CHAPTER I
School: General Information and
Academic Administration
School general information and its
academic administration according to topics as
follows:
1.1 School
profile
The Pangasinan State University is a
government-funded institution of higher education. It is chartered through the
promulgation of Presidential Decree N. 1497 on June 11, 1978. It became
operational only on June 1, 1979. In 1986, the Bachelor in Secondary Education
(BSE) and Bachelor in Elementary Education (BEE) were offered as separate
programs by virtue of BOR Res. No. 13 s. 1986.
To date, the Campus continues to
play the stellar role in producing professionals in teacher education. It now
offers new programs: the Bachelor of
Science in Information and Communications Technology (BSICT) which started in
SY 2001-2002 as per BOR Resolution No. 45 s 1998; Bachelor of Early Childhood
Education (BECE) SY 2002-2003 as per BOR Resolution No. 30s 2002; Bachelor of
Science in Nursing (BSN) SY 2004-2005 as per BOR Resolution No. 21s 2003;
Bachelor in Public Administration (BPA) and Bachelor of Arts in English (ABE)
SY 2005-2006 as per BOR Resolution No. 23s 2003 and BOR Resolution No. 19s 1996
respectively; and Bachelor of Science in Business Administration (BSBM) SY
2006-2007 as per BOR Resolution No. 25s 2003. Moreover, since the school year
2002-2003, evening classes have been held or self-liquidating basis to
accommodate working students and those beyond the quota for regular classes.
This is in response for the greater access of affordable education especially
the marginalized sector in our society. Since the first semester of SY
2006-2007, only the non-licensure degree programs have been offered in evening.
In December 2006, the BSE and BEE
programs of the Campus were awarded Level III Accredited status by the
Accrediting Agency of Chartered Colleges and Universities of the Philippines
(AACCUP), the third in Region I and in the Philippines to have attained such
status. The BSE and BEE
programs were also awarded the Center of Excellence and become one of the best
and favourable programs offered by the Pangasinan State University.
The PSU Integrated High School Department was built in
order to be a laboratory school for the BSE students to complete their
student-teacher program. The school was separated to Junior High School (JHS)
and Senior High School (SHS) to accomodate the K-12 curriculum. The JHS is
consist of 4 grades, from grade 7 to grade 10 which has 9 sections in total.
Meanwhile, the SHS is consist of 2 grades, grade 11 and grade 12, which is according
to the interest of students. The SHS is offered mainly to the low-economy
classes which still have the will and potential to study in higher education.
School
Name : PSU-Integrated High
School
Address : Quezon Blvd, Bayambang, Pangasinan,
Philippines
Principal Name :
Suñga, Teresita P.
List
name of teachers:
|
No.
|
Teacher’s Name
|
Teacher’s Name
|
|
1
|
Suñga, Teresita P.
(School Principal)
|
Austria, Pamela
|
|
2
|
Agbuya, Alberto D
|
Austria, Jefferson
|
|
3
|
Cera, Divina
|
Bala, Jameson
|
|
4
|
De Vera, Charissa
|
Bautista, Roel
|
|
5
|
Dy, Felcris
|
Bullo, Jovelyn L.
|
|
6
|
Ferrer, Nina
|
Capanang, Gloria
|
|
7
|
Gonzales, Jomar R.
|
Catabay, Ma. Bernice Glizzle
|
|
8
|
Luces, Antonio Sr.
|
Cayabyab, Grace
|
|
9
|
Macabulos, Susana
|
Dizon, Roma
|
|
10
|
Malicdem, Karen Ravila
|
Ferrer, Irma
|
|
11
|
Mangsat, Reynante
|
Flores, Romeoul Karl
|
|
12
|
Paglingayen, Mae Anne C.
|
Gamo, Cristina
|
|
13
|
Ramirez, Hannah Krisan V.
|
Garcia, Nelda
|
|
14
|
Gomez, Alex
|
Alberto, Princess Arjhel
|
|
15
|
Geslani, Virginia A
|
Guinto, Vemma Mae
|
|
16
|
Ignacio, Mary Ann
|
Martinez, Justine
|
|
17
|
Inaldo, Kimberly B.
