Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021

MY PRACTICE TEACHING HANDBOOK AND PORTFOLIO

Learning Task No. 8

Classroom Demonstration Teaching

Name of Student Teacher: ROLAND P. PLATERO
Course: BSED – FILIPINO Year and Section: 401
Cooperating Teacher _____________________________ Signature ______________________ Date ________________
Cooperating School _______________________________________________________________________________________

8 LEARNING TASK

CLASSROOM DEMONSTRATION TEACHING

LITERACY SKILLS & NUMERACY SKILLS

Literacy Skills are those gained through reading as well as using media and technology.
The new ways to read and write have also introduced new skills:
- Consuming information
- Producing information

Numeracy Skills – using numbers to perform calculating and estimating tasks such as
handling cash, budgeting, measuring, and analyzing.

Some Strategies to Promote Literacy and Numeracy Skills

Literacy Numeracy
 Entry pass  Independent reading  Using number line
 Exit pass  Think Aloud Time  Looking for patterns
 First liner  Writing Reading  My Think Board
 Jigsaw  Challenge Log  A Hundred Plus Chart
 Inquiry chart  Matching Books to Phonics  Using reflection sheets
 Listen Read Discuss (LRD)  Alphabet Matching  Using conversion tables
 Partner Reading  Anticipation Guides  Assessment Checklist
 Reading Guide  Concept Sort  Using Cards
 Reciprocal Teaching  Concept Maps  Using Numerical Charts and
 Story Maps  Directed Reading Thinking Diagrams
 Story Sequence Activity (DRTA)  Strike it out
 Visual Imaging  Question the Author  12 Pointed star game
 Reading Guide  Dicey Operation

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 Teachers employ varied strategies to cater to diverse types of learners. Some learners
work best when working alone, while others find joy working with other. These are the
advantages of individual and group work for students.

Individual Work Group Work

 Gain independence to think through their  Listening to and respecting other ideas
own

 Improve confidence in working through  Thinking about one’s problem in variety of

problem, even when they don’t feel certain ways
about every step

 Work at their own level rather than having  Getting to a deeper level understanding
to adapt to suit their group members through having to explain a perspective and
discuss it with others with different
perspective

 Practice self-control both in staying focused  Sharing knowledge/abilities to get a better

on tasks at hand to avoid turning to a hold on a problem that they could do
classmate or asking teacher for the answer. individually

 Get more comfortable taking actions on  Holding group members accountable and
their own being held accountable in return.

 Gain creativity and effective thinking

processes that can apply to problem solving
across a range of subjects and types of
issues

The following teaching strategies may be used for group activities:

 Think Pair Share  Stir the teams
 Group Mapping Activities  Circle the sage
 Team Games Tournament (TGT)  Numbered Heads Together (NHT)
 Simple Round Robin Brainstorming Session  Round Table
 Simultaneous Round Robin Brainstorming  Milling Around
Session  Jigsaw
 Agreement Circle  Tea Party
 Round Robin

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These are some strategies which shall be best for individual activities.
 Monologue  Letter writing
 Story telling  Reflection Log
 Puppetry  Diary
 Newscast  Poetry writing
 Sketch to Sketch  Essay writing

Hands-on activities – provide the learners to explore and discover learning and keep
them actively engaged in the activities. Through these activities they retain the information
longer and accurately remember the things they learned. They also find the activities more
meaningful, enjoyable, and rewarding.

Some hands-on activities are: number maker, play the bag game, algebra tic-tac-toe,
human knot game, verbs relay race, toss and blend, compare fractions, card game, cause and
effect cards, consonant blend, scavenger hunt, multiplication table games, sight words memory
game and the like.

TIPS FOR YOUR DEMONSTRATION LESSON

 Make sure that your lesson plan has been approved by your cooperating teacher.
 Ask your cooperating teacher if there are some guidelines you need to follow.
 Prepare all the needed materials days before your scheduled demonstration.
 Provide copies of your lesson plan preferably with a cover sheet or folder.
 Rehearse your lesson. Take note of the time and the way you have to move.
 Learning your students’ names is very important.
 Prepare for some unexpected incidents – discipline problems, technical difficulties and
the like.
 Make certain that your activities are varied so as to have an engaged and lively
classroom discussion.

