Field Study 2: FS2 Experiencing the Teaching- Learning Process

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Republic of the Philippines
Northern Negros State College of Science and Technology
Old Sagay, Sagay City, Negros Occidental
In Partial Fulfillmentof the Requirementin Field Study 2
(First Semester S.Y.: 2013-2014)
Submitted by: Antenero Mira Mae
Arnado Jessa
Margallo, Jesseryl
Mouit, Jennie
Robillos, Kenneth Jay
Submitted to: Prof. Mary Grace M. Ofqueria

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This compilation was prepared and developed to provide
and share experiences for those who will undergo the same
undertakings. Through the experiences written, some latest
innovations and strategies in teaching were shared their
applicability will vary depending on whatever and whenever it
will suit to the classroom situation. Some classroom problems
were also mentioned whether they are severe or not, they are
somehow enriching experiences that will guide and teach
future mentors in performing teaching endeavors.

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Organization
of
Portfolio

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. . .
Step 4: Reflect on your experience.
Step 3: List down the instructional materials
used by the teacher in facilitating learning.
Step 2: Observe the cofnitive, metacognitive
and notivational processes in the classroom.
Step 1: Observe at least three classes and
describe the principles of teaching and
learning used by the teacher.
FIELD STUDY
LOOKING THROUGH THE MEANINGFUL LEARNING EXPERIENCES
Name of FS Student: Jennie Mouit Year & Section: II-B
Name of FS Student: Jesseryl Margallo Year & Section: II-B
Name of FS Student: Kenneth Jay Robillos Year & Section: II-B
Name of FS Student: Mira Mae Antenero Year & Section: II-B
Name of FS Student: Jessa Arnado Year & Section: II-B
Course: Bachelor in Secondary Education Major in Physical Science
Resource Teacher: Mr. Willy Lee Ph. D Signature:
Cooperating School: Sagay National High school (SNHS)
Target
At the end of this activity, you will be able to identify the principles in teaching-learning
activities, manuals and other instructional materials used by the teacher in selected projects.
Way
Learning how to apply the teaching principles in a classroom setting is something you
aspire for. Initially, you would need to observe and describe how it is manifested in the real
classroom.
Experiencing the Teaching-
Learning Process
Episode 1

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Name of Observer: Mouit, Jennie Z.
Name of the School Observed: Sagay National High School (SNHS)
School Address: Sagay City, Negros Occidental Date of Visit: January 15, 2014
Year Level: Fourth Year High School Subject Area: Physics
1. What principles in teaching-learning were commonly applied?
Learning is a “cooperative and collaborative process” where in both
the teacher and the students are involved in the discussion. Students are
encouraged to share their experiences and insights in the class and they were
also given a chance to do some group activity. But still “the teacher really
matters” to the effectiveness of the learning of the students because even
though they do collaborative works still they need their teachers guidance.
2. What instructional materials were used in teaching?
The teacher uses both high tech materials and traditional instructional
materials just like laptop, LCD projector, chalkboard and written visual aids in
presenting his topic. The teacher also uses different strategies in order to
accommodate the diversity of his students and made them understand the
topic well and they will soon be able to relate it to the real life situation.
3. Which of the principles in teaching facilitate the cognitive, metacognitive
and positive motivational processes of learning?
Having clear expectation and continuous feedback activate learning as
a teaching principle, students can achieve at higher levels when they have a
clear image of what is expected from them. They were able to reach the high
standard if they were given criteria for judging and they were able to improve
their work if they were provided positive feedback so that they will be more
motivated to bring it up to standard.
Tools

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Name of Observer: Margallo, Jesseryl B.
The principle in teaching-learning commonly applied is that “Learning is
cooperative and collaborative process.” As what I have observed during my classroom
observation the teacher gives the students group activities, in which this activities will
help the learners develop their leadership, cooperation and trust to one another, and so
they can perform the task effectively.
The teacher uses various types of instructional materials during his discussion.
Sometimes he use power point presentation, using laptop computer and LCD projector,
he also use books, and the traditional chalk and blackboard, but I noticed that the usual
instructional materials he use is the module. These instructional materials teachers used,
helps a lot on both the students and teachers part. These will lighten the teachers’ work
and these will help the students understand better the lesson because the materials
presented to them are concrete.
3. Which of the principles in teaching facilitate the cognitive, metacognitive and positive
motivational processes of learning?
All the teaching principles facilitate the cognitive, metacognitive and positive
motivational of learning. Learning is a unique process that’s why you cannot use only one
teaching principles to facilitate to different learning processes. The collaboration of all the
teaching principles will facilitate these processes. So it is up to the facilitator on how he
will going to relate every principles of teaching with one another, in order to facilitate all
these learning processes.

