I am sorry to bother you, I know how you are busy. I have attached the developing reading skills presentation and proposal updated. Please let me know if you have any comments..
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
PRACTICE TEACHING PORTFOLIO
A
Portfolio
Presented to the Faculty of College of Education
Virgen Milagrosa University Foundation
Martin P. Posadas Ave., San Carlos City, Pangasinan
In partial fulfillment of the requirements in
Field Study 7-- Practice Teaching in the Secondary Level
TIMOTHY BACANI BRAVO
May 2019
TABLE OF CONTENTS
I. Preliminaries
Title Page……………………………………………………………. 1
Table of Contents…………………………………………………… 2
Approval Sheet………………………………………………………
Clearance…………………………………………………………….
Certification…………………………………………………………..
Preface……………………………………………………………….5
Introduction…………………………………………………………..6
Acknowledgement…………………………………………………..7
Biographical sketch…………………………………………………9
Teacher’s Prayer……………………………………………………11
II. Cooperating School
Premises……………………………………………………………12
Logo…………………………………………………………………20
Introduction of School…………………………………………….21
History of Cooperating School…………………………………..22
School Plan of Cooperating School…………………………….26
Enrolment Data of Cooperating…………………………………27
Teaching Force of Cooperating…………………………………29
Objectives of Cooperating School………………………………30
K to 12 Curriculum of MAPEH 7 ……………………………..31
Special Services of Cooperating School…………………….87
Reflection on the Cooperating School……………………….88
III. Description of Experiences
Compilation of Experiences…………………………………...91
Lesson Plans in Subject Taught………………………………111
Instructional Materials………………………………………….127
Reflection on the Instructional Materials…………………….128
Evaluative Tools Used………………………………………...128
Reflection on Evaluative Tools……………………………….129
Observation and Evaluation Forms………………………….130
Reflection on Observation and Evaluation Forms………….135
Sample Learners Work and Feedback………………………136
IV. Appendices
DTR……………………………………………………………..139
Practice Teaching Forms Accomplished……………………142
Teachers Program…………………………………………….148
Department of Education Form 1……………………………149
Department of Education Form 2……………………………150
Department of Education Form 3……………………………151
Department of Education Form 5……………………………152
Department of Education Form 10………………………….154
Class Record…………………………………………………..156
Pictorials……………………………………………………….157
Other Evidences………………………………………………160
PREFACE
This off-campus narrative report is purposely prepared for the student teacher.
This work contains the student-teacher’ activities and experience in the different areas of work in the school where he was assigned. It provides further opportunity for the student-teacher to become aware and understand the total setting of the teacher education program.
To undergo practice teaching is not an easy task for the student teacher to meet the required standards within the given training period. A student teacher should commit mistakes in culminating his mission. He should perform multifarious rules inside the classroom.
This document contains recommended remediation activities for developing reading skills of English among those who are in the frustration level of reading.
Support presentation for reading on three levels. Students first read the photographs, we distinguish between literal observations and subjective inferences, then we discuss the levels.
I am sorry to bother you, I know how you are busy. I have attached the developing student reading skills presentation and proposal updated. Please let me know if you have any comments..
Principles to practice in teaching readingJoe McVeigh
Jennifer Bixby and Joe McVeigh present principles for teaching reading to English language learners and supply practical applications. Download the handout at www.joemcveigh.org
Project based learning approach a real expereinceRajeev Ranjan
“Project Based Learning; a Real Learning Experience” ” is an integrated learning approach. A project is meaningful if it fulfils two criteria. First, students must perceive it as personally meaningful, as a task that matters and that they want to do well. Second, a meaningful project fulfils an educational purpose. Well-designed and well-implemented PBL------------ -----------------
Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.
The article deals the different type of project-based learning and its pedagogical principles. The importance of project-based learning method and its effectiveness was written here. Saidova M.R and Ergasheva D.K 2020. Differentiated instruction, project-based learning, constructivist pedagogy principles . International Journal on Integrated Education. 2, 6 (Mar. 2020), 209-212. DOI:https://doi.org/10.31149/ijie.v2i6.157. Pdf Url : https://journals.researchparks.org/index.php/IJIE/article/view/157/153 Paper Url : https://journals.researchparks.org/index.php/IJIE/article/view/157
Assessment is a common aspect of each and every classroom. In tVinaOconner450
Assessment is a common aspect of each and every classroom. In the twenty-first century classroom, assessment for learning is essential to ensure that students are mastering key skills. The video,
Assessment for Learning (Links to an external site.)Links to an external site.
