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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES


Quezon City Campus

PRE-SERVICE TEACHER TRAINING

Extended School Experience

FIELD STUDY 11 MANUAL


PRACTICUM

NAME OF STUDENT: KIMBERLY M. DEGUZMAN


COURSE AND SECTION: BACHELOR IN BUSINESS TEACHER EDUCATION

Date Submitted: March 30, 2011


TABLE OF CONTENTS:

Dedication

Acknowledgement

Prayers for the teachers

Introduction

PUP

Cooperating schools - Maligaya High School

Final Demonstration Plan

Brief Synopsis of Professional Readings and References

Professional Development Plan

Current Issues in Education

Attachments

A. Photographs

B. Lesson Plan

C. Daily Time Record


Dedication
To my dear students of

Maligaya High School

Thank you

For treating me as your teacher

For giving me the strength to go on

With this journey.

To Mrs. Amalia F. Abellon

That is always there to guide me.

And to my parents…

This is for you!


Acknowledgement
Special thanks to the following:

Mrs. Amalia F. Abellon (my cooperating teacher), Mrs Erna Akyol


(Technology and Livelihood Education Department head), and Mrs Angelita
Regis (Maligaya High School principal) for accommodating my 300 hours on
the job training at their school.

The students of third year high school (section: emerald, garnet, jade, pearl
and ruby academic year 2010-2011) in Maligaya High School for actively
participating in the class.

Prof. Sheryl Morales and Prof. Marilyn Isip for guiding us in Practicum II.

To my parents; Mr.Arnel and Esperanza de Guzman, who are so supportive


and loving and for providing me with everything I need to finish the
practicum.

And most especially to almighty God. Thanks for the strength you give me
through out the journey.
Prayer for Teachers

Lord give me wisdom, creativity and love

With wisdom, I may look to the future

And see the effect that my teaching will

Have on these children and thus adapt my

Methods to fit the needs of each one

With creativity, I can prepare new and interesting

Projects that can challenge my students and expand

Their minds to set higher goals and dream

With love, I can praise my students for jobs well done

And encourage them to get up and go when they fall.

Through Christ our Lord

Amen.
Introduction

The field study 11 is the practicum for student teachers in the school’s ground. Since it is
their first time to be exposed to the environment, they are expected to take note of the school,
classroom facilities as well as the organizational set-up of the school.

Student Teaching is the culminating experience prior to certification. Student Teaching


is a minimum of a ten-week, full-day teaching experience in a selected classroom. The dates of
Student Teaching depend on the school placement. Students may start and end their experience
before and/or after the official beginning and ending dates of courses.

Student teachers assume the class schedule and supervisory responsibities of their
cooperating teacher. A full-load for a student teacher usually consists of five classes with two or
three preparations per day.

There is usually a phase-in period, when the student teacher initially observes the classes of his
or her cooperating teacher and then is gradually given more responsibility. Usually by the
second or third week the student teacher assumes full responsibility for all of his or her classes.
At the end of the student teaching assignment there is usually a "phase-out" period as well, so
that the students can again be acclimated to their regular teacher.
Polytechnic University of the Philippines
Philosophy
As a state university, the Polytechnic University of the Philippines believes that:

 Education is an instrument for the development of the citizenry and for the enhancement
of nation building;
 Meaningful growth and transformation of the country are best achieved in an atmosphere
of brotherhood, peace, freedom, justice and a nationalist-oriented education imbued with
the spirit of humanist internationalism.

Mission
The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and
global education and community services accessible to all students, Filipinos and foreigners
alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the
changing needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and
competence among all members of the academe, stressing their importance in building a
truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as
the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and
social consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader
understanding and appreciation of life and to the total development of the individual;
7. Make the students and faculty aware of technological, social as well as political and
economic problems and encourage them to contribute to the realization of nationalist
industrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and develop
proficiency in English and other foreign languages required by the students’ fields of
specialization;

9. Promote intellectual leadership and sustain a humane and technologically advanced


academic community where people of diverse ideologies work and learn together to
attain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic and
cultural life throughout the world; a community enriched by the presence of a significant
number of international students; and a community supported by new technologies that
facilitate active participation in the creation and use of information and knowledge on a
global scale.

