correct on their own when needed.
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JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
ACTIVITY 5
SELECTING APPROPRIATE INSTRUCTIONAL MATERIALS

Tasks
 Determine the different instructional materials used by the teachers in the classroom
 Explain the principles in selecting and using instructional materials
 Evaluate instructional materials
Activity 5.1
List top 10 most used instructional materials of your cooperating teacher in his/her classes.
Instructional Materials Used

1. textbooks
2. handouts
3. power point presentation
4. pictures
5. laptop
6. tv monitor
7. videos
8. maps
9. flash cards
10. video clip
Activity 5.2
Evaluate the instructional material used by your cooperating teacher using the checklist below.
Evaluation of Instructional Material
Preview Yes No N/A
1. Did your cooperating teacher check in advance:
a. That he/she has not used too many IMs ✓
✓
b. That he/she has not used too few IMs ✓
c. That his/her instructional materials worked
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Evaluation of Instructional Material
Presentation Yes No N/A
2. Can the IM be seen or heard? ✓
3. Is it used for too long or not long enough? ✓
4. Is the instruction clear? (Does it aid learning?) ✓
Design Yes No N/A
5. Will it work (blackout, bulbs, leads)? ✓
6. Is there a logical sequence? ✓
✓
7. Is the time for use about right?
8. Can it be misinterpreted? ✓ ✓
9. Is there enough or too much variety? ✓
10. Is there enough or too much color? ✓
11. Is it well made?
Use Yes No N/A
12. Has your cooperating teacher invited the cooperation of the students? ✓
13. Does it attract attention? ✓
✓
14. Has your cooperating teacher decided how it will be introduced? ✓
15. Does it supplement verbal information? ✓
16. Does it hold attention? ✓
✓
17. Is it challenging for the students?
18. Does it consolidate learning?
Activity 5.3
Explain the guiding principles in selecting and using instructional materials.
 All instructional materials are aid to instruction. They do not replace the teacher.
- Instructional materials must be used by the teachers for the lesson or discussion. This may include
in reporting which is the students must understand very well using the instructional materials that
the teacher had.=
 Choose the instructional materials that best suit your instructional objectives.
- Decide what you want to accomplish and then employ the tools that are most likely to achieve
results. Do not let the media that is available to you determine how or what you will teach.
Instructional objectives serve as the basis in the selection of instructional material and not
instructional material that is available that determines an instructional objective.
 If possible, use a variety of tools.

- Using videos, computers, overheads and the chalkboard riot only keeps students’ interest but also
responds to the needs of those who receive information in different ways.
 Check out your instructional material before class starts to be sure it is working properly.
- Nothing is more frustrating to you or to the students in the process of instruction than to find that
the overhead projector, for instance, does not work in the process of instruction.
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JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
ACTIVITY 6
UNDERSTANDING INSTRUCTIONAL RESOURCES

Tasks
 Discuss the importance of instructional resources for teaching and learning

 Identify the different types of instructional resources
 Analyze how instructional resources are applied in teaching and learning
Activity 6.1
Complete the survey by checking the appropriate column that answers the question.
Questions YES NO
Does the school have library facilities? ✓
Does the library contain textbooks and other reference materials? ✓
Do teachers and students have access to the library resources? ✓
Do teachers have a copy of the teacher’s guide? ✓
Do teachers have access to the internet? ✓
Do teachers have access to technology tools? ✓
Does the school provide training of teachers in the use of varied instructional ✓
resources?
Activity 6.2
 What are the types of instructional resources used by your cooperating teacher to motivate the
learners about the lesson?
- The visual images are the instructional resources used by our cooperating teacher because they are
more participative and it easily gets the attention of the students.
 What are the types of instructional resources used by your cooperating teacher in the delivery of
the content of the lesson?
- He utilizes the power point presentations as his instructional material to deliver the content of his
lesson in the students.
 What types of instructional resources are used by your cooperating teacher in the assessment of
students’ academic performance?
- The Formative resources is used when assessing the academic performance because it is the most
effective way to accelerate learning and meet the goals of the students.
 What are the types of resources used by your cooperating teacher in practical applications?
- Digital learning resources including video, audio, text, animations and images are the resources
used by our cooperating teacher in practical application.
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Processing Question/s
 How essential is the use of varied instructional resources to teaching and learning?
- A variety of instructional resources is a salient and a major factor to teaching success. IR’s are
tangible, audible, and seeable supporting materials spearheading teaching and learning success.
Teaching and learning success would remain at-bay without the presence of IR’s as part of teaching.
 Aside from the K to 12 Curriculum Guide and Teacher’s Guide, what is the most essential instructional
resource?
- The most essential instructional resource is the teacher himself/herself. His/her creativity, ingenuity, and
among others are among the most important instructional resources that the students could have. Inner self
capabilities indescribably weave its essentiality.
 In the absence of available instructional resources, what is the best thing that a teacher should do to support
teaching and learning activities?
- A teacher can create or make his/her own instructional resource. Although, as future teacher, I stand
on the motion that there could be no unavailability of IR’s. Otherwise, the innovativeness and
resourcefulness of the teacher is hampered and dilapidated.
Post that POSE here

Evidence of interviewing your cooperating teacher

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JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
ACTIVITY 7
EDUCATIONAL RESEARCHES AND LITERATURE

Tasks
 Discuss the significance of using research and literatures in instructional planning

 Analyze how these resources can help improve instruction and student learning
Activity 7.1
Complete the tables below by looking for research journals and literatures that can be used as instructional
resources based on your field of specialization.
Textbooks
Year City of
Name of Author/s Title of the Book Publisher
Published Publication
Rosemarie C. Blando, 2014 Asya: Pagkakaisa sa Gitna ng Eduresources 5th Floor Mabini
Adelina A. Sebastian, Pagkakaiba. Araling Publishing Inc. Building, DEPED
Angelo C. Espirito, Panlipunan Modyul Para sa Complex, Meralco
Erna C. Golveque, Mag- aaral Avenue, Pasig City,
August M. Jamora, Philippines 1600
Regina R. Capua, Armi
S. Victor, Sandra I.
Balgos, Allan F. Del
Rosario, at Randy R.
Mariano
Lorna G. Cajolo 2020 Kuwarter 3- MELC 1(Wk. 2) Kagawaran ng Rehiyon 6-
Mga Paraan at Epekto ng Edukasyon Kanlurang Visayas
Kolonyalismo at Imperyalismo
ng mga Kanluraning Bansa sa
Timog at Kanlurang Asya (Ika-
16 Hanggang Ika-17 Siglo)
Judith Rose L. Agustin 2020 Kuwarter 3- MELC 3(Wk.4.1) Kagawaran ng Rehiyon 6-
Mga Karanasan sa Digmaang Edukasyon Kanlurang Visayas
Pandaigdig at Implikasyon
nito sa Kasaysayan ng mga
Bansang Asyano
Arvin D. Vecinal 2020 Kuwarter 3- MELC 4(Wk. 4.2) Kagawaran ng Rehiyon 6-
Kaugnayan ng Iba’t Ibng Edukasyon Kanlurang Visayas
Ideolohiya sa Pag- usbong ng
Nasyonalismo at Kilusang
Nasyonalismo
Research Journals
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Name of Year
Title of the Book Publisher City of Publication
Author/s Published
Mary Ann C. 2018 An Assessment On The Grade International –WWW.IJIRMF.COM
Doctor 7 Social Studies Module Journal For
Under The Innovative
K-12 Curriculum Of The Research In
Department Of Education In Multidisciplinary
The Field I
Philippines
Jocelyn 2021 Project Climate: Enhancing Ascendens Asia https://ojs.aaresearchindex.
Hernandez Least Mastered Skills in Journal of com/index.php/AAJMRA/
Araling Panlipunan 7 through Multidisciplinary issue/view/73
Cooperative Learning Research
Instructional Materials Abstracts
Activity 7.2
Interview your cooperating teacher to answer the questions below. Check the column which answers the
questions.
Questions YES NO
Does your cooperating teacher use educational research journals and literatures to ✓
support the teaching and learning activities?
What are the challenges faced by your cooperating in using educational research ✓
and literatures?
Does the school promote the use of research-based materials and textbooks to ✓
support instruction?
Are the instructional plans of your cooperating teacher informed by research? ✓
 How do educational research and literatures help improve the content of the lesson?
- Educational research and literature help improve the content of the lesson through analyzing and
evaluating that is the most essential way to deliver the content of the lesson.
 How do educational researches and literatures differ from other types of instructional resources?
- Educational resources differ from other instructional resources because these are the researches
that is result founded by the DEPED and was done by thorough research of the researchers.
Meanwhile there’s a lot of instructional resources found in the internet especially in google and
wikipedia but you have to verify those resources first and it is not a 100% based to research
because there’s a lot of people or individual edited that resources.
 How do teachers benefit from using these types of instructional resources?

