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Republic of the Philippines

POLYTECHNIC UNIVERSITY OF THE PHILIPPINESQuezon City Campus

PRE-SERVICE TEACHER TRAINING

Extended School Experience

FIELD STUDY 11 MANUAL

PRACTICUM

NAME OF STUDENT: KIMBERLY M. DEGUZMANCOURSE AND SECTION:BACHELOR IN BUSINESS TEACHER EDUCATION

Date Submitted: March 30, 2011





DedicationTo my dear students of

Maligaya High School

Thank you

For treating me as your teacher

For giving me the strength to go on

With this journey.

To Mrs. Amalia F. Abellon

That is always there to guide me.

And to my parents …

This is for you!



Acknowledgement

Special thanks to the following:

Mrs. Amalia F. Abellon (my cooperating teacher), Mrs Erna Akyol(Technology and Livelihood Education Department head), and Mrs AngelitaRegis (Maligaya High School principal) for accommodating my 300 hours onthe job training at their school.

The students of third year high school (section: emerald, garnet, jade, pearland ruby academic year 2010-2011) in Maligaya High School for activelyparticipating in the class.

Prof. Sheryl Morales and Prof. Marilyn Isip for guiding us in Practicum II.

To my parents; Mr.Arnel and Esperanza de Guzman, who are so supportiveand loving and for providing me with everything I need to finish thepracticum.

And most especially to almighty God. Thanks for the strength you give methrough out the journey.



Prayer for Teachers

Lord give me wisdom, creativity and love

With wisdom, I may look to the future

And see the effect that my teaching will

Have on these children and thus adapt my

Methods to fit the needs of each one

With creativity, I can prepare new and interesting

Projects that can challenge my students and expand

Their minds to set higher goals and dream

With love, I can praise my students for jobs well done

And encourage them to get up and go when they fall.

Through Christ our Lord

Amen.



Introduction

The field study 11 is the practicum for student teachers in the school ’s ground. Since it istheir first time to be exposed to the environment, they are expected to take note of the school,classroom facilities as well as the organizational set-up of the school.

Student Teaching is the culminating experience prior to certification. Student Teaching

is a minimum of a ten-week, full-day teaching experience in a selected classroom. The dates of Student Teaching depend on the school placement. Students may start and end their experiencebefore and/or after the official beginning and ending dates of courses.

Student teachers assume the class schedule and supervisory responsibities of theircooperating teacher. A full-load for a student teacher usually consists of five classes with two orthree preparations per day.

There is usually a phase-in period, when the student teacher initially observes the classes of hisor her cooperating teacher and then is gradually given more responsibility. Usually by the

second or third week the student teacher assumes full responsibility for all of his or her classes.At the end of the student teaching assignment there is usually a "phase-out" period as well, sothat the students can again be acclimated to their regular teacher.



Polytechnic University of the Philippines

Philosophy

As a state university, the Polytechnic University of the Philippines believes that:

Education is an instrument for the development of the citizenry and for the enhancementof nation building;

Meaningful growth and transformation of the country are best achieved in an atmosphereof brotherhood, peace, freedom, justice and a nationalist-oriented education imbued withthe spirit of humanist internationalism.

MissionThe mission of PUP in the 21st Century is to provide the highest quality of comprehensive andglobal education and community services accessible to all students, Filipinos and foreignersalike.

It shall offer high quality undergraduate and graduate programs that are responsive to thechanging needs of the students to enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise andcompetence among all members of the academe, stressing their importance in building atruly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well asthe advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country andsocial consciousness and the need to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broaderunderstanding and appreciation of life and to the total development of the individual;



7. Make the students and faculty aware of technological, social as well as political andeconomic problems and encourage them to contribute to the realization of nationalistindustrialization and economic development of the country;

8. Use and propagate the national language and other Philippine languages and developproficiency in English and other foreign languages required by the students’ fields of specialization;

9. Promote intellectual leadership and sustain a humane and technologically advancedacademic community where people of diverse ideologies work and learn together toattain academic, research and service excellence in a continually changing world; and

10. Build a learning community in touch with the main currents of political, economic andcultural life throughout the world; a community enriched by the presence of a significantnumber of international students; and a community supported by new technologies thatfacilitate active participation in the creation and use of information and knowledge on aglobal scale.

