Portfolio Sham
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Transcript of Portfolio Sham
My
Portfolio
Prepared by:
Shamin P. Loraez
BBTE IT 4-1
ACKNOWLEDGEMENT
First and foremost, I want to thank my parents for their
invaluable support morally, emotionally and financially. My family is
my own blessing, and the love I have for my parents is the love I bring
to this study.
I would like to give special thanks and acknowledgement to the
following people:
To our Subject Professor, Professor Sheryl Morales for guiding
us along the way and being dedicated to answer all our inquiries
about practice teaching.
To our Subject Adviser, Professor Marilyn Isip for her advice,
and assistance about the Teaching Practicum and for enlightening our
minds for the proper things to take and follow.
To my Cooperating Teacher, Mrs. Leticia Mercader for her
guidance in the preparation of my Final Demonstration and for
sharing some of her experiences and some tips.
And above all, to our Almighty God who is the true source of all
knowledge and wisdom, who gives us the strength to face all
challenges and hardships even with this practicum.
Table of Contents
Acknowledgment
Table of Contents
I. Statement of Purpose of the Practicum
II. Prayer of Pre-service teachers
a. Teacher's creed
b. Personal Education Philosophy
III. Involvement and Personal Data
a. Community Involvement Evidences
IV.Personal Insights on the pre-service training experience
V. Brief Description of the Site of Practice Teaching
a. Mission and Vision
b. Values
c. Organizational chart
VI. Sample lesson plan/learning guide/plan book/activity log
a. semi-detailed lesson plan
VII. Lesson plan used during final demonstration
a. pictures of teaching materials used
b. pictures during the final demo
c. sample of students' output
Appendix
a. Daily Time Record Cards
b. Pictures
c.
I. Purpose of the Teaching Practicum
Since the student teaching experience is to be of high quality, it is
important that the team members share common overall goals and
objectives. Specific objectives for the course “Student Teaching” are
listed below.
The student teacher will be able to . . .
1. Integrate pedagogical studies with knowledge of specific
disciplines and national professional organization standards to
create meaningful learning experiences.
2. Design active learning opportunities that are appropriately
adapted for various developmental levels, and for learners with
disabilities.
3. Strengthen skills required for creating, selecting, and using
formal and informal assessment strategies to evaluate student
progress and to improve teaching and learning.
4. Establish and maintain a positive, purposeful, and God-centered
learning environment that promotes positive social interaction,
active engagement in learning, and self-motivation.
5. Communicate, collaborate, and consult with teachers, students,
administrators, and parents clearly and effectively in the
educational process.
6. Develop and articulate an understanding of educational
philosophy, history of education, and current trends and issues.
7. Demonstrate competence in all job responsibilities in the
student teaching setting.
8. Develop strategies for enhancing personal areas of strength and
weakness identified during field experiences and seek
opportunities for professional growth and development.
9. Integrate technology appropriately and effectively for
communication and instruction.
II. Prayer of Pre-service teachers
Student Teacher’s Prayer
Eternal God, We are truly grateful of the blessing that you have
showered upon us. Thank you for the gift of life, for the loving
students, for the loving and caring family, for the understanding and
compassionate teachers, for the supportive principal and for this
wonderful day that we are about to share together with your guidance
and protection.
Bless us all as we are about to deal a new lesson, new knowledge to
inculcate, new experiences to embrace, new ideas to share, new
values to feed our morale, new output of our painstaking labor to
fulfill our satisfaction, new opinions to open up with others, new
camaraderie to develop and a lot more that we are humbly asking
from your most benevolent heart that grant simple requests into a
sure reality.
Lord, Bless all schools that it may dynamically and competitively
become a center for sound learning, new discovery, and the pursuit of
wisdom; and grant that those who teach and those learn may find you
to be the source of all truth and wisdom.
Lord, we ask forgiveness for all the sins that we have committed and
we are sincerely accepting your Holy Spirit to rule our hearts and
minds so that we can avoid the temptations and some forms of evil as
we continue fulfilling our roles in this beautiful world as children of
God. We ask this through our Lord Jesus Christ, your son, who lives
and reigns with you and the Holy Spirit, one God, forever and ever
Amen.
Code of Ethics for Student Teachers
A. Preamble – A student-centered perspective
Mandate:
A joint subcommittee consisting of members from two standing
committees of the Faculty of Education (Faculty of Education Ethical
Review Board and Student Standing) was created to develop a Code
of Ethics for Student Teachers and to examine the ways in which this
Code will be communicated to students, faculty members and
educational partners.
