Field Study 5 Contents

1

The

Cooperating

School

2

The School Vision

Tagum City National High School shall inculcate the right values to produce

morally upright individuals and promote academic excellence through information,

communication and technological breakthroughs, to make them responsible and

productive citizens of our country with efficient and competent teachers in a well-

equipped and conducive learning environment.

The School Mission

Tagum City National High School shall provide quality education through efficient

and effective implementation of the educational programs and activities in collaboration

with the PTA, the community, the LGU and the NGO's as stakeholders.

Current School Goals

Curriculum Goal

To provide effective teaching interventions, appropriate learning programs and

activities that will improve learning outcomes

Staff Management Goal

To provide quality services and equal opportunities for academic upliftment and

professional development

Resource Management Goal

To maximize the use of the Maintenance and Other Operational Expenses

(MOOE) allotment, GPTA funds and other resources for school development programs

and projects

Learning Environmental Goal

To provide adequate and conducive teaching-learning environment to teachers

and students

Community Building Goal

To strengthen and sustain partnership among stakeholders for a collaborative

support in implementing DepEd thrusts and programs towards the improvement of

learning outcomes

3

Entrenchment of the Cooperating School

A Brief History of Tagum City National High School

By the virtue of a Barrio Charter approved on February 14, 1967, a public

secondary school high school was established amidst pressures and conflicts to cater to

the needs of the poor and average income families who cannot afford to send their

children to private schools. This was through the efforts of Barangay Captain Prospero

Estabilio and the members of the Barangay Council. This mark the beginning of the

realization of the late Schools Division Superintendent Eulalia B. Basañes who

envisioned create and strengthen a public secondary high school in the capital town of

the province.

With 68 first year and 54 secondary students, the school opened on June 1967

whose first graduation was on March 1970.

Mrs. Basilia Zamora, who was then in-charge of the District of Tagum became its

first administrator until Miss Gloria M. Gazmen was transferred from Pantukan Provincial

High School and became its school-in-charge in 1970.

The first Parent-Teachers Association was organized by Mr. Nalzar Conception

where Mrs. Rosa Lucero was elected as president with Mrs. Pelagia Conception as

secretary.

Upon its opening of the school year 1967-1968, the following teachers were: Mrs.

Herminia Selga, Mrs. Aida Jain-Alcid, Mr. Nalzar Concepcion with part-time teachers

Mrs. Evangeline de la Cruz and Miss Bagara. Later, all them transferred, hence, came

Mrs. Elizabeth Juarez, Mrs. Irenea Bermudez, Mr. Rolando Castronuevo and Mrs. Betty

Vinson were hired the following year.

Because of the school’s meager tuition fees the school could hardly meet its

obligations, thus, the late Schools Division Superintendent Hermogenes Hipolito met

with some PTA officials, former Mayor Herminigildo Baloyo, and the members of the

Barangay Council, Magugpo Barangay Captain DionesioQuirante, Barangay Secretary

Silvestre Padilla drafted the resolution converting Tagum Community High School to

Tagum Municipal High School.

Whereupon, on motion of former Vice Mayor Gelacio Gementiza, duly seconded

by Councilors Antonio Lagunzad and LucioRallos, in 1972, Tagum Community High

School was converted to Tagum Municipal High School. The release of funds for the

4

construction of classrooms at the Municipal Gym was through the endorsement of

former Municipal Treasurer Rufino Cabang.

From 1976 to 1979, the school’s PTA President Mr. Manuel Suaybaguio, Jr.,

together with its officers and Board of Directors Natividad Manzano, Sgt. Antonio

Francisco, Sgt. Sergio Pendon, Sr.(deceased), and with the leadership of Miss Gloria

Gazmen, the school principal, worked hard in the acquisition of a permanent school site

since the school was then occupying a portion of Rizal Elementary School.

In October 4, 1987, Tagum Municipal High School transferred to its present site,

in Mangga, Visayan Village, Tagum City in a 20,003 square meter lot donated by Mr.

and Mrs. Climaco Maurillo.

At first, it was a test of endurance and determination on the part of Miss Gloria M.