- Teachers benefit from using these type of instructional resources by making their teaching more
easier and make learning communication more effective.
Post that POSE here

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JANIUAY CAMPUS
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*Trunkline: (063) (033) 330-3485
ACTIVITY 8
UNDERSTANDING INSTRUCTIONAL RESOURCES

Tasks
 Discuss what is the use of digital media in teaching and learning

 Analyze how digital media can improve student learning
 Create digital media to support instruction
Activity 8.1
Complete the concept map below by filling in the circles with digital media used by your cooperating
teacher in teaching and learning activities.
video
clips
powerpoint
presentation website
Digital
Media
Music audio
picture
s
Activity 8.2
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Choose one topic from the grade level that your cooperating teacher is handling. Create a PPT about this
topic. Print your slides and attach it to this worksheet. Use A4 format and 6 slides per page without notes.
 How does digital media impact student learning?

- It impacts student learning by having a longer attention span on the topic that the teacher
presented at the front. That leads into increasing intrinsic motivation to learn. Students are active in
participating and engaging on the topic that gives them greater academic achievement and
stronger digital literacy rate in the country.
 Complete the table below by enumerating the advantages and disadvantages of using digital media
in teaching and learning.
Advantages Disadvantages
 Digital media allows for the development  Data Security.
of social connections and empowerment.  Crime and Terrorism.
 People have more of a voice through  Complexity.
digital media, which encourages citizen  Privacy Issues.
participation and the development of  Social Isolation
communities.
 Digital media revolutionizes how work
gets done, increasing productivity and
flexibility for workers while
simultaneously changing how it's done
Post that POSE here

Evidence of making the PPT

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JANIUAY CAMPUS
*Trunkline: (063) (033) 330-3485
ACTIVITY 9
GRAPHIC ORGANIZERS AS RESOURCE FOR VISUAL PRESENTATION

Tasks
 Observe how graphic organizers and visual presentations are being used for teaching and learning
 Discuss the important benefits of using graphic organizers and visual presentations to students
 Integrate graphic organizers and visual presentations in lesson plans
Activity 9.1
Complete the outline below.
Topic: Graphic Organizers
List anything that comes in your mind about the topic
 Sequence of information
 Compare and contrast
 Organize problems and solutions
 Brainstorm ideas
 Present complex concepts
How will you use graphic organizers in teaching?

 When taking notes about new information in a lesson to organize ideas
 Comparing and contrasting two concepts
 Classifying new information into meaningful categories.
 Find similarities and differences by creating analogies
 Generate ideas before students begin an assignment.
What do you think are the benefits of using graphic organizers?

 Using graphic organizers helps students to visualize and internalize the material they are
reading/learning which leads to a better understanding and a deeper understanding of the
material.
 Graphic organizers can help students organize and prioritize what they are comprehending, and
through this visual organization, students are actually able to see the relationships and
connections to the information they are reading and learning which leads to improved
comprehension.
 Students can visualize the general concept and break it down into manageable and specific ideas.
 Recognize sequences, hierarchies and patterns.
 Visually represent their thinking process.
Activity 9.2
22 | P a g e
Create a concept map about graphic organizers. Identify the benefits of using graphic organizers in student
learning.
It helps the
student to
see the
bigger
visualize and picture
organize and
construct sequence
ideas information
Benefits of using
graphic organizers in
compare student learning organize
and problems and
contrast solutions
ideas
it helps the
student to
chuck
show information
cause and based on
effect meaningful
connection
Activity 9.3
From the topic that you have chosen in Activity 8, create one activity that enables you to create a graphic
organizer. Paste the graphic organizer in the box below.
Anyong lupa at
anyong tubig
Distribusyon at
interaksyon ng
tao at iba pang Likas na
organismo sa yaman
kapaligiran Mga Saklaw
nito.
ng Pag-
aaral ng
Heograpiya
Flora (plant
Klima at
life) at fauna
panahon
(animal life)
23 | P a g e
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ACTIVITY 10
TEACHER-MADE INSTRUCTIONAL RESOURCES

Tasks
 Discuss the significance of teacher-made resources to student learning

 Analyze how to develop and produce instructional resources
Activity 10.1
Conduct a survey of the instructional resources developed and produced by your cooperating teacher.
Then, discuss how your cooperating teacher developed his/her resources.
Teacher-made Resources Description as to its development
Handouts A good tool to make sure the contents of an oral presentation

can be reviewed by the audience after the presentation. It helps
the audience focusing on listening rather than taking notes. For
a good presentation, a handout should be prepared including
further reading material and weblinks.
Visual aids Visual media is often used as a learning and teaching aid, such
as in presentations and training guides. Visualizations in the
form of diagrams, charts, drawings, pictures, and a variety of
other ways can help students understand complex information.
Project Is an opportunity for students to critique and revise their
approach when they encounter obstacles. As they continue to
actively explore a real-world problem, they acquire a deeper
knowledge that requires further inquiry they have to keep going.
Quizzes Encourage pupils' self awareness of progress and self
assessment. By taking quizzes, pupils get instant feedback on
their responses. And this can help them identify areas they need
to develop themselves and highlight progress for them to be
proud of.
Outputs It is the product that students create during a task that requires
them to use language. It can be something physical, such as a
poster or piece of writing, but can also be something like a
presentation, role play, or verbal response.
24 | P a g e
Activity 10.2
List the challenges faced by your cooperating teacher in developing and producing teacher-made
resources.
1. Connectivity to the internet it is not all the time that is available to the teacher.
2. Materials used by the teacher to the students on how it will going to be effective.
3. Classroom management
4. Getting the attention of the students because some of the students have a short attention
span.
 What are the primary considerations in developing and producing teacher-made resources?
- The level of intelligence of the students and the availability of the pictures because most of the
students are visual learners. Choose materials that present information in a variety of ways. Using
mixed media like text, video, images, real world examples and graphs when presenting to the
students to make the information more interesting and also to address learners’ different learning
styles inside the classroom.
 How do students benefit from teacher-made resources?

- The students can understand the lesson easily because in teacher made resources, it is in
accordance with their needs and it is directly relevant to the students. Resources are intended to
assist teachers in planning, delivering and assessing their lesson. All the materials and books, as
well as the variety and diversification of approaches and resources used to meet the needs of all
students, contributed to the professional development and continuing education.
 How will you promote the use of teacher-made resources?