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Name of Observer: Robillos, Kenneth Jay A.
Learning is an innovative process which characterized by creation of new
ideas or things. From this principle in teaching-learning the learners will focus to
the discussion and through this the learners acquired new knowledge by
participating and sharing ideas of what they have learned in the discussion.
Learning is an evolutionary process; learning doesn’t happen in just a snap of the
finger. This requires time and patience where in the learners will be given a
chance to learn better.
The teacher uses different instructional materials such as power point
presentation, laptop, and visual aids. Through these different instructional
materials the learners will be attentive and active in participating in the class
discussion.
3. Which of the principles in teaching facilitate the cognitive, metacognitive and
positive motivational processes of learning?
Learning takes place inside the learners and is activated by the learners himself. It
depends on the learners to learn better inside the classroom. If the teacher is
learner-centered, the students will positively learn during discussion because they
are given a chance to share their ideas to others.

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Name of Observer: Antenero, Mira mae M.
Learning is a collaborative and cooperative process. It requires the
perseverance and passion of the teacher to impart knowledge to his students and
to make the transfer of learning positive. The student himself must cooperate to
his teacher in order for them to achieve the learning goal.
The teacher used various type of instruction during his discussion. He used
a power point presentation using laptop and LCD projector to present his lesson.
By the use of these instructional materials, it helps a lot to both students and
teacher’s part. These will lessen the teachers work and the students will be able
to understand the lesson being discussed by the teacher.
Learning takes place inside the learners and is activated by learners
himself. Therefore, it depends on the perseverance and willingness of the
learners to learn inside the classroom. Effective teacher and high-technology
instructional materials will be very useless if the learners are not willing to learn.
So learners must cooperate also in order to achieve positive learning outcome.

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Name of Observer: Arnado, Jessa M.
Learning is a collaborative process which requires the cooperation and
participation of the learners to the teacher. The learners have their chance to share
their knowledge and insights about their prior knowledge and skills in different task
given to them. Learning is an evolutionary process because it’s not easy to change
behavior; it does not happen in just a single blink of an eye, it requires patience,
love and passion. Therefore, learning and teaching are both painful processes.
The teacher uses high technology materials such as computer, projector and
power point presentation. The teacher also uses variety of instructional strategies
in order to encourage his learners to develop their deep understanding about their
subject matter.
The teacher creates developmentally appropriate instruction that takes into
account individual learners’ strength, interests, and that enables each leaner to
advance and accelerate his/her learning. With that principle of teaching, learners
will be able to construct knowledge, acquire skills and develop disciplined thinking
processes.

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Being an effective and efficient teacher is not an easy task, it comes with great
responsibility which requires patience, passion and love.
As we conduct our classroom observation, we observed that the teacher used various
principles in teaching that caters not only the intellectual but also the emotional aspect of the
learners. We also observed that in every principle the teacher used, he relates it to the
personal experiences of the students and to their multiple intelligences and individual
differences, so that he will be able to catch their attention and interest, and at the same time
he can give them educational needs.
As we foresee our future teaching career, those principles of learning and teaching will
also be adapt. And for them to learn effectively, we must always consider their individual
differences and multiple intelligences. And of course, learning is a collaborative process, so
through the combine effort of the teacher and student, teaching-learning process will work
effectively.

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. . .
Step 3: Conferwiththe teacherregardingobservableandsignificant
events.
Step 4: Reflectonyourexperiences.
Step 1: Make a journal aboutthe taskperformedbythe teachersas
theyteachtheirlessonnotingpatternsandvariety.
Step 2: Recordand highlightobservable andsignificant eventsinsuch
teaching-learningactivitiesandevents.
FIELD STUDY
LEARNERS’ CHARACTERISTICS AND NEEDS
Name of FS Student: Jennie Mouit Year & Section: II-B
Name of FS Student: Jesseryl Margallo Year & Section: II-B
Name of FS Student: Kenneth Jay Robillos Year & Section: II-B
Name of FS Student: Mira Mae Antenero Year & Section: II-B
Name of FS Student: Jessa Arnado Year & Section: II-B
Course: Bachelor in Secondary Education Major in Physical Science
Resource Teacher: Mr. Willy Lee Ph. D Signature:
Cooperating School: Sagay National High school (SNHS)
Target
At the end of this activity, the students will be able to identify and describes the
teacher’s activity and the behaviors of the learners in these activities.
Way
After observing the principles of teaching and learning in the classroomsetting, you will
to start to journey through the methods, strategies, and approaches of teaching and learning by
first observing actual classroomteaching.
Experiencing the Teaching-
Learning Process
Episode 2

