FIELD STUDY 1 TO 2

SUBMITETED TO Prof. Diane

Mae P. Ulanday
Content of Portfolio in FS 2

Cover Page
Table of Contents
Acknowledgment
Student Profile

I. Profile of the School

A. School History
B. School Profile (location)
C. Mission and Vision
D. School Programs
E. Schools Faculty and Staff (Teachers List)

II. Observations
a. Learning Episode 1
b. Learning Episode 2
c. Learning Episode 3
d. Learning Episode 4

IV. Rubric for the Portfolio

VI. DTR

VII. Certificates

VIII. Pictures/Documentation

AKNOWLEDGMENT
 We would like to thank the following:
First and above all
ALLAH almighty

The school that we had been observed

UPPER TUMBLER II ELEMENTARY SCHOOL

The prof. who never say no to my Batch no other than

Prof. Diane Mae P. Ulanday

The patiently entertain us with my partner from the first day to second
Vilma F. Cortez

The cheerful and also entertainer teacher on our 3rd to last day
Jessa Mae Jaganas

To my classmates that are really struggled to finish this challenge and

learnings
ELGEN_D

Also to my special someone that that give me an inspiration

Raiza Pendatun

To my Family and friends

****THANK YOU SO MUCH****
***ALLAH BLESS US ALL***

I. PROFILE OF THE SCHOOL

A. UPPER TAMBLER ELEMENTARY SCHOOL II HISTORY:
It was on May 2, 2002 that Upper Tambler Elementary School II came
to its existence when it was divided from Upper Tambler Central
Elementary School because of the wide area, nig number of teachers
and pupils that is quite difficult to supervise.
Mrs Lorna R. Salarza, the first principal headed the school for one (1)
year with thirty - three (33) teachers and one thousand three hundred
ten (1,310) pupils and on that year she initiated programs and projects
to improve the newly created school.
The following year Mrs. Salvacion M. Magbuhos, Principal 1headed
the school for five (5) years and four (4) moths from June 1, 2003 to
October 1, 2008 and implemented some developments to the school.
On October 2, 2008, Mrs. Arlyn P. Alboroto, Master Teacher 1 served
as the officer in charge of the school for eight (8) moths before Mr.
Celso P. Tingzon, Principal 1 came in and headed the school for one
(1) year and seven (7) months from June 6, 2009 to January 21, 2011.
Mr. Harry B. Villanueva, Principal 1 from Chiangco Elementary School
assumed office on that same day and served the school.
Today Ms. Leonisa David, Principal 1 serves the Upper Tambler
Elementary School II that continues to grow and develop because of
the fast growing population in the community. The school has already
forty - eight (48) nationality funded teachers with two thousand
seventy - six (2,076) pupils including preschool, having twenty - five
(25) school buildings used for instructional and non - instructional
instructions.
Through resource generation and effective curriculum implementation
by accountable and committed school personnel with the continuing
support of the stakeholders, Upper Tambler Elementary School II shall
continue providing quality education to all its clientele in extending
learning and service for common goal.

B. SCHOOL PROFILE(LOCATION)
SCHOOL PROFILE
DATA ON SCHOOL PROFILE
Area in Square Meter 40, 392 sq. meter
How Required Donated
Date Required Febraury 12, 1982
Donor (if donated) Proclamation No. 2164
Title/Lot No. Human Settlement Lot No.02

DATA ON SCHOOL PLANT

Non Academic 0
Principal's Office 1
Computer Room 1
Library 1
Home Economics 0
School Canteen 1
ALS 0
School Clinic 1
Academic (39 elem. +5 K.D) 43
TOTAL 47

C. MISSION AND VISION

UPPER TAMBLER ELEMENTARY SCHOOL II VISION AND
MISSION:

THE VISION OF THE SCHOOL:

We dream of Filipinos who passionately love their country and whose
values and competencies enable them to realize their full potential and
contribute meaningfully to building the nation.

As learner - centered public institution, the Department of Education

continuously improve itself to better serve its stakeholders.