Goals and rationale:
The interests of the two Standing Committees of the Faculty of
Education in promoting appropriate ethical and professional conduct
have led us to develop the following Code of Ethics for Student
Teachers. This code seeks to respond to, and address the following
needs:
1. The Code addresses the interdependent duties, rights and
responsibilities of student teachers, faculty members and
educational partners.
2. By addressing common issues and needs, the Code seeks to
articulate and make explicit ethical principles that transcend
disciplinary boundaries. These principles reflect the
fundamental values that are expressed in the duties, rights and
responsibilities of all involved in Teacher Education.
3. The Code requires a reasonable flexibility in the implementation
of common principles. It is designed to help those involved in
Teacher Education, as a matter of sound ethical reasoning, to
understand and respect the contexts in which they work and
accommodate the needs of others.
4. The Code seeks to encourage continued reflection and
thoughtful response to ethical issues. It does not seek definitive
answers to all ethical questions or situations. Rather, it seeks to
outline the guiding principles to ethical conduct and to identify
major issues which are essential to the development and
implementation of this Code.
Context of an ethics framework for student teachers
The principles and norms guiding ethical conduct are developed
within an ever evolving complex societal context, elements of which
include the need for reflective action and ethical principles.
Education is premised on a fundamental moral commi tment to
advance and construct knowledge and to ensure human
understanding and respect for individual and collective well-being and
integrity.
The moral imperative of respect translates into the following
ethical principlesthat assume a student-centered perspective as
articulated in the Quebec Curriculum Reform and Competencies
outlined for Teacher Education.
B. Academic freedom and responsibilities
Teachers enjoy, and should continue to enjoy important
freedoms and privileges. However, with freedoms come
responsibilities and ethical challenges. This Code of Ethics is in
keeping with the philosophy and spirit of the New Directions that are
embedded in the document Teacher Training: Orientations,
Professional Competencies (Ministère de l‟Éducation 2001) and the
reflective practice literature.
The role of the teacher and the contexts of teaching have
changed. Thus, new resources (knowledge, skills, and attitudes) are
required to practice the profession and meet the challenges of
teaching and learning in whatever contexts student teachers may find
themselves and to engage in professional development individually
and with others.
C. Ethics and law
“Teaching is governed by a legal and regulatory framework”.
The law affects and regulates the standards and norms of teaching
behaviors in a variety of ways such as respecting privacy,
confidentiality, intellectual property, competence. Human rights
legislation prohibits discrimination and recognizes equal treatment as
fundamental to human dignity and well-being.
Teachers should respect the spirit of the Canadian Charter of
Rights and Freedoms particularly the sections dealing with life, liberty
and the security of the person as well as those involving equality and
discrimination and the Education Act that sets out the obligations and
rights of teacher.
D. Guiding ethical principles
Ethical student teachers should respect the following guiding ethical
principles:
1. Respect for human dignity
a. Speaks and acts towards all students with respect and dignity;
and deals judiciously with them at all times, always mindful of
their individual rights and personal sensibilities.
b. Respects the dignity and responsibilities of cooperating
teachers, peers, principals, parents and other professionals or
para-professionals within the school, school board and
community.
2. Respect for vulnerable persons
a. Respects and recognizes ethical obligations towards vulnerable
persons. This principle recognizes that students are in a
vulnerable position and that student teachers are in a privileged
relationship with students and their families and will always
refrain from exploiting that relationship in any form or manner.
3. Respect for confidentiality and privacy
a. Respects the confidential nature of all information related to
students and their families and will share such information in an
appropriate manner only with those directly concerned with
their welfare.
b. Respects the confidential nature of all information related to all
school personnel and will share such information in an
appropriate manner.
4. Respect for justice
a. Respects and recognizes the right of individuals to be treated
with fairness and equity and the importance of avoiding
conflicts of interest.
5. Respect for safety of students
a. Respects the right of individuals to expect that student teachers
will engage in practices that aim to ensure the physical,
psychological and emotional safety of students.
6. Respect for existing ethical codes and professional standards
a. Respects the authority, roles and responsibilities of the
cooperating teacher and agrees to adhere to the responsibilities
and obligations for teachers as outlined in the Education Act,
Faculty and University handbooks as well as all local
agreements by host school boards and schools.