Vision
Towards a Total University

Goals
Reflective of the great emphasis being given by the country's leadership aimed at providing
appropriate attention to the alleviation of the plight of the poor, the development of the citizens,
and of the national economy to become globally competitive, the University shall commit its
academic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards of


quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines relevant and
responsive to the dynamically changing domestic and international environment;

3. Provision of more equitable access to higher education opportunities to deserving and


qualified Filipinos; and

4. Optimization, through efficiency and effectiveness, of social, institutional, and individual


returns and benefits derived from the utilization of higher education resources.
Maligaya High School Profile
VISION
Maligaya High School is committed to provide accessible and quality education to the deprived
and underserved communities in order to produce upright, healthy, economically self-sufficient
and peace-loving citizen.

MISSION

To be an institution which will produce highly skilled, intellectually equipped and values-
oriented individuals who are united in a common aspiration in the service of God and Country.

A Glimpse on MHS History

Maligaya High School, formerly Lagro High School Maligaya Park Annex, stands as a
landmark of the government’s concern for the welfare and progress of the people. It is a symbol
of government’s commitment to make education accessible to all.

Based on transfer Certificate of title Numbered RT (149905) and RT 89086 (144907)


issued by the Register of Deeds of Quezon City, Metro Manila Philippines, this parcel of the land
where MHS rose was donated by the Biyaya Corporation represented by its General Manager,
Mr. Paul Sysip to the Quezon City government represented by Hon. Ismael A. Matay, Jr.

The said parcel of land consists of 19,169 sq. meters more or less and located at the
heart of Maligaya Subdivision where a two-story building with six (6) classrooms caters to the
students living within the community and its adjacent subdivisions.

The building was blessed and formally turned over to the Division of City Schools
represented by Dr. Alma Bella O. Bautista, Assistant Schools Division Superintendent on July 3,
1992.

The people who worked hard for the construction of this building were the following:
Congressman Dante Liban, Atty. Godofredo Liban II, Barangay Captain of Brgy. Pasong putik,
and Mr. Romy Mallari.

The school formally opened in June 1992 and was granted independence in 2003.

Now, MHS in gaining emerging success from increased populations, installed physical
improvement, acquired active participation of stakeholders and marked academic progress.

With school’s mission and vision, Maligaya High School embraces a strong
commitment to offer best quality education for the welfare of the Filipino learners who shall
meet common aspirations in the service of God and country.

CURRICULUM DESCRIPTION
Key reforms in basic education have been put in place in the areas of nation learning
strategies, school-based management, teacher education and development, resource mobilization
and management, and quality management system among others as a demonstration of the
DepEd’s commitment to provide the learners the best education that they deserve.

After a four-year try out in a number of schools nationwide, the 2910 Secondary
Education Curriculum (SEC) which focuses on teaching and learning for understanding and
doing by design will now be Implemented in the First Year level and shall be progressively
mainstreamed.

So, for SY 2010-2011, students in the Second to Fourth Year levels shall continue to
undertake the 2002 Basic Education Curriculum incoming First Year students only.
Final Demonstration Plan
Brief Synopsis of Professional
Readings and Reference
Student Teaching Guidelines
This page provides information on the Student Teaching experience in Science Education.

Requirements. To do student teaching in science you must:

1. Be registered for Education 65.04 or 613.2


2. Satisfy all pre-requisites and any co-requisites for 65.04 or 613.2
3. Have completed undergraduate science courses, including advanced electives, in
the topic areas covered by the senior high school curriculum in the subject in
which you will do your student teaching
4. Have maintained close to a "B" average in science and related courses
5. Be able to communicate effectively with students in a high school classroom

Normally you should be a science major or have completed a B.A. or B.S. degree in Biology,
Chemistry, Geology, or Physics. You should have most of the 36 science credits needed for New
York State teacher certification. You must apply in advance for admission to student teaching
courses, submit your transcripts, and be approved by the Secondary Education program and the
course instructor.

