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Table of Contents

Philisophy of Education (July 3, 2020)........................................................................ 2

Understanding Students ( July 3, 2020)........................................................................6

Analysis of Teaching I : Peer Teaching 1(July 9, 2020)..............................................32

Analysis of Teaching: Peer Teaching II (July 9, 2020)...............................................33

Analysis of Teaching: Apprenticeship teaching (July 9, 2020)  .......................38

Planning & Teaching Strategies (July 16, 2020)……………………………............42

Classroom Management (July 16, 2020) …………………………………………….58

Secondary and K-12 Education Dispositions(July 24, 2020)......................................62

Self Evaluation of Preparation for Class and Readings  (July 24, 2020) …………....70
Learning Guide for Characteristics of Classroom Assessment ……………………71
Learning Guide for Macroteaching ……………………………………………… ..75
Learning Guide for Microteaching …………………………………………………78

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MY EDUCATIONAL PHILOSOPHY

By: Manuel C. Francisco

Education is significant to everyone because it helps us to express our beliefs

and encourages us to become somebody in our society. The cliché from one of the

American Journalist Sydney Harris said that, “the whole purpose of education is to

turn mirrors into windows”. Education opens windows, it provides light to individuals

for their journey so that they will succeed in life. However, the students’ personal

needs should be met in order for them to learn in their comfortable ways. Like what

shows in the hierarchy of Abraham Maslow’s that one need must be met before an

individual can move out to another. It is really too difficult to learn when our students

have problems when they are in schools such problems involve emotional, social,

spiritual and also financial. Like in our situation today, that we are experiencing crisis

which affects most serious disruption to our educational opportunity. In this crisis, the

students have difficulties to cope up with our lessons. As teachers, we should give

them more considerations and emotionally stable because of New Normal education

implemented by our governments and school systems especially for those students

who have no good quality of internet connection for online teaching. When I want to

become teacher, I want to give my best thing to do for my students to support what

they to need to learn and in preparing them to succeed in their chosen career. This

would include time on tests, tutoring and help with school work. Social considerations

should be observed as well, including being mindful of different learning styles and

creating a learning environment that provides safety, conducive for learning and

gender sensitivity. Moreover, I believe that knowing student’s personality, his/her

background, and interest, can allow a teacher to asses which teaching style may be

appropriate for his/her learning. This can also allow a teacher to address problems in

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the appropriate manner, should they arise and make environment comfortable for all

learners.

I encountered three different kinds of teachers when I was a student who

inspired me to become an effective and efficient teacher. These teachers who are I

look up when I think of what characteristics define an exceptional teacher. These

teachers are my professors at Isabela State University Cauayan Campus. The first

teacher was my professor in Filipino subjects. The traits that I truly admired about her

teachings were her ability to connect with students, her persistence in pushing her

students; especially those who she thought weren’t reaching their full potentials, and

her willingness to have students branch out of the typical classroom setting and

embark in activities that may lead to positive repercussions for their futures. The

second teacher was one of my professors in my major subjects. She is a cool teacher. I

admired her because she treated her students not only her student but like a family

one. She adjusted the lesson when it is difficult for us to understand. Also, she had a

gift for getting to know each of his students’ personalities and teaching them in a way

that merged their personalities and learning styles, which led to optimal learning

opportunities. The last one is also one of my professors in my major subjects. This

teacher not only taught her trade in a perfect manner, but she challenged her students

to view the world in a different light and expand their horizons away from the norm.

She would share experiences and random occurrences that made her students

contemplate aspects of life that they may have not previously given a second thought.

All three of these teachers have unique characteristics; characteristics that I hope to

merge into my educational agenda when I become a teacher. Now, I am teacher, I

adapted these strategies of my professors in my class to train my students using the

different approaches I learned from my professors.

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According to Republic Act No.9155, stated that “The shall be the heart of the

formal education system. It is where children learn. Schools shall have a single aim of

providing the best possible basic education for all learners.” I believe that school is a

place where teacher meet students and students will learn from them. However,

school is not only place that they can learn but it is also a place where the students can

know more friends and shared experiences to one another. There is a saying that

school can be our second home because like in our house, there are some regulations

that students must follow these rules. If the students break some rules, the students

must get a punishment. Additionally, I believe that teachers have very important

responsibility of shaping the lives of young, impressionable youth. With this

responsibility comes great pride and joy. Thus, the “Character of teacher” is the main

factor in the school. It means that the teachers give advice to their students when they

have problems, protect their students like bullying which is one of the issues in

schools, and responsible for their students. And with the help of school, students will

be more educated and born in generations of young leaders and the successor to the

society in the future. Even though, we have a new normal society wherein our

attention right now is on online learning as a means to deliver instruction to students

who are at home. I believe that it helps the education system to adopt effective and

efficient platforms that can unburden teachers from much of their clerical work so that

they can focus on the essential aspects of teaching such as supporting and building

relationships with students. So, teachers and parents, principals and other

stakeholders, in this new normal, let us always uphold the right to high-quality

education by providing multiple pathways to learning that can accommodate every

student’s need.

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References

(OECD), O. F.-O. (2009). Creating Efective Tecahing and Learning Environments

First Results from Talis. Oecd Publications. Retrieved from

www.oecd.org/publishing/corrigenda

Harris, S. J. (July 3, 2020). BrainyQuote.com. Chicago: BrainyQuote.Com. Retrieved

from https://www.brainyquote.com/quotes/sydney_j_harris_104885

Mateo, R. A., & Tangco, M. G. (2003). Foundations of Education II. Quezon City:

Goodwill Trading Co.,Inc.

Page | 5
UNDERSTANDING STUDENTS

By: Manuel C. Francisco

As Maslow proposed in his hierarchy of human needs, basic wants must be

met before students can turn their attention to learning (1999). After securing food,

water, shelter, and safety from harm, people seek as their next most important needs

affection, belonging, and esteem. In the process of coming to know students, a caring

and interested teacher can develop rapport and trust not just between teacher and

student but among students. This trust and acceptance create a psychologically safe

atmosphere in the classroom, which provides the security students need to experience

the intellectual discomfort of new ideas and adjust their pre-existing mental models to

accommodate new, deep learning. A sense of belonging and being valued maximizes

the chances that students will take such risks.

So, what are some strategies to get to know our students? In this paper, I will

share some strategies. Actually, there are many ways on how you assess your students

in their background so that you can create a learning environment that caters for all

types of learners.

The first step in getting to know students is to learn who they are in different

contexts (MacBeath, 2006). Are the students the same person in school, at home, and in

the community? Do they know who they are? How do they feel when they are at

school, particularly in their subjects? How do they feel when they move and perform

any activities in school? Do they understand why they value certain activities more than

others? What factors influence their engagement and enjoyment of any activities, both

in and outside of school? The answers to these questions can help teachers get to know

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and understand their students in the particular subject. However, teachers need to be

careful that students do not reveal too much. If students express themselves beyond the

scope of their feelings, background, and experiences related to the learning

environment, then teachers should refer them to a professional who can appropriately

handle deeper issues and concerns. The goal in getting to know one’s students is to

inform and differentiate our instruction to meet their needs and enhance learning

opportunities. Effective teachers are better able to gain students’ cooperation and

respect when they get to know them as individuals. For this to occur, teachers need to

give students a voice, and the first step in doing that is to create a safe space, a

comfortable environment, in which they can share their thoughts and feelings.

We can use surveys or questionnaire. Student surveys are valuable sources of

feedback for teachers and self – reflection for students. Surveys at the beginning,

middle, or end of the school year can help you plan effective classes, reach struggling

students, and improving our teaching methods. Even Simple questionnaires (with just

one question) can be great activity to come in after a break of the student. It ‘s can be

calming. Additionally, we can create questions using Survey Monkey or Google

Forms. We have all kinds of questions in our Learner Profiles package. It can help us

get started with figuring out our new class. For example, before I will start our class in

major subjects or I can also do this before the end of semester, I want to know their

what they already know in the subjects as well as their difficulties. I will give a

questionnaire (See attached – Student Survey) that they will share their opinions so

that I will expand my teaching strategies, help them in their problems or difficulties in

the particular subject and also develop what they already know.

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We can also do “Question of the Day”. We will create one question and have

all your students answer it as they come in the door or leave for the day. Super simple

and effective. You can make the questions silly or serious, but to keep them quick we

keep them simple at the door or leave the question up so they can think about it before

we ask it at the door. For example, I want them to master the concepts on Integration,

so I will post a problem then they will answer it in a sheet of paper. I believe that

mastering a subject and develop their critical thinking skills, the questions should help

them practice these skills, as well as communicate the facts, ideas, and ways of

thinking that are important to their learning in the particular subject.

Another, we should have time to our students to communicate with them like

short talk. This can be while we’re waiting in a line, coming in from a break, during

transitions or when a group finishes up with you, keep one back to have a

conversation before sending them back. Sometimes, after I discussed topics and I

observed that some of them did not follow so as a I realized why many students are

learning what we are teaching, I think we must evaluate our own practice for evidence

of student talk throughout the day. I believe that oral language is the foundation of

literacy, and as such, it requires focused attention in planning. Altering the ratio of

teacher to student talk doesn’t just happen. Rather, it occurs through both believing in

the importance of student talk and planning with a clear purpose and expectations.

Moreover, according to Sherry Turkle in her book Reclaiming Conversation – The

Power of Talk in a Digital Age, she said “Face to face conversation is the most

human and humanizing thing we do.” In this quotation, it shows that we should learn

to listen to our students. Through a short conversation, they can feel the joy of being

heard and of being understood. Also, the students are able to step into another’s

person’s shoes, feeling and seeing emotions as well as other points of view. They
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understand that people see and experience things differently than themselves, which

helps develop empathy and intimacy, and lays the groundwork for friendship.