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 My Tasks (Activities)
A. Complete the episode matrix to help you in preparing your lesson pan.
What are your objectives? Cognitive
Remember:  natutukoy sa pangungusap ang mga pang-
 Make the objectives SMART angkop na ginamit sa maikling kwento.
 Use behavioral terms Affective
 Include the three (3) domains  nagagamit ang mga pang-angkop sa pagsulat ng
- cognitive mga pangungusap
- affective Psychomotor
- psychomotor  nakakabuo ng pangungusap na may pang-
angkop sa pamamagitan ng dula-dulaan

What is your content? Scope of the lesson

(Subject Matter)  Paksa: PANG-ANGKOP
Remember:  Sanggunian: Hiyas sa Panitikan at Wika,
 Scope of the lesson Genoveva, et al pahina 164-166
 Sequencing the lesson  Pagpapahalaga: Tamang paggamit sa mga pang-
 Time allotment angkop kapag sumusulat ng pangungusap at
 Resources needed paggamit nito kapag nagsasalita.

Sequencing of the lesson

1) Ipaliwanag ng maayos ang mga uri ng pang-
angkop at tamang paggamit nito.
2) Babasa ng isang maikling kwento na ang
pangyayari ay may pagkakatulad sa reyalidad ng
buhay.
3) Ipapatukoy sa mga mag-aaral ang mga pang-
angkop na ginamit sa mga pangungusap ng
maikling kwento.
4) Magtatawag ng mga mag-aaral na sasagot sa
bawat katanungan ng guro tungkol sa paksa
5) Magkakaroon ng indibidwal na gawain,
magsusulat ng isang kwento ang mga mag-aaral
tungkol sa mabuti at mapait na karanasan nila sa
buhay, na ginagamitan ng tamang pang-angkop.
6) Hatiin sa dalawang pangkat ang mga mag-aaral
dahil magkakaron ng isang dula-dulaan na may
mga pang-angkop na ginamit sa mga
pangungusap.
7) Bawat pangkat ay magpapakitang-gilas sa pag-
arte at ipapaliwanag nila ang mga pang-ankop
na ginamit sa kanilang dialogo.

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 Time allotment
 60 minuto
Resources needed
 Power point, projector, laptop, books and hand-
outs

What methods/procedures Methods to use

should you employ?  Learner-Centered
Remember: Strategies to employ
 Methods to use  Inquiry-Based Learning
 Strategies to employ Activities for the different types of learners
 Activities for the different types  Reading/writing
of learners  Chalktalk

What assessment tools shall you Traditional assessment

use to measure learning?  Quizzes
Remember: Non-traditional assessment
 Traditional assessment  Role playing
 Non-traditional assessment  Group activity
 Other modes of assessment Other modes of assessment
 Recitation
 Debate

B. Go to the library and research on your topic. Have a pre-conference with your
cooperating teacher. Write your outline and ideas here.
What does it mean to be a great teacher? Of course credentials, knowledge, critical thinking,
and all other faculties of intelligence are important. However, a great teacher should be much
more than credentials, experience and intelligence

BE POSITIVE:

Being a positive person, is not an easy task. Being a positive teacher is even harder when
we’re always met with problems with very limited solutions. However, staying positive when
it’s tough can have such a tremendous positive impact on the students and everyone around
us. Looking on the bright side always seems to help make things better.

INSPIRE:

Everyone looks at a great teacher and they want to be a better teacher, they want to be a
better student, even better, they want to be a better person. A great teacher uncovers hidden
treasures, possibilities and magic right before everyone’s eyes. (Edupedia)

My Performance Task

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PERFORMANCE TASK 1: Write your Learning Plan for your demonstration lesson using the
Daily Lesson Plan format prescribed by DepEd. Make sure to incorporate the strategies that
will promote literacy and numeracy skills. Employ individual and group activities to ensure
learner engagement. Provide hands-on activities to make the class more enjoyable.

Subject Area: FILIPINO

TOPIC/Learning Content:  Uri ng Pang-angkop

Learning Competencies

 What to attain or realize?