Vision

Towards a Total University

Goals

Reflective of the great emphasis being given by the country's leadership aimed at providingappropriate attention to the alleviation of the plight of the poor, the development of the citizens,and of the national economy to become globally competitive, the University shall commit itsacademic resources and manpower to achieve its goals through:

1. Provision of undergraduate and graduate education which meet international standards of quality and excellence;

2. Generation and transmission of knowledge in the broad range of disciplines relevant andresponsive to the dynamically changing domestic and international environment;

3. Provision of more equitable access to higher education opportunities to deserving andqualified Filipinos; and

4. Optimization, through efficiency and effectiveness, of social, institutional, and individualreturns and benefits derived from the utilization of higher education resources.



Maligaya High School Profile

VISION

Maligaya High School is committed to provide accessible and quality education to the deprivedand underserved communities in order to produce upright, healthy, economically self-sufficientand peace-loving citizen.

MISSION

To be an institution which will produce highly skilled, intellectually equipped and values-

oriented individuals who are united in a common aspiration in the service of God and Country.

A Glimpse on MHS History

Maligaya High School, formerly Lagro High School Maligaya Park Annex, stands as alandmark of the government’s concern for the welfare and progress of the people. It is a symbolof government’s commitment to make education accessible to all.

Based on transfer Certificate of title Numbered RT (149905) and RT 89086 (144907)issued by the Register of Deeds of Quezon City, Metro Manila Philippines, this parcel of the landwhere MHS rose was donated by the Biyaya Corporation represented by its General Manager,Mr. Paul Sysip to the Quezon City government represented by Hon. Ismael A. Matay, Jr.

The said parcel of land consists of 19,169 sq. meters more or less and located at theheart of Maligaya Subdivision where a two-story building with six (6) classrooms caters to the



students living within the community and its adjacent subdivisions.

The building was blessed and formally turned over to the Division of City Schoolsrepresented by Dr. Alma Bella O. Bautista, Assistant Schools Division Superintendent on July 3,1992.

The people who worked hard for the construction of this building were the following:Congressman Dante Liban, Atty. Godofredo Liban II, Barangay Captain of Brgy. Pasong putik,and Mr. Romy Mallari.

The school formally opened in June 1992 and was granted independence in 2003.

Now, MHS in gaining emerging success from increased populations, installed physicalimprovement, acquired active participation of stakeholders and marked academic progress.

With school’s mission and vision, Maligaya High School embraces a strong

commitment to offer best quality education for the welfare of the Filipino learners who shallmeet common aspirations in the service of God and country.

CURRICULUM DESCRIPTION

Key reforms in basic education have been put in place in the areas of nation learningstrategies, school-based management, teacher education and development, resource mobilizationand management, and quality management system among others as a demonstration of theDepEd’s commitment to provide the learners th e best education that they deserve.

After a four-year try out in a number of schools nationwide, the 2910 SecondaryEducation Curriculum (SEC) which focuses on teaching and learning for understanding anddoing by design will now be Implemented in the First Year level and shall be progressivelymainstreamed.

So, for SY 2010-2011, students in the Second to Fourth Year levels shall continue toundertake the 2002 Basic Education Curriculum incoming First Year students only.



Final Demonstration Plan



Brief Synopsis of Professional

Readings and Reference



Student Teaching GuidelinesThis page provides information on the Student Teaching experience in Science Education.

