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PRACTICE TEACHINGPORTFOLIO

OF

MS. MARIA AYA D.LOZADA

BTE 4-1(in LAGRO HIGH SCHOOL)

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DEDICATIONI dedicate this portfolio

to my professors in PUPQC

and to my coordinating teacher in Lagro

High School

who never failed to teach and guide me,

to my family who supports me in everything,

t who gives me strength

and good health while doing this.o my friends who helped me finished this

project,

and most of all to the Almighty God

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ACKNOWLEDGEMENTMany peopledeserve thanks and appreciation for this portfolio.

Professor Marilyn Isip and Professor Sherilyn Morales are the firston the list

for their guidance and support as my supervisors for portfolio. I owegreat gratitude to Mam Vilma Vitug

for her precious contributions and continuous encouragementthroughout my practice teaching. My fieldwork received enormous

assistance from many fellow student teachers with that thank youso much. Without camaraderie of my fellow students at PUPQC,

this practice teaching would have been unbearable. My family hasbeen a long lasting source of energy during this exhaustive field

work.

And most of all I want to give my gratitude to my family especiallyto my father and mother who have always been

the inspiration

and

motivation

in

my

life.

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PRAYERLord I come before You, desiring to provide thanks.

Father, I have so much to be thankful for, things unseen and seen,

that You have done in my life.

You know the times I complain and grumble about life and its

circumstances, about suffering, going through what seem endless trials

and tribulations.

Help me to share knowledge and wisdom to my fellow classmates, friends and students in

Lagro High School that through this portfolio we will never forget each other.

Thank you so much oh, Lord.

Amen.

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INTRODUCTION

Portfolio literally means "a case for carrying loose papers," (from Latin, the

imperative of portare "to carry" and the plural of folium, meaning a 'a sheet for

writing upon').

A portfolio provides a way for job seekers to provide evidence of candidacyfor employment such as a resume, artwork, reports, lesson plans, transcripts, andcertifications. Here's what to include in your portfolio, how to create a portfolio, andportfolio samples. An online portfolio provides a way to reveal your credentials tothe world. It allows you to package the best evidence of your candidacy foremployment such as your resume, artwork, reports, lesson plans, transcripts,certifications, articles, letters, and more. Graphic design portfolios should be morethan just a few samples thrown into a folder. Potential employers or clients useexamples of your work to help determine whether they want to hire you. Thesamples you choose to display and how you present them can affect whether or notyou get the job.

I am excited about being a high school educator because I love children andenjoy thinking of new and creative ways to help them learn. Toward my goal of

teaching secondary level learners, I began to felt it more during my practiceteaching. It is at the university that I've learned lesson planning skills, how tointegrate technology into the classroom

This portfolio highlights some of my work. Feel free to browse and contact mewith any questions by adding a comment or emailing me.
mailto:[email protected]:[email protected]

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POLYTECHNIC UNIVERSITY OF THE

PHILIPPINESPHILOSOPHY

As a state university, the Polytechnic University of the Philippines believes that:

Education is an instrument for the development of the citizenry and for the enhancement of nation building;

Meaningful growth and transformation of the country are best achieved in an atmosphere of brotherhood, peace,freedom, justice and a nationalist-oriented education imbued with the spirit of humanist internationalism.

VisionTowards a Total University

Mission

The mission of PUP in the 21st Century is to provide the highest quality of comprehensive and global education andcommunity services accessible to all students, Filipinos and foreigners alike.

It shall offer high quality undergraduate and graduate programs that are responsive to the changing needs of the studentsto enable them to lead productive and meaningful lives.

PUP commits itself to:

1. Democratize access to educational opportunities;

2. Promote science and technology consciousness and develop relevant expertise and competence among allmembers of the academe, stressing their importance in building a truly independent and sovereign Philippines;

3. Emphasize the unrestrained and unremitting search for truth and its defense, as well as the advancement of moral and spiritual values;

4. Promote awareness of our beneficial and relevant cultural heritage;

5. Develop in the students and faculty the values of self-discipline, love of country and social consciousness and theneed to defend human rights;

6. Provide its students and faculty with a liberal arts-based education essential to a broader understanding andappreciation of life and to the total development of the individual;

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7. Make the students and faculty aware of technological, social as well as political and economic problems andencourage them to contribute to the realization of nationalist industrialization and economic development of thecountry;

8. Use and propagate the national language and other Philippine languages and develop proficiency in English andother foreign languages required by the students fields of specialization

LAGRO HIGH SCHOOL

1914 2011

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LAGRO HIGH SCHOOL MAP

HISTORY OF LAGRO HIGH SCHOOLLet us reminisce history.

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

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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 Block59 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.

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.

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Reinoso had to continue with the challenge to manage 19 sections of students with

just 32 teachers.

It was the significant day of September 1, 1978 that Lagro High School was

inaugurated by Mrs. Commemoracion M. Concepcion, the former schools divisionsuperintendent. 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. The school

then also improved with the completion of concrete fences surrounding the campus,

construction of the stage and the new steel flagpole, all to house and educate the

community.