- They collaborate with other teachers so that the materials will have in depth research and thorough
reading and checking of materials before giving it to the students so that they can avoid clerical
errors.
Post that POSE here


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ACTIVITY 11
CONSTRUCTIVIST TEACHING
Tasks
 Discuss the concept of constructivist teaching

 Discuss the important principles of constructivist teaching
 Observe how constructivist teaching approaches are done in actual teaching
Activity 11.1
Observe actual classes of your cooperating teacher and complete the survey form below.
Constructivist Teaching Practices Observed Not Other

Observed Comments
Active learning strategies ✔
Meaningful learning activities ✔
Effective questioning strategies ✔
Real-life and concrete examples ✔
Cooperative learning activities ✔
Problem-solving activities ✔
Active investigation ✔
Integrative learning activities ✔
Practice and feedback activities ✔
Effective motivation techniques ✔
Generalizations are provided by students ✔
Positive classroom atmosphere ✔
Lessons and activities are interesting ✔
Students are encouraged to take active role in learning ✔
Experiential learning activities ✔
Varied learning activities ✔
Students’ views are respected ✔
Positive learning environment ✔
Linking ideas and concepts with real-life experiences ✔
Modeling positive behavior ✔
Learning styles are respected ✔
Differentiated learning strategies ✔
Activity 11.2
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Provide a narrative observation report on how your cooperating teacher is using constructivist teaching and
learning in his/her classes.
Grade Level: Grade 7

Topic: Ancient Civilization
Observation:
Constructivist teaching is based on the belief that learning occurs as learners are actively involved in a
process of meaning and knowledge construction rather than passively receiving information. Learners
are the makers of meaning and knowledge. Constructivist teaching fosters critical thinking and creates
motivated and independent learners.
Teachers create situations in which the students will question their own and each other's assumptions.
In a similar way, a constructivist teacher creates situations in which he or she is able to challenge the
assumptions upon which traditional teaching and learning are based. Students are not blank slates upon
which knowledge is etched. They come to learning situations with already formulated knowledge, ideas,
and understandings. This previous knowledge is the raw material for the new knowledge they will
create.
The student is the person who creates new understanding for himself. The teacher coaches, moderates,
suggests, but allows the students room to experiment, ask questions, try things that don't work.
Learning activities require the students' full participation (like hands-on experiments). An important part
of the learning process is that students reflect on, and talk about, their activities. Students also help set
their own goals and means of assessment.
 Does your cooperating teacher employ constructivist teaching-learning approaches?

- Yes, Mr. Kenneth Marquez employ constructivist teaching- learning approaches by facilitating the
process of learning in which he encourages his students to be responsible and autonomous. He
sometimes uses hands-on materials and real-world problems to acquire new concepts and practice
skills of his students
 How do students respond to constructivist activities?

- Students control their own learning process, and they lead the way by reflecting on their
experiences. This process makes them experts of their own learning. The teacher helps create
situations where the students feel safe questioning and reflecting on their own processes, either
privately or in group discussions.
 How does constructivist teaching improve the teaching and learning practices in the school?
- It allows students to be active and autonomous learners. Using constructivist strategies, teachers
are more effective. They are able to promote communication and create flexibility so that the needs
of all students can be met.

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ACTIVITY 12
DIFFERENTIATED LEARNING
Tasks
 Discuss the concept of differentiated learning
 Discuss the important principles of differentiated learning
 Observe how differentiated learning approaches are done in actual teaching
Activity 12.1
Observe actual classes of your cooperating teacher and complete the survey form below.
Constructivist Teaching Practices Observed Not Other
Observed Comments
Varied learning activities based on the learning styles ✔
Respect of individual differences ✔
Objectives are designed based on the abilities of the students ✔
Objectives consider the level of students ✔
Topics are modified based on learners needs and backgrounds ✔
Assessment results are used to improve instruction ✔
Provision for individual and collaborative learning ✔
Lessons are developmentally appropriate ✔
Uses various assessment tools ✔
Activity 12.2
Provide a narrative observation report on how your cooperating teacher is using differentiated learning in
his/her classes.
Grade Level: 7
Observation:
Differentiation is commonly used in “heterogeneous grouping” an educational strategy in which students
of different abilities, learning needs, and levels of academic achievement are grouped together. The
teacher usually adjust the elements of a lesson from one group of students to another, so that those
who may need more time or a different teaching approach to grasp a concept get the specialized
assistance they need, while those students who have already mastered a concept can be assigned a
different learning activity or move on to a new concept or lesson. The teachers will tailor lessons to
address the unique needs of special-education students, high-achieving students, and English-language
learners, for example. Teachers also use strategies such as formative assessment periodic, in-process
evaluations of what students are learning or not learning to determine the best instructional approaches
or modifications needed for each student.
 Does your cooperating teacher employ differentiated teaching-learning approaches?
28 | P a g e
- Yes, he optimize each student’s growth and success by meeting the student where he
or she is rather than expecting the student to modify their personal learning style to
master a set curriculum. He respond to individual differences among students in prior
knowledge, learning styles, and levels of interest and engagement. He taught his
students a unit, then given assignments, often asked to turn in a report on what they
have learned. Usually, this is their one and only chance to show they have mastered
the lesson. It is their final draft.
 How do students respond to differentiated teaching and learning activities?

- Process is how students make sense of the content. They need time to reflect on and digest the
learning activities before moving on to the next segment of a lesson. Think of a workshop or course
where, by the end of the session, you felt filled to bursting with information, perhaps even
overwhelmed. Processing helps students assess what they do and don’t understand. It’s also a
formative assessment opportunity for teachers to monitor students’ progress.
 How does differentiated teaching and learning improve students’ learning?

- When differentiating teaching to suit the needs of individual students, teachers use a variety of
strategies to help students become personally invested in, and take ownership of their learning.
Differentiated teaching allows students at risk of disengagement to experience meaningful learning.
Post that POSE here

Evidence classroom observation

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ACTIVITY 13
INTEGRATED TEACHING AND LEARNING

Tasks
 Discuss the concept of integration

 Discuss the important principles of integrative teaching and learning
 Observe how integration is done in actual teaching
Activity 13.1
Request a copy of a lesson plan from your cooperating teacher.
Ask him/her of the parts of the lesson plan where he/she observed integrated teaching.
Highlight the parts where integrated teaching is observed.
Attach the copy of the lesson plan in this worksheet.
Activity 13.2
Provide a narrative observation report on how your cooperating teacher is using integrated teaching and
learning in his/her classes.
Grade Level: 7
Observation:
There is integration when pupils are able to connect what they are learning in one subject area to a
related content in another subject area. For instance, topics learned in Math or Social Studies may be
used by the pupils with related concepts and skills in Reading and Language. Incorporate the thematic
and integrated curriculum in the daily schedule and daily or weekly lesson plan. Start by adapting lesson
plans for diversity by modifying the projects, lessons, and activities for children.
 What are the challenges met by your cooperating teacher in the implementation of integrated
teaching and learning?
- Among the challenges faced were faculty apprehensions about an integrated curriculum, faculty
apprehensions regarding self-directed learning, providing early clinical exposure to the students,
organizing activities and practical sessions for students, learning the art of medicine, developing
student skills for critical appraisal of scientific literature and developing closer links with the
community and the health system. The strategies adopted for overcoming some of these challenges
is also described.

