Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Submitted to:
Mr. Galileo Antonio
COLLEGE OF TEACHER EDUCATION
St. John Paul II College of Davao
Ecoland Drive, Matina Davao City
In Partial Fulfillment
of the Requirements in FS 4
Bachelor of Secondary Education
Major in English
by
NOREEN P. ONOR
BSED-ENGLISH
1ST
Semester S.Y. 2018-2019
0
1
TABLE OF CONTENTS
Student Profile.................................................................................................................2
My Autobiography...........................................................................................................4
Learners Outputs.............................................................................................................28
Observation Report..........................................................................................................32
2
Student Profile Form
I can say that I am a visual and auditory In studying for example, silent reading or
learner for it works highly on me. I easily reading in mind doesn't really work on me
remember things by looking or listening to it. because saying it aloud can be absorbed
easily for me.
3
Life and Work Experiences: Specific Challenges:
Sad to say that I don't have any work As a working student, I really have a hard
experiences aside from being a helper in the time to manage my time effectively.
house. My life circle around from home to Especially on exam week and finals. I
school and from school to home always cramping during those weeks.
4
MY AUTOBIOGRAPHY
Homes, Matina Davao City. A passionate working student with a dream of becoming a future
teacher someday. I am now a third year student of St. Jon Paul II College of Davao taking up
Bachelor of Secondary Education Majoring English. I've gone already three field study courses
which allowed me to explore on the learners development and environment to experiencing the
This course shall allow me to apply and verify knowledge gained on curriculum
development through exposure to existing curriculum. Making of this portfolio can develop my
5
LEARNING DOMAIN 1
THE INTENTION
Teacher Observed: Mr. Benjamin Ocon School : Daniel R. Aguinaldo National High School
Class Observed : Grade 10- Chrysolite Subject: English_
Date : August 28, 2018 Time : 12:30pm-6:45pm
Target Competencies
At the end of this activity, you should be able to communicate clear learning goals that
Special tasks
1. Visit a school;
3. Analyze the vision and mission of the school relative to the existing school
curriculum; and
Copy the vision, mission, goals, and objectives of your cooperating school.
Vision:
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully
Mission:
To protect and promote the right of every Filipino, to quality, equitable, culture-
6
supported environment for effective learning to happen. Family, community, and
other stakeholders are actively engaged and share responsibility for developing life-
long learners.
Entries of Evidences
1. Does the school’s vision conform to the needs of the society? In what ways?
The schools vision conforms to the needs of the society in a way of producing and
nurturing value-oriented individuals. The society needs individual who passionately love
the country, has good moral values and who is competent enough to contribute in the
7
2. Is the school’s mission geared towards the realization of the vision? How?
The school's mission is to provide basic education which geared towards the realization
3. Does the goals and objectives give careful attention to the holistic development of
the learners?
School's mission and vision serves as the school's goals and objectives which gives
careful attention to the holistic development of the learners. It dreams of Filipinos which
are not just competent enough but also aimed to form good values to each individual.
4. Based on the school’s vision and mission, what are the learning goals appropriate to
the learners?
Based on the school's vision and mission, to equip or gear learners with competencies
and values that enabling them to discover their full potential and contribute to the
promotion of the nation's progress is truly a kind of learning goal that is appropriate to
the learners.
INTEGRATION
As a future teacher, how would you formulate the vision, mission, goals, and
objectives of a school?
As a future teacher( claiming to be), I would formulate the vision, mission, goals, and
objectives on the needs of the community. By identifying their needs today, you can
visualize or formulate goals and objectives that responds or provides solution of that
needs.
8
LEARNING DOMAIN 2
THE INTENTION
Teacher Observed :Mr. Benjamin Ocon School :Daniel R. Aguinaldo National High School
Class Observed :Grade 10-Carnelian Subject :English
Date : August 28,2018 Time :1:30pm-2:30pm
Target Competencies
At the end of this activity, you should be able to develop and use a variety of
Special tasks
4. Determine if the evaluation items given by the resource teacher are congruent with
Ask the resource teacher about the learning objective and assessment strategies for
the day. Write them below.
Learning objective/s:
A. Identify the uses of Imagery through examples.
D. Determine what types of imagery used in the epic, poem Inferno, Canto III and;
Assessment Strategies:
9
Learning Objective/s Evaluation Items Comment
C- Congruent
NC- Not Congruent
A. Identify the uses of Imagery Classify what types of
Imagery used in the
through examples.
sentences. Congruent
B. Make other examples of 1. The deep blue sea
sparkled in the sun.
imagery during discussion and;
2. Soft, smooth fabric
C. Classified each images used in covered the chair.
3. The tinkle of sweet bells
the sentences
filled the air.