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

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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 more

improvements.

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.

The SB Building and the full renovation of the formerly called Social Hall was

transformed into a multi-purpose conference room conveniently equipped with

multimedia projectors and modern sound technology now being utilized for events,

seminars, workshops by the whole division. The construction of the new gate,

renovations of all facilities and the covered court; Lagro High School now boasts of

not only its talents but its 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 administrat 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.

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LAGRO HIGH SCHOOL

TLE ORGANIZATIONAL CHART

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FINAL DEMONSTRATION

LESSON PLANLagro High School

District II-Quezon city

Name: Maria Aya D. Lozada Date: March 09,2011School: Polytechnic University of the Philippines Time: 8:00-9:00 amCooperating Teacher: Mrs. Vilma Vitug Year and Section: III-Beryl, Zircon, Pearl

I. ObjectivesAt the end of the lesson, the students should be able to:

1. discuss the importance of choosing the right kinds of foods;2. use the food pyramid in planning meals for the family;3. appreciate the value of eating the right food.

II. Content:Chapter: Food and Food PreparationLesson: Choosing the right kind of foodMaterials: Slide presentation, visual aidsReference: Management of Todays Home by Ines Alcantara

pp. 220-224

III. Procedure:A. Preparatory Activities

1. Prayer; Checking of attendance; Checking of assignment2. Review: Shop of Challenge

Direction: a. Pick food on trayb. State the nutrients

3. Unlocking of Difficulties: Face to FaceDirection:Find the correct meaning of the following words using themaze.

Balanced Meal meal that contains the essential nutrientneeded by the body at the right amount.

Food Pyramid a food guide representing the recommendedportion of basic food group.

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Malnutrition a condition brought about by an excess or lackof one or more nutrient in the body.

Nutrition the study of nutrients found in food.4. Motivation:: PUTUKAN NA

Direction: a. Select the picture of the HEALTHY FOODS in the boxprovided

b. Use the balloon as an obstacle.

Ex. HEALTHY fruits UNHEALTHY - junkfood

B. Lesson Proper:

LEARNING TASKS STRATEGIES EVALUATION1. Importance of

choosing the rightkind of food

Brainstorming Oral Response

2. Using the foodpyramid in planningmeals for the family

Discussion/Activity Oral ResponseRubric for activity

3. Appreciation of eating the rightkind food

Opinion-sharing Oral Response

Rubrics for Assessing Group Activity

Dimension Vey Satisfactory Satisfactory Needsimprovement

Quality of Input Knowledge shared isaccurate and broad Knowledge shared islimited Knowledge sharedis inaccurate andlimited

AttitudeManifested

Participated activelywith consideration tothe feelings of othermembers of the group

Participated activelybut with littleconsideration to thefeelings of othermembers of the group

Participated withno enthuasiasmand withoutconsideration tothe feelings of other member

TaskPerformance

Performed the taskswithout errors as theleader/member of thegroup

Performed the taskwith 2 to 3 errors

Performed thetask with 4 ormore errors

Teamwork andCooperation

All memberscooperated actively

Two members of thegroup did notcooperate actively

Three or moremembers did notcooperate in theactivity

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C. Closing Activities

1. Generalization:

The use of food pyramid helps everyone in choosing the rightkind of food at the right amount to ensure good health.

2. Valuing: Health is Wealth

3. Application:

The food pyramid guide can be utilized in preparing meals forvulnerable group of people.

IV.Evaluation: Short Quiz

I. True or False. Write TRUE if the statement is correct.Write FALSE if the statement is incorrect.

______1. Obesity is a sign of good health.______2. Food Pyramid Guide helps one to plan a well balanced

meal.______3. The base of food pyramid guide is those foods which

should be leasttaken by the individual.

______4. Proper diet promotes good health.______5. Nutrition is the study of nutrients found in food.______6. A person with good appetite should take the entire

amount good he can take.______7. Taking milk only is enough to provide the body with

nourishment.______8. Drink water at least 8 glasses a day.______9. The kind and amount of food you take daily will

determine your healthcondition.

______10. Skipping breakfast helps you lose weight.

V. Assignment:

Guide Questions:

1. What is the proper meal portioning of food?2. Why is it important to eat at the right amount of food?

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3. How much you should be eating of common foods according to USDAFood Guide Pyramid?

Word Study:

- Occasion

- Venue

- Table appointments

- Menu

Reference: Management of Todays Home by Ines Alcantara

pp. 228-235

FOCUS ON STUDENT TEACHING-GUIDANCEStudents respond to the big question: Academics or Social Life?