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Tools
MY JOURNAL
School Address: Sagay City, Negros Occidental Date of Visit:
Year Level: Fourth Year High School B Physics
Topic: Eye
Description of Teaching Strategies:
Most of the time, the teacher uses lecture method, where in most of the information are
coming from the teacher himself. But still he is open in accepting his learner’s additional
information and experiences related to the topic being discussed.
Description of Learning Activities:
The teacher always uses question and answer activities. Wherein he asked question to
each learner and let him/her answer it after a second. If the given answer is wrong he
provided reinforcement and if the answer is correct he then give praises to that particular
student.
Description of Learners’ Participation (proportion of learners who participated and quality of
participation ) :
Only few of them are really active in the class participation, and the rest are somehow shy
in showing what they know. I could sense that they are afraid that whatever they going to say
will be wrong. But still their teacher never ceases in encouraging them to speak up.
MOUIT, JENNIE Z. BSEd II-B______
Signature over Printed Name of FS Student
Attested by: Mr. WILLY LEE Ph.D.
Cooperating Teacher

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MY JOURNAL
Topic: Nature of Physics
The teacher used various teaching strategies in his class. I observed that he considers
the multiple intelligences and different learning styles of the learners in every teaching strategy
he uses. For example, today he uses power point presentation for those learners who
understand better through perception and hearing, while tomorrow he lets his students to do
some group activity like role playing for the benefits of those students who have bodily-
kinesthetic intelligence.
The same with the teaching strategies, the learning activities also varied. Some of the
activities were done by the group, but there were also learning activities that were done
individually. The group activities were done effectively by the collaboration efforts of the group
members with the guidance of their teacher, and the individual activities were done
independently by the learners.
participation ) :
There were only few learners that actively participating in every class discussion, most
of them are girls. The majority of the learners that are participating in class discussion cannot
really provide or supply the exact answer to their question, some are just participating for the
sake of fun, especially the boys
_____JESSERYL MARGALLO_BSEd II-B___
Cooperating Teacher

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MY JOURNAL
Year Level: Subject Area:
Topic:
participation ) :
____________________________________
Cooperating Teacher

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Entries
of
Evidences

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Documentation of the Group
The Learners
Our critic teacher & us.

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1st
day of our observation
Making outputs
Last day of our observation

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“The Learners”
By: Terry Farwell
We learn by "seeing it" (visually), "hearing it"(auditory),or "moving and
doing it"(kinesthetically), and mostof us have one primary learning style through
which we best learn and remember information. Allof us can benefitfrom
identifying and understanding our individuallearning styles.
“Actions Speak Louder than Words”
Kinesthetic learners’ best learn by doing. These students may be avid note
takers in class, but not review them later; they remember things that were seen,
done, or discussed. "When given assignments, such as writing a book report or
making a scenefrom a book, [kinesthetic learners] will make a scene. They can
learn to read and follow directions through the useof recipes, etc."
(Parent Newsletter, NDCU Extension Service, October 1997).
Kinesthetic learners move, bounce, and travel around classrooms and
homes. They are rarely still, but in their movements are always learning. These
individuals will point while giving directions, or only be able to get to a particular
place by taking you there. Making small adjustments in the lives and routines of
these individuals will facilitate them in increasing their success athome and at
school.
Strategies for Kinesthetic Learners:
 Study important information by placing facts on index cards and reading
the information aloud while pacing or walking around.

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 Try studying while lying on a bed or the floor, or listening to music.
 In class, when it is necessary to be still, bounce your foot, twirl a pen, or
squeezea ball. Justbe sureyou are not distracting thosearound you.
 Set a timer for 20-30 minutes. Work for this amountof time, and then take
a 5- or 10-minutebreak.
 Use brightly colored paper under worksheets or study materials to help you
focus.
 Write vocabulary words on paper with glue. Sprinklesand or glitter on top.
When studying for tests, trace the words with your eyes closed.
 Read novels, articles, and texts while pedaling on a stationary bike or
climbing a Stairmaster.
Special Projects:
 Create a special exercise programand keep a log. Measure walking, jogging,
or biking distances, record workouttimes, and document progress. Older
students can calculate calories and fat burned.
 Choosea favorite story and create a play or performance.
 Assumethe role of your favorite character or historical figure. Develop a
skit to reflect important information.
 Join a drama or acting club.
 For elementary students, build a life-sizenumber line by painting on
concrete or wooden planks. Usethis to solve simple math problems.
 Get ready for fall by collecting manipulative and containers. Saveyour
bottle tops, corks, pennies, empty jars, yogurtcontainers, coffeecans, etc.
Source:http://school.familyeducation.com/intelligence/teaching-
methods/38521.html#ixzz2gHEVOonv
Preparedby: Jennie Mouit