Placement. All students approved for student teaching in science are assigned to a senior high
school, normally one near the college campus. Student teachers are grouped together at particular
schools to facilitate supervision and evaluation of your work; special requests for placement in
particular schools normally cannot be honored.

You will receive a letter of assignment to a particular school informing you of the department
and department head (usually an Assistant Principal) to whom you should report at the start of
the public school semester. You should normally report to the school before the first class at the
College. It is a good idea to telephone the school a day ahead and speak with the department
head.

Responsibilities:

1. Be on time for all work at the school. Call in if you must be late or absent, just as
a teacher would do.
2. Follow the directions of your Co-operating Teacher regarding all school
procedures.
3. Your conduct and dress should be appropriate and meet the school's standards
4. You should be well-prepared for all lessons, tutorials, or other formal work with
students
5. You should refer all problems to your Co-operating Teacher, department head, or
college instructor

Activities:
1. Observing teachers and their classes, particularly your Co-operating
Teacher; Guidelines
2. Teaching whole-class lessons or portions of lessons
3. Assisting your Co-operating Teacher in class and/or team teaching
4. Helping or tutoring students individually and in small groups
5. Assisting with laboratory work, field trips, demonstrations, work in the science
preparation room
6. Learning and carrying out routine classroom and school duties of a teacher, as
appropriate

NOTE that normally you will mainly observe and assist in the first few weeks of the semester,
teach the class for all or part of a period about once a week during the middle of the term, and
teach whole lessons once a week or more often in the final weeks of the term. You should teach
your first lesson to the class no later than early March. You will normally do most of your
teaching in one class of your Co-operating Teacher's program, but may also teach occasionally in
other classes.

Observations.

Your teaching will be observed during the term by a supervisor from Brooklyn College, either
the course instructor or another faculty member. You will also get advice on your teaching from
your Co-operating Teacher and perhaps from the department head. In the early part of the
semester you should model your teaching after the routines and procedures of your Co-operating
Teacher. Later you can try out various methods discussed in the seminar or original ideas of your
own, with the Co-operating Teacher's approval. Your first official observation will mainly be
diagnostic and count least toward your final evaluation. The last two observations of the term
will normally count more and will look for progress and attention to recommendations made to
you after the first observation.

Co-operating Teachers.

Your Co-operating Teacher, also known as a Mentor Teacher, receives credit from the College
for working with you. You should regard the C.T. as a primary source of information, advice,
and guidance as you learn how to perform the role of a teacher. The classes in which you may
teach are the responsibility of the C.T., and so you should defer to the C.T.'s policies with regard
to the class. If you want to try something different, discuss it in advance. Co-operating Teachers
know that you are there to learn and to try out teaching methods of various kinds and will
generally be willing to let you use methods presented in the college seminar. Remember that
students get used to particular policies and procedures and teaching methods and that while they
like variety, they may findnew approaches confusing at first. Accept the guidance of your C.T. in
general, but also show some initiative in proposing teaching ideas.
Designing for learning will take place in the context of a preferred pedagogical approach which
in itself will be derived from a perspective on the nature of the learning process. It is possible to
identify three broad perspectives, each making fundamentally different assumptions about how
learning occurs. These are given in the table Defining approaches to learning with the identifying
features and pedagogical approach associated with each perspective.

One, or a combination of these perspectives, may suit different subject areas, different kinds of
learner, or different values about what is important in the learning encounter. No one
pedagogical approach (or combination of approaches) is more or less likely to involve e-learning
as is shown in the case studies in this CD-ROM.

The approach selected is likely to be based on what the practitioner knows of learning theory and
practice, for example from their training and from talking to colleagues, as well as the
professional know-how they have gained in the course of their career. It may be influenced by
the nature of the learning outcomes, the practitioner’s awareness of learners’ preferences, or by
the resources, tools, facilities and services within the environment in which the learning takes
place. The pedagogical approach a practitioner uses may not be articulated or given a name, but
will have an influence on the designing process.

