Field Study 2: FS2 Experiencing the Teaching- Learning Process

Republic of the Philippines

Northern Negros State College of Science and Technology

Old Sagay, Sagay City, Negros Occidental

In Partial Fulfillment of the Requirement in Field Study 2

(First Semester S.Y.: 2013-2014)

Submitted by: Antenero Mira MaeArnado JessaMargallo, JesserylMouit, JennieRobillos, Kenneth Jay

Submitted to: Prof. Mary Grace M. Ofqueria

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This compilation was prepared and developed to provide

and share experiences for those who will undergo the same

undertakings. Through the experiences written, some latest

innovations and strategies in teaching were shared their

applicability will vary depending on whatever and whenever it

will suit to the classroom situation. Some classroom problems

were also mentioned whether they are severe or not, they are

somehow enriching experiences that will guide and teach

future mentors in performing teaching endeavors.

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Organization

of

Portfolio

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. . .

Step 4: Reflect on your experience.

Step 3: List down the instructional materials used by the teacher in facilitating learning.

Step 2: Observe the cofnitive, metacognitive and notivational processes in the classroom.

Step 1: Observe at least three classes and describe the principles of teaching and learning used by the teacher.

FIELD STUDY

LOOKING THROUGH THE MEANINGFUL LEARNING EXPERIENCES

Name of FS Student: Jennie Mouit Year & Section: II-BName of FS Student: Jesseryl Margallo Year & Section: II-BName of FS Student: Kenneth Jay Robillos Year & Section: II-BName of FS Student: Mira Mae Antenero Year & Section: II-BName of FS Student: Jessa Arnado Year & Section: II-BCourse: Bachelor in Secondary Education Major in Physical Science Resource Teacher: Mr. Willy Lee Ph. D Signature: Cooperating School: Sagay National High school (SNHS)

Target

At the end of this activity, you will be able to identify the principles in teaching-learning activities, manuals and other instructional materials used by the teacher in selected projects.

Way

Learning how to apply the teaching principles in a classroom setting is something you aspire for. Initially, you would need to observe and describe how it is manifested in the real classroom.

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Experiencing the Teaching- Learning Process

Episode 1

Name of Observer: Mouit, Jennie Z.Name of the School Observed: Sagay National High School (SNHS)School Address: Sagay City, Negros Occidental Date of Visit: January 15, 2014Year Level: Fourth Year High School Subject Area: Physics

1. What principles in teaching-learning were commonly applied?Learning is a “cooperative and collaborative process” where in both the

teacher and the students are involved in the discussion. Students are encouraged to share their experiences and insights in the class and they were also given a chance to do some group activity. But still “the teacher really matters” to the effectiveness of the learning of the students because even though they do collaborative works still they need their teachers guidance.

2. What instructional materials were used in teaching?The teacher uses both high tech materials and traditional instructional

materials just like laptop, LCD projector, chalkboard and written visual aids in presenting his topic. The teacher also uses different strategies in order to accommodate the diversity of his students and made them understand the topic well and they will soon be able to relate it to the real life situation.

3. Which of the principles in teaching facilitate the cognitive, metacognitive and positive motivational processes of learning?

Having clear expectation and continuous feedback activate learning as a teaching principle, students can achieve at higher levels when they have a clear image of what is expected from them. They were able to reach the high standard if they were given criteria for judging and they were able to improve their work if they were provided positive feedback so that they will be more motivated to bring it up to standard.

Tools

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Name of Observer: Margallo, Jesseryl B.Name of the School Observed: Sagay National High School (SNHS)School Address: Sagay City, Negros Occidental Date of Visit: January 15, 2014Year Level: Fourth Year High School Subject Area: Physics

1. What principles in teaching-learning were commonly applied?

The principle in teaching-learning commonly applied is that “Learning is cooperative and collaborative process.” As what I have observed during my classroom observation the teacher gives the students group activities, in which this activities will help the learners develop their leadership, cooperation and trust to one another, and so they can perform the task effectively.

