Sample Practice Teaching Portfolio

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A PRACTICE TEACHING PORTFOLIO

of

Experience in Off-Campus Internship

BALANGASAN CENTRAL ELEMENTARY SCHOOL

PAGADIAN CITY SPED CENTER

of

CATHERINE ANN L. HERRERA

Bachelor of Elementary Education Special Education

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Western Mindanao State University

External Studies Unit

DEPARTMENT OF ELEMENTARY EDUCATION Special Education

Pagadian City

A PROFESSIONAL STUDENT TEACHING PORTFOLIO

Of the Experience and Activities Off-Campus Training Balangasan Central Elementary School

Pagadian City SpEd Center Pagadian City

_____________________________________ In Partial Fulfillment of the

Course Requirement for the Subject PED 120 (Practice Teaching)

Presented to:

AGAPITA M. MAGTUBA Practicum Adviser

Presented by:

Ms. CATHERINE ANN L. HERRERA BEEd 4 - Special Education

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Republic of the Philippines

Western Mindanao State University

External Studies Unit BEED Department

Pagadian City

APPROVAL SHEET

This Practice Teaching Portfolio has been approved and submitted by CATHERINE ANN L. HERRERA, in partial fulfillment for the Degree of Bachelor of Elementary Education, major in Special Education, of the subject Practice Teaching (PED 120), has been examined and recommended for acceptance and approval.

_____________________

AGAPITA M. MAGTUBA

BEED Department Head

___________________

ROBERTO D. BIBANCO

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Acknowledgement

Acknowledgements are given to few people who were

supportive in completing this portfolio:

To the students of Grade III FL Class at Balangasan Central

Elementary School, HI Primary students, CWA students of Pagadian City Sped Center for allowing me to become part of

the family.

To my cooperating teachers, Rea P. Sabasales, Ramela L.

Cantoneros, and

Fe A. Alcazaren, for their support, knowledge and guidance during my internship period.

To my adviser, Mrs. Agapita L. Magtuba for her support and

guidance.

To my alma mater, Western Mindanao State University -

Pagadian ESU for its pursuit of excellence and as a leading institution in the field of education, particularly in special

education.

To my classmates, co-interns for their help during my stay in

Balangasan Central Elementary School and Pagadian City Sped Center.

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Dedication

I would like to present this writing to

my family for giving me all the inspiration

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“The important thing is not so much that every child should be taught, as that every child should be given the wish to learn.” ~John Lubbock

Welcome to my portfolio. I am Ms. Catherine Ann L. Herrera, a student of Western Mindanao State University ESU Pagadian, under the program Bachelor of Elementary Education, majoring in Special Education.

I choose to be a teacher because I want to make a difference. I could have chosen a different field where I could serve the society but I think that education is the right field where I could fully realised this goal.

I believe that education is the most important asset any one will have, and one asset which has the greatest impact on the person and to everyone around them. While almost every child has the opportunity to gain access to kindergarten and elementary education, not everyone has the chance to be given quality education, especially children with disabilities and

exceptionalities. Even though these children are recognized as future models of the community, they continue to be discriminated, misunderstood, left out by the majority. As a future special education teacher, I have come to the right place to eliminate the misconceptions about these children. My experience in the off-campus training made me realize that teaching children with special needs require ten times patience, understanding, compassion, passion and optimism. Teaching is a profession that one cannot be taken for granted, sometimes it is frustrating and exhausting, but these are taken away by just one small smile of the child.

I present this portfolio for you to read about my philosophy of teaching, my experiences during my Practice Teaching/Off-Campus Training. My goal is to show you my strengths that would make me an effective teacher.

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Education in a traditional definition, is the acquisition of knowledge, development of powers of reasoning and logic, and preparation of oneself for mature life.

Educators basically are the people who will provide all the needs and opportunities the pupils to learn, grow, and to be mature.

When teaching, one must observe many factors evolving around one student’s life, such as hereditary, home environment and the society he/she involves in. These factors will help the teacher to come up what methods and materials that fit the child’s natural inclinations and his/her way of processing knowledge.

The teacher’s primary role is to guide, rather than the source of learning, the students in finding answers to themselves, and view mistakes as misconceptions, not the learner’s weakness. The teacher must also provide students’ access to hands-on activities, allow them enough space and time to reinforce the lesson for the pupils to discover on their own and where construction of knowledge to happen.

o I believe that a true educator must go beyond imparting general knowledge, developing reasoning and thinking skills to his/her students. He/she must know the learning needs of each student, as each student is unique and education is diverse.

o I believe in that every student has something to offer, like talent in music and arts, scientific and mathematical inclinations, and even having a positive and caring personality. Therefore every student should be treated equally,

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and treat each students according to their strengths and needs. Everyone has their own definition of success, thus I will guide them to their success and achievements.

o I believe that the success in classroom management lies behind the techniques, consistency and fairness in the part of the teacher.

o I believe in group work, because it fosters lifelong skills which are useful in everyday life.

o I believe in giving relevant lessons to my pupils or something that are relevant to their lives.

o I believe in getting to know my students - strengths, weaknesses, likes, dislikes so that I will give their individual needs and help them grow.

o I believe in extra-curricular activities, activities which go beyond the four walls of the classroom in order for the students to experience the world and learn valuable things that will help them enrich their lives.

o I believe in applying technology inside the classroom.

o I believe in positive attitude in the classroom.

o I believe in teaching through games. Games make students involved in the lesson and enjoy learning.