7. Balancing harm and benefits
a. Acknowledged that any potentially harmful practices (eg.
Science Labs and Physical Education Activities) must be
balanced with anticipated benefits and conducted in a prudent
informed manner.
III. Involvement and Personal Data
Resume
Shamin P. Loraez
Blk. 7 Lot 9 Soldiers Home Batasan Hills, Quezon City(0926)[email protected]
Personal Information
Age : 20 y/o
Gender : Female
Place of Birth : Quezon City
Date of Birth : July 31, 1994
Height : 4’11’’
Weight : 50 kilos
Civil Status : Single
Nationality : Filipino
Religion : Roman Catholic
Language Spoken : English and Filipino
Educational Background
Tertiary: Polytechnic University of the Philippines, Quezon City Campus
Bachelor in Business Teacher Education, Major in Information Technology
2011-Present (3rd year)
Secondary: Batasan National High School (2010-2011)
Primary: Libmanan North Central School (2001-2007)
IV. Personal Insights on the pre-service training
experience
My Weekly OJT Report
Week One
I had a good idea of what to expect during my first week as a student teacher. I would also like to say how extremely helpful the staff at Lagro High School has been to me.
At the same time, I kept an open mind as to what to expect during this initial week and this served me well. I was teaching segments of my mentors class by the second day, and was the lead teacher all day on Friday. This was something that I did not expect to be doing so soon, but I grasped the opportunity with both hands. Reflecting about this as a student teacher, I think it is a good idea to be teaching in the first week instead of observing for the initial period of the student teaching internship. I don’t think it is a ‘sink or swim’ scenario, but it is a good idea to get into teaching directly with the kids and enables the student teacher to interact as soon as possible with the kids. This approach by my mentor teacher has certainly helped to build my confidence with regards to my teaching ability. I am grateful for this.
On Friday, my mentor teacher was at a conference all day. This was a good opportunity for me to get to know the kids, and even more importantly for them to get to know me. With their regular teacher out of the classroom all day on Friday they had to interact with me. They took the opportunity to ask me questions about my background while I was helping them with individual or group work they were involved in. I did not mind this. I took this as an opportunity to engage with them. They obviously want to know more about this student teacher, and I am happy to build a relationship with them.
Aside from the actual teaching, I was involved with taking attendance, grading papers and entering them into the computer/grade book. I feel this first week has given me a full introduction in to the roles of a teacher. I’m really happy about this. It was a lot to do in the first couple of days, but by Friday I could do
exactly everything that my mentor teacher had shown me during the week.
There are some areas I need to work on that I have identified at this early stage. I should not be nervous about making clear rules to the kids. If we are all on the same page then there will be no confusion. By this I mean having a uniform policy about cell phones for example. I should not also be timid to speak up about inappropriate behavior. As the day wore on during Friday I became more comfortable in this role. I’m glad that even at this early stage I can reflect on and identify areas I can improve on.
I am looking forward to the coming weeks. I feel this first week is helping me to lay a good foundation for the weeks to come.
Week Two
Week one was definitely the whirlwind for me. So many students, teachers and support staff to meet. Learning students’ names and the layout of the school. Week two for me has been all about establishing a routine for myself and the students. They are still getting to know me, and I am getting to know them. I can put most faces to names in the classroom, and I’m working with the less vocal members of my classes to make sure that I am involving them more in class activity, and therefore I will get to know their names. I am making connections with students as well.
With regards to my teaching in the classroom, I am gaining in confidence. I know this is early days yet with regards to my internship, but I am happy in how it is developing and how my mentor teacher continues to give me tips, ideas, and more duties. I am not afraid to dive right in. I believe this total immersion approach from my mentor teacher works well for me in particular. This way, the students get more direct instruction time from me. My mentor teacher and I are following a team teacher approach right now. I think the students like this, as they have two teachers with different backgrounds teaching them and I think at this early stage that they are learning more as a consequence. The students have welcomed me into the classroom.
Week Three
Christmas vacation.
Week Four
Now we get down to business. I have been pretty much teaching solo all week, and I’m very grateful for the trust my mentor teacher has in me. This has helped me to build my confidence. The more contact time I am having with my students the more they get to know me, and the more I get to know them. The two-week honeymoon period that teachers talk about with students is over. I wondered what my students would ‘try on’ with me as I was new. I’m happy to report that I am forming a great student/teacher relationship, being mindful to be friendly with the students but at the same time maintaining that professional distance between teacher and student. I know the students who need attention during class, and I know those who are self-directed learners. This is working out very well, and I’m glad these roles are being more and more defined as I take on additional teaching responsibilities.