2. What instructional materials were used in teaching?

The teacher uses various types of instructional materials during his discussion. Sometimes he use power point presentation, using laptop computer and LCD projector, he also use books, and the traditional chalk and blackboard, but I noticed that the usual instructional materials he use is the module. These instructional materials teachers used, helps a lot on both the students and teachers part. These will lighten the teachers’ work and these will help the students understand better the lesson because the materials presented to them are concrete.


All the teaching principles facilitate the cognitive, metacognitive and positive motivational of learning. Learning is a unique process that’s why you cannot use only one teaching principles to facilitate to different learning processes. The collaboration of all the teaching principles will facilitate these processes. So it is up to the facilitator on how he will going to relate every principles of teaching with one another, in order to facilitate all these learning processes.

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Name of Observer: Robillos, Kenneth Jay A.Name of the School Observed: Sagay National High School (SNHS)School Address: Sagay City, Negros Occidental Date of Visit: January 15, 2015Year Level: Fourth Year High School Subject Area: Physics

1. What principles in teaching-learning were commonly applied?Learning is an innovative process which characterized by creation of new

ideas or things. From this principle in teaching-learning the learners will focus to the discussion and through this the learners acquired new knowledge by participating and sharing ideas of what they have learned in the discussion. Learning is an evolutionary process; learning doesn’t happen in just a snap of the finger. This requires time and patience where in the learners will be given a chance to learn better.

2. What instructional materials were used in teaching?The teacher uses different instructional materials such as power point

presentation, laptop, and visual aids. Through these different instructional materials the learners will be attentive and active in participating in the class discussion.

3. Which of the principles in teaching facilitate the cognitive, metacognitive and positive motivational processes of learning?Learning takes place inside the learners and is activated by the learners himself. It depends on the learners to learn better inside the classroom. If the teacher is learner-centered, the students will positively learn during discussion because they are given a chance to share their ideas to others.

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Name of Observer: Antenero, Mira mae M.Name of the School Observed: Sagay National High School (SNHS)School Address: Sagay City, Negros Occidental Date of Visit: January 15, 2014Year Level: Fourth Year High School Subject Area: Physics

1. What principles in teaching-learning were commonly applied?

Learning is a collaborative and cooperative process. It requires the perseverance and passion of the teacher to impart knowledge to his students and to make the transfer of learning positive. The student himself must cooperate to his teacher in order for them to achieve the learning goal.

2. What instructional materials were used in teaching?

The teacher used various type of instruction during his discussion. He used a power point presentation using laptop and LCD projector to present his lesson. By the use of these instructional materials, it helps a lot to both students and teacher’s part. These will lessen the teachers work and the students will be able to understand the lesson being discussed by the teacher.


Learning takes place inside the learners and is activated by learners himself. Therefore, it depends on the perseverance and willingness of the learners to learn inside the classroom. Effective teacher and high-technology instructional materials will be very useless if the learners are not willing to learn. So learners must cooperate also in order to achieve positive learning outcome.

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Name of Observer: Arnado, Jessa M.Name of the School Observed: Sagay National High School (SNHS)School Address: Sagay City, Negros Occidental Date of Visit: January 15, 2014Year Level: Fourth Year High School Subject Area: Physics

1. What principles in teaching-learning were commonly applied?Learning is a collaborative process which requires the cooperation and

participation of the learners to the teacher. The learners have their chance to share their knowledge and insights about their prior knowledge and skills in different task given to them. Learning is an evolutionary process because it’s not easy to change behavior; it does not happen in just a single blink of an eye, it requires patience, love and passion. Therefore, learning and teaching are both painful processes.

2. What instructional materials were used in teaching?The teacher uses high technology materials such as computer, projector and

power point presentation. The teacher also uses variety of instructional strategies in order to encourage his learners to develop their deep understanding about their subject matter.