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“The Learning Environment”
By: Robert J. Doman Jr.
The most important factor in how much and how well children learn is the learning
environment itself. If a child’s learning environment does not instill a self-perception of
success, it can inadvertently discourage his or her development.
Ultimately, how much children learn is a reflection of how much they like to learn.
How much they like to learn reflects how successful at learning they perceive themselves to
be. We enjoy success. We are motivated by success. The strong child likes to arm wrestle,
the quick child likes to run races, and the expert speller likes to play Scrabble, and so on.
When a child perceives herself as having the ability to do something well, she is highly
motivated while engaged in it, wants to do a lot of it, and, as a result, gets better and better
at it. Turning children on to learning is key to creating a positive learning environment.
Children learn as a result of the input their brains receive from their senses. What
they learn is a reflection of the frequency, intensity, and duration with which their brains
receive specific input. We may be able to make a child stay in one place for an extended
period of time (duration) while we go over and over the material (frequency), but the child
has control over the intensity of the input. The child can be turned on or off. If turned on,
the child learns rapidly; if turned off, learning may never occur.
Turning the child on—or off—to learning is largely determined by the learning
environment. A positive environment encourages learning; a negative environment creates
actual neurological dysfunction and discourages development and learning. For example,
when a parent comments on a second-grade child’s math assignment, the comments may
be positive (this lets the child know he is doing well) or negative (this can discourage and
destroy the child's motivation). Often the negative response comes quite naturally;
therefore, we must learn how to be positive. Look at the differences between the positive

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and the negative responses to three second-grade children after they completed an
assignment of ten math problems.
Negative: "Johnny, you're a very bright boy, and I expect a lot from you.
Today you got one wrong. You'll have to work harder and be more careful
next time."
Positive: "Johnny, that's fantastic! You got nine right! How did you get so
smart?"
Negative: "Alice, you got three wrong—you can do better than that. I'm
afraid I can't give you a happy-face sticker today."
Positive: "Alice, that's great! You got seven problems right, and three were
real tough problems on that page. Let me show you how to do these real
tough ones."
Negative: "Billy, this is terrible. You got more than half of these problems
wrong. You're just not trying!"
Positive: "Hey, Billy, you're getting it. Look, you got this, this, and this one
right. Super! You watch while I do these other problems. I bet you can get
them right the next time."
Can our children develop and learn in a negative environment? Yes, most do, but
children cannot thrive in a negative environment, nor can they develop and learn as they
would in a positive, reinforcing environment. Symptoms of the negative environment
include negative attention-getting behaviors such as defiance, lack of motivation, anger,
poor self-image, and lack of development and learning. Creating a positive, reinforcing
environment for learning can dramatically change our children's attitudes, self-image, rate
of learning, and the degree to which learning occurs.
What children get out of the educational process is a reflection of what we put in. If
we are not pleased with the output, we should examine and modify the input, creating a
positive educational environment. We must point out what children know and applaud
what they do well. In return, they will be motivated to learn—and do—more.
Reprinted from the Journal of the NACD Foundation (formerly The National Academy for
Child Development) http://nacd.org/journal/article16.php
Prepared by: Jesseryl Margallo