Next strategy is to observe our students. While your students are working,

observe them during class and during unstructured breaks (like recess). How do they

work? Are they focused? Do they appear to struggle? Which tasks cause anxiety? Just

choosing to watch how a student works (or doesn’t work) can be very telling. When

you make the transition from incessant helping to more observation, you’ll find

yourself learning and acquiring so much more information about your students—quite

naturally. You’ll have an intimate understanding of where they are and where they

need to go. Your lessons will become tighter, more efficient, and more finely tailored

to their needs. And you’ll know precisely how much guided practice to provide before

handing over the keys.

Another strategy, we can trace their previous their academic year. Former

teachers can be helpful, but you need strategies, not gossip. Instead of saying, tell me

about Sam. Say, what strategies did you use to help Sam dividing of Polynomials

independently? Keeping it specific will help keep the opinions to a minimum. Before

approaching past teachers, ask the student which classes were the most successful and

start there if possible.

Lastly, we often send home a very simple letter to our parents (guardians and

adults at home) asking for parental input about their child (See attached – LETTER

FOR PARENTS). ALL the children, not just the ones with special behaviour or

programming requirements. Parents have a unique perspective and their input can

help you when you are first getting to know them. It also gives you insight into the

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parental/child relationship. Additionally, we can also use a questionnaire for parents

to assess the student’s background. (See Attached - PARENT SURVEY

QUESTIONS)

These are some strategies that we can do to know our students better.

Actually, the one biggest reason why we should get to know our students is to show

them our care about them. We are going to spend a whole year with this people and

unfortunately for some children. We, teachers, are the most positive and influential

person in their lives. Make sure they know how much you want them to be in your

classroom. Make them feel welcome regardless of their language, religion, culture or

colour. Taking the time to get to know your students is an investment, but there is no

job more important than showing your students that you care. The return on that time

investment is priceless!

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Student Survey

1. Rate your teacher. How could she/he do better?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2. What is one thing you’d change about the class if you could?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3. What advice would you give to students in next year’s class?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

4. What are you proud of accomplishing in class this year?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

5. What do you want to learn next?

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_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

PARENT SURVEY QUESTIONS FOR SELF-ASSESSMENT

1. In your opinion, to what extent do you think you can help your child develop

good relationships with kids in a similar age group?

a. A lot

b. Somewhat

c. A little

d. Not at all

2. On a scale of 1-5, please rate yourself for the ability to make decisions about

your child’s education. (1 being the lowest and 5 being the highest)

3. On a scale of 1 to 5, how much do you think you can help in motivating your

child? (1 being the lowest and 5 being the highest)

4. To what level do you agree, that you are good at building a healthy

relationship and communicating with other parents?

a. Completely agree

b. Somewhat agree

c. Neutral

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d. Somewhat disagree

e. Completely disagree

5. In your opinion, to what level do you agree that you are capable of dealing

with your child’s emotions appropriately?

a. Extremely capable

b. Very capable

c. Somewhat capable

d. Don’t know

e. Somewhat incapable

f. Very incapable

g. Extremely incapable

6. How capable do you think you are to support your child’s learning at home?

a. Extremely capable

b. Very capable

c. Somewhat capable

d. Don’t know

e. Somewhat incapable

f. Very incapable

g. Extremely incapable

7. What level of confidence do you have in your ability to make the school meet

your child’s learning needs?

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a. Not confident at all

b. Slightly confident

c. Somewhat confident

d. Quite confident

e. Extremely confident

The above questions can help parents to reassess their confidence and capabilities as a

parent. Such questions can help the parent understand where they are lacking, and

appropriate measures can be taken to modify their approaches.

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PARENT SURVEY QUESTIONS TO UNDERSTAND ACADEMIC STRESS

CAUSED TO THE CHILD

8. To what level do you agree that your child is always worried about exams and

tests?

a. Completely agree

b. Somewhat agree

c. Neutral

d. Somewhat disagree

e. Completely disagree

8. Do you think academic work takes most of your child’s time and hence

restricts them from enjoying other activities that they enjoy?

a. Completely agree

b. Somewhat agree

c. Neutral

d. Somewhat disagree

e. Completely disagree

8. On a scale of 1 to 5, do you think that your child has too much academic work

even after school?

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8. How often do you think your child worries about their academic future

(getting into college)?

a. Always

b. Very often

c. Sometimes

d. Rarely

e. Never

8. Do you think your child can focus entirely on academic work when they are

doing it at home?

a. Yes

b. No

c. Don’t know

8. Is your child’s sleep affected because of the amount of academic work they

have?

a. Yes

b. No

c. Don’t know

8. Do you help your child with their homework, to reduce academic stress?

a. Yes

b. No, I don’t get the time

c. No, It is not needed

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8. Do you promote your child to participate in extracurricular activities to relieve

stress?

a. Yes

b. No

Parent survey questions to understand academic stress helps parents evaluate the

mental health of their child. As the saying goes, “All work and no play make Jack a

dull boy” is very true considering the academic pressure that is being put on today’s

children. Poor mental health and physical health can impact the child’s behavior and

their well-being.

PARENT SURVEY QUESTIONS TO UNDERSTAND THE RELATIONSHIP

WITH THEIR CHILD

16. How much time do you spend with your child in a week?

a. A lot

b. Somewhat

c. Very little

d. Not at all

16. Do you discuss your child’s emotional and academic needs with

them regularly?

a. Yes, all the time

b. Sometimes

c. No, don’t get the time

d. No, it is not needed

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16. How aware are you about your child’s academic and extracurricular

achievements?

a. To a great extent

b. Somewhat

c. Very little

d. Not at all

16. How often do you fight at home in front of your child?

a. Always

b. Very often

c. Sometimes

d. Rarely

e. Never

16. Do you always answer your child’s questions?

a. Yes, All the time

b. Yes, only if they make sense

c. No, it is annoying

d. No, he has to learn on his own

16. How many times do you attend your child’s games or events in which they are

participating?

a. Always

b. Very often

c. Sometimes

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d. Rarely

e. Never

16. How often do you go for outings with your children?

a. Always

b. Very often

c. Sometimes

d. Rarely

e. Never

16. How often do you have meals together with your children?

a. Always

b. Very often

c. Sometimes

d. Rarely

e. Never

16. Do you respect your child’s privacy?

a. Yes

b. No

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PARENT SURVEY QUESTIONS ABOUT DISCIPLINE IN THEIR

CHILDREN

25. In your opinion, do you think a mobile phone is necessary for your child at all

times?

26. What rules have you implemented regarding mobile phones at home?

25. To what extent are you aware of your child’s social activity on social

platforms?

a. To a great extent

b. Somewhat

c. Very little

d. Not at all

28. How often does the use of technology cause arguments at home?

a. Always

b. Very often

c. Sometimes

d. Rarely

e. Never

29. Do you plan a chores schedule for your child?

a. Yes

b. No

30. Do you have rules to maintain a consistent grade at school?

a. Yes

b. No

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31. Do you punish the child for every rule broken or not followed?

a. Yes

b. No

The above questions can be used to understand the parent’s opinions and attitudes

towards disciplining children. Such questions can be used to evaluate the types of

rules and approach a parent uses. Using this information, changes can be made to alter

the child’s behavior and teach good habits.

PARENT SURVEY QUESTIONS FOR SCHOOL FEEDBACK

Please state your level of agreement for the following questions

32. The child feels safe and happy at school?

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

32. The school’s religious teachings are not biased to any specific religion.

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

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e. Don’t know

32. The school has improved my child’s social skills considerably

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

32. The school keeps me updated about the progress of my child

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

32. The school inculcates good discipline in my child

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

32. The school does not allow bullying and takes immediate action in case of such

incident

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

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e. Don’t know

32. The school is very hygienic

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

32. The school administration and processes are very smooth and effective

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

32. The school’s educational curriculum is good and is updated regularly

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

32. The school gives equal importance to extracurricular activities as much as

academic activities.

a. Strongly agree

b. Agree

c. Disagree

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d. Strongly disagree

e. Don’t know

42. The school uses innovative methods to make it easier for students to

understand complex subjects

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

42. The school has good IT infrastructure as well as good transportation facilities

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

42. The school encourages parent involvement in school activities

a. Strongly agree

b. Agree

c. Disagree

d. Strongly disagree

e. Don’t know

42. The school has regular Parent-teacher meetings to encourage parent

engagement

a. Strongly agree

b. Agree

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c. Disagree

d. Strongly disagree

e. Don’t know

42. In your opinion, who do you think is responsible for making decisions about

the child’s educational needs

a. The school administration

b. The teacher

c. Parents

d. The child themselves

42. How satisfied are you with the following services offered by the school?

(Answer options: Very dissatisfied, Dissatisfied, Satisfied, Very satisfied, Don’t

know)

a. Academic counseling

b. Career counseling

c. School library services

d. Voluntary service to help out the community

42. On a scale of 1 to 5, please rate the school for the following extracurricular

subjects (1 being the lowest and 5 being the highest).

a. Music

b. Drama

c. Art

d. Computers

e. Physical activities

f. Language skills

g. Sports

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42. Overall, how would you rate the school on a scale of 1 to 5 (1 being the lowest

and 5 being the highest)?

42. Considering your overall experience with school, would you recommend the

school to a friend or a colleague?