THE MISSION OF THE SCHOOL:

To protect and promote the right of every Filipino to quality, equitable,
culture - based and complete basic education where:
Students learn in a child - friendly, gender - sensitive, safe and
motivating environment.
Teachers facilitate learning and constantly nurture every learner.
Administrator and staff, as stewards of the institution, ensure an
enabling and supportive environment for effective learning to happen.
Family community and other stakeholders are actively engaged and
share responsibility for developing life - long learners.
D. SCHOOL PROGRAMS

SCHOOL ENROLLMENT
FOR THE LAST THREE YEARS
GRADE
LEVEL
SCHOOL YEAR

2013 - 14 & 2014-15

2014-15 & 2015 - 16
2013 -2014 2014 2015 2015 - 2016 Inc Dec Inc Dec
KINDER 241 255 250 14 -5
GRADE 1 291 272 287 -19 15
GRADE 2 332 297 279 -35 -18
GRADE 3 341 336 301 -5 -35
GRADE 4 282 338 324 56 -14
GRADE 5 273 272 333 -1 61
GRADE 6 319 280 272 -39 -8
TOTAL 2079 2050 2046 70 -99 76 -80

ANALYSIS:
Data show that in two (2) consecutive years, enrollment is decreasing.
In SY 2013 - 2014 compared to SY 2014 - 15 have decreased by 29.
And again, SY 2014 -2015 compared to current year's enrollment has
decreased by 4.

E. SCHOOLS FACULTY AND STFF (TEACHERS LIST)

NUMBER OF TEACHERS
SY 2015 - 2016
ITEM/POSITION MALE FEMALE TOTAL
Teacher - I 3 28 31
Teacher - II 1 9 10
Teacher - III 0 5 5
Master Teacher - I 0 1 1
Master Teacher - II 0 1 1
TOTAL 4 44 48

NUMBER OF TEACHERS
SY 2015 - 2016
GRADE LEVEL MALE FEMALE TOTAL
Pre - School 0 5 5
Grade I 0 6 6
Grade II 0 6 6
Grade III 0 6 6
Grade IV 2 6 9
Grade V 1 7 8
Grade VI 1 7 8
Alive 0 1 1
Total 4 44 48

Upper Tambler Elementary School II

Background of the School
It was on May 2, 2002 that Upper Tambler Elementary School II came
to its existence when it was divided from Upper Tambler Central
Elementary School because of the wide area, big number of teachers
and pupils that is quite difficult to supervise.
Mrs. Lorna R. Salarza, the first principal headed the school for one (1)
year with thirty three (33) teachers and one thousand three hundred
ten (1,310) pupils and on that year she initiated programs and projects
to improve the newly created school.
The following year, Mrs. Salvacion M. Magbujos, Principal I headed
the school for five (5) years and four (4) months from June 1, 2003 to
October 1, 2008 and implemented some developments to the school.
 On October 2, 2008, Mrs. Arlyn P. Alboroto, Master Teacher 1 served
as the officer in Charge of the school for eight (8) months before Mr.
Celso P. Tingzon, Principal 1 came in and headed the school for one
(1) year and seven (7) months from June 6, 2009 to January 21, 2011.
Mr. Harry B. Villanueva, Principal 1 from Chango Elementary School
assumed office on that same day and served the school up to present.

My Learning Episode Overview

This episode is centered on time-tested principles of learning which

when applied will lead to effective learning. It is good to find out the
manner and the extent to which these principles are applied in the
classroom.

My Intended Learning Outcome

In this Episode, I must be able to identify classroom practices that
apply or violate each of the principles of learning.

My Performance Criteria

I will be rated along the following:

a. quality of my observation and documentation,
b. completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and
e. Time of submission of my portfolio.

