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Fs 3 This Course Is Designed to Enrich the Students’ Experiences in Developing and Utilizing Appropriate Technology to Facilitate Learning. It Shall Also Provide Exposure and Hands-on Opportunities in the Use of

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COURSE DESCRIPTION This course is designed to enrich the students’ experiences in developing and utilizing appropriate technology to facilitate learning. It shall also provide exposure and hands-on opportunities in the use of Information and Communications Technology (ICT). Field Study 3 can be anchored on the following Professional education subject: * Educational Technology 1 * Educational Technology 2
GENERAL OBJECTIVES 1. Select the teaching materials that best suit the needs of the learners 2. Apply the principles of developing instructional materials 3. Develop and utilize instructional materials appropriate to a chosen subject area

Acknowledgement I just want to express my heartfelt gratitude to those who were so generous with their time and expertise: To our Almighty God for the knowledge, strength and wisdom. His guidance leads me to select the most desirable way to success. To my parents who provided me their financial support, love, moral values and advices. To Prof. Dominic Dizon,MAEd as my mentor for my Field Study 3. I really appreciate your utmost effort in facilitating and checking my errors. Thank you for molding us to be competent and knowledgeable about Technology in the Learning Environment. I am so grateful to have you as my mentor and I feel so blessed. To Ms. Shienna Mae Eramis for your cooperation and to your students who also gave their cooperation. I wish I could express my appreciation to them for their warm hospitality. To my buddy thank you for enduring and bearing ourselves with each other as well as for the moment and hardship we’ve shared together. Thank you so much. May our good God bless us.

-The Author

Table of Contents
Title Page…………………………………………………..…………………… i
Course Description…………………………………..………………………. 1
Acknowledgment………………………………..…………………………...… 2
Table of Contents……………………………………………………………… 3 1. The Schools Learning Resource Center A. My Performance ( How I Will Be Rated )…………………... 4 B. List of Available Learning Resource …………..……………… 5 C. My Analysis…………………………………………..………… 6 D. My Reflection ………………………………………..………… 7 E. My Portfolio…………………………………………………….. 8 2. Bulletin Board Display A. My Performance ( How I Will Be Rated )…………………... 9 B. Observation Report ……………………………………………… 10 C. Board Displays Evaluation Form ………………………..…… 11 D. Evaluation Report of A Bulletin Board ………………..……… 12 E. My Analysis ………………………………………………..…… 13 F. My Propose Board Display ………………………………..…… 14 G. My Board Lay Out ……………………………………..……… 15 H. My Reflection ………………………………………….……… 16 3. See And Say A. My Performance ( How I Will Be Rated )…………………... 17 B. Observation Report ………………………………….………… 18 C. Utilization of Teaching Aids Form ………………….………… 19 D. My Analysis ………………………………………….………… 20 E. My Reflection ……………………………………….………… 21 F. My Portfolio……………………………………………………. 22 4. Tools of the Trade G. My Performance ( How I Will Be Rated )…………………... 23 H. Observation Note………………………………………………… 24 I. My Analysis …………………………………………………… 25 J. My Reflection ………………………………………………..… 26 K. Learning Resource On A Specific Content Area……………. 27 5. Paper Works L. My Performance ( How I Will Be Rated )…………………... 28 M. Hand-Out Plan…………………………………………………. 29 N. Continuation Of Hand-Out Plan……………………………… 30 O. My Analysis …………………………………………………… 31 P. My Reflection ………………………………………………… 32 Q. My Portfolio…………………………………………………… 33 6. Slideshow Biz R. My Performance ( How I Will Be Rated )…………………... 34 S. Tools …………………………………………………………… 35 T. My Analysis …………………………………………………… 36 U. My Reflection ………………………………………………… 37 7. My E-World V. My Performance ( How I Will Be Rated )…………………... 38 W. Tools (Class Observation Guide)……………………………… 39 X. My Analysis…………………………………………………... 40 Y. My Reflection ………………………………………………… 41 8. Additional Entries 1. My Over All Reflection ………………………………………………… 42 2. Field Study 3 Suggested Activities…………………………………… 43 3. Pre-Service Teacher’s Daily Time Record…………………………… 44 4. Pre-Service Teacher’s Clearance…………………………………….. 45 5. Entries of Evidences A. Students ………………………………………………………. 46 B. School Activities ……………………………………………… 47 C. Learning Resources…………………………………………… 48 D. Other Photos …………………………………………………… 49-50

