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FIELD STUDY 5

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FIELD STUDY 5

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FIELD STUDY 5

  1. 1. My Learning Activities Resource Teacher: Mrs. Evelyn R. Panganiban Teacher’s Signature: Date: February 17, 2017 School: New Buenavista Academy Grade/Year Level: Grade 8 - Humility Subject Area: Edukasyon Pagpapaktao (Choice of 1 from Edukasyon sa Pagpapakatao, English Literature, Panitikan) LevelofLearning Outcome-Cognitive Bloom Learning Outcome/Lesson Objective from Teacher’s Lesson Plan (Write lesson objective in the appropriate level outcome). Assessment Task (Evaluation from Teacher’s Lesson Plan (Write it in the appropriate level outcome). Is the level of assessment aligned to the level of the objective? E.g. objective is “recall the names of “; Assessment task is “Distinguish between animal and plant cell” – Not Aligned YES NO 1.Remembering  Naiisa-isa ang mga biyayang natatanggap mula sa kagandahang- loob ng kapwa at ang mga paraan ng pagpapakita ng pasasalamat. TAMA O MALI Ang entitlement mentality ay isang paniniwala o pag-iisip na anumang inaasam mo ay karapatan mo na dapat bigyan ng dagliang pansin.  2.Comprehending NA NA 3.Applying  Naisasagawa ang mga angkop na kilos na nagpapakita ng pasasalamat. Magsadula ng mga kilos na nagpapakita ng pasasalamat  OBSERVATION SHEET # 3.2 – Levels of Learning Outcomes
  2. 2. 4.Analysing  Nasusuri ang mga halimbawa o sitwasyon na nagpapakita ng pasasalamat o kawalan nito. Hahatiin ang klase sa limang pangkat. Ipapakita ng bawat pangkat ang mga halimbawa o sitwasyon ng kawalan ng pasasalamt sa pamamagitan ng pagsasadula nito  5.Evaluating  Natutukoy ang mga biyayang natatanggap mula sa kabutihang-loob ng kapwa at mga paraan ng pagpapakita ng pasasalamat. Magpapakita ang guro ng mga “Puso ng Pasasalamat”.Sa loob ng mga “Puso ng Pasasalamat”, mababasa ang mga kabutihan at kagandahang-loob na ipinakita ng kapwa. Ibibigay ng mga mag-aaral ang mga biyayang kanilang natatanggap at ang kanilang mga paraan ng pagpapakita ng pasasalamat kaugnay dito.  6.Creating  Naipapakita ang mga halimbawa o siywasyon ng kawalan ng pasasalamat Pagkatapos ng sitwasyong nagpapakita ng kawalan ng pasalamat, dudugtungan ito ng mga mag-aaral sa pamamagitan ng pagpapakita ng mga solusyon o tamang pamamaraan ng pagpapakita ng pasasalamat sa kabutihang-loob ng kapwa. 
  3. 3. Kendall’s and Marzano’s New Taxonomy Level of Learning Outcome Resource Teacher’s Learning Outcome/ Lesson Objective Resource Teacher’s Assessment Task 1. Retrieval- recalling, recognizing  Naiisa-isa ang mga biyayang natatanggap mula sa kagandahang-loob ng kapwa at ang mga paraan ng pagpapakita ng pasasalamat. TAMA O MALI Ang entitlement mentality ay isang paniniwala o pag-iisip na anumang inaasam mo ay karapatan mo na dapat bigyan ng dagliang pansin. 2. Comprehension NA NA 3. Analysis  Nasusuri ang mga halimbawa o sitwasyon na nagpapakita ng pasasalamat o kawalan nito. Hahatiin ang klase sa limang pangkat. Ipapakita ng bawat pangkat ang mga halimbawa o sitwasyon ng kawalan ng pasasalamt sa pamamagitan ng pagsasadula nito 4. Knowledge utilization ( investigating, experimenting, problem solving, decision-making)  Natutukoy ang mga biyayang natatanggap mula sa kabutihang-loob ng kapwa at mga paraan ng pagpapakita ng pasasalamat. Magpapakita ang guro ng mga “Puso ng Pasasalamat”. Sa loob ng mga “Puso ng Pasasalamat”, mababasa ang mga kabutihan at kagandahang-loob na ipinakita ng kapwa. Ibibigay ng mga mag-aaral ang mga biyayang kanilang natatanggap at ang kanilang mga paraan ng pagpapakita ng pasasalamat kaugnay dito. 5. Metacognitive System (Students set learning goals, monitor their learning) Students will make a self-reflection. 6. Self-System (Students examine importance of subject, examine self-motivation, interest and efficacy) Students will have a quiz.
