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PRACTICE TEACHING LEARNNG EPISODE 4

NCBTS Domains 4 and 6

My TasksDesign a miniature bulletin board on this page or paste one of the bulletin boards that

struck you most in your cooperating school.

My Activiti sPaste sample bulletin board displays on this page.

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My Ana!ysis

Observing varied bulletin boards in my cooperating school, I feel that the following

areas can still be improved

We all know that bulletin boards can be interactive teaching tools. That Bulletin board

can be another teacher in every classroom. t reflects new lessons which help visual learners

understand new materials better! reinforce new words and concepts and challenge students to

participate in new ways. think it can be improved in a way that it can be more colourful and

attractive. Teachers can use artistic and more knowledgeable posters in different sub"ects which

can generate student#s interest. $s well as in mathematics sub"ect for e%ample! it is much better if

it might give the answer to a problem and challenge students to create all the problems they can

think of with the answer. t can be also better if teachers design learning activities using the

boards and movable parts affi%ed to them and students can move from board to board during freeor &uite time to complete the activity.

So that

'tudents can add their own literary compositions to blank bulletin boards or respond to

prompts given by the teacher. $s well as students can also voice their opinions on bulletin boards

and reading materials to others. t also e%posed students to new vocabulary and key vocabulary

words and allow student to interact with the word wall such as those that involve moving the

words to different categories or locations on the wall which help students understand and retain

the new vocabulary.

My R "! ctions# My Insi$%ts

1. As a student teacher, I need to learn how to structure bulletin boards so that (.

Bulletin boards are very important when it comes to education. need to make sure that

our classroom)school in general has outdoor message boards to get our important messages.

need to know how to structure bulletin boards because it serves as a perfect vehicle four

integrating the four tenets of gifted instruction. t should also be created around a universal

concept which can help students to see the connections that e%ist between across the various

disciplines because the prompts of depth and comple%ity can be integrated into the construction

of a bulletin board to further focus student#s study of the core content materials. t also serves as

a catalyst to independent study pro"ect based on student#s interest! choice and aptitude *novelty+.

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2. hat lessons did I learn when structuring!designing my bulletin boa rds,

Doing Bulletin board is not that easy because it needs a lot of time as well as money and

of course effort. But all of these are worth it after saw the finish product. t makes us tired but

still fun because after all! it makes our classroom visually appealing and stimulating to our

students. We thought that bulletin boards are "ust decorations but the truth is! it emphasi-e

learning that is taking place in the classroom. That#s why it is very important that it should be

interactive and make the classroom come alive with the curriculum material being studied. $s

well as! it gives students a sense of ownership by surrounding them with e%amples of their work.

M& PORTOLIO

Picture of bulletin board display that designed based on the class lesson)activity.

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PRACTICE TEACHING LEARNING EPISODE 4

1y Performance *2ow shall be rated,+

0

3utstanding

4

5%ceeds5%pectation

6

1eets5%pectation

7

mprovementneeded

8

9nacceptablePerformance

1y Tasks

1y $ctivities

1y $nalysis

1y eflection)

nsights

1y Portfolio

Tota! Sco' Av 'a$ Ratin$

RatSca!

E()iva! nt * '+a! D sc'i,tion

0 3utstanding Teaching performance is consistently superior to the setstandards.

4 5%ceed 5%pectations Teaching performance is consistently above the set standards.6 1eet 5%pectations Teaching performance is consistently meets the set standards.7 mprovement needed Teaching performance does not consistently meet the set

standards. 5%tra effort is needed to improve the skills.8 9nacceptable Performance Teaching performance is inade&uate to the set standards.

Mic% !! M- Dia. :ame of student

//////BEEd0I*Program! 1a"or! 'chedule

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PRACTICE TEACHING LEARNING EPISODE 4

03utstanding

45%ceeds

5%pectation

61eets

5%pectation

7mprovement

needed

89nacceptablePerformance

1y Tasks

1y $ctivities

1y $nalysis

1y eflection)

nsights

1y Portfolio

Tota! Sco' Av 'a$ Ratin$

RatSca!

E()iva! nt * '+a! D sc'i,tion

0 3utstanding Teaching performance is consistently superior to the setstandards.

4 5%ceed 5%pectations Teaching performance is consistently above the set standards.6 1eet 5%pectations Teaching performance is consistently meets the set standards.7 mprovement needed Teaching performance does not consistently meet the set

standards. 5%tra effort is needed to improve the skills.8 9nacceptable Performance Teaching performance is inade&uate to the set standards.

G!ai.a R- N ons :ame of student

//////BEEd0I*Program! 1a"or! 'chedule