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LETTER FOR PARENTS

August 18, 2020

Dear Parents,

My name is Mr. Manuel and your son/daughter is enrolled in my Mathematics class

(Major Subjects) this semester. I am looking forward to an exciting year. It is my goal

to provide all students with an educationally challenging, yet fun, experience in my

classroom.

BSEd Mathematics is a very demanding course. We will cover 8 modules in 18

weeks. There will be homework assignments almost daily. Each student will need a

single subject notebook, a pocket folder, blue or black pens and pencils. These

materials should be brought to class every day. We cover a lot of material in one class

period so locker passes will not be issued.

Hopefully, your son/daughter has brought home their course outline and you have

both read and signed the outline contract. I have written this contract to ensure that

both the students and their parents understand how this course will run. If you have

any questions regarding the syllabus or the course, please contact me.

I have extremely high expectations of all my students, and for that I will not

apologize. I am asking for your help to maintain those expectations by checking with

your son/daughter periodically to make sure that his/her work is being done. I am

available to help students individually before school, during my prep periods, and

after school. I have included a copy of the course syllabus with this letter. If you

would like me to notify you of test dates and/or update you on your son/daughter’s

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progress, please fill out and return the e-mail form included with this letter. Please do

not hesitate to contact me at 0975 – 417 - 0813 or manuelfrancisco067@gmail.com

if you have any questions or concerns during the year.

Respectfully yours,

MANUEL CANDELARIO FRANCISCO

Instructor

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EXAMPLE OF COURSE OUTLINE

COURSE OUTLINE

2nd Semester, A.Y. 2019 – 2020

Calculus II (SEM 220)

COURSE COVERAGE:

UPHS Vision, Mission, Course Overview, Course Policy

1. Part One: Differentiation

 Some Rules for Differentiation, The Product and Quotient Rule , The

derivative and the Slope of a curve

2. Part Two: Differentiation

 Chain Rule, Higher – order derivatives, Implicit differentiation

3. Part One: Integration

 Antiderivatives and the Infinite Integral, General Power Rule,

Fundamental Theorem of Calculus, Integration by Substitution, Integration by

Parts

4. Part Two: Integration

 Integration by Substitution, Integration by Parts

5. Other Techniques for Integration

6. Integration Tables

7. Numerical Integration

8. Improper Integral

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Course Requirement:

1. Participate in class discussions.

2. Attends 80% of total contact hours for the course.

3. Submit all activity worksheets, assignments, reflections, text

of presentations, research proposals.

4. Take and pass written and actual prelim, midterm, and final

examinations

Major Requirement: Infographics

Prepared by:

MANUEL C. FRANCISCO, LPT

Instructor

Signed by:

______________________________________

Parent’s signature over Printed Name

References

Page | 30
Brwonlie, F., Feniak, C., & Schnellert, L. (2006). Student Diversity: Classroom

Strategies to Meet the Learning Needs of All Students. Pembroke Publishers

Limited.

Krapp, A., Hidi,S., & Renninger, K.A. (1992). Interest, Learninf and Development.

Hillsdale, NJ: Lawrence Erlbaum.

Maslow, A. H. (2019). A Theory of Human Motivation A Phychological Research

that Helped Change the Field of Good. New Delhi: General Press. Retrieved

from www. generalpress.in

McLeod, J., Fisher, J., & Hoover, G. (2203). The Key Elements of Classroom

Management - Managing Time and Space, Student Behavior, and

Instructional Strategies. Alexandria, Virginia USA: ASCD Publication.

Monkey Survey. (n.d.). Examples of Parents' Survey and Students Survey for

Education.

Turkle, S. (n.d.). Reclaiming Conversation - The Power of Talk In A Digital Age. New

York: Penguin Press.

Page | 31
ANALYSIS OF TEACHING: PEER TEACHING I

By: Manuel C. Francisco

In my educational philosophy, I believe all students are proficient of learning.

They all do not learn at the same level, but with different methods and strategies we

are going to use then it is possible. Students should not be thought of as monotonous

individuals just waiting to be filled with knowledge by their teachers. Though,

students should be observed as individuals who can contribute to the classroom,

sharing and gaining knowledge from each other. Students need our supervision and

not just lecture only. An education is not merely academic, I believe that the teacher

must also educate her/his students mentally by teaching them the skills needed to

solve problems and socially by teaching them the skills needed to communicate and

work productively with others. Students must be able to function in the real world

which not only requires academic knowledge but social skills as well. I believe

teachers should not be alone in educating students but that parents, families and

communities need to work together to support and enrich the lives of their children,

who are the future.

I believe that a teacher should be a skillful in building relationships with the

students based on mutual respect and trust and sets the tone for a classroom

community. When I think about my role as a teacher, the one thing that I constantly

have focused on is the relationships that I have built with my students. I enjoy having

conversations with them on subjects and issues that are important to them, and learn

how they are feeling about and experiencing the world and the material that we are

studying in class. I want my own classroom to be less of a class and more of a

community, where we are all sharing ideas and communicating and learning from one

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another at the same time. This is one of the reasons why I focused on teaching college

students; the maturity level of these students gives them the ability to clearly

articulate their own thoughts and feelings. Actually, I am very enthusiastic about

working with college students. They are at the age when they are just starting to

consider who they are and where they want to go in life, and I believe that this is one

of the most important periods in personal development. Adolescent students are

fragile; they thirst for acceptance, encouragement, and recognition, and their hopes

can be easily dashed with a wrong word or a disappointing outcome. These

characteristics bring a positive challenge to the prospect of teaching in a middle or

high school; I want to be a positive role model and “cheerleader” for my students, to

be a listening ear, a knowledgeable resource and a collaborator for problem solving in

class. I also want to give my students some level of independence in relationship to

the work that they are doing in class; at this age, the majority of students desire more

responsibility and control over their own success. I want to provide opportunities for

them to build these skills while they are in my class.

Teacher must create a welcoming, safe classroom atmosphere that is

accessible to all students and that celebrates their diversity. The teacher must create a

classroom atmosphere that is welcoming and accessible; a place that students feel

comfortable coming to and where they know how to use the resources that are

provided. The teacher should explain the use of these resources to her students, and

make special plans for the inclusion of students with special needs. The classroom

walls should be interestingly and usefully decorated; bulletin boards for displaying

examples of students’ work and interesting information about the topics the class is

studying, seasonal decorations, and calendar/announcement boards help make the

Page | 33
classroom attractive and engaging. The classroom should be kept neat and organized,

and should be run in an organized fashion so that students know what to expect.

To align my educational philosophy and teaching style, I need to

consider first my learners. Our priority is our students, we need to know them better.

We, as teachers, need to use various methods/approaches in order to reach every

student. I believe teachers who only use one method to teach should not be in the

classroom. They obviously are not reaching all of their students because we know that

not all students learn in the same way. Teachers must reach visual learners, auditory

learners and kinesthetic learners. Varying methods of teaching will create an

interesting and fun environment and will help all students succeed. I plan on using

several different methods of teaching, including hands on, technology based,

cooperative learning groups and group discussion. I have a very firm belief that

young people have the ability to make great changes in the world if they are given the

right information and tools, and I want to help my students reach their goals in life by

giving them the tools to better communicate with other people, and competitive

globally.

References

(OECD), O. F.-O. (2009). Creating Efective Tecahing and Learning Environments

First Results from Talis. Oecd Publications. Retrieved from

www.oecd.org/publishing/corrigenda

Mateo, R. A., & Tangco, M. G. (2003). Foundations of Education II. Quezon City:

Goodwill Trading Co.,Inc.

Page | 34
ANALYSIS OF TEACHING: PEER TEACHING II

By: Manuel C. Francisco

In Activity 1, students have experienced learning outside the classroom setup.

Through this activity, they have learned that in realizing the right solutions, accuracy

plays a very important role not only in measurements but also in computations. This is

just what they need to do in Activity 2. (SEE ATTACHED - Activity 1 & Activity

2)

In this activity, I applied collaborative learning. I believe, this approach makes

the students with different backgrounds, race, or upbringing, to work together. They

come together in a setting that maybe would not be possible if it were not for

collaborative learning. In order to solve a project’s given problem given to them,

students need to communicate. They are able to hear different opinions and learn

more about different cultures. The collaborative learning methodology is ideal for

students that have difficulties in a social setting. Cooperative learning helps students to

fully understand the mathematical concepts and assists them in developing social skills

that will take them through life.

Additionally, I also applied experiential learning. I believe that students learn

better when they are actively engaged in the learning process. Students engage in

critical thinking, acquire problem solving skills and engage in decision making. In this

outdoor activity, the students have the chance to engage in the experience and practice

Page | 35
what they have learned, see the application of the theoretical concepts in practice,

process that application and make generalizations. I believe also that this approach

students build on what they already know and are provided with opportunities to

make connections between new concepts and existing ones.

Activity 1. Go the Distance (an outdoor activity)

1. Group yourselves per instructions of your teacher.

2. Each group must have the following tools:

a. improvised clinometer

b. meter stick

c. chalk or marking pen

d. scientific calculator

e. Locate your station by measuring the horizontal distance (assigned by the

teacher to the group prior to this activity) from the flagpole.

f. Once you have located your station, determine the angle of elevation of

the top of the flagpole.

g. Sketch a figure to model the situation.

h. Using a scientific calculator and the model you made, find the height of

the flagpole.

i. Compare the height you got from those of the other groups. Did you get

the same height as the other groups did? If not, what do you think caused

the differences in your answers? Why?

j. The next time you do a similar activity, what should you keep in mind to

ensure the accuracy of your answer?

Page | 36
Activity 2. Formulating Real–Life Problems

Note: This is a group activity. Refer to the groupings in Activity 1.