The search for effective practice will mean exploring the rationale behind the approach adopted
and ensuring its relevance to the other essential elements underpinning designing activities for
learning.

Reaction:
Student teaching has different guidance to follow. We as the students who have
practicum must bear in mind the need to practice these guidelines and our responsibilities
so that we can be the best in our profession. Right from the start it is for us to be good in
our future careers.

ICT’s
How ICT help in education
Posted: Dec 14, 2010

Information and communication technology (ICT) has become an integral part of the learning
process in the recent times across the globe. ICT enhances the learning environment, and in the
organization and management of schools, colleges and universities. Many Teachers understand
the importance of the ICT into the education and mastering concepts of ICT to enhance their
teaching skills as part of the core of education, alongside reading, writing and numeracy.
Educational research studies show
Learners are more interested and are extremely enthusiastic in the ICT learning environment.

ICT opens up a world of exciting potentials for interactive and innovating teaching ideas and
learning environment. ICT teaching aids such as Interactive whiteboards, visualiser, projectors,
response systems etc incorporates audio visuals effects to impact on students mind and aids in
their learning skills.

Projector is a popular ICT device used in the schools, colleges and the universities for projecting
the information stored in computer as a large image on projection screen or on the wall such as
multimedia, power point files, animation, motion video and other computer contents.

Visualiser is a kind of camera that can display document , 2D or 3D teaching samples on display
devices like projection screen, plasma screens etc providing detailed view.

Interactive whiteboards are larger interactive digital boards which are connected to projector and
computer. An educator writes with finger or pen on interactive whiteboard. Interactive
whiteboards are extensively used in schools, colleges and universities at all level of learning as a
replacement of traditional whiteboards or flip charts. ICT has a huge impact on teaching ideas
and learning process.

Reaction:
Ict is truly helping out the education institution in the country. With the technology and
communications, students and teachers have easy access of the information that is guaranteed to
help us cope with the changing needs and demands in the society.

Learning approaches to education


Educational Approach

Educational practices are incredibly diverse not only around the world, but even within a given
school. What some might view as the best approach to educating children, others might see as a
mediocre attempt to do so.

The video “Pre-school in Three Different Cultures” illustrates this diversity in educational styles
to the viewer. The documentary consists of the filming of three different pre-schools in different
countries during the span of a normal day. The summaries of the day’s activities given in the
video for each of the pre-schools let the viewer analyze both the social and academic aspects of
the children’s experience throughout the day. The pre-schools included in the video are
Komatsudani from Japan, Dong-feng from China, and St.Timothy from the U.S. (Hawaii). The
following paper will shed light on what is known as constructivism and behaviorism, and
describe which one of the schools falls under each category.

Constructivism is the theory that views children as little individual scientists. When following
the theory of constructivism, students are allowed to explore their environment, interact with it,
and learn from it. The constructivist teacher acts as a support pillar for students to lean on when
they are in need, not the leader that everyone must follow. Constructivism also sees differences
amongst the children and the things they learn from their interactions; not everyone learns the
same things at the same rate or with the same ease.

After watching the video, the school that seems to have the most constructivist approach is
St.Timothy. When it came time for the students to partake on an activity, the teacher gave them
the opportunity to choose the activity they preferred instead of assigning them one or making the
whole class do the same thing. This approach allows the students to participate on an activity that
they find stimulating, which tends to let students learn much more than an activity that they find
boring. It is also worth mentioning that when the students chose an activity by pointing at the
representative objects the teacher would let the student know that she wanted them to indicate it
by using spoken language. The teacher used a constructivist approach when doing this since she
did not guide the student on how to form the sentence, but rather let them construct their own
sentences and correcting them if necessary.