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RESUME

OBJECTIVE

To pursue a career in special education

SKILLS SUMMARY

Future teacher majoring in Special Education Good oral and written communication skills

Proficient in MSOffice Applications and Internet Search Basic English and Filipino Sign Language

Grade I Braille

CAREER RELATED EXPERIENCE

Hearing Impairment Primary Student Teacher - February, March 2013 Pagadian City SpEd Center

Provided cooperating teacher with extra assistance in classroom management

Provided assistance to pupils who are moving at a slower pace than the rest of the class

Taught vocalizations to pupils Taught face painting to students

Children with Autism (CWA) Student Teacher - February 2013 Pagadian City SpEd Center

Provided assistance to cooperating teacher in classroom management Provided pupils’ learning and education needs throughout their

mathematics and english subjects

Assisted students in their recreation skills, self-care and everyday activities

Grade III Fast Learner (FL) Class Student Teacher - January 2013 Balangasan Central Elementary School

Managing daily routine in the classroom

Assisted the students on their National Achievement Test

Implemented lesson plans for Science and Math subjects during the absence of the cooperating teacher

Field Study Observer - 1st and 2nd Semesters 2012 Balangasan Central Elementary School

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Implemented activities and lesson plans under the guidance of the cooperating teacher

Observed cooperating teacher and took notes to improve future teaching

Field Study Observer - 1st and 2nd Semesters 2011 Pagadian City Special Education Center

Observed cooperating teacher and took notes to improve future teaching

Volunteer Assistant Teacher February - March 2011 Hangop Kabataan Inc.

Assisted with the cooperating teachers in their daily lessons

Working with students in Intellectually Disabled and Autism self-contained classes

EDUCATION Tertiary:

1. Western Mindanao State University - Pagadian ESU BS Elementary Education, major in Special Education ZSNHS, Sta. Maria Dist., Pagadian City

2009-2013

2. STI College - Pagadian 2006-2002

Diploma in Computer and Electronics Tech Rizal Ave., San Pedro Dist., Pagadian City

Secondary:

Holy Child Academy, 2002 - 2006 San Jose Dist., Pagadian City

Primary:

Sta. Lucia Central Elementary School, 1996-2002 Sta. Lucia Dist., Pagadian City

PERSONAL DATA

November 9, 1989

Jamisola St., Sta. Lucia Dist., Pagadian City 93 lbs.

5’8”

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ADDITIONAL WORK EXPERIENCES

Freelance article writer 2012 - Present

Online article writer at http://www.ewritegigs.com - 2012-Present Write literary analysis of works of various writers

Write school projects of various topics

Internet Cafe Assistant - Titus Business Center, May - October 2008 Assisted internet cafe customers with MS Office, internet searching Library Assistant/OJT - Pagadian City Library, January - March 2008 Provided service to Pagadianons in using the library and researching Organized book records

ADDITIONAL INTERESTS AND ACTIVITIES

Computer Skills - I am thoroughly improving my HTML Skills and Search Engine Optimization Skills, keyboarding skills and graphic design and blogging skills

Fine Arts - I am very good in face and body painting, watercolors, oil painting, acrylic painting, charcoal, pastel, pencil and ink drawings, and basic knowledge in wood sculpting and lettering

Musical Instruments - I enjoy playing piano, guitar, bass and various percussion instruments

Seminars Attended:

Training Workshop on Behavioral Modification Technique on Handling Children with Special Needs

Teacher’s Center, Dao, Pagadian City October 22, 2012

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My Alma

Mater

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Western Mindanao State University

Western Mindanao State University (WMSU) is the premier and only state

university in Zamboanga City. It is said to be one of if not the oldest university in Mindanao. It has two campuses: the main campus of 79,000 square metres and 9,147 square metres is in the city (Barangay Baliwasan) and the satellite campus of 200,000 square metres occupied by the College of Agriculture and the College of Forestry lin San Ramon, 20 kilometers from the city. Campuses comprising the external studies units are in the provinces of Zamboanga del Sur, Zamboanga del Norte and Zamboanga Sibugay, including the newly integrated formerly CHED-supervised institutions in Molave and Tampilisan. It has a student population of over 22,000, regular faculty members of over 600 and over 150 administrative personnel.

It has 12 colleges, three institutes and two autonomous campuses offering undergraduate and postgraduate courses specializing in education, engineering, nursing, arts and humanities, social work, science and mathematics. Along with these major fields of concentration, WMSU offers courses in agriculture,

architecture, forestry, home economics, nutrition and dietetics, social work, criminology, Asian and Islamic Studies and special degree courses for foreign students. It also offers external studies and non-formal education courses.