Mary Slebodnik, Transcript CorrespondentIssue date: 3/24/11 Section: News

New Stack of BooksCollege professors assign, on average, 100 pages of reading a week.Harvard College Library's online guide for college students lists the following tip asthe first step to completing a reading assignment: "Look 'around' the text beforeyou start reading. What does the presence of head notes, an abstract or other

prefatory material tell you?"A red-blooded American college student might answer, "All you need to know to getthrough class discussion. Coors, anyone?"The above hypothetical answer to Harvard's guide exaggerates college students'confident willingness to neglect assigned readings and pursue activities omittedfrom admissions office brochures.Sociology Professor Mehmet Yalcinkaya said the lack of enthusiasm toward readingat Ohio Wesleyan varies by student and by class.Generally, 20 percent of his students read everything he assigns, 40 percent readoccasionally and 20 percent read only if he requires a response paper or gives aquiz.English Professor Mark Allison said he saw a similar range with his students. A fewread for every class, most miss assignments a few times a month and a few require

.
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heavy persuasion through grades.Yalcinkaya and Allison said they both experience frustration in the classroom whenstudents do not read. It limits the depth to which they can discuss the material.Allison said he would neglect responsibilities to the students if he focused only onthe dedicated students and ignored the rest of the class. If he wants to take class

discussion to a deeper level, he said he has to include students who can only makesurface-level observations."Sometimes when you're leading, facilitating a discussion, you have to work withwhat you have," he said. "So even if you know someone is bs-ing, it allows you tomove the conversation somewhere it needs to go. And sometimes you're gratefulthe students are contributing at all."

Peer coaching: students teaching to learn.

by Robin D. Brewer , Melanie S. Reid , Barbara G. Rhine

Our Process

The first step was to define the peer-coaching model. After this step, a meeting withthe teachers in the two schools that participated in the project was arranged. The

teachers reviewed the steps and provided feedback about the process. The modelwas then redefined and can be seen in the sidebar "Peer-Coaching Model Steps."

Step 1. Identify the Coaches and Their Needs

During this step, the teachers determined which students would be potentiallysuccessful coaches. These coaches also needed skill reinforcement. A needschecklist was developed for literacy, math, and behavior and was completed foreach student coach in his or her area of need (see examples of blank forms in theappendix). At School A (academic focus) all student coaches were third- and fourth-grade students who were at risk for reading disabilities. Two of the students were

receiving special education services. At School B (behavior), the students were all infourth and fifth grades and were receiving special education services. To ensure

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commitment to being a coach, students had to "apply for the job" by filling out anapplication form with references and participating in a job interview (see Figure 1).Parental permission was required as part of the application process.

[FIGURE 1 OMITTED]

Step 2. Identify Learning Buddies with Similar Needs

At School A, the special educators and reading teachers involved with the projectcontacted general educators in Grades K through 1. The K through 1 teachers whowanted to have students participate in the project completed a needs assessmentfor students they considered at risk. These forms were returned to the teachers,and they matched them with a student coach. For example, students who werelearning phonemic awareness skills were paired with coaches who needed practicewith phonemic awareness. At School B, the general educators in Grades 1 through 3completed a similar process to match learning buddies with behavioral needs to

student coaches.Step 3. Set Up a Schedule. Scheduling required creative planning. Teachers had todetermine a time when student coaches could reflect on the lesson taught anddevelop their next lesson plan. Additionally, teachers had to coordinate both thecoach and learning buddy's schedules at times that would be least disruptive to thestudents' schedules.

Student teaching-FOCUS ON ICT

Technology not always the best teaching toolJennifer Bess

March 9, 2011 5:48am EST

Digital technology has an ever-increasing presence in our schools, from laptops toSMART Boards to flip cameras to digital projectors to iPads. The list seems to growby the day as the newest technology emerges.

As iPads and Web 2.0 applications, which allow users to create content, are beinghailed as the next revolution in education, school districts clamor to keep pace withtechnological changes. Often, districts make heavy investments in digital

technology on the promise of granting students more access, as if merely havingthe technology makes students smarter or learn better.

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Since 2003, the State College Area School District has committed to purchasingcomputers and related digital technology, such as digital projectors, SMART Boardsand now iPads for use in classrooms in order to implement a one-computer- per-student initiative, giving students and teachers greater access to technology.

While having a wide variety of tools at the disposal of teachers and students is alaudable goal, in making these purchases, it seems like the learning objectives aresecondary to acquiring the tools. As a teacher, I have specific learning goals for mystudents. With these goals in mind, I have to determine the best methods forhelping my students meet these objectives. The tools I use are determined onlyafter I have decided upon my learning goals.

In some instances digital technology may be superior. It certainly helps withaccessing databases and articles for student research. However, most lessons donot need digital technology to meet objectives, and in some cases lessons are lesseffective through its use.

A lesson about the location of the 50 states can be better accomplished withoutdigital technology. A teachers guide recommends using the SMART Board to projecta digital puzzle and have students drag states onto an outline map of the UnitedStates, allowing one student to play at a time. Others can offer advice, but only onestudent clicks and

moves the states. A different version would be to use an oversized floor puzzle of the United States. Students would have to work collectively to physically manipulatethe states. Students could feel the relative size, shape and position of each state.This version of the activity engages more senses, probably resulting in betterlearning.