My Learning Essentials

My Map
To realize my Intended Learning Outcomes, I will work my way
through these steps:

My Learning Activities
As I observe a class, I will use the Observation Sheet for a more
focused observation then analyze and reflect on my observations with
the help of guide questions.
Resource Teacher: Teachers Signature School:

Grade/Year Level: Subject Area: Date:

Principles of Learning What did the Resource Teacher do which

applies/contradicts the learning principle?
Application of the Principle Non-application/Contradiction of the
Principle
1. Effective learning begins with the setting of clear and high
expectations and learning outcomes. Teacher writes her intended
learning outcome on the board. Teacher directly discus the intended
learning outcome in front.
2. Learning is an active process. Pupil writes letter A instead of
Teacher writing for him/her. Teacher writes a letter A for his/her
students instead of students writing it their own.
3. Learning is the discovery of personal meaning and relevance of
ideas. Teacher shows a picture while asking pupils of what did they
figure out on the picture. Teacher gave task for her/his pupils in
addition without knowing the process of addition.
4. Learning is a cooperative and a collaborative process. Learning is
enhanced in an atmosphere of cooperation and collaboration. Every
morning children perform exercise through dancing in randomly pair
and group in stop dance. Teacher gave a task for her/his pupil which is
a dance individually on the spot.
My Analysis

1. Which principle/s of learning was/were most applied?

As I observed, the most applied principle on that day were Learning is

a cooperative and a collaborative process. Learning is enhanced in an
atmosphere of cooperation and collaboration.. As what I had
explained from my previews statement, that most of the student were
very active in participating, a very cooperative one. The teacher was
also enjoying her class. In the quiz, which was given on that day.
2. Which principle of learning was least applied? Why was/were the
principles not very much applied? Give instances where this/these
principle/s could have been applied.
The learning principle that was applied least from all the principles is
the, Learning is the discovery of personal meaning and relevance of
ideas. In this situation, teacher mostly facilitates with the learning for
the students and they, the students, are the one who gives some
ideas about a certain topic. In relation to the class that I did observed,
this thing were least used. Mostly of the class was being done by the
teacher herself.
3. How did the application of these learning principles affect learning?
According to my observation the learner affected by those learning
principles through the guide of the teachers that they can learn more
and explore their own ideas with a cooperative and collaborative skill
that he/she can bring it in the future.
4. How did the non-applicant of these learning principles affect
learning?
The non-applicable learning principles affect the learnings of the
learner negatively, maybe by using the wrong pattern of teaching. The
learner would take hard to catch up the lessons as well.
5. Do you agree with these principles of learning? Or have you
discovered that they are not always correct?
Yes, I do agree with these principles. A principle in a certain area of
subject is a very important factor that can be used in determining a
certain facts. In education, the enumerated principles can be used in
studying a certain schools if they are doing what exactly supposed to
be an act of teaching kids. The status of how the teachers and
learners do can easily be determined. For the further advancement of
a certain school, this could be a basis of studying the area of learning
should be changed or need some improvements in terms of executing
the subject to be tackled in every class.
My Learning Portfolio

My Learning Episode Overview

 Intended learning outcomes/lesson objectives set the direction of the
lesson. For them to
serve as guiding star they must be SMART and formulated in
accordance with time-tested principles.

My Intended Learning Outcome

In this Episode, I must be able to:

Identify the guiding principles on lesson objectives/learning
outcomes applied in instruction
Determine whether or not lesson objectives/intended learning
outcomes served as guiding star in the lessons observed
Judge if lesson objectives/intended learning outcomes are SMART

My Performance Criteria

I will be rated along the following:

f. quality of my observation and documentation,
g. completeness and depth of my analysis,
h. depth and clarity of my classroom observation-based reflections,
i. completeness, organization, clarity of my portfolio and
j. time of submission of my portfolio.

My Learning Essentials

My Map
I will observe three (3) different classes.
I will reflect on the guide questions given below.
To realize intended learning outcomes, I will follow these steps:

My Learning Activities
1. As I observe a class, I will use the Observation Sheet for a more
focused observation then analyze my observations with the help of
guide questions then reflect on my observations and answers.