Gazmen because opposing parties claimed that the place is haven a snakes, swampy,

flood-prone, muddy- not an ideal place for a school.

In 1986, through the request of Supt. Teofilo Gomez, the said parcel of land

bearing land title number T-61535 was transferred to the Department of Education,

Culture and Sports on June 19, 1989, during the time of Supt. Prudencio N. Mabanglo

and Mayor Victorio Suaybaguio, Jr.

From a measly 122 enrolees in 1967, the school is now the most populous

secondary school with its present enrolment of 5, 108 students.

The school is also the only recipient of the Engineering and Science Education

Project-Science Education Institution(ESEP-SEI) of the Department of Science and

Technology because of its remarkable academic performance in the Division of Davao

del Norte.

It is because of the trust and confidence in the competence, academic

performance, and leadership of its former principals, Miss Gloria Gazmen, Mr. Amadeo

L. Patriarca, Mrs Victoria P. Balquedra and now, Mr. Teodorico S. Caballero and its

teaching staff that the school is reaping support and assistance from the national,

provincial, congressional, city and barangay officials and its GPTA.

September 19, 2005, Tagum national High School, under City Ordinance No.

192, s-2005 was converted into Tagum City National High School, during the 59th

Regular Session of the 3rd Council of the City of Tagum, province of Davao del Norte

held at the Sangguniang Panlungsod Session Hall, presided by the City Vice Mayor

Hon. Allan Lopez Rellon and approved by the City Mayor Rey T. Uy on the same date.

5

On February 14, 2006, during the annual celebration of Tagum City National

High School Foundation Day the heirs of Climaco Maurillo were recognized for their

consent of renaming Tagum Nation High School to Tagum City National High School. To

honor the name of the land donor, the school gym is named Climaco E. Maurillo, Sr.

Gym.

Looking back, one cannot image how the school transformed from a once

swampy, snake laden and muddy site to what it is now, especially when the od

classrooms were transformed into a modern and state of the art classrooms and

facilities. It all began when Mayor Rey T. Uy appropriated a big amount for the

construction of a three-story building and its facilities.

At present, Tagum City National High School receives gratitude and honor in

different academics, sports and leaderships competitions.

School, Division, Regional, and National Contest were also held in this high-

status institution until it becomes the leading secondary school in the Division of Tagum

City.

6

My Learning

Episodes

7

EPISODE 1: MY ASSESSMENT

LIST

Name of PST: CASUMPONG, CARLO O.

Course: BSED-ENGLISH Year & Section: 4SE2

CT: JHECEL MAY LOVITOS Signature: ____________________

Cooperating School: TAGUM CITY NATIONAL HIGH SCHOOL

You’re Map

To be aware of the assessment tools that are used in the classroom, you will find

interest in observing teacher’s assessment practices. To hit your target, work your way

through these steps:

Step 1

• Observe at least three classes and make a list of the assessment methods used by teachers.

Step 2

• In your list, classify assessment methods as to conventional and authentic / alternative.

Step 3

• Describe how each assessment method was used, including your personal observations.

Step 4• Confer with your Cooperating teacher your assessment list.

Step 5• Reflect on your experiences.

8

Episode 1: MY ASSESSMENT TOOLS

CLASS 1 OBSERVATION SHEET

Name of the cooperating school: TAGUM CITY NATIONAL HIGH SCHOOL

School address : Visayan Village, Tagum City Date of visit:

Grade/year level: Grade 7 Subject Area: English

ASSESSMENT DESCRIPTION

9






10






11

ASSESSMENT TOOLS CLASSIFICATION SHEET




Conventional Type Description of how the assessment method was used

12

ASSESSMENT TOOLS CLASSIFICATION SHEET




Alternative Type Description of how the assessment method was used

13

ANALYSIS

Was there a variety of assessment methods used by the teachers? How

relevant was/were the assessment method/s used?

Do you think the expected students’ learning behaviors indicated in the

objectives were properly and appropriately assessed through those

assessment methods?

