Practice Teaching Portfolio

Submitted to
the Faculty of the BEED Program
COLLEGE OF EDUCATION
Liceo de Davao Philippines
Briz Campus, Tagum City

In Partial Fulfillment
Of the Requirements in Educ.100
Practice Teaching
Bachelor of Elementary Education
Major in Generalist

By:
KEITH JATHNIEL G. POJAS
Pre-Service Teacher

March 2021

i
 Republic of the Philippines
College of Liceo de Davao Tagum City
Briz District Magugpo East
Tagum City

Practice Teaching Portfolio

Submitted to
The Faculty of the
LICEO de DAVAO COLLEGE
Briz, District Magugpo East Tagum City

In Partial Fulfillment
of the Requirements in Educ.100
Practice Teaching Bachelor of Elementary Education
Major in Generalist

By:
KEITH JATHNIEL G. POJAS
Pre-Service Teacher

March 2021

ii
 Republic of the Philippines
College of Liceo de Davao Tagum City
Briz District Magugpo East
Tagum City

April 30, 2021

Thru:Dr. LEONCIO HADJI

Academic Dean
This College

Thru: Dr. NELSON SATINITIGAN

Program Head
This College

Sir,

The accompanying portfolio, entitled “My Practice Teaching Portfolio”, is hereby

submitted in accordance with the requirements of the subject Educ. 100 Practice
Teaching of the BEED program this Second Semester, SY 2020-2021.

May this merit your favorable approval.

Sincerely,

KEITH JATHNIEL G. POJAS

Pre-Service Teacher

Noted by:

ARJAY D. PEREZ
Practicum Coordinator

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 VISSION, MISSION, GOALS and OBJECTIVES

MISSION

Liceo de Davao is a Filipino, non-sectarian, non-profit academic institution molding a

community dedicated to the integral development of the whole person responsive to the
needs of the locality, country and the whole world in general.

As a true Filipino school, Liceo de Davao is committed to the preservation, development

and love of Filipino culture and honor. It aims to educate individuals seeking for national
progress in concenance with true human development in social, cultural, economic,
political and spiritual aspects and equipped them with relevant competencies based on
regional jurisdiction.

For Service: As our objective, the school dreams of producing competent men and
women for others who shall benefit and avail their talent and skills, especially the most
unfortunate ones for the glory of God and Country.

For Values: With purified intent on sharpening literacy, cultural and religious activities,
the school desires to inspire and activate Liceans to love beauty, truth and goodness.

For Wisdom: through the selective composite methods of instructions and extensive
study of languages, science and humanities, the college visualizes development of skills
and thoughts and expressions which are essential for maturity and leadership. With the
aid of professional and research programs, the institution imparts the ideals of
excellence in its graduates who shall eventually serve in their various professions.

VISION

A Licean graduate complete with good values, excellent wisdom in a preferred field of
expertise for services to the people.

GOALS AND OBJECTIVES OF THE COLLEGE

In consonance with the Mission Statement of Liceo de Davao, it is committed to

provide the students with liberal education through the colleges of Teacher Education,
Commerce, etc. and the various Technical-Vocational courses with competencies in
specific personalized skills of computer literacy and para-medical knowledge.
The ultimate objective of the college is to mold the Liceans in wisdom and
eloquence. It desires to educate men and women who think clearly, discriminate among
values, appreciate beauty, communicate effectively, possess professional competencies
and work with initiative, dedication and creativity. These attributes and achievements
are geared to the personal development and fulfillment of the students, but most
importantly they are reserved for the development of leader who will put out their talents
and professional achievements at the service of others.