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ACTIVITY 14
COOPERATIVE LEARNING
Tasks
 Discuss the concept of cooperative learning

 Discuss the important principles of cooperative learning
 Observe how cooperative learning is done in actual teaching
Activity 14.1
Observe your cooperating teacher and provide examples of cooperative learning activities that he/she used
in his/her classes.
Topic Cooperative Learning Activities
Ancient Civilization Think-Pair-Share
Ancient civilizations Carousel
Ancient sumer civilization Write Around
Ancient indus civilization Numbered Heads Together
Ancient shang civilization Round Robin
Activity 14.2
Provide a narrative observation report on how your cooperating teacher is using cooperative learning in
his/her classes.
Grade Level: 7
Observation:
True cooperative learning involves more than just having students sit together in groups. When done
well, cooperative learning involves planning with clear directions, student work roles, and outcomes and
measures for learning goals. Teachers who use this method see the value in cooperation, teamwork, and
collaboration as a major part of their classrooms. Students who learn how to collaborate through
cooperative learning can become adults who work together more effectively in the work place. Teacher
involves students working in small groups to accomplish a learning task. The task is assigned by the
teacher with clear directions. Students then work on the task together with defined roles (i.e. reporter,
spokesperson, researcher, recorder). Teachers who are effective at evaluating the group together as one
understand that each person in the group has a “shared” responsibility.
 What are the challenges met by your cooperating teacher in the implementation of cooperative
learning?
- Teachers implementing cooperative learning may also be challenged with resistance and hostility
from students who believe that they are being held back by their slower teammates or by students
who are less confident and feel that they are being ignored or demeaned by their team.
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ACTIVITY 15
PROBLEM-BASED LEARNING
Tasks
 Discuss the concept of problem-based learning

 Discuss the important principles of problem-based learning
 Observe how problem-based learning is done in actual teaching
Activity 15.1
Observe your cooperating teacher and provide examples of problem-based learning activities that he/she
used in his/her classes.
Topic Cooperative Learning Activities
Learning is driven by the context of the problem and In this environment, students determine what and
is not bound by an established curriculum how much they need to learn in order to accomplish
a specific task.
Learning is student-centered; the teacher acts as In essence, the teacher creates an environment
facilitator. where students take ownership in the direction and
content of their learning.
Students work collaboratively towards addressing All of the students work together to attain the
the general question. shared goal of producing a solution to the problem.
Activity is grounded in a general question about a Each problem has a general question that guides
problem that has multiple possible answers and the overall task followed by ill-structured problems
methods for addressing the question. or questions that are generated throughout the
problem-solving process.
Activity 15.2
Provide a narrative observation report on how your cooperating teacher is using problem-based learning in
his/her classes.
Grade Level: 7
Observation:
Problem based learning (PBL) is a teaching strategy during which students are trying solve a problem or
a set problems unfamiliar to them. PBL is underpinned by a constructivist approach, as such it promotes
active learning. Activities are carried out with groups of students, typically in a tutorial or seminar
setting. PBL fosters self-directed learning, effective problem solving, communication and collaboration
skills.
Where in the teacher present the problem the first the student define the problem and brainstorm ideas
bases on prior knowledge. Second, the student engage in independent study. Third, students share
information, engage in peer teaching and work toward a study.

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ACTIVITY 16
CLASSROOM MANAGEMENT
Tasks
 Discuss the ways on how your cooperating teacher effectively manage a class
 State essential qualities that a teacher should possess to effectively manage a class
Activity 16.1
Observe and examine all the strategies implemented by your cooperating teacher to ensure that the class
is managed well.
Classroom Management Strategies Reasons for Implementation
Clear rules and boundaries Disruptive behaviors need to be managed because

every student should be given an equal
opportunity to learn. Students can listen
attentively when others are talking, and sitting
sensibly on their chair and value everyone’s
opinions (positive attitude). Through being
consistent Mr. Marquez highlight that negative
actions will cause undesirable consequences,
which enables you to manage students’ behavior
effectively.
Practice what you preach If you want students to respect you then you need
to show them respect too. Always listen to their
ideas and ensure that every student knows they
are a valued member of the class. Endorsing
inclusivity encourages good behavior because
students are less likely to be disruptive due to
feeling neglected.
Encourage initiative Promote growth mindset, and inject variety into
your lessons, by allowing students to work ahead
and deliver short presentations to share take-away
points. Almost inevitably, you’ll have some eager
learners in your classroom. You can simply ask
them if they’d like to get ahead from time-to-time.
Offer praise He Inspire the class to improve a student’s self-
esteem. And to reinforce rules and values he want
to see
Build excitement for content and lesson plans Develop interest of students in his agenda and
thereby dissuade misbehavior.
 What should be the main consideration of the teachers in choosing a strategy to manage a class?
33 | P a g e
- To effectively manage a classroom, teachers must prioritize building relationships, leveraging time,
and designing behavioral standards. Good classroom management is more than just being strict or
authoritarian, and it is more than simply being organized. If I want to have my classroom run
smoothly as a well-oiled learning machine, I have to set up a structured learning environment in
which certain behaviors are promoted and others are discouraged.
 How can teachers effectively manage a class?

- Teacher must to find the right strategies that work best for her or his students for teacher to be
effectively manage the class and that’s conducive to teaching and learning. First is to establish a
positive relationship with your students. Establishing positive relationships promotes a sense of
school belonging, as well as encourages students to participate cooperatively. Besides, it helps
them to develop the confidence to experiment and, of course, succeed in a learning environment
where they’re not restricted by the fear of failure. Second is to encourage questions. A teacher that
has the students’ best interest at heart should not be so focused on lecturing that you allow no
room for questions. You should invest more in getting the students interested and engaged in the
subject matter instead of just making sure that all the knowledge is conveyed. Third is to praise
your students. Never underestimate the benefits of praise! It is one tool that can be a powerful
motivator for students. Fourth is to organize group projects. Students love working together in
groups. Teamwork helps nurture leadership skills and also students might develop more respect for
each other. Others may learn how to be more responsible about getting their assignments ready in
time when there’s a group grade that affects their classmates. And lastly, engage in 2-way
feedback. Teachers should also encourage feedback from students. And the best way to go about it
is by asking questions about the tests and homework to the entire class regularly.

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ACTIVITY 17
PREPARING FOR ASSESSMENT

Tasks
 Discuss the importance of table of specifications

 Create a table of specifications for one grading period
 Critique a table of specification
Activity 17.1
Ask for a copy of a table of specifications from your cooperating teacher.

Attach it in this worksheet.
Activity 17.2
With the assistance of your cooperating teacher, create a one-way table of specifications for quarterly
examinations.
Recitation Days
Percentage of
Number of
Number of
Placement
Items
Items
Item
Objectives
Nailalarawan ang mga yamang likas ng Asya 1 4 13.30% 5,3,2,19

Natataya ang mga implikasyon ng kapaligirang pisikal 2 12 40% 6,13,14,17,20,8,
at yamang likas ng mga rehiyon sa pamumuhay ng 7,15,16,18,4,10
mga Asyano noon at ngayon sa larangan ng (1)
agrikultura, (2) ekonomiya, (3) pananahanan, (4)
kultura
Naipapahayag ang kahalaganah ng pangangalaga sa 2 14 46.67% 1,21,22,23,
timbang ng kalagayang ekolohiko ng rehiyon. 24,25,26, 27,
28,29,30,
9,11,12
Kabuuang Bilang ng Item 30
 Why is it important to prepare and plan before you assess?
35 | P a g e
- It is important to prepare and plan before you assess because it will help to make the assessment
more effective. The effectiveness of assessment will be reduced, and assessment teams will lose
time if prior planning is not carried out. Preparation ensures that you complete the test to the best
of your ability. You can prepare by reviewing the topics and materials through the resources that
are available to you. An assessment plan provides a framework to guide your assessment project,
ensuring everyone is on the same page and is clear on their individual responsibilities and the
overall timeline.
 What are the different features of the table of specifications of your cooperating teacher? State
each feature.
Table of specifications are designed based on :
- course objective
- topics covered in class.
- amount of time spent on those topics
- textbook chapter topics .
- emphasis and space provided in the test .
Post that POSE here

Evidence of working on Table of Specifications with your cooperating teacher

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ACTIVITY 18
WRITING GOOD TEST ITEMS

Tasks
 Determine select type from supply type

 Evaluate the select and supply type in a test
 Construct good select and supply test items
Activity 18.1
Request a copy of a quarterly examination from your cooperating teacher.

