Poster rubric
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The document provides a rubric for evaluating student posters on internet terms. It lists the categories being scored, including required elements, knowledge gained, grammar, attractiveness, and use of class time. For each category, it describes the criteria for scores of 4, 3, 2, and 1. The highest score of 4 represents thorough completion and execution of the poster assignment.
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Practice Teaching Portfolio 2019
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.
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Course Descriptions of Language Subject Areas and Goals of Language Teaching
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The lesson plan discusses a 6th grade home economics class that will cover the factors that influence home management. The objectives are for students to distinguish, discuss, and appreciate these factors. The lesson will include reviewing the previous class, presenting pictures to motivate discussion of the topic, defining the factors of planning, organizing, implementing, and evaluating, and having students analyze examples of each factor.
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This document contains a rubric for evaluating student posters in an art contest. The rubric assesses posters across 5 criteria from levels of expertise of 1-4. Criteria include lesson concepts, use of image editing software, imagination/expression, analyzing comments, and educational connection. Students are also asked to provide a self assessment of what they learned and the effort put into their poster. Scores are totaled out of 100 possible points.
Poster rubric
This document provides a rubric for evaluating student posters. It lists four criteria: use of class time, visual impact, labels, and spelling. Each criterion is scored on a scale from excellent (5 points) to not done/incomplete (0 points). The rubric will be used to assess how well students use class time, the attractiveness and design of their poster, the clarity of labels, and the presence of spelling errors. Teachers will use this rubric to score posters and provide feedback to students on their work.
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This document lists 16 moral values that could be used for lesson planning: kindness, self-reliance, humility, mutual respect, love, justice, freedom, courage, cleanliness of body and mind, honesty/integrity, diligence, cooperation, moderation, gratitude, rationality, and public-spiritedness. Each value is further defined by 2-6 descriptors. For example, kindness includes being compassionate, considerate, generous, understanding and forgiving; while mutual respect involves respecting parents, elders, peers, leaders, neighbors, laws, beliefs and cultures.
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The presentation provided an overview of test construction and highlighted the importance of creating a table of specifications to ensure tests adequately sample the intended learning outcomes. It also discussed guidelines for writing different types of test items like multiple choice and situational judgment questions, emphasizing the need for clarity, relevance, and avoiding flaws that could introduce errors. Effective test development requires understanding cognitive taxonomies and applying principles of validity, reliability, and usability.
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The document outlines the 6 steps to prepare a table of specification for a test: 1) List topics, 2) Determine objectives, 3) Specify time spent on each topic, 4) Calculate percentage allocation for each topic, 5) Determine number of test items for each topic, 6) Distribute items to objectives. It provides an example of calculating that 20% of a 50 item test should cover the topic "Early Filipinos and their Society" since it was taught for 2 of the 10 hours on the overall topic.
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A classroom based on students can be less static or organized, less concerned about past teaching methods and drilling = academics, and more oriented on preparing students in an ever-changing environment for learning. Usually, students and teachers discuss together what to learn, and how to better accomplish this.
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Download it here: https://drive.google.com/open?id=0B-NSFQQ2b9P2Q3ZrTVVhWEZfaWc
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The document provides the classroom schedule and rules for Grade 9 students taught by Ariesa A. Mercado. It includes:
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2) Background information and experience of teacher Ariesa A. Mercado.
3) Classroom rules regarding punctuality, respect, preparation, honesty, and success.
4) Procedures for entering the classroom, completing tasks, working in groups, turning in papers, and dismissal.
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The document provides a series of statements about microscope use and asks the reader to identify whether each statement is a FACT or BLUFF. It contains 10 statements related to topics like carrying the microscope, using objective lenses in order, adjusting light levels, focusing techniques, and definitions of magnification and resolution. The reader is meant to determine which statements are factual aspects of microscope usage and which are incorrect statements, or bluffs.
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This document contains daily lesson logs for English classes from Grade 6 to Grade 10 for the week of June 16-20, 2014. Each grade level focuses on a different genre of literature and works on related language skills. The logs outline the daily topics, learning objectives, and remarks for each lesson, with references to course materials. The overall purpose is to guide students in developing their understanding and appreciation of various literatures while improving their English language abilities.
