Department of Education

Region V
OSMEA COLLEGES
Masbate City

SCHOOL YEAR 2017-2018

Section 1117 MWF (7:00 8:00 pm)

Submitted by:

JAY ANN F. AONUEVO

BSED III Mathematics

Submitted to:

MARK CANTUBA
Instructor
 TABLE OF CONTENTS

Page

Title Page 1

Acknowledgement 2

Table of Contents

I. Statement of Purpose of the Portfolio

Student Intention of Making the Portfolio 3

II. Prayer of the Pre-Service Teacher 4A

III. Teachers Creed 4B

IV. Personal Educational Philosophy 5

V. Personal Reflection in the Field Study Experiences 7

VI. Personal Reflection in the Pre-Service Training 13

VII. Brief Description of the Site of Practice Teaching 14

Osmea Colleges, Mission and Vision, Philosophy 16

Osmea Colleges History 18

VIII. Sample Lesson Plan

Detailed Lesson Plan 20

Semi-detailed Lesson Plan 28
Brief Lesson Plan 30

IX. Synopsis of Professional Readings 32

X. Personal Career Plan 42

XI. Additional Entries

a) Application Letter
b) Field Studies Certificates of Completion
c) Certificates of Seminars Attended
ACKNOWLEDGEMENT 2

The successful of this project is my greatest gratitude, spent more time, for analyzing the
data is not easy. Construction of grammar and the punctuation is not a easeful task.

To my parents that always support me, to my friends Sunshine, Ericka, Ana Jean, Flora
Mae, Janice, Rufa Mae, Elliane, Katrina, Rose Ann and Patricia for always understand my
mood swing in times that Im tired of doing this project .I am very thankful that you always
give me your patient.

I would like to express my special thanks of gratitude to my teacher JESLENE LUPAGUE

as well as our Adviser in Mathematics Club who gave me the golden opportunity to do this
wonderful project on the topic which also helped me in doing a lot of Research and i came
to know about so many new things I am really thankful to them.

I have taken efforts in this project. However, it would not have been possible without the
kind support and help of many individuals and organizations. I would like to extend my
sincere thanks to all of them.

I am highly indebted to the College of Teacher Education for their guidance and constant
supervision as well as for providing necessary information regarding the project & also for
their support in completing the project.
I would like to express my gratitude towards my parents & member of Organization for
their kind co-operation and encouragement which help me in completion of this project.
I would like to express my special gratitude and thanks to industry persons for giving me
such attention and time.
My thanks and appreciations also go to my colleague in developing the project and people
who have willingly helped me out with their abilities.
I. STATEMENT OF PURPOSE OF THE PORTFOLIO 3

Student Intention of Making the Portfolio

Making this portfolio is not a easy task, my intention this is just to submit and
complete my requirements for the midterm examination that my perspective, but making
this I realize that the portfolio is the summary of the learning knowledge that you gained in
the last few years.

I developed this portfolio to help me understand, document, assess and enhance

teaching and learning in a course I taught in fall. It represents one version of what a
course portfolio can look like and what it can do to enhance teaching and learning. The
course portfolio is founded upon two central ideas. The first is that the primary aim of
teaching is to enhance students' learning, thinking and development. Teaching and
learning are interdependent endeavors, and to me it makes no sense to examine one
without examining the other. Therefore I have tried to make this a "learning-centered"
portfolio. The second idea is that a single course is an ideal context in which to explore
relationships between teaching and learning. Courses represent coherent entities in which
teachers integrate content and teaching practices to accomplish specific aims within a
particular time period.

Students' performance on the key assignments. The portfolio includes evidence of

students' learning and thinking, either examples or summaries of students' work. Ideally
these should represent qualitative differences among students' learning and thinking. For
instance, one might select several examples of particularly strong and weak work on an
assignment. Or, the teacher might summarize students' work on an assignment by
grouping it into broad categories that reflect important differences in the quality of learning
and thinking.

Student perceptions of teaching and learning. A course portfolio includes student feedback
about their experiences in the course. Students' observations and interpretations add a
critical dimension to course portfolios, and involve students in shaping the quality of
teaching and learning in the class.