Attach it in this worksheet.
Activity 18.2
Evaluate the copy of the quarterly examination you obtained from your cooperating teacher. Evaluate the
test items using the checklist below.
General Rules in Writing Test Items Not
Observed
(Gonzales, 2007) Observed
The test items should match the desired learning outcome or competency. It
✓
should measure the behavior and content of an instructional objective.
There should be only one correct best answer that experts generally agree.
✓
Avoid answers that need a lot of argumentation or debate.
The language used in all items should be simple, clear, and definite. ✓
The test items should present a clear and definite task. No ambiguous term
✓
should be used.
The test items should follow acceptable rules of grammar. Correct usage,
proper use of capitalization and punctuation marks should be observed. ✓
Subject-verb agreement must be correct.
All items of the same type should be grouped together. All true-false items
✓
should be grouped together.
The test items should be arranged from the easiest to the most difficult. If
easy items are placed at the beginning of a test, the students are motivated to ✓
answer the next succeeding items.
Activity 18.3
Formulate five (5) select type and five (5) supply type test items. Follow the general rules in writing test
items.
Select type test
37 | P a g e
1. Ang Asya ay napalibutan ng iba’t ibang anyong-tubig tulad ng mga ilog at karagatan. Bilang sang
NGO volunteer, paano ka makatutulong sa pangangalaga nito?
a. Magpaskil ng slogan na “Huwag manirahan dito”.
b. Maglunsad ng Fun Run para makalikom ng pondo.
c. Huwag hayaang manirahan ang mga tao sa pampang.
d. Magmungkahi ng pagpapatayo ng mga tulay na magdurugtong sa mga angyong tubig.
2. Ang pag-usad at pag-unlad ng isang bansa ay nakasalalay sa mga likas na yaman na maaring
magamit ng mga mamamayan. Alin sa mga sumusunod ang hindi halimbawa ng likas na yaman?
a. Yamang-Lupa
b. Yamang-Tubig
c. Yamang- Mineral
d. Yamang- Kasuotan
3. Nasa Kanlurang Asya ang pinakamalaking deposito ng fossil fuel. Malaki ang kinikita ng mga bansa
sa Kanlurang Asya mula ditto. Alin sa sumusunod ang pinakatanyag na produkto ng Kanlurang
Asya?
a. Ginto
b. Petrolyo
c. Pagkaing-dagat
d. Produkto galling sa kagubatan
4. Binubuo ng pitong kontinente ang daigdig. Alin sa mga sumusunod ang kilala na mayaman sa likas
na yaman at tinaguriang pinakamalaking dibisyon sag lobo?
a. Africa
b. Asya
c. Europa
d. Antarctica
5. Dahil salawak ng lupang sakop at iba pang pisikal na katangian sa kapaligiran ng Asya, nararanasan
dito ang iba’t ibang klima. Kung kaya’t maituturing na klimang _______ ang rehiyon ng Timog-
Silangang Asya na isa sa rehiyon sa Asya.
a. Tropical
b. Polar climate
c. Nagyeyelo
d. Desert tropical
Supply type test

Kompletuhin ang talahanayan sa ibaba sa pamamagitan ng pagbigay ng mga mahahalagang kaganapan sa
bawat yugto.
Panahon ng Lumang Bato Panahon ng Bagong Bato Panahon ng Metal

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ACTIVITY 19
CREATING RUBRICS
Tasks
 Explain the purpose of using rubrics

 Evaluate a sample rubric
 Create and use a rubric for a particular class activity
Activity 19.1
Request a copy of a rubric from your cooperating teacher.
Pamantayan sa Paggawa ng Sanaysay
Pamantayan 4 3 2 1
Kompleto at wasto Wasto ang mga May ilang detalye Maraming
Nilalaman ang lahat ng detalye na na hindi na dapat kakulangan sa
detalye na nakasaad sa talata pa isama sa talata nilalaman ng talata
nakasaad sa talata
Organisado at Maayos ang Hindi gaanong Walang gaanong
Presentasyon sinuring mabuti pagkakalahad ng maayos nailahad sa maunawaan sa
ang pagkakasunod- mga detalye talata. Hindi nilalaman
sunod ng mga gaanong
ideya o kaisipan maunawaan ang
nilalaman
Wastong Baybay at Tama ang Tama ang bantay Tama ang mga Hindi wasto ang
Bantas pagkabaybay at ngunit may ilan bantas ngunit may baybay at gamit ng
paggamit ng hindi nagamit ng ilang kamalian sa mga bantas
bantas wasto ang mga baybay
bantas
Kabuuan
Answer the questions below.

 What activities does the sample rubric intend to measure?
- The sample rubric intends to measure on how creative does the student in making an essay. It is a way
teachers assess students' essay writing by using specific criteria to grade assignments.
 How many criteria are there? Are the criteria enough to measure the task?
- There are 3 criteria in an essay rubric which are the content, presentation and the sentence structure and this is
enough to measure the task.
 What is the highest possible score?

- The highest possible score is 4 wherein it
Activity 19.2
Ask your cooperating teacher for an upcoming class activity. Create a rubric for the class activity and try to
use it in grading students’ product or performance.
39 | P a g e
CREATIVE ESSAY RUBRIC
Use: This rubric is intended for grading an in-class creative essay asking students to respond to an ethical
scenario in 30 minutes. The grading point value is 8 points
Category 2 1 0
A. Quality of Evaluation  Provides thoughtful,  Provides general  Lacks evaluation of
and Response to Scenario logical evaluation of evaluation of the the scenario.
(content) the scenario. scenario.  Provides unclear
 Provides a thoughtful,  Provides a general response to scenario
logical response to the response to the or lacks a response.
scenario. scenario.
B. Persuasive Argument Response is highly Response is mildly Response is not

(content) persuasive and persuasive and makes persuasive and is
maintains reader’s sense to the reader. difficult to understand.
attention.
C. Grammar, Usage, and Response has 3 or less Response has 4-6 errors Response has 7 or more
Mechanics (writing) errors in grammar, in grammar, usage, and errors in grammar,
usage, and mechanics. mechanics. usage, and mechanics.
D. Organization (writing) Response paragraphs Response paragraphs Response paragraphs

are well organized with have appropriate topic have ineffective or no
clear topic sentences sentences and topic sentences and
and supporting supporting sentences. supporting sentences.
sentences. There are There are some There are ineffective or
effective transitions transitions between no transitions between
between paragraphs. paragraphs. paragraphs.

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ACTIVITY 20
SCHOOL ENVIRONMENT
Tasks
 Discuss the importance of school environment to teaching and learning