The teacher creates developmentally appropriate instruction that takes into account individual learners’ strength, interests, and that enables each leaner to advance and accelerate his/her learning. With that principle of teaching, learners will be able to construct knowledge, acquire skills and develop disciplined thinking processes.

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Being an effective and efficient teacher is not an easy task, it comes with great

responsibility which requires patience, passion and love.

As we conduct our classroom observation, we observed that the teacher used various

principles in teaching that caters not only the intellectual but also the emotional aspect of the

learners. We also observed that in every principle the teacher used, he relates it to the

personal experiences of the students and to their multiple intelligences and individual

differences, so that he will be able to catch their attention and interest, and at the same time

he can give them educational needs.

As we foresee our future teaching career, those principles of learning and teaching will

also be adapt. And for them to learn effectively, we must always consider their individual

differences and multiple intelligences. And of course, learning is a collaborative process, so

through the combine effort of the teacher and student, teaching-learning process will work

effectively.

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. . .

Step 3: Confer with the teacher regarding observable and significant events.

Step 4: Reflect on your experiences.

Step 1: Make a journal about the task performed by the teachers as they teach their lesson noting patterns and variety.

Step 2: Record and highlight observable and significant events in such teaching-learning activities and events.

FIELD STUDY

LEARNERS’ CHARACTERISTICS AND NEEDS

Name of FS Student: Jennie Mouit Year & Section: II-BName of FS Student: Jesseryl Margallo Year & Section: II-BName of FS Student: Kenneth Jay Robillos Year & Section: II-BName of FS Student: Mira Mae Antenero Year & Section: II-BName of FS Student: Jessa Arnado Year & Section: II-BCourse: Bachelor in Secondary Education Major in Physical Science Resource Teacher: Mr. Willy Lee Ph. D Signature: Cooperating School: Sagay National High school (SNHS)

Target

At the end of this activity, the students will be able to identify and describes the teacher’s activity and the behaviors of the learners in these activities.

Way

After observing the principles of teaching and learning in the classroom setting, you will to start to journey through the methods, strategies, and approaches of teaching and learning by first observing actual classroom teaching.

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Experiencing the Teaching- Learning Process

Episode 2

Tools

MY JOURNAL

Name of the School Observed: Sagay National High School (SNHS)School Address: Sagay City, Negros Occidental Date of Visit: Year Level: Fourth Year High School B PhysicsTopic: Eye

Description of Teaching Strategies:

Most of the time, the teacher uses lecture method, where in most of the information are coming from the teacher himself. But still he is open in accepting his learner’s additional information and experiences related to the topic being discussed.

Description of Learning Activities: The teacher always uses question and answer activities. Wherein he asked question to each learner and let him/her answer it after a second. If the given answer is wrong he provided reinforcement and if the answer is correct he then give praises to that particular student.

Description of Learners’ Participation (proportion of learners who participated and quality of participation ) :

Only few of them are really active in the class participation, and the rest are somehow shy in showing what they know. I could sense that they are afraid that whatever they going to say will be wrong. But still their teacher never ceases in encouraging them to speak up.

MOUIT, JENNIE Z. BSEd II-B______Signature over Printed Name of FS Student

Attested by: Mr. WILLY LEE Ph.D. Cooperating Teacher

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MY JOURNAL

Name of the School Observed: Sagay National High School (SNHS)School Address: Sagay City, Negros Occidental Date of Visit: Year Level: Fourth Year High School Subject Area: PhysicsTopic: Nature of Physics

Description of Teaching Strategies:

The teacher used various teaching strategies in his class. I observed that he considers the multiple intelligences and different learning styles of the learners in every teaching strategy he uses. For example, today he uses power point presentation for those learners who understand better through perception and hearing, while tomorrow he lets his students to do some group activity like role playing for the benefits of those students who have bodily-kinesthetic intelligence.

Description of Learning Activities:

The same with the teaching strategies, the learning activities also varied. Some of the activities were done by the group, but there were also learning activities that were done individually. The group activities were done effectively by the collaboration efforts of the group members with the guidance of their teacher, and the individual activities were done independently by the learners.


