Republic of the Philippines
UNIVERSITY OF NORTHERN PHILIPPINES Tamag, Vigan City
College of Teacher Education Website: www.unp.edu.ph Mail: deancte@yahoo.com Tel. #: (077) 674-0789
PARALLAX: Experiential Learning Portfolio
A Portfolio
Presented to: Nancy T. Ubilas, PhD College of Teacher Education University of Northern Philippines
Vigan City, Ilocos Sur
In partial fullfillment of the requirements of the subject
EL - 1 Observation of Teaching-Learning in Actual School Environment
John David Q. Paa Based Filipino III 2022
I would also like to thank Mr, Larry Mar Casil, Mr. Lester Aaron, Ms. Aphrodite Ragunjan, and Mrs. Rosalina Pascua for their advice and assistance in keeping my progress on our journey. My grateful thanks are also extended to the Grade 8—Leona Florentina students, Grade 11— STEM students, Grade 12—Euler students, and Grade 11 -ABM Contrulogi students for welcom-
ing us on their discussion as their observers. I will not also forget our practice teachers for letting us in to their classes and observe their styles in teaching and also giving some tips and advices every after meeting. I am very thankful also to have an instructor that guides me through this journey no other than Dr. Nancy T. Ubilas our instructor in EL - 1 Observation of Teaching-Learning in Actual School Environment. I would also like to extend my thanks to my friends, classmates, cousins, for their unending
support, motivational phrases, astonishing memories, motivation and inspiration. All the people who in one way or another contributed to the successful completion of my observation and creating my experiential learning portfolio. I wish to thank Mr. Casimiro G. Paa and Mrs Mary Rose Q. Paa my parents for their support and encouragement throughout my observation. Finally, above all to Almighty God who create the universe, the source of wisdom and the strength of life and everything.
Nobody has been more important to me in the pursuit of this project than the organization I already considered as a second family, the College of Teacher Education coalition to the Laboratory School of the University of Northern Philippines made this possible during pandemic. They manage to give us room for improvements even though we can’t go to the actual field, they find some ways to get through the barriers of inevitable Covid-19 effects.
Above all, we dedicate this study to
our Almighty God who gave me wisdom and strength to successfully finish this portfolio. Me, myself and I also want to dedicate this portfolio to my beloved families, friends, and classmates who gave us moral, financial, and emotional support throughout the years especially in times when we needed them the most. Me, myself and I, also want to give a special feeling of gratitude to my instructor Dr. Nancy T. Ubilas.
EL 1 - Observation of Teaching-Learning in Actual School
Environment is one of the courses
that a student-teacher should take. Through this course, he or she is able to discover things about teaching profession and have it at first hand experiences This experiential course aims to immerse student teachers to
actual classroom situation and
learning environment. Through direct observation of learners' behavior, motivation, and teachers' strategies in teaching, classroom management, and assessment in learning in the K to 12 basic education curriculum among others, student
teachers deepen their pedagogical content knowledge (PCK) and
apply
educational theories learned in major and professional courses Upon completion of this course, students are able to: 1) Demonstrate content knowledge of
pedagogical content knowledge (PCK) and its application across curriculum: 2) Apply knowledge of instruction, assessment, learner differences, and curriculum programs to the design of teaching activities and development of strategies; 3)
Develop a personal plan for becoming an effective professional
teacher in the future using the lessons acquired from the observations of teaching-learning in the actual school environment; and 4) Present the most essential lessons in the course through an electronic portfolio. Moreover, it will conclude the profile of the student-teacher, the worksheets, the journals, and of course the learning evidences. The worksheets have been distributed to its respective chapters in every topic in this course. Through this portfolio, teachers and students will be able to see the experiences of the
student-teacher during the
Experiential Learning that was held online. While it may be different from
the other EL classes before, this is a great avenue for them to see the real world of teaching and learning during this global health crisis that we are facing right now. At the end of the day, this course prepares a student-teacher as he or she conquer the real world of teaching in the Teaching
Internship next school year.
Field Study 1 is the first in a series of six sequential studies in the Bachelor of Elementary Edu-
cation and the Bachelor of Secondary Education Programs (BEED and BSED) offered by the Teacher Education Institutions (TEIs). Field study 1 is linked with a professional education subject. It is the prerogative of the TEI to match with an appropriate subject such as Child and Adolescent Development, Principles of Teaching, or Facilitating Learning. The focus of Field Study 1 is of the learners, school structure observation and the community. Since this is the first time the student teachers have been exposed to the school environment, they are expected to take note of the school and classroom facilities, and the organizational set-up of the school. The PSTs shall observe the behavior of the learners in the actual learning environment. Based on their observations of learners, PSTs shall develop their understanding on feasible approaches to facilitate
learning considering the various phases of growth and development. To assist their transition, the students will be paired with a “buddy”. Included in FS 1 is the enhancement of the students’ communication skills with his/her buddy since they are expected to be adequate in the language they will be using during their hands-on teaching in the remaining field studies Field Study 1 will introduce student observers to the learner’s behavior in the different phases of development, school environment and the school community. It offers them opportunities and prospects for career development as they observe the school structure, the classrooms, the school facilities, the teachers, the parents, and the students. This observation course provides them avenues to enhance their communication skills as they exchange ideas with their buddy, with the cooperating teachers, with pupils, and with parents. This observation includes the way teachers interact with each other, with students, with parents, and other stakeholders.
COOPERATING TEACHER
COOPERATING TEACHER
COOPERATING TEACHER GRADE 12 - EULER
COOPERATING TEACHER
COOPERATING TEACHER GRADE 12 - EULER
COOPERATING TEACHER
COOPERATING TEACHER
S. APHRODITE RAGUNJAN
S. APHRODITE RAGUNJAN