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 Mae

Arnado Jessa
Margallo, Jesseryl
Mouit, Jennie
Robillos, 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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 Experiencing the Teaching-
Learning Process

FIELD STUDY
. . .

Episode 1

LOOKING THROUGH THE MEANINGFUL LEARNING EXPERIENCES

Name of FS Student: Jennie Mouit Year & Section: II-B
Name of FS Student: Jesseryl Margallo Year & Section: II-B
Name of FS Student: Kenneth Jay Robillos Year & Section: II-B
Name of FS Student: Mira Mae Antenero Year & Section: II-B
Name of FS Student: Jessa Arnado Year & Section: II-B
Course: 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.
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 2Page | 1
learning used by the teacher.
Tools

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, 2014
Year 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.
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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, 2014
Year 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.

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

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 a ll
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, 2015
Year 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, 2014
Year 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.

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 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, 2014
Year 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.

3. Which of the principles in teaching facilitate the cognitive, metacognitive and

positive motivational processes of learning?
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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 Experiencing the Teaching-
Learning Process
FIELD STUDY
. . .

Episode 2

LEARNERS’ CHARACTERISTICS AND NEEDS

Name of FS Student: Jennie Mouit Year & Section: II-B
Name of FS Student: Jesseryl Margallo Year & Section: II-B
Name of FS Student: Kenneth Jay Robillos Year & Section: II-B
Name of FS Student: Mira Mae Antenero Year & Section: II-B
Name of FS Student: Jessa Arnado Year & Section: II-B
Course: 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.
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.

Step 3: Confer with the teacher regarding observable and significant

events.

Step 4: Reflect on your experiences. 2Page | 1

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 Physics
Topic: 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: Physics
Topic: 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.

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

participation ) :

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

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: Subject Area:
Topic:
Description of Teaching Strategies:

Description of Learning Activities:

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

participation ) :

____________________________________
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: Subject Area:
Topic:
Description of Teaching Strategies:

Description of Learning Activities:

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

participation ) :

____________________________________
Signature over Printed Name of FS Student

Attested by: Mr. WILLY LEE Ph.D.

Cooperating Teacher

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 Entries
of
Evidences

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 Documentation of the Group

Our critic teacher & us.

The Learners

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 1st day of our observation

Making outputs

Last day of our observation

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FS the making

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

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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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 “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 process ing 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 mos t 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, 2005
by: 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
Teachers
Paint their minds
and guide their thoughts
Share their achievements
and advise their faults

Inspire a Love
of knowledge and truth
As you light the path
Which leads our youth

For our future brightens

with each lesson you teach
Each smile you lengthen
Each goal you help reach

For the dawn of each poet

each philosopher and king
Begins with a Teacher
And the wisdom they bring.

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 “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 me
and 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.
I want to be like you—
giving your time, energy and talent
to ensure the brightest possible future
for each of us.
Thank you, teacher
For giving me a goal to shoot for:
I want to be like you!
“A Teacher for All Seasons”
By: Joanna Fuchs
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 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 temperament
Makes studying a pleasure,
Preventing discontent.
A teacher is like Fall,
With methods crisp and clear,
Lessons of bright colors
And 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

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 A smart and really good teacher
should be a good guide, not a preacher.
She’d open each mind
Therein treasures to find;
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
to do their best
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

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

I can do
I cannot I am this A can do
Competency do learning but I need this very
this yet. how to do to learn well.
this more and
improve.
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.

Post-assessment) Date Accomplished:

Rater’s Signature: JENNIE MOUIT

2Page | 1
Directions: Check the appropriate column that best describes your current level of mastery
of each listed competency.

I can do
I cannot I am this A can do
Competency do learning but I need this very
this yet. how to do to learn well.
this more and
improve.
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.

Post-assessment) Date Accomplished:

Rater’s Signature: JESSERYL MARGALLO

2Page | 1
Directions: Check the appropriate column that best describes your current level of mastery
of each listed competency.

I can do
I cannot I am this A can do
Competency do learning but I need this very
this yet. how to do to learn well.
this more and
improve.
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.

Post-assessment) Date Accomplished:

Rater’s Signature: KENNETH JAY ROBILLOS

2Page | 1
Directions: Check the appropriate column that best describes your current level of mastery
of each listed competency.

I can do
I cannot I am this A can do
Competency do learning but I need this very
this yet. how to do to learn well.
this more and
improve.
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.

Post-assessment) Date Accomplished:

Rater’s Signature: MIRA MAE ANTENERO

2Page | 1
Directions: Check the appropriate column that best describes your current level of mastery
of each listed competency.

I can do
I cannot I am this A can do
Competency do learning but I need this very
this yet. how to do to learn well.
this more and
improve.
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.

Post-assessment) Date Accomplished:

Rater’s Signature: JESSA M. ARNADO

2Page | 1
 100% 95% 90% 85% 80%
Criteria

1.Contents of Has 100% of Has 95% the Has 90% of Has Has 80%
the portfolio needed needed the needed 85% of the of the needed
content content content needed content content

1. 2.Objectives of Objective are Objectives are Objectives are Some of the Most
the portfolio SMART and SMART but SMART but objectives are objective are
cover the cover only a cover only SMART and not SMART
whole course minimum of less than 80% do not cover & cover only
80% of the of the course the whole a minimum of
course course the course

3. Quality of Entries one of Entries are of Entries are of Some entries Few entries
Entries quality and better quality acceptable are of are of
substantial many are well quality, some acceptable acceptable
selected & are well quality limited quality, not
substantial selected & selection & well selected
substantial substantial & very
minimal
substance
4.Presentation Creative neat Creative neat Creative neat Minimal No creativity
& has very & strong & average creativity neat in disarray no
strong impact/Appeal impact/appeal minimal/impact impact/appeal
impact/appeal /appeal

5.promptness Submitted Submitted on Submitted Submitted 2 Submitted 3

ahead of schedule week after the weeks weeks or
schedule schedule after the more after the
schedule schedule

2Page | 1