There were only few learners that actively participating in every class discussion, most of them are girls. The majority of the learners that are participating in class discussion cannot really provide or supply the exact answer to their question, some are just participating for the sake of fun, especially the boys

_____JESSERYL MARGALLO_BSEd II-B___Signature over Printed Name of FS Student


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MY JOURNALName of the School Observed: Sagay National High School (SNHS)School Address: Sagay City, Negros Occidental Date of Visit: Year Level: Subject Area:Topic: Description of Teaching Strategies:



____________________________________Signature over Printed Name of FS Student


MY JOURNAL

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Name of the School Observed: Sagay National High School (SNHS)School Address: Sagay City, Negros Occidental Date of Visit: Year Level: Subject Area:Topic: Description of Teaching Strategies:



____________________________________Signature over Printed Name of FS Student


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Entriesof

Evidences

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Documentation of the Group

The Learners

Our critic teacher & us.

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1st day of our observation

Making outputs

Last day of our observation

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FS the

Daily Time Record

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Related Articles

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“The Learners”By: Terry Farwell

We learn by "seeing it" (visually), "hearing it"(auditory), or "moving and doing it"(kinesthetically), and most of us have one primary learning style through which we best learn and remember information. All of us can benefit from identifying and understanding our individual learning styles.

“Actions Speak Louder than Words”Kinesthetic learners’ best learn by doing. These students may be avid note

takers in class, but not review them later; they remember things that were seen, done, or discussed. "When given assignments, such as writing a book report or making a scene from a book, [kinesthetic learners] will make a scene. They can learn to read and follow directions through the use of recipes, etc."

(Parent Newsletter, NDCU Extension Service, October 1997).

Kinesthetic learners move, bounce, and travel around classrooms and homes. They are rarely still, but in their movements are always learning. These individuals will point while giving directions, or only be able to get to a particular place by taking you there. Making small adjustments in the lives and routines of these individuals will facilitate them in increasing their success at home and at school.

Strategies for Kinesthetic Learners:

Study important information by placing facts on index cards and reading the information aloud while pacing or walking around.

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Try studying while lying on a bed or the floor, or listening to music.

In class, when it is necessary to be still, bounce your foot, twirl a pen, or squeeze a ball. Just be sure you are not distracting those around you.

Set a timer for 20-30 minutes. Work for this amount of time, and then take a 5- or 10-minute break.

Use brightly colored paper under worksheets or study materials to help you focus.

Write vocabulary words on paper with glue. Sprinkle sand or glitter on top. When studying for tests, trace the words with your eyes closed.

Read novels, articles, and texts while pedaling on a stationary bike or climbing a Stairmaster.

Special Projects: Create a special exercise program and keep a log. Measure walking, jogging,

or biking distances, record workout times, and document progress. Older students can calculate calories and fat burned.

Choose a favorite story and create a play or performance.

Assume the role of your favorite character or historical figure. Develop a skit to reflect important information.

Join a drama or acting club.

For elementary students, build a life-size number line by painting on concrete or wooden planks. Use this to solve simple math problems.

Get ready for fall by collecting manipulative and containers. Save your bottle tops, corks, pennies, empty jars, yogurt containers, coffee cans, etc.

Source: http://school.familyeducation.com/intelligence/teaching-methods/38521.html#ixzz2gHEVOonv

Prepared by: Jennie Mouit

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http://school.familyeducation.com/intelligence/teaching-methods/38521.html#ixzz2gHEVOonv

http://school.familyeducation.com/intelligence/teaching-methods/38521.html#ixzz2gHEVOonv

“The Learning Environment”By: Robert J. Doman Jr.

The most important factor in how much and how well children learn is the learning

environment itself. If a child’s learning environment does not instill a self-perception of

success, it can inadvertently discourage his or her development.