A. Warm-up Exercise: Together with your group mates, formulate the problem

based on Activity 8. Make sure to use the distance assigned to your group.

B. Write a problem that involves right triangle using situations found at home or

in school and provide solutions to this problem.

Guide Questions:

1. How do you feel about the activity?

2. Were you able to write a problem that is required in part B of the activity? If

so, how did you come up with it?

References

Brwonlie, F., Feniak, C., & Schnellert, L. (2006). Student Diversity: Classroom

Strategies to Meet the Learning Needs of All Students. Pembroke Publishers

Limited.

Krapp, A., Hidi,S., & Renninger, K.A. (1992). Interest, Learning and Development.

Hillsdale, NJ: Lawrence Erlbaum.

Page | 37
McLeod, J., Fisher, J., & Hoover, G. (2203). The Key Elements of Classroom

Management - Managing Time and Space, Student Behavior, and

Instructional Strategies. Alexandria, Virginia USA: ASCD Publication.

Grade 9 – Mathematics Learner’s Module pages 457 – 461

ANALYSIS OF TEACHING: APPRENTICESHIP TEACHING ANALYSES

The first lesson plan discusses about Problems Involving Probabilities of

Simple Events. In this lesson, the students should be able to state the formula for the

probability of simple event, to use the concept of probability to solve related problems

and explain on how they can appreciate the help derived from the knowledge of

probability in solving everyday situations. I applied direct instruction, collaborative

learning, and independent learning. Also, the lesson designed deductive method.

I believe that using direct method is appropriate in teaching concepts and

mastery of concepts for the students. One of the strengths of Direct Instruction is its

efficiency. In a Direct Instruction math class, there might be three groups of

students working on three different concepts, ensuring that each student is working

at his or her level simultaneously as his or her peers. Students know the target they

are trying to hit. When they demonstrate they are ready to move on they are

allowed to go to the next concept/learning target. Because the work is neither too

hard nor too easy and because the learning targets are clearly identified, students

stay engaged and progressing. When students understand the objective and obtain it

their confidence grows and they are encouraged to keep progressing. Also, direct

Page | 38
instruction allows teachers to tailor instruction to the student’s needs. There are a lot

of misconceptions surrounding the practice of Direct Instructions. Many people

associate Direct Instruction with teachers standing in front of an entire class and

lecturing the students on whatever they are supposed to be learning. This

misconception could not be further from how Direct Instruction truly works. When

done well, students are grouped based on their skill level (rather than grade level).

Students work closely with an instructor and have multiple opportunities to practice

and demonstrate mastery of a skill before they are moved to a higher level group. This

allows students to learn at their level and instructors to monitor closely where each

student is in relation to his or her learning target.

I applied also deductive method. In this approach we proceed from general to

particular and from abstract and concrete. At first the rules are given and then students

are asked to apply these rules to solve more problems. In the discussion, I gave the

formula and explain it on how to use this formula in solving problems involving

probabilities then after I gave them opportunity to solve problems on the board. I

believe that in this approach, help is taken from assumptions, postulates and axioms

of mathematics. It is used for teaching mathematics in higher classes.

Lastly, I applied also independent learning in the last part of the discussion.

They are going to solve problems involving probability in one – sheet of paper.

Independent Learning is important because it develops creativity and intellectual

curiosity. Independent learning is about pupils being active rather than passive. It is

about them working out the answers rather than being told them. It is about them

wanting to study because they want to understand more, rather than taking a

Utilitarian stance that I am doing this because I want to pass the examination.

Independent Learning is not the easy option – it is tough. 

Page | 39
ANALYSIS OF TEACHING: APPRENTICESHIP TEACHING ANALYSES

My second lesson plan is about angle of elevation and angle of depression. In

this lecture, the students should be able to determine the angle of elevation and angle

of depression, solve problems involving angle of elevation and depression and apply

in real life situations. I applied inductive method to execute my lesson and I gave

some activities which need to work as a group and also individual activities.

In Motivation part, they will pose look – up or look – down depends on the

pictures. In this activity, they will have an idea what we are going to discuss and they

can give an input idea regarding the topic that when they will look up or look down,

they can form angles. I used these examples to explain the concept of angle of

elevation and depression.

So, I used inductive method since it was started from examples to concept.

Then, they will apply trigonometric ratios to solve problem involving angle of

elevation and depression. I believe that this method will help the students in

understanding because the students know how a particular formula has been frames. It

does not burden the mind because formula becomes easy to remember.

Page | 40
So, I used different activities in the discussion. More on group work activities

and independent learning for the evaluation. I believe that using group work activity,

they will more understand the concept of angle of elevation and depression. I believe

that this strategy the students can improve their critical thinking and problem-solving

skills. Furthermore, their way of expressing themselves becomes better. This method

helps students learn interactively and efficiently.

On the other hand, it is important that students will assess after the discussion.

So that I will monitor their learning if they already learned or need remedial teaching.

In this strategy, I believe that the students exploring themselves which is at the very

core of learning. Making discoveries from a task the teacher sets that they are

genuinely interested in and find challenging, and the feeling they gain from self –

direction, is wonderfully rewarding for learners as well as an incredible life tool.

In conclusion, learning styles are very important for teachers. We must

understand that each student learns differently. Some students work best in small

groups, while some learn best individually. Some are visual learners, while others

may be verbal, musical, or kinesthetic learners. As teachers, we must recognize every

student’s unique learning styles. We must accommodate differences among students,

by using various instructional methods so that every student can learn however they

learn best.

References

Middleton, J. A., & Goepfert , P. (n.d.). Inventive Strategies for Teaching

Mathematics: Implementing Standards for Reform.

Page | 41
Rosita L. Navarro, P., Cruz, A. A., Tovera, D. G., & Lucido, P. (2010). Principles of

Teaching. Goodwill Trading Co., Inc.

Planning & Teaching Strategies

The following are strategies matrix that will be used in the lessons.

How technology
Specific example(s) of can be used to
Name of
Purpose(s) how & when strategy enhance
strategy
can be used learning using
this strategy

To provide students with


Lecture can be used
information, or explain
from the very Powerpoint slides
ideas, that they may be
beginning of the lesson. will be used for
tested on and to give an
From the motivation the lecture so that
Lecture overview of a topic or issue,
part to the assessment the lesson will go
to create a starting point for
part. It is one of the smoothly. It
students to read in more
useful ways in teaching helps the lesson
detail on specific aspects of to be sequential.
mathematics.
that topic or issue. 

To help students learn how


to apply the information Powerpoint slides
they've learned in lecture. will be used in
Recitation can be used
You can help by giving flashing the
as formative
insights into the reasoning questions that
Recitation assessment. This can be
that you've used to arrive at will be asked to
used before, during and
a solution. It is important, students before,
end of discussion.
however, for students to be during and after
actively involved in the discussion.
recitation.

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To improve the
understanding of complex
skills and principles.
Students can pay their
attention and follow along
with the learning process.
Knowledge becomes It is used when students
permanent because this don’t understand what
method requires different the teacher is talking all
about especially to A video
Demonstratio human senses. Students are
motivated to study and gain those who are visual presentation t
n
necessary skills. The learners. Teacher will might be used.
psychomotor objective is demonstrate the topic
easily achieved through this as long as the topic can
method. No time is wasted be demonstrated.
because students see the
process live and understand
how to apply theoretical
knowledge practically.

Drill &  To promote learning  Drill and practice will  A website of
practice through repetition because be used from the very mathematical
those things most often beginning of the lesson drills connected
repeated are best to measure students’ to the topic will
remembered. The human strengths and be used. The link
mind rarely retains, weaknesses. will be sent to
evaluates, and applies new each student.
concepts or practices after a
single exposure. Students do
not learn to weld during one
shop period or to perform
crosswind landings during
one instructional flight.
They learn by applying what
they have been told and
shown. Every time practice
occurs, learning continues.
Effective use of drill and
practice revolves around
knowing what skill is being
developed. The instructor
must provide opportunities
for students to practice and,
at the same time, make sure
that this process is directed

Page | 43
toward a learning objective.

 It is used in the


beginning and end of
the lesson. In the
 To help students remind of
beginning, review is
what they learned and to
used to recap what  Set of questions
develop a concrete base for
students have learned in will be flashed
Review their learning. This
the past lesson. Review using powerpoint
important component of
after the lesson will be slides.
classroom teaching can be
used to know what
helpful in all subject areas.
students didn’t
understand in the
lesson.

 It is used in the activity


An activity link
 To make each member a part of the lesson.
will be used. The
Cooperative stronger individual in his or Students will be
teacher will give
learning her right. grouped so that they
the link to each
groups: Students learn together so will know each other
group and each
(example: that they can subsequently and this will test
group will open
jig-saw) perform higher as students’ unity in a
and answer the
individuals. specific task given to
activity. 
them.

To let students share their


own ideas and questions  This can be used from
 Powerpoint
about a topic and to help the start, during or after
slides and video
foster more curiosity about the teaching-learning
Inquiry presentation will
the material and teaches process. This is a good
be used in this
skills students that can be way in lifting active
strategy.
used to continue exploring class interaction.
topics they are interested in.

 To help students develop a


conceptual understanding of
mathematics and more
efficient strategies through
 Powerpoint
Whole class mathematical reasoning and  This will be used in the
slides will be
discussion sense-making. Students in lecture process.
used.
a whole class discussion that
supports mathematical
learning are active
participants.

Small group  To contribute and circulate  This will be used in the  A link will be
discussion information on a particular group activity. Students used for the
topic and analyze and will discuss the given

Page | 44
evaluate the information for
supported evidence in order
task by group. activity.
to reach an agreement on
general conclusions.