WMSU ranked sixth among 68 universities all over the country, according to a survey on the Top Academic Institutions in the Philippines conducted by the Commission on Higher Education. The university's College of Education is a Center of Excellence; the College of Architecture is a Center of Development; and the College of Social Work and Community Development was awarded the Best School for Social Work in the Philippines.

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Vision

The Western Mindanao State University shall be the Center of Excellence and leading institution in human

resource development and research in the country and the ASEAN region with international recognition.

Mission

To educate and produce well-trained,

development-oriented and forward-looking professional and technical manpower for the socio-economic, political and

technological development of the Philippines. It shall endeavor to expand the frontiers of knowledge and its

uses to society through research in technology, the natural resources, physical and social sciences.

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Western Mindanao State University HYMN

Composed by: Angelina 0. Aquino

Composed by: Norma Camins Conti Western Mindanao State University Beautiful emblem of the southern seas Meant to mould the youth for human dignity

The pillar of peace and unity

Firm she stands and stalwart she looks With its crimson and white in the sil’vry light As she glides to guide the beaming faces upright

She whispers the tune of the Old Normal School

Hail, Oh Alma Mater dear! The beacon light of a million fold Praise be to them that nurtured thee, Who fought and died let their laurels be

br<>Shout aloud in triumph, we For God has granted His decree

Born the State University Long envisioned for eternity

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Western Mindanao State University Graduation Song

Composed by: Norma Camins Conti

Today the hands of time paint glory As gladness fills our graduation day Dear Western Mindanao State University We thank you and keep you in our hearts to stay

A Center of Excellence, your cherished halls. The voice of Wisdom that nurtured us all.

Our lives, now richer and fuller Your children so grateful we are

CHORUS

Let's lift our voices in joy and praise To our Alma Mater, the priced WMSU name

Ever trusting in God's loving grace

Well make a difference for her honor and fame. (Sing from 1st stanza)

Coda: We thank you and keep you in our hearts to stay!

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Graduates' Pledge

Invoking the aid of Almighty God, I pledge to pursue knowledge as a sacred calling; to act as guardian and promoter of the best and highest ideals of my people; to mould the aspirations, character and lives of the Youth in the light of progressive thoughts and ideals thus, fashion them into enlightened and responsible citizens.

I feel that it is my solemn duty to act as the best instrument of good against evil, to live an upright life and dedicate myself to the fulfillment of the

highest ideals and principles of the profession as embodied in the Code of Ethics.

I further pledge that I shall maintain true faith and allegiance to my Alma Mater, the Western Mindanao State University, the living symbol of what I am and what I expect to be in the profession.

Alumni Oath

I, __________________________ a graduate of the Western Mindanao State University, do solemnly swear to uphold the lofty ideals and noble principles of my Alma Mater. I shall endeavor at all times to bring honor and glory to my Alma Mater by uplifting myself to higher social, moral and

spiritual levels; that I shall help my fellowmen in all ways, never to do them injustice nor to ever let injustice be done unto them. I impose these

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Balangasan Central Elementary School

Balangasan Central Elementary School, where I

had my first shift in practice teaching is a big

school. It has 11 school buildings, a big covered

court and a wide stage used whenever the

school hold programs.

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Pagadian City Sped Center

Pagadian City SpEd Center was established in June 1997 at Balangasan Central Elementary School starting with a VI Class. Hearing Impaired Class was then created in June 1999, followed by Mentally Challenged and Autism Classes in school year 2001-2002. In 2006-2007, a class for children with Learning Disability was formed; classes for Intellectual Disability, Cerebral Palsy and Down Syndrome followed suit three years later.

Today, Pagadian SpEd Center is located at San Jose Heights within the Pagadian City Pilot School Compound. It caters to seven exceptionalities, namely Visual Impairment, Hearing Impairment, Children with Autism, Intellectual Disability, Learning Disability, which are maintained and managed by highly experienced and well-trained Sped teachers, and are overseen by a head teacher. All had gone through various trainings and seminars, locally and nationally, on handling and teaching children with special needs.

Aerial view of PCSC. source: wikimapia.org

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Detailed Lesson Plan

Mathematics III Find The Area of A Square

January 30, 2013

I. Objectives

At the end of the lesson, 80% of the class will be able to: a. derive a formula for finding the area of a square

b. cooperate actively in finding the formula for the area of a square

c. explain the formula or method that can be used to find the area of a square

II. Subject Matter

Skill: Deriving a formula for finding the area of a square

Reference: BEC PEL B. 1.3.2, Teacher’s Manual for Mathematics III Materials: manila paper, flash cards, marker, worksheets

III. Lesson Proper

A. Preparatory Activities

1. Prayer - Angel of God my guardian dear to whom god’s love commit me here.

Ever this day be at my side to light and guide to rule and guard. Amen.

2. Greetings - Good morning class. (Good morning ma’am Catherine, good

morning classmates we are here now.)