 Identify the different components of the school environment
 Analyze how the school environment affects the student learning
Activity 20.1
Conduct a survey of a school environment. Provide a description of the following components:
Components Description
Location The school was located at the left side of the Iloilo-capiz road and
it can be easily seen when your passing on the said road. The
schools location is near from the highway. On the way to school,
you'll pass by many houses and groceries stores selling different
kinds of foods and drinks with different flavors, probably for
students and by standers. Due to its geographic location,
Cabatuan National Comprehensive High School is located in a
peaceful community.
Physical Facilities The area of the campus is really wide having a lot of buidings,
including a very wide field located at the back of the campus. The
classrooms are quite old while in contrary, based on my
observation, their offices are new. Most of the classrooms are
double storey and some are connected with each other. The
hallways are narrow and thin. Trees are in large number in the
campus which makes the campus look green from afar. The school
has a wide field wherein students can spend their free time either
by reading, playing or chatting with each other. The offices are
great huge, well ventilated, among allof them, the Office Of the
Principal stands out. It was clean, beautifully decorated, well
ventilated, huge and clean.
Psychological Climate
Community Context
Activity 20.2
Conduct an interview with your cooperating teacher. Identify the strategies of the school that promote the
DepEd core values.
41 | P a g e
 Flag Ceremony – Makabansa, Makabayan, Makatao, Makakalikasan
 Tree Planting Activities
 Clean-Up Drive, Brigada Eskwela
 Cultural Shows
 Donation Drives
 First Aid Trainings, Leadership Trainings
Activity 20.3
Based on the data that you have gathered, what are the best characteristics of a good school
environment?
A school environment is a crucial component of student’s life. Schools should provide students with a safe
environment in which to nurture and grow emotionally, behaviorally and academically and at the same
developing relationships with others. Each and every student requires structure, respect, stability, limitation
and boundaries and safe environment or an environment. In the school environment, there are things that
positively influence students’ performance. Such things include having good friends within the school,
perceiving that teachers are caring and supportive, believing that discipline is efficient and fair,
participating in extracurricular activities, being a part of a school and having a sense of belonging. Students
become incorporated in their environment when they perceive that the adults in the school mind about
them as individuals and their learning. Students who perceive to be connected to their school environment
are less likely to be involved in risky health behaviors such as drug use, early sex, violence, cigarette
smoking, suicidal attempts and thoughts and do better academically. An escalating connection between the
students and their environment reduces fighting, bullying, vandalism, and absenteeism while enhancing
education motivation, academic performance, completion rates and school attendance. Students are more
prone to prosper when they feel a connection to the school. Students who view their school administration
and teachers as creating a well-structured learning environment in which expectations are high, fair, caring
and clear are more likely to be linked to the school and succeed. Regardless of other circumstances, an
effective school environment could have a positive impact on the achievements of students. There are
several ways to develop an effective school environment. Firstly, create an organized and safe place. An
effective school environment must first be a place where students can perceive themselves as emotionally
and physically safe. It has to be a supportive community where teachers and kids from all backgrounds can
exclusively focus on learning. To attain safe environment where students are free to reach their potential
academically, schools have to concentrate on hindering misbehavior through the implementation of school-
wide positive behavior intervention. These interventions must stress emotional learning and social skills to
educate students on cultural understanding and conflict resolution. Secondly, the school should have a
relatable leader. In an efficient school environment, the principle should be a leader of leaders. The
principal should not only be an authority figure but also be a partner, cheerleader and coach. Also, the
principal should also realize that he or she must not operate in a top-down authority structure but realize
that the best and appropriate solutions arises from a collaborative effort.
 What makes a good physical learning environment?

42 | P a g e
- First, establishing a supportive learning culture wherein each member of the learning community
should have the feeling of connectedness. They must feel that they are contributing to the overall
environment while being a bigger and important part of a supportive learning culture. Second
address learners’ needs. Just like adults, learners also have some psychological needs for order and
security, love and belonging, competence and personal power, novelty and freedom and even fun.
It is important to meet these needs at all times and to help learners progress and be taught with a
positive attitude.
 How does the school environment impact students’ motivation and academic achievement?
- Students who study in a positive learning environment have been shown to be more motivated,
engaged, and have a higher overall learning ability. On the other hand, students learning in poor
environments those that are uncomfortable, loud, or full of distractions will find it far more difficult
to absorb information and stay engaged. With this in mind, let’s look at how your surroundings
affect the way you study, and consider some of the best ways to create your ideal learning
environment.
 Which component of the school environment greatly impact student academic performance?
- Instructional Environment is the component of the school environment that greatly impact student
academic performance because it is designed to assist in systematically analyzing a target student's
instructional environment, including both school and home contexts, and instructional needs.
Through observation and interviewing educators systematically describe the presence and
importance of classroom and home correlates of academic achievement for the target students,
which in turn enables them to design an intervention. The focus is on manipulating the classroom
or home context to elicit more appropriate responses from the student. The manual's first section
includes the information and directions needed to use the system.

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APPENDIXES
Form 1
ZONE IV ROSALDES,
ANTILLON,JOY
ROSALDES,NOVEI ROSE, Hiligayn Christia P OB. EMANUEL Modular T/I DATE:2021-
116126140020 F 11-16-2008 12 CABATUAN ILOILO OUS
ANTILLON on nity (BARANGA SANTOS (print) 09-13
JAN,CANJAY,
Y 4) GAYANOCHE
SANCHO, VALENZUELA,
SANCHO,JENELYN, Hiligayn Christia Modular T/I DATE:2021-
116120140015 F 11-29-2008 12 LUTAC CABATUAN ILOILO JOEY MARIA
VALENZUELA on nity (print) 09-13
TUMAYAN NELLY,NACHO
SUBONG, SURABILLA,R
Hiligayn Christia SANTA Modular T/I DATE:2021-
116791140033 SUBONG,FRITZIE, SURABILLA F 08-22-2009 12 LUP A ILOILO RONNIE ONA,SODOYS
on nity BARBARA (print) 09-13
LAGAMON ODOY,
17 <=== TOTAL FEMALE
41 <=== COMBINED
Lis t and Code of Indicators unde r REMARKS column

Co Co REGIS TER Pre p ared b y; Ce rtifie d Co rrect:
Ind ic ato r Req uire d Info rmatio n Ind ic ato r Req uired Info rmatio n B o S Y Eo S Y
de de ED
Trans fere d T/ O Name o f Pub lic (P) Private (PR) S cho o l CCT CC CCT Co ntro l/ re fe re nce numb e r & VALENTE LOABLE LAURO
Out & Effe ctivity Date Rece ip ient T Effec tivity Date M ALE 24
KENNETH PEÑASCOSAS MARQUEZ (S ig nature o f S cho o l Head o ver
T/ I Name o f Pub lic (P) Private (PR) S cho o l B alik Aral B / A Name o f s c ho o l las t atte nd e d & Ye ar (S ig nature o f Ad vis e r o ve r Printe d Printe d Name )
FEM ALE 17 B o S Y Date :
Trans fere d In & Effe ctivity Date Name )
S e p te mb e r 13 , Eo S Y Date :
Learne r With LW S p e cify B o S Y Date: 2021 June 2 4 , 2 0 2 2
DR Reas o n and Effe ctivity Date Dis ab ility D TOTA L 41 S ep temb er 13 , Eo S Y Date :
Dro p p ed P Reas o n (Enro llment b eyo nd 1s t Frid ay Acce lerated S p e cify Leve l & Effec tivity Data 2021 June 2 4 , 2 0 2 2
Late LE o f June) AC DANESA DOMINGO SIBAG
Ge ne rated thru LIS
Generated on: Friday, July 1, 2022
FORM 2
44 | P a g e
45 | P a g e
46 | P a g e
School Form 5 (SF 5) Report on Promotion and Level of Proficiency &
Achievement
(This replaces Forms 18-E1, 18-E2, 18A and List of Graduates)
Region VI Division Iloilo
Enhanced Basic Education Curriculum

2021 - Curriculu
School ID 302473 School Year (Strengthened Technical-Vocational Education
2022 m
Program)
Grade Sectio
School Name Cabatuan NCHS 7 ZINNIA
Level n
SUMMARY TABLE
Did Not
Meet
ACTION Expectations
LEARNER'S NAME TAKEN: of the ff.
GENERAL
LRN (Last Name, First Name, PROMOTED, Learning
AVERAGE CONDITIONAL Area/s as of
Middle Name) STATUS MALE FEMALE TOTAL
or RETAINED end of
current
School Year
PROMOTED 24 17 41
MALE
CONDITIONALLY
PROMOTED 0 0 0
11612814000 ACERBO,KENNETH
86 PROMOTED
1 LABRADOR
11615114000 ARTIAGA,ALEXIS
87 PROMOTED RETAINED 0 0 0
9 GARGANERA
11614114000 BIOCALES,JUNE MARC

79 PROMOTED
5 CENIZAL
11613614000 BOLAÑOS,ROMNICK
86 PROMOTED LEVEL OF PROGRESS AND ACHIEVEMENT
3 REDONDO
11615115001
BRASILINIO,ANDRES - 81 PROMOTED
6
Descriptor &
MALE FEMALE TOTAL
Grading
11611914022 CABERIC,JUSELF JOHN

78 PROMOTED
4 MADERO
Did Not Meet

11617513013 CASTOR,JERRY PAUL
78 PROMOTED Expectations 0 0 0
0 PARLE (74 and below)
11611914011 GANGE,CHARLES
86 PROMOTED
5 JOHN FRILLES Fairly 6 1 7
Satisfactory
(75-79)
11615514000 GONZALES,KARL JOSE 88 PROMOTED
1 PAJARILLA
47 | P a g e
11612614000 GUIJARNO,RAPHAEL
81 PROMOTED
3 ROSALDES
18002814000 LOPINES,RICHARD JR.