7-Es-Daily-Lesson-plan-matter.docx
This daily lesson plan outlines a science class for 8th grade students on the states of matter. The objectives are to identify and differentiate the characteristics of solids, liquids, and gases. The content will discuss the particle nature of matter and its role in explaining the properties and structure of substances and mixtures. Learning resources include the science textbook and additional online references. Procedures include reviewing the previous lesson, presenting examples, discussing concepts through partner and group activities, formative assessment questions, and extending learning through additional research. The reflection section will evaluate student understanding and the effectiveness of teaching strategies.
K to 12 classroom assessment (revised)
The document outlines DepEd's classroom assessment policies for K-12 basic education in the Philippines. It discusses what is assessed in the classroom, which includes learning standards like content, performance, and competencies. It also describes how formative and summative assessments are used, including their purposes, examples, and timing. Classroom assessment results are reported to students, parents, and teachers to help track student progress on curriculum standards.
Practice Teaching Portfolio 2019
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.
Consolidated school-ipcrf-part-iv
The document contains the consolidated school professional development plan for teachers at Bagong Silang Elementary School. It lists the names of 13 teachers and outlines their strengths, development needs, action plans, timelines, and resources needed to address their professional goals. The plan focuses on improving the teachers' functional competencies in areas like content knowledge, teaching strategies, curriculum planning and use of resources. It also aims to strengthen their core behavioral competencies such as professionalism, innovation and service orientation. The teachers' action plans include attending trainings, seminars and workshops to apply their learnings throughout the school year 2021-2022.
Sample of Semi Detailed Lesson Plan
Course Descriptions of Language Subject Areas and Goals of Language Teaching
English Elementary
English Secondary
Filipino Elementarya
Filipino Sekondarya
4a's lesson plan
The lesson plan discusses a 6th grade home economics class that will cover the factors that influence home management. The objectives are for students to distinguish, discuss, and appreciate these factors. The lesson will include reviewing the previous class, presenting pictures to motivate discussion of the topic, defining the factors of planning, organizing, implementing, and evaluating, and having students analyze examples of each factor.
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This document contains a rubric for evaluating student posters in an art contest. The rubric assesses posters across 5 criteria from levels of expertise of 1-4. Criteria include lesson concepts, use of image editing software, imagination/expression, analyzing comments, and educational connection. Students are also asked to provide a self assessment of what they learned and the effort put into their poster. Scores are totaled out of 100 possible points.
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Poster rubric
This document provides a rubric for evaluating student posters. It lists four criteria: use of class time, visual impact, labels, and spelling. Each criterion is scored on a scale from excellent (5 points) to not done/incomplete (0 points). The rubric will be used to assess how well students use class time, the attractiveness and design of their poster, the clarity of labels, and the presence of spelling errors. Teachers will use this rubric to score posters and provide feedback to students on their work.
Media and Information Literacy (MIL) Types of Media (Part 2)- Mass Media and ...
Learning Competencies
Learners will be able to…
1. discuss in class how a particular individual or society is portrayed in public using
2. different types of media (MIL11/12TYM-IIId-12n);
3. define mass media and media effects (SSHS);and
4. discuss and evaluate the different theories on media effects (SSHS).
I- How Media Depicts People in Public
II- Mass Media
Definition
Media Effects
Importance of Understanding the Effects of Media
I- Media and Information Literacy
A. Key Concepts In Media Analysis
B. Key Questions to Ask When Analyzing Media Messages
C. Formative Assessment: Analyzing and Deconstructing Media Messages
D. Performance Task: Analyzing Media Messages
Assesment rubric for a family tree
This document provides a rubric for assessing a family tree poster project. The rubric includes four levels: excellent, good, fair, and needs improvement. It evaluates the poster on required elements, organization, creativity, and presentation content. An excellent poster includes all required elements plus additional information, is exceptionally well-designed and organized, includes graphics showing exceptional student creativity, and demonstrates a full understanding of the topic.
Family tree rubric
A rubric used to evaluate my students' family tree projects. I developed it using different online rubrics as examples.
Judging rubric filmmaking contest
This document provides a judging rubric for a Florida 4-H/Florida Dairy Council filmmaking contest. It evaluates submissions based on criteria such as clearly addressing the theme of Fuel Up to Play 60, conducting research on the topic, establishing relevance to youth and the community, audio and video quality, use of techniques like lighting and transitions, creativity, storyline, youth engagement, and team effort. Submissions are scored on a scale of 1 to 4 in each category, with 44 points or higher earning a blue ribbon, scores between 0-44 earning a red ribbon, and scores below 0 earning a white ribbon.