14

REFLECTIONS

Write your personal reflection of thoughts and feelings about the importance

in the use of appropriate assessment methods in the classroom, including

what students and teachers can gain from appropriate assessment tolls.

Share.

15

EPISODE 2: My ATM



CT: MS. JHECEL MAY LOVITOS Signature: ____________________


Your Target

Your Way

Designing and using assessment tools sounds interesting, especially if you know

their curricular intentions. Take calculated strides in pursuing this interesting task

through these stages:

Step 1: Visit a class on a subject area taught by your CT.

Step 2: Study the teacher’s objectives of the lesson. Observe his/her class, focusing on

the evaluation part of the lesson.

Step 3: Make a table of specification and construct pen – and – paper test items on the

subject observed.

Step 4: Conduct the pen and paper test in a class.

Step 5: Analyze and interpret the data obtained from it focusing on target competency.

Step 6: Reflect on your experience.

Your Tools:

ANALYSIS OF A TEACHER-MADE TEST

Test Item Learning Competency/Objectives

Bloom’s Taxonomy Level

1.

2.

3.

4.

5.

16

SUMMATIVE EXAM

Learning Competency/Objectives

Test Items Bloom’s Taxonomy Level

1.

1.

2.

2.

3.

4.

5.

Analysis

Do you think the teachers’ learning objectives were appropriately assessed by your test

items? Why? Why not?

17

Why did you have to study the teacher’s learning objectives prior to developing an

assessment tool?

Reflections

Write your personal reflection of thoughts and feeling regarding the ‘PEACE CONCEPT’

on Focus. Share your reflection with your FS Supervisor and co-PSTs.

18

EPISODE 3: Log Me



CT: MS. JHECEL MAY LOVITOS Signature: ____________________


Your way

Authentic Assessment is an alternative way of assessing student’s learning. To be

able to use it, you must first have deep understanding of it. To help you hit your target,

fly in good shape through these destinations:

Step 1: Formulate questions for interview.

Step 2: Ask permission from the CT/ interviewee.

Step 3: Conduct interview.

Step 4: Write a reflection about it.

INTERVIEW NOTES

Site:

Interviewee:

Transcriber:

Date:

Time Started:

Time Ended:

19

20

Episode 4: “Log Me On”

OBSERVATION NOTES




21

NOTES ON MY PROCESS-ORIENTED ASSESSMENT PLAN

Name of the School Observed: TAGUM CITY NATIONAL HIGH SCHOOL

School Address: VISAYAN VILLAGE, TAGUM CITY

Date of Visit:

Grade/Year Level: GRADE VI Subject Area: ENGLISH

Describe in bullets the performance-based activity you observed.

22

Subject Matter:

What are the best features of my process-oriented performance assessment design?

What specific conditions are necessary for a successful use of my process-oriented performance assessment design?

What basic points should the user of this design consider?

Prepared by: CARLO O. CASUMPONG

Signature of FS 5 Student over Printed Name

Episode 5: “Build Me Up” MY PLAN (TASK DESIGN)

Learning Objectives:

23

General Product-oriented Performance Task: Target Skills: Learning Activities (Specific tasks): Assessment Tasks:

NOTES ON MY PRODUCT-ORIENTED ASSESSMENT PLAN

Name of the School Observed: TAGUM CITY NATIONAL HIGH SCHOOL

School Address: VISAYAN VILLAGE, TAGUM CITY

24

Date of Visit:

Grade/Year Level: GRADE VI Subject Area: ENGLISH

Subject Matter:

What are the best features of my product-oriented performance assessment design?

What specific conditions are necessary for a successful use of my product-oriented performance assessment design? What basic points should the user of this design consider?

Prepared by: CARLO O. CASUMPONG Signature of FS 5 Student over Printed Name

25

Reflections

26

1. How did you feel about the teacher’s implementation/use of authentic

assessment?

2. If you were the teacher, would you employ the same authentic assessment

used by your CT? Why or Why not?

3. Which part of the teacher’s use of authentic assessment do you feel like

improving or revising?