Course summary. The course summary explains the extent to which students attained the
course objectives, and discusses what worked well and what could be done to improve
teaching and learning in the course. It is based upon the teacher's analysis of the portfolio
material collected over the semester.
II. PRAYER OF THE PRE-SERVICE TEACHER 4A

Help me to be a fine teacher, to keep peace in the classroom, peace between my

students and myself, to be kind and gentle to each and every one of my students. Help

me to be merciful to my students, to balance mercy and

discipline in the right measure for each student, to give genuine praise a s much as

possible, to give constructive criticism in a manner that is palatable to my students.

Help me remain conscientious enough to keep my lessons I am a teacher. always

interesting, to recognize what motivates each of my students, to accept my students

limitations and not hold it against them. I accept the challenge to be sagacious Help me

not to judge my students too harshly, to be fair to all, to be a good role model, but most

of all Lord, help me to show and tenacious in teaching every student your love to all of

my students. Amen, because I believe every child can learn.

III. TEACHERS CREED 4B

I believe that teaching is not a profession but a vocation, demanding dedication and
a deep sense of commitment. I believe that I am a co-worker with God, in the divine task
of molding and forming the young and growing minds and hearts entrusted to my care. I
believe that just as a lamp diffuses light, dispelling the surrounding darkness, so I too, as a
teacher, have to diffuse understanding, knowledge and love to my students dispelling the
darkness of ignorance and doubt. I believe that as a teacher molding children for the 21st
century, I must dare to be different in my methodology and approach, challenging their
intelligence, stimulating their curiosity, exciting their imagination, and inculcating in them
sound values. I believe that every child is special and must be treated as such. I believe
that I must honor and respect the implicit pleas of every child to me, his teacher, to
become what he can be.
I believe that I must not differentiate between my students, and that I must not show
any personal preferences or dislikes. I believe that I must not let my own problems,
frustrations and anxieties color and affect my work and my attitude towards my students. I
believe that I am the decisive element in the classroom. It is my personal approach that
creates the climate. It is my daily mood that makes the weather. I believe that as a
teacher I possess a tremendous power to make a childs life miserable or joyful.
I can humiliate,\ humor, hurt or heal, I believe that and in all situations, it is my
response that decides whether a crisis will be escalated, and a child humanized or
dehumanized. I believe that I must be courteous, humane and kind in all my dealings with
my colleagues and my students. I believe that I must cooperate with the management and
the authorities, respecting their decisions and rules, yet never hesitating to express my
own point of view. I believe that I may agree to disagree with the management, but always
doing so with frankness and sincerity instead of indulging in backbiting and destructive
criticism. .
I believe that although teaching may not hold out the promise of increasing
monetary gain to the same extent as other profession, its greatest reward is in the
appreciation and affection of my students and the good I do to them. I believe that having
willingly chosen to be a teacher, I must also be willing to respond sincerely with the effort,
dedication and zeal, that teaching demands and deserves.
IV. PERSONAL EDUCATIONAL PHILOSOPHY 5

My own philosophy of education is rather difficult for me to explain. There are many

parts of our educational system that I disagree with. The problem is that I see far too many

problems, yet offer few answers. Today's educational systems seem so trendy and

political. It almost seems like we should not get comfortable with any one way of doing

things because policies and procedures change so often. My own philosophy is one that

many people have heard of, "If it's not broken, then don't fix it!". This is simple, Upon

reading some of the different philosophical views towards education, I found many really

good ideas. Each philosophy is presented very attractively. And why not? The people who

set forth these particular ideas were very passionate about what they believed in.

Unfortunately, we could all debate about the different philosophical views of education until

we are blue in the face. This still doesn't actually make any one opinion, better than any of

the others. We all have opinions, what we need is common ground between them.

Hopefully, that is what my educational philosophy stands for.

The metaphysics, or nature of reality, of my philosophy starts with the subjects we

study in school. Subjects should be functional to today's world. Our educational system is

far more diverse today than it has ever been, and our subject matter should reflect that.

The reality of the subjects studied in school, should also reflect upon the reality in each

student's environment. Reality can change, because environments change. Textbooks

and literature become somewhat obsolete after a while because our culture changes so

rapidly. That is not to say that classic pieces of literature are not of use in the classroom,

but each literary product presented in the classroom should hold some information that is

relatively useful for all of the students.