Poster and presentation rubrics
The document provides rubrics for evaluating posters and presentations. For posters, it evaluates coverage of the topic, use of graphics, organization, layout and design, and mechanics. For presentations, it evaluates the introduction and closure, body language, eye contact, voice and intonation, and content and justification. Points are assigned on a scale from 1-4 for each category based on criteria provided.
Individual project rubric
The document provides instructions and a rubric for an individual poster project using Glogster to promote social justice themes and raise awareness. Students are asked to create an eye-catching poster with good information, media use, and appealing layout/theme that is scored and submitted by email. The rubric evaluates posters on their inclusion of social justice principles, supporting examples and information, creative promotional techniques, and design/layout.
Learnist board project rubric
This document provides a rubric for evaluating a multimedia project with categories for requirements, content, organization, and presentation. It will be used to grade a student's LEARNIST BOARD PROJECT for Ms. Rechebong's class. The rubric assesses whether all requirements were met, the depth and accuracy of content knowledge, how well organized the material is, and the delivery and ability to engage the audience.
How to make your own assessment rubric
This document provides guidance on how to create a rubric for assessing student work. It begins with an example rubric for an essay assignment. The rubric includes criteria for content and range, use of literature/evidence of reading, and knowledge of theory. Performance standards are defined on a scale from Fail to High Distinction. Descriptors are then provided for each criterion at each performance level. The document notes benefits of a rubric such as guiding curriculum design, communicating expectations, providing feedback, and aiding consistency in assessment. It recommends a website for creating rubrics and concludes by asking if there are any questions.
What is an assessment rubric?
An assessment rubric is a matrix used to evaluate and grade work. It describes the criteria being assessed and the standards or levels of achievement for each criterion, often on a scale. Rubrics promote fair, accurate, and defensible assessment by applying the same criteria consistently. They also allow for efficient marking and can be used for self-assessment or multiple markers to apply criteria uniformly. Rubrics may provide examples illustrating each criterion level and can allocate marks to levels for a marking scheme.
Science grade 9 lm
The document discusses the respiratory and circulatory systems, explaining how oxygen is inhaled into the lungs and transported via blood vessels to cells throughout the body, where it is used to release energy and carbon dioxide is produced as a waste product and expelled through exhalation. Activities are included to illustrate the pathways of gas exchange and blood flow between the lungs, heart, and body using models. The circulatory system is described as transporting oxygen, nutrients, and waste throughout the body via the heart, blood vessels, and blood.
Biography rubric
This rubric provides criteria for evaluating student-written biographies, including thoroughness of research, presentation of important facts and events in the person's life, insights into their character, organization of information, writing conventions, and sentence structure. Key areas of focus are use of multiple sources, inclusion of significant details from all stages of the subject's life, vivid portrayal using anecdotes and quotes, clear chronological organization, and proper spelling, grammar, and punctuation. Weak areas include little evidence of research, inclusion of insignificant details, lack of understanding of the person's traits, disjointed information, and multiple errors.
Technology Lesson Plan
The document describes a 3-day lesson on food webs developed by Christine Dennis for intermediate grade students. On day 1, students learn about food webs using a SMARTboard presentation and model one by wearing picture cards. On day 2, students research specific food webs online and contribute their findings to a class wiki. On day 3, students illustrate the food web they researched using Inspiration software. Students are evaluated based on a rubric for their food web poster.
Final Oral Speech Rubric
This document contains a rubric for scoring a final oral speech presentation. It will be scored out of 100 total points and includes categories such as presence, language skills, organization, mastery of subject, visual aids, and time limits. The rubric provides criteria for fully meeting, partially meeting, or not meeting expectations in each category and allows for a score of 5, 4, 3, 2, 1, or 0 in each sub-category.
Poster Art judging rubric
The document provides a rubric for judging 4-H poster art projects. It evaluates posters on four criteria: required elements, message/creativity, art design, and construction. Each criterion has a point value ranging from 1 to 4, with 4 being the highest. The total points possible are 20. The rubric also provides comments for each score and defines award levels based on point totals.