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“Learning Development”
Learning has long been debated in realms of religion, philosophy, and more recently,
psychology. The challenge of creating a comprehensive definition lies in the different
interpretations of both intent and method of learning. Most often, learning is used in an
ambiguous manner, without clear definition of hidden assumptions and viewpoints. Adherents
of different styles of learning see the world (and solutions to existing problems) in an isolated
manner. Rather than exploring more deeply the diversity of learning, learning methods, and
learning intent, new situations are unfortunately approached with the intent of shaping the
situation to the world view and design methodology.
Research (particularly in the field of neuroscience) is beginning to indicate that the
primary learning component of our brains is pattern recognition, not information processing.
Stephen Downes (2005) extends this concept by offering a challenging vision that learning is not
a direct causal interaction between teacher and learner. Replacing the causal model of learning
(need highlighted, instructional intervention planned, measurement enacted) with “network
phenomenon”:
“But with online learning comes not only a much wider, more diverse network, but also
the idea that (a) the network may be based on non-physical (or emergent) properties, (b) that
the individual may choose to belong to or not belong to a network, and (c) that an individual
may assume multiple identities or memberships in multiple networks. The theory of distributed
representation has a profound implication for pedagogy, as it suggests that learning (and
teaching, such as it is) is not a process of communication, but rather, a process of immersion.”
Acknowledging that learning is a process beyond simply processing information requires
a definition that is valuable in both formal and informal learning activities. Learning is not an
isolationist activity without intent or aim. Certain learning experiences build skills; others build
attitudes, beliefs, or other “soft knowledge”. The ultimate intent of the process is to be able to
do or achieve something. In this regard, learning can simply be defined as actuated or

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actionable knowledge. This definition has two components - knowledge: understanding of an
implicit or explicit nature, and actuation: doing something appropriate (defined as contextually
aware) with knowledge.
The starting point of learning design is to evaluate the existing views of learning types,
learning theories, and design approaches. An integrated or holistic view of the diverse learning
landscape permits designers and educators to select appropriate models for appropriate
means. Most typically, learning theories have not become obsolete in the sense that they do
not work. Instead, they are obsolete in the sense that the world around has changed, and new
models are required to meet the needs of new situations. Where the learning theory and
design approach closely align with a design concern, even “outdated” theories can become
valuable. To remain relevant, it is important for designers to account for diminishing half-life of
knowledge and increase in information availability (and amount). Views of knowledge as
comprising of “know what” (explicit) and “know how” (tacit) are being usurped with “know
where”.
Further compounding learning challenges is the importance of “soft knowledge” – i.e.
experiences and encounters which are not entirely functions of our cognitive domain.
Serendipity is often not acknowledged in more formal instructional design. Yet most sources of
innovation are bricolage-like in nature. The sudden recognition of solutions from other
domains, or the innovative application of available resources is important. Silo style learning
design limits learner access to other competing or complimentary information sources.
Exploratory and networked learning, on the other hand, provide opportunities to encounter
knowledge from other experts and domains – knowledge which often informs and creates
innovative solutions.
John Seely Brown (undated, p. 66) communicates this new dynamic world of learning:
“When we look at teaching beyond the mere delivery of information, we see a rich picture of
learning, one that embraces the social context, resources, background, and history within which
information resides”.
Source:(Bridging Learning Design and Modern Knowledge Needs), July 12, 2005
by: George Siemens
Preparedby: Mira Mae Antenero

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Quotation about Teachers

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“Teachers”
By: Kevin William Huff
Teachers
Paint their minds
and guide their thoughts
Share their achievements
and advise their faults
Inspire a Love
of knowledge and truth
As you light the path
Which leads our youth
For our future brightens
with each lesson you teach
Each smile you lengthen
Each goal you help reach
For the dawn of each poet
each philosopher and king
Begins with a Teacher
And the wisdom they bring.

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“I Want To Be Like You”
By: Joanna Fuchs
Thank you, teacher,
for being my life's role model.
When I consider all you've taught me
and reflect on the kind of person you are,
I want to be like you—
smart, interesting and engaging,
positive, confident, yet unpretentious.
well-informed and easy to understand,
thinking with your heart as well as your head,
gently nudging us to do our best,
with sensitivity and insight.
giving your time, energy and talent
to ensure the brightest possible future
for each of us.
Thank you, teacher
For giving me a goal to shoot for:
I want to be like you!
“A Teacher for All Seasons”
By: Joanna Fuchs

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A teacher is like Spring,
Who nurtures new green sprouts,
Encourages and leads them,
Whenever they have doubts.
A teacher is like Summer,
Whose sunny temperament
Makes studying a pleasure,
Preventing discontent.
A teacher is like Fall,
With methods crisp and clear,
Lessons of bright colors
And a happy atmosphere.
A teacher is like Winter,
While it's snowing hard outside,
Keeping students comfortable,
As a warm and helpful guide.
Teacher, you do all these things,
With a pleasant attitude;
You're a teacher for all seasons,
And you have my gratitude!
“Good Guide”
By Joanna Fuchs

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A smart and really good teacher
should be a good guide, not a preacher.
She’d open each mind
Therein treasures to find;
Encouragement would be her best feature.
You have this good quality and more;
you inspire each brain to explore.
Our respect you are earning;
You’ve made us love learning,
As no teacher has before.