While districts look for as many ways as possible to use the digital technology inwhich they have invested, educators and parents must ask whether digitaltechnology is always the best route to learning. In many cases, it might not be. Weneed to ask what criteria should be used when deciding

whether to incorporate digital technology into a lesson. What lessons will be

enhanced by digital technology and which could best be accomplished using othertools? These questions reflect the complexity of teaching and demonstrate that noone method, such as the integration of digital technology, is superior in allinstances.

I am not suggesting a complete dismissal of digital technology, but I do suggest re-examining our priorities.

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Has purchasing digital technology become a foregone conclusion? Is it removedfrom reflection on our true needs? Are we justifying these purchases by inventingneeds that could be fulfilled with other materials? Is acquiring digital technologyjustified as the future of education because we have a priori that has decided it isso?

Teaching RE with and through ICT, with a focuson Sikhism

This pack will provide an introduction to the important aspects of tutoring REstudents teachers in the use of ICT to support RE teaching and learning with aspecific subject focus on teaching and learning about Sikhism with learningtechnologies. It will note recent progress and issues identified by HMI related to REand ICT government initiatives, draw on what published writing there is on this topicand the teaching of Sikhism using learning technologies. It will not survey alllearning technologies or software available, or summaries all aspects of teachingSikhism but provide a focused account of the most important areas for supportingstudent teacher development.

Learning outcomes Tutors will have developed initial strategies for supportingthe individual needs of students to accessing appropriateleaning technologies in their training Tutors will have examined different approaches to supportingstudents in learning to use ICT effectively in teachingSikhism and in supporting their wider professional role

Tutors will have audited their institutions resources andfacilities for supporting students in meeting the standards forQTS with regard to 2.5, 2.8 and 3.3.10 Tutors will have identified e-leaning strategies for supportingsubject knowledge development in Sikhism

How will the changing face of education impact the supplychain?

As teachers we need reliable and consistent sources that we can quickly incorporateinto existing schemes of work. This article provides an overview and evaluation of

some of the most useful ICT based resources for ASIA2 Business Studies.

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In addition to the websites reviewed here, there are a range of websites which areuseful to illustrate or explain specific aspects of the business studies syllabus.Descriptions and links can be found at www.ebea.org.uk by following the links to"learning resources", then "A level business studies", and then "website links".

The resources reviewed here are grouped into teaching and learning resources(those that contain subject specific resources designed for teachers and/orstudents) and case study resources. Where appropriate, alternative resources aresuggested

FOCUS ON LEARNING APPROACH

A Useful Strategy for Assessing Class Participation

By: Denise D. Knight in Educational Assessment

One of the changes we have seen in academia in the last 30 years or so is the shift

from lecture-based classes to courses that encourage a student-centered approach.

Few instructors would quibble with the notion that promoting active participation

helps students to think critically and to argue more effectively. However, even the

most savvy instructors are still confounded about how to best evaluate

participation, particularly when it is graded along with more traditional assessment

measures, such as essays, exams, and oral presentations. Type the words class

participation and assessment into www.google.com, and you will get close to

700,000 hits.

Providing students with a clear, fair, and useful assessment of their class

participation is challenging for even the most seasoned educator. Even when I

provide a rubric that distinguishes every category of participation from outstanding

to poor, students are often still confused about precisely what it is that I expect
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from them. It is not unusual, for example, for students to believe that attendance

and participation are synonymous. On the other hand, when we attempt to spell

out tooprecisely what it is we expect in the way of contributions, we run the risk of

closing down participation. In one online site that offers assessment guidelines, for

example, the course instructor characterizes unsatisfactory participation as

follows: Contributions in class reflect inadequate preparation. Ideas offered are

seldom substantive, provide few if any insights and never a constructive direction

for the class. Integrative comments and effective challenges are absent. If this

person were not a member of the class, valuable airtime would be saved. The

language used in the descriptioninadequate, seldom, few, never, and

absenthardly encourages positive results. The final sentence is both dismissive

and insensitive. Shy students are unlikely to risk airing an opinion in a classroom

climate that is negatively charged. Certainly, the same point can be made by simply

informing students, in writing, that infrequent contributions to class discussions will

be deemed unsatisfactory and merit a D for the participation grade.

Transforming Your Teaching Style: A Student-CenteredApproach

By: Patty H. Phelps, EdD in Philosophy of Teaching

When I started teaching 27 years ago, like the scarecrow in The Wizard of Oz Ibelieved that just having a brain would make me successful. And so each class
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session I would literally take the stage on a raised platform to deliver what was inmy head and on my papers. Even though there were 60 students in the class, therecould just as well have been none because I basically ignored the students. Theywere objects, sponges whose task was to absorb course content.

Over the years my approach has changed. I started making progress once Irealized that a brain alone was not enough. To teach well I also needed a heart andcourage. I learned to be comfortable just being myself. I no longer used the podiumand came to class with a one-page plan. I lectured less and students talked more. Iinvested more of myself in teaching. Let me share how I reached this point.

