Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021

MY PRACTICE TEACHING HANDBOOK AND PORTFOLIO

Learning Task No. 7

On Teaching Strategies
Name of Student Teacher: ROLAND P. PLATERO
Course: BSED- FILIPINO Year and Section: 401
Cooperating Teacher _____________________________ Signature ______________________ Date ________________
Cooperating School _______________________________________________________________________________________

7 LEARNING TASK

ON TEACHING STRATEGIES

INTEGRATIVE LEARNING
Integrative learning helps the students make connections and relevance between and
among subjects. It allows the learners to engage in purposeful, relevant learning. It encourages
the learners to see the interconnectedness and interrelationships between the curriculum areas
rather than focusing in isolated curriculum areas.
According to Pigdon and Woolley (1992) in an integrated curriculum, all activities
contain opportunities for learners to learn more about content through purposeful activities.

HIGHER-ORDER THINKING SKILLS

Higher order thinking skills known also as HOTS imply that some types of learning
require higher cognitive processes than others. Skills in analyzing, evaluating, and creating are
thoughts of higher order than learning facts or concepts.

Source: https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/

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VERBAL AND NON-VERBAL COMMUNICATION
Verbal communication is the use of words in expressing one’s feelings and ideas.
Non-verbal communication includes the use of body language, gesture, facial
expressions, eye contact, and posture.
The use of verbal and non-verbal communication strategies is the first step in enhancing
communication and nurturing relationships which are vital in the teaching-learning process.
Strong communication skills are very important in the instructional process.

My Performance Tasks
PERFORMANCE TASK 1: Get the topic you are assigned to teach. Write down how you can
apply the content knowledge within or across curriculum and teaching areas. Use the
curriculum web to indicate your proposed integration. Indicate the subjects in the circles and
how you will do it.

Make and interpret

the graph of price
elasticity and demand
using their papers

Appreciate the
concept of price Differentiate an
elasticity of inelastic product
demand in the and elastic product
Philippine economy
Price
Elasticity of
Demand

Let the students

Let the students explain each graph.
present and compare Follow up and
their answers. elaborate the answers
of students.
Ask the students what
they have learned from
activities today. What is
the important in
understanding elasticity
of demand?

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PERFORMANCE TASK 2: Write higher-order thinking questions that you used in the discussion
of the content.

Content/ Topic Questions

Philippine History
Panitikan ng Rehiyon sa Pilipinas
English Literature
The Wedding Dance by Amador Daguio
1) In your own words, who’s exactly the
first president of the Philippines?
Aguinaldo or Bonifacio? And why?
2) What are the advantages and
disadvantages of Spaniard
colonization?
3) What changes would you make to
revise the history of who’s first
president of the Philippines?
4) If you are in the self of Bonifacio,
what is your strategy to maintain of
being leader of KKK and in the
Philippines?
5) What facts can you gather in reading
the history of the Philippines?
1) Paano mo mapapanatili ang pagiging
buhay sa ala-ala ng mga tao ang ating
sariling panitikan o literatura?
2) Gumawa ng isang tula gamit ang
sariling karanasan sa buhay na may
tugma at sukat
3) Bilang isang mag-aaral, paano ka
makakatulong para muling
patingkarin ang mga panitikang
nakalimutan na sa paglipas ng
panahon?
1) What is the moral lesson of the story?
2) How will this lesson benefit you as a
person in the future?
3) If you are given a chance to end the
story in different way, what would it
be? And why?
4) If you are in the self of Lumnay would
you give a chance to Awiyao to return
into your life? And why?
5) In your own word, summarize the
story of “The Wedding Dance” in your
own understanding.

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PERFORMANCE TASK 3: Enumerate the non-verbal cues you used to support learner’s
participation and engagement.

Non-verbal Cues Purpose(s)

1. Body Language Gestures can transfer the student’s attitudes

and feelings to others and the actions in
many cases can be even more effective than
verbal messages. Body movements can be
used to reinforce or emphasise what a person
is saying and also offer information about the
emotions and attitudes of a person. However,
it is also possible for body movements to
conflict with what is said.

2. Facial Expressions  Smiling - A smile generally indicates

happiness or contentment.
 Scowling - A scowl or frown indicates
discontentment or frustration.
 Lack of Expression - An
expressionless face can indicate, at a
minimum, two things. First, this can
be an indication or disinterest or
boredom. Second, and perhaps worse,
an expressionless face can indicate
disdain.

3. Proxemics Move around the room. Doing so helps keep

students’ focused and will give you an
opportunity to make more direct eye contact
with every student, not just those in the front
of the room.

https://www.skillsyouneed.com/ips/body-language.html
https://examples.yourdictionary.com/examples-of-non-verbal-communication.html

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PERFORMANCE TASK 4: Cite the verbal communication strategies that you need in class to
support learner’s understanding, participation, and engagement.
Verbal Communication Strategies Used
Communicating with Students
Feedback
Create a safe environment
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Cite how it supported the
learners in instruction
The better your communication skills, the
more effectively you can perform these tasks.
In turn, your students will make more
academic progress. Studies have found that
the success of students is directly related to
interactive, engaging teaching environments
formed by able teachers. (Mashburn et al.,
2008).
The way that you communicate with your
students can positively affect their
perceptions of school, their role in the
classroom, themselves and their abilities, and
their motivation to succeed (Dobbs &
Arnold, 2009).
You can also use positive feedback to modify
students’ behaviour: for example, praising a
student for having their hand up is likely to
cause the students around them to stop
‘shouting out’ and copy this behaviour, in
order to be praised themselves (Howell,
Caldarella, Korth, & Young, 2014).
Phrases such as ‘good job’ or ‘beautiful’ may
not motivate students, because they do not
understand what they are specifically being
praised for, while over-praising can cause
children to lack interest in situations where
they are not being praised (e.g. Howell et al.,
2014). As a result, you should give specific,
deserved positive feedback – use the
student’s name, explicitly state what they are
doing right, and thank them enthusiastically.
Create a safe and supportive environment
where students feel comfortable to open up
and express their thoughts and ideas. An
atmosphere that allows students to ask if
they need help is crucial to their academic
success. It is important that at all stages of
the teaching process that you nurture this
kind of non-judgemental environment. By
having an open door policy and allowing
 students to pop in and talk about anything
that may occur is a great way to promote
good communication. Giving students extra
support, tuition or explanations before and
after class helps shy students that don’t feel
comfortable in class to ask questions to learn.
(Olivia Hanifan, 2019)

https://www.highspeedtraining.co.uk/hub/communication-skills-for-teachers/
https://www.mentimeter.com/blog/interactive-classrooms/5-ways-to-establish-effective-
communication-in-the-classroom

My Learning Artifacts

My Scoring Rubric
Meets Approaching Meets Does Not Meet
INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standards Standard

CRITERIA 4 3 2 1
Performance  has all the  has some aspects  has minimal  no aspect of work
Tasks aspects of work of work that aspects of work meets level of
that exceed level exceed level of that meet level of expectation.

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 of expectation expectation. expectation.  has errors,
 Shows  Demonstrates  with some errors omissions, and
exemplary solid and MASTERY is misconceptions
performance performance and not thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/ are learning is/ are learning is/ are
aligned with aligned with SOME aligned with ONE NOT aligned with
learning of the learning of the learning the learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done are done quite are poorly done
creatively and creatively and creatively and and need
resourcefully. resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted on a submitted 2 days submitted 3 days
before the day after the after the deadline. or more after the
deadline. deadline. deadline.
MY TOTAL SCORE

________________________________________
Signature of Practicum Supervisor

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