V. PERSONAL REFLECTION IN THE FIELD STUDY EXPERIENCES 7

I realize the importance of the responsibilities I am to assume as a practice teacher

and the ever-present need for a high level of ethics to guide me in discharging these
duties. I believe in conducting myself accordingly with special attention directed to the
following relationships:
The Students
1. To accept students for who they are: as individual human beings of worth, with
purposes, interests, and needs.
2. To earn students' respect through genuine interest in them and their activities. 3. To
refrain from disclosing information about students obtained during practice teaching.
4. To foster critical thinking among students by examining facts and opinions on issues
without imposing personal opinions.

The Cooperating Teacher

1.To accept the cooperating teacher as a professional person giving of his/her time and
energy to help a practice teacher. To respect the cooperating teachers program, goals,
and practices, by striving to understand and support them.
2. To avoid emphasizing differences in philosophy and practices with the cooperating
teacher.
3. To secure approval of the cooperating teacher in advance of implementing practice
teachers plans and experimentation.
4. To initiate suggestions for self-improvement during evaluation sessions with the
cooperating teacher.
5. To keep the cooperating teacher informed of any personal or professional concerns that
might affect the students, faculty, and school.
6. To cooperate with the cooperating teacher on all activities arranged for my professional
growth.

The School and Community

1.To study and support school policies.

2. To discuss school matters only with persons (principals and other school personnel)
responsible for formulating and implementing school policies.
3. To avoid violation of community morals.
4. To refrain from unjustified or casual criticism of the school and community.
5. To follow school rules and expectations for professional conduct and dress.

The Dean and Program Advisers

1. To accept the Dean and Program advisers as a ZSCMST faculty concerned with
assisting the student teacher to have a successful practice teaching experience.
2. To seek the Dean or Program advisers suggestions for improving learning situations for
students and for implementing the practice teachers many activities in the school and
community.
3. To arrange and confirm a schedule that plans for personal conferences with the Dean or
Program advisers.
VI. PERSONAL REFLECTION IN THE PRE-SERVICE TRAINING 13

Although the definitions of reflection may vary, the ultimate goal of the process
involves the self as an active participant to examine dilemmas that emerge, and coupled
with personal values and beliefs, to make a judgment that requires an alternative solution
Similarly, reflective thinking is the process of making informed and logical decisions on the
educational matters, then assessing the consequences of those decisions Nature of pre-
service teacher reflection reported that teachers need to be equipped with the knowledge
and skills to respond effectively to dilemmas that may emerge in the classroom, but also to
be proactive in fostering their own learning to enhance their professional growth. While
reflective practice has emerged as a way to foster teachers problem-solving skills and
professional capacity, research has revealed the need for teacher preparation programs to
develop the skill of reflective thinking in pre-service explored the use of reflective writing
with 24 pre-service teachers to identify levels of reflection and the link to their teaching.
Results indicated that pre-service teachers reflections were primarily descriptive in nature
and some participants writing reflected a comparative or critical level. While some pre-
service teachers improved levels of reflection, their teaching behavior was not similarly
affected.

In a similar study, examined the influence of the field experience on the

development of 68 secondary pre-service teachers reflective practice. Findings indicated
that their reflections focused on prescribed aspects of teaching, commenting at a
superficial level, and few analyzed their learning through critical reflection. Researchers
have also explored pre-service teachers reflective practice through other means. For
example, developed a Guided Reflective Observation and Analysis Model to help pre-
service teachers develop their reflective thinking by linking theory to their practice

This includes pre-service teachers conducting classroom observations and then

reflecting on the application of theory in class through instructor-guided questions.
Furthermore, used action research as an approach to foster 27 pre-service teachers
reflective thinking and found that the majority of the participants favorably perceived the
process as a useful way to improve their reflection. Pre-service teachers reflective
practice must be facilitated, given the complex nature of teaching in diverse classroom
settings, as a springboard for ongoing professional reflection This practice has the
potential to enhance personal and professional capacity, to improve the ability to control
and to respond appropriately to the teaching context, to self-assess and make the
necessary adjustments, and to learn from unexpected events (as cited in

Reflection is critical for promoting growth in critical analysis of teaching,

systematically reflecting on self-development and on actions within classroom and work
contexts, and linking understanding with classroom practice,. In view of the current
research on reflective practice, the purpose of this study was to examine pre-service
teachers reflections about their praxis through blogging as a way to capture their thinking
about their growth and development. There is limited research that describes the use of
blogging as a tool to examine pre-service teachers pedagogical development and the
nature of their reflective practice about teaching and learning.
VII. BRIEF DESCRIPTION OF THE SITE OF PRACTICE TEACHING 14

Osmea Colleges, Mission and Vision, Philosophy 16

MISSION

With the aid of Divine Providence, Osmea Colleges provides relevant and innovative
academic programs and services, encourages intellectual discourse within the field of
academic excellence, adheres to and sustains the principle of productivity and self-
sufficiency; and translate development goals towards the attainment of a better quality of
life for all stakeholders.