Ultimately, how much children learn is a reflection of how much they like to learn.

How much they like to learn reflects how successful at learning they perceive themselves to

be. We enjoy success. We are motivated by success. The strong child likes to arm wrestle,

the quick child likes to run races, and the expert speller likes to play Scrabble, and so on.

When a child perceives herself as having the ability to do something well, she is highly

motivated while engaged in it, wants to do a lot of it, and, as a result, gets better and better

at it. Turning children on to learning is key to creating a positive learning environment.

Children learn as a result of the input their brains receive from their senses. What

they learn is a reflection of the frequency, intensity, and duration with which their brains

receive specific input. We may be able to make a child stay in one place for an extended

period of time (duration) while we go over and over the material (frequency), but the child

has control over the intensity of the input. The child can be turned on or off. If turned on,

the child learns rapidly; if turned off, learning may never occur.

Turning the child on—or off—to learning is largely determined by the learning

environment. A positive environment encourages learning; a negative environment creates

actual neurological dysfunction and discourages development and learning. For example,

when a parent comments on a second-grade child’s math assignment, the comments may

be positive (this lets the child know he is doing well) or negative (this can discourage and

destroy the child's motivation). Often the negative response comes quite naturally;

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therefore, we must learn how to be positive. Look at the differences between the positive

and the negative responses to three second-grade children after they completed an

assignment of ten math problems.

Negative: "Johnny, you're a very bright boy, and I expect a lot from you. Today you got one wrong. You'll have to work harder and be more careful next time."

Positive: "Johnny, that's fantastic! You got nine right! How did you get so smart?"

Negative: "Alice, you got three wrong—you can do better than that. I'm afraid I can't give you a happy-face sticker today."

Positive: "Alice, that's great! You got seven problems right, and three were real tough problems on that page. Let me show you how to do these real tough ones."

Negative: "Billy, this is terrible. You got more than half of these problems wrong. You're just not trying!"

Positive: "Hey, Billy, you're getting it. Look, you got this, this, and this one right. Super! You watch while I do these other problems. I bet you can get them right the next time."

Can our children develop and learn in a negative environment? Yes, most do, but children cannot thrive in a negative environment, nor can they develop and learn as they would in a positive, reinforcing environment. Symptoms of the negative environment include negative attention-getting behaviors such as defiance, lack of motivation, anger, poor self-image, and lack of development and learning. Creating a positive, reinforcing environment for learning can dramatically change our children's attitudes, self-image, rate of learning, and the degree to which learning occurs.

What children get out of the educational process is a reflection of what we put in. If we are not pleased with the output, we should examine and modify the input, creating a positive educational environment. We must point out what children know and applaud what they do well. In return, they will be motivated to learn—and do—more.

Reprinted from the Journal of the NACD Foundation (formerly The National Academy for

Child Development) http://nacd.org/journal/article16.php

Prepared by: Jesseryl Margallo

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http://nacd.org/journal/article16.php

“Learning Development”Learning has long been debated in realms of religion, philosophy, and more recently,

psychology. The challenge of creating a comprehensive definition lies in the different interpretations of both intent and method of learning. Most often, learning is used in an ambiguous manner, without clear definition of hidden assumptions and viewpoints. Adherents of different styles of learning see the world (and solutions to existing problems) in an isolated manner. Rather than exploring more deeply the diversity of learning, learning methods, and learning intent, new situations are unfortunately approached with the intent of shaping the situation to the world view and design methodology.

Research (particularly in the field of neuroscience) is beginning to indicate that the primary learning component of our brains is pattern recognition, not information processing. Stephen Downes (2005) extends this concept by offering a challenging vision that learning is not a direct causal interaction between teacher and learner. Replacing the causal model of learning (need highlighted, instructional intervention planned, measurement enacted) with “network phenomenon”:

“But with online learning comes not only a much wider, more diverse network, but also the idea that (a) the network may be based on non-physical (or emergent) properties, (b) that the individual may choose to belong to or not belong to a network, and (c) that an individual may assume multiple identities or memberships in multiple networks. The theory of distributed representation has a profound implication for pedagogy, as it suggests that learning (and teaching, such as it is) is not a process of communication, but rather, a process of immersion.”