Checking of Attendance - Raise your hand and say present as I call your name. (Present, ma’am)

Drill - Game

Ask questions that will let them measure object found inside the classroom. 1. What is the length and the width of the box? (24 cm, ma’am)

2.What unit of measure did you use when you measure the book, paper etc. (centimeter, inches, Ma’am)

Motivation - Pairing

Teacher will distribute matches to students.

1. Form a square using the number of matches you have. (Pupils will make a square)

B. Discussion/Activities/Procedure

1. Teacher discussion/demonstration

Present a square figure with grid lines, so that they are able to count the square units.

What is a square? What can you say about the sides? (They have the same length) What is an area? (It is the number of square units that cover a figure)

What is a square unit? (It is used in measuring an area)

1 small square represents 1 square unit. The square has 16 units, so the area for this square is 16 square units.

Find the area of a square anyway that you can. (Give them few minutes)

How do you found out the area of a square? (By counting the small squares ma’am)

2. Pupil Activities

I will group you into 5. (okay, ma’am) Here is your activity you will do today.

1. Let the students find the area of a square, using any method they want. Some students when they go into squares will already use the formula A=SxS or A=LxW to solve for the area. Other students who still don’t know the formula will resort to counting the square units, or they are forced to use A=SxS. If some groups have finished, ask the following questions:

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Please explain how you found the area of a square. (We count all the square units/We multiply the length and the width of the square/We multiply the side by itself)

What method did you use? (side multiply by side/length multiply by width/counting) Can you tell how the formula works to give you the area of a square?

3. Collaborative Learning (Groupings)

Are you ready for the next activity? (Yes, ma’am) Direction: find the area of a square whose side is 6cm

6cm

There are students who still draw the grid and count the squares to find the area. There are students who will have the measurement of the side to make a new method for finding the area. After several minutes, ask one representative from each group to answer the following

questions.

How did you find the area of a square?

Did you find another way which can solve the area of a square?

If you use a formula, how does it work to give you the area of a square? Answer: A=SxS A=6cm x 6cm

A=S2 A= 36cm2

To find the area, just count the number of square units in the square, or by multiplying the length of the sides. The length of the line is multiplied by itself, therefore s squared.

D. Group Games - Question relay

We will have a game which is called Question relay, do you want to join? (We all want to join, ma’am) Directions: One will come forward to the board to answer the questoin. The first group who can answer correctly all the questions within 4 minutes wins. 1. 3cm

2. 9cm 3. 5cm 4. 8dm 5. 7m

E. Generalization

What can you say the sides of the square? (They all have the same length/size, ma’am). How to find the area of a square? (Multiply the side by itself)

Formula: A = SxS or A = S2

Where A = number of square units which cover the surface S= side of square

F. Application - flashcards

Find the area of a square. Solve on the board 1. 8cm 2. 5cm 3. 10cm 4.2m

IV. Evaluation

Find the area of a square

1. 10 m 2. 3 in 3.8m 4. 2cm 5. 12cm

V. Assignment

Read the following problems, then solve.

1. A square shaped garden has a side of 6 meters. What is its area? 2. If one side of a family picture measures 12 cm, then what is its area?

3. Mandy bought a square lot with a side measuring 5m. What is the area of a square? 4. You have a square scarf with its area of 81 cm2. Give its side.

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Semi-Detailed Lesson Plan

Mathematics III

Finding the Area of a Square

January 30, 2013

I. Objectives

Reference: BEC PEL B. 1.3.2, Teacher’s Manual for Mathematics III Materials: manila paper, flash cards, marker, worksheets

A. Preparatory Activities 1. Prayer

2. Greetings Checking of Attendance Drill - Game

Ask questions that will let them measure object found inside the classroom. 1. What is the length and the width of the box?

2.What unit of measure did you use when you measure the book, paper etc.

Motivation - Pairing

Teacher will distribute matches to students.

1. Form a square using the number of matches you have.

B. Discussion/Activities/Procedure

1. Teacher discussion/demonstration

Present a square figure with grid lines, so that they are able to count the square units.

What is a square? What can you say about the sides?What is an area?

What is a square unit? 1 small square represents 1 square unit. The square has 16 units, so the area for this square is 16 square units.

Find the area of a square anyway that you can.

How do you found out the area of a square?

2. Pupil Activities - Groupings

1. Let the students find the area of a square, using any method they want. Some students when they go into squares will already use the formula A=SxS or A=LxW to solve for the area. Other students who still don’t know the formula will resort to counting the square units, or they are forced to use A=SxS. If some groups have finished, ask the following questions:

Please explain how you found the area of a square. What method did you use?

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3. Collaborative Learning (Groupings)

Direction: find the area of a square whose side is 6cm 6cm

Ask:

How did you find the area of a square?

Did you find another way which can solve the area of a square?

If you use a formula, how does it work to give you the area of a square? Answer: A=SxS A=6cm x 6cm

A=S2 A= 36cm2

To find the area, just count the number of square units in the square, or by multiplying the length of the sides. The length of the line is multiplied by itself, therefore s squared.