|
Junio, Melanie
|
|
18
|
Junio, Joel
|
Rebong, Naomi
|
|
19
|
Reyes, Rico
|
Reloza, Romeo
|
|
20
|
Kibra, Arturo T.
|
Quinto, Anna Marie
|
|
21
|
Lacap, Marjorie
|
Pineda, Lorraine
|
|
22
|
Lopez, Bobby
|
Paragas, Monica L.
|
|
23
|
Macaraeg, Mary Joy
|
Pascua, Jessica Ailene
|
|
24
|
Madriaga, Sara Jean Z.
|
Oriña, Saniata
|
|
25
|
Mejia, Cherry Joy
|
Cerezo, Rona Villa
|
|
26
|
Montoya, Dennis
|
Neri, Jordan
|
|
27
|
Rosario, Jerome G.
|
Rosario, Wilbert O.
|
|
28
|
Suratos, Grace
|
Sapitula, Maddela Rose
|
Total
Students:
|
GRADE LEVEL
|
SECTION
|
MALE
|
FEMALE
|
TOTAL
|
|
GRADE 7
|
HELIUM
|
14
|
16
|
30
|
|
HYDROGEN
|
16
|
14
|
30
|
|
|
|
60
|
|||
|
GRADE 8
|
QUARTZ
|
20
|
21
|
41
|
|
GRANITE
|
23
|
20
|
43
|
|
|
|
84
|
|||
|
GRADE 9
|
MAKABAYAN
|
10
|
20
|
30
|
|
MAKAKALIKASAN
|
15
|
16
|
31
|
|
|
|
61
|
|||
|
GRADE 10
|
|
21
|
25
|
46
|
|
GRADE 11
|
|
181
|
411
|
592
|
|
GRADE 12
|
|
95
|
169
|
264
|
|
TOTAL
|
395
|
712
|
1107
|
|
1.1 Academic
support system
In PSU Integrated High School, some
buildings are being repaired but facilities are sufficient. Especially for the SHS section, the students still
need to find the classroom because the classes are still integrated with the
PSU Bayambang Campus builidings. Total amount of the teacher is sufficient to teach students and have a good teaching system. The school
has gymnasium, library, and laboratory, even though it is still integrated with
the university. There are some extra-curriculars and student council.
1.2 Teaching
system
Teaching
system in PSU Integrated High
School is mainly using the lecture method, discussion
method, and problem solving. The teachersalready usethe K to 12 Curriculum. Each session is consist of 1-hour
lesson, which is repeated daily from Monday to Friday. The lesson starts at 8
a.m. and ended at 5 p.m.
1.3 Materials
and other learning sources
Materials
for lessons sources are
more or less sufficient. There are laboratory,
library with many books, TV in RS room which can be connected to laptop using HDMI cable,
DLP projector, white
and black board.
1.4 Measurement
and evaluation system
Assessment is a process that is used to keep track of learner's
progress in relation to learning standards and in the development of 21st
century skill; to promote self-reflection and personal accountability among
students about their learning; and to provide bases for the profiling of
student performance on the learning competencies and standard of the curriculum.
Teacher should employ classroom assessment methods that
are consistent with curriculum standard. It is important for teachers to always
inform learners about the objectives of the lesson, so that the
latter will aim to meet or even exceed the standard. The teacher provides
immediate feedback to students about
their learning progress. Classroom assessment also measures the achievement of
competencies by the learners.
The evaluation system used in PSU Integrated School are including short quizes,
long quizes, homeworks, discussions, presentations, and also the mid-term and
end-term exam.
1.5 Curriculum
PSU Integrated High School uses the latest K
to 12 Basic Education Curriculum. The format of curriculum is as stated below;
|
Content
|
Content
Standard
|
Performances
Standard
|
Learning
Competencies
|
Code
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
1.6 Teaching
plan of major
The teaching plan used in PSU Integrated High
School can be semi-detailed or detailed lesson plan. For the semi-detailed
lesson plan, it has the format as written below:
I. Objectives:
II. Subject Matter:
a. Topic:
b. Reference:
c. Materials/Tools:
d. Teaching
Method:
e. Value
Integration:
III. Procedure
a.
Preliminary Activities
b.
Developmental
Activities
c.
Post Developmental
Activities
d.