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 KEITH JATHNIEL G. POJAS

Briz, Magugpo East, Davao Del Norte

[email protected]

PERSONAL INFORMATION

Date of Birth: February 13, 1998

Place of Birth: General Santos City

Civil Status: Single

Sex : Male

Religion: Jehovah’s Witness

Citizenship: Filipino

Father’s Name: Eddie A. Pojas

Occupation: RTW Selling

Mother’s Name: Lalaine Pojas

Occupation: Housewife

EDUCATIONAL ATTAINMENT

Elementary: Habitat Community Elementary School

Secondary: Lagao National High School

College: Liceo de Davao

Course: Bachelor Of Elementary Education

Major: Generalist

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 ACKNOWLEDGEMENT

The Pre-Service Teacher would like to express his deepest gratitude to all of the
persons who were engaged upon completing the Practice Teaching for two months
within this Second Semester. As a student-teacher, I am very much thankful to those
teachers and to my family and friends who helped support my learning studies. For all
advices and continue my responsibilities in this episode, thank you so much.

Mr. Arjay Perez, Training Coordinator and instructor who patiently facilitated me
upon guiding our schedules and every demonstration I had in Liceo de Davao Briz,
District Magugpo East Tagum City.

Mr. Robert Kane Batiao, My Cooperating Teacher who showed me a kind attitudes in
giving advices and for the opportunity she gave.

Dr. Janet D. Riogelon School Administrator who give us encouragement to

continue our dreams and be better future leader.

A billion thanks to all of you Ma’am and Sir.

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 PURPOSE OF THE PORTFOLIO

This portfolio showcases the learning experiences in the subject practice teaching.
It has episodes to venture on which serves as guide to get closer to my destination,
becoming an effective teacher.

This portfolio uses OAR approach represents the general pattern of the tasks that
might expect to do in the different episodes. After the target and the map are given per
episode, I will basically output; analyze the experience; and then reflect on the
experience.

Observation makes more keenly aware of and sensitive to the learner and the
learning environment. Orchestrating plans the lead to create outputs uniquely, taps
problem solving skills and creativity.

Analyzing what has been observed and do, trains to become a critical thinker.
Critical thinking is an important element of all professional fields and academic
disciplines where its process involves careful acquisition and interpretation of
information and use of it to reach a well-justified conclusion.

Reflecting on experiences makes a lifelong learner. Reflection can help increase

the value of the learning experience by facilitating learners to make meaning out of the
process engaged in. this enables to relate new material of learning to prior knowledge
and hence a better understanding to discipline.

This portfolio provides a powerful environment which can collect and organize
the artifacts that result from engaging in these challenges, real-life tasks, and write the
reflections through which can draw meaning. The end goal is to imbibe reflective
teaching that it becomes the second nature.

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 FEATURES OF THE PORFOLIO

This portfolio is especially designed / prepared for the graduating students of

the Teacher Education Institutions (TEIs). The twelve (12) learning episodes are based
on the actual experiences that graduating students need to undergo and perform in the
real world of work to prepare them become better educations.
Each learning episode contains the following components which were creatively
developed and designed to improved and strengthen the student’s in term’s
performance.

My Goals
This specifies the goals, objectives and purposes, which the interns need to attain at the
end of each activity. The objectives were stated in a specific, measurable, attainable,
realistic, and the time bound (SMART) manner.

My Performance
This measures / assesses the learner’s efforts / achievements based on the
goals set for each episode. This allows the designated person to rate the student intern
in a specific activity. The rater maybe the practicum supervisor, cooperating teacher or
peers. This will also the learners to do more as she / he progress in every activity.

My Tasks
This provides learners with a wide array of meaningful and rewarding activities to
enrich classroom work.

My Analysis
This highlights the students’ ability to break the information / experiences
learned into parts which will be eventually transformed into a meaningful whole.