27

Appendices Lesson Plans Rating Sheets Table of Specification (Own

Summative Test) Table of Specification (Teacher-

made Test) Sample Answered Tests Daily Time Record Certificate Photographs Curriculum Vitae Cooperating Teacher’s Profile

28

Portfolio Rubric

Lesson Plans

29

30

Semi-detailed Lesson Plan in Grade 7 English

I. Objectives

At the end of the lesson, the students are expected to:

a. identify the specific types of adverbs from sample sentences;

b. share the importance of learning adverbs through associating

photographs/pictures; and

c. construct sentences with adverbs.

II. Subject Matter

A. Topic: Adverb and its Types

Reference:

“Adverbs.” (2014). Retrieved, August 4, 2014 from

http://grammar.ccc.comnet.edu/grammar/adverbs.htm

B. Materials: Visual aids

C. Approach: CLT

III. Methodology

A. Activities

1. Prayer and checking of attendance

2. Motivation

a. Present two photos with two to three jumbled letters.

b. Ask the students to arrange the letters to form the

appropriate words for the photos.

c. When the class accomplishes it, ask them their observation

(Hint: the parts of speech in which the words belong to).

Its sylap

quitlye reofeb

kard

3. Presentation

a. Present the topic and have students discuss it with you.

Adverbs—are words that modify:

(1) Verb, i.e. He drove slowly. (How did he drive?)

(2) Adjective, i.e. He drove a very fast car. (How fast was his

car?)

(3) Adverb, i.e. She moved quickly down the aisle. (How

quickly did she move?)

Adverb of Manner—“She moved slowly and spoke quietly.”

Adverb of Place—“She has lived on the island all her life.”

Adverb of Frequency—“She often goes by herself.”

http://grammar.ccc.comnet.edu/grammar/adverbs.htm

31

Adverb of Time—“She left early.”

Adverb of Purpose—“She shops in several stores to get the best

buys.”

B. Analysis

1. Underline adverbs in the sentences and explain why they are

called as such.

2. Ask the class for queries and clarifications.

C. Abstraction

1. Ask the students the following questions:

a. How do you define adverb? What is its use in understanding

a sentence?

b. How do the types of adverb differ from each other? Give

explanations from the sample sentences.

D. Application

1. Present two pairs of photos.

2. Ask the class to write two words for each photo: Adverb and the

word/s it modifies.

3. Ask them to write sentences from the pair of words.

IV. Evaluation

Directions: On a ¼ sheet of paper, identify and write the type of adverb

that each underlined word pertains to. Answer directly.

32


V. Objectives


d. arrange and rewrite sentences observing proper subject and verb

agreement ;

e. portray selected scenes from the story strips;

f. reflect on the significance of life through a short poem of essay; and

g. unlock word difficulties.

VI. Subject Matter

D. Topic: Subject-verb Agreement through Samal Genesis

Reference:

Grade 7 English Learning Package

E. Materials: Visual aids

F. Approach: CLT

VII. Methodology

E. Activities


5. Motivation

d. Divide the class into four and let the group assign its leader,

actors and actresses and creative readers.

e. Provide story strips to each group and have them present a

scene that exemplifies the strips you have given.

f. Criteria: (1) Artistic dramatization - 3

(2) Creative reading - 2

(3) Content - 3

(4) Unity and cooperation- 2

Total - 10 points

g. Post the sentences on the board based on the

presentations.

(1) The ball splits.

(2) All elements are drawn out.

(3) You hide and I will look for you.

(4) One of his fingers is on the west.

(5) I refuse to be taken.

3. Presentation

a. Before proceeding to SVA, ask them the following questions:

(1) What is the role of the specific part of speech in the

sentences?

(2) Who does the action and who receives it?

(3) Based on your observation, what can you say about the

arrangement of words in the sentences?

b. Let them get the main point of the story and the main point of

the sentences.

33

F. Analysis

1. Discuss the main rule in subject-verb agreement.

a. A verb must agree with its subject in person and in number.

b. Use the sample sentences recently given and discuss all of

those.

G. Abstraction


c. How do you define adverb? What is its use in understanding

a sentence?

d. How do the types of adverb differ from each other? Give

explanations from the sample sentences.