As Ive developed as teacher, my attention shifted from self to students. Althoughthis is a natural progression for teachers, it is not automatic. Some teachers remainthe focal point of the learning process. This transfer of focus has been the impetusfor changing how I teach. In planning for classes now, I continually ask how I can getstudents out of the stands and onto the field. This means I design simulations tohighlight important information and processes, create games to explain content,and use small-group activities to engage students. I want my students to graspconcepts, and being in an active role helps them do that.

Placing students in the center of the teaching-learning environment requires thatteachers have a different attitude and a new way of relating to students. Effectiveteachers are comfortable with both the cognitive and affective dimensions of teaching. Achieving more genuine relationships means being available to students,being glad to be in class with them, sharing with them whats happening in our livesthat is relevant, and investing the time it takes to prepare meaningful activities.

As a college teacher, I see my role as one of enabling others to become their best. Ihave come to realize that it is not so much what students know as what they cando. Likewise, teaching is not about what I know but what I enable others to do.Thus, I have changed the ways in which I teach to build students capacities. Thecritical question now is: How can students show their understanding? Findingways to allow such student demonstrations influences my choice of course activitiesand assessments.

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PROFESSIONAL CAREER PLAN:

I will become a well-known and respected leader in the

teaching industry, revitalizing the ways learnings isproduced and marketed, making fruitful students to help

their family and as well as their lives become meaningful.

I will mold students of all ages and will let them know the

true meaning of education and it is useful for today and

tomorrow.

CURRENT ISSUE ON EDUCATION

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What greater or better gift can we offer the republic than to teach and

instruct our youth?

- Cicero, 106-43 B.C.E

The United States is a great nation, the most powerful and the wealthiest ever. Why

then, when it comes to educational achievement, is our nation ranked near the

bottom of a list of the worlds wealthiest nations number 18 of 24 countries?

And why is Georgia ranked last among the 50 states in Scholastic Aptitude Test

(SAT) average scores? Its not that Americans dont spend enough on education. We

spend billions a percentage of our national income thats about the same as the

average for the 23 other wealthy nations surveyed. Yet, again, we rank number 18

in educational achievement. And Georgia, in fact, spends more per pupil than 10

other southern states, all of which post SAT average scores higher than ours. So,

why do we lag behind as a nation and a state?

Maybe its partly because were spending more of our money but investing less of

our time and ourselves in educating our nations children. Many of us are terribly

busy just getting by. Others are preoccupied with demanding careers , as well as the

hectic pace and unprecedented prosperity of life today. Flight from the urban centeris another factor. When affluent families move from cities to suburbs, they often

leave behind less-affluent families and fewer human and financial resources for

city schools. Affluent families who choose to live in the city often send their children

to private schools, further depriving public schools of vital resources.

Clearly, the challenge of educating our children today is too complex for simple

analysis and easy answers. Yet, educators and communities nationwide are

implementing effective solutions that address specific needs in specific places.While such successes offer a host of ideas for many other communities, one
http://www.education.com/definition/aptitude/?__module=DeepLink&hit&id=15775http://www.education.com/topic/teens-work/?__module=DeepLink&hit&id=13718http://www.education.com/definition/aptitude/?__module=DeepLink&hit&id=15775http://www.education.com/topic/teens-work/?__module=DeepLink&hit&id=13718

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message is quite clear: As citizens of this great nation, as residents of various

communities, and as members of diverse faith traditions, we must act.

By Raymond H. Witte, Ph.D. NCSP

Classroom Assessment Resource Center

The documentation of student learning and progress now plays a primary

role in how our schools and educational programs are evaluated. Assessment

in all its forms (e.g., formative, summative, self-assessment) has become

one of the biggest discussion points in education today. Educational

accountability, as identified through No Child Left Behind (NCLB) along with

national and state standards , must now be demonstrated in the classroom

through the documented collection of student learning evidence. Due to this

educational reality, teachers play a central role in this process.

Why does a teacher need to be competent and skilled in the

assessment of student learning?

The first and obvious answer to that question is that classroom assessment

is now considered a professional requirement comparable to other expected

professional skills such as content knowledge or classroom management. It

is now an official tool that is expected to be in every teachers toolbox

and this represents a national practice expectation. However, beyond the

professional requirements and general accountability pressure, a more

essential and important reason for the need of classroom assessment exists.

Information obtained through classroom assessment can help answer thefundamental question that every educator asks of themselves: Am I truly
http://www.education.com/partner/articles/cars/http://www.education.com/topic/state-academic-standards-explained/?__module=DeepLink&hit&id=9129http://www.education.com/definition/accountability/?__module=DeepLink&hit&id=4606http://www.education.com/partner/articles/cars/http://www.education.com/topic/state-academic-standards-explained/?__module=DeepLink&hit&id=9129http://www.education.com/definition/accountability/?__module=DeepLink&hit&id=4606

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effective with my teaching and are my students learning what they

need to learn?

Through the use of effective classroom assessment procedures, teachers are

able to identify and document, due to collected student evidence, whether ornot appropriate progress has been demonstrated by students in the

classroom. If limited progress is evidenced by the students, then the

collected data can provide the justification to implement necessary

instructional and learning changes in order that the intended learning

outcomes and goals can be reached.