Resource Teacher: Vilma F. Cortez Teachers Signature

School: Upper Tambler II

Grade/Year Level: 6 Subject Area: Filipino Date:

Guiding Principles Related to Lesson Objectives/Intended Learning

Outcomes Teaching Behavior/s which Prove/s Observance of the
Guiding Principle
1. Begin with the end in mind.
1. The resource Teacher began her lesson by reviewing the previous
lesson.
2. The resource teacher introduces her/his lessons objectives.

3. Share lesson objective with students

Sharing objectives are the parts that the teacher is carefully spread
out the lesson thoroughly.
4. Lesson objectives/Intended Learning Outcomes are Specific,
Measurable, Attainable, result-oriented and Time-bounded (SMART)

Specific-teacher tackled the lesson specifically.

Measurable- the lessons are just enough and not too logic.
Attainable- it is interesting because of it is always connected to the
modern generation.
Result-oriented- students are always showing their feedback and all
are cooperating to the teacher as well.
Time-bounded- it was done for just in time limit.

Resource Teacher: Teachers Signature School:

Grade/Year Level: Subject Area: Date:

Guiding Principles Related to Lesson Objectives/Intended Learning

Outcomes Teaching Behavior/s which Prove/s Observance of the
Guiding Principle
1. Begin with the end in mind.

The resource Teacher began her lesson by exercising her students to

active their minds.

2. lesson objective with students

 After exercised she started to share the lesson objectives about clean
and green program and how to separate the waste into another.
3. Lesson objectives/Intended Learning Outcomes are Specific,
Measurable, Attainable, result-oriented and Time-bounded (SMART)

The resource teacher specifies the differences of wastes in practice.

She did make a 2 different box which is biodegradable and recyclable
and let her student pick wastes and put it into different boxes. She
tackled also of what they can prevent in this particular practice and
what is happening to our ozone layer nowadays.

Ask permission from your resource Teacher for you to copy his/her
lesson objective for the days lesson. Did his/her lesson objectives
serve as guiding star in the sense that the development of the lessons
was guided by his/her lesson objectives/intended learning outcomes?

Yes it is, because as I see from the objectives to the evaluation it is

too interesting and also measurable for the children in kindergarten,
they just enjoy for it, at the same time they did learn in terms of
physical for the exercise mentally for the participation when the
teacher telling the story behavioral that every time they can see a
people older, they just simply bless in hand or to respect elders.

My Analysis

1. Why is it sound teaching practice for a teacher to begin with the

end in mind and to share his/her lesson objectives or intended
learning outcomes with his/her students?
The teacher started her teaching in smooth voice while sharing the
objectives but if the student didnt cooperate she has to show a slight
of anger for the discipline, while ending it whit a friendly sounds.
2. Did you find the lesson objective/s or intended learning outcome/s
SMART? Support your answer.
Yes it is, because it is followed from the curriculum basis and the
teacher is teaching sincere with a heart.
3. Do SMART objectives help the lesson become more focused?
As what Ive observed, that is the most powerful basis why is this
particular teacher got the respect of the learners thats why the
students are cooperating to her always, that help them to be focused
in terms of listening in the lessons.

4. Where the lesson objectives/intended learning outcomes in the

cognitive, psychomotor and affective domains? Support your answer.
Affective intended learning outcome every time the teacher did
evaluate the learners, they are always giving a feedback from the
lesson and it is affective the way they express it emotionally with
matching action in every idea.
Cognitive- the learners are sometimes asking the teacher from the
particular lesson that they didnt really understand as well. The
teacher giving them a chance to express their perception and they are
also cooperating with her.
Psychomotor- the learners are actually net in classroom and few of
them are slightly malnourish but still they are practicing for avoiding
that particular problem. Practicing skills as well and in terms of
mentally, as I observed the learners are actives.
5. Is it necessary to have objectives always in the 3 domains-
cognitive, psychomotor and affective? Why or why not?
Yes it is really necessary because without any of these objectives the
learners can be lack of something that maybe they can just proceed
into the next level but there is always missing.

