College of Education - URS Morong

NAME ALEXIS C. ARGUILLES

I. Introduction

Demonstration teaching is always the nerve breaking for teachers, especially the neophyte. The DepEd has tips
for you to ace the demonstration teaching as applicant.

1. Write a good demonstration lesson plan and practice to execute it very well.
2. The Visual Aid must be interesting and appropriate to the topic.
3. The use of Audio-Visual Material is highly recommended.
4. Make sure you know your major very well. It is highly possible that you do an impromptu demo teaching in
which the panel will ask what your field of specialization is and gives you the topic to discuss. You will only
have a few minutes then to teach them the topic they have chosen for you. So be prepared.
5. However, in some schools, especially those which are located in the city, you are most likely expected to use
PowerPoint presentation and audio-visual materials. Being creative is the key.
6. Think of some ways on how to be lively during your demo. Panels are easily impressed with those who can
establish a connection to them so make sure you have an exciting motivation activity.
7. Your good command of the language can also impress the panels.
8. Less talk, less mistake. Always remember that if you are not sure of what to say, better answer shortly. There
is no room for errors when you are facing the panels so, be very well-prepared!
9. After the demo teaching, wait for the announcement of the schedule of the English Proficiency Test.
 College of Education - URS Morong

II. Task

The following rubric is the official rubric used by the Department of Education. You will use this to assess the
demonstration teaching of the assigned group. Please study the rubric in advance. During the demonstration teaching
please use YELLOW text highlight color to assess the assigned demo group.

Group Name (Demo Group of the day): Team Shazam

DepEd Teacher 1 Applicant Demonstration Teaching

DepEd Order No. 7, s. 2015 shall be the basis for the hiring policies for Kindergarten, Elementary and Junior High School.

A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
4 points Teacher's objectives Teacher’s Teacher's objectives Teacher's
1. Selecting reflect high level objectives are of moderate objectives
Instructional learning related to represent valuable value or suitability for represent trivial
 College of Education - URS Morong