Exploring Mathematics College Readiness in the United StatesNancy J. McCormick, Marva S. Lucas

Large numbers of students graduate high school unprepared for post-secondary

education and ill-equipped for the labor force of the 21st century. Research on

college readiness reveals the prominent role that mathematics preparedness plays

in the fulfillment of hopes and dreams for a college degree. As requirements forpost-secondary education and qualifications for the workforce merge, college

readiness in mathematics is a significant factor in job opportunities and career

choices. This report provides an in-depth exploration in mathematics college

readiness in the United States and offers a compilation of recommendations from

many significant constituents who have made notable advances in mathematics

preparedness in the education of todays high school students.

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Increasing visibility for LGBTQ students: What schools can doto create inclusive classroom communities.

Derry L. Stufft

The number of lesbian, gay, bisexual, transgender and questioning students is

increasing in schools. School districts, administrators and teachers need to increase

awareness of these students and work to make them feel included and welcomed in

a safe school environment, one free from offensive languages and practices. This

article discusses some of the problems that these students and teachers face and

some strategies that educators can use to help them be a valuable part of a

learning community.

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CURRICULUM VITAE/RESUME

Maria Aya D. LozadaSalvia St. Saint Dominic #12Novaliches, Quezon City

CP NO. [email protected]

O bjective To obtain a position that will provide an opportunity to exert my

knowledge and skills to the fullest.

Employment JOLLIBEE LAGRO-Lagro, Novaliches, Quezon City(February 03, 2010-March 27, 2011)

Smart Crew-Coop

Party Host Party Planner

JOLLIBEE SUSANO- Novaliches, QC (June 16, 2009-Jan16, 2010)

Smart Crew/2 nd TC/Counter

JOLLIBEE QUIRINO- Novaliches, QC (Jan 27, 2009-June15, 2009)


JOLLIBEE ZABARTE - Zabarte, Caloocan City (June 29,2008-Dec. 29, 2008)


TROPICAL HUT FOOD MARKET INC.- Quezon CityCircle, QC

(December 06, 2007-May 09, 2008)
http://www.resumewriting.net/http://www.resumewriting.net/

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AdditionalExperience

ROBINSON SUPERMARKET -Robinsons NovalichesCashier

Education Bachelor of Business Teachers Education

Polytechnic University of thePhilippines

(June 2007 to April 2011)Commonwealth Campus, Quezon City

SkillsComputer Literate- Can type 40 wamGood written and verbal presentation skills

Willing to try new things and am interested in improvingefficiency on assigned tasks

Able to get along well with co-workers and acceptsupervision

PersonalProfile

26 52

40 Kilos Single Female Filipino

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ATTACHMENTS

AMy beloved students.

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Mam Alecha moment

Mam Vitug, Mam Castro and Mam Esguerra

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Me and my Cooperating Teacher

Us and Mam Castro

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During my Final Demonstration.

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LAST DAY ESCAPADE.

its funny when teachers chill and relax they turn

out like this.INZANE!!!

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AND this is how they EAT!!! Rarrrrrr!!!! And this is what teachers do in

their spare TIME!!!hahaha

DIALOGUE FORUM

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TEACHERS ARE AS

WELL.FASHIONISTAS!!

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ATTACHMENT

S

B

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MY LESSON

PLANLagro High School

Home ManagementLesson Plan

Date: ___________________

I. ObjectivesAt the end of the lesson, the students should be able to:

1. Understanding the importance of carbohydrates and vitamins;

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2. Select the food rich in carbohydrates and vitamins;3. Appreciate the value of eating the right food.

II. Content:Chapter: Food and Food PreparationLesson: Carbohydrates and VitaminsMaterials: visual aidsReference: Management of Todays Home by Ines Alcantara

pp. 210-212

III.Procedure:A. Preparatory Activities

1. Prayer; Checking of attendance;

2. Review: Name MeDirection: a. Pick a picture on the box

b. State the type of kitchen layout

3. Unlocking of Difficulties: Diet- The sum of food consumed by a person or other

organism Calories- A pre- SI metric unit of energy Metabolize- The set of chemical reactions that happen in

living organisms to maintain life.

4. Motivation:: Rumble Jumble

Direction: Arrange the jumbled words to reveal the hidden word.

CRBYDATSEHOA - CARBOHYDRATESTIMNSIAV - VITAMINSB. Lesson Proper:

LEARNINGTASKS

STRATEGIES EVALUATION

1. Importance of carbohydrates andvitamins in thebody


2. Identify foods rich

in carbohydratesand vitamins Discussion Oral Response
http://en.wikipedia.org/wiki/Organismhttp://en.wikipedia.org/wiki/SIhttp://en.wikipedia.org/wiki/Metric_systemhttp://en.wikipedia.org/wiki/Unit_of_energyhttp://en.wikipedia.org/wiki/Chemical_reactionhttp://en.wikipedia.org/wiki/Organismhttp://en.wikipedia.org/wiki/Organismhttp://en.wikipedia.org/wiki/SIhttp://en.wikipedia.org/wiki/Metric_systemhttp://en.wikipedia.org/wiki/Unit_of_energyhttp://en.wikipedia.org/wiki/Chemical_reactionhttp://en.wikipedia.org/wiki/Organism

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3. Appreciation of eating the rightkind food



1. Generalization:

Carbohydrates and vitamins are substances needed by the bodyto ensure energy and good health.