I also feel as if I’m getting into a routine with my classroom activities. This is good for me and for the students. It was difficult for me to come into the classroom when the students were in the middle of a unit and to take on teaching responsibilities. This coming week I have been preparing lesson plans and copying material for the week to come.
This has helped me to gain more ownership of the class, and I can explain and describe to the class my expectations. The students are being really helpful as I take on more activities, and are taking the transition of me as the lead teacher in their stride. I feel I am becoming more comfortable with the students.
Week Five
This week I was solo all week. My mentor teacher gave me privilege to handle the class on my own. When I get to school I set up the agendas for the day, make copies and have them ready for the students. During class time the kids are listening to me or working individually/in groups on assignments. If they are working on
assignments individually I can stand at the front of the class and prepare for the next class in the appropriate way. I stand in the corridor in between classes as a ‘presence’ and have a quick chat with one of the teacher’s whose classroom is next to mine. I’ll greet students as they enter my classroom, or say hi to those I know who are passing by. Some are even saying hi to me, and I like to think this is because they are becoming more familiar and comfortable with me. Anyway, I mention this as I’m refining my routine and I think it is working. I’m not getting complacent. I’m striving to maintain the high expectations I place on myself. I hope I’m doing service to the students. This is my main goal.
Week Six
One word for this week: solo.
I have been in the classroom by myself this week. It actually felt good and helped me grow in confidence in my classroom management and planning activities. I planned all lessons, agendas, test and homework activities for the week. I got to know the students a lot better and they are definitely becoming more at ease with me. I know who to look out for, and those students who are self-motivated. I am being careful to cultivate the correct student/teacher relationship. I feel I’m being strict but fair with them and I think this is helping to provide the correct instructional environment in the classroom. This week was by far the most concentrated and busy I have had.
Pilots have a saying called ‘being ahead of the airplane.’ By this they mean they know the airplane so well that they anticipate the movements the aircraft will make in any given situation. I feel that I have started on this road. I no longer ask myself the question ‘will I be able to stand up in front of a classroom and teach without looking like an idiot’ to ‘how can I ensure that I am holding the attention of students at all times with a compelling lesson without leaving voids.’ My mentor teacher has told me I have presence and authority in the classroom. I don’t always feel this, but it is something I am constantly aware of and strive to improve.
Week Seven
I feel that I turned a corner this week.
I can’t exactly put my finger on when it exactly happened. I know that I’m starting to be more proactive in my day-to-day classroom duties instead of being reactive. I’m getting used to juggling lots of different teacher roles throughout the day and am becoming more at ease with this. I think that this comes from a variety of areas. I’m becoming more familiar with the kids – in as much as I mean I know now which class periods are challenging than others and to as to why this is the case. I know the students who need extra attention, the students who are floundering in class because they have to work nights, or in the case of one student work Monday, Tuesday and Wednesday in order to support her family financially. I know those kids who to cut a break to when they talk to me about being concerned that they will miss a homework deadline or a test. Perhaps the reason that I feel I have turned a corner this week is because of all of the above reasons.
Week Eight
I have just re-read my Week One posting. I sound very naive. My mentor told me this week how she has seen me develop in the classroom in leaps and bounds. I was glad to hear it, as I have to admit that I don’t always feel this way. I try to analyze this to find out exactly why I don’t always feel I am developing. I think it is a mix of not feeling 100% on top of the subject matter and not having a longer relationship with the kids. My mentor keeps reminding me that familiarity with the subject matter comes with experience, and that I should not forget that it is difficult to take over in a classroom when the students have already gotten used to their teacher. I hope one day I can become a mentor teacher and pass on a lot of my experiences and more importantly information and experience my mentor has shared with me. Over the past seven weeks.
Week Nine
I am paying more attention to the dynamics in each of my classes. I have noticed that I can expect mixed behavior from my students. For example periods one, three and six are attentive, ask questions and work well with each other. Periods four and five are
different. There are different dynamics in these periods as there are different groups of students in these classes. There are a couple of chatty students and a couple of students who have no interest in being in the class and therefore will not interact with each other or the teacher. This makes it a challenge for me to be an effective teacher with these two classes. I spoke to my mentor teacher about this.