 To motivate self-


learning and problem-
solving skills to a great  A powerpoint
Games (list
extent. Game-  It is used to engage slide will be used
specific
Based Learning plays active learning. for the mechanics
kinds).
important role in teaching b Students are attentive
Example: and
y making students to when game is
see Educatio
collaborate, communicate, integrated in the lesson. rubric of the
nal games
interact and work in teams. game.
Strategic games improve the
functioning of brain.

Page | 45
Understanding By Design – Backwards Design Process

(Developed by Grant Wiggins and Jay McTighe, 2002)

Stage 1 – Desired Results


Content Standard(s):

 The learner demonstrates understanding of the basic concepts of

trigonometry
Understanding (s)/goals Essential Question(s):

Students will understand that:  What is the purpose of

trigonometry in real life?


 The learner is able to apply the
 What is the purpose of right
concepts of trigonometric ratios
triangle in studying
to formulate and solve real-life
trigonometry?
problems with precision and
 How can you apply trigonometry
accuracy.
in solving problems real life?
Student objectives (outcomes):

Students will be able to:

 illustrate angles of elevation and angles of depression;

 distinguish between angle of elevation and angle of depression; and

 solve problems involving angles of elevation and depression.


Stage 2 – Assessment Evidence
Performance Task(s): Other Evidence:

 To develop their accuracy in  During the discussion, they are

illustrating the pictures presented going to determine of which

Page | 46
by the information in the given pictures depicts angles of

word problems. elevation or depression, and

 Students will apply problem solving.

trigonometric ratios and other  The summative test divided in

things they know about right three parts. The first part of the

triangles to determine the height summative test, they will

of an object outdoors. determine if the given

 To experience learning outside illustration either angle of

the classroom setup. Through elevation or depression. The

this activity, they have learned second part, they are going to

that in realizing the right illustrate only the given

solutions, accuracy plays a very problems. Third part, they are

important role not only in going to solve problems

measurements but also in involving angle of elevation and

computations. This is just what depression.

they need to do in their next

activity which is making story

problems related to their

gathered data.

Stage 3 – Learning Plan


Learning Activities:

 GROUP ACTIVITY

o In Class Activity: Students will be placed in groups of four. They

will be asked to:

Page | 47
1. Measure the height of one person in the group.

2. Measure that person’s shadow.

3. Use their knowledge of trig ratios to determine the angle of

elevation From the ground to the persons’ full height.

4. Sketch a picture of the situation to help make sense of the

computation. Measure the shadow of the object.

5. Use the angle of elevation, the measurement of the shadow and

their Knowledge of trigonometric ratios to calculate the height of

the Person.

6. Design a real world problem to represent/model the scenario.

 INDEPENDENT WORK

The student will continue to model and solve real life applications on the

topic and they will be given the following real world questions to and solve

problems.

 WHOLE CLASS SHARE

Teacher and student will discuss both group and individual activities. A

member of each group will be given the opportunity to share the group’s

results with the rest of the class. The teacher will take note of any error in

reasoning and computation and make necessary corrections.

 AFTER CLASS ACTIVITIES (Authentic Assessment)

Student will be given the following real-world group project to continue

exploring real life applications on the topic.


AUTHENTIC ASSESSMENT

Page | 48
Project – Real World (see rubric for project below)

PART 1

Create a semi-circular clinometer with diameter 40cm from board. It should be sturdy,

accurate, detailed, and easy to read. (This should be handed in for grading before you

complete part 3 of this assignment)

PART 2

Identify an area at your school where there are buildings or trees or both. (No two

groups should use the same area). Use pegs to mark the area you will be using. Make

a sketch of the area identified. On your sketch make sure to include the actual

dimensions of the area. Your sketch should also include the location of the building or

tree and the point at which the person reading the clinometer will be standing.

PART 3

Use your clinometer to measure the angle of elevation of the building or tree and use

this information to:

 Create a model showing the person reading the clinometer, the building or the

tree, the distance of the person from the building or tree and the angle of

elevation.

 Calculate the actual height of the building or tree. Make sure to note the

distance between the tree or building and the person reading the clinometer.

 Calculate the actual distance of the person reading the clinometer from the top

of the building or tree measured along the person’s line of sight. (Conversion

using scale must be shown).

Page | 49
 Measure the actual height and distance then compare them with your

calculations.

 What physical factors that could have affected the accuracy of your

calculations?

PART 4

Write a report on the process involved in completing the assignment. This report

should include:

 A summary of the process involved in completing the assignment.

 Five personal benefits derived from completing assignment.

 Description of how to use clinometer (positioning and reading)

 A list of three mathematical concepts used in completing this assignment.

Page | 50
Rubric for the Project

Page | 51
Examination in

M106 – CALCULUS WITH ANALYTIC GEOMETRY

I. MULTIPLE CHOICE. Encircle the letter of the correct answer. Write E

if there is no answer. Erasures mean wrong!

1. Find the slope of the line that passes through the points (2, 6) and (5, 1).

a. 3/5 b. -3/5 c. 5/3 d. -5/3

2. Find the distance between the points (-3, -2) and (1, 1).

a. 3 b. 5 c. 4 d. 9

3. Find the midpoint of a line segment with endpoints (4, 5) and (6, -7).

a. (5, 2) b. (5, -1) c. (5, -2) d. (5,1)

4. Find the other endpoint of a segment with one endpoint at (3, -7) and the

midpoint at (2,0).

a. (1, 7) b. (-4, 3) c. (3, -4) d. (7, 1)

5. Find the equation of a line containing the point (2, -3) and has a slope of 1.

a. y = x – 5 b. y = x + 5 c. y = x – 3 d. y = x +

6. Find the equation of the vertical line through (4,2).

a. x = 2 b. x = 4 c. y = 2

d. y = 4

7. Find the equation of the horizontal line through (4, 2).

a. X = 4 b. x = 2 c. y = 4

d. y = 2

8. Find the equation of the line through (0, 0) and perpendicular to x = 5.

a. Y = 5 b. y = 5 c. y = 0

d. y = x + 5

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9. Find the equation of a line through (0, 5) with a slope of -4.

a. y = -4x + 5 b. y = 4x - 5 c. y = 5x - 4 d. y

= -2

10. Select the equation that describes a line containing the point (-2, 3).

a. x + 2y – 4 = 0 b. 2x + y – 1= 0 c. 3x + 2y – 12 = 0 d. x + y +

1=0

11. What is the equation of the x-axis?

a. x=0 b. y=0 c. x+y=0 d.x-

y=0

12. What is the equation of the y-axis?

a. x=0 b. y=0 c. x+y=0 d.x-

y=0

13. Find y if the slope of 3x – 2y = 4 b. 2x – 3y = 4 c. 3x – the

line segment joining (3, 5) and (6, y) is -4.

a. -1 b. -7 c. 1 d. 7

14. Find the equation of a line passing through (2, 5) and parallel to the line 3x –
2y = 5.
a. 3x – 2y = 4 b. 2x – 3y = 4 c. 3x – 2y = 4 d.
2x – 3y = -11
15. What is the slope of a line if its inclination is 30 degrees?

√3
a. b. 1/3 c. √ 3 d. 1
3

16. What is the slope of the line if its inclination is 135 degrees?

a. 1 b. -1 c. 2 d. -2

Page | 53
17. Point (3, 4) is the center of a circle that is tangent to the x-axis. The point of

tangency is

a. (0, 3) b. (3, 0) c. (0, 4) d. (4, 0)

18. The center of the circle x 2+ y 2−6 x−2 y+ 6

a. (1, 3) b. (3, 1) c. (-1, 3) d. (-1, -3)

19. Point B (2,6) is the midpoint of the segment AC where A is at the origin. The

coordinates of C are

a. (4, 12) b. (1, 3) c. (12, 4) d. (3, 1)

20. The vertices of triangle PQR are (-5, 0), (0, 5), (5, 0). Triangle PQR is?

a. Equilateral b. Right c. Obtuse d. Acute

21. Find the value of k for which the line 3x + ky = 7 passes through the point (3,

2).

a. 1 b. 2 c. -1 d. -2

22. Find the equation of the line whose slope is -3 and the x-intercept is 5.

a. y = -3x + 5 b. 3x – y = 5 c. y = 3x + 15 d. 3x + y =

15

23. Find the equation of a line passing through the point (0, 2) and is

perpendicular to the line 3x + y = 7.

a. x – 3y + 6 = 0 b. y = -3x + 2 c. 3x – y = 2 d. 3x + y =

24. The equation x 2+ y 2+2 x +1=0 represents

a. Point b. circle c. line d. distance

25. Which of the following is the x-intercept of the equation 6x + 3y – 12.

Page | 54
a. 2 b. 12 c. 6 d. 3

26. What is the slope of the equation 4x – 2y – 8 = 0?

a. 2 b. -2 c. 4 d.

undefined

27. IN the equation 7 x 2+ 7 y 2=49 ,the radius is

a. √7 b. 6 c. 7 d. 49

28. Which of the following lines is parallel to 7x – 16y = 10.

a. 8x - 32y = 9 b. 7x + 16y = 15 c. 7x + 16y = 18 d. 2x + 4y

+9

29. Which of the following is the acute angle formed between the lines with m1=4

and m2=3?

a. 4 0 23' 55.34 b. 4 0 24' 42.21 c. 850 35' 1.79 d. 4 0 25'

30. What is the inclination of a line with m = 0.35?

a. 190 17' b. 200 17' c. 210 17' d. 220 17'