D. Group Games - Question relay

Directions: One will come forward to the board to answer the question. The first group who can answer correctly all the questions within 4 minutes wins. 1. 3cm 2. 9cm

3. 5cm 4. 8dm 5. 7m

E. Generalization

What can you say the sides of the square? How to find the area of a square? Formula: A = SxS or A = S2

Where A = number of square units which cover the surface S= side of square

F. Application - flashcards

Find the area of a square. Solve on the board 1. 8cm 2. 5cm 3. 10cm 4.2m

IV. Evaluation

Find the area of a square

1. 10 m 2. 3 in 3.8m 4. 2cm 5. 12cm

V. Assignment

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Brief Lesson Plan

Mathematics III

Finding the Area of a Square I. Objectives

A. Preparatory Activities 1. Prayer 2. Greetings Checking of Attendance Drill - Game Motivation - Pairing B. Discussion/Activities/Procedure 1. Teacher Discussion/Demonstration 2. Pupil Activities - Groupings

3. Collaborative Learning (Groupings) D. Group Games - Question relay

E. Generalization

F. Application - flashcards

IV. Evaluation V. Assignment

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Rubric for Practice Teaching Portfolio

Name: ________________________________________________________________________ Evaluator: _____Self ______Peer _____Mentor

Directions: Check the box below the score that best describes the indicator. The legend below gives the

description.

Legend: 4 – Outstanding 3 – Very Satisfactory 2 – Fair 1 – Needs Improvement

Criteria 4 3 2 1 A. Visual Appeal (20%) 1. Cover 2. Lay-out 3. Tone – mood 4. Creativity 5. Resourcefulness 6. Neatness B. Organization (20%) 1. Order of Entries 2. Coding Technique 3. Readability of Entries

4. Correctness of Form (eg. grammar) C. Content (30%) 1. Statement of Purpose 2. Completeness of Entries 3. Diversity of Selection D. Reflections (30%) 1. Depth of Understanding 2. Application of Ideas Final Rating

Practice Teaching Portfolio Entries

1. Table of Contents

2. Prayer of a student/Credo/Personal Educational Philosophy 3. A Resume

4. A brief description of the site of practice teaching 5. Examples of lesson plans

6. Evidences of Community Outreach 7. Observation and Evaluation forms

8. Best Lesson Plan using creative strategy with the complete set of materials 9. Samples of learners’ work and feedback

10. Titles and Brief synopsis of professional readings and references 11. A professional development or career plan

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Lesson Plan in English

For Hearing Impairment – Primary

March 15, 2013

I. Objective:

At the end of the lesson, the HI Primary Pupils will be able to:

 Identify he or she pronouns

 Use he or she in the sentence correctly

II. Subject Matter:

Topic: He She Pronouns

Materials: Flower graphic/text organizer, sun design graphic/text organizer, sign maker, sentence strips, picture cards of boys and girls, evaluation worksheets

A. Preliminary Activities

1. Classroom Management 2. Greetings

3. Drill – Identify the names of each person in the classroom B. Discussions/Demonstrations/Activities

1. Game – Scavenger Hunt

Hide different pictures around the classroom. For each round, the teacher will let the students look for the pictures that match the BOY, GIRL the teacher mentions. Ask them to post these pictures on the board under the corresponding heading.

2. Teacher Discussion

a. Introduce the He and She Pronoun.

b. Pronoun Patch – using flower and sun text organizer, assign a student to write a name on the petal (for She) or the sun rays (He) and post on the board.

3. Follow-up Activity

Provide each student with a copy of the same news story from a newspaper. Challenge students to circle all the pronouns (He and She) in the article. Provide time for students to share the pronouns they circled.

C. Generalization

We use He when we refer to a boy. He is also used in exchange of the boy’s name. We use She when we refer to a girl. She is used in exchange of the girl’s name.

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D. Activity

1. For Grade I and II Students

Allow the pupils to choose several pictures. Have them write one sentence describing the picture using nouns and one picture describing the same picture using pronouns. Have the students pair up and read their sentences to each other. Have them tell each other the pronouns that can replace the nouns.

2. For Grade III Students

Have them write paragraphs using the same format as the sentences.

IV. Evaluation:

Attached worksheets

V. Assignment

Tell something about your mother. Use She. Tell something about your father. Use He. Three sentences each.

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Instructional Materials Noun Patch Flower Design Noun Patch Sun Design Newspaper

He, She Sign Maker Sentence Strips Flashcards

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Teaching & Learning: Effective Strategies

http://learningcurveplanner.com.au/resources/teacher/professional-readings/teaching-and-learning-effective-strategies-88.html

For many of us, teaching is a learned behaviour, beyond our professional studies. So long as we possess the desired personal attributes and are

prepared to try new things, reflect, adjust and enter into dialogue with colleagues about our core

business of teaching and learning we will develop a professional practice.