Episode 1
Episode 1 THE SCHOOL’S LEARNING RESOURCE CENTER Name of FS Student: John Van Dave Taturo
Course: Bachelor Of Secondary Education Year & Section: III
Resource Teacher: Ms. Sheinna Mae Eramis Signature:
Cooperating School: Arriesgado College Foundation Incorporated, High School Department
My Target At the end of this activity, I will be competent in identifying and classifying resources that facilitate teaching and learning processes. At the end of this activity, I will be competent in identifying and classifying resources that facilitate teaching and learning processes. Field Study 3, Episode 1 – The School’s Learning Resource CenterFocused on: Identifying and classifying resources that facilitate teaching and learning process | Tasks | Exemplary | Superior | Satisfactory | Unsatisfactory | Observation/ Documentation | All tasks were done with outstanding quality; work exceeds expectations4 | All or nearly all tasks were done with high quality3 | Nearly all tasks were done with acceptable quality2 | Fewer than half of tasks were done; or most objectives met but with poor quality1 | My Analysis | Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/Exemplary grammar and spelling 4 | Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior3 | Analysis questions were not answered completely.Vaguely related to the theoriesGrammar and spelling acceptable2 | Analysis questions were not answered.Grammar and spelling unsatisfactory.1 | My Reflection | Reflection statements are profound and clear, supported by experiences from the episode4 | Reflection statements are clear, but not supported by experiences from the episode3 | Reflection statements are shallow, supported by experiences from the episode2 | Reflection statements are unclear and shallow and are not supported by experiences from the episode1 | My Portfolio | Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.4 | Portfolio is complete, clear, well-organized and most supporting documentation are located in sections clearly designated.3 | Portfolio is incomplete supporting documentation are located in sections clearly designated.2 | Portfolio has many lacking components; is unorganized and unclear.1 | Submission | Before deadline4 | On the deadline3 | A day after the deadline2 | Two days or more after the deadline1 | Sub Totals | | | | | Rating: Over-all Score (Based on transmutation) | Prof. Dominic Dizon October Signature of FS Teacher Date Above Printed Name | Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Transmutation of score to grade/ratingScore Grade20 - 1.0 - 9918-19 - 1.25 - 9617 - 1.5 - 9316 - 1.75 - 9015 - 2.00 - 8714 - 2.25 - 84 |

Name of Center Observed: Library Learning Resources
Date of Observation: August 08, 2013
Name of FS Student: Lani Mangilid
Course: Bachelor Of Secondary Education Year & Section: III
Cooperating School: Arriesgado College Foundation Incorporated, High School Department

List of Available Learning Resources Available Learning Resources | Characteristics And Unique Capabilities | Teaching Approaches Where The Resources Is Most Useful | 1. Print Resources * Textbooks * Workbooks * Students’ Output * Magazine * Newspapers | They are designed specifically to address misconceptions and other topics with which students have difficulties. Also used for enough references just to study well the lesson. | Independent study approach where these resources is most useful. It involves extensive effort done by the students to provide advanced background information through reading and developing their learning skills in different subject areas. | 2. Audio Resources * Audio Tapes * Compact Disc * Video Tapes | Video tapes are used for lecture demonstration on major topics of the course. Audio tapes should be available in the listening laboratory for students whenever they have free time. | The use of tapes in teaching approaches will serve as a natural supplement to programmed instruction. The teacher must discharge some nontraditional roles in teaching. That is, he/she has to write and produce tapes, to preview and to select suitable films, and to review and to recommend up-to-date resource materials. | 3. Non-electronic Visual Reports * Models * Mock Ups | This requires the students to experienced authentic observation and made a direct assessment to an object being observe. Students also asked to apply discovered knowledge to new situations, a process for making their knowledge applicable to real life situations. | Exploratory could be a teaching approach where the students themselves demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentations, and the like. This is a step-by-step acquisition of knowledge and skills | 4. ICT Resources * Computers * Television | ICT resources have been developed to foster higher thinking skills and creativity. Computer can provide access to information, foster creative social knowledge-building and enhance the communication of the achieved project packaged. It can help teacher-and-students to focus on more high level of cognitive tasks. | Hands-on-learning teaching approach is most appropriate in this kind of resources in which its more on student-centered learning environment wherein student are given leeway to use computer information sources in their assignments, reports and presentation in written, visual, or dramatic forms. | Impression: In all, the Arriesgado College Foundation Inc., High School Library has a very good number of available learning resources, which are still very relevant to the needs of the students and the teachers and the same time it is also congruent to their curriculum. Hopefully, when budget warrants, they will be able to obtain more resources to fully establish their science, arts and basic education curriculum. | Name an Signature of Observer: JOHN VAN DAVE TATURO FS 3 Student | Name and Signature of the Learning Resource Center In-Charge: |