D. Determine what types of 4. The jam was flavored
strawberry and cherry.
imagery used in the epic, poem
5. We perceived orchids
Inferno, Canto III and; and roses in the air.
----------------------------------
E. Perform a group task using five
(Canto III of Inferno) epic
senses. poem. The students will be Congruent
group into four and
performed the task
assigned to them.
1. Eyed Group- Make a
poster of what hell looks
like based on the poem.
2. Ear Group- Used their
voice to produce hell like
sound.
3. Hand Group- Dance like
a tormented souls.
4. Lip Group- Present a
speech choir about going
good to avoid being in hell.
Entries
of
Evidences
10
1. Is/ are the learning objective/s based on the National Kindergarten Curriculum
2. Are the evaluation items aligned with the set learning objective/s?
Yes, because students can able to identify different types of imagery and can
4. What are the resources and activities used by the teacher to ensure that students
The teacher used teacher's guide paper and learner's handouts. These
5. What are the resource teacher’s interventions for the slow and the fast learners in
the class?
The teacher gives additional activities for application to fast learners and a
INTEGRATION
As a future teacher, how would you implement the curriculum in the classroom
learning objectives that are assigned by competencies set by the DepEd and ensuring that the
11
LEARNING DOMAIN 3
THE INTENTION
Teacher Observed: Mr. Benjamin Ocon School : Daniel R. Aguinaldo National High School
Class Observed : Grade 10-Coral Subject: English
Date : August 28, 2018 Time : 3:45pm-4:45pm
Target Competencies
At the end of this activity, you should be able to establish learning environments that
respond to the aspirations of the community?
Special tasks
1. Interview the resource teacher about how she/he establishes a learning environment
that responds to the aspirations of the community.
1. How does the resource teacher involve the community in sharing accountability
The teacher gives homework to the class and let students ask their parent's help
12
2. How does the resource teacher use her/his community resources (human,
teacher uses this human resource by letting them attend activities in the school
on the following day 'Buwan ng wika'. Presence of the parents can somehow
3. How does the resource teacher participate in community activities that promote
learning?
The teacher says that he attends seminars, trainings and other conventions.
Participating such activities can upgrade himself and also improves the system of
educational process.
4. How does the resource teacher use community networks to publicize school
As a matter of fact , I ( FS student) was also ask to be the judge during the
elimination round of his 5 competing class sections, preparation for the upcoming
ComArts Festival.
5. How does the school teacher encourage students to apply classroom learning to
the community?
During the topic "Imagery", the teacher read a poem 'Inferno Canto III' then
afterwards the teacher relate certain events on the poem to the real situation and
experiences of the learners, instill to them to apply what they have learn from the
13
poem to their family and also to the society for them to be a good member of the
community.
INTEGRATION
As a future teacher, how would you conduct community linkages for the benefit
As a future teacher, I would see to it that parent's involvement in the school activities
are observed. Their participation in school events is beneficial not just to the school but
Entries of evidences
and
14
CHECKLIST ON THE COMUNITY LINKAGES
Below is a checklist on the community linkages. Based on you interview with the
resource teacher, evaluate objectively if the behavioral characteristics under each component
are evident or not. If they are not, write your comments on the corresponding column.
15
responsibilities in the community.
The teacher gets involved in
community work
The teacher shows enthusiasm in
joining community activities.
D. Uses community networks to publicize school events and achievements
Evident Not Evident Comments
The teacher knows the community
networks and disseminates
information accordingly.
The teacher uses community
networks to communicate school
events and achievements.
The teacher takes pride and
interest in sharing information on
school events and achievements
with the community.
E. Encourages students to apply classroom learning to the community
Evident Not Evident Comments
The teacher knows social realities
in the community to make learning
relevant.
The teacher provides activities that
ensure application of classroom
learning to homes and
communities.
The teacher shows concern about
the needs of communities by
encouraging application of learning
outside the school.
