Department of Education (Philippines) School Governing Council (SGC) Orientation and Conference. SGC Legal Basis, Roles, Duties and Responsibilities and Functions. Basic Concepts of the SGC: Shared Accountability, Shared Commitment, and Shared Responsibility.
SGC Stakeholders: Internal and External Stakeholders
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
pabasa sa ICT coordinator, then sya papagawa sa mga teachers, isang pc/laptop lang gamitin para d magulo... huwag ka na maghanap ng google forms o microsoft forms version... sumunod ka...
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.
Department of Education (Philippines) School Governing Council (SGC) Orientation and Conference. SGC Legal Basis, Roles, Duties and Responsibilities and Functions. Basic Concepts of the SGC: Shared Accountability, Shared Commitment, and Shared Responsibility.
SGC Stakeholders: Internal and External Stakeholders
How to contextualize, localize, and "indigenize" lesson plans. That is why we don't agree to some proposal of lazy educators to have a common lesson plan for all teachers.
pabasa sa ICT coordinator, then sya papagawa sa mga teachers, isang pc/laptop lang gamitin para d magulo... huwag ka na maghanap ng google forms o microsoft forms version... sumunod ka...
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.
DLL WEEK 2.docx how a selection may be influenced by culture, history and en...LorenzOrquia
Lesson plan that can used specially when you where going to demo teaching this lesson plan is MELCS Based thats why its good to use how a selection may be influenced by culture, history and environment ppt presentation how a selection may be influenced by culture, history and environment ppt how a selection may be influenced by culture, history and environment ppt presentation WebCONTENT Explain how a selection may be influenced by culture, history, environment, and other factors. EN7LT- IV-h- III RESOURCES
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Instructions for Submissions thorugh G- Classroom.pptx
TRF-OBJECTIVE-9 (1).docx
1. RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III TEACHER:
TEACHER: DATE SUBMITTED:_______________
RATER: SUBJECT & GRADE LEVEL:
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/ prompts
provided. Use any local or official language that you are comfortable with. Use extra sheets if needed.
Please limit your response to 500 words
OBJECTIVE 9
Designed, adapted, and implemented teaching strategies that are responsive to learners with disabilities,
giftedness, and talents
PROMPT #1
Context: Denvert Pimentel have difficulty with moving, standing, or sitting. His one leg is shorter than the
other one. He uses crutches to walk.
Action Taken: You had a conference with her parents and found out from them that Denvert was diagnosed
with a physical disability.
How will you modify the instructions for Denvert to keep her focus on classroom activities? Write your
reflections in this form. Mention in your reflections a specific learning disability that you are familiar with or
have researched.
MY REFLECTIONS
In order to cater and deliver quality instruction to students with disability, teaching
strategies must also be suited to their learning needs. In my Araling Panlipunan 8 class, here
are some adjustments I would make in my instruction so that my student with physical disability
can learn just like the rest of the students.
Classroom Management, Before the start of the lesson, I would see to it that my student with
physical disability is seated in front with no obstruction so that the learner can move freely. I will
encourage support for the student from his classmates.
Lesson Delivery. My lesson must be presented in simple language, and if possible be
presented in charts, graphs, pictures, or other illustrations to facilitate his understanding of the
concept. I will allow my student to recite without requiring him to stand up to ease his burden in
moving. I will also provide him extra time in doing class works.
I explained my lesson through scaffolding or step by steps process. Since my students has
physical disability, I made a little modification in his lessons, I presented my video lesson and
designed the content in such a way that he could understand easily or within his level. I established
2. the learning objectives and what are the expected learning outputs at the beginning of my
presentation. I organized and contextualized a series of appropriate learning activities for each
part of my lesson. Game-Based Learning was also integrated to make learning engaging which
facilitated better knowledge retention. This helped capture his interest and attention because he
performed an activity that he can accomplish and understand.
In performance activities, I used game-based activities with step-by-step method on how
to do the activity. By guiding him with visuals as instruction in the activity, he would be reinforced
to do the activity because he has visuals to follow, and I would also constantly monitor and give
him extra attention. I personally gave the activity sheets directly on his chair and when he finished
the activity, I also approached the learner to personally collect his work.