One of the activities, and the teacher’s comment regarding the activity, shows the constructivist
ideal beyond any other thing seen in the video. The activity being referred to is the block
building activity, during which the students are allowed to rearrange the blocks in any way he
choose to. This is a very different approach to the one used in one of the other schools in which
students are given specific guidelines to follow when using the blocks. When asked about the
difference in approaches, the teacher in St.Timothy responded that she thought their approach
was better because when you let children build their own structures they will sometimes come up
with things that the teacher would never even think of. This is a great example of the idea that
children are like little scientists with very different approaches to learning through their
environment.
Another aspect in which St.Timothy’s approaches were very constructivists was behavior and
discipline. There is an instance during the day during which a student refuses to clean up the
materials even after the teacher has asked him to do so directly. Instead of ordering the student to
pick up the materials by using her authority like many teachers tend to do, the teacher talks to
him at an equal level. She doesn’t just boss him into putting the things away, but rather tries to
make the student think of the consequences that might come about from not picking up the
materials. She explains to the student that if the materials are not picked up some of his fellow
students might end up injured. After he refuses to comply once again, the teacher gives him two
choices. The student has to choose between spending time alone or picking up the materials. It
does not take more than a minute before the student decides to comply.

Some people might dispute that the Japanese approach regarding behavior and discipline at
Komatsudani is more constructivists because it has less teacher involvement, but the teacher’s
approach seems to be more negligence than constructivism. The principal of the school is quoted
saying that it is normal and even necessary for boys to fight because it is the way that they learn
how to resolve problems that might arise later in life. The statement might have some truth to it,
but as his own statement says, the children are learning and therefore don’t have the required
skills to resolve these problems yet. As a teacher, one can let them try to solve the problem by
themselves but always keeping very close surveillance. It is not a good approach to simply
ignore the situation or tell a child “why don’t you do something about it?”, like one of the
teachers at Komatsudani was quoted saying when told about another child’s misbehavior.
Behaviorism is the theory that states that people can be taught through the use of reward and/or
punishment. The theory is also seen as the more repetitive of the two theories because it often
involves the use of drill-and-practice as the main form of instruction. In behaviorism the teacher
is the main focus of the class and all the students must often follow the directions exactly as they
are given. The school that most resembles the ideals of the behaviorist theory in the video was
Dong-feng from China. One of the first examples of this is when the 4:2:1 phenomenon is
explained. The 4:2:1 phenomenon occurs due to the attempts of lowering China’s population.
According to the school officials, the problem is that now more than ever a lot of children are
single children that are showered with attention from two parents and four grandparents.
Behaviorism is shown when the school staff claims that they must correct the mistakes done by
the parents and grandparents regarding the children’s behavior due to excessive attention and
spoiling. Another instance in which the school’s behaviorist approach was obvious was the
bathroom usage. The school’s bathroom usage approach was weird to say the least, all students
were to go to the bathroom at the same time and in the same place. The teachers claimed that if a
student really needed to use the facilities he or she was allowed to go at another time than the
one scheduled, but that it was good for students to become familiar with the concept of
scheduling and should try their best to become accustomed to the time guidelines. The school’s
behaviorist approach was also evident during formal instruction and before meals. Before every
meal, the students must always participate in giving thanks for their food by reciting a chant in
unison that goes something like “this food sure smells good, I bet it’s delicious, I am so thankful
for my dad and mom”. The repetition of this chant serves as a way to reinforce the idea that the
students should be thankful for their parents and whatever their parents were able to give them as
a meal. When it comes to formal instruction their approach is very behaviorist and completely
different from the approach taken by St.Timothy. In Dong-feng the students are given specific
instructions on how to work with the wooden blocks and must set up the materials in a certain
way before they are even allowed to start. Once they start building their wooden structures, they
must follow the guidelines, and will not be given any positive reinforcement if they deviate from
them by doing something different or creative. Instead of rewarding creativity like the staff in
St.Timothy, the staff at Dong-feng seems to only care about the students’ ability to follow
directions. When it comes to educating and teaching students with cultural and linguistic
diversity, one must always keep the lessons interesting and original. As a future teacher, my area
of expertise will most probably be math. My lessons will contain as many visual components as
possible and as much student participation as the lesson allows. I will motivate the students to
take risks by making a constructivism-behaviorism-constructivism sandwich. The students will
be given a task to complete, which they don’t yet have the skills for. During this time the
students will be encouraged to brainstorm ideas on how the task might be completed; both right
and wrong approaches will be celebrated as achievements, the important thing is that they are
willing to try new things. Once the brainstorming period is done, I will instruct them on how the
task is most commonly completed. The students will then be given some time to practice
following the specific steps that allow them to complete the task. After they seem confident
enough using these steps, they will be given the freedom to experiment with other approaches
that they might have thought of after being taught the steps. They will be encouraged to use any
methods that make the task easier for them as long as it gets them to the right answer. They will
also be told that it is perfectly fine to use the steps taught by the teacher, but that the approach
might not be the only or easiest one.