A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
Objectives curriculum frameworks learning and are students in the class, learning, are
and standards; they are suitable for most consisting of a unsuitable for
adapted, where students in the combination of students, or are
necessary, to the class; they reflect objectives and stated only as
needs of individual opportunities for activities, some of instructional
students, and permit integration and which permit activities, and they
practical/ workable permit practical/ practical/ workable do not permit
methods of workable methods methods of practical/ workable
assessment. of assessment. assessment. methods of
assessment.
3 points All of the elements of Most of the Some of the The various
2. Mapping the instructional design elements of the elements of the elements of the
Coherent support the stated instructional design instructional design instructional design
Instruction instructional objectives, support the stated support the stated do not support the
engage students in instructional instructional stated instructional
meaningful learning, objectives and objectives and objectives or
and show evidence of engage students in engage students in engage students in
student input. meaningful learning meaningful learning, meaningful
Teacher's lesson or unit and the lesson or while others do not. learning and the
is highly coherent and unit has a clearly Teacher's lesson or lesson or unit has
has a clear structure. defined structure. unit has a no defined
recognizable structure.
structure.
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A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
4 points All materials and All materials and Some of the Materials and
3. Instructional resources support the
resources support materials and resources do not
Materials, instructional objectives
the instructional resources support support the
Resources, and key concepts, and
objectives and key the instructional instructional
and most engage studentsconcepts, and most objectives and key objectives and key
Technology in meaningful learning.
engage student in concepts, and some concepts or
meaningful engage students in engage students in
There is evidence of learning. meaningful learning. meaningful
student participation in Technology used to learning.
selecting or adapting enhance and
materials. support instruction.
B. Classroom Transforming Developing Emerging Beginning
Management 4 points 3 points 2 points 1 point
4 points Classroom routines and Classroom routines Classroom routines Classroom routines
1. Managing procedures are and procedures and procedures have and procedures
Classroom seamless in their have been been established, are partly
Procedures operation, and students established and but function unevenly inefficient, resulting
assume considerable function smoothly or inconsistently, in the loss of much
responsibility for their for the most part, with some loss of instructional time.
smooth functioning. with little loss of instruction time.
instruction time.
3 points Teacher's classroom is Teacher's Teacher's classroom Teacher makes
2. Organizing safe and students classroom is safe is safe and essential poor use cf the
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A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
Physical Space contribute to ensuring and learning is learning accessible physical
that the physical accessible to all to all students but environment
environment supports students; the the future resulting in unsafe
the learning cf all teacher uses arrangement only or inaccessible
students. physical resources partially supports the conditions for
well and ensures learning activities. some students.
that the physical There is poor
arrangement alignment between
supports the the physical
learning activities. arrangement and
the lesson
activities.
C. Teaching- Transforming Developing Emerging Beginning
Learning 4 points 3 points 2 points 1 point
Process
4 points Teacher's knowledge cf Teacher Teacher's content Teacher displays
1. Knowledge content and pedagogy demonstrates solid and pedagogical little understanding
of Content and is extensive, showing understanding of knowledge of the subject or
Pedagogy evidence cf a the content and its represents basic structure of the
continuing search for prerequisite understanding but discipline, or of
improved practice. relationships and does not extend to content-related
Teacher actively builds connections with connections with pedagogy.
on knowledge of other disciplines. other disciplines or to
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A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
prerequisites and Teacher's possible student
misconceptions when instructional misconceptions.
describing instruction or practices reflect
seeking causes for current pedagogical
student knowledge.
misunderstanding.
4 points Teacher formulates Teacher's use of Teacher's use of Teacher makes
2. Questioning many of the high-level questioning and questioning and poor use of
and Discussion questions and assumes discussion discussion questioning and
Skills responsibility for the techniques reflects techniques is discussion
participation of all high-level uneven, with some techniques, with
students in the questions, true high-level questions,
low-level
discussion. discussion, and full attempts at true questions, limited
participation by all discussion, and student
students. moderate student participation, and
little true
discussion.
Students are The learning tasks The learning tasks or The learning tasks
intellectually engaged and activities are prompts are partially and activities,
3 points in challenging content, aligned with the aligned with the materials,
3. Students through well-designed instructional instructional resources,
Learning learning tasks, and outcomes and are outcomes but require instructional
suitable scaffolding by designed to only minimal thinking groups and/or
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A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
the teacher, and fully challenge student by students, allowing technology are
aligned with the thinking, resulting most students to be poorly aligned with
instructional outcomes. in active intellectual passive or merely the instructional
There is evidence of engagement by compliant. The outcomes, or
some student initiation most students with pacing of the lesson require only rote
of inquiry, and student important and may not provide responses. The
contributions to the challenging students the time pace of the lesson
exploration of important content, and with needed to be is too slow or
content. The pacing of teacher scaffolding intellectually rushed. Few
the lesson provides to support that engaged. students are
students the time engagement. The intellectually
needed to intellectually pacing of the engaged or
engage with and reflect lesson is interested.
upon their learning and appropriate,
to consolidate their providing most
understanding, students the time
needed to be
intellectually
engaged.
4 points All students are Most activities are Some activities are Activities are
4. Students' cognitively engaged in appropriate to appropriate to inappropriate for
Response to the activities and in students. Almost all students and engage students in terms
Activities their exploration of students are them cognitively but cf their age or
 College of Education - URS Morong