  4. 4. My Learning Activities Resource Teacher: Mrs. Dulce Fajardo Teacher’s Signature: Date: Febuary 24, 2017 School: New Buenavista Academy Grade/Year Level: Grade 10 - Love Subject Area: ICT (Choice of 1 from EPP or TLE, P.E., Music and Arts, Computer) Level of Learning Outcome- Cognitive Bloom Learning Outcome/Lesson Objective from Teacher’s Lesson Plan (Write lesson objective in the appropriate level outcome). Assessment Task (Evaluation from Teacher’s Lesson Plan (Write it in the appropriate level outcome). Is the level of assessment aligned to the level of the objective? E.g. objective is “recall the names of “; Assessment task is “Distinguish between animal and plant cell” – Not Aligned YES NO 1. Remembering The students must be able to identify the basic parts of computer. Pictures of the parts will flash on the screen and they will write the name of the parts  2. Comprehending NA NA 3. Applying NA NA 4. Analyzing The students must be able to give the functions of the parts of the computer, TRUE OR FLASE. Write true if the function is true and False if the function is false.  5. Evaluating NA NA 6. Creating The Students must be able to draw the parts of the computer. In your bondpaper, draw the 5 parts of the computer.  OBSERVATION SHEET # 3.3 – Levels of Learning Outcomes
  5. 5. My Learning Portfolio Bloom’s Revised Taxonomy (Note: Referring to Figure 6 will be of great help). Level of Processing Competencyfrom the K to 12 Curriculum Guide Assessment Task (Test item, etc.) 1. Remembering Describe, Define, and Label. Recitation 2. Understanding 3. Applying 4. Analyzing Identify, Survey, and Compare & Contrast. Quiz 5. Evaluating 6. Creating Criticize, Appraise, and Convince.Group Activity
  6. 6. My Learning Activities Checklist Classify the portfolios examine. Use the checklist below: Type of Portfolio Tally (How many did you see?) Frequency Development/ Process Portfolio/ Growth-Portfolio 1 1 Display Showcase/ Best Work Portfolio/ Showcase Portfolio 0 0 Evaluation/ Assessment Portfolio 0 0 Observation Checklist Select three (3) best portfolios from what you examined. Which element/s is/are present in each? Please check. Elements of Portfolio Put your check ( ) here. 1. Cover Letter – “About the Author” and “What My Portfolio Shows About My Progress as a Learner”  2. Table of Contents with numbered pages 3. Entries-both core (required items) and optional items (chosen by students).  4. Dates on all entries to facilitate proof of growth over time.  5. Drafts of aural/oral and written products and revised revisions, i.e. (first drafts and corrected/revised versions.)  6. Reflections 
  7. 7. My Analysis 1. Did I see samples of the three different types of portfolio?  I only see one of the types of portfolio, the Documentation Portfolio. 2. What did I observe to be the most commonly used portfolio?  I think Documentation Portfolio is the most commonly used since that is the only one I able to see. 3. As I examined three selected portfolios, did I see all the elements of a portfolio?  In Documentation Portfolio, I don’t see all the elements of portfolio because there are no Table of Contents. 4. Is it necessary for a teacher to use varied types of portfolio? Why?  For me, the teacher should use the varied types of portfolio that is only needed. He/ She must use the types of portfolio that should better consider the availability, efficient, easier to use and the affordability of the said portfolio. 5. If one element or two elements of a portfolio are missing will this have any impact on the assessment process? Explain your answer.  Yes, because portfolio is helping the teacher to measure the grades of the students. If there is one missing I think that the grade of the students cannot measure properly.
  8. 8. My Reflections 1. Have portfolios made the learning assessment process inconvenient? Is the effort exerted on portfolio assessment commensurate to the improvement of learning that results from the use of portfolio?  Portfolios did not made the learning assessment inconvenient. Because portfolio is part of the learning of the student and thru portfolio teachers can measure the grade of the students.  Yes, the effort that is exerted on portfolio is absolutely commensurate because in compiling the learning of the students, the teacher and also the students will know what the things that they need to improve are. 2. Can showcase portfolios be assessment portfolios as well?  Yes, since showcase portfolio is made by the learner to showcase their best qualities, it can be tool for the teacher to easily assess their students, to know where their students good at. 3. Can development or growth portfolios be assessment portfolios?  Yes, because development or growth portfolio helps the teachers to know what is the development of his/her student.