He told me to make sure that I don’t change my teaching style to cater for these different groups within the class. The students are looking to me for a regular and familiar routine in class. I well believe him. For the last week covering one unit I did a mixture of small lecture, clips from a documentary followed up by quiet reading with questions for the students. One day when I deviated from this routine the kids were thrown. We didn’t have time to get to the quiet reading, and they wanted to know why – all the different groups of students that made up the class. That was a great example to me of how the students need routine, no matter whether they are the chatty kids, or those who don’t do as well as they can. It is hard to know about the kids who don’t appear to have any interest (and I have a student is mind as I write) as to how they feel about routine in the classroom, and that can be frustrating.
Week Ten
I have been soloing in the classroom now for a month. When I compare my situation now to nine weeks ago, I can really see how much I have learned and how far I have come. I’m not always aware of this to see the overall picture of my progress. Sometimes it is difficult for me to see the overall picture when I am involved in everyday classroom activities, planning lessons, and assisting individual students on a daily basis. I really feel that I have made good connections with most of the students. Some of those who I have asked to apply themselves more, pay attention and not be disruptive in the classroom have responded well to me. I’m pleased about this. I have told my classes how I think they are all talented students and I want them all to succeed in the remaining brief time that we have together. I started my student teaching by being a complete stranger to my students. Now they are talking to me after class, saying hi to me in the corridors or waving to me as I am teaching (I always keep my
classroom door open). This gives me great confidence. I feel like I have made a breakthrough by this stage of my internship. I have gone from being a complete stranger in the classroom to someone who the students have confidence in to teach them and lead them through the course material.
Week Eleven
I’d like to make something clear. I’ve found it hard to maintain focus and high levels of expectation upon myself when I know student teaching is almost done. I also want to make it clear that this is just the start of my teaching journey. After student teaching there will be bumps in the road. Looking back over my period of student teaching I know I will be prepared for these situations, and have met a group of dedicated teachers who can offer support and assistance along the way.
Because of this I have decided to get feedback from all my students after I have completed student teaching. My mentor teacher said this is a good idea provided that the students are given deliberate questions from me to answer.
This information will be anonymous. I really want feedback on what my students thought about my teaching style, delivery, content and approachability in the classroom. Did they feel confident in my abilities as a teacher as we spent more time together? Did I provide adequate information and materials during class? Was I boring? How did students perceive me as a teacher – did they think I showed a genuine interest in students? This does not mean that I want them to be my friends, but rather was I friendly towards them. Could I have done anything differently to enhance the learning environment and make it more welcoming? I invite criticism. I am under no illusion that I still have a lot to learn both in and outside of the classroom.
Week Twelve
I have been really paying attention this week to how my students receive my lessons. I’m coming towards the end of my internship, so I’ve been asking them for feedback on my teaching. What better way to get feedback? I realize that I may have been asking for a lot of negative comments, but this was not the case. The
students were pleasantly surprised to have a teacher asking them for feedback. They really appreciated this. I’m wondering if this is something I should have done earlier in my internship. Perhaps after eight weeks it would have been a good idea to ask for feedback so I could have revised my lesson planning and delivery based on some of their feedback. I realize that as a student teacher my internship is giving me a taste of what a full-time teacher deals with every day.
It is hard to maintain focus as things are coming to an end. I’ve been struggling with this, but I’m absolutely determined to maintain focus and professionalism. The teacher sets the tone in the classroom and I will remain professional. From informal feedback from my students it is clear that I have an informal teaching style. I was told my some students that my lectures are more like conversations and that the students like this. They like this as they told me that it feels like I am talking with them, instead of at them. They feel part of the lesson, and they appreciate this. Now this is something I had never thought about as it is my natural delivery style when teaching/public speaking.
Week Thirteen
This is the last week of my student teaching. My mentor teacher took over full-time in the classroom and I was observing her. During these observations I’ve noticed things that I didn’t before as a student teacher – the little nuances to keep students on track, how to effortlessly switch from one task to another. I realize now that a lot of this comes from experience as a teacher – a component of my teaching that obviously will be developed in the years to come.
I have enjoyed my student teaching experience. It has been difficult, frustrating, rewarding and fun. I think my philosophy of being flexible, going with the flow and learning as much as I can has reaped dividends. I let things wash over me during the start of my internship. This helped me to find my feet, establish a good classroom routine and get to know the students as people first and then as students second.