Reaction:
There are different approaches to learning and different people have different ways
in coping up with the students, the student teacher must know the different capabilities of
their students as we go along into the practice and in the long run in our future careers.
Professional Development
Plan

After five years, I’m 25 years of age. I think in that span of time I’m in a stable
job, maybe in teaching and supporting my family in their need becous I’m the
breadwinner. Hopefully by that time, I passed the Let exam for teachers and I will
have a masteral degree in educational management.

I will plan to be a professor also in any private colleges’ institution or in higher


education. I’m planning also to have my own family so that I have someone to be
there for me in the long run.

I will work hard to achieve all my dreams for myself, my family and to the ones
who believe in me.

Current Trends in
Education
Three Current Trends in Education
Although the way we educate is changing, the traditional setting of how we educate has not
changed. Often Schools still use the same classroom format used last century, and books are still
an essential part of the educational system, based on rigid curriculums.

This is changing, and online education is affecting these changes that are challenging the
traditional way we educate.

1. Home Schooling

As more people go online everyday, and our working structures change. The boom in online
education has started, that is challenging the way we look at traditional education.

Home schooling is becoming a trend in many countries, as education becomes more expensive,
and often still book and exam focused. And the internet provides plenty of sources for families or
communities disappointed with the current education system.

International examinations are readily available for students who study at home, and are often
recognized internationally. Often they provide curriculums, and even materials on their websites
to parents or community leaders, who organize home schools.

This freedom of choice, and of resources does threaten the role of traditional schools, that often
are structured around yesterdays education, rather than focusing on tomorrows educational needs
for our children.

2. Self-Study

One of the skills that our new generations of net users are learning is self study techniques. These
techniques challenge the role of the teacher, who often was the main provider of information
through certain books.

Recognizing the achievements of self-study is not easy, but examples of many of today's
successful young entrepreneurs, show that many of them learned more from the web, then from
studying at traditional colleges.

In fact, many of the world's most successful young entrepreneurs never went to a traditional
college, which often justifies the strengths of self-education.

IB schools recognize this self study trend, and have shifted the basis of education towards an
activity rather than a examination based education, and our younger learners are learning to
become more independent, because of this change.

3. The Failure of Traditional Education


Traditional Schools and Educational Institutes often based their education on the fact that they
produce students who can adjust to life as an adult, and are educated towards the skills needed
for the future.

The reality is over 70% of graduates do not work in the field of their study, and often need
retraining in the real World. Another reality is that most people are unhappy in their jobs.

A successful education system should produce in theory people who work in the field they
excelled to study in, and are happily contributing to society. The opposite has happened, given
that only 30% of graduates work in the field they study in, and only 20% of people are happy in
their current job.

This may be the ultimate failure of the traditional educational system that produced unhappy
graduates that needed retraining, and employees that disliked their work.

Challenging the traditional monopoly of the education system has never been greater, with the
birth of on-line education. The inevitable movement from exam based to practical activity based
learning, may create Students that enter the real world, equipped with the skills to survive future
changes in the 21st Century.

IELTS is the benchmark for individuals and students who wish to reside or study in Australia,
the UK, and the United States. For IELTS Trainers, you can now purchase a new book of
complied speaking and writing topics from the Asian European Press.

Attachments:
Photos
Lesson
Plan
Daily Time
Record
Evaluation
and
Clearance