Following are strategies well worth trying in order to build our professional practice:

Firstly, getting our classes off to a good start:

 be punctual and arrange the chairs and tables how

we want them

 ask students to line up in an orderly fashion outside

the class room

 as students enter the class room, greet them with a

hello and a smile using first names

 chat positively with them as we prepare to begin the

class

 greet the class as a whole and begin with something

such as, ―How is everyone, today we are going to….‖

 start each lesson with a joke of the day/what‘s

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anyone‘s family - the reality is that both our students and us learn better when are happy

 ask whether they encountered any problems with

―learning in another settings‖(homework)or understanding what was learnt in the previous lesson

 try to ―catch‖ students doing good things early in

the class and praise them individually and privately; this will set the tone for the lesson.

 early in the class, don‘t ignore any behaviour that

doesn‘t meet the class expectations

 be consistent and adopt the broken record approach

 should students come from a previous class in

which expectations were low welcome them positively and remind of the shared class

expectations; ―the way we do things around here‖

 if there was physical activity in the previous class

which significantly increased their heart rates, chat with students outside the classroom in an orderly line about being about to enter the ―learning zone‖; a calming time

 always have spare paper, pens, etc to cover students

who don‘t have what they require to learn and participate positively in class

 choose before class the formats we will employ in

the lesson such as, in groups, individual, presentations, discussions, etc.

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Secondly, during class we can provide a strong impetus for learning by:

 role modelling positive 'want to be there' and 'can

do' behaviours that show our students that we enjoy learning, teaching and their company

 this sends the message that we care for them as

people showing a genuine interest in wanting to listen, discuss, investigate, think, take up a

challenge and learn with them as a team together

 use 'we'and 'us' not 'you', because that is exactly

what quality learning is

 avoid sitting passively at the teacher‘s desk; it is

poor role modelling for active, interested and alive team learning

 circulate around the room assisting, talking to and

praising students one to one and in groups to develop their personal attributes and qualities as learners for lifelong learning

 when helping them, kneel down or sit on a chair so

that they are at eye level with us; don‘t hover, it is quite intimidating for our students

 while circulating write notes in students‘ planners

highlighting positives (more than negatives) to show their parents

You can conquer from your horse, but you must dismount to lead - Napoleon

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21st Century: Teaching & Learning

http://learningcurveplanner.com.au/resources/teacher/professional-readings/21st-century-teaching-and-learning-8.html

The 20th century was a knowledge based era in which

 remembering and reproducing information was the

main focus

 it was not so much about how or why, but

concerned with what = content

 our teaching encouraged left brain linear thinking

with little emphasis on patterning or discovering connections to create new understandings

The 21st century is a conceptual age, all about creativity and making connections and seeing patterns

 the net is the new paradigm for learning; to quote

Mark Treadwell, ―we can ignore it, but it won‘t go away‖

 our teaching needs to encourage right brain

thinking to foster innovative ideas

 linking thinking and learning to build deeply rich

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George and Lisa Otero from New Mexico, have pioneered new pedagogies which engage students called ―Relational Learning‖

 it‘s about teaching that encourages students to use

both the left and right sides of their brains

 time spent investigating their work will enhance

both student engagement and learning outcomes. Some ideas to integrate into learning and teaching that will help our pedagogies move from traditional 20th to contemporary 21st century include

 students framing their own questions through

thinking tools such as KWHL, PMI, Six Hats, Y diagram etc. Replacing students answering

questions from us

 students expanding their understanding through

shared dialogue of their experiences, replacing

building knowledge banks through individual study

 students being encouraged to use their individual

multiple and emotional intelligences and learning styles. Replacing the belief that IQ fits all

 students linking their thinking and learning

through habits of the mind and thinking tools. Replacing a dominance of left brain thinking that focuses on remembering.

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Information and knowledge is being created at an astonishing rate and our students have excellent filters on what they are prepared to take in

 it is an overload situation and we must be

discerning and creative on the ―what ― we teach; it must be relevant in their worlds or their brains will disregard it

 personalised education is what we must strive for; it

has chaos written all over it and pushes us outside our comfort zones, but it‘s essential for us to role model 21st century creative right brain thinking The key is to nurture a learning environment in

which students can learn different things in different ways in different places at different times from

different people; replacing learning the same things in the same ways in the same places at the same

times from the same people.

“The future is already here, it’s just not evenly distributed” Prakash Nair

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Dimensions Of Learning

http://learningcurveplanner.com.au/resources/teacher/professional-readings/dimensions-of-learning-101.html

In the late 1980‘s, Dr Robert Marzano developed a practical planning framework called Dimensions of Learning, which is about linking thinking and

learning, that:

combines the best teaching and learning approaches, strategies and practices

can improve learning outcomes in all Key Learning Areas.

The Dimensions of Learning have continued to be refined and are used in schools globally to develop consistent and productive school wide pedagogies. There are five types of thinking, called the five

dimensions of learning that are essential to successful learning.

