Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Exemplary
4
Superior
3
Satisfactory
2
Unsatisfactory
1
Observation/Documentation
My Analysis
My Reflection
My Portfolio
Submission
Sub Totals
{
Rating: (Based on
transmutation)
Over-all Score
_______________________
Signature of FS Teacher
above Printed Name
_______________________
Date
Grade
1.0
1.25
1.5
1.75
2.00
2.25
99
96
93
90
87
84
Score
12-13
11
10
8-9
7-below
My Tools
Observation Sheet
Grade
2.50
2.75
3.00
3.5
5.00
81
78
75
72 and
below
Grade/Year Level: 9
/2 and for
. These
During the class, critical thinking is employed. The teacher does not directly
tell the students to do it but the topic needs critical thinking. They need to analyze
whether to use sine or cosine. Decision making is also needed upon making the graph
of two distinct functions.
C. Value/Affective Lesson
1. What was the value lesson about?
The value lesson is all about patience and hard-work. It is not taught directly
but was imparted throughout the lesson. These two values are essential for a
successful learning especially in Mathematics.
2. Was the value taught alone or was integrated with a cognitive or skill lesson?
Mathematics is difficult to be taught through values. The subject is more on
cognitive. As I observed, I see that the value lesson was integrated with cognitive one.
3. How was the value lesson developed?
The value lesson was developed through exposing the students to some Mathrelated situations. This is referred to as the deuteron-learning.
My Analysis
A. For the Cognitive Lesson
How did my Resource Teacher teach the cognitive content meaningfully and
interestingly?
My Resource Teacher taught the cognitive content meaningfully and
interestingly through elaborating concepts by giving examples, giving facts, showing
trigonometric graphs and making the discussion as clear as possible.
B. For the Skill Lesson
How was the skill taught meaningfully and interestingly?
The skill lesson was already part of Mathematics. Through giving problems
and teaching the students how to solve them in a step by step process is how my
Resource Teacher taught skill content meaningfully and interestingly.
C. For the Affected Lesson
1. Is it possible to teach a value lesson without any cognitive basis at all? Explain
your answer.
For me, value lesson and cognitive lesson go together. Teaching values is like
teaching the students how to apply what they have learned (Cognitive) in real life.
Values cant be taught without supplying facts (cognitive) because these are the basis
of the values to be formed by the learners.
2. A cognitive or a skill lesson is a vehicle for value education. Do you agree?
Yes, I do agree. Once cognitive and skill lesson are valued and applied to the
real life of the learners then we can say that value education is taking place.
My Reflections
1. Someone once said: There are dull teachers, dull textbooks, dull films but no dull
subjects. Do you agree? Write down your reflections here!
For me, the dullness of anything depends upon our perspective. Some things
could be dull for you but not for me and vice versa. Subjects could be dull or not.
However, it is dull when it does not lead to the development of the learners. what Im
saying is that, I dont totally agree on the saying.
2. How should you organize subject matter (be it cognitive skill or value lesson) so that
your teaching will always be fresh and interesting?
In order that teaching will always be fresh and interesting, a well-organized
subject matter is necessary. For me, to do this is to integrate the three domains
because it pertains to the mind, heart and hands of learning. Example, in Math, while
teaching the concept, problem solving is employed as an application of the subject as
well as the values essential to do it, like patience.
My Portfolio
Research on / or come up with a lesson plan (cognitive or skill) that integrates the
value or values. Paste it here! (You may want to refer to Integrating Values with Subject
Matter, in Principles of Teaching 2, 2006 by Corpuz B., G. Salandanan and D. Rigor, pp.
91-92.) An outline of the lesson development will do.
My Lesson Plan
A. Objectives: Given the activities, the Grade 9 students are expected to do the
following with at least 75% level of accuracy:
a. illustrate situations that involve direct variation; and
b. formulate mathematical equation that involves direct variation.
II.
194-205
Materials: Markers, Manila Paper, Answer Sheets
Value Integration: Love of Nature
III.
Problem
Possible Answers and Solution
Processing the Answer
Practice Exercise
Generalization
IV.
Evaluation
V.
Assignment