MY ANALYSIS
1. Were the learning resource/materials arranged properly according to their functions and characteristics? Yes, the learning resources/materials are arranged properly according to their functions and characteristics. The books, magazines, article news are properly arranged by each place. The proper arrangement of learning resources help the teachers and students to easy locate it and it brings convenience to both teachers and students.
2. Do the guidelines and procedure facilitate easy access to the materials by the teachers? Why? Why not? Yes, the teachers can easily access materials in the library, because they just need to sign in the logbook and list the materials they borrowed. If it is a book they need to borrow, then they use the borrower’s card.
3. What are the strengths of this learning resource center? Learning resources centers are the correct way to activate school library and to amalgamate it into educational procedure as well as it is a part from it, but not among subsidiary utilities. The books present accurate facts and details. They are reusable. Students can control their own pace of learning by using books at a convenient time. The material that I already confident to use are the books because it widen my knowledge and the one that I need to learn more is using of the new computerized library system.
4. What are its weaknesses? The library needs better lighting especially during cloudy days and better ventilation on warm and humid days.
5. What suggestions can you make? When finances can suffice, it would be better to add more lighting fixtures and ventilation measures to the library.

MY REFLECTION 1. 1. Which of the materials in the learning resources caught your interest the most? Why? Among the materials in the learning resources at ACFI., High School, the books really caught my interest because ever since I was a kid I really love reading books, despite some difficulty in relating to some topics 1. 2. Which gadgets/materials are you already confident to use/operate? The materials that I already confident to used are the books because it widens my knowledge. Learning resources found inside the learning center are just the basic ones so probably there is nothing I need to learn more about. Thus, I just have to be more familiar with it.

1. 3. Which ones do you feel you need to learn more about? I need to learn more about the use of computers in presenting topics. It is important for me to be familiar and understand clearly its appropriateness and effectiveness in delivering a topic.

My Portfolio Paste an article about an example of technology gadget/materials that you want to learn more about. How can this gadget/materials be useful in instruction/teaching?

Episode 2
Episode 2

BULLETIN BOARD DISPLAYS Name of FS Student: John Van Dave Taturo
Course: Bachelor Of Secondary Education Year & Section: III
Resource Teacher: Ms. S and heinna Mae Eramis Signature:
Cooperating School: Arriesgado College Foundation Incorporated, High School Department
My Target At the end of this activity, I will be competent in appraising the effectiveness of display boards as learning resources. Field Study 3, Episode 2 – Bulletin Board DisplaysFocused on: Appraising the effectiveness of display boards as learning resources | Tasks | Exemplary | Superior | Satisfactory | Unsatisfactory | Observation/ Documentation | All tasks were done with outstanding quality; work exceeds expectations4 | All or nearly all tasks were done with high quality3 | Nearly all tasks were done with acceptable quality2 | Fewer than half of tasks were done; or most objectives met but with poor quality1 | My Analysis | Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/Exemplary grammar and spelling 4 | Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior3 | Analysis questions were not answered completely.Vaguely related to the theoriesGrammar and spelling acceptable2 | Analysis questions were not answered.Grammar and spelling unsatisfactory.1 | My Reflection | Reflection statements are profound and clear, supported by experiences from the episode4 | Reflection statements are clear, but not supported by experiences from the episode3 | Reflection statements are shallow, supported by experiences from the episode2 | Reflection statements are unclear and shallow and are not supported by experiences from the episode1 | My Portfolio | Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.4 | Portfolio is complete, clear, well-organized and most supporting documentation are located in sections clearly designated.3 | Portfolio is incomplete supporting documentation are located in sections clearly designated.2 | Portfolio has many lacking components; is unorganized and unclear.1 | Submission | Before deadline4 | On the deadline3 | A day after the deadline2 | Two days or more after the deadline1 | Sub Totals | | | | | Rating: Over-all Score (Based on transmutation) | Prof. Dominic Dizon October Signature of FS Teacher Date Above Printed Name | Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Transmutation of score to grade/ratingScore Grade20 - 1.0 - 9918-19 - 1.25 - 9617 - 1.5 - 9316 - 1.75 - 9015 - 2.00 - 8714 - 2.25 - 84 |

OBSERVATION REPORT Name of the School Observed: Location of the School: Date of Visit : |

BOARD DISPLAYS EVALUATION FORM Topic of the Board Display: Announcement and Activities Location of the Board Displays in School: Near the Entrance Gate, ACFI Highway,Visayan Village, Tagum City Check the column that indicates your rating. Write comments to back up your ratings. 4-Outstanding 3-Very Satisfactory 2-Satisfactory 4-Needs Improvement | Criteria | NI1 | S2 | VS3 | O4 | Comments | Effective CommunicationConvey the message quickly an clearly | | | | | | AttractivenessColors and arrangement catch and hold interest. | | | | | | Balance Objects are arranged so stability is perceived. | | | | | | UnityRepeated shapes or colors or used of boarders holds display together. | | | | | | InteractivityThe style and approach entice learners to be involved. | | | | | | LegibilityLetters and illustrations can be seen from a good distance. | | | | | | CorrectnessFree from grammar errors, misspelled words, and ambiguity. | | | | | | DurabilityWell-constructed, items are securely attached. | | | | | |