, points out key strategies that can be employed in the classroom in order to ensure student success. After watching the video, share your thoughts on the structures and strategies a teacher needs to put into place in order to ensure that an effective classroom environment is created to foster twenty first century learning.
Choose one of the following digital tools to enhance your written response (
Smore (Links to an external site.)Links to an external site.
,
Prezi (Links to an external site.)Links to an external site.
,
PowToon (Links to an external site.)Links to an external site.
,
Sliderocket (Links to an external site.)Links to an external site.
,
Screencast-O-matic (Links to an external site.)Links to an external site.
, or other presentation software). Utilizing technology in this discussion will further prepare you for the Final Project in Week 6.
Address and include the following:
Key strategies from the video
Your own ideas about both formative and summative assessments
How both sets of ideas could be implemented to create an effective classroom environment
Be sure to include examples to illustrate and support your ideas.
Professor: We speak a great deal about assessment and accountability and how each has an integral role in student achievement. Yet, many are still left with the feeling our current level of testing is too rigid, too demanding, not differentiated.........basically a whole bunch of phrases which leaves many with the feeling the current assessments used in schools do not provide the "whole picture". The Partnership for 21st Century Skills (2007) suggests, "While the current assessment landscape is replete with assessments that measure knowledge of core content areas such as language arts, mathematics, science and social studies, there are a comparative lack of assessments and analyses focused on 21st century skills" (p. 1).
Using either the article or your own thoughts and reflections, how should teachers assess 21st Century Learning Skills?
21st Century Skills Assessment (Links to an external site.)Links to an external site.
Reference:
Partnership for 21st Century Skills. (2007). 21st century skills assessment. Retrieved by http://www.p21.org/storage/documents/21st_Century_Skills_Assessment_e-paper.pdf
Designing effective lessons
Without question, one of the key points that make a class successful is having lessons that are engaging and effective. Creating these types of lessons does not happen overnight; planning requires time, focus and a careful eye to ensuring that the needs of each student are met. So, how does a teacher create a rigorous curriculum plan that leads to improved student perfo ...
A Study of Project-Based Learning in Dubai's Middle Schools.moeenali5423
Project-based learning (PBL) has emerged as a dynamic and effective approach to education, especially in middle schools. By engaging students in hands-on, real-world projects, PBL fosters creativity, critical thinking, collaboration, and problem-solving skills.
This is the presentation that was delivered to the Viewpoints team at the first 'data day' - its aims were to show the immediate team the current stage of development and to discuss the data implications of the user interface and user choices.
AECT 2006 - Effective Web-Based Design for Secondary School StudentsMichael Barbour
Barbour, M. K. (2006, October). Effective web-based design for secondary school students. Roundtable session at the annual convention of the Association for Educational Communication and Technology, Dallas, TX.