When using the Dimensions of Learning planning framework, it is essential for us to have a clear understanding of a number of ‗musts‘ we need to adhere to:

 our teaching must align with our knowledge of how

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 learning is interactive with a number of thinking

types involved; the five dimensions

 we need to explicitly teach attitudes and habits of

mind to enable quality learning and teaching

 teaching must include both teacher centred and

student centred instruction, and

 students need to be assessed on how they can use,

apply and reason with knowledge, rather than recall information.

When planning units of learning it is important for us to ensure that all of the five dimensions are

incorporated.

Dimension 1 – Positive Attitudes and Perceptions – relates to helping our students to grow positive

attitudes and perceptions about the classroom and learning, thus having ‗want to‘ and ‗can do‘ outlooks. Dimension 2 – Acquiring and Integrating Knowledge – relates to guiding our students through a series of steps when learning new knowledge to connect it to what they already know; leading to them being able to perform the process or skill easily and effectively. Dimension 3 – Extending and Refining Knowledge – relates to extending and refining their knowledge by making new connections, clarifying misconceptions

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and arriving at conclusions by applying reasoning processes and analysis perspectives.

Dimension 4 – Using Knowledge Meaningfully –

relates to providing opportunities for our students to use the knowledge meaningfully through decision making, problem solving, invention, investigation, experimental inquiry and system analysis.

Dimension 5 – Productive Habits of the Mind – relates to our students being enabled to think

creatively, ethically, responsibly, accurately and be in control of their behaviours; linking, thinking and learning.While the Dimensions of Learning

represent individual parts of the overall learning process, they complement each other to ensure an enhanced quality of teaching and learning.

If offers us as teachers a strategic way:

- of thinking about the complex process of learning - of gaining insights into how the processes interact as we help our learners reach expected outcomes. The Dimensions of Learning framework helps us as teachers to:

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- maintain a focus on learning - study the learning process

- plan curriculum, instruction and assessment scaffolded by the five dimensions.

At a whole school level, they are an effective way of de-privatising the classroom and reducing the

variation in learning and teaching between

classrooms. Investigating DOL‘s will benefit teaching and learning in all schools who adopt them.

Further Perspectives On Our Brains

http://learningcurveplanner.com.au/resources/teacher/professional-readings/further-perspectives-on-our-brains-33.html

The more angles something is viewed from, the better our understanding of it is. Following are additional aspects relating to our brains that will raise our awareness and thus enhance learning and teaching in our classrooms:

Some facts about our brains:

- over 20% of the body‘s oxygen intake is used by the brain

- the brain weighs about 1.5 kilograms

- we use about 5% of its capacity in our everyday lives

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- for efficient brain functioning, quality nutrition, regular exercise and at least two litres of water daily are necessary

- there are hundreds of thousands of electrical connections made in the brain each and every second.

To optimise our students‘ learning, we need to cater for both the left and right brain in our teaching.

For example, when listening to music, the left brain hears the words and the right brain hears the music - the brain initially processes images then it

processes words

- 20th century teaching focused predominantly on using the left brain through teacher instruction, involving

an ordered knowledge based society; knowing stuff was important

information transfer the key; understanding not a priority

a linear dimension only; making very few connections

To quote Harpaz, it was all about

 Learning was Listening

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 Knowledge was an Object

Now, in the 21st century, our focus has changed to using the whole brain, both sides in sinc. Today is a conceptual and creative age, not an information transfer and retention age.

Our challenge as teachers is to create a classroom environment in which our students are encouraged to link their thinking and learning to:

- ponder about possibilities and discover new connections and understandings in their worlds - make thinking visible for our students by using thinking tools; could you imagine learning to dance not being able to see other peoples‘ feet?

- be more metacognitive, thinking about their

thinking, by using Multiple Intelligences and Habits of Mind.

I remember saying to one of my students many years ago who wasn‘t on task, ―what are you doing?‖ He replied, ―Thinking sir,‖ to which I said quite

authoritatively, ―Stop that and get on with your work‖

- my preoccupation with content was limiting my students‘ capacity to create new understandings and apply what they had learned.

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“When the brain is thinking it is talking to itself - Plato

Five Phases of Professional Development

http://www.ncrel.org/sdrs/areas/issues/educatrs/profdevl/pd2fiph.htm

The North Central Regional Educational Laboratory (n.d.) has developed a research-based professional development framework that promotes ongoing

professional development and encourages individual reflection and group inquiry into teachers' practice. In practice, the five phases overlap, repeat, and often occur simultaneously:

Building a Knowledge Base. The purpose of this

phase is to acquire new knowledge and information and to build a conceptual understanding of it.

Activities in this phase might include goal setting, assessing needs, participating in interactive

workshops, and forming a study group.

Observing Models and Examples. The purpose

of this phase is to study instructional examples in order to develop a practical understanding of the research. In this phase, one might participate in activities such as school and classroom visitations, peer observation, using instructional artifacts,

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co-planning, and listening to or watching audio and video examples.

Reflecting on Your Practice. The purpose of this

phase is to analyze your instructional practice on the basis of new knowledge. Activities in this phase

might include the use of journals or teacher-authored cases for collegial discussion and reflection.