An Evaluation Report of a Bulletin Board Bulletin Board Evaluated by: | Location:Brief Description of the Bulletin Board: | EVALUATION | | Strengths | Weaknesses | Description of the Bulletin Board lay-out | | | Evaluation of educational content and other aspects. | | | Recommendations or Suggestion for improvement: | Signature of Evaluator over Printed Name: | My Analysis Did the board display design reflect the likes/interests of its target audience? Why? Why not? The board display design reflects the likes/interests of its target audience because of its information. Was the language used clear and simple for the target audiences to understand? Why? Why not? The language used was cleared and simple for the target audience to understand because it has no corrections in grammar. What do you think was the purpose of the board displays? Was it effective? Why? Why not? Bulletin boards take time to make, but they add immeasurably to student learning in your classroom when done carefully and creatively. Visual learners in the classroom will gain much additional knowledge from the bulletin board displays in the classroom. Connect a bulletin board to each unit lesson taught to add peripheral learning to the teacher instruction. Although many teachers attempt to create bulletin board displays that do not change for the entire year, creating unit displays that follow lesson plans enhance student learning. Visual learners take in everything around them in the classroom and often remember specifics from what they see later when taking tests. For example, a visual learner may be able to remember whether the location of written information on a single page – top, bottom, left side or right. Adding bulletin board displays that reinforce key facts and other pertinent information will be a great benefit to visual learners. These can include related information to specific lessons, important unit plans or basic information that is important to the particular year of school. The skills that teachers have to be able to come with effective board displays are creative, artistic, and imaginative, have knowledge in doing board display, well-organized in doing board displays and have a good time management. Every good teacher knows that the walls are prime real estate -- the place where you reinforce rules and routines, encourage students to do their best, and celebrate everyone's achievements. What suggestions can you make?

My Proposed Board Display Theme: | Board Title: | | Rationale:(purpose) | | Best features of my proposed bulletin enhancement: | Content Resources (Name each needed resources and give each brief description): | Materials for aesthetic enhancement: |

My Portfolio Based on your suggestions, make your own board display lay-out. You may present your output through any of these:
My Board Display Lay-out

My Reflections 1. Name at least 5 skills that a teacher should have to be able to come up with effective board displays. Elaborate on why each skill is needed.

2. Which of the skills you named in # 1 do you have already? Recall your past experiences in making board displays. How do you practice these skills?

3. Which skills do you still need to develop? What concrete steps will you take on how you can improve on or acquired these skills?

Episode 3
Episode 3 SEE AND SAY (Utilization of Teaching Aids) Name of FS Student: John Van Dave Taturo
Course: Bachelor Of Secondary Education Year & Section: III
Resource Teacher: Ms. Sheinna Mae Eramis Signature:
Cooperating School: Arriesgado College Foundation Incorporated, High School Department
My Target At the end of this activity, you will gain competence in determining the appropriateness of teaching aids to learning tasks. Field Study 3, Episode 3 – See and Say (Utilization of Teaching Aids)Focused on: The appropriateness of teaching aids to learning tasks. | Tasks | Exemplary | Superior | Satisfactory | Unsatisfactory | Observation/ Documentation | All tasks were done with outstanding quality; work exceeds expectations4 | All or nearly all tasks were done with high quality3 | Nearly all tasks were done with acceptable quality2 | Fewer than half of tasks were done; or most objectives met but with poor quality1 | My Analysis | Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/Exemplary grammar and spelling 4 | Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior3 | Analysis questions were not answered completely.Vaguely related to the theoriesGrammar and spelling acceptable2 | Analysis questions were not answered.Grammar and spelling unsatisfactory.1 | My Reflection | Reflection statements are profound and clear, supported by experiences from the episode4 | Reflection statements are clear, but not supported by experiences from the episode3 | Reflection statements are shallow, supported by experiences from the episode2 | Reflection statements are unclear and shallow and are not supported by experiences from the episode1 | My Portfolio | Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.4 | Portfolio is complete, clear, well-organized and most supporting documentation are located in sections clearly designated.3 | Portfolio is incomplete supporting documentation are located in sections clearly designated.2 | Portfolio has many lacking components; is unorganized and unclear.1 | Submission | Before deadline4 | On the deadline3 | A day after the deadline2 | Two days or more after the deadline1 | Sub Totals | | | | | Rating: Over-all Score (Based on transmutation) | Prof. Dominic Dizon October Signature of FS Teacher Date Above Printed Name | Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Transmutation of score to grade/ratingScore Grade20 - 1.0 - 9918-19 - 1.25 - 9617 - 1.5 - 9316 - 1.75 - 9015 - 2.00 - 8714 - 2.25 - 84 |