\
My Learning Portfolio

A straight path never leads anywhere except to the objective

My Learning Episode Overview
The K to 12 Law explicit the pedagogical approach for the K to 12
Curriculum. This Episode revolves this around the pedagogical
approach.
My Intended Learning Outcomes
In this Episode, I must be able to:
Determine the teaching approach used by the Resource Teachers
 Identify instances where the pedagogical approaches of the K to 12
Curriculum contained in the law are observed
My Performance Criteria
I will be rated through the following:
a. Quality of my observations and documentations,
b. Completeness and depth of my analysis,
c. Depth and clarity of my classroom observation-based reflections,
d. Completeness, organizations, clarity of my portfolio and
e. Time of submission of my portfolio
My Learning Essentials
R.A. 10533, the Enhanced Basic Education Act of 2013, states: The
curriculum shall use pedagogical approaches that are constructivist,
inquiry-based, reflective, collaborative, and integrative. (Sec. 5 e) It
shall be learner-centered, inclusive, and developmentally
appropriate. (Sec. 5 a)
The tables below contrast teacher-centered and learner-centered
approach to teaching-learning
Table 3. Teacher centered approach vs. learner-centered approach
Teacher-centered Learner-centered
Subject matter-centered Learner-centered
Teacher-dominated Interactive
Banking Approach Constructivist
Disciplinal Integrated
Individualistic, competitive Collaborative
Indirect, guided Direct
Source: Corpuz, B. and G. Salandanan (2013) Principles of Teaching.
Quezon City: Lorimar Publishing
Table 4. Teacher centered approach vs. learner-centered approach
Teacher-centered Approach Learner-centered Approach
Knowledge is deposited by teacher in the minds of students (banking
system); teacher is the only expert and the only source of information
Learners construct knowledge by receiving information from teacher
and integrating it with their experiences and prior information
(constructivist).
Emphasis is on subject matter for the test Emphasis is on using
knowledge learned to solve problems in real life contexts.
Teacher dominates class proceedings Students are actively involved
in learning activities.
Focus is on single discipline Makes use of interdisciplinary and
multidisciplinary approach.
Culture is individualistic and highly competitive Culture is cooperative,
collaborative and supportive
Only students are viewed as learners Teachers and learners learn
together.

My Map
I will observe one Resource Teacher teach, analyze and reflect on my
observations.
To realize my Target/Intended Learning Outcomes, I will follow the
following steps:

My Learning Activities
I will observe one Resource Teacher with the use of an
Observation Sheet for greater focus. I will analyze my observations
with the help of guide questions then reflect on my observations and
analysis.

Resource Teacher: Jessa Mae Jaganas Teachers Signature;

School: Upper Tambler II
Grade/Year Level: Subject Area: Date:
Teacher-centered Student-centered
Did teacher focus only on one discipline/subject? Did teacher connect
lesson to other disciplines/subjetcs?
What teaching-learning practice show that teaching approach was:
a.constructivist-
teacher connecting the lesson from the past days to metaine the
sequence; learner does not miss the lesson anyway and construct
new ideas.

b. inquiry-based-
lesson must be enteresting that learners would be curius; learners
can ask question for the cralification and evaluation to their minds.

c. developmentally appropriate-learning activities fit the developmental

stage of children
Teacher used visual aid in lecturing in Filipino specifically
paraphrasetayutay connected to the equivalent meaning in English
subject; learners enjoyed the lesson while gained knowledge.

d. reflective-
Happiness while teaching the lesson and also showed the values;
learners participated in every task.

e.inclusive-no learner was excluded;teacher taught everybody.

Teacher pronounced the words loudly the even at the back can
heard; learners are all in mood after doing their everyday tasks
specifically in cleaning the classroom areas which all of them had their
task.
f.collaborative-students worked together.
- Teacher assigned a secretary for the list of all effort in working of the
learners; learners divided into group particularly in cleaners of every
areas to practice them to collaborate to the groupings.
g.integrative-lesson was multidisciplinary- e.g. In Science, Math
concepts were taught.
 The Filipino lesson is also the more values they had gained like in
constructing sentence that even if you want to say something negative
to other you can just paraphrase it into smooth words that other
cannot feel hurt to what you said on the spot.