  9. 9. My Learning Portfolio Types Of Portfolio Functions Of Portfolio Present what you learned on types, functions and elements of a portfolio by means of 3 separate graphic organizers. Since Documentation portfolios is the one that I able to observe. I learned that this portfolio is focusing to the learners finished works or outputs . In learned that portfolio is helping the students to be motivated and allowing them to showcase their ability. Thru the help of portfolios, the students are active and interested to make the acitivties. I learned that elements of portfolio is important. Because if there is missing in the element, even if it is only one, the portfolio is still unorganized. Types Of Portfolio Elements Of Portfolio Functions Of Portfolio
  10. 10. My Learning Activities Interview Interview of my Resource Teachers I will ask the following questions: 1. Where do you use the scoring rubrics? (student outputs or products and student activities) 2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use? 3. What difficulties have you met in the use of scoring rubrics? 4. Do you make use of holistic and analytic rubrics? How do they differ? 5. Which is easier to use- analytic or holistic? 6. Were you involved in the making of the scoring rubrics? How do you make one? Which is easier to construct- analytic or holistic? Resource Teacher: Mrs. Dulce Fajardo ICT Teacher New Buenavista Academy 1. Where do you use the scoring rubrics? (student outputs or products and student activities) Answer:  “I use scoring rubrics in group activities and also in student’s project” 2. What help have scoring rubrics given you? When there were no scoring rubrics yet, what did you use? Answer:  “Scoring rubrics has big help for me, because it is helping me to determine the grades of my students on their output. When there were no scoring rubrics yet, I use the numerical grades. 3. What difficulties have you met in the use of scoring rubrics? Answer:  “Sometimes scoring rubrics do not measure the target learning output of the students”
  11. 11. 4. Do you make use of holistic and analytic rubrics? How do they differ? Answer:  “Yes, Analytic rubrics is use to know the analytical ability or skill of the student while Holistic rubrics is use after the analytic rubrics for generalization. 5. Which is easier to use- analytic or holistic? Answer:  “For me, it is easy to use Holistic rubrics because it is assessing the students work as a whole.” 6. Were you involved in the making of the scoring rubrics? How do you make one? Which is easier to construct- analytic or holistic? Answer:  “Yes, I made a scoring rubrics to determine the score of my students on their outputs. I think that both of them (analytic and holistic rubrics) are hard to construct, because both of them need to be careful to make.”
  12. 12. My Learning Activities Activity 3: Grade Computation Show sample computations of a grade in a subject of your choice either from Grades 1 to 10 or from Grades 11 and 12. Show the percentage contributions of written work, performance tasks and quarterly assessment. Then give the descriptor. (Ask your Resource Teacher for his/her help). Subject: ICT Grade: Grade 10 Steps 1. Get the total score for each component. Learner’s Raw Score Highest Possible Score Written Work 1 18/20 20 2 22/25 25 3 13/15 15 4 20/20 20 5 14/15 15 Performance Task 1 20/20 20 2 20/20 20 3 20/20 20 4 20/20 20 Quarterly Assessment (Test) 55/70 60 2. Obtain the Percentage Score for each of the Percentage Score of Written Work 73.33 % component by dividing the total raw score by Percentage Score of Performance Task 100 % then multiply the quotient by 100%. Percentage Score of Quarterly Assessment 78.57 % 3. Convert Percentage Scores to weighted score The Weighted Score of Written Work 29.33 % By multiplying the percentage score by the The Weighted Score of Performance Task 40% Weight of the component. The Weighted Score of Quarterly Assessment 15.71% Refer to Tables on weights of Components per Subject for Grades 1 to 10 and for Grades 11 To 12 on pp. 91-92. 4. Add the weighted Scores of each component. This will give you the initial grade. 5. Transmute the Initial Grade using the Transmutation Table in Appendix G. 6. Give the descriptor of the computed final grade of the subject. Refer to Table of Descriptors on p. 92.
  13. 13. My Learning Activities Activity 1- Interview Interview Questions: 4. How do you give feedback to your students regarding their performance? When do you give feedback?  “I give feedbacks to my student when they are reciting even if their answer is correct or incorrect to motivate them. I’m giving feedbacks by saying Very good, excellent and etc. whenever they answer.” 3. How do you report students’ performance to parents? Does the school have a regular way of reporting grades to parents?  “I am reporting the grades of my students thru Parents and Teachers Conference Meeting (PTC Meeting). It is held every end of the grading period. “ 2. What problems on grade reporting did you encounter with parents? How did you address it/them?  “One of the problem that I encountered is when there is a parents that is questioning the low grades of his son. I handled it calmly, I let them saw the exam grades, performance grades etc. of his son, so they will know why his son got a low grades.” 1. Was it easy for you to report students’ performance to parents? What were your challenges?  For me, it is easy to report the students’ performance to parents if you have a complete files to show.

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