2. Valuing: Engaging knowledge of the different food rich incarbohydrates and vitamins can help our body become strongand healthy.


Direction: Write C if the food is rich in Carbohydrates.Write V if the food is rich in Vitamins.

a. Bread 6. Wheatb. Malunggay 7. Onionc. Rice 8. Carrotsd. Mango 9. Cabbagee. Petchay 10. Corn

V.Assignment:

Bring the following:

Pictures of food rich in:

Protein

Fiber


pp. 212-214

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Lagro High SchoolHome Management

Lesson Plan

Date: ___________________

II. ObjectivesAt the end of the lesson, the students should be able to:

4. Discuss the importance of protein and fiber needed by the body;5. Identify the different food rich in protein and fiber;6. Participate actively in classroom discussion;

III.Content:Chapter: Food and Food PreparationLesson: Protein and FiberMaterials: visual aidsReference: Management of Todays Home by Ines Alcantara

pp. 212-214

IV.Procedure:C. Preparatory Activities


6. Review: Who am IDirection: a. Pick picture on the board

b. State the nutrient content of the food

7. Unlocking of Difficulties: Protos Greek word I am first Amino acids -Chemical substances protein are

made up. Essential amino acids made up the 12 amino acids

8. Motivation:: Picture Puzzle

Direction: Arrange the picture to reveal the kind of food and be able

to identify if itis protein or fiber.D. Lesson Proper:

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LEARNINGTASKS


4. Importance of protein and fiber inthe body


5. Distinguish the kindof food rich inprotein and fiber

Discussion Oral Response

6. Absorb the value of protein and fiber inthe body



1. Generalization:

Nutrition plays an important role in the life of the family.

2. Valuing: Stay Healthy, Eat Healthy

IV.Evaluation: Recitation

V. Assignment:

Guided Questions:

1 . What is minerals?

2. What is the function of foods rich in minerals in the body?

3. What are the food rich in minerals?

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Word for Study:

a. Major minerals

b. Trace minerals

c. Inorganic elements


pp. 215


Lesson Plan

Date: ___________________

V. ObjectivesAt the end of the lesson, the students should be able to:

7. Comprehend the importance of minerals in the body;8. Distinguish the type of minerals the food contains;9. Participate actively in classroom discussion.

VI.Content:Chapter: Food and Food PreparationLesson: mineralsMaterials: visual aidsReference: Management of Todays Home by Ines Alcantara

pp. 215

VII. Procedure:E. Preparatory Activities


3. Review: Other Essential Nutrients

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Carbohydrates: Any of a group of organic compounds that includessugars, starches, celluloses, and gums and serves as a major energysource in the diet of animals.Vitamins: essential in minute amounts for normal growth and activity

of the bodyProtein: essential in the diet of animals for the growth and repair of

tissueFiber: the indigestible portion of plant foods

4. Unlocking of Difficulties:Direction: Fill in the blank by choosing the correct answer inthe box provided.

5. Motivation:: Look at Me

Picture parade of foods rich in mineralsF. Lesson Proper:

LEARNINGTASKS


7. Importance of minerals in thebody


8. Identify the specificmineral content of different food


9. Appreciation of eating the food richin minerals



1. Generalization:

Good health makes the member of the family pleasant and funto get along with.

2. Valuing: Good nutrition does not happen by chance; one should

be well knowledgeable in order to gain good health.

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Direction: Identify the mineral content of the following foods;

a. Liver

b. Milk

c. Banana

d. Water

e. Cheese

V.Assignment:

Give at least 5 examples of food rich in:

i. Carbohydratesii. Vitamins

iii. Fiber

iv. Protein

v. Minerals


pp. 216-218


Lesson Plan

Date: ___________________

VIII. ObjectivesAt the end of the lesson, the students should be able to:

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10.Recognize the sources and functions of the different foods needed bythe body;

11.Identify the symptoms of deficiency when lack of these essentialnutrients;

12.Appreciate the value of these essential nutrients.