Requirements. To do student teaching in science you must:

1. Be registered for Education 65.04 or 613.22. Satisfy all pre-requisites and any co-requisites for 65.04 or 613.23. Have completed undergraduate science courses, including advanced electives, in

the topic areas covered by the senior high school curriculum in the subject inwhich you will do your student teaching

4. Have maintained close to a "B" average in science and related courses5. Be able to communicate effectively with students in a high school classroom

Normally you should be a science major or have completed a B.A. or B.S. degree in Biology,Chemistry, Geology, or Physics. You should have most of the 36 science credits needed for NewYork State teacher certification. You must apply in advance for admission to student teachingcourses, submit your transcripts, and be approved by the Secondary Education program and thecourse instructor.

Placement. All students approved for student teaching in science are assigned to a senior highschool, normally one near the college campus. Student teachers are grouped together at particularschools to facilitate supervision and evaluation of your work; special requests for placement inparticular schools normally cannot be honored.

You will receive a letter of assignment to a particular school informing you of the departmentand department head (usually an Assistant Principal) to whom you should report at the start of the public school semester. You should normally report to the school before the first class at theCollege. It is a good idea to telephone the school a day ahead and speak with the departmenthead.

Responsibilities:

1. Be on time for all work at the school. Call in if you must be late or absent, just asa teacher would do.

2. Follow the directions of your Co-operating Teacher regarding all schoolprocedures.

3. Your conduct and dress should be appropriate and meet the school's standards4. You should be well-prepared for all lessons, tutorials, or other formal work with

students5. You should refer all problems to your Co-operating Teacher, department head, or

college instructor

Activities:



1. Observing teachers and their classes, particularly your Co-operatingTeacher; Guidelines

2. Teaching whole-class lessons or portions of lessons3. Assisting your Co-operating Teacher in class and/or team teaching4. Helping or tutoring students individually and in small groups

5.

Assisting with laboratory work, field trips, demonstrations, work in the sciencepreparation room6. Learning and carrying out routine classroom and school duties of a teacher, as

appropriate

NOTE that normally you will mainly observe and assist in the first few weeks of the semester,teach the class for all or part of a period about once a week during the middle of the term, andteach whole lessons once a week or more often in the final weeks of the term. You should teachyour first lesson to the class no later than early March. You will normally do most of yourteaching in one class of your Co-operating Teacher's program, but may also teach occasionally inother classes.

Observations.

Your teaching will be observed during the term by a supervisor from Brooklyn College, eitherthe course instructor or another faculty member. You will also get advice on your teaching fromyour Co-operating Teacher and perhaps from the department head. In the early part of thesemester you should model your teaching after the routines and procedures of your Co-operatingTeacher. Later you can try out various methods discussed in the seminar or original ideas of yourown, with the Co-operating Teacher's approval. Your first official observation will mainly bediagnostic and count least toward your final evaluation. The last two observations of the termwill normally count more and will look for progress and attention to recommendations made to

you after the first observation.Co-operating Teachers.

Your Co-operating Teacher, also known as a Mentor Teacher, receives credit from the Collegefor working with you. You should regard the C.T. as a primary source of information, advice,and guidance as you learn how to perform the role of a teacher. The classes in which you mayteach are the responsibility of the C.T., and so you should defer to the C.T.'s policies with regardto the class. If you want to try something different, discuss it in advance. Co-operating Teachersknow that you are there to learn and to try out teaching methods of various kinds and willgenerally be willing to let you use methods presented in the college seminar. Remember thatstudents get used to particular policies and procedures and teaching methods and that while theylike variety, they may findnew approaches confusing at first. Accept the guidance of your C.T. ingeneral, but also show some initiative in proposing teaching ideas.

http://academic.brooklyn.cuny.edu/education/jlemke/courses/obs-guid.htm






Designing for learning will take place in the context of a preferred pedagogical approach whichin itself will be derived from a perspective on the nature of the learning process. It is possible toidentify three broad perspectives, each making fundamentally different assumptions about howlearning occurs. These are given in the table Defining approaches to learning with the identifyingfeatures and pedagogical approach associated with each perspective.

One, or a combination of these perspectives, may suit different subject areas, different kinds of learner, or different values about what is important in the learning encounter. No onepedagogical approach (or combination of approaches) is more or less likely to involve e-learningas is shown in the case studies in this CD-ROM.