H. Application

4. Ask sample sentences from the students based on the rule

discussed.

5. Ask the students to cite the importance of SVA using the

following guide questions:

a. What is the role of SVA in doing the following macro-skills?

(1) Reading

(2) Writing

(3) Listening

(4) Speaking

b. Is it important to master SVA for communication? Why or

why not?

I. Application

1. Ask the students to write a short poem or essay of the

significance of life applying correct SVA.

2. Criteria for poetry

Content - 4

Poetic beauty - 2

Mechanics - 4

Total - 10 points

3. Criteria for essay

Content - 4

Organization - 2

Mechanics - 4

Total - 10 points

VIII. Evaluation

Directions: On a ½ sheet of paper, arrange the words in each item and

rewrite it following the proper SVA. Two points will be given for each

correct answer.

1. students, up, Prof. Valero, the (looks, looks).

2. this, graduating, year, you (is, are).

3. of, them, none, accepted (is, are).

4. my, favorite, most, subject, Math, (is, are).

5. English Instructor, my, adviser, my, absent, and (is are).

34


IX. Objectives


h. identify the main characters of the story;

i. state the sequence of events of the story;

j. share the importance of knowing the origin of the world; and

k. unlock word difficulties.

X. Subject Matter

G. Topic: Panayan Creation Myth—TungkungLangit and Alunsina

Reference:

Grade 7 English Module

H. Materials: Visual aids

I. Approach: Formalistic Approach

XI. Methodology

J. Activities


7. Motivation

h. Present two drawings with a question mark below each

i. Ask the students to formulate questions regarding the

drawings.

Expected answer: How was the world created?

j. If not achieved, redirect their answers.

8. Presentation

a. Distribute copies of Panayan Creation Myth—

TungkungLangit and Alunsina.

b. Before having them read the story, ask them to take down

the unfamiliar words and let them define it based on the

context where they are used.

c. Discuss with the students, the story and its five elements.

K. Analysis

3. Open the class for queries and clarifications.

4. If all are clarified, ask the following questions:

a. What is/are the character/s doing?

b. What events happened toward the creation of the world?

c. What is the key or main idea of all the events?

5. Let them hear your interpretation of the story and ask theirs.

L. Abstraction


a. Who are the main characters in the story? How did they

contribute to the creation of the world?

b. Can you compare the creation myth and your belief on how

the world was created? (Hint: Bible and Qur’an based)

35

M. Application

6. Post a series of events on the board.

7. Ask the students to arrange the events in its proper order.

(Written on another sheet)

XII. Evaluation

Directions: On a ¼ sheet of paper, answer the questions being asked.

1. What is the title of the story?

2. Where was the story written?

3-4. Who are the main characters in the story?

5-8. What are the four elements that are almost mixed up?

9. What did TungkungLangit think when he was crossing the regions of

the clouds?

10. At the end of the story, where does the rain come from?

36

Semi-Detailed Lesson Plan in Grade 7 English

I. Objectives


a. enumerate the main categories of Dewey Decimal Classification;

b. differentiate the types of card catalog;

c. write a card catalog based on the book presented by the teacher;

and

d. share the essence of knowing Dewey Decimal Classification and

card catalog in using the library.

II. Subject Matter

Topic: *Dewey Decimal Classification

*Card catalog

Reference: www.gutenberg.net/gutindex.all

Materials: Visual aids, card catalog

Approach: Communicative Language Teaching

III. Methodology

A. Preparatory Activities


2. Motivation

a. The class will have a game called “Four Pics., One Word”. In

this game, the teacher will present one set of

pictures/photographs and the students are to guess the word

behind the pictures/photographs.

B. Developmental Activities

1. Presentation

a. The teacher will start the lesson proper by using the word in

the game. Henceforth, he/she will ask the following

questions:

1.) Have you gone to the library?

2.) Aside from the books and newspapers, what have you

seen inside the library?

3.) Have you seen a card catalog?

b. The teacher will present the topics which are the “Dewey

Decimal Classification” and “Card Catalog”.