81 PROMOTED
5 ESPAÑOLA
Satisfactory
MAINAR,JEFF 11 12 23
11612214000 (80-84)
LAWRENCE 87 PROMOTED
6
TAGAROMA
11654714001 MALQUERIDO,JOSHUA
85 PROMOTED
1 DANIEL DECIPULO
Very
11614414000 MANA-AY,ALDRIN
82 PROMOTED Satisfactory 7 2 9
5 SABEDORIA (85-89)
11614714001 MESINAS,JHIANE
82 PROMOTED
0 ALEX ALQUIZA
11593613003 OLLOSA,ANDREW Outstanding

77 PROMOTED 0 2 2
6 BANTA (90-100)
11613914000 ORIAS,DEX ANGELO

82 PROMOTED
7 ESPAÑOLA
11663114006 PRETER,HANZ
82 PROMOTED
4 CAMIRING
Instructions:
11611914012 RABAGO,JAMES
84 PROMOTED
6 BRENAN SUDAYON
1. The SCC shall conduct checking in their own school, no
swapping of SCC from one school to another is permitted.
2. The name of SCC members shall be printed and put their
11612812002 RAPISTA,JOHN LOYD signature on top (additional space may be added)
81 PROMOTED
8 SALUBRE 3. The school head is accountable and liable for any
wrongful entry on the forms (Deped Order 4, 2014 par.5)
11613714000 RUIVIVAR,CARL therefore, the DCC is not required to put their names and
82 PROMOTED
3 JOSHUA OÑOS signatures in SF 5
4. Only LIS generated SF5 shall be recognized (DO 11,
44008015000 SUNIO,KYLE JENARD 2018, page 7)
78 PROMOTED 5. This form shall be submitted to the DCC together with the
7 GALANG
accomplished SFCR1 - SCC- (Deped Order 11, 2018, page 11)
11612214001 TALAMOR,ANGELO
79 PROMOTED
8 JAY NOVILLAS
11613414001 VENTURA,LEMARK
82 PROMOTED
2 YOSEF PEÑAS
24 <=== TOTAL MALE
FEMALE
PREPARED BY:
11612514003 ARCONADA,FRENCIS
80 PROMOTED
6 ANGEL JACA
48 | P a g e
11638714001 BACARRA,RAINHEART
80 PROMOTED
3 KAYE -
KENNETH PEÑASCOSAS MARQUEZ

11612214001 BALBINO,ROCHELL
81 PROMOTED
1 GARDOSE
Class Adviser
(Name and Signature)
PROMOTED
11614114001 CAMPOSANO,IRISH
92 WITH
0 JADE MONEGRO CERTIFIED CORRECT & SUBMITTED BY:
HONORS
11614915000 CAO,JOELY ANN

82 PROMOTED
2 TEJADA
11611914016 CLAVERIA,DIXIE
82 PROMOTED
6 DIVINE ESTANTE
VALENTE LOABLE LAURO

11639414019 CORDOVA,KEITH
86 PROMOTED
6 HEIZEN CALCEÑA
School Head & SCC Chair
(Name and Signature)
11614114001 GARGANIAN,JE ANNE

81 PROMOTED
4 KATE LEGO
11612614002 LEPALIM,JENALYN REVIEWED BY: SCC Members

81 PROMOTED
2 BOLIVAR
11762914047 LONGNO,SUMMER
79 PROMOTED
0 MAY BASTERO
11613614001 MARCON,MAE LANCE LEONYROSE MONARCA

84 PROMOTED
5 DAGO VALENZUELA
POBLACION,LAURINE
11639414045
ANTOINETTE 81 PROMOTED
4 (Signature Over Printed Name)
VILLAROSA
PROMOTED
11654914005 PUEYO,PRINCESS
90 WITH
1 HAINAH MOLINA
HONORS NANETH CEBALLOS OSTRAES
11613814000 ROBLES,LEA JOY

82 PROMOTED
8 BERONDO (Signature Over Printed Name )
11612614002 ROSALDES,NOVEI 85 PROMOTED

0 ROSE ANTILLON
ARMANDO CALMA VILLASANA
49 | P a g e
11612014001 SANCHO,JENELYN
84 PROMOTED
5 VALENZUELA (Signature Over Printed Name )
11679114003 SUBONG,FRITZIE
82 PROMOTED
3 SURABILLA
17 <=== TOTAL FEMALE

DANESA DOMINGO SIBAG
Generated thru LIS (SCC CO-Chair)
41 <=== COMBINED
FORM 8
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FORM 10
51 | P a g e
SF 10 - JHS
Republic of the Philippines
Department of Education
Learner Permanent Record for Junior High School (SF10-JHS)
(Formerly Form 137)
LEARNER'S INFORMATION
LAST NAME: GONZALES FIRST NAME: KARL JOSE NAME EXTN. (Jr,I,II) : MIDDLE NAME: PAJARILLA
Learner Reference Number (LRN): 116155140001 Birthdate (mm/dd/yyyy): 12/30/2008 Sex: MALE
ELIGIBILITY FOR JHS ENROLMENT
/ Elementary School Completer General Average: 83 Citation: (If Any)
Name of Elementary School: Tupol Elementary School School ID: 116155 Address of School: Tupol Central, Cabatuan Iloilo
Other Credential Presented

PEPT Passer Rating: ALS A&E Passer Rating: Others (Please Specify)
Date of Examination/Assessment (mm/dd/yyyy) : Name and Address of Testing Center:
SCHOLASTIC RECORD
School: Cabatuan National Comprehensive High School School ID: 302473 District: Cabatuan I Division: Iloilo Region: VI
Classified as Grade: 7 Section: Zinnia School Year: 2021-2022 Name of Adviser/Teacher: KENNETH P. MARQUEZ Signature:
QUARTERLY RATING FINAL
LEARNING AREAS REMARKS
1 2 3 4 RATING
Filipino 79 95 86 91 88 PASSED
English 91 91 91 85 90 PASSED
Mathematics 85 82 88 90 86 PASSED
Science 80 85 80 87 83 PASSED
Araling Panlipunan (AP) 93 90 90 90 91 PASSED
Edukasyon sa Pagpapakatao (EsP) 91 90 92 92 91 PASSED
TVE (Exploratory) 94 79 89 85 87 PASSED
MAPEH 85 90 87 92 89 PASSED
Music 87 90 88 94 PASSED
Arts 84 88 92 91 PASSED
Physical Education 83 91 77 94 PASSED
Health 84 90 92 87 PASSED
Internet & Computing Fundamentals (ICF) 80 85 88 95 87 PASSED
Technical Drawing 86 89 92 93 90 PASSED
LEARNING MODALITY Q1 - Q2 - Q3 - Q4 - M o d ular General Average 88 PROMOTED

M od ular M od ular M od ular (Print ed )
REMEDIAL CLASSES Conducted from (mm/dd/yyyy) to (mm/dd/yyyy)

Remedial Class Recomputed
Learning Areas Final Rating Remarks
Mark Final Grade

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Fact-Check Connecting Students’ Misconceptions on Economic Issues of the

Philippines
An Action Research Proposal Presented by
Agustar, Geline I.
Constantino, Janno M.
Galgo, Rheajean S.
Montefrio, Genevie C.
Palubon, Mia C.
Rapista, Aubrey Pearl B.
Suarnaba, Rexa L.
Surmieda, Mary Jean G.
BSED IV- C