Learning Outcomes Content  natutukoy sa pangungusap ang mga pang-angkop na
Standards ginamit sa maikling kwento.
Performance Standards  nagagamit ang mga pang-angkop sa pagsulat ng mga
pangungusap
 nakakabuo ng pangungusap na may pang-angkop sa
pamamagitan ng dula-dulaan

What to use?
Learning Resources  Sanggunian: Hiyas sa Panitikan at Wika, Genoveva, et al
pahina 164-166
 Power point, projector, laptop, books and hand-outs

What to do?
Procedures: Before the lesson  Panalangin
 Pagbabalik-aral tungkol sa paksang tinakalakay bago
simulan ang bagong paksa
 Motibasyon para maging interesado ang mga mag-
aaral sa bagong paksang tatalakayin

The lesson Proper Paglalahad

 Basahin ang isang maikling kwento sa harap ng mga
mag-aaral
Pagtatalakay
 Itatalakay ng guro ng ibat-ibang uri ng pang-angkop at
tamang gamit nito sa pagbuo ng isang pangungusap
 Ipatukoy sa mga mag-aaral ang mga uri ng pang-
angkop na ginamit sa mga pangungusap sa binasang
maikling kwento

Paglalahat
 Magtatanong sa mga mag-aaral kung alam na nila ang

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 mga uri ng pang-angkop at tamang gamit nito
 Pipili ang guro ng mag-aaral na siyang sasagot sa
kanyang mga katanungan tungkol sa paksang tinalakay.

After the lesson Aplikasyon

 Pagsasagawa ng isang maikling pagsusulit tungkol sa
paksang tinalakay
 Magkakaroon ng isang indibidwal na gawain na kung
saan ang mga mag-aaral ay susulat ng isang kwento
ayon sa kanilang sariling karanasan na ginagamitan ng
mga pang-angkop
Ebalwasyon
 Hahatiin ang mga mag-aaral sa dalawang pangkat at
gagawa silang ng isang dula-dulaan, pagkatapos ay
ilalahad nila ang mga pang-angkop na ginamit sa
kanilang mga dialogo.

Takdang-Aralin
 Ang guro ay magbibigay ng panibagong gawain sa mga
mag-aaral na magagamit nila sa susunod ng talakayan

PERFORMANCE TASK 2: Write you’re BEFORE, DURING, and AFTER teaching strategies that
you will do in your demonstration lesson.

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 Teaching Strategies
BEFORE Before the discussion, I will make sure all things are properly
arrange and well-ventilated to make sure the comfortability of
my students, so that no more distruction for their learnings.
Next we will have a short activity to awaken their mind and
energize their body. After that, I will check first the attendance
if there is an absents. Recall the lesson we tackled on the other
day, asking variety question for the class to know if they truly
learn from the past lesson. And having a motivation activity
that relate to the new topic.

DURING During the discussion, I will present the topic to my students

using powerpoint presentation and provide a handouts or
photocopy so that they have a guide in our discussion. I will
make sure that all of my students are going to participate to
have a good interaction inside the classroom. I will make a
group activity and choose the talkative learner to become the
leader of the group so that all of them will have a change to
participate especially the lazy students. I am the kind of
teacher that use my experience in life to connect the topic in a
real life scenario because I believe that learnings are not only
what is write on the book but also what is beyond on the book.

AFTER I will ask my students if they have something learn to the topic
we discussed. Give an assignment to read and advance for the
topic that we will be tackled in the next meeting.

PERFORMANCE TASK 3: Execute your Lesson Plan. You will be rated by your Cooperating
Teacher, College Supervisor.

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 Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet
(For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)

Name of Mentee: _______________________________________ Name of Mentor:

_______________________________
Subject Taught: ________________________________________ Date: __________________ Time:
___________________
School: _____________________________________________________________________________________________________
Legend: 5 – Outstanding 4 – Very Satisfactory 3 - Satisfactory 2 – Fair 1 – Needs Improvement

PERFORMANCE TASK 4: Answer the following questions briefly.