16
LEARNING DOMAIN 4
THE INTENTION
Teacher Observed: Miss Marylen Calixto School : Daniel R. Aguinaldo National High School
(Practicumer)
Class Observed : Grade 10-Coral Subject : English
Date : August 28, 2018 Time : 3:45pm-4:45pm
Target Competencies
At the end of this activity, you should be able to identify ways to create a healthy
Special tasks
1. Choose a particular subject area and grade/year level in a school to be visited; and
The resource teacher shows empathy to students by asking how they are, what
they feel or hoe they spent their Kadayawan week. She also gives energizer for
3. What measures did the resource teacher take to minimize anxiety and fear of
17
The resource teacher told them that they can approach her anytime they have problems
or concerns. These can minimize anxiety and fear of her. Regarding the subject, she
will tell a funny experiences that can relate to the topic in order to minimize their fear of
the subject.
4. What activities did the resource teacher provide to encourage respect and free
expression of ideas?
The resource teacher conducts group activity where everybody in the class
should participate and contribute ideas to the group. She also emphasizes
INTEGRATION
As a future teacher, how would you create a healthy psychological climate for
learning?
creating a stress free environment which are convenient to learners and a setting
where they can freely express their ideas and feelings. I would create a
but also a counselor to them and treat them as my client where they can feel
Entries of Evidences
During the individual assessment and
group performances
18
CHECKLIST ON THE HEALTHY PSYCHOLOGICAL CLIMATE FOR
LEARNING
Below is a checklist on the healthy psychological climate for learning. Based on your
classroom observation,, evaluate objectively if the behavioral characteristics under each
component are evident or not. If they are not, write your comments on the corresponding
column.
Conduct a classroom observation and find out if the resource teacher creates a healthy
psychological climate for learning.
A. Encourages students’ free expression of ideas
Evident Not Evident Comments
The teacher knows the concepts
and principles of democratic
expression of ideas.
The teacher provides activities that
encourage respect and free
expression of ideas.
The teacher encourages learners to
express their ideas freely and
responsibly.
B. Creates a stress-free environment
Evident Not Evident Comments
The teacher knows the elements
and importance of establishing a
stress-free learning environment.
The teacher manages conflicts and
other stressful situations.
The teacher initiates and
participates in programs (e.g.,
child-friendly school system) and
activities that promote a stress-free
environment.
The teacher gets involved in
advocacy activities that contribute
to a stress-free learning
environment.
C. Takes measures to minimize students’ anxiety toward the subject and fear of the
teacher
Evident Not Evident Comments
The teacher knows child-friendly
strategies that minimize anxiety
and fear among learners.
The teacher encourages learners to
develop a positive attitude towards
her/him and their subject.
The teacher makes students feel
they are accepted and cared for.
19
LEARNING DOMAIN 5
Target Competencies
At the end of this activity, you should be able to determine, understand, and accept the
Special tasks
1. How did the teacher obtain information on the learning styles, multiple
teacher acquires information on the learning styles of the learners. He can able
to identify which learner is high or low in a certain domain and by that, teacher
can now able to provide appropriate teaching styles in order to aide learners
needs.
2. How did the teacher design or select learning experiences suited to the different
types of learners?
Teacher uses varied teaching styles and techniques which can be suited to
different types of learners. He conducts fun games and also set competition for
further enrichment.
3. How did the teacher establish goals that are appropriate to all learners?
20
The teacher establish not only a certain goal that merely focus on one aspect of
abilities of learners but a goal that fits and appropriate to learners diversity.
4. How did the teacher pace lessons appropriate to the learning needs and
difficulties of learners?
The teacher establish proper pacing of lessons, he conducts activities that are at
5. What strategies did the resource teacher adopt to address the needs of
differently-abled students?
Based on the classroom that I have observed, there is no such students that is
differently-abled, but then there are some students that are left behind from the
group in terms of reading. The resource teacher sets a remedial for them and
takes extra effort and time to conduct reading exercises to address their needs.
INTEGRATION
As a future teacher, how would you determine, understand, and accept the
One of the principles of teaching states that "the process of problem solving and
learning are highly unique and individual", as a future teacher, I would be flexible
enough to teach diverse types of learners. Having qualities like being patient and have
Entry of evidence
21
Target Competencies
At the end of this activity, you should be able to develop and use a variety of
Special tasks
learning.
1. How did the resource teacher prepares formative and summative tests in line with
the curriculum?
The resource teacher gives his assessment strategies that are based on the
The resource teacher employs not only written test to evaluate learning but also
3. How did the teacher interpret and use assessment results to improve teaching
and learning?
22
The resource teacher conducts reflection after every lesson and when he found
out that the result is not good, he recall/generalize the lesson and improves the
4. What teaching-learning difficulties and possible causes did the resource teacher
identify and what appropriate action did she/he take to address them?