Dewey Decimal Classification- is a type of classifying books

used in small libraries (i.e.: TCNHS Library). This is usually represented by numbers.

1 Class 000 – Generalities 2 Class 100 – Philosophy and psychology

3 Class 200 – Religion

37

4 Class 300 – Social sciences 5 Class 400 – Language 6 Class 500 – Science

7 Class 600 – Technology 8 Class 700 – Arts & recreation

9 Class 800 – Literature 10 Class 900 – History & geography

950 General history of Asia; Far East

o 951 General history of Asia; China & adjacent areas

o 952 General history of Asia; Japan

o 953 General history of Asia; Arabian Peninsula & adjacent areas

o 954 General history of Asia; South Asia; India o 955 General history of Asia; Iran o 956 General history of Asia; Middle East (Near

East) o 957 General history of Asia; Siberia (Asiatic

Russia) o 958 General history of Asia; Central Asia o 959 General history of Asia; Southeast Asia

Card Catalog- is a type of card which gives direction of the books of the library.

Types of Card Catalog

a.) Subject card- is used when you do not know the name of the book and the author

b.) Title card- is used when you do not know the author

and subject or topic c.) Author card- is used when you do not know the

subject or topic and the name of the book

C. Analysis and discussion

1. The teacher will present examples of card catalog.

Subject Card F Wo Fiction – Dogs The Dog Everyone Loved Woof, Robert Waterbowl, New Jersey: Wag Press, 2003 65 p. Illus.

Story of a dog everyone wants

Title Card F WoThe Dog Everyone Loved Woof, Robert Waterbowl, New Jersey: Wag Press, 2003 65 p. Ilus.


38

*The only thing difference about each card is the first line.

D. Abstraction

1. The teacher will ask the question “What is the importance of

Dewey Decimal Classification and card catalog in using the

library?”

E. Application

1. The teacher will group the class into three groups. After which,

each group will write a card catalog being assigned by the

teacher.

2. Each group will present its output to the class.

IV. EVALUATION

Instructions: Take a look at the card catalogs below and answer the questions

directly.

1.

2.

F Pug

Pugg, Sally

The Poodle Parade The poodle parade. Trenton, New Jersey.

Puppy Press, 2003.

F Cra The Campfire Mystery Cracker, Graham The campfire mystery. Trenton, New Jersey

Pullet Press, 2003.

63 p. illus.

This is the story of a scout and his

adventures at summer camp.

Author Card F Wo Woof, Robert The Dog Everyone Loved Waterbowl, New Jersey: Wag Press, 2003 65 p. Illus.


39

3.

The following are the questions for each item:

• What type of card is this?

• What is the title?

• Who is the author?

• Who is the publisher?

• What year was this book made?

• What is the call number for The Campfire Mystery?

639.0

Tro Nonfiction- FISH

Goldfish Trout, Stuart

Los Angeles, California. Pet Press, 2003.

65p. Illus.

This book gives step-by-step instructions for caring

for a goldfish.

Prepared by:

Casumpong, Carlo O.

Entero, Rose Mae M.

Flores, Carina L.