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“The Best Teachers”
By: Joanna Fuchs
Teachers open up young minds,
showing them the wonders of the intellect
and the miracle
of being able to think for themselves.
A teacher exercises
the mental muscles of students,
stretching and strengthening,
so they can make challenging decisions,
find their way in the world,
and become independent.
The best teachers care enough
to gently push and prod students
to do their best
and fulfill their potential.
You are one of those.
Thank you.

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Group Reflection on the Portfolio

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Comment of the Faculty

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Directions: Check the appropriate column that best describes your current level of mastery
of each listed competency.
Competency
I cannot
do
this yet.
I am
learning
how to do
this
I can do
this
but I need
to learn
more and
improve.
A can do
this very
well.
1. Determines an environment that
provides social, psychological, and
physical environment supportive of
learning.
 *
2. Differentiates learners of varied
learning characteristics and needs.  *
3. Manages time, space and resources
to provide an environment conducive
to learning.
 *
4. Recognizes multi-cultural
background of learners when
providing learning opportunities.
 *
5. Determines teaching approaches
and techniques appropriate to the
learners.
 *
6. Determines, understands and
accepts the learner’s diverse
background.
 *
7. Relates the learners’ background to
their performance in the classroom.  *
8. Reflects on the impact of home and
family life to learning.  *
9. Expounds on one’s understanding
of the learning processes and the role
of the teacher in facilitating these
processes in their students.
 *
10. Accepts personal accountability t
learners’ achievement and
performance.
 *
Post-assessment) Date Accomplished:
Rater’s Signature: JENNIE MOUIT

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Competency
I cannot
do
this yet.
I am
learning
how to do
this
I can do
this
but I need
to learn
more and
improve.
A can do
this very
well.
learning.
 *
to learning.
 *
 *
learners.
 *
background.
 *
 *
performance.
 *
Rater’s Signature: JESSERYL MARGALLO

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Competency
I cannot
do
this yet.
I am
learning
how to do
this
I can do
this
but I need
to learn
more and
improve.
A can do
this very
well.
learning.
 *
to learning.
 *
 *
learners.
 *
background.
 *
 *
performance.
 *
Rater’s Signature: KENNETH JAY ROBILLOS

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Competency
I cannot
do
this yet.
I am
learning
how to do
this
I can do
this
but I need
to learn
more and
improve.
A can do
this very
well.
learning.
 *
to learning.
 *
 *
learners.
 *
background.
 *
 *
performance.
 *
Rater’s Signature: MIRA MAE ANTENERO

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Competency
I cannot
do
this yet.
I am
learning
how to do
this
I can do
this
but I need
to learn
more and
improve.
A can do
this very
well.
learning.
 *
to learning.
 *
 *
learners.
 *
background.
 *
 *
performance.
 *
Rater’s Signature: JESSA M. ARNADO

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Criteria 100% 95% 90% 85% 80%
1.Contents of
the portfolio
Has 100% of
needed
content
Has 95% the
needed
content
Has 90% of
the needed
content
Has
85% of the
needed content
Has 80%
of the needed
content
1. 2.Objectives of
the portfolio
Objective are
SMART and
cover the
whole course
Objectives are
SMART but
cover only a
minimum of
80% of the
course
Objectives are
SMART but
cover only
less than 80%
of the course
Some of the
objectives are
SMART and
do not cover
the whole
course
Most
objective are
not SMART
& cover only
a minimum of
the course
3. Quality of
Entries
Entries one of
quality and
substantial
Entries are of
better quality
many are well
selected &
substantial
Entries are of
acceptable
quality, some
are well
selected &
substantial
Some entries
are of
acceptable
quality limited
selection &
substantial
Few entries
are of
acceptable
quality, not
well selected
& very
minimal
substance
4.Presentation Creative neat
& has very
strong
impact/appeal
Creative neat
& strong
impact/Appeal
Creative neat
& average
impact/appeal
Minimal
creativity neat
minimal/impact
/appeal
No creativity
in disarray no
impact/appeal
5.promptness Submitted
ahead of
schedule
Submitted on
schedule
Submitted
week after the
schedule
Submitted 2
weeks
after the
schedule
Submitted 3
weeks or
more after the
schedule

Field Study 2: FS2 Experiencing the Teaching- Learning Process

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Field Study 2: FS2 Experiencing the Teaching- Learning Process