Name of the School Observed: Location of the School: Date of Visit : |

UTILIZATION OF TEACHING AIDS FORM | Grade or Year Level of Class Observed: | Date of Observation: | Subject Matter | Brief Description of Teaching Approach Used by the teacher: | | Teaching Aids used(Enumerate in bullet form) | Strengths | Weaknesses | Comments on Appropriateness of the Teaching Aids used | | | | |

My Analysis
What do you think prompted the teacher to choose the materials/learning resources that she/he used?

What difficulties, if any, did the teacher experience? How can this be managed?

Over-all, were the learning resources/materials used effectively? Why? Why not?

My Reflection Put yourself in the place of the teacher. What would you do similarly and what would you do differently if you would teach the same lesson to the same group of students? Why?

My Portfolio Include here picture/illustration of the materials used by the teacher. Put your comments/annotations about what you observed.

Episode 4
Episode 4 TOOLS OF THE TRADE (Teaching Aids Banks) Name of FS Student: John Van Dave Taturo
Course: Bachelor Of Secondary Education Year & Section: III
Resource Teacher: Ms. Sheinna Mae Eramis Signature:
Cooperating School: Arriesgado College Foundation Incorporated, High School Department
My Target At the end of this activity, you will gain competence in preparing instructional materials that are appropriate to the learning content. Field Study 3, Episode 4 – Tools of the TradeFocused on: Preparing instructional materials that are appropriate to the learning content. | Tasks | Exemplary | Superior | Satisfactory | Unsatisfactory | Observation/ Documentation | All tasks were done with outstanding quality; work exceeds expectations4 | All or nearly all tasks were done with high quality3 | Nearly all tasks were done with acceptable quality2 | Fewer than half of tasks were done; or most objectives met but with poor quality1 | My Analysis | Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/Exemplary grammar and spelling 4 | Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior3 | Analysis questions were not answered completely.Vaguely related to the theoriesGrammar and spelling acceptable2 | Analysis questions were not answered.Grammar and spelling unsatisfactory.1 | My Reflection | Reflection statements are profound and clear, supported by experiences from the episode4 | Reflection statements are clear, but not supported by experiences from the episode3 | Reflection statements are shallow, supported by experiences from the episode2 | Reflection statements are unclear and shallow and are not supported by experiences from the episode1 | My Portfolio | Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.4 | Portfolio is complete, clear, well-organized and most supporting documentation are located in sections clearly designated.3 | Portfolio is incomplete supporting documentation are located in sections clearly designated.2 | Portfolio has many lacking components; is unorganized and unclear.1 | Submission | Before deadline4 | On the deadline3 | A day after the deadline2 | Two days or more after the deadline1 | Sub Totals | | | | | Rating: Over-all Score (Based on transmutation) | Prof. Dominic Dizon October Signature of FS Teacher Date Above Printed Name | Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Transmutation of score to grade/ratingScore Grade20 - 1.0 - 9918-19 - 1.25 - 9617 - 1.5 - 9316 - 1.75 - 9015 - 2.00 - 8714 - 2.25 - 84 |

OBSERVATION NOTES Name of the School Observed: Location of the School: Date of Visit : |

My Analysis Give at list three benefits of doing a survey of available materials before making your own materials? Explain each. 1.

2.

3.

My Reflection 1. Which of the materials did you like making most? Why?

2. What difficulties, if any, did you encounter in making the materials? How did you overcome them?

3. What tips can you give teachers regarding preparation of teaching materials?

My Portfolio Learning Resources on a Specific Content Area Use the graphic organizers to present the learning resources relevant to the topic chosen. On the line inside the box, indicate if the resources is already AVAILABLE, MAY BE PURCHASED, OR WILL BE MADE (by you, of course!). Topic: Grade/year level:

| |

Episode 5
Episode 5 PAPER WORKS! (Preparing Hand-Outs) Name of FS Student: John Van Dave Taturo
Course: Bachelor Of Secondary Education Year & Section: III
Resource Teacher: Ms. Sheinna Mae Eramis Signature:
Cooperating School: Arriesgado College Foundation Incorporated, High School Department
My Target At the end of this activity, you will gain competence in preparing instructional materials (hands-out) that are appropriate to the learning content. Field Study 3, Episode 1 – Paper Works! (Preparing Hands-Outs)Focused on: Preparing instructional materials (hands-out) that are appropriate to the learning content. | Tasks | Exemplary | Superior | Satisfactory | Unsatisfactory | Observation/ Documentation | All tasks were done with outstanding quality; work exceeds expectations4 | All or nearly all tasks were done with high quality3 | Nearly all tasks were done with acceptable quality2 | Fewer than half of tasks were done; or most objectives met but with poor quality1 | My Analysis | Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/Exemplary grammar and spelling 4 | Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior3 | Analysis questions were not answered completely.Vaguely related to the theoriesGrammar and spelling acceptable2 | Analysis questions were not answered.Grammar and spelling unsatisfactory.1 | My Reflection | Reflection statements are profound and clear, supported by experiences from the episode4 | Reflection statements are clear, but not supported by experiences from the episode3 | Reflection statements are shallow, supported by experiences from the episode2 | Reflection statements are unclear and shallow and are not supported by experiences from the episode1 | My Portfolio | Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.4 | Portfolio is complete, clear, well-organized and most supporting documentation are located in sections clearly designated.3 | Portfolio is incomplete supporting documentation are located in sections clearly designated.2 | Portfolio has many lacking components; is unorganized and unclear.1 | Submission | Before deadline4 | On the deadline3 | A day after the deadline2 | Two days or more after the deadline1 | Sub Totals | | | | | Rating: Over-all Score (Based on transmutation) | Prof. Dominic Dizon October Signature of FS Teacher Date Above Printed Name | Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Transmutation of score to grade/ratingScore Grade20 - 1.0 - 9918-19 - 1.25 - 9617 - 1.5 - 9316 - 1.75 - 9015 - 2.00 - 8714 - 2.25 - 84 |

My Tools Hand-out Planning Guide | 1. What topic do I like to work on? 2. For what grade or year level is my outline? 3. What components do I conclude in my outline? 4. What type of graphic organizers/flow charts/schemas do I need to use? 5. What references do I use?HAND-OUT PLAN Subject Matter: Grade/Year Level: Outline: |

Han-out Plan (cont.) | Type of Graphic Organizer/s/flow-chart/schema to use: References: |

My Analysis After working on your hand-outs, answer the following question: What are the good features of a hand-out?

Which of these features are present in the hand-out I made?

Which features are not present in the hand out I made?

My Reflection 1. What difficulties, if any, did you encounter in making the hand-outs? How did you overcome them?

2. What tips can you give teachers regarding preparation of hand-outs?

My Portfolio
Paste a copy of your hand-outs here.

Episode 6
Episode 6 SLIDESHOE BIZ (Slide Presentations) Name of FS Student: John Van Dave Taturo
Course: Bachelor Of Secondary Education Year & Section: III
Resource Teacher: Ms. Sheinna Mae Eramis Signature:
Cooperating School: Arriesgado College Foundation Incorporated, High School Department
My Target At the end of this activity, you will gain competence in developing and utilizing materials (slide presentations) which involve students in meaningful learning. Field Study 3, Episode 6 – Slideshow Biz (Slide Presentation)Focused on: Developing and utilizing materials (slide presentation) which Involve students in meaningful learning. | Tasks | Exemplary | Superior | Satisfactory | Unsatisfactory | Observation/ Documentation | All tasks were done with outstanding quality; work exceeds expectations4 | All or nearly all tasks were done with high quality3 | Nearly all tasks were done with acceptable quality2 | Fewer than half of tasks were done; or most objectives met but with poor quality1 | My Analysis | Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/Exemplary grammar and spelling 4 | Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior3 | Analysis questions were not answered completely.Vaguely related to the theoriesGrammar and spelling acceptable2 | Analysis questions were not answered.Grammar and spelling unsatisfactory.1 | My Reflection | Reflection statements are profound and clear, supported by experiences from the episode4 | Reflection statements are clear, but not supported by experiences from the episode3 | Reflection statements are shallow, supported by experiences from the episode2 | Reflection statements are unclear and shallow and are not supported by experiences from the episode1 | My Portfolio | Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.4 | Portfolio is complete, clear, well-organized and most supporting documentation are located in sections clearly designated.3 | Portfolio is incomplete supporting documentation are located in sections clearly designated.2 | Portfolio has many lacking components; is unorganized and unclear.1 | Submission | Before deadline4 | On the deadline3 | A day after the deadline2 | Two days or more after the deadline1 | Sub Totals | | | | | Rating: Over-all Score (Based on transmutation) | Prof. Dominic Dizon October Signature of FS Teacher Date Above Printed Name | Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Transmutation of score to grade/ratingScore Grade20 - 1.0 - 9918-19 - 1.25 - 9617 - 1.5 - 9316 - 1.75 - 9015 - 2.00 - 8714 - 2.25 - 84 |

My Tools Title of my presentation:------------------------------------------------- Objectives: Subject Matter/Topic: | Enhancements (check appropriate box):

Graphics Music Hyperlink

Animation Voice Narration others, please Specify

Sound effects Stylish fonts ____________ | Description of Appropriate Use: | Presentation Storyboard: | Slide 1 | Slide 2 | Slide 3 | Slide 4 | Slide 5 | Slide 6 | Slide 7 | Slide 8 | Slide 9 | Slide 10 | Slide 11 | Slide 12 | My Analysis After working on your slide presentation, answer the following question: What are the good features of a presentation?