31. Which of the equation is perpendicular to 4x + 6y = 12?

a. 2x + 4y = 12 b. 6x – 4y = 20 c. 6x + 6y = 20

d. 4x + 6y = 16

32. Which of the following is the slope of the line defined by the equation 7x + y

= 6?

a. 7 b. -7 c. 6 d. 6/7

33. In problem #32, which is the x-intercept?

a. 6 b. 7 c. 6/7 d. -6/7

34. In the equation2 x2 +2 y 2=50, what are the coordinates of the center?

a. (0, 0) b. (0, 5) c. (5, 0) d. (50, 0)

Page | 55
35. Find the distance between the points A(-4, 6) and B(2, 3).

a. 3 √ 5 b. 9 √ 5 c. 5 √ 3 d. √ 46

36. What are the coordinates of the other endpoint of a line segment which

midpoint is at (5, 3) and the other endpoint is at (-1, 7)?

a. (2, 5) b. (5, 2) c. (11, -1) d. (-1, 11)

37. What is the center of the circle defined by the equation x 2+ y 2−6 x+ 4 y =3?

a. (3, -2) b. ( -3, 2) c. (-3, -2) d. (3, -2)

38. Given the following points: B(4, 5), J(6, 3), and Z(-3, 4). What is the slope of

BJ?

a. -2 b. -1 c. 2 d. 1

39. Given the following points: A(4, 10), B( 6, -4), C(-4, 6). What are the

coordinates of the midpoint of AB?

a. (1, 1) b. (0, 8) c. (3, 5) d. (5, 3)

40. What is the area of the circle represented by the equation

x 2+ y 2−4 x −6 y−12=0?

a. 16 π units 2 b. 20 π units 2 c. 25 π units 2 d. 30 π units 2

41. What is the radius of a circle whose equation is defined by

x 2+ y 2−8 x+ 2 y +8=0 ?

a. 9 b. 8 c. 3 d. 2√ 2

42. Which of the following represents the equation of a circle with center at (-2, 3)

and with radius of 5 units?

a. x 2+ y 2+ 4 x−6 y +12=0

b. x 2+ y 2−4 x −6 y +12=0

c. x 2+ y 2+ 4 x−6 y −12=0

d. x 2+ y 2+ 4 x−6 y −12=0

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43. What is the center of the circle x 2+ y 2−4 x +10 y +13=0?

a. (2, 5) b. (-2, 5) c. (2, -5) d. (-2, -5)

44. On a grid map of a province, the coordinates that correspond to the location of

a cellular phone tower is (-2, 8) and it can trans,it signals up to a 12 km radius.

What is the equation that represents the transmission boundaries of the tower?

a. x 2+ y 2−4 x +16 y −76=0

b. x 2+ y 2+ 4 x−16 y −76=0

c. x 2+ y 2−4 x −16 y+ 76=0

d. x 2+ y 2+ 4 x−16 y +76=0

45. The endpoints of a diameter of a circle are L(-3, -2) and G(9, -6). What is the

length of the radius of a circle?

a. √ 10 b. 2 √ 10 c. 4 √ 10 d. 8 √ 10

46. A radius of a circle has endpoints (4, -1) and (8, 2). What is the equation that

defines the circle bif its center is at the fourth quadrant?

a. ( x−8)2 +( y−2)2=25

b. ( x−4)2+( y +1)2=25

c. ( x−8)2 +( y−2)2=100

d. ( x−4)2+( y +1)2=100

47. Find the area of a triangle with vertices at (6, 4), (3, -2) and (-5, 6).

a. 30 units2 b. 36 units2 c. 42 units2 d. 48 units 2

48. What is the shortest distance between P(3, 4) and the center of a circle defined

by the equation x 2+ y 2−8 x−10 y +25=0?

a. √1 b. √ 2 c. √ 3 d. 2

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49. Find the distance between the centers of the circles defined by the equations

x 2+ y 2−16−0 and x 2+ y 2−8 x -10y +25=0.

a. √ 41 b. √ 42 c. √ 43 d. √ 44

50. The radius of the circle with the equation x 2+ y 2+ 4 x−6 y −12=0is

a. 25 b. 16 c. 5 d. 4

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CLASSROOM MANAGEMENT

By: Manuel C. Francisco

Students don’t generally learn well, if at all, in stressful situations.

Neuroscience tells us that the cortisol released during stress makes learning extremely

difficult. Setting up a safe and positive learning environment is therefore essential if

we are to create classrooms where all students feel like they belong and can take the

risks inherent in learning.

When it comes to learning, I believe as a teacher that everything has to be

fun; and fun does not mean playing all the time. I want my classroom to be full of

different learning activities. Some of you may or may not agree with some of the

things you are reading, but remember, I am suggesting these for the long-term effect

they will have on the student culture and classroom atmosphere.

We should stablish a supportive learning culture. 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.  For this, a proper support system or mentorship program

should be developed that would provide them the required assistance whenever

needed. The idea can also be supported by creating online discussion forums or online

platforms where learners can gather and discuss various topics. Learners can use these

platforms to provide support to fellow members, to address concerns, and to express

their ideas and opinions about some topic. Nevertheless, the modern learning

platforms offer online training and ongoing education through resources that can be

accessed and used by the learners on their own time.

Teachers must address learners’ needs. Just like adults, learners also have

some psychological needs for order and security, love and belonging, competence and

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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. Any

learning environment, where instructors accommodate these intrinsic needs, learners

tend to be happier and more engaging. There are less behavioral incidences than

otherwise and this fulfilling learning atmosphere help learners in developing the right

learning attitude while establishing positive relationships with peers.

Let’s keep our classroom be positive. Learners respond far better to praise

than punitive measures. Appreciation is the key to motivation, unlike humiliation, that

is highly discouraging. Learners appreciate the freedom to express their opinions;

similarly, the opinions of their peers also play a crucial role in defining their learning

attitude. That is exactly why actions like harassment or teasing are the number one

cause for learners to drop out from the course rather than labeled as ‘dull’ or ‘stupid’

in front of others. While it is important to express opinions, it is also vital to remain

positive rather than assault. However, the best way to cut down this negative

behavior, in a professional learning environment, is to start correcting the behavior

without highlighting the names of the ones making mistakes.

Teacher always provide feedbacks to students. Feedback is the great way to

connect with learners and to set their learning efforts in the right direction. Feedback

is vital for learners as it helps them in tracking their progress and in changing their

learning strategy accordingly. It helps them recognize their weak areas while

improving the developed skills.A feedback informs the learners where they are

missing the mark and what is needed to be done. A feedback is not only a key to

motivate the learner but this timely and consistent feedback ensures an interactive

learning environment. It keeps learners involved and allows them to keep going while

mounting a feeling of purpose and belonging.

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Celebrate Success. In addition to feedback and appreciation, another way to

establish a positive and effective learning environment is to celebrate the learners’

success. This could be anything from a shout out to a big reward. When learners’

achievements are recognized and shared by the instructors with other learners, it

creates a sense of achievement and fosters healthy learning behavior.Instructors can

easily take out some time on a weekly basis to recognize each student for any of the

specific accomplishment.  This could also be done in the form of group activities or

collective assignments or projects. In addition to the celebration, it is also important to

discuss the processes or strategies used by the learner to achieve the objective. This

will also act as a guide for others to use the same learning strategy and to improve

their performance in the same manner.

Also, create a safe learning environment. A good learning environment offers

a safe platform for learners. Before you can expect learners to succeed academically,

they should also feel safe both mentally and physically. While most of the schools

take physical safety measures, not many learning platforms consider the mental safety

of the learners. Safety in a learning environment goes beyond physical well-being. In

order to maintain a safe learning environment, learners must feel supported,

welcomed, and respected. But, many learning platforms and their codes of conduct

don’t always consider or support the positive climate. For instance, strict disciplinary

practices like suspensions negatively impact the morale of the learners and hamper

their performance or likelihood of improvement. Hence, building a positive learning

environment is more about maintaining a healthy culture where the expectations are

well communicated and learners are fully aware of the code of conduct.

Teachers should employ interactive games and activities. An effective learning

platform is the one that establishes strong interactions and promotes collaborative

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learning culture. This means that it is imperative for instructors to maintain positive

relationships with the learners while also ensuring healthy association among the

learners.This can be done by using the best way of encouraging group activities.

Introduction of non-competitive games and activities break down the cliques within a

learning environment. This also assists the new and shy students to have a sense of

belonging.Such activities promote communication and collaborative working

environment and establish cooperative learning structures. There are hundreds of

proven group activities and games that can be introduced as classroom activities.

These fun activities make learners interested in attending the class and help them

learn and progress in a friendlier environment.

When we establish a learning environment, keeping these important factors in

mind, it helps in developing a thriving learning culture. A positive learning

environment is the one where learners feel involved and responsible for their learning

while being comfortable enough to fully participate in group and individual

activities.Needless to say, when educators foster positive learning culture, learners are

more likely to have the higher motivation that leads to better and more promising

learning outcomes.

References

(OECD), O. F.-O. (2009). Creating Efective Tecahing and Learning Environments

First Results from Talis. Oecd Publications. Retrieved from

www.oecd.org/publishing/corrigenda

Mateo, R. A., & Tangco, M. G. (2003). Foundations of Education II. Quezon City:

Goodwill Trading Co.,Inc.

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Secondary and K-12 Education Dispositions

Disposition: Natural mental and emotional outlook or mood; characteristic attitude.

Disposition is the natural or prevailing aspect of one’s mind as shown in behavior and

in relationships with others. (Webster’s New Universal Unabridged Dictionary, 1996,

p. 568).

