First Part of Portfolio
First Part of Portfolio
First Part of 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
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
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Republic of the Philippines
College of Liceo de Davao Tagum City
Briz District Magugpo East
Tagum City
Sir,
Sincerely,
Noted by:
ARJAY D. PEREZ
Practicum Coordinator
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VISSION, MISSION, GOALS and OBJECTIVES
MISSION
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.
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KEITH JATHNIEL G. POJAS
PERSONAL INFORMATION
Sex : Male
Citizenship: Filipino
Occupation: Housewife
EDUCATIONAL ATTAINMENT
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.
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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.
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
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.
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.
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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).
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