The approach selected is likely to be based on what the practitioner knows of learning theory andpractice, for example from their training and from talking to colleagues, as well as theprofessional know-how they have gained in the course of their career. It may be influenced bythe nature of the learning outcomes, the p ractitioner’s awareness of learners’ preferences, or bythe resources, tools, facilities and services within the environment in which the learning takes

place. The pedagogical approach a practitioner uses may not be articulated or given a name, butwill have an influence on the designing process.

The search for effective practice will mean exploring the rationale behind the approach adoptedand ensuring its relevance to the other essential elements underpinning designing activities forlearning.

Reaction:

Student teaching has different guidance to follow. We as the students who havepracticum must bear in mind the need to practice these guidelines and our responsibilitiesso that we can be the best in our profession. Right from the start it is for us to be good inour future careers.

ICT ’ s

How ICT help in educationPosted: Dec 14, 2010

Information and communication technology (ICT) has become an integral part of the learningprocess in the recent times across the globe. ICT enhances the learning environment, and in theorganization and management of schools, colleges and universities. Many Teachers understandthe importance of the ICT into the education and mastering concepts of ICT to enhance theirteaching skills as part of the core of education, alongside reading, writing and numeracy.Educational research studies show

http://www.elearning.ac.uk/effprac/html/approach_define.htm






Learners are more interested and are extremely enthusiastic in the ICT learning environment.

ICT opens up a world of exciting potentials for interactive and innovating teaching ideas andlearning environment. ICT teaching aids such as Interactive whiteboards, visualiser, projectors,response systems etc incorporates audio visuals effects to impact on students mind and aids in

their learning skills.

Projector is a popular ICT device used in the schools, colleges and the universities for projectingthe information stored in computer as a large image on projection screen or on the wall such asmultimedia, power point files, animation, motion video and other computer contents.

Visualiser is a kind of camera that can display document , 2D or 3D teaching samples on displaydevices like projection screen, plasma screens etc providing detailed view.

Interactive whiteboards are larger interactive digital boards which are connected to projector andcomputer. An educator writes with finger or pen on interactive whiteboard. Interactive

whiteboards are extensively used in schools, colleges and universities at all level of learning as areplacement of traditional whiteboards or flip charts. ICT has a huge impact on teaching ideasand learning process.

Reaction:

Ict is truly helping out the education institution in the country. With the technology andcommunications, students and teachers have easy access of the information that is guaranteed tohelp us cope with the changing needs and demands in the society.

Learning approaches to education

Educational Approach

Educational practices are incredibly diverse not only around the world, but even within a given

school. What some might view as the best approach to educating children, others might see as a

mediocre attempt to do so.

The video “Pre -school in Three Different Cultures” illustrates this diversity in educational styles

to the viewer. The documentary consists of the filming of three different pre-schools in different

countries during the span of a normal day. The summaries of the day’s activities given in the



video for each of the pre-schools let the viewer analyze both the social and academic aspects of

the children’s experienc e throughout the day. The pre-schools included in the video are

Komatsudani from Japan, Dong-feng from China, and St.Timothy from the U.S. (Hawaii). The

following paper will shed light on what is known as constructivism and behaviorism, and

describe which one of the schools falls under each category.

Constructivism is the theory that views children as little individual scientists. When following

the theory of constructivism, students are allowed to explore their environment, interact with it,

and learn from it. The constructivist teacher acts as a support pillar for students to lean on when

they are in need, not the leader that everyone must follow. Constructivism also sees differences

amongst the children and the things they learn from their interactions; not everyone learns the

same things at the same rate or with the same ease.

After watching the video, the school that seems to have the most constructivist approach isSt.Timothy. When it came time for the students to partake on an activity, the teacher gave them

the opportunity to choose the activity they preferred instead of assigning them one or making the

whole class do the same thing. This approach allows the students to participate on an activity that

they find stimulating, which tends to let students learn much more than an activity that they find

boring. It is also worth mentioning that when the students chose an activity by pointing at the

representative objects the teacher would let the student know that she wanted them to indicate it

by using spoken language. The teacher used a constructivist approach when doing this since she

did not guide the student on how to form the sentence, but rather let them construct their ownsentences and correcting them if necessary.