A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
content. Students cognitively others do not. backgrounds.
initiate or adapt engaged in them. Students are not
activities and projects engaged mentally.
to enhance
understanding.
3 points Learning activities are Most of the learning Only some of the Learning activities
5. Learning highly relevant to activities are learning activities are are not suitable to
Activities students and suitable to students suitable to students students or
instructional objectives and instructional or instructional instructional
and key concepts. They objectives and key objectives and key objectives and key
progress coherently, concepts. concepts. concepts. They do
producing a unified Progression of Progression of not follow an
whole and reflecting activities in the unit activities in the unit is organized
recent professional is fairly even, and uneven, and only progression and do
research. most activities some activities not reflect recent
reflect recent reflect recent professional
professional professional research.
research. research.
D. Language Transforming Developing Emerging Beginning
Proficiency 4 points 3 points 2 points 1 point
3 points Teacher's spoken and Teacher's spoken Teacher's spoken Teacher's spoken
1. Use of written language is and written language is audible, language is
language correct and expressive, language is clear and written language inaudible, or
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A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
with well-chosen and correct. is legible. Both are written language is
vocabulary that Vocabulary is used correctly. illegible.
enriches the lesson. appropriate to Vocabulary is correct
students' age and but limited or is not Spoken or written
interests. appropriate to language may
students' ages or contain many
backgrounds. grammar and
syntax errors:
vocabulary may be
inappropriate,
vague, or used
incorrectly, leaving
students confused.
2. Conveyance Conveys information Conveys Conveys information Presents orally
of Information and ideas with clarity. information and and ideas with using correct
and Ideas ideas with limited clarity. intonation and
considerable body language to
clarity. clarify a message.
E. Assessment Transforming Developing Emerging Beginning
of Learning 4 points 3 points 2 points 1 point
outcomes
3 points The assessment is All the instructional Some of the Content and
1. Congruence completely congruent objectives and key instructional methods of
 College of Education - URS Morong

A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
with with the instructional concepts are objectives and key assessment lack
Instructional objectives and key assessed through concepts are congruence with
Objectives concepts, both in the proposed plan, assessed through instructional
content and process. but the approach is the proposed objectives and key
more suitable to approach, but many concepts.
some goals than to are not.
others.
4 points Teacher's plan for Teacher's plan for Teacher's plan for Teacher's
2. Assessing student assessment is student student assessment approach to
Student fully aligned with the assessment is is partially aligned assessing student
Learning instructional outcomes, aligned with the with the instructional learning contains
with clear criteria and instructional outcomes, without no clear criteria or
standards that show outcomes, using clear criteria, and standards, and
evidence of student clear criteria, is inappropriate for at lacks congruence
contribution to their appropriate to the least some students. with the
development. needs of students. Teacher intends to instructional
Teacher intends to use assessment objectives.
use assessment results to plan for
results to plan for future instruction for The results of
future instruction the class asa whole. assessment have
for groups of minimal impact on
students. the design of future
instruction.
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A. Lesson
Transforming Developing Emerging Beginning
Planning and
4 points 3 points 2 points 1 point
Preparation
F. Transforming Developing Emerging Beginning
Reinforcement 4 points 3 points 2 points 1 point
of Learning
3 points The teacher integrated The teacher The teacher The teacher failed
1. Providing and carried out the plan integrated and integrated to integrate and
Opportunities for reinforcing learning carried out the plan agreement in the carry out the
to Strengthen through well-defined for reinforcing plan without traces of provision for
KPUP agreement and learning through reinforcing learning reinforcing learning
established connection well-defined task as and connecting it to of the lesson
to next lesson. an agreement and the next lesson. taught.
but unable to
establish
connection to the
next lesson.

Please indicate here the TOTAL points: 49 points

Please indicate here your SUGGESTIONS and POSITIVE VIEWS (you will earn 50 points here)

SUGGESTIONS
 College of Education - URS Morong

In this group, I suggest being creative in doing their instructional materials and do not rely on PowerPoint
presentations. In this method, the discussion will become eye catchy to the students, and get excited about what
the teacher will do next.

POSITIVE VIEWS

Team Shazam performs really well despite the pressure they faced because of the other observer present
in the room. They created an interactive discussion where the students pay attention to the demonstration.

AT THIS POINT, DESCRIBE YOURSELF AS A FUTURE TEACHER

As an aspiring Elementary teacher, I describe myself in the future as a teacher who’s ready to face any
obstacles and strive for growth. I will be a teacher who’s accepting any criticism it’s either a bad or a good one,
as long as it will help me to build myself to become a professional teacher. A teacher that will treat the ignorance
of her students and develop their knowledge is what I really want to become. In this way. I know I will become a
good teacher someday that creates remarkable memories and knowledge for my future students.

Reminder:

1. You don’t need to print this (It should be accomplished right after demonstration teaching using cellphone either
online or offline mode).
2. To be submitted through Google Classroom.
 College of Education - URS Morong

3. Be objective and professional in rating.