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Introduction
Fact-checking is the key to fight proliferation of false news or disinformation in this digital age. The
uncontrolled spread of inaccurate information has taken a new form in the digital era and has created
vexing challenges for democracy and journalism. Misinformation can be defined as information that is not
supported by clear evidence and expert opinion. Disinformation can be defined as the goal-directed spread
of incorrect, fabricated, or decontextualized information, for example, to augment polarization or societal
distrust (Jackson, 2017). Fact-checking is important because misinformation can sway your opinion. In
turn, your opinion can largely inform your actions. If you base your actions on false information, you can
easily make the wrong decisions. These decisions can lead to unintended consequences. For example, if
you share fake news on a social media platform and people find out it’s fake, it could negatively impact
their opinion of your credibility.
When we talk about fact- checking, the first thing that comes out of our minds is the reliability of
the topic we are and about to discuss, whether in what aspect it might be. Fact- checking can be seen into
some news platforms to reiterate and to correct the true inside story. Furthermore, it determines how
really important is that we need to fully detail the subject we are about to re correct.
When it comes to economic issues of the Philippines, fact checking is important for us, most
especially to the students in order for them to realize how we struggle in everyday living due to the
changes of economic statues.
The next paragraph will talk about the flow of the economy in the country right from year 2019 and
to the present.
It is stated; The Philippines Economic Update is biannual publication of the World Bank. It
summarizes key economic and social developments, important policy changes, and the evolution of
external/global conditions;
April 2019: Safeguarding Stability, Investing in the Filipino
Amidst lingering global and local uncertainties, the Philippine economy is poised to grow at 6.4 percent in
2019 and 6.5 percent in 2020 and 2021.
October 2019: Resuming Public Investment, Fast Tracking Implementation
High impact projects and critical reforms are key to regaining higher growth.
June 2020: Braving the New Normal
Hammered by natural disasters and COVID-19, the Philippine economy is projected to contract by 1.9
percent in 2020. But there are good chances that the country can bounce back in the next two years.

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December 2020: Building a Resilient Recovery
The multiple shocks that hit the Philippines – the COVID-19 health crisis, economic activities across the
country frozen by quarantine measures, devastating typhoons in November, and the global recession – will
likely shrink the economy by 8.1 percent in 2020, temporarily reversing gains made in poverty reduction in
recent years. Sustained improvements in managing the pandemic and a possible rebound in the global
economy, however, can help the country recover in 2021 and 2022.
June 2021 Navigating a Challenging Recovery
Weighed down by the COVID-19 pandemic, the Philippine economy is forecast to grow at 4.7 percent this
year before accelerating to 5.9 percent in 2022 and 6.0 percent in 2023. Local governments have played a
crucial role at the front lines of the COVID crisis. A current lack of resources prevents local government
units (LGUs) from fulfilling their devolved mandates.
December 2021 Regaining Lost Ground, Revitalizing the Filipino Workforce
From the deep economic contraction last year, the Philippines is on the path to economic recovery. There
are clear signs of rebounds in domestic activity, community mobility, industrial output, and recently with
bank lending activities. However, there are challenges to growth with the continuing threat of the
pandemic amid narrowing policy space. The key policy challenges are to protect long term fiscal
sustainability, leverage the private sector in the recovery, and limit the economic scarring from the
pandemic.
June 2022: Strengthening the Digital Economy to Boost Domestic Recorvery
Anchored on more robust domestic activities, the Philippines is poised to grow 5.7 percent in 2022 and 5.6
percent on average in 2023-24 amidst intensifying global uncertainties. Continuity of policies supporting
growth and investments are key to strengthening recovery in the Philippines.
December 2022: Bracing for headwinds, Advancing Food Security
The December 2022 edition of the PEU includes a special focus on the topic of Public Expenditure Review
for Agriculture and lays out the importance of improving the effectiveness of public spending in the sector.
It also looks into the financial and functional devolution resulting from the Mandanas ruling and the
challenges and policy recommendations toward achieving the medium to long term agenda of agriculture
productivity and food security.

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Methodology
This study will employ qualitative method using the Infographics, it is a representation of
information in a graphic format designed to make the data easily understandable at a glance. With the use
of infographic materials presented by the researchers students could be able to identify and develop
interventions to initiate their correction. A qualitative research is a process of naturalistic inquiry that seeks
an in-depth understanding of social phenomena within their natural setting and relies on the direct
experiences of human beings as meaning-making agents. This study presents the different economic issues
of the Philippines that often students have the misconceptions on the given data. The participants of this
study are 30 selected grade 10 students of Cabatuan National Comprehensive High School. The
researchers will use the Modifying method, to determine the factual information of the different economic
issues that exist in contemporary time in the Philippines. The descriptors are the True or False and Pictures
that contain the factual and non-factual sides.
56 | P a g e

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West Visayas State University

What Makes a Good Teacher Great?

FORMULATING THE INSTRUCTIONAL OBJECTIVES

 Observe how teachers compose instructional objectives

Level of Revised Bloom’s

Nasusuri ang kaugnayan ng paglinang ng wika sa paghubog ng

Nakagagawa ng pangkalahatang heograpikal na profile ng Asya.

Quarter 1st Quarter

Naipamamalas ng mag-aaral ang pag-unawa sa ugnayan ng kapaligiran at tao

Malalim na nakapaguugnay-ugnay sa bahaging ginampanan ng kapaligiran at

Napapahalagahan ang ugnayan ng tao at kapaligiran sa paghubog

Analyzing Napaghahambing ang kalagayan ng kapaligiran sa iba-ibang bahagi ng Asya..

Nasusuri ang kaugnayan ng paglinang ng wika sa paghubog ng kultura ng mga

Creating Nakagagawa ng pangkalahatang heograpikal na profile ng Asya.

LESSON PLAN WRITING

 Determine the basic parts of a lesson plan

 What are the parts of the sample lesson plan?

 What is the importance of writing a lesson plan?

 When do teachers write the lesson plan? Daily or weekly? Why?

 How are the lesson plans checked, evaluated, and monitored?

SELECTING APPROPRIATE TEACHING STRATEGIES

 Explain the principles of selecting appropriate teaching strategies

Teaching Strategy Level of Participation

 Learning is an active process.

 Emotion has the power to increase retention and learning.

 Learning is meaningful when it is connected to student’s everyday life.

 Good teaching goes beyond recall of information.

 Why do teachers need to use various teaching strategies?

SELECTING APPROPRIATE INSTRUCTIONAL MATERIALS

Instructional Materials Used

Explain the guiding principles in selecting and using instructional materials.

 If possible, use a variety of tools.

UNDERSTANDING INSTRUCTIONAL RESOURCES

 Discuss the importance of instructional resources for teaching and learning

Post that POSE here

West Visayas State University

EDUCATIONAL RESEARCHES AND LITERATURE

 Discuss the significance of using research and literatures in instructional planning

 How do teachers benefit from using these types of instructional resources?

Post that POSE here

West Visayas State University

UNDERSTANDING INSTRUCTIONAL RESOURCES

 Discuss what is the use of digital media in teaching and learning

 How does digital media impact student learning?

Post that POSE here

West Visayas State University

GRAPHIC ORGANIZERS AS RESOURCE FOR VISUAL PRESENTATION

How will you use graphic organizers in teaching?

What do you think are the benefits of using graphic organizers?

TEACHER-MADE INSTRUCTIONAL RESOURCES

 Discuss the significance of teacher-made resources to student learning

Teacher-made Resources Description as to its development

Handouts A good tool to make sure the contents of an oral presentation

 How do students benefit from teacher-made resources?

 How will you promote the use of teacher-made resources?

Post that POSE here

West Visayas State University

 Discuss the concept of constructivist teaching

Constructivist Teaching Practices Observed Not Other

Grade Level: Grade 7

 Does your cooperating teacher employ constructivist teaching-learning approaches?

 How do students respond to constructivist activities?