VISION STATEMENT

Osmea Colleges, envisions to become a premier institution of learning, produces,

graduates eqquiped with knowledge, skills, and values who are responsive to the
challenges of the country and global community.

EDUCATIONAL PHILOSOPHY, GOALS AND OBJECTIVES

Guided by the philosophical framework of allowing critical thinking through the use of
reason, truth and passion for knowledge, Osmea colleges shall endeavor to.

1. Produce graduates who an integrate their knowledge, skills and values in their
service to God. Country and family
2. Program academic offerings and other services to ensure that graduates will be
able to provide for the basic needs of food , clothing, shelter, health care and
educational for their families
3. Contribute to the economic development, social intellectual, moral and scientific
progress of the community through relevant and accessible course offerings and
services;
4. Be an active promoter in the revival and preservation of desirable cultural heritage,
values practices and accessible traits and other distinctive features that compose
the Filipino national identity
5. Promote the advancement and spread of new knowledge through involvement in
research and linkages with research h through modern technology and provide
opportunities for freedom of inquiry and honest research in the field of learning
OSMEA COLLEGES: A Historical Perspective

Osmea Colleges stands as the realization of the dream of its founder, Dr. Anacleto R.
Pelio, Sr., to bring higher education within the reach of Masbateos, who could not afford
to send their children to other places for a college education.

The school was founded in June 1948, holding classes in a rented building, at the corner
of Mabini and Danao Streets in the capital town of Masbate. It was first known as Osmea
Junior College, and shortly thereafter changed to Osmea Colleges in honor of then
President Sergio Osmea, Sr. whose ideals, visions, and aspirations became the epitome
of what the school stands today.

The school initially offered education subjects leading to the Elementary Teachers
Certificate (E.T.C.) and Associate in Arts (A.A.).

In 1949, Osmea Colleges purchased an eight-hectare sprawling land where it

constructed an Administration Building, together with a Physical Education and Basketball
Court Plaza, to meet the increased enrolment of students.

In 1965, Osmea Colleges pioneered and operated the first Radio Station (DYVP) in the
province. It linked Masbate to the rest of the Philippine archipelago. It gave Masbateos
listening pleasure to music, culture and arts as well as giving them up to the minute
reports of news and events as it unfolds.

From its humble beginnings, offering courses in Teacher Education, Osmea Colleges
expanded to offer a complete basic
education (Elementary and High School) to cater to the needs of Masbates youth.

Among its tertiary course offerings to date include Liberal Arts with majors in Broadcasting,
Journalism, Mathematics, English, History, Political Science, Home Economics; Arts and
Sciences with majors in Accountancy, Business Administration, Entrepreneurship,
Criminology, Computer Education (One-Year Programming Course, Two-Year
Programming and Technology Course, Four-Year Computer Science Course; Short
courses in Computer Softwares, Business Bookkeeping, Accounting for non-accountants.

It also offers review class for Licensure Examination for Teachers (LET) and Criminology
Board Examination.

Osmea Colleges also boast of a strong Graduate School Program in Master of Arts in
Educational Management (M.A.Ed.), Master of Arts in Teaching (M.A.T.), Master in Public
Administration (M.P.A.), Master in Business Administration (M.B.A.), and a Post Graduate
Program in Doctor of Education (Ed.D.).

It is the first educational institution in the Province of Masbate that offered computer
science courses and access to internet for its students and faculty. Internet use is likewise
integrated in all courses offered in Osmea Colleges. Aside from its computer laboratory, it
has an Internet research center & wifi-zone available to its faculty and students.

Since 1948, the college has continued to expand and develop its facilities to keep up with
the latest educational and technological advancement within the reach of the Masbateos.

Osmea Colleges also operates RN 107.1 FM Station as part of its laboratory for
communication arts students.