One of the activities, and the teacher’s comment regarding the activity, shows the constructivist

ideal beyond any other thing seen in the video. The activity being referred to is the block

building activity, during which the students are allowed to rearrange the blocks in any way he

choose to. This is a very different approach to the one used in one of the other schools in which

students are given specific guidelines to follow when using the blocks. When asked about the

difference in approaches, the teacher in St.Timothy responded that she thought their approach

was better because when you let children build their own structures they will sometimes come upwith things that the teacher would never even think of. This is a great example of the idea that

children are like little scientists with very different approaches to learning through their

environment.



Another aspect in which St.Timothy’s approaches were very constructivists was behavior and

discipline. There is an instance during the day during which a student refuses to clean up the

materials even after the teacher has asked him to do so directly. Instead of ordering the student to

pick up the materials by using her authority like many teachers tend to do, the teacher talks to

him at an equal level. She doesn’t just boss him into putting the things away, but rather tries tomake the student think of the consequences that might come about from not picking up the

materials. She explains to the student that if the materials are not picked up some of his fellow

students might end up injured. After he refuses to comply once again, the teacher gives him two

choices. The student has to choose between spending time alone or picking up the materials. It

does not take more than a minute before the student decides to comply.

Some people might dispute that the Japanese approach regarding behavior and discipline at

Komatsudani is more constructivists because it has less teacher involvement, but the teacher’s

approach seems to be more negligence than constructivism. The principal of the school is quoted

saying that it is normal and even necessary for boys to fight because it is the way that they learn

how to resolve problems that might arise later in life. The statement might have some truth to it,

but as his own statemen t says, the children are learning and therefore don’t have the required

skills to resolve these problems yet. As a teacher, one can let them try to solve the problem by

themselves but always keeping very close surveillance. It is not a good approach to simply

ignore the situation or tell a child “why don’t you do something about it?”, like one of the

teachers at Komatsudani was quoted saying when told about another child’s misbehavior.

Behaviorism is the theory that states that people can be taught through the use of reward and/orpunishment. The theory is also seen as the more repetitive of the two theories because it often

involves the use of drill-and-practice as the main form of instruction. In behaviorism the teacher

is the main focus of the class and all the students must often follow the directions exactly as they

are given. The school that most resembles the ideals of the behaviorist theory in the video was

Dong-feng from China. One of the first examples of this is when the 4:2:1 phenomenon is

explain ed. The 4:2:1 phenomenon occurs due to the attempts of lowering China’s population.

According to the school officials, the problem is that now more than ever a lot of children are

single children that are showered with attention from two parents and four grandparents.

Behaviorism is shown when the school staff claims that they must correct the mistakes done by

the parents and grandparents regarding the children’s behavior due to excessive attention and

spoiling. Another instance in which the school’s behavi orist approach was obvious was the

bathroom usage. The school’s bathroom usage approach was weird to say the least, all students

were to go to the bathroom at the same time and in the same place. The teachers claimed that if a

student really needed to use the facilities he or she was allowed to go at another time than the



one scheduled, but that it was good for students to become familiar with the concept of

scheduling and should try their best to become accustomed to the time guidelines. The school’s

behaviorist approach was also evident during formal instruction and before meals. Before every

meal, the students must always participate in giving thanks for their food by reciting a chant in

unison that goes something like “this food sure smells good, I bet it’s delicious, I am so thankfulfor my dad and mom”. The repetition of this chant serves as a way to reinforce the idea that the

students should be thankful for their parents and whatever their parents were able to give them as

a meal. When it comes to formal instruction their approach is very behaviorist and completely

different from the approach taken by St.Timothy. In Dong-feng the students are given specific