Acknowledging that learning is a process beyond simply processing information requires a definition that is valuable in both formal and informal learning activities. Learning is not an isolationist activity without intent or aim. Certain learning experiences build skills; others build attitudes, beliefs, or other “soft knowledge”. The ultimate intent of the process is to be able to do or achieve something. In this regard, learning can simply be defined as actuated or

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actionable knowledge. This definition has two components - knowledge: understanding of an implicit or explicit nature, and actuation: doing something appropriate (defined as contextually aware) with knowledge.

The starting point of learning design is to evaluate the existing views of learning types, learning theories, and design approaches. An integrated or holistic view of the diverse learning landscape permits designers and educators to select appropriate models for appropriate means. Most typically, learning theories have not become obsolete in the sense that they do not work. Instead, they are obsolete in the sense that the world around has changed, and new models are required to meet the needs of new situations. Where the learning theory and design approach closely align with a design concern, even “outdated” theories can become valuable. To remain relevant, it is important for designers to account for diminishing half-life of knowledge and increase in information availability (and amount). Views of knowledge as comprising of “know what” (explicit) and “know how” (tacit) are being usurped with “know where”.

Further compounding learning challenges is the importance of “soft knowledge” – i.e. experiences and encounters which are not entirely functions of our cognitive domain. Serendipity is often not acknowledged in more formal instructional design. Yet most sources of innovation are bricolage-like in nature. The sudden recognition of solutions from other domains, or the innovative application of available resources is important. Silo style learning design limits learner access to other competing or complimentary information sources. Exploratory and networked learning, on the other hand, provide opportunities to encounter knowledge from other experts and domains – knowledge which often informs and creates innovative solutions.

John Seely Brown (undated, p. 66) communicates this new dynamic world of learning: “When we look at teaching beyond the mere delivery of information, we see a rich picture of learning, one that embraces the social context, resources, background, and history within which information resides”.

Source: (Bridging Learning Design and Modern Knowledge Needs), July 12, 2005by: George Siemens

Prepared by: Mira Mae Antenero

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Clippings

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Quotation about Teachers

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“Teachers”By: Kevin William Huff

TeachersPaint their minds

and guide their thoughtsShare their achievements

and advise their faults

Inspire a Loveof knowledge and truthAs you light the path

Which leads our youth

For our future brightenswith each lesson you teach

Each smile you lengthenEach goal you help reach

For the dawn of each poeteach philosopher and king

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Begins with a TeacherAnd the wisdom they bring.

“I Want To Be Like You”

By: Joanna Fuchs

Thank you, teacher, for being my life's role model.

When I consider all you've taught meand reflect on the kind of person you

are,I want to be like you—

smart, interesting and engaging,positive, confident, yet unpretentious.

I want to be like you—well-informed and easy to understand,

thinking with your heart as well as your head,

gently nudging us to do our best,with sensitivity and insight.

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I want to be like you—giving your time, energy and talent

to ensure the brightest possible futurefor each of us.

Thank you, teacherFor giving me a goal to shoot for:

I want to be like you!

“A Teacher for All Seasons”

By: Joanna Fuchs

A teacher is like Spring,Who nurtures new green sprouts,

Encourages and leads them,Whenever they have doubts.

A teacher is like Summer,Whose sunny temperamentMakes studying a pleasure,

Preventing discontent.A teacher is like Fall,

With methods crisp and clear,

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Lessons of bright colorsAnd a happy atmosphere.A teacher is like Winter,

While it's snowing hard outside, Keeping students comfortable,As a warm and helpful guide.

Teacher, you do all these things,With a pleasant attitude;

You're a teacher for all seasons,And you have my gratitude!