Which of features are present in the slide presentation you made?

Which features are not present in the slide presentation you made?

My Reflections 1. What difficulties, if any, did you encounter in making slide presentation? How did you overcome them?

Episode 7
Episode 7 MY E-WORLD (Website) Name of FS Student: John Van Dave Taturo
Course: Bachelor Of Secondary Education Year & Section: III
Resource Teacher: Ms. Sheinna Mae Eramis Signature:
Cooperating School: Arriesgado College Foundation Incorporated, High School Department
My Target At the end of this activity, I will be competent in evaluating electronic resources for appropriate instructional use. Field Study 3, Episode 7 – My E-World (Website)Focused on: Evaluating electronic resources for appropriate instructional use. | Tasks | Exemplary | Superior | Satisfactory | Unsatisfactory | Observation/ Documentation | All tasks were done with outstanding quality; work exceeds expectations4 | All or nearly all tasks were done with high quality3 | Nearly all tasks were done with acceptable quality2 | Fewer than half of tasks were done; or most objectives met but with poor quality1 | My Analysis | Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/Exemplary grammar and spelling 4 | Analysis questions were answered completelyClear connection with theoriesGrammar and spelling superior3 | Analysis questions were not answered completely.Vaguely related to the theoriesGrammar and spelling acceptable2 | Analysis questions were not answered.Grammar and spelling unsatisfactory.1 | My Reflection | Reflection statements are profound and clear, supported by experiences from the episode4 | Reflection statements are clear, but not supported by experiences from the episode3 | Reflection statements are shallow, supported by experiences from the episode2 | Reflection statements are unclear and shallow and are not supported by experiences from the episode1 | My Portfolio | Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated.4 | Portfolio is complete, clear, well-organized and most supporting documentation are located in sections clearly designated.3 | Portfolio is incomplete supporting documentation are located in sections clearly designated.2 | Portfolio has many lacking components; is unorganized and unclear.1 | Submission | Before deadline4 | On the deadline3 | A day after the deadline2 | Two days or more after the deadline1 | Sub Totals | | | | | Rating: Over-all Score (Based on transmutation) | Prof. Dominic Dizon October Signature of FS Teacher Date Above Printed Name | Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Score Grade
12-13 - 2.50 - 81
11 - 2.75 - 78
10 - 3.00 - 75
8-9 - 3.5 - 72 and
7- below - 5.00 - below

Transmutation of score to grade/ratingScore Grade20 - 1.0 - 9918-19 - 1.25 - 9617 - 1.5 - 9316 - 1.75 - 9015 - 2.00 - 8714 - 2.25 - 84 |

My Tool Please use the Class Observation Guide provided for you Class Observation Guide
Class Observation Guide Read the following statements carefully before you observe. 1. What is the lesson about? What are the teacher’s objectives? 2. Note the important concepts that the teacher is emphasizing. 3. Note the skills that the teacher is developing in the learners. | My Analysis Using the information you got from observing the class, surf the internet for electronic resources that will be useful in teaching the same lesson. Choose the most appropriate ones. Recall the guidelines you learned in Education Technology about evaluating electronic resources. These guidelines will help you fill out the matrix below. Grade/Year Level of the Class: | Topic (of the class you observed): | Objectives of the lesson: | Name of Electronic Resource | Description of the Electronic Resource | How it can be used in the class you observed | Website: | | | Website: | | | CD ROM | | | CD ROM | | | Games (on-line) | | | Games | | | Web quest: | | | Web quest: | | | Others | | | My Reflections 1. Describe your experiences in surfing the internet for appropriate electronic resources for the class? Did you find it easy or difficult?

2. How did you choose which electronic resources to include here? What did you consider? Explain.

3. Reflect on you technology skills. What skills do you already have and what skills would you continue to work on to be better at utilizing electronic resources?