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 A. After the demonstration lesson, I felt so happy because finally I’m done. My demonstration
went well and I accomplished because it was the last performance I was able to render in
the front of the panelist. Relieved because at last I have done it successfully. Relaxed
because I will be able to stop thinkin about it.
B. Complete the matrix by checking the areas you need to improve on:
Improve  Learning Outcomes
 Learning Environment
 Strategies
 Instructional Materials
 Modes of Assessment
 Others, please specify _______________________

Enrich  Knowledge
 Skills
 Others, please specify _______________________

Experiment  New Strategies

 Instructional materials
 Differentiated activities
 Others, please specify _______________________

Modify  Attitudes
 Expectations
 Others, please specify _______________________

Learn  New subject matter

 Varied learning styles
 New innovations
 Current issues
 Others, please specify _______________________

My Analysis

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1. What went well in my lesson? Why?
From the very first would I uttered until the last few words I said, I believe the class went well.
They were able to gain knowledge about the topic I discussed. They enjoyed the part where I
tasked them to make a role playing using ligature words to know if they understand how to apply
properly a ligature word in a sentence.

2. What did not go well? Why?

So far everything fell into place, though there were some misbehave and talkative learners. I still
managed and it did not worry me a lot.

3. What did my students learn?

They learned from me all about pang-akop or ligature words and its kind. And they know how to
use them into sentences.

4. What did I learn about planning?

Planning your lesson and working it out was what I did before my actual demonstration. I
brainstormed on enjoyable and meaningful activities before actually writing my lesson plan. I
learned that to plan is indeed a necessary in everything you do because you will be certain on the
direction you are taking.

5. What did I learn about teaching?

Teaching is the noblest profession. I was able to justify it myself after having been through this
challenging and exciting course of mine especially during my demonstration because there are lot
to do to be called efficient and effective teacher. You need to go through undertakings which would
mold you to become one.

6. What improvements will I make to be more effective in my class?

I need to make improvements on being a classroom manager, culture-sensitive individual, gender-
sensitive mentor, open-minded teacher, patient teacher and also an expert teacher. If time will
come, that I will possess all these probably, I could call myself as an effective teacher.

My Reflections / My Insights

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 In preparing my instructional materials, I realized that:

After the demonstration lesson, I felt so happy because finally I’m done. I think my evaluator

was satisfied with my performance because she did not declare that I should have to demonstrate

again I’m already half way there. But my heart seemed overwhelmed seeing the students who were

there for me trying hard to help me pass my demonstration. I thanked them offering them

something to eat as a sign of my sincere thanks to them.

After my demonstration, I realized that good teachers teach how to learn. I realized how weight

is on the shoulders of the teachers since they should teach all aspect of life especially in academics

and morals. The future of this country lies on their hands.

These are the things that I learned from my learners:

 Sensitive on student’s feelings

 Be firm on what I say and just in weighing things and judging issues; and

 Be teacher who does not easily angry and just be patient all the time

I rated very satisfactory because I gave too much effort, I reread my lesson plan and I
studied and researched my lesson. I also used both traditional and modern approaches
in presenting topics. But lastly, the most important thing was I made my students
happy not because of their success but because of the success of their student teacher
that day.

During our subject Principles of teaching, I experienced having a demonstration teaching in

Grade 8- Rizal in SINHS (San Isidro National High School)

My Learning Artifacts

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 Make a photo collage of the demonstration lesson you have conducted in your
cooperating school. Make a reflective journal too.

My Portfolio (Compilation of Learning Documents, Evidence,

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 Records, etc.)

My Scoring Rubric
INDICATORS Meets Approaching Meets Does Not Meet

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 Standard of Standard of Acceptable Acceptable
Excellence Excellence Standards Standard

CRITERIA 4 3 2 1
Performance  has all the  has some aspects  has minimal  no aspect of work
Tasks aspects of work of work that aspects of work meets level of
that exceed level exceed level of that meet level of expectation.
of expectation expectation. expectation.  has errors,
 Shows  Demonstrates  with some errors omissions, and
exemplary solid and MASTERY is misconceptions
performance performance and not thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/ are learning is/ are learning is/ are
aligned with aligned with SOME aligned with ONE NOT aligned with
learning of the learning of the learning the learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done are done quite are poorly done
creatively and creatively and creatively and and need
resourcefully. resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted on a submitted 2 days submitted 3 days
before the day after the after the deadline. or more after the
deadline. deadline. deadline.
MY TOTAL SCORE

________________________________________
Signature of Practicum Supervisor

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