40

Tables of

Specification

41

42

43

K C AP/AN SYN/EV

A. SPELLING 1 0 0 0 1 0

1. Identify among the words, the word with a corrct spelling. 1 0 0 0 1 10

TOTAL ITEMS 10 0 0 0 10 10 1 to 10

1 B. DEWEY DECIMALS 0 0 1 0 1 0

1. Categorize the book titles through the use of Dewey Decimals System Classification of Books. 0 0 1 0 1 7

TOTAL ITEMS 0 0 7 0 7 7 11 to 17

1 C. Parts of the Book 0 0 0 0 0 0

1. Choose from the options, what is being referred by the given definition. 1 0 0 0 1 9

TOTAL ITEMS 9 0 0 0 9 9 18 to 26

1 D. SUBJECT-VERB AGREEMENT 0 0 2 0 2 0

1. Decide whether the subjet agrees with the verb in each given statement. 0 0 1 0 1 10 27 to 36

2. Underline the verb which will agree with its subject in each sentence. 0 0 1 0 1 4 37 to 40

TOTAL ITEMS 0 0 14 0 14 14

1 E. Comprehension Check 0 0 0 0 1 0

1. Interpret the given proverbs. 0 1 0 0 1 10 41 to 50

1 TOTAL ITEMS 0 10 0 0 10 10

5 GRAND TOTAL 19 10 0 50 50

1

Time Learning Competencies

Thinking Skills

Tot-Obj POINTS ITEM PLACEMENT

44

Sample

Answered Tests

45

Daily Time

Record

46

47

48

Certificate

49

50

Photo

Documentation

51

52

A Glimpse of the Tagum City National High School

Photos taken by Carina Flores, Rose Mae Entero and Carlo Casumpong

53

PST and CT

Curriculum Vitae

54

Personal Information

Name: CASUMPONG, CARLO O. Age: 20

Birth Date: SEPTEMBER 11, 1994 Height: 5’1’’

Residential Address: PANGIBIRAN, MABINI, COMPOSTELA VALLEY Weight: 45 KG.

Civil Status: SINGLE

Religion: ROMAN CATHOLIC

Educational Background

Level Name of School Year Graduated Awards

Tertiary University of Southeastern Philippines

On-going N/A

Secondary Pindasan National High School

2011 First Hon. Mention, Best in

Extemporaneous Speaking, Best in Editorial Writing

Elementary Pindasan Elementary School 2007 None

Seminars Attended

Title Year Role

Financial Education Expo—Bangko Sentral ng Pilipinas 2014 Participant

Campus Journalism Seminar-Workshop—The Light

Student Publication

2014 Facilitator/Participant

Self-Affirmation Seminar/You Can Succeed Seminar—

Guidance Office; Mabini Campus

2014 Resource Speaker

Pathways: Make Your Dreams Come True—Guidance

Office; Tagum Campus

2013 Participant

You Can Succeed—Guidance Office; Tagum Campus 2013 Resource Speaker

Inclusive Education Seminar—Elective 2 2013 Participant

Other Recognitions and Affiliations

Sports Editor—The Light Student Publication

Secretary—USeP Catholic Campus Ministry

Facilitator—USeP Guild of Peer Facilitators

55

Rank 3—Dean’s List; given during the 2014 USeP Tagum Induction and Recognition Day

First Place—Extemporaneous Speaking; given during the 2014 CTET Intramurals

Rank 20—Dean’s List; given during the 2013 Local Foundation Day

First Place--Extemporaneous Speaking; given during the 2013 BSEd Sports Festival

First Place—Essay Writing; given during the 2013 World Literature Day

Other Information:

Mother: GRACE R. CASUMPONG Occupation:NONE

Father: CAMELO P. CASUMPONG Occupation:LABORER

Sibling: CHRISTIAN O. CASUMPONG Occupation: N/A

I certify that the above information is true and correct with the best of my knowledge and ability.

_________________ Signature

Cooperating Teachers Profile

56

“I teach therefore I am”

PERSONAL INFORMATION

Name: LOVITOS, JHECEL MAY P. Age: 22

Address: PUROK SAN MIGUEL, TAGUM CITY Position:

TEACHER I

Birthdate: MAY 8, 1992

Birthplace: DAVAO CITY

Civil Status: SINGLE

Height: 4’11”

Weight: 41 KG,

EDUCATIONAL BACKGROUND

Elementary

Name of the School: Magugpo Pilot Imelda Elementary

School

Address: Tagum City

Year: 2004

Awards/Merits: With Honors

Secondary

Name of the School: Tagum City National Comprehensive

57

High School

Address: MankilamTagum City

Year: 2008

Awards/Merits: 4th Honorable Mention

Tertiary

Name of the School: University of Southeastern Philippines

(Obrero Campus)

Address: Iñigo St. Bo. Obrero, Davao City

Year: 2012

Awards/Merits: Cum Laude

NUMBER OF YEARS IN TEACHING

Private: Jose Maria College – (2 years) 2012-2014

Public: Tagum City National High School – 2014 to present

58

FS 5 Portfolio

Rubric

59