Media and Information Literacy (MIL) Video Project Peer Evaluation
This document contains a peer evaluation form for students in a Media and Information Literacy class to evaluate group members on a video project. The form has criteria like contribution, timeliness, quality of work, and attitude. Students fill out a score for each group member on each criteria. Total scores are calculated for each member. A summary form then calculates the average total score and equivalent points for each student. Finally, the document explains the grading system which combines the group grade and an individual's peer evaluation average score.
Creating Rubrics
The document provides guidance on creating and using rubrics for grading complex assignments. It defines rubrics as tools that explicitly state criteria for assignments and may be used for grading. The workshop objectives are to describe rubrics, their purpose, types of rubrics, characteristics of good rubrics, and develop a rubric for an assignment. Guidance is provided on creating analytic and holistic rubrics, including identifying criteria and defining performance levels.
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Media and Information Literacy (MIL) Video Project Peer Evaluation
Media and Information Literacy (MIL) Video Project Peer Evaluation
Similar to Poster rubric
Rubric to evaluate glogster
This rubric evaluates Glogs (online posters) on four categories: required elements, resources' relevance, grammar, and attractiveness. A poster can earn up to 22 points total by including all required elements about celebrations, using relevant resources clearly related to the topic, having minimal grammatical mistakes, and being well organized with an exceptional design. Lower scores are given for missing required elements, unclear or irrelevant resource use, grammatical errors that impede understanding, or a messy or poorly designed layout. The rubric also considers if the poster was sent or published on time.
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The document provides instructions for creating a PowerPoint presentation on child labour in a selected country. Students must research and define child labour, select a country to focus on, and include details about the economic situation, types of child labour, statistics, and a case study from the country. Presentations should be approximately 10 minutes and include references. Students will have 3 class periods to work and presentations will be graded using provided rubrics on content, writing conventions, and presentation skills.
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The document rates a presentation on various criteria from 20 to 5, with 20 being the highest score. It evaluates categories like background, subject, content accuracy, spelling and grammar, effectiveness, and the presenter. An effective presentation would score between 15-20, with a score of 10 still being adequate. A score below 10 would need improvements in areas like missing elements, inaccuracies, lack of organization or presence. The presentation scored here meets most criteria for use in an actual educational environment. It also included a discussion of using online teaching tools in classrooms.
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Blog rubric french blogs
This rubric evaluates blog posts on a scale of 1 to 10 in several categories:
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RúBrica
The rubric assesses student presentations on several criteria:
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4) Content - Did the student demonstrate understanding of the topic?
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The rubric assesses student presentations on several criteria:
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Poster and presentation rubrics
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Poster rubric
- 1. Making A Poster : Internet Terms Student Name: ________________________________________Score: ______________ CATEGORY 4 3 2 1 Required Elements The poster includes All required 9 terms Missing 1 of the Several of the all required 9 terms, a and a title are required 9 terms or required 9 terms title, as well as included on the the title. and/or the title were additional poster. missing. information. Knowledge Gained Student accurately Student accurately Student accurately Student accurately defined all of the defined most of the defined about two-‐ defined less than two-‐ terms in the poster terms in the poster thirds of the terms in thirds of the terms in using their own using their own the poster using their the poster using their words, they did not words, they did not own words, they did own words and/or appear to copy and appear to copy and not appear to copy they appear to have paste the definitions. paste the definitions. and paste the copied and pasted the definitions. definitions. Grammar There are no There is 1 There are 2 There are more than grammatical or grammatical or grammatical or 2 grammatical or spelling mistakes on spelling mistake on spelling mistakes on spelling mistakes on the poster. the poster. the poster. the poster. Attractiveness The poster is The poster is The poster is The poster is exceptionally attractive in terms of acceptably attractive distractingly messy or attractive in terms of design, layout and though it may be a bit very poorly designed. design, layout, and neatness. messy. It is not attractive. neatness. Use of Class Time Used time well during Used time well during Used some of the Did not use class time each class period. each class period. time well during each to focus on the Focused on getting Usually focused on class period. There project OR often the project done. getting the project was some focus on distracted others. Never distracted done and never getting the project others. distracted others. done but occasionally distracted others. Date Created: Sep 21, 2012 12:47 pm (UTC)