Evaluation
e.
Assignment
CHAPTER II
Pedagogical Contents
In the process of learning, a good
teacher must be able
to master the content (learning materials/materials subject)
and master the science of teaching (pedagogy). Content is knowledge science
that should be mastered by the teacher, including facts, concepts, principles, laws, and
theory. Each pedagogic approach is
described succinctly so you can quickly understand how the technique might be
relevant to your teaching.
2.1 Teaching
methods
Based on the observation during the 1st week of the
program, the teaching methods used bythe teacher during the lesson are lecture method
and discussion method.
a.
Lecture method
Lecture method is an oral presentation of information by the instructor. It
is the method of relaying factual information which includes principles,
concepts, ideas and all theoretical knowledge about a given topic. In lecture method, the instructor tells, explains, describes or relates
whatever information to the students through listening and understanding. This method is therefore a teacher-centered method. The instructor is very active, doing all the talking. The
teacher explained about the topic and give question for students so they can be active
in class. The advantages of
the lecture method areit saves
time,
the topic are covered, and permits
flexibility. Meanwhile, the disadvantages are including boredom, passive students, and
uneven gain of knowledge among the students.
b.
Discussion
method
Discussion
method is a method which group discussion techniques are used to reach the learning objectives. Discussion
method
is used to stimulate thinking,
interest and securing the student participation. Students in class will be more active and cooperative in the group activity.The discussion method also can increase students interest,
acceptance and commitments.The advantages of the discussion method are increased student knowledge and experience, which results in more
permanent learning. The disadvantages are time-consuming, unwillingness of students during the group activity,
and failure in reaching the objectives of lesson.
2.2 Learning
materials and innovation
Based on the observation during the 1st week of the
program, the teacher used learning materials which are includingtextbooks,
DLP, PowerPoint
presentation, short video, and white/blackboard. In the first lesson,
the teacher gave the motivational activity using video about the topic.
Motivation activity is
proven effective to increase the students curiosity and activity during the
lesson.
2.3 Sources
of learning and technology
a.
References books:
1)
Vela-Evangelista, E.
2015. Science in Today’s World.
Quezon: Sibs Publishing House, Inc.
2)
Campbell, N., &
Reece, J. 2011. Biology. San
Francisco: Pearson Education.
3)
Raven, P. H. 2012. Biology. Boston: McGraw-Hill.
2.4 Authentic
assessment
Based on the observation during the 1st week of the
program, the teacher used the assessmentincluding the students’
participation when teacher explain and ask, group activity, and a long quiz in the
last lesson.Teacher would give additional point to the students who is active in class,
or cooperative
in group activity.
2.5 Others
Based on the observation during the 1st week of the
program, the teacher sometimesgave an assignment for
students to do the
advance reading for the next topics.
CHAPTER
III
Teaching Plan
Teaching plan or lesson plan is a detailed guide for teaching a lesson. It's a
step-by-step guide that outlines the teacher's objectives for what the students
will accomplish that day. Creating a lesson plan involves setting goals,
developing activities, and determining the materials that will be used.
3.1 Curriculum
PSU Integrated High School usesthe latest K
to 12 Basic Education Curriculum. For the topic that will be taught by the student-teacher, the
format of curriculum used is as written below:
|
Content
|
Content
Standard
|
Performance
Standard
|
Learning
Competencies
|
Code
|
|
Migration
|
The
define of migration
|
|
Explain about
migration, and types of migration.
|
S10LT-IIId-37
|
|
Types
of migration
|
S10LT-IIIe-38
|
|||
|
Impact
of migration.
|
Explain
how the impact of migration.
|
3.2 Teaching
plan related to major
I. Objectives:
A.
Define
population migration;
B.
Explain
each types of population migration;
C.
Mention
how the impact of migration and how to solve the impact of migration.
II. Subject Matter:
a. Topic: Migration
http://www.studylecturenotes.com/basics-of-sociology/what-are-the-different-types-of-migration
(Date Acessed: January 27, 2018)
economic X, Esis publish House
Inc, Alam S, Jakarta, 2013
c. Materials/Tools:
DLP, Powerpoint Presentation, video, blackboard.
d. Teaching
Method: Lecture, discussion.
e. Value
Integration: Cooperation, tolerance, and team work.