18
 VIII. SAMPLE LESSON PLAN 20

Detailed Lesson Plan

I OBJECTIVES

At the end of the lesson, the students will be able to;

1. Define momentum
2. Identify the factors that affect momentum
3. Solve the value of unknown variables (p, m, v)

II SUBJECT MATTER

Topic : Momentum

Strategies : Inductive method

Decision making

Concepts:

Momentum is define as the product of mass and velocity which is p = mv. It is also define

as the difficulty of a body to undergo a sudden stop. The two factors that affect momentum

are mass and velocity.Based from the formula momentum (p) is directly proportional to

mass (m) and velocity (v)

References:

Physics Textbook: reprint edition 2007 2009

Exploring life through Science PHYSICS: Angelina A. Silverio

http://www.physicstutorials.org/home/impulse-momentum/momentum

III Materials

Visual materials, chalk/white board marker, activity sheet

IV Procedure

Teachers Activity Students Activity

Motivation

Class, what do you do when you are at I will not immediately obey my mother

the peak of your study or youre doing Ill first finish what Im doing.

something then suddenly your parent

called you?
What do you think would be the Because it is hard for us stop for what

reason/s why you will not immediately we are doing and especially when we

obey your parent? are already in the middle of it.

What you probably felt is called as

momentum.

Lesson Proper

In our todays lesson we will know and

understand what would be the meaning

of momentum in scientific way.

Awhile ago we said that what you felt is Momentum is the difficulty faced by an

momentum, now, based from your object/moving body to undergo sudden

experience what does momentum stop.

means?

Thats right.

Basically, momentum is affected my

two factors which are mass of the body

and its velocity.

Lets find out, again from your The harder to stop is the bicycle that

experience which is harder to stop the moves fast.

bicycle that moves slow or the one that

is fast?

What could be the factor that affects Velocity

the momentum of the bicycle?

Thats right

Now, Let us verify if mass really affects

momentum. I need a student that is

heavy and a student that is lighter and

2 volunteers that will stop them.

Which from your heavy and lighter The heavy classmate.

classmate is hard to stop?

Why do you think is the reason why Because he/she possesses a greater
he/she is hard to stop? mass.

What could be the mathematical p = mv

formula of momentum?

Now, for us to clearly understand the

mathematical view of momentum, lets

have this one

a=b/c

this equation shows the relationships of

the three variables involve.

What are the 3 variables involve? a, b and c

Correct, now, let us

relate a and b; b and c. If we are going

to look at its location as part of the

fraction, we can immediately

understand its relation from one Numerator

another. Lets start with aand b. If we

are going to look at it, in what part of a

fraction is a and b located?

Thats right.

Now, please keep this in mind that if 2

variables are in the same location as

parts of a fraction, then they are

directly proportional. What does it When one variable increases, the other

mean? one increases also.

Very good.

Then, with that, how can you a and b are directly proportional,

relate a and b? as aincreases b will also increases and

vice versa.

Very good.

Now, let us look at the other variables

we want to compare which is a and c.

Where is variable a located in the Numerator

fraction?

How about c? Denominator

Therefore, what conclusion can you As c increases, a will decrease, as s

make? decreases, a will increase.

Thats right.

Now, going back to our lesson

mathematically speaking momentum is

define as

p = mv

where p = momentum

m = mass

v = velocity

What conclusion can you make base Mass and velocity are directly

from the equation? proportional with momentum.

Thats correct.

Let us have an example,

Situation 1:

A ------------------------ v = 5 m/s

B ------------------------ v = 5 m/s

Which do you think will have greater The truck.

momentum or which will in return

harder to stop from its moving state?

Why? Because, in reality, a truck is more

massive than a bicycle. Thus, since we

know that mass is directly proportional

to momentum, well automatically know

 that the truck is harder to stop than a

bicycle as velocity will not affect the

momentum since it just equal in both

cases.

Very good!

Now, lets have another example. What

if

Situation 2:

A --------------------------- v = 2 m/s

B ---------------------------- v = 6 m/s

both have m = 15 kg

Object B.

Which possess greater momentum?

Why? Because object B moves in faster rate

than A, it will be another for

someone/something to stop object B.

What if, both the mass and velocity are Use the formula to calculate the

different? No quantity/variable is momentum.

constant in both cases?

Ok, if that is the case, we can use the

formula to calculate the value of

momentum. By the way, what is the kg m/s

unit of momentum?

Correct, since mass unit is kg and

velocity is in m/s, we can just combine

the 2 to have kg m/s.

 V - Generalization

What does momentum means?