DepEd provides an equal opportunity for learning to Children with Disability or what we call
Inclusive Education, “DO 72, s. 2009-Inclusive Education as Strategy for Increasing Participation
Rate of Children ''. As a teacher, I recognize my immense responsibility in providing quality
and equal opportunity of learning to students with disabilities. By providing a suitable
lesson delivery, I would ensure that students like them would be allowed to have access
to equal and quality learning experiences in my class.
3. RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III TEACHER:
TEACHER: DIANA ROSE S. DELA CRUZ DATE SUBMITTED: _______________
RATER: MIRAFLOR V. TENDILLA SUBJECT & GRADE LEVEL: AP 8
DIRECTIONS:Reflect on your attainment of the RPMS objective by answering the questions/
prompts provided. Use any local or official language that you are comfortable with. Use extra
sheets if needed. Please limit your response to 500 words.
OBJECTIVE 9
Designed, adapted, and implemented teaching strategies
that are responsive to learners with disabilities, giftedness, and talents
PROMPT #2
Design a lesson plan for gifted and talented learners based on your idea on how they may be
addressed in your class. Your strategies for the physical disability must be highlighted and
annotated in this form. Attach your lesson plan.
4.
5.
6. RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III TEACHER:
TEACHER: DIANA ROSE S. DELA CRUZ DATE SUBMITTED: _______________
RATER: MIRAFLOR V. TENDILLA SUBJECT & GRADE LEVEL: AP 8
DIRECTIONS:Reflect on your attainment of the RPMS objective by answering the questions/
prompts provided. Use any local or official language that you are comfortable with. Use extra
sheets if needed. Please limit your response to 500 words
OBJECTIVE 10
Adapted and used culturally appropriate teaching strategies to address the
needs of learners from indigenous groups
PROMPT #1
Below is an assessment activity for a class of 30 learners, five of which belong to an indigenous peoples
(IP) group. Evaluate the appropriateness of the activity to your learners. Writeyour response in this form.
MY REFLECTIONS
The strategy used in this lesson was culture-based. I adapted and used culturally
appropriate teaching strategies to address the needs of learners from indigenous groups.
In my video lesson in Araling Palipunan 8 entitled ‘’Pitong Kontinente’’, I made sure
that the words used were understandable and I explained the lesson is such a way that
everyone can relate, and my IP students would be able to share something based on their
experiences.
In the discussion part of my lesson plan, I encouraged my IP students to
share their knowledge about a unique place in their area and how they can protect
the natural resources in their community. In valuing part of the lesson, I encouraged
them to create a travel brochure of their community that shows their unique place
and their very rich culture. This activity urged all the students to find a practical
application of the lesson in their daily lives. This activity was a good avenue for the
indigenous people to reflect on what they can do to help their community and to appreciate
the importance of having a good education.
In review and motivation part of my lesson, I used series of differentiated activities
This strategy, according to various articles, helps in the learning and motivation of
indigenous students and make learning engaging which can facilitate better knowledge
retention
7. With these activities, learners particularly our IPs was able to showcase their skills,
capabilities and they was also got the chance to interact with their classmate and
reassured their feeling of belongingness.
To wrap up the lesson, I made sure that they understood and put into heart what
they have learned. They were also reminded that each of them, regardless of their status
in life and the group they belong to, they have the responsibility to protect the world we
live in.
8. RPMS SY 2021-2022
TEACHER REFLECTION FORM (TRF)
TEACHER I-III TEACHER:
TEACHER: DIANA ROSE S. DELA CRUZ DATE SUBMITTED: _______________
RATER: MIRAFLOR V. TENDILLA SUBJECT & GRADE LEVEL: AP 8
DIRECTIONS: Reflect on your attainment of the RPMS objective by answering the questions/ prompts
provided. Use any local or official language that you are comfortable with. Use extra sheets if needed.
Please limit your response to 500 words.
OBJECTIVE 10
Designed, adapted, and implemented teaching strategies that are responsive to learners with disabilities, giftedness,
and talents.
PROMPT #2
Design a lesson plan for your class that integrates aspects of Indigenous people (IP)culture using national
mandates on indigenous people’s education (IPEd) as reference:
Republic Act No. 8371 or the Indigenous People’s Right Act of 1997
DepEd Order No. 62 s. 2011 or the Adopting the National Indigenous Peoples (IP) Education Policy
Framework
DepEd Order No. 32, s.2015 or the Adopting the Indigenous Peoples (IP) Education Curriculum
Framework
The integration of IP culture in the lesson plan must be highlighted and annotated in this reflection forms. Attach
your lesson plan.