III. Procedure
a.
Preliminary Activities
1)
Greeting
2)
Praying
3)
Checking attendance
4)
Recall
5)
Motivation
b.
Developmental
Activities
1)
The
teacher will show the video about people migration.
2)
The
teacher will discuss the lesson using power point presentation.
3) The teacher will discuss the
lesson of migration with the following concepts:
·
Define
the migration
·
Types
of migration
·
The
impact of migration.
4)
The teacher will ask some
questions:
·
Why
people migrated?
·
What is
the difference between migration, urbanization, remigration transmigration, imigration,
and emigration ?
c.
Post Developmental
Activities
1)
Generalization
2)
Evaluation
3)
Assignments
CHAPTER IV
Observation on Teacher(s)
Based on the observation during the 1st week of the
program:
4.1 Planning
for teaching
Planning
is the best antidote for the nerves that many people feel when teaching a
subject for the first time or meeting a new group of students. It is also the
only way to ensure that your educational objectives are achieved. Planning
begins with thinking about how you would like your students to approach their
learning in your subject, and what you would like them to understand, know or
be able to do by the end of the session. Whether you are planning a subject for
the first time, or reviewing an existing subject it is important to consider
the effects of your teaching and assessment on students' learning.
The teacher have choose teaching method, make lesson plan before teaching.
4.2 Preparing
lessons and materials
The teacher have prepared this
materials to use teaching, the teacher find topics in the book and the teacher
understand about something.
4.3 Teaching
in class
The teacher taught like the lesson
plan, and teacher can manage class and time.
4.4 Measurement
and evaluation
Measurement from the quiz and
evaluation in the last lesson
Chapter V
Teaching Practice
Report on the teaching practice
according to topics as follows:
5.1 Procedures
of teaching
a. Students do the greeting and
pray together.
b. Students’ attendance
checked by teacher
c.
The teacher reviews the last
topics and then give to motivational activity.
d.
Students discuss about
the task given by teacher or problem solving
e.
The teacher explains about topics
and ask to students
f.
Students answer the question
g.
Students do short quiz
in the last lesson
5.2 Time
management and organizing activities
a. 5
minutes forpreliminary
activities (greetings, pray, motivation activity).
b. 30
minutes for developmental
activities (teacher’s
explanation, discussion, problem solving).
c.
20 minutes for evaluation (assesment, quiz)
d.
5 minutes for conclusion and generalization from
the lesson.
5.3 Problem-solving
The teacher
give a problem and students make high thinking to solve it.
5.4 Classroom
management
The teacher
needs
strategies to manage class, so you will manage class, when you used the appropriate teaching
method.
Chapter VI
Summary and Suggestions
Student teachers summarize what you
had done during your practicum according to topics as follows:
6.1 Purposes
of practicum
The main
objective of the teaching practicum is to provide student teachers with
authentic hands-on experience in teaching. This is required to develop their
teaching skills and to start collecting experiences to enrich their
professional wisdom. It is not enough to read about teaching or to
observe others teach, something students have done for years.Student teachers have to practice themselves because
practical knowledge and wisdom are held by the individual and cannot easily be
transmitted from person to person. Student teachers need know-how, and by
connecting the skills of teaching to knowledge, through reflection, they will
gradually start developing practical wisdom.
6.2 Procedures
of practicum
First procedure,
teacher must to know what the topics to teach, and choose teaching strategies.
Teacher
make lesson plan and prepare lessons and materials, and then teacher teaching
manage class, after teaching, evaluation with supervising instructor.
6.3 Outcomes
of practicum
The teacher becomes more trained in
teaching, or create the right lesson plan, know the appropriate teaching
methods used, can manage the class, manage time.
6.4 The
challenges of practicum
The challenges of teaching this time
is how to explain the lessons in English, then how to control the class when
the students are noisy, how to manage time.
6.5 Overall
impression
Understand exactly what kind of
teacher, understand how important teaching method, the importance of managing
class and time. Lack when teaching.
6.6 Suggestions
for future improvement
Hope the teacher improve again
English skills, continues practice to be a good teacher, can manage the class,
manage the time and used various teaching methods and correctly.