Momentum is mathematically defined as the product of mass and velocity of a body

which is p = mv. Conceptually speaking momentum is the difficulty faced by a moving

body/object to undergo sudden jerk.

What are the factors that affect momentum?

Mass and velocity

What is the relationship of momentum to the mass and velocity

The mass and velocity are directly proportional to the momentum meaning

whenever one increases the other one will also increase and vice versa.

VI Evaluation/Activity

The students will be provided by an activity sheet to ponder their understanding on

the lesson and as well as evaluate.

VII Assignment

What is velocity and the relationship of the momentum?

SEMI DETAILED LESSON PLAN

I. Objectives

1. Discuss how forces: gravity and friction cause acceleration.

2. Define vocabulary.
3. Utilize technology to enhance learning.
4. Find out how to calculate speed.
5. Identify and describe situations with constant rates of change and compare them
6. Make and test predictions about step sizes and finish times.

Materials

Projector
Notes Handout
DVD from Book "Lesson 1 Motion, Forces and Energy", Smart Board, and
United Streaming clips

II. Procedures

A. Introduction-

To introduce this activity, ask two student volunteers to stand in front of the classroom to
physically demonstrate and discuss the results of each of the following scenarios:

1. Scenario #1: Two students start from the same position at one end of the classroom.
One student takes giant-steps while the other takes baby-steps. Each student takes one
step per second. Who gets to the other end of the classroom first? How many steps are
taken? Discuss the results.

2. Scenario #2. One student starts behind the other at the same end of the classroom,
both walking with equal stride and pace. Each student takes one step per second. Who
gets to the other end of the classroom first? How many steps does each student take?
Discuss the results. Ask students to predict the effect of changing the length of stride.

3. Instruct students that they will use Gizmos to learn about the relationship between
distance and time.

1.DVD Ch. 12 Lesson 1 Motion, Forces and Energy

2.Write Vocabulary for Lesson 1
3.Discovery Education clips on forces, motion and energy
4. In their notebooks, try their best to explain their walk from their last class to my class.
5.Share/Post on board

Weight and Force:

1. Why does everything fall down and what is mass?
2. What is gravity?
3. How much do you weigh? (force)

B. Development-

1. Distribute Gizmo handout to each group of students

2. Tell students that they will take turns using Gizmos.
3. Students will work in groups of two. One will be the mouse driver and the other the
reader/recorder for the group.
4. The "Mouse Driver" controls the action of the mouse and movement on the computer
screen.
5. The "Reader/Recorder" will read the directions from the activity sheet and record
observations while guiding the activity.
6. Partners should switch roles until all have moved the runner.

Part 2:

1. Demonstrate how to measure the speed of a marble.

2. Video game connections
3. Airplane connections

Part 3:

MASS!!!!
1. All objects have mass.
What is mass?
what is it measured in?

FORCE!!!!
2. Changes motion.
Size of acceleration depends on size of force.
Doubling force does what to acceleration
Doubling mass does what to acceleration.
Show equation force = mass x acceleration (f = ma), say what each is measured in.

GRAVITY!!!!
3. Change in weight due to gravity acceleration.
Gravity is attractive. The bigger the mass stronger attraction.
Earth is big enough to notice gravity (falling)
Weight is the force from f = ma where a is the acceleration due to gravity.

C. Practice-

1. Students will measure the speed of a marble by measuring the speed of a marble 10
times.
2. Allow students to explore the Gizmo by moving and pressing any buttons.
3. Begin the lesson with the Gizmo Warm-up Activity
4. Give examples using f = ma, changing all three concepts

D. Independent Practice-

1. Students will take notes on vocabulary.

2. Students will write a paragraph on coyote comparing how energy is like him.
3. Activity A- Learning about the runner's position
4. Activity B - Learning about the runner's direction and speed
5. Activity C - Learning about how to use two runners and two graphs

E. Accommodations (Differentiated Instruction)-

1. Students who need visual accommodations will sit in the front.

2. Students with learning disabilities will have text book high lighted and shortened
assignments.
3. Classic note taking
4. Descriptions through illustrations on the board
5. Video clip

F. Checking for understanding-

1. Discuss Vocabulary
2. Quiz on the clips
3. Discuss results of calculating marble speeds.
4. Active and fluid discussion in "their own words" regarding what was taught.
5. Questions or tasks that encourage students to reflect on their work
6. Worksheet questions and answers.