Brief Description of the Site of Practice
Teaching
HISTORY OF LAGRO HIGH SCHOOL
In the early seventies, the growing number of people in the
GSIS La Mesa Homeowners Association (GLAMEHA) triggered the
need for a high school in Lagro Subdivision. The officers of GLAMEHA
requested fervently for an establishment of a high school next to
Lagro elementary School. With the aid of the city government and the
education bureau, Novaliches High School with Mr. Florencio Dumlao
as principal started accepting students. This high school annex
started on June 13, 1974 with 87 students and a facility, which were
humbly two housing units in Block 59 and chairs the students
provided themselves.
On August 26 of the same year, Lagro Annex was transferred to
the Lagro Elementary School compound and occupied the sawali-
walled makeshift building. The high school was then headed by Mr.
Crispulo A. Pilar with Mr. Narciso M. Caingat, Mrs. Nilfa C. Caingat
and Mrs. Greta Manlapig as pioneer teachers.
Two years after, the enrolment rose to 249 from the former 87
with three sections in first year, two in second year, and one in third
year. They were all managed to stay in just four classrooms guided by
nine teachers of Lagro.
The first graduation from this high school happened two years
after with an increased enrolment of 461 with Mrs. Josefa Q.
Maglipon, head of the Home Economics Department in Novaliches
High School, who replaced Mr. Pilar(who left for the United States).
The School Year 1977-1978 reached 774 with 15 sections occupying
seven classrooms. With this problem on accommodation, Mr.
Florencio Dumlao appealed to the national government for a Lagro
Annex Building. Through the unrelenting efforts of the department
head-in-charge and with the PTA lobbying behind, the 1.3 hectare
present school site, and building became a reality.
At the opening of classes on June 11, 1978, 923 students flocked
the newly constructed building which was a two-story 18-room
structure standing proudly with Mrs. Maglipon as head of the school.
She was replaced with Mr. Silverio Reinoso. Mr. Reinoso had to
continue with the challenge to manage 19 sections of students with
just 32 teachers. It is really a challenge but he overcome with it. It
was the significant day of September 1, 1978 that Lagro High School
was inaugurated by Mrs. Commemoration M. Concepcion, the former
schools division superintendent. Thus, it has become its foundation
day.
Hand in hand with the influx of residents in Lagro Subdivision is
the continuous increase of student population. And to accommodate
this increasing population,a six-room building on the southern site of
the campus was constructed. Theschool then also improved with the
completion of concrete fences surroundingthe campus, construction of
the stage and the new steel flagpole, all to house and educate the
community for them to have a better education.
Mr. Reinoso was replaced by Mrs. Virginia H. Cerrudo on
September of 1981. Mrs. Cerrudo was replaced with Ms. Felicidad C.
Gutierrez in 1987 bringing another building funded by the city
government. The same year created the Lagro High School-Payatas
Annex with 257 students. This annex was assigned to Mrs. Sheridan
Evangelista, who was then the Social Studies Department Head of the
main school. Promoted as Principal IV, Ms. Gutierres was transferred
to E. Rodriguez Jr. High School. Mr. William S. Barcena took her place
as the principal of Lagro High School on June 1991.
Three years after, Mr. Barcena was replaced by Mrs. Cristina C.
Monis, the General Education Supervisor I-English, as Officer-In-
Charge on January 8, 1993.Mr. Gil T. Magbanua replaced Mrs. Monis
on June 13, 1993 To accommodate the continuous increasing
enrollees, the three-story building funded by the Quezon City
Government was constructed.
The third Annex in Fairview was finally opened with Mrs. Justina
A. Farolan as the Teacher-In-Charge.Dr. Consolacion C. Montano
replaced Dr. Gil Magbanua later on with moreimprovements.Mrs.
Sheridan Evangelista made her comeback as the principal of Lagro
High School in 1998 with improved facilities and technology
advancements for the school. The dawn of more improvements was
realized when Dr. Fernando C. Javier became the principal in April
2003. The construction of the new building previously applied by Mrs.
Sheridan Evangelista was built and inaugurated by the successor, Dr.
Javier.
Lagro High School now boasts of not only its talents but it’s conducive
learning ambience sure to provide every learner more motivation to
pursue his dreams. Lagro High School reaped achievements in the
district, division, regional and national competition under Dr. Javier.
The Bureau of Alternative Learning System was established and soon
after the Open High School. The Special Education Program was
established accepting deaf and blind students. The Guidance
Program was also enhanced and improved with the administration of
Dr. Javier.