Enhancing an Effective EFL Classroom through Lesson Planningijtsrd
Outcome based education OBE is being carried out in university education in Myanmar. It involves assessments and evaluation practice to reflect certain specific outcomes. And there is also paradigm shift to learner centred learning in teaching learning situations. So in EFL classrooms in Myanmar, the effective use of interactive activities is essential for students being exposed to voluntary learning in a given time limit. To fulfil this gap, the author tried to ingest suitable interactive activities and structured activities in her lesson planning to save time and to meet expectations for the outcomes. The target students were 30 of fourth year students at Technological University Kyaukse . A case study using a carefully prepared lesson plan was done to find out effectiveness achieved. The results show that the involvement of students was raised up not only by the intrinsic nature of interactive activities but also by the assessment plans. So it is hoped that this paper would be able to point out that lesson planning ahead of time is necessarily needed so that adaptations and required activities can be made well and required assessment plans can be set as roadmaps for students and teachers alike. Thida Kyaw | San San Lwin "Enhancing an Effective EFL Classroom through Lesson Planning" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26576.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/english/26576/enhancing-an-effective-efl-classroom-through-lesson-planning/thida-kyaw
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
2. (Developing Student Reading Skills) Proposal
Table of Contents
Page
Table of Contents ………………………………………………………………….ii
I. Executive Summary ……………………………………………………......3
II. Purpose and Benefits ……………………………………………………....3
III. Statement of Work ……………………………………………………........3
IV. Actions to Be Implemented ………………………………………………...4
V. Project Objectives …………………………………………………………..4
VI. Project Objectives …………………………………………………………..5
VII. Outcomes ………..…………………………………………………………..5
VIII. Workplan ……………………………………………………………………5
IX. Activities scheduled …………………………………………………………6
X. Project Estimated Budget …………………………………………………..7
2
3. (Developing Student Reading Skills) Proposal
I.EXECUTIVE SUMMARY:
With our country’s rapidly expanding population and a huge youth bulge, reading is
a critical topic in contemporary Yemen. Unfortunately, Yemen’s educational
systems are strained beyond capacity and many prospective students lack the
opportunity to develop their reading skills.
II. PURPOSE and BENEFITS:
This project aims to:
Develop effective reading skills that can help target subjects handle the
reading process smoothely and effectively,
Enhance Reading as a process that involoves many stages with a special focus
on the “comprehension” phase,
Encourage students to check out their understanding of what they read and
use strategies such as previewing, annotating, outlining, summarizing and
analyzing. This would take the reading process to another level, for instance,
writing a review or critique,
Create an atmosphere of effective interaction and engagement among the
school family.
3
4. (Developing Student Reading Skills) Proposal
III. STATEMENT of WORK:
Many visits will be paid to the target schools to encourage students implementing
effective reading strategies.
IIII. ACTIONS to be IMPLEMENTED:
Involving writing and drawing in the process of reading. This helps a student
become a better reader. Some students love to be creative when it comes to
drawing, and illustrations that add visual imagery to stories.
Providing free readings: Giving students the opportunity to explore and improve their
reading skills in their area of interest”
Games help students learn new words which will improve their reading skills.
Assigning a small, interesting book to students every day/week/month, and
allow the students to choose their books individually. Later, students tell their
classmates the summary of the story/book they read. Students should not take
this as boring homework . It should be interesting enough for them to
undertake.
IIIII. PROJECT OBJECTIVES:
This project aims to establish a positive perspective towards reading in the society.
It is hoped that it can create a turning point in primary schools where young students
hopefully will be able to develop effective reading skills and enjoy reading for
different purposes.
4
5. (Developing Student Reading Skills) Proposal
The ultimate goal of the project is to prepare young learners and leaders for a better
future of Yemen. Volunteers are expected to pay visits to school and read for the
students and help them comprehend the story in an engaging way. By giving the
student a preview of what the book is trying to convey, it’s hoped that the student
will be interested in reading books. It’s not only about helping students read, but
also creating a personal bond with the students and become mentors for them in
their lives. We hope to inspire a few learners who will carry on our support for
them when they are adults. Our long term goal for this project is to build an
educational foundation for students so that they can achieve their goals in life. We
want to inspire and encourage our students to pay more attention to reading and
realize the power reading provides.
IIIIII. OUTCOMES:
To monitor our progress as we move toward our goal of developing an enhanced
culture of reading by increasing recreational reading on Schools, we have selected
the following Student Learning Outcomes:
Student Learning Outcome 1: Students will engage in more reading-based
activities, both recreationally and related to their coursework.
Student Learning Outcome 2: Students will show improved reading skills over
their course of study at Schools.
IIIIIII. WORKPLAN:
By March 10, 2013: Finalizing the project’s plan
By April 17, 2013: Indentifying which students will be working with
By April 23, 2013: Working with the students
Training sessions: From 11:45 AM until 1:45 PM
5
7. (Developing Student Reading Skills) Proposal
PROJECT ESTIMATED BUDGET
The budget should relate to activities and be realistic.
Budget Lines Total (USD)
Total :
7