instructions on how to work with the wooden blocks and must set up the materials in a certain

way before they are even allowed to start. Once they start building their wooden structures, they

must follow the guidelines, and will not be given any positive reinforcement if they deviate from

them by doing something different or creative. Instead of rewarding creativity like the staff inSt.Timothy, the staff at Dong- feng seems to only care about the students’ ability to follow

directions. When it comes to educating and teaching students with cultural and linguistic

diversity, one must always keep the lessons interesting and original. As a future teacher, my area

of expertise will most probably be math. My lessons will contain as many visual components as

possible and as much student participation as the lesson allows. I will motivate the students to

take risks by making a constructivism-behaviorism-constructivism sandwich. The students will

be given a task to complete, which they don’t yet have the skills for. During this time the

students will be encouraged to brainstorm ideas on how the task might be completed; both right

and wrong approaches will be celebrated as achievements, the important thing is that they arewilling to try new things. Once the brainstorming period is done, I will instruct them on how the

task is most commonly completed. The students will then be given some time to practice

following the specific steps that allow them to complete the task. After they seem confident

enough using these steps, they will be given the freedom to experiment with other approaches

that they might have thought of after being taught the steps. They will be encouraged to use any

methods that make the task easier for them as long as it gets them to the right answer. They will

also be told that it is perfectly fine to use the steps taught by the teacher, but that the approach

might not be the only or easiest one.

Reaction:







Three Current Trends in Education

Although the way we educate is changing, the traditional setting of how we educate has notchanged. Often Schools still use the same classroom format used last century, and books are still

an essential part of the educational system, based on rigid curriculums.

This is changing, and online education is affecting these changes that are challenging thetraditional way we educate.

1. Home Schooling

As more people go online everyday, and our working structures change. The boom in onlineeducation has started, that is challenging the way we look at traditional education.

Home schooling is becoming a trend in many countries, as education becomes more expensive,

and often still book and exam focused. And the internet provides plenty of sources for families orcommunities disappointed with the current education system.

International examinations are readily available for students who study at home, and are oftenrecognized internationally. Often they provide curriculums, and even materials on their websitesto parents or community leaders, who organize home schools.

This freedom of choice, and of resources does threaten the role of traditional schools, that oftenare structured around yesterdays education, rather than focusing on tomorrows educational needsfor our children.

2. Self-Study

One of the skills that our new generations of net users are learning is self study techniques. Thesetechniques challenge the role of the teacher, who often was the main provider of informationthrough certain books.

Recognizing the achievements of self-study is not easy, but examples of many of today'ssuccessful young entrepreneurs, show that many of them learned more from the web, then fromstudying at traditional colleges.

In fact, many of the world's most successful young entrepreneurs never went to a traditionalcollege, which often justifies the strengths of self-education.

IB schools recognize this self study trend, and have shifted the basis of education towards anactivity rather than a examination based education, and our younger learners are learning tobecome more independent, because of this change.

3. The Failure of Traditional Education



Traditional Schools and Educational Institutes often based their education on the fact that theyproduce students who can adjust to life as an adult, and are educated towards the skills neededfor the future.

The reality is over 70% of graduates do not work in the field of their study, and often need

retraining in the real World. Another reality is that most people are unhappy in their jobs.

A successful education system should produce in theory people who work in the field theyexcelled to study in, and are happily contributing to society. The opposite has happened, giventhat only 30% of graduates work in the field they study in, and only 20% of people are happy intheir current job.

This may be the ultimate failure of the traditional educational system that produced unhappygraduates that needed retraining, and employees that disliked their work.

Challenging the traditional monopoly of the education system has never been greater, with the

birth of on-line education. The inevitable movement from exam based to practical activity basedlearning, may create Students that enter the real world, equipped with the skills to survive futurechanges in the 21st Century.

IELTS is the benchmark for individuals and students who wish to reside or study in Australia,the UK, and the United States. For IELTS Trainers, you can now purchase a new book of complied speaking and writing topics from the Asian European Press.

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