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 TABLE OF CONTENTS

COVER PAGE i
TITLE PAGE ii
TRANSMITTAL LETTER iii
VISION, MISSION, GOALS AND OBJECTIVES iv
STUDENTS’ RESUME v
ACKNOWLEDGEMENT vi
PURPOSE OF THE PORTFOLIO vii
FEATURES OF THE PORTFOLIO viii
TABLE OF CONTENTS ix
PHILOSOPHY OF EDUCATION x
PERSONAL REFLECTION xi

PORTFOLIO ENTRIES
Episode 1- What’s Up? What’s Up? 1
Episode 2- My First Duty Jitters 6
Episode 3- My Second Home 14
Episode 4- Getting to know the Classroom Routines 18
Episode 5- The Journey Begins with the first Step 22
Episode 6- Writing My First Lesson Plan in My Second Home 27
Episode 7- Preparing My IM’s (Instructional Materials) 34
Episode 8- My First Assessment Tool 40
Episode 9- Designing / Structuring the Classroom Bulletin Boards 46
Episode 10- Comes Let’s Participate in School Activities 52
Episode 11- May I Help You? (Doing Auxiliary Services) 56
Episode 12- My First Classroom Demonstration Lesson 61

JOURNAL ENTRIES 74
LESSON PLAN 104

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APPENDICES
A. Pre-Service Teacher’s Actual Teaching Checklist
B. Final Demonstration Lesson Plan
C. Instructional Rubric
D. Pre-Service Teacher’s Actual Teaching Observation Sheet
E. Final Demonstration Comment
F. Grading Sheet
G. Clearance Form
H. Class List
I. Examination/Assessment Questionnaires
J. National Competency –Based Teaching Standards
K. Sample Excuse Letter
L. Sample Application Letter
M. Trainings/Seminars/Workshop Attended
N. Revised Bloom;s Taxonomy
O. Code of Ethics
P. DepED Order No. 2009 on Further Revisions to the Hiring Guidelines for Teacher
1 Position
Q. Certificate of Completion
R. Certificate of Completion for Experiential Learning Courses Prescribed by DepED
S. Daily Time Record
T. Documentation
U. Final Demonstration Comments

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 PHILOSOPHY OF EDUCATION

Philosophy of Education is a field of applied philosophy that examines the aims, forms,
methods and results of education as both a process and field of study. It is influenced
both by developments within a philosophy, especially questions of ethics and
epistemology and by concerns arising from instructional practice. The subject is often
taught within a department or college of education. Rather than within a philosophy
department philosophical treatments of education date at least as far back as Socrates,
but the field of inquiry only began to be recognized as a formal sub discipline in the
nineteenth century. Though the field often seems to lack the cohesion of other areas of
philosophy, it is generally and perhaps therefore, more often to new approaches.

Perennialism is conservative and flexible philosophy of education. It is based on

the view that reality comes from fundamental fixed truths fixed truths. Especially, related
to God. It believes that people find truth trough reasoning and revelation and that
goodness is found in rational thinking.

Idealism believes in refined wisdom. It is based on the view that reality is a

world within a person’s mind. It believes that truth is in the consistency of ideas that
goodness is an ideal state to strive to attain.

Realism believes in the world as it is. It is based on the view that reality is what
we observe. It believes that truth is what we sense and observe and that goodness is
found in the order of the laws of nature.

Experimentalism believes in the personal interpretation of the world. It is based on the

view that the reality is what you experience. It believes that truth is what works right now
and that goodness comes from group.

Existentialism believes in the personal interpretation of the world. It is based

on the view that the individual defines reality, truth and goodness. Teacher-centered
philosophies are based centered philosophies are based on theories and ideas.

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 PORTFOLIO REFLECTION

My Reflection / My Insights

These empower the learners to develop higher order thinking skills. These will help
the learners improve their metacognitive processes.

My Portfolio
These capsulize the student’s learning using different modes of assessment. A
suitcase of documentary, evidence of learning in various forms (photographs,
illustrations, organizers, songs, rhymes, acronyms and the like).

The Practice Teaching Portfolio has the following best features:

 employs highly interactive and meaningful activities;
 promotes higher-order-thinking skills (HOTS);
 answers the National Competency-Based Teacher Standards (NCBTS);
 gives opportunities for the learners to experience the wonders of practice
teaching at its best;
 reinforces the theories and concepts learned in the classroom;
 unfolds many possibilities in the teaching-learning process;
 gives differentiated activities for learners to enjoy; and
 Develop the wholesome attitude of the learners in the teaching field.

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