Manuel C. Francisco

Please complete all that apply:

1) Attendance/Punctuality

 Perfect attendance record

 Always on time

 Rarely absent/generally punctual

 Frequently absent

 Frequently late

 N/A

Comments:

Maintaining great attendance is crucial to help you do well as an employee as well as allows

you to be in good standing with your employer. Being present and on time helps

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you strengthen your work credibility and work history. If you are absent or tardy consistently

it could affect your current employment and hinder any future job opportunities.

2) Self-Initiative/Independence

 Self-Starter; Identifies needs and attends to them immediately

 Creative and resourceful; Independently implements plans

 Has good ideas, works effectively with limited supervision

 Passive; Depends on other for direction, ideas, and guidance

 N/A

Comments:

The characteristics that employers look for in employees are the same traits that make for

successful workers. Good employees obviously are important in any business, but small

businesses often feel the impact of employee behavior – both good and bad – more acutely

than larger companies. One bad apple can have a much greater impact on morale in a small

organization than in a large one and, conversely, a good employee’s attitude and work ethic

can be infectious.

3) Reliability/Dependability

 Responsible; Attends to assigned tasks or duties on schedule without prompting

 Sometimes needs to be reminded to attend to assigned tasks or duties

 Usually fails to complete assigned tasks and duties

 N/A

Comments:

Some people could care less about their work product. They slap together a report

haphazardly or do the least amount of work they can just to get their paycheck. Instead of

displaying a positive work ethic and character by taking personal pride in their work, they

only do what is required of them and no more. People with solid work ethic and character

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take responsibility for the work they do. They demonstrate a willingness to not only ensure

the job is done, but also accept responsibility for the results -- good or bad. They take their

assigned duties seriously and go the extra mile to make sure the work is the best that it can be.

When you have character and are accountable, you recognize that the quality of your work is

also a representation of you.

4) Oral Expression

 Expressive, animated

 Articulate

 Inarticulate/hesitates to express self

 Makes frequent speaking errors

 N/A

Comments:

Teachers' oral communication skills are capable of actively supporting curriculum

implementation and meeting its goals.

5) Written Expression (Please attach writing examples if available)

 Frequently and effectively communicates with peers, instructors, advisors, parents,

and/or administrators

 Organizes and clearly expresses ideas

 Writing is often unclear and disorganized

 Written work demonstrates frequent misspellings and/or grammatical errors

 N/A

Comments:

Effective written communication is important for success in school. Written products are a

primary means by which teachers measure students’ knowledge, understanding, and progress.

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Furthermore, writing is a powerful tool for learning. As students write, they reflect and think

critically about new information, which permits them to construct new and deeper

understandings of subject matter. Writing also provides a means for students’ self-expression.

Beyond the school setting, writing is a primary means of communication in daily life (e.g.,

emailing a friend or coworker, composing a grocery list, text messaging). Effective written

expression is also important for success in post-secondary education and the workforce.

Employers report that writing is increasingly valued in some form (e.g., emails, memos,

presentations) for a number of occupations. Also, written expression skills are taken into

consideration when hiring and promoting salaried employees.

6) Critical Thinking Skills

 Distinguishes between relevant and irrelevant information, claims, or reasons in an

efficient and effective manner

 Poses probing questions and problems once issues are identified

 Struggles with initial analysis, synthesis, and evaluation of information

 N/A

Comments:

Critical thinking enhances language and presentation skills.Thinking clearly and

systematically can improve the way we express our ideas. In learning how to analyse the

logical structure of texts, critical thinking also improves comprehension abilities.

7) Tact Judgment (with peers and/or instructors)

 Diplomatic; Sensitive to others’ feelings and opinions

 Perceives what to do in order to maintain good relations with others and responds

accordingly

 Limited sensitivity and diplomacy

 Appears thoughtless, Insensitive to others’ feelings and opinions

 N/A

Comments:

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The development of good relationships in the workplace have the potential to improve the

mood of employees, making them subsequently more productive. Higher employee retention

rate: Employees may feel more connected to a company if they develop

close relationships with their co-workers.

8) Collegiality

 Willingly shares ideas and materials

 Prefers being part of a team

 Reluctant to share ideas and materials

 Prefers to work in isolation

 N/A

Comments:

Collaboration is mutually beneficial for the employees as well as the organization because

when they work together, interact and share ideas, they see and understand how others work,

think, negotiate and operate.

9) Reflective Response to Feedback/Supervision

 Solicits suggestions and feedback from others

 Receptive and adjusts performance accordingly

 Receptive but doesn’t implement suggestions

 Defensive: Unreceptive to feedback

 N/A

Comments:

Continuous performance monitoring with regular, effective feedback will produce optimal

outcomes. Through improved employee observation, managers can gain a full understanding

of an individual’s strengths and weaknesses, help them to grow and develop with the agency,

and thus increase their motivation to succeed.

10) Interaction with Students/Peers/Teachers/Others

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 Outgoing; Actively seeks opportunities to work with students/peers/others

 Relates easily and positively with students/peers/others

 Shy; Hesitant to work with students/peers/others

 Is sometimes antagonistic towards students/peers/others

 N/A

Comments:

The interactions among peers in the classroom are a normal and essential part of the learning

process that influence the lifelong learning habits of students. The potential effects of peer

relationships are reciprocal: Some students are more receptive than others. On one extreme,

for example, is the student who values and seeks peer input on every decision; on the other is

the social isolate who avoids interaction in and out of the classroom. This entry examines

selected variables that can influence learners, including developmental differences,

motivational and learning considerations, and the function of the classroom contexts.

11) Desire to Improve Own Teaching Performance

 Continually seeks new and better ways of teaching

 Makes some effort to improve own teaching performance

 Makes no effort to improve own teaching performance

 N/A

Comments:

Well motivated teachers convey their enthusiasm to their students and this encourages them to

learn. Teachers can be helped to maintain their motivation by knowing that they are doing a

good job: that they are helping students to learn effectively. By enhancing teachers'

understanding and abilities, teaching the teachers activities can help to nurture enthusiasm for

teaching in the face of competing pressures from clinical and other demands.

12) Commitment to the Profession

 Appears deeply committed to the teaching profession

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 Expresses a sincere interest and enthusiasm for teaching

 Genuine interest but lacks enthusiasm

 Unsure of teaching as a profession: Treats it like an Insurance Policy

 N/A

Comments:

The teaching profession requires commitment. An effective educator needs to be

committed not only to their students, but to the teaching profession as a whole. This

means abiding by the rules and regulations and embracing the principles of

the teaching profession, as well as the requirements.

Professional commitment is an attitude that someone has toward their job. It’s their

point of view and their active participation in the profession. The individuals who are

committed are lifelong learners who are committed to the teaching profession. Here

we will take a closer look at a few of the essential components of being a professional

who is dedicated to the teaching career.

13) Attitudes Towards Learners

 Seeks instructional strategies that provide opportunities for all students to attain higher

order learning outcomes

 Believes all students can learn

 Makes negative comments about students’ abilities to learn

 N/A

Comments:

As I stated in my educational philosophy that I believe all students are capable of learning.

They all do not learn at the same rate, but with different methods and strategies it is possible.

Students should not be thought of as mindless individuals just waiting to be filled with

knowledge by their teachers.

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14) Professional Ethics and Demeanor

Indicate: Yes No Unable to Judge

YES Maintains high ethical and professional standards (e.g., does not share

confidential information)

YES Is aware of program policies and professional practices and responds to these

guidelines

YES Maintains a professional appearance

Question: What you have done to become aware of and connected to professional
communities of practices and resources in your discipline?

I believe that continuing professional development increase the standards of our skills

set, to always be updating skills and developing knowledge, to be successful at work we do.

In a school it is very important that we take a strong interest in continuing professional

development, it means that our standards are mostly like to be high and also would make it

more interesting to parents seeking placement for their child. Also, continuing professional

development is important because it ensures you continue to be competent in your profession.

It is an ongoing process and continues throughout a professional’s career.

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Self Evaluation of Preparation for Class and Readings
Name ________________________________ Date________________

Disposition Self Assessment

Please evaluate your own class participation in each of the following areas using the

following scale…

5 = excellent, 4 = very good, 3 = satisfactory, 2 = needs improvement,

1 = needs LOTS of improvement, 0 = not even close, I should have stayed home!

1. I had read and was prepared to discuss assigned readings.

0 1 2 3 4 5

2. I was mentally engaged in class discussions, activities and lectures.

0 1 2 3 4 5

3. I treated other members of the learning community with respect.

0 1 2 3 4 5

4. I engaged in class activities and discussions with authenticity.

0 1 2 3 4 5

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5. I contributed to the class discussions in a way that could enhance learning for all members of

the class.

0 1 2 3 4 5

6. I listened respectively to other members of the class.

0 1 2 3 4 5

Mean Average ________ (jot down comments on page if you desire)

Class Participation Self Evaluation:

Learning Community Assumptions and Definitions

Assumptions related to the functioning of an adult learning community:

 We are all grown ups.

 We are in this community of learners because we choose to be here.

 We bring experience, perspectives and knowledge that may be valuable to the

learning of others.

 We are responsible for our own learning.

Definitions:

Treat other members of the learning community with respect.

 Attend to what others are saying.

 Take seriously the interests and questions of others.

 Refrain from side conversations, note passing and other distracting behavior

during class meetings.

Engage in class activities & discussions with authenticity.

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 Speak honestly about your concerns and opinions relevant to the course.