Changing Your Practice. The purpose of this

phase is to translate your new knowledge into individual and collaborative plans and actions for curricular and instructional change. Activities might include action research, peer-coaching, support

groups, and curriculum development.

Gaining and Sharing Expertise. The purpose of

this phase is to continue to refine your instructional practice, learning with and from colleagues while also sharing your practical wisdom with your peers. Activities in this phase might include team planning, mentoring or partnering with a colleague, and

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Teacher-Student Interactions: The Key to Quality Classrooms

By: University of Virginia Center for Advanced Study of Teaching and Learning

http://www.readingrockets.org/article/28812/

The Classroom Assessment Scoring System (CLASS) describes ten dimensions of teaching that are linked to student achievement and social development. Each dimension falls into one of three board

categories: emotional support, classroom organization, and instructional support.

Every day, teachers make countless real-time decisions and facilitate dozens of interactions

between themselves and their students. Although they share this commonality, educators all over the country often talk about these decisions and

interactions in different ways. The Classroom

Assessment Scoring System (CLASS), developed at the University of Virginia‘s Center for Advanced Study of Teaching and Learning, helps educators

view classrooms through a common lens and discuss them using a common language, providing support for improving the quality of teacher-student

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How is the CLASS organized?

The CLASS describes ten dimensions of teaching that are linked to student achievement and social development. Each of the ten dimensions falls into one of three broad categories: emotional support, classroom organization, and instructional support.

Emotional support refers to the ways teachers

help children develop warm, supportive

relationships, experience enjoyment and excitement about learning, feel comfortable in the classroom, and experience appropriate levels of autonomy or independence. This includes:

 Positive climate — the enjoyment and emotional

connection that teachers have with students, as well as the nature of peer interactions;

 Negative climate — the level of expressed

negativity such as anger, hostility or aggression exhibited by teachers and/or students in the classroom;

 Teacher sensitivity — teachers‘ responsiveness to

students‘ academic and emotional needs; and

 Regard for student perspectives — the degree

to which teachers‘ interactions with students and classroom activities place an emphasis on students‘ interests, motivations, and points of view.

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Classroom organization refers to the ways

teachers help children develop skills to regulate their own behavior, get the most learning out of each

school day, and maintain interest in learning activities. This includes:

 Behavior management — how well teachers

monitor, prevent, and redirect misbehavior;

 Productivity — how well the classroom runs with

respect to routines, how well students understand the routine, and the degree to which teachers

provide activities and directions so that maximum time can be spent in learning activities; and

 Instructional learning formats — how teachers

engage students in activities and facilitate activities so that learning opportunities are maximized.

Instructional support refers to the ways in which

teachers effectively support students' cognitive development and language growth. This includes:

Concept development — how teachers use

instructional discussions and activities to promote students‘ higher-order thinking skills and cognition in contrast to a focus on rote instruction;

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Quality of feedback — how teachers expand

participation and learning through feedback to students; and

Language modeling — the extent to which

teachers stimulate, facilitate, and encourage students‘ language use.

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After graduating, I will apply for a teaching position in any educational institution. I will apply what I learned from my alma mater while acquire experiences that will further help my teaching abilities. To improve my teaching performance and to get updated in the world of teaching, I will pursue a master’s degree. Getting a master’s degree will also help me in finding for a better position in my school.

Two years from now maybe I will have a teaching item from DepEd, a special education teaching item particularly. I will teach students with hearing impairment primary class. My goal in teaching is to provide these children with better learning opportunities and help them to become known to the hearing world. I will strive to make them realize that education is the most important asset in one’s life, and to do that, through my hands, heart and effort learning will take place and I want to see them motivated to learn and know more.

While teaching in a local school, I will look for a teaching position abroad for more experience. Hardwork and

determination will get me to the place where I want to go but I will impart my teaching experiences and my acquired teaching abilities and strategies back home.

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Republic of the Philippines Western Mindanao State University

External Studies Unit BEED Department

Pagadian City

CERTIFICATION OF COMP LETION

CERTIFICATION OF COMPLETION

This is to certify that MS. CATHERINE ANN L. HERRERA, a bonafide student of WESTERN

MINDANAO STATE UNIVERSITY - EXTERNAL STUDIES UNIT PAGADIAN has rendered her services in Balangasan Central Elementary School during the second semester,

School Year 2012-2013.

Noted by:

REA P. SABASALES Cooperating Teacher LUDY P. DETALLA BCES Principal

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Republic of the Philippines

Department of Education

Region IX

Pagadian City Sped Center

San Jose Heights, Pagadian City

CERTIFICATION

This is to certify that

Ms. CATHERINE ANN L. HERRERA

a student teacher of Western Mindanao State University External Studies Unit – Pagadian

City, rendered her services in PAGADIAN CITY SPECIAL EDUCATION CENTER during

the school year 2012-2013.

Noted by:

RAMELA L. CANTONEROS FE A. ALCAZAREN

Cooperating Teacher Cooperating Teacher

LEILA O. YOSOYA-ABAYON

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