IX.Content:Chapter: Food and Food PreparationLesson: Nutrients, Sources and Function of the different food our bodyneedsMaterials: visual aidsReference: Management of Todays Home by Ines Alcantara

pp. 216-218

X. Procedure:G. Preparatory Activities


7. Review: Under the treeDirection: a. Pick food on the tree

b. State the organic compound

8. Unlocking of Difficulties:Nutrient - an essential substance in natural food sources.Nutrition - The study of nutrients found in food.Food - any substance that is consumed to provide

nutritional support for the body9. Motivation:: Rain Drops

Direction:

a. Select a raindropb. State the sources of food of these essential nutrients

H. Lesson Proper:

LEARNING TASKS STRATEGIES

EVALUATION

10.Importance of getting theright sources of thesefood s


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11.Identify the deficiencycaused of poor nutrition

Discussion/Slide presentation

Oral Response/Reflection

12.Appreciation of eatingthe food rich in essentialnutrients our body needs



1. Generalization:

A well-nourished people remain alert at all times because theyeat nutritious meals daily

2. Valuing: Good health is within our Hands

IV.Evaluation: Meal Planning

Direction: a. Group into 5 members

b. Prepare your one week meal: breakfast; lunch;dinner


Dimension Very Satisfactory Satisfactory Needs improvement

Quality of InputKnowledge shared isaccurate and broad

Knowledge shared islimited

Knowledge shared isinaccurate and limited

Attitude Manifested

Participated actively

with consideration tothe feelings of othermembers of the group

Participated actively

but with littleconsideration to thefeelings of othermembers of the group

Participated with no

enthuasiasm andwithout considerationto the feelings of othermember

Task PerformancePerformed the taskswithout errors as theleader/member of thegroup

Performed the task with 2 to 3 errors

Performed the task with 4 or more errors




Three or more membersdid not cooperate in theactivity

V.Assignment:

Guide Questions:a. What is malnutrition?b. What are the deficiencies caused by malnutrion?

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Reference: Management of Todays Home by Ines Alcantarapp. 219-220


Lesson Plan

Date: ___________________

XI.ObjectivesAt the end of the lesson, the students should be able to:

13.Understand the effect of malnutrition;14.Identify the deficiency caused by malnutrition;15.Appreciate the value of having proper nutrition.

XII. Content:Chapter: Food and Food PreparationLesson: MalnutritionMaterials: visual aidsReference: Management of Todays Home by Ines Alcantara

pp. 219-220

XIII. Procedure:I. Preparatory Activities

10.Prayer; Checking of attendance;

11.Review: Whos WhoDirection: State the organic compound of the following food

12.Unlocking of Difficulties:Malnutrition -Relative lack or absolute deficiency or excess of

one or more essential nutrientsUnder nutrition - Inadequate intake of essential nutrient over

an extended period of timeOver nutrition - Any amount of food added beyond what is

required when taken regularly over time.

13.Motivation:: Go JUMBLED

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Direction: Arrange the letters to reveal the hidden word.

MLNTRINALUTIO - MALNUTRITION

J. Lesson Proper:


EVALUATION

13.Effects of MalnutritionBrainstorming Oral Response

14.Identify the deficiencydue tomalnutrition

Slide presentation Observation/Reflection




1. Generalization:

Good health is a product of good nutrition; the result of anadequate supply of essentials nutrients in your body.

2. Valuing: Lack or oversupply of the needed nutrients can resultto malnutrition.

IV.Evaluation: Recitation

V.Assignment:

Guide Questions:a. What are the 3 basic food groups?b. What are some examples of these foods?

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Word for Study:o Energyo Regulateo Processes


pp. 221-222


Lesson Plan

Date: ___________________

XIV. Objectives

At the end of the lesson, the students should be able to:

16.Discuss the importance of the 3 basic food group;17.Identify the foods belong to these 3 group;18.Appreciate the value of having proper nutrition.

XV. Content:

Chapter: Food and Food PreparationLesson: Basic Food GroupMaterials: visual aidsReference: Management of Todays Home by Ines Alcantara

pp. 219-220

XVI. Procedure:

K. Preparatory Activities

14.Prayer; Checking of attendance;

15.Review: State the name of the following pictures caused bymalnutrition.

16.Unlocking of Difficulties:

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GO FOODS - Energy giving foodsGLOW FOODS - Regulating foodsGROW FOODS - Body-building foods

17.Motivation:: Guess WhoDirection: a. Pick a food on tray b. State the group this food

belongs.

L. Lesson Proper:


EVALUATION

16.Importance of the 3 basicfood groups Brainstorming Oral Response

17.Identify the foods belongto these 3 basic foodgroup

Discussion/Activity Observation/Rubric




Dimension Vey Satisfactory Satisfactory Needs improvement

Quality of InputKnowledge shared isaccurate and broad

Knowledge shared islimited

Knowledge shared isinaccurate and limited

Attitude ManifestedParticipated activelywith consideration tothe feelings of othermembers of the group

Participated activelybut with littleconsideration to thefeelings of othermembers of the group

Participated with noenthuasiasm andwithout considerationto the feelings of othermember

Task PerformancePerformed the taskswithout errors as theleader/member of thegroup

Performed the task with 2 to 3 errors

Performed the task with 4 or more errors




Three or more membersdid not cooperate in theactivity


1. Generalization:

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GUIDE TOOBSERVATION

OF GENERALDEMONSTRATION

TEACHING

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SUMMARY

OF GRADES

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TIME CARD

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THANK YOU!!!

Aya Manual

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