 This class is a time, a place and a community in which to learn about graduate

expectations, think about your future, plan your program, delve into the

change process, and begin thinking about leadership. It is not a place to

posture, to goof off or to play the “gottcha” game.

Participate in a way that contributes to the learning of all.

 Respond to the comments and questions of other class members.

 Attempt to connect your own statements and experience to that of others.

 Help to integrate comments of class members into key concepts of the course.

Listen receptively to other members of the class.

 Listen for the meaning of what another person is attempting to communicate –

not just the words.

 Attempt to understand the perspective of the other person. Let go of your own

perspective temporarily while you listen to others.

 Listen for the purpose of understanding, not for the purpose of finding flaws in

the other’s statements.

Self-Assessment

Each class member is asked to assess her or his own participation in face-to-face class

sessions on the basis of these criteria. If my observation of participation is different from

yours, I will discuss it with you individually

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Learning Guide in Characteristics of Classroom Assessment

At the end of the lecture, the students should be able to:

a. Define classroom assessment;

b. Discuss the characteristics of classroom assessment; and

c. Differentiate the characteristics of classroom assessment.

Classroom Assessment

It is both a teaching approach and a set of techniques. The approach is that the

more you know about what and how students are learning, the better you can plan

learning activities to structure your teaching. The techniques are mostly simple,

nongraded, anonymous, in-class activities that give both you and your students useful

feedback on the teaching-learning process.

Through close observation of students in the process of learning, the collection

of frequent feedback on students' learning, and the design of modest classroom

experiments, classroom teachers can learn much about how students learn and, more

specifically, how students respond to particular teaching approaches. Classroom

assessment helps individual college teachers obtain useful feedback on what, how

much, and how well their students are learning. Faculty can then use this information

to refocus their teaching to help students make their learning more efficient and more

effective.

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Characteristics of Classroom Assessment

Classroom assessment is an approach designed to help teachers find

out what students are learning in the classroom and how well they are learning

it. This approach is learner-centered, teacher-directed, mutually beneficial,

formative, context-specific, and ongoing.

1. Learner – centered – it focuses on observing and improving learning,

rather than on observing and improving teaching. To improve learning,

it may often be more effective to help students change their student

habits or develop their metacognitive skills (skills in thinking about

their own thinking and learning) than to change the instructor's

teaching behavior. In the end, if they are to become independent,

lifelong learners, students must learn to take full responsibility for their

learning. To achieve that end, both teachers and students will need to

make adjustments to improve learning. Classroom assessment can

provide information to guide them in making those adjustments.

2. Teacher-Directed – the individual teacher decides what to assess, how

to assess, and how to respond to the information gained through the

assessment. A defining characteristic of any profession is that it

depends on the wise and effective use of judgment and knowledge. No

one can provide teachers with rules that will tell them what to do from

moment to moment in the complex and fluid reality of a college

classroom. What faculty do depends on their skill, experience,

professional knowledge, and insight. Classroom assessment respects

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the autonomy, academic freedom, and professional judgment of

college faculty. As a result, in this approach, the individual teacher

decides what to asses.

3. Mutually Beneficial - students reinforce course content and strengthen

their self-assessment skills. Because it is focused on learning,

classroom assessment requires the active participation of students. By

cooperating in assessment, students reinforce their grasp of the course

content and strengthen their own skills at self-assessment. Their

motivation is increased when they realize that faculty are interested

and invested in their success as learners. When students focus more

clearly, participate more actively, and feel more confident that they can

succeed, they are likely to do better in their course work. Faculty also

sharpen their teaching focus by continually asking themselves three

questions: "What are the essential skills and knowledge I am trying to

teach?" "How can I find out whether students are learning them?"

"How can I help students learn better?" As teachers work closely with

students to answer these questions, they improve their teaching skills

and gain new insights.

4. Formative - Classroom assessment is a formative rather than a

summative approach to assessment. Its purpose is to improve the

quality of student learning, not to provide evidence for evaluating or

grading students; consequently, many of the concerns that constrain

testing do not apply. Good summative assessments--tests and other

graded evaluations--must be demonstrably reliable, valid, and free of

bias. They must take into account student anxiety, cheating, and issues

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of fairness. Classroom assessments, on the other hand, are almost

never graded and are almost always anonymous. Their aim is to

provide faculty with information on what, how much, and how well

students are learning, in order to help them better prepare to succeed--

both on the subsequent graded evaluation and in the world beyond the

classroom.

5. Context – Specific – the assessment technique is chosen to fit the

subject matter and the needs of the particular class. To be most useful,

classroom assessments have to respond to the particular needs and

characteristics of the teachers, students, and disciplines to which they

are applied. Any good mechanic or carpenter will tell you, "You need

the right tool to do the job right"; similarly, you need the right

classroom assessment technique to answer the question right.

Therefore, classroom assessment is context-specific: what works well

in one class will not necessarily work in another.

6. Ongoing - Classroom assessment is an ongoing process, perhaps best

thought of as the creation and maintenance of a classroom "feedback

loop." By employing a number of simple classroom assessment

techniques that are quick and easy to use, teachers get feedback from

students on their learning. Faculty then complete the loop by providing

students with feedback on the results of the assessment and suggestions

for improving learning. To check on the usefulness of their

suggestions, faculty use classroom assessment again, continuing the

"feedback loop." As this approach becomes integrated into everyday

classroom activities, the communications loop connecting faculty to

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students--and teaching to learning--becomes more efficient and more

effective.

Learning Guide of Macro Teaching

At the end of the lecture, the students should be able to:

a. Expand summation notations;

b. Express sums into summation notations;

c. Solve sigma notations; and

d. Apply sum properties to simplify computations.

In statistics, it is frequently necessary to deal with sums of numerical values. For

example, we may wish to compute the average cost of a certain brand of a noodle sold

at ten different stores or perhaps we would like to know the total number of tails that

occur when 4 coins are tossed several times.

n
The symbol, ∑ X i, shall mean that we add all values of X from 1 through n. This
i=1

notation is read “the summation of all the values of X from 1 to n. The summation

symbol Σ (Greek capital letter sigma) is used to denote that the values of certain

variables are to be added.

Examples

If X 1 =3, X 2 =4 , X 3 =7, X 4=10, and X 5 =12. Find the following:

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5 4
a. ∑ Xi b. ∑ X i
i=1 i=2

Summation Rules

Rule 1. The summation of a constant from 1 to n is equal to the product of the

n
constant and n. ∑ c=nc
i=1

Examples

6
1. ∑5
i=1

6
2. ∑7
i=3

Rule 2. The summation of the sum of a variable and a constant is equal to the

summation of the variable plus the product of n and the constant.

i 1 2 3 4 5 6 7 8
xi 5 4 6 8 6 5 2 1
n n

∑ (X i +c )=∑ X i+ n c
i=1 i=1

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Rule 3. The summation of the difference of a variable minus a constant is equal to the

summation of the variable minus the product of n and the constant.

n n

∑ (X i −c)=∑ X i−n c
i=1 i=1

I 1 2 3 4 5 6 7 8
xi 5 4 6 8 6 5 2 1

Evaluate the following summations:

3
1. ∑ ( X i−3 )
i=1

4
2. ∑ ( X i −4)
i=3

5
3. ∑ (X i −5)
i=1

8
4. ∑ (X i −1)
i=5

Rule 4. The summation of the products of a variable and a constant is equal to the

product of the constant and the summation of the variable.

n n

∑ C X i=C ∑ X i
i=1 i=1

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Evaluate the following summations:

3 6 5
1. ∑ 3 X i 2. ∑ 4 X i 3. ∑ 2 X i
i=1 i=1 i=1

Learning Guide for Micro Teaching

Angle of Elevation and Depression

At the end of the lesson, the students should be able to:

a. determine the angle of elevation and angle of depression;

b. solve problems involving angle of elevation and depression; and

c. apply in real life situations.

I. Angle of Elevation

It is the angle formed by a horizontal line and the line of sight up to an object

when the image of an object is located above the horizontal line.

Example

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A tower is 15.24 m high. At a certain distance, away from the tower, an observer

determines that the angle of elevation to the top of it is 41°. How far is the observer

from the base of the tower?

II. Angle of Depression

It is the angle formed by a horizontal line and the line of sight down to an object

when the image of an object is located beneath the horizontal line.

Example

Find the height of a hot air balloon which is directly above a nipa hut if the angle of

depression of a carabao, 62 m away from the nipa hut, is14 ° 55' .

Activity 1.

A. Identify whether ∠A is an angle of elevation or an angle of depression.

B. Solve the following.

1. A man flies a

kite with a 100-foot string.

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The angle of elevation of the string is 52 degrees. How high off the ground is the

kite?

2. From the top of a vertical cliff 40 m high, the angle of depression of an

object that is level with the base of the cliff is 34º. How far is the object from the

base of the cliff?

Activity 2

A. Draw the picture presented by the information in the given problems. (These

problems don’t ask for an answer.)

1. The angle of elevation of the top of the building from a point 30 meters away

from the building is 65°.

2. A bird sits on top of a 5-meter lamppost. The angle of depression from the bird to

the feet of an observer standing away from the lamppost is 35°.

B. Solve the following problems. Show your complete solution. (5 pointseach)

Scoring Guide

a. Illustration of the problem--- 1pt.

b. Formula used ------- 1pt.

c. Solution and final answer -------2pts

d. Conclusion -------------------------- 1pt

1. From the top of a cliff 280 meters high, the angle of depression

of a boat is 25°. How far from the base of the cliff is the boat?

2. A 14-foot ladder is used to scale a 13-foot wall. At what angle

of elevation must the ladder be situated to reach the top of the wall?

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