My Analysis
1. Based on your observations, as a whole was instruction teacher-
centered or student-centered?
Both of the practice is really effective, which there is sometimes that
the teacher has to change and improve her/his strategy to catch the
interest of the learners. Without any of the instruction center maybe
the learners can feel bored.
2. Were there instances when the students could have been involved
in class proceedings but were not? Give example/s.
Sometimes cannot proceed in participating to the lesson of teacher
when he/she feels bored, sleepy and maybe she/he experiences
financial and food problems.
3. What are possible consequences of teaching purely subject matter
for mastery and for the test?
The consequences of teaching purely are can lead you to be
professional in and out of you personality while for the test, sometimes
the learners can experience of failing but if the teacher will guide the
learner maybe the learner wont take it as a negative experience but
he/she maybe take it as a challenge or an inspiration to study well
next time and to avoid failed again.

4. If you were to reteach the class, would you be teacher-centered or

student-centered? Why?
If I can reteach them, Im going to teach them as learner centered
because they are the reason why there is a teacher and I have base
on their learning ability on how they would be capable of to my
lessons.
5. If you abide the pedagogical approaches that the K to 12 Law
states, will you be more teacher-centered or student-centered in
approach? Explain your answer.
in terms of k to 12 curriculum I must to follow and I have to choose
teacher center approach because as a teacher we have to do our task
and the teacher must be the ruler of the class so that I have to share
what learning deserve for them.
Teacher-centered Student-centered
Did teacher lecture all the time?

-The teacher is not lecturing all the time because she also has to give
sometime for the students to think like giving them tasks.
Were students involve in the teaching-learning process? How? Or
were they passive recipients of instructions?

- The learners are involved in these particular process trough giving

them tasks, giving them knowledge which really useful and measuring
them on how and what did they learnt from the particular lesson.

Was the emphasis mastery for the lesson for the test? Prove.

-The emphasis of the lesson is probably trough test and also when
they are using it in real life. When theteacher giving test to the learner
particulary in reading practice she did know if how the student master
reading. Was the emphasis the students application of the lesson in
real life? Give proofs.

-Resource teacher lesson about how the relation of human in mother

earth. The application of it in real life is that all human must to care
the environment impact if we dont, we can maybe destroy it. Avoid
burning trash and recycle the recyclable materials.

Was class atmosphere competitive? Why?

-The atmosphere is one of the biggest part of learning and as I
observed in this particular classroom is too competitive beacause it
has a suitable chairs for children, good air condition and has a
educational post around the room . Was class atmosphere
collaborative? Why?

-Yes the room is comptable for the learners as I saw they had a
alphabet posts in the fron suitable blackboard and well manage things
inside the classroom.
Between teacher student-centered approaches, the latter must be
more pedagogically sound because even the R.A.
10533, the Enhanced Basic education Act of 2013, mandates it for K
to 12. Write your reflections about it. Or is it better to use both
approaches?

-teacher is the source of learning thats we have to respect them as

our second parents, they consume their time in order to teach the
learners, without them we couldnt learn and maybe there is no
professional nowadays they teach us values, discipline and
knowledge because that is their mission to guide us from their
expertise.

-learner is the center of curriculum, we are always involved about

gaining knowledge, we are the constructivist we have to unlock the
knowledge inside of our minds teachers just integrating us with prior
information. Learners are must be cooperative, collaborative and well
disciplined.

Between teacher-centered and

My Learning Portfolio
1. With a graphical organizer, present the pedagogical approaches to
the K to 12 Curriculum as stated in R.A. 10533. Give the main
features of each approach.
Serving a useful
purpose
.

Bring learners
into equal
participation
Always ask an
information thats
not really clear

Work jointly on an
activity as a team
to produce something Understandable and specific

2. A student-centered approach is very interactive. Research on at

least 3 teaching learning activities/techniques that can be used at the
beginning or end of a lesson. Put them here.