The number of students in a one single room (60 vs. 1) is probably the most
teaching-learning difficulties that the teacher encounter. To solve this matter, the
5. What tools did the resource teacher use and how did she/he utilize them to
The teacher uses curriculum guide issued by the Department of Education and
utilizes them to assess authentic learning. She also uses back-up resources like
textbooks, visual aids, ppt, and the like during class discussion.
INTEGRATION
As a future teacher, how would you develop and use a variety of appropriate
If I can see that my first assessment strategy didn't work well, I will develop it or instead
Entries of Evidences
23
CHECKLIST ON HOW THE TEACHER DEVELOPS AND USES A VARIETY
OF APPROPRIATE ASSESSMENT STRATEGIES TO MONITOR AND
EVALUATE LEARNING
Below is a checklist on how the resource teacher develops and uses a variety of
appropriate assessment strategies to monitor and evaluate learning. Based on your
classroom observation, evaluate objectively if the behavioral characteristics under each
component are evident or not. If they are not, write your comments on the corresponding
column.
Conduct a classroom observation and find out if the resource teacher develops and
uses a variety of appropriate assessment strategies to monitor and evaluate learning.
A. Prepares formative and summative tests in line with the curriculum
Evident Not Evident Comments
The teacher knows the principles
and purposes of instructional
assessment including formative
and summative tests.
The teacher constructs valid and
reliable formative and summative
tests.
The teacher appreciates the value
of testing as a tool to improve
instruction and learning
performance.
B. Employs non-traditional assessment techniques (portfolio, journals, rubrics,
etc.)
Evident Not Evident Comments
The teacher knows the concepts,
principles and strategies of non-
traditional assessment.
The teacher uses appropriate non-
traditional assessment techniques.
The teacher values the uses of
non-traditional assessment.
25
LEARNING DOMAIN 7
Target Competencies
At the end of this activity, you should be able to use the allotted instructional time
effectively.
Special tasks
1. . How did the resource teacher establish routines and procedures to maximize
instructional time?
The resource teacher follows a guide/log which he uses to establish routines and
2. How did the resource teacher plan lessons to fit within the available
instructional time?
He establishes proper pacing of lessons, making sure that it is planned well and the
elements of the lesson are in their proper length to fit within the available
instructional time.
26
INTEGRATION
A s a future teacher, how would you effectively use the allotted instructional
time?
As a future teacher, planning the lesson ahead of time and making sure that the lesson
can effectively use the allotted instructional time and increases teacher's chances of
ENTRY OF EVIDENCE
27
SELF-RATING COMPETENCY CHECKLIST for FS 4
(FOR STUDENT USE)
Direction: Check ( ) the appropriate column that best describes your current level of
mastery of each listed competency.
Determines teaching approaches and
techniques appropriate to the learners.
Uses variety of teaching approach and
techniques appropriate to the subject
matter and to the learner.
Identifies and classifies resources and
facilitate teaching and learning process.
Appraises the effectiveness of displays
as learning resources.
Designs a bulletin board display.
Determines the appropriateness of
teaching aids to learning tasks.
Prepares instructional materials that
are appropriate to the learning content.
Develops and utilizes materials which
involve students in a meaningful
learning.
Recognizes strengths and weakness of
slide presentations in facilitating
teaching-learning process.
Determine the appropriateness of the
internet resources to the learning tasks.
28
LEARNER'S OUTPUTS
29
SANMPLE LESSON PLAN
I. Objectives
At the end of the lesson, the students shall have:
a. Identified the uses of imagery through examples.
b. Composed other examples, using imagery during discussion and;
c. Classified each images used in the sentences, what types of images the sentences is.
d. Determine what types of imagery used in the epic, poem, inferno, Canto III and;
e. Perform a group task using the five senses.
II. Lesson Content
Topic: Imagery
Content: Imagery means the use of figurative language to represent objects, action and ideas in such a
way that it appeals to our physical senses.
Values: Teamwork, Self-Awareness
Materials: Visual aid, textbook
Reference: http:/english.edurite.com/literary-response/imagery.html
III. Procedure
1. Preliminaries
a. Prayer
b. Greetings
c. Checking of attendance
2. Review
Ask the students about the past lesson which is modals
3. Activity
The teacher will ask the students of what is hell to them
4. Analysis
The teacher will ask questions about the activity and integrate discussion with the answer given by the
students
5. Abstraction
What is Imagery? What are the four types of Imagery? Identify the uses of Imagery
6. Application
Classify what types of Imagery used in the sentences.