“Good Guide”By Joanna Fuchs

A smart and really good teachershould be a good guide, not a

preacher.She’d open each mind

Therein treasures to find;

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Encouragement would be her best feature.

You have this good quality and more;

you inspire each brain to explore.

Our respect you are earning;You’ve made us love learning,

As no teacher has before.

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“The Best Teachers”

By: Joanna Fuchs

Teachers open up young minds, showing them the wonders of the

intellect and the miracle

of being able to think for themselves. A teacher exercises

the mental muscles of students, stretching and strengthening, so they can make challenging

decisions, find their way in the world, and become independent.

The best teachers care enough to gently push and prod students

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and fulfill their potential. You are one of those.

Thank you.

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Group Reflection on the Portfolio

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Comment of the Faculty

Directions: Check the appropriate column that best describes your current level of mastery of each listed competency.

Competency I cannot do

this yet.

I am learning

how to do this

I can do this

but I need to learn

more and improve.

A can do this very

well.

1. Determines an environment that provides social, psychological, and physical environment supportive of learning.

*

2. Differentiates learners of varied learning characteristics and needs.

*3. Manages time, space and resources to provide an environment conducive to learning.

*

4. Recognizes multi-cultural background of learners when providing learning opportunities.

*

5. Determines teaching approaches and techniques appropriate to the learners.

*

6. Determines, understands and accepts the learner’s diverse background.

*

7. Relates the learners’ background to their performance in the classroom.

*

8. Reflects on the impact of home and family life to learning.

*9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes in their students.

*

10. Accepts personal accountability t learners’ achievement and performance.

*

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Post-assessment) Date Accomplished: Rater’s Signature: JENNIE MOUIT



this yet.

I am learning

how to do this

I can do this

but I need to learn

more and improve.

A can do this very

well.


*



*


*


*


*


*



*

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*

Post-assessment) Date Accomplished: Rater’s Signature: JESSERYL MARGALLO

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this yet.

I am learning

how to do this

I can do this

but I need to learn

more and improve.

A can do this very

well.


*



*


*


*


*


*



*


*

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Post-assessment) Date Accomplished: Rater’s Signature: KENNETH JAY ROBILLOS



this yet.

I am learning

how to do this

I can do this

but I need to learn

more and improve.

A can do this very

well.


*



*


*


*


*


*



*

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*

Post-assessment) Date Accomplished: Rater’s Signature: MIRA MAE ANTENERO



this yet.

I am learning

how to do this

I can do this

but I need to learn

more and improve.

A can do this very

well.


*



*


*


*


*


*


*

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9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes in their students.

*


*

Post-assessment) Date Accomplished: Rater’s Signature: JESSA M. ARNADO

Criteria 100% 95% 90% 85% 80%

1.Contents of the portfolio

Has 100% of needed content

Has 95% the needed content

Has 90% of the needed

content

Has 85% of the

needed content

Has 80%of the needed

content

1. 2.Objectives of the portfolio

Objective are SMART and

cover the whole course

Objectives are SMART but cover only a minimum of 80% of the

course

Objectives are SMART but cover only

less than 80% of the course

Some of the objectives are SMART and do not cover

the whole course

Most objective are not SMART & cover only a minimum of

the course

3. Quality of Entries

Entries one of quality and substantial

Entries are of better quality many are well

selected & substantial

Entries are of acceptable

quality, some are well

selected & substantial

Some entries are of

acceptable quality limited

selection & substantial

Few entries are of

acceptable quality, not

well selected & very

minimal substance

4.Presentation Creative neat & has very

strong impact/appeal

Creative neat & strong

impact/Appeal

Creative neat & average

impact/appeal

Minimal creativity neat

minimal/impact/appeal

No creativity in disarray no impact/appeal

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5.promptness Submitted ahead of schedule

Submitted on schedule

Submitted week after the

schedule

Submitted 2 weeks

after the schedule

Submitted 3 weeks or

more after the schedule

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