G. Closure-

1. Tell a Native American tale of how coyote changes forms as he wishes in order to be
another animal as a trickster. Students will relate the coyote to energy.
2. Ask students what was learned in class
3. Students reflect on their work

IV. Evaluation-

1. Quiz on Discovery Education clips.

2.Paragraph rubric.
3.How were students able to use Gizmo
4. What problems were encountered
 BRIEF LESSON PLAN

Student Objectives

Understand the difference between potential and kinetic energy.

Describe what causes variations in the amount of potential energy an object
has.
Apply knowledge of potential and kinetic energy to a real-world situation.
Materials

Elements of Physics: Energy, Work, and Power video

Computers with Internet access (for this lesson, every two students need a
computer)
Paper and pencils
Procedures

1. Ask students to write down on a sheet of paper what they think the following terms
mean: potential energy and kinetic energy. Then have students put the sheets away.
2. Tell students that during the lesson, they will work with a partner to design an online
roller coaster. To design a safe, fun ride, they need to know some basic facts about
potential and kinetic energy. Have students watch the segment "The Work of Energy," part
of the programElements of Physics: Energy, Work, and Power for background information.
3. Have a brief discussion about potential and kinetic energy. Develop a class
definition and write it on the chalkboard. Sample definitions are listed below.
o Potential energy: The energy of a an object at rest
o Kinetic energy: The energy of objects in motion
Divide students into pairs and have each pair sit in front of a computer. Direct
students to the following Web site: http://www.learner.org/exhibits/parkphysics/coaster/.
Tell students to follow the prompts to design a safe and exciting roller coaster ride. Ask
them to make decisions about the following:
o The height of the first hill
o The shape of the first hill
o The exit path
o The height of the second hill
o The loop
If students have trouble making decisions about each of these items, help
them get started by posing the following questions:
o Q: The more energy a roller coaster has at the beginning of the ride,
the more successful the ride. That means it needs to begin with a lot of potential
energy. What factor do you think affects the amount of potential energy the
roller coaster will have?
A: Height affects the amount of potential energy the roller coaster will have. So
the higher the hill at the beginning of the ride, the more potential energy the
roller coaster will have.
o Q: What do you think is the safest way to "come down" from the first
hill?
A: By following a slightly curved path, the roller coaster will move gently down
the hill.
 o Q: How do you think the roller coaster should exit from the first hill?
A: Just as a roller coaster needs a gentle descent, it also needs a gentle exit.
Because of the kinetic energy of the roller coaster, if it exited too quickly, it could
run off the track.
o Q: What do you think the height of the second hill should be?
A: To build up momentum for the rest of the ride, the hill should be fairly high.
The greater the height, the more potential energy builds up.
o Q: What shape do you think the loop should be?
A: As long as enough potential energy has built up so that the roller coaster has
enough energy to finish the ride, an elliptical loop is the safest option.

Give students time in class to build their online roller coaster. Ask them to
write down their choices on a sheet of paper and draw a picture of each element of their
roller coasters.

During the next class period, go over students' roller coaster designs. Have
each pair present their ideas and share their drawings. Gain class consensus on the most
exciting and safest roller coaster design.

Conclude the lesson by having each pair check their designs against the
safety inspection presented athttp://www.learner.org/exhibits/parkphysics/coaster/. If
students made mistakes, make sure they understand what they did wrong and how they
can correct their mistakes. Also, make sure students have a clear understanding of the
relationship between roller coaster rides and potential and kinetic energy.

Assessment

3 points: Students showed a clear understanding of the difference between potential and
kinetic energy; could describe accurately what causes variations in the amount of potential
energy an object has; and could accurately apply their knowledge of potential and kinetic
energy to a real-world situation.

2 points: Students showed a satisfactory understanding of the difference

between potential and kinetic energy; could describe somewhat accurately what
causes variations in the amount of potential energy an object has; and could
apply somewhat accurately their knowledge of potential and kinetic energy to a
real-world situation.
1 point: Students showed a weak understanding of the difference between
potential and kinetic energy; could not describe what causes variations in the
amount of potential energy an object has; and had difficulty applying their
knowledge of potential and kinetic energy to a real-world situation.
IX. SYNOPSIS OF PROFESSIONAL READINGS 32

Through exploring these various reading strategies I have learned that there is no right
or wrong approach to teaching reading. The real key is that as a reading teacher I need to
get to know my students and their needs and find out what approaches best fit their needs
and leaning styles. I also understand that I need to take into consideration the philosophy
of the school and my own philosophy of teaching reading in order to reach all of my
students.