1) The deep, blue sea sparkled in the sun. -Visual imagery
2) Soft, smooth fabric covered the chair. -Tactile imagery
3) The tinkle of sweet bells filled the air. -Auditory imagery
4) The jam was flavored strawberry and cherry. -Gustatory imagery
5) We perceived orchids and roses in the air. -Olfactory imagery
IV. Evaluation
The teacher will let the students read the Canto III of Inferno and the students will determine the types of
imagery used in the epic poem. The students will be group into four and performed the task assigned to
them.
1) Eye Group- Make a poster of what hell looks like based on the text.
2) Ear Group- Use their voice and other materials available in producing the sounds.
3) Hand Group- Show an interpretative dance to reflect the movements of tormented souls.
4) Lip Group- Present a speech choir about doing good to avoid being in hell (based on the text)
V. Assignment
In a ½ sheet of paper, create a poem at least 1 stanza that composes of 4lines using imagery.
30
PERSONAL REFLECTION ON THE PORTFOLIO
Every experience is a wonderful thing to treasure and to learn with. Doing this field
study was really an eye opener of the reality that teaching-learning process is not just easy, for
On my four-day observation, I saw the significance of the effective delivery of the lesson
in the teaching-learning process. Implementation of the curriculum imparts a big help to the
achievement of the learning goals that the teacher wants his students to achieve.
to apply and verify knowledge gained on curriculum development and provides insights on how
this curriculum can be effectively implemented. This Field Study helps me reflect and get
some ideas on the best teaching method to use in given allotted instructional time.
Somehow I can say that being a teacher is a privileged that something to be proud
of...because you are nurturing the minds of this young people to become "SOMEONE" in the
near future.
31
COMMENTS TO THE COOPERATING TEACHER
My cooperating teacher was nice and very accommodating to us. During my four-day
observation, I've notice that the he follows certain class routine and conduct his class on time.
well being.
I liked the way he presented in the lesson in the class because he uses a variety of
instructional materials just to let his students understanding effectively the topic. But what I
liked really the most about my CT is that he gave me an opportunity to evaluate class
performances during the elimination day of ComArts Festevities. He make me one of the
judges of the said program. He let me experience how to be become a teacher on just a short
32
OBSERVATION REPORT
On my first day, I introduced myself to my CT and he also introduce me to the class. The
whole class welcomed me with a big smile. The teacher started the class with a prayer,
greetings and attendance. He also stated the first objectives of the lesson before starting the
The practice teacher started the class routine as usual. Before starting the lesson, she let the
students to have a quick recall of the previous topic. She set the attention of the class by giving
energizer for them to become ready for the next discussion. On subject matter, she uses
learning materials like Teacher's Manual, textbooks and colorful visual aid. After the
The teacher set aside the discussion first because he conducts an elimination round for the
'spelling bee' competition. He did this activity for him to choose who among his students that
will represent his class advisory for the upcoming ComArts Festival. The students participate
Elimination Day for the Mr & Miss ComArts and Sing and Dance competition. No class for
today. My CT ask me to be one of the judges during the program. The students are all talented
and you can see that they are all eager to win the competition.
33
SUGGESTED RUBRIC for PORTFOLIO (PRODUCT)
Criteria Description
5 4 3 2 1
1. Contents of Has 90-100% Has 75-89% Has 60-74% Has less than Has less
the Portfolio of the needed of the of the needed 59% of the than 40% of
content needed content needed the needed
content content content
2. Objectives Objectives Objectives Objectives Some Most
of are SMART are SMART are SMART objectives are objectives
the Portfolio and cover the but cover but cover only not SMART are not
whole course only a less than 75% and do not SMART and
minimum of of the course cover the cover only a
75% of the whole course minimum of
course the course
3. Quality of Entries are Entries are Entries are of Some entries Few entries
Entries best quality, of better acceptable are of are of
well selected quality, quality, some acceptable acceptable
and very many are are well quality, limited quality, not
substantial well selected selected and selection and well
and substantial substantial selected,
substantial and very
minimal
substance
4. Creative, Creative, Creative, neat Minimal No
Presentation neat and has neat and and an creativity, creativity, in
of Entries a very strong has strong average neat with disarray, no
impact/appea impact/ impact/appeal minimal impact/appe
l appeal impact/appeal al
34
DAILY TIME RECORD
35