International competitions, speech and debate contests
sponsored by the government and private companies, Palarong
Pambansa, National Schools Press Conference and the creation of the
Special Program in the Arts which annually showcases talents in its
culminating activities. Today, as we speak, Lagro High School does
not only have a growing number of enrollees but also consistently
develops as a community that consists of highly competitive and
productive members under the supervision of the new principal Dr.
Maria Noemi Moncada.
Philosophy
The development of the young into an intelligent, morally
upright, responsible and productive member of the society is the main
focus of education. For this reason, Lagro High School believes that
every Filipino High School age youth must be given the right to
quality instruction in a compassionate and caring environment.
Vision
Lagro High School is an educational institution that produces
academically competent, morally upright and vocationally prepared
citizens of the society.
Mission
To ensure the maximum intellectual, social, emotional and physical
growth of the child and strengthen moral foundations through
relevant and adequate learning experiences in a nurturing and caring
school environment.
V. Sample lesson plan
Lesson Plan
Grade 8Information and Communication Technology (ICT)
I. Objectives
After this lesson, the students will be able to:
1. Elaborate the use of bookmarking and hyperlink;2. State the steps in creating bookmarks and hyperlinks;
and3. Create, navigate, and delete bookmarks and hyperlinks.
II. ContentTopic: Creating Bookmarks and HyperlinkMaterials: Computer (Demonstration), Video
Presentation (Projector) White board, MarkerReferences:
Book:Show Me! Microsoft Fronntpage 2003, Steve Johnson Perspectin Inc. (Creating Bookmarks, Pages 56-57, Creating Hyperlinks to File, Web Pages, and E-mail Addresses, Pages 58-59.)Websites: Creating Bookmarks Using Frontpage - http://www.developingwebs.net/frontpage/bookmarks.phpBookmark (World Wide Web) - http://en.wikipedia.org/wiki/Bookmark_%28World_Wide_Web%29Hyperlink -http://en.wikipedia.org/wiki/Hyperlink
Video Reference:Bookmark in FrontPage - https://www.youtube.com/watch?v=J9yH70m9vmQ
III. Procedure/StrategiesA. Preparation
1. Daily Routine Activities1.1 Checking of attendance1.2 Prayer1.3 Greetings
2. Review2.1 Questions and answers about the past lesson
(Working with Layers in Microsoft Frontpage)2.2 Scan the last activity
3. Motivation3.1 Show a bookmark and explain its use and how
it is related to the topic/lesson.4. Unlocking Difficulties
4.1 Definition of Terms:
Bookmark – use to denote a link that helps the reader/user to navigate a long web age quicklyHyperlink – helps you navigate data in a long web page and connect you to information in other document
B. Presentation
Learning Task Activity Evaluation
Describe Bookmarking and Hyperlink
DemonstrationDiscussion
Hands on Activity
Steps in Creating, Navigating and Deleting Bookmark
DemonstrationDiscussion
Hands on Activity
Steps in Creating Hyperlink
DemonstrationDiscussion
Hands on Activity
C. Generalization:Summary
Bookmark – use to denote a link that helps the reader/user to navigate a long web age quickly.Hyperlink – helps you navigate data in a long web page and connect you to information in other document/s.
CREATE A BOOKMARK1. Select the text or graphic element that you want to
bookmark.2. Click the Insert menu, and then bookmark.3. Type the bookmark name then click OK.
NAVIGATE TO BOOKMARKS1. Click the Insert menu, and then click Bookmark.2. Click the Bookmark in which you want to navigate.3. Click Go to, and then click OK.
DELETE BOOKMARKS1. Click the Insert menu, and then click Bookmark.2. Click the Bookmark in which you want to delete.3. Click Go to, and then click clear.
D. Values Integration:Attentive ListeningClass Interaction during recitation and discussionRespect for the Lecturer
IV. EvaluationHands on Activity:
1. Create Bookmarks in Microsoft FrontPage following the steps demonstrated. Use the last activities for this hands-on application.
2. Creating Hyperlinks in Microsoft FrontPage following the steps demonstrated. Use the last activities for this hands-on application.
V. AssignmentExplore Microsoft FrontPage
Prepared by:
Shamin P. LoraezStudent Teacher
Submitted to:
Leticia DS. MercaderExploratory Teacher, Cooperating Teacher
Noted by:
Carina Ortiz Luis, Ph.D.HT VI, TLE Department
Attachements:
DTR