Practice Teaching Portfolio Ep5
Practice Teaching Portfolio Ep5
Episode 1
Your Target
At the end of this activity, you will be competent in identifying and classifying
resources that facilitate teaching and learning processes.
Your Map
It will be an interesting journey to the world of educational technology. A chance
to visit and observe a learning resource center of a school will start you off.
Your Tools
As you visit and observe the learning resource center, use activity forms provided
for you to document your observations. Ask the assistance of the one manning the center
courteously.
25
After you have observed, classify the resources available in the learning resource
center. Please use the activity form provided for you.
Name of Center Observed: Calbayog City National High School (Main Campus)
Date of Observation: August 25, 2017________________________________
Name of Observer: Arnel A. Trinidad_________________________________
Course/Year/School: BSED- Biosci_______________________________________________
Impression:
Your Analysis
Yes, all equipment are properly arranged according their functions and if its
functioning well. The computers arranged in a long table together with mouses
and below you can find the CPU. Rules and regulations are highly implemented
inside the computer laboratory.
26
2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
Yes, they are easy to access to the materials since everyday theres a students
inside the computer laboratory the teachers are everyday utilizing also.
The main campus don’t have learning resource center they are planning to build
one but they have computer laboratory where compose of many computers and
the strength of this facility are:
1.) It helps the student to use the computers for efficient learning process.
2.) It helps also to explore computer concepts.
For a better computer learning center it should provide wide spaces enough to
passed in every corner since the facility don’t have any air conditioning unit. This
condition may damage the computers. Because of that students may linit their
gestures and they would feel uncomfortable inside.
Considering the number of students that main campus had, approximately Four
thousands students, the school should provide a wide space or the should build
one building for another computer laboratory and also provide air conditioning
unit to make every equipment functional in a long period of time.
Your Reflections
1. Which of the materials in the learning resources caught your interest the most? Why?
The computer facility, because of our modern day students now are more engaged to
the computer and they find it interactive so if we use this the students may learn
faster and interact to the various learning activities provided. The advantage of main
campus that all of their students are widely engaged to this equipment unlike to other
school.
27
4. Read an article about your answer in number 3. Paste a copy of the article here.
Educators know that there is nothing so personally and professionally degrading than the
sight of the garbage cans overflowing with discarded student work on the last day of school.
I have often asked myself whether we are doing all we can as professional educators to
ensure that our students get the most of their education. A garbage can full of tangible
examples of student learning seems to do nothing but suggest otherwise.
In my first six years of teaching middle school science I often asked myself questions such
as, What exactly do my students remember from my science class? How can I get my
students to be better learners in general? How can I get students to see the inherent link
between emotion, personal connections, and learning? How can I better differentiate
assignments to meet the unique developmental needs of a wider base of my middle school
science students? How can I get away with using less paper? The answer to my questions
came at the beginning of my seventh year when I was introduced to Jocelyn Young’s
publication Science Interactive Notebooks in the Classroom (Young 2003). I interpreted her
methodology and tailored the notebook concept and setup to my own teaching style and the
inquiry-based Carolina Science and Technology Concepts for Middle Schools (NSRC 2000)
modules used by my district. These modules emphasize the process of focusing, exploring,
reflecting, and then applying as a systematic means of students conducting inquiry-based
learning, and the interactive science notebook is an excellent way of promoting that model.
The interactive science notebook (ISN) is a perfect opportunity for science educators to
encapsulate and promote the most cutting-edge constructivist teaching strategies while
simultaneously addressing standards, differentiation of instruction, literacy development,
and maintenance of an organized notebook as laboratory and field scientists do. Students
then have a packaged notebook representing all of their learning throughout the year.
When setting up the notebook, students are required to label and date each page based on
the assignment or lesson. Handouts can be cut and taped to pages, or taped so they flip up
as pages of a clipboard notebook might. The first page of the notebook is skipped and is
used by me to indicate scores for notebook assessments. At the end of the year a student
generates a condensed foldout table of contents to be taped to that front page. Students cut
and tape an assessment rubric (see Figure 1) to the inside cover of the notebook for quick
and easy reference for both the student and teacher. The rubric is used for assessments
throughout the year, and each point is assessed with a different color marker to show trends
in performance from one notebook check to another. I collect the notebooks at the end of
each marking period for a 60-point score.
28
29