1. Select activity partner this can create collaboration to the pupils.

2. star teacher oof the day this help teach each other
3. Answer the quizzes or give quizzes the more the student expose to
the quizzes, the more they learn.

My Learning Episode Overview

This Learning Episode is about the guiding principles in the selection
and use of the teaching method. It comes after the FS student has
been introduced to methods of teaching.
My Intended Learning Outcomes
In this Episode, I must be able to identify the application of some
guiding principles in the selection and use of teaching strategies.
My Performance Criteria
I will be rated through the following:
f. Quality of my observations and documentations,
g. Completeness and depth of my analysis,
h. Depth and clarity of my classroom observation-based reflections,
i. Completeness, organizations, clarity of my portfolio and
j. Time of submission of my portfolio.

My Learning Essentials

My Map
I will observe at least 3 Resource Teachers, analyze and reflect on
my observations.
To reach my Target, I will follow the following steps:

My Learning Activities
I will observe one class by using an Observation Sheet for greater
focus then analyze my observations with the help of guide questions. I
will write down my reflections on my observations and experiences.

Resource Teacher: Teachers Signature School:

Grade/Year Level: Subject Area: Date:
Guiding Principles in the Selection and
Use of Strategies Teaching Behavior of the Resource Teacher that
Applies the Principle

1. The more senses that are involved, the more, and the better the
learning.
Teacher used story book to open the curiousities of the learners into
the particular story.
2. Learning is an active process.
The teacher teached them a values to respect elders and exercise
maintaine the learners health.
3. A non-threatening atmosphere enhances learning. Teaching
learners a basic lesson again and again every school day to master
the particular lesson without threatening.
4. Emotion has the power to increase retention and learning.
Teacher show a little anger to get the attention of learners afterwards
motivating them.
5. Good teaching goes beyond recall of information.
Teacher always recalling the lesson past day for a brief words before
they proceed in the another topic.
6. Learning is meaningful when it is connected to students everyday
life.
Teacher connected the lesson into the hobbies of a children nowadays
like in a cartoon movie caracter, batman, superman etc.
7. An integrated teaching approach is far more effective than teaching
isolated bits of information. The teacher teach the general term of the
lesson just for the children to have an idea to the lesson, its better to
broad than specific which much easy to forget.

My Analysis
1. Did you find the Teacher adhering to all the principles of teaching-
learning? Was there any principle that was violated? Explain your
answer.

o As I observed the resource teacher did her best by adhering all

aspect of the principle but no one is perfect maybe sometimes she
violates it but she did it for a good reason. Sometimes human have to
lie in order sacrifice something for the good of others.
o It is actually yes because as I saw on that particular class, there are
something that you can how they learnt and how they applied it.

2. Which principle of teaching was not applied, hence not observed? If

not applied can you of an instance where it could have been applied?

o I dont know because of a lack of time that have been given to us

thats why I dont have an idea about this question.

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My Learning Portfolio
Are the pedagogical approaches to K to 12 as stipulated in Enhanced
Basic Education

Act of 2013 based on these principles of teaching-learning? (Refer to

R.A. 10533, Sec. 4 for the pedagogical approaches). Come up with a
table like this.
Pedagogical Approach to K to 12

1. Constructivist Principle of Teaching

1. Good teaching goes beyond recall of information.

2. Learning is meaningful when it is connected to students everyday

lives.

2. Inquiry-based
1. Learning is an active process.

2. The more senses that are involved, the more and the better the
learning.
3. Developmentally appropriate 1. A non-threatening atmosphere
enhances learning.
2. Emotion has the power to increase retention and learning

4. Reflective 1. The more senses that are involved, the more and the
better the learning.
2. Emotion has the power to increase retention and learning

5. Inclusive 1. An integrated teaching approach is far more effective

than teaching isolated bits of information.
2. The more senses that are involved, the more, and the better the
learning.

6. Collaborative 1. Learning is an active process.

2. A non-threatening atmosphere enhances learning.

7. Integrative 1. Learning is meaningful when it is connected to

students everyday life.
2. An integrated teaching approach is far more effective than teaching
isolated bits of information.