Using data to drive instruction is also a key to student success. At the school where I
teach we use a multitude of standard assessments to drive instruction and gauge student
learning. In grade K-3 we use the STAR assessment and the eventual reading
assessment to figure out how to plan lessons that will meet the needs of students. We
also look at cumulative data to see where the students are gaining ground and where they
might have plateau. In grade 4-8 we predominantly use the STAR reading assessment to
provide personalized instruction for our students.

Through my exploration of these six reading strategies I have learned that in many
cases it will be important for me to combine multiple delivery methods in my class. For
example if a student is struggling and I am using a Basal Reading program, I might also
need to combine an intervention of Read Naturally 30 minutes 2 times per week to get
help the student grow adequately with reading comprehension and fluency. Technology
based reading strategies might be used the other way as well with students who are
reading above grade level and are in need of a challenge. As I teacher I have the
responsibility to make sure that they are still making growth and progress even if they are
above grade level. Programs such as DEPED and TESDA offer programs for students
and teachers so that students can challenge themselves while also working independently
and at their own pace. Teachers can monitor student growth and development as well
through these technology based programs.

Reading instruction and delivery methods can sometimes be a matter to trial and error.
As teachers assess their students they also need to evaluate their own practices
and gauge what strategies work for their students. If a strategy seems to be working than
stick with it, if students are not showing growth and progress through a specific approach
than it is the responsibility of the teacher to work to find the best delivery method for the
students.

X. PERSONAL CAREER PLAN 42

The past three and a half years have been out of this world. Ive learned so
much -- as a student, as a teenager, , and just in general, as a person. I have
developed new skills and abilities, exercised old ones, and more importantly, I
had fun while doing it. While learning so much about myself and others, I
developed aspirations about my future, and over the past semester, I have made
plans to achieve and complete my aspirations and dreams.
Since freshmen year, I have involved myself in activities that lasted almost all
of high school. Over the past four years Ive immersed myself in Mathematics
club, Be the Change, and leadership. Ive taken dance classes, choir, and a
class on computers. I participated in the link crew program. And in between all
these, I maintained a B average. Over the past four years I have built up skills
and abilities that include: time-management, communications, calligraphy,
music, dance, acting, directing, mentoring, and peer-tutoring.
For my future, I know what I want to and will do, but I am not quite sure as to
how to go about it. I intend to earn a Bachelor of Secondary Education Major in
Mathematics Overall, this process will take around 3 years. By next year, I
hopefully will be a full time student at Osmena Colleges beginning my
bachelors degree..
To achieve my short- and long-term goals, I have a general plan. The rest of
this year will most likely be filled with scholarship applications in between class
activities and assignments. In a financial aspect, However, for personal
satisfaction, I aim to go straight to the university.

Overall, high school has prepared me for college and my future in ways I
didnt think about until I was supposed to speculate on them. Between all the
extra-curricular activities I participated in and trying to keep my grades up, I
developed skills I know will come in handy in college and thereafter. My future
plans are clear to me, and I have no qualms about doing what I need to do to
achieve my goals.
XI. ADDITIONAL ENTRIES

Application Letter

Republic of the Philippines

Department of Education
Region V
OSMEA COLLEGES
Masbate City

MR. WILFREDO M. PELINO

President
Osmea Colleges

Sir;

I wish to apply the position of secondary school mathematics teacher, with my burning
desire to teach the learners and shared my knowledge.

This is to forward my application for a teaching position in your school. I am very pleased
and interested to impart my knowledge that I have gained in order to enhance the
students efficiency and capability.

I am a graduate of Bachelor in Secondary Education Major in Mathematics in your

institution. My Off Campus Training and various tutorial programs I attended hone my
ability in organizing students and at the same handling classroom management. I am
confident enough that I could contribute to the best of my ability to the schools vision of
producing excellent quality students and graduates.

Attached is my resume for your reference. Should you find my qualifications adequate, I
am willing to call up for an interview at your most convenient time.

Thank you. Looking forward to work with the people in your respective institution and with
this, rest assures of my highest competence and dedication to this noble task.

Sincerely yours,
JAY ANN F. AONUEVO
Applicant