Summary of FS2 Experiences

SUGGESTED ACTIVITIES FOCUS | SPECIFIC TASKS | LEARNING EVIDENCE | DOMAIN | NCBTS COMPETENCIES | The School’sLearning Resources | Episode 1NAME AND TELL• Make an ocular visit to the learning resource center of a school (media center, AVR, computer room, library, internet facilities, and resource center.• Make an inventory of its available learning resources.• Classify them according to their functions and characteristics. | An inventory and classification of Learning Resources | Curriculum | Identifies and classifies resources that facilitate teaching and learning processes | Bulletin BoardDisplays | Episode 2MY INSIGHT &BOARDWORK• Look around a school for bulletin board displays.• Evaluate the display.• Propose enhancements to make the display more effective. | An Evaluation Report on Viewed Bulletin Board DisplaysA Proposed Bulletin Board Design Enhancement | Curriculum | Appraises the effectiveness of displays as learning resourcesDesign a bulletin board display | Utilization of Teaching Aids | Episode 3SEE AND SAY• Observe a class on its regular schedule.• Note down the various teaching aids that were utilize in the teaching-learning processes.• Comment on the appropriateness of the teaching aids to the learning tasks. | A List of Teaching Aids that were utilized Comments on the appropriateness of the Teaching AidsA Bank of Varied | Curriculum | Determines the appropriateness of teaching aids to learning tasks. | A Teaching Aids Bank | Episode 4AID BANK• Decide on a specific content are (i.e., your major field, area of concentration) or theme.• Develop a pile of each of these teaching aids:− Flashcards− Word cards− Pictures− Cut-outs− Transparencies− Others• Organize them in a box * | Teaching AidsA Compilation of Materials | Curriculum | Prepares instructional materials that are appropriate to the learning content. | Classroom Handouts | Episode 5PAPER WORKS!• Prepare handouts for selected topic (i.e., flowcharts, schema, and graphic organizers).• Describe your handouts• Present it to your FS Teacher before reproducing it. | Sample Classroom HandoutsA Description of the Classroom HandoutsA Slide Presentation | Curriculum | Prepares instructional materials that are appropriate to the learning content. | Slide Presentation | Episode 6 SLIDE SHOWBIZ• Select a topic or subject matter• Develop a slide presentation to support a learning activity on the topic (using transparencies, still slides, or relevant computer programs).• Try out your presentation to a group of learners• Let the learners evaluate your presentation• Write a narrative pointing out the strengths and weaknesses of your presentation on a Selected Topic. | A Narrative on the Strengths and Weaknesses of the Materials DevelopedAn Evaluation Report | Curriculum | Develops and Utilizes materials which involve students in meaningful learning.Recognize strengths and weaknesses of slide presentation of slide presentation in facilitating teaching-learning process. | On-Line Learning | Episode 7MY E-WORLD• Observe a class. Take note of the topic being presented.• Surf the net to find sites that provide support materials and/or interactive programs on the topic.• Evaluate the materials/program. | On Visited Websites | Curriculum | Determines the appropriateness of the internet resources to the learning tasks. |

Name of Pre-service Teacher: John Van Dave T. Taturo
Course/Year/Major: Bachelor of Science in Secondary Education
FS Number: Field study 3
FS Description: Technology in the Learning Environment
Supervising Teacher: Prof. Dominic M. Dizon, MAEd
Cooperating School: Arriesgado College Foundation Inc., Secondary Dep’t
Principal: VETERVA A. PERLA, PhD Date | TimeIn | TimeOut | Task Accomplished | Cooperating Teacher/Signature | Supervising Teacher/ Signature | Remarks | 08-04-13 | 1:00 P.M | 3:00 P.M | | | | | 08-05-13 | 1:00 P.M | 3:00 P.M | | | | | 08-07-13 | 1:00 P.M | 3:00 P.M | | | | | 09-08-13 | 1:00 P.M | 3:00 P.M | | | | | 10-11-13 | 1:00 P.M | 3:00 P.M | | | | | 10-21-13 | 1:00 P.M | 3:00 P.M | | | | |

Submitted by: John Van Dave Taturo Submitted to: Prof. Dominic M. Dizon,MAEd Pre-service Teacher Supervising Teacher

Pre-service Teacher Education Unit

Clearance for Pre-Service Students in FS 3

Pre-Service Teacher : John Van Dave Taturo

Cooperating School :Arriesgado College Foundation Inc.

Cooperating Teacher :Shienna Mae Eramis

Date :October 15,2013

I, John Van Dave Taturo, declare that I have returned all items that have been borrowed from Arriesgado College Foundation, INC., High School Department on October 15, 2013.

John Van Dave Taturo Pre-Service Teacher
-------------------------------------------------

I, Shienna Mae Eramis, agree that John Van Dave Taturo has returned all items were borrowed during their practicum period.

Shienna Mae Eramis
Cooperating Teacher

Arriesgado College Foundation, Inc.
Cooperating School

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