Student’s Name: Wilmer Unabia Curricular Yr. & Sec.

DPE 2021

Contact No. 09273819859 Time Allotment: 2 Weeks

Residence: Poblacion, Talisay City, Cebu Inclusive Date: 04-17-2021

Course Facilitator: Dr. Jennilyn D. Geagonia

DPE 103: Principles of Teaching

(Second Module)

KNOWLEDGE BUILDING
Assessment Task 1: MODIFIED TRUE OR FALSE

T 1. Learning is an/a active process.

T 2. Dunn and Dunn learning styles give us a concrete model for the principle on the
use of senses.
F 3. The subject Practicum or On-the-Job Training is a good example for strategy of
hands-on activities.
F 4. Teaching Strategy is a long term plan of action designed to achieve a particular goal.
F 5. Graphic Organizer is a valuable tool that allow students to process thoughts that
can show completeness and order.
F 6. Teamwork and group work is classified as collaborative approach.
T 7. Letting the students write and say provides the highest way of retaining
information.
F 8. When a teacher connects active engagement among other students. She exercises
open-mindedness.
F 9. The first mode of integrative teaching strategy is thematic teaching.
F 10. Knowledge as an element in critical thinking implies a method of logical inquiry and
reasoning.
F 11. Crystallized Knowledge is an accumulation of knowledge, facts and skills.
T 12. Reflective Learning is used when students are asked to reflect and analyze learning
and ideas.
T 13. Going to museum, or conducting beach party as a culmination program or movie
watching is co-curricular activity that is classified as physical development activities.
T 14. Having a partner who is smarter or brighter than you, as a student, is called peer
tutoring.
F 15. Focusing Inquiry is an interdisciplinary approach that uses questions to organize
learning as it crosses conventional knowledge boundaries.

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 CRITICAL THINKING
Assessment Task 2: HYPOTHESIZING

Situation A

At the end of the lesson, the students, with 85% accuracy, will be able to”
1. Identify statements that show cause and effect;
2. Read a poem correctly and clearly with expression; and
3. Deliver their most favorite poem showing the right emotions.

The Fat Cat

I had a cat This Photo by Unknown Author is licensed under CC BY

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who was so fat
This Photo by Unknown Author is
licensed under CC BY-SA

He could not even

sit on his mat . This Photo by Unknown Author is licensed under CC BY-SA

NOTE:

1. Teacher will read the poem to the students first and show them the pictures.
2. Teacher must use hand gestures and body language to describe each sentence.
3. Teacher will read the target words again.
4. Students will read the target words again 6 times.
5. Teacher will read the poem again and the students will read after.
6. Students will read the poem again by themselves.
7. Teacher will listen and correct the pronunciation.
8. Teacher will ask why is the cat cannot sit on his mat.
9. Teacher will validate the students answer.

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 10. Teacher will act out the target words again and the students will guess what are they.

Situation B

At the end of the lesson, the students, with 85% accuracy, will be able to:

1. Match the meaning of the vocabulary words to the story;

Instruction: Recall the vocabulary you’ve learned in lesson 1, and complete the poem “The Fat Cat.”

“The Fat Cat”

1. I had a ______

2. who was so _______

3. He could not even sit on his _______

4. He had a ______

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 5. He saw a ______

2. Interpret the events of a story using live picture frame story; and

Instruction: Please look at the pictures and answer the questions below.

1. What is the difference between the first room and the second room?
2. Which room do you want to stay?
3. What will you do to the first room?
4. How will you clean the room?
5. Why do you need to clean the room?

3. Change the fragments into sentences.

Instruction: Look and complete the fragment into sentence based on the pictures.

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 1. Under the bed.

2. Over the bridge.

3. In front of the school.

4. At the park.

5. Behind the bushes.

CREATING

Assessment Task 3: Basic Lesson Designing

You’re a science teacher and your topic are about animals and their habitats.

Decide on:

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 1. Approach that you will use with corresponding topic.
2. Strategies that will match the subject matter.
3. Methods to be undertaken to suit the lesson.
4. Techniques you have placed in your mind to realize the task.

As for my approach, I will choose the Learner-Centered Approach. The lesson is about animals who
live in cold places.

As for my strategy, I will use the “Talking Drawing”. I will show them pictures of penguins, seals,
killer whales, polar bears, arctic foxes, and walrus. I will ask them the name of each animal. This will give
my students an idea of what we will be talking about. At the same time, they will start to re-evaluate
their previous knowledge.

Once I already get the attention of my students, I will start talking about the animals. These will be
my methods and style of doing it:
1. I will show them each picture again and will ask one student – where does he think these
animals live.
2. I will get the opinion of the other students to see if they’ve shared common knowledge.
3. I will collate their previous knowledge and reaffirm it so that they would know they’re correct or
wrong.
4. If one student is wrong, I will not tell him/her directly but will let him realize his wrong through
listening to the answer of his classmates.
5. After that, I will present some facts to them. These animals live in cold places but they don’t live
in the same place. Dolphins, killer whales, and seals live in Antarctica, while polar bears, walrus,
and arctic fox live in the Arctic.
6. Once they know the habitat and location of these animals, I will group them into 3 groups to
discuss further the characteristics of these animals. They'll have to form a circle to better discuss
the topic.
7. I will tell them to prepare the answer for the following questions:
a. What do they eat?
b. Can they live in humid places?
c. What will happen to them during hot days?
d. Why do they live in cold places?
e. What other animals, they know, live in cold places.
8. I will let them discuss the topic for about 15 minutes. After that, they’ll have to select a
representative to report their discussion in class.
9. While they’re discussing, I will roam around the room and listen to their discussion.
10. I will give some input from time to time to give them additional knowledge.
11. After 15 minutes, I will ask each representative to report.
12. Once they’re done reporting, I will be asking questions again.
13. Then I will ask them if they’ve any questions.
14. If there are questions, I answer them immediately.
15. When I confirm that they’ve learned from our discussion, I will use the “Challenge Envelops” to
summarize the lesson.
16. I will ask them to arrange the chairs. Then I will dismiss the class.

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 I will keep my student engage in class from beginning to end, and let them discuss the subject
matter with each other. I will not stay in one place but rather walk around. I will approach each student
but will maintain proper distance. I will use hand gestures and body language to catch their attention
and put emphasis on what I want them to catch. This will help them retain information. Through the
Learner-Centered Approach, I believe the class is fun and interactive. It’s never going to be boring.

-END-