fs 3 manual

Field Study 3 Portfolio

Submitted to:Faculty of the BTTE Program

COLLEGE OF TECHNOLOGYUniversity of Southeastern Philippines

Obrero Campus, Davao City

In Partial Fulfillment of the Requirements in FS 3

Microteaching and the Use of TechnologyBachelor of Technical Teacher Education

Major in Electronics Technology

by:MARLOU M. SALUBRE JR.

Pre-Service Teacher

October 00, 2013

Republic of the PhilippinesUniversity of Southeastern Philippines

COLLEGE OF TECHNOLOGYObrero Campus, Davao City

Field Study 3 Portfolio

Submitted to:Faculty of the BTTE Program

COLLEGE OF TECHNOLOGYUniversity of Southeastern Philippines

Obrero Campus, Davao City

In Partial Fulfilmentof the Requirements in FS 3

Microteaching and the Use of TechnologyBachelor of Technical Teacher Education

Major in Electronics Technology

by:MARLOU M. SALUBRE JR.

Pre-Service Teacher

October 00, 2013

Acknowledgment

Table of Contents

Title Page ……………………………………………………………..

Acknowledgement ……………………………………………………………..

Table of Contents ……………………………………………………………..

VMGO ……………………………………………………………..

Philosophy of Education ……………………………………………………..

Resume ……………………………………………………………..

Transmittal Letter ……………………………………………………………..

Statement of Purpose …………………………………………………

Personal Reflection …………………………………………………

My Field Study 3 Portfolio

Episode 1 …………………………………………………

Episode 2 …………………………………………………

Episode 3 …………………………………………………

Episode 4 …………………………………………………

Episode 5 …………………………………………………

Episode 6 …………………………………………………

Episode 7 …………………………………………………

APPENDICES

Clearance Form …………………………………………………

Certificate …………………………………………………

My Daily Journals …………………………………………………

My Cooperating School …………………………………………………

Vicinity Map …………………………………………………

Daily Time Record …………………………………………………

VISION

A premier University in the ASEAN Region

By becoming a premier university in the ASEAN Region, the University of

Southeastern Philippines shall be a center of excellence and development,

responsive and adaptive to fast-changing environments. USEP shall also be

known as the leading university in the country that fosters innovation and

applies knowledge to create value towards social, economic, and

technological developments.

MISSION

USEP shall produce world-class graduates and relevant research and

extension through quality education and sustainable resource management.

Particularly, USEP is committed to:

Provide quality education for students to grow in knowledge, promote

their well-rounded development, and make them globally competitive in

the world of work.

Engage in high impact research, not only for knowledge’s sake, but

also for its practical benefits to society

Promote entrepreneurship and industry collaboration.

CORE VALUES

The University of Southeastern Philippines (USeP) is a community of

scholars that values:

Unity

Stewardship

Excellence

Professionalism

As a Learning Organization, we shall

demonstrate PROFESSIONALISM in all our

dealings promote UNITY among us and our stakeholders harness

STEWARDSHIP in managing our resources in order to exemplify

EXCELLENCE in Instruction, Research, Extension, Production, and

Development.

CT GOALS

To produce technician graduates with marketable skills and potentials

for growth to address the manpower needs of business and industry.

To produce occupationally and professionally prepared teachers and

specialists in vocational technical education.

To engage in production activities that will enhance the development of

knowledge, skills and capabilities for entrepreneurial endeavors or self-

employment among graduates.

To provide professional services to industries, technical and vocational

schools, professional organizations and other agencies, in upgrading

and developing existing technical and supervisory manpower.

To integrate research and extension programs in collaboration with

other institutions primarily for the development in the region.

BTTE OBJECTIVES

The Bachelor of Technical Teacher Education graduates can:

1. Apply technical teaching competencies in a globally competitive world.

2. Facilitate learning opportunities to meet current and emerging

educational needs.

3. Apply research methodologies for the improvement of instruction.

4. Exhibit innovativeness and versatility in an ever-changing educational

environment.

5. Lead in the implementation of community development programs and

linkages.

6. Demonstrate and practice the professional and ethical requirements of

the teaching profession.

Philosophy of Education

Marlou M. Salubre Jr.

jhay

09485413889/[email protected]

Personal Information

Date of Birth: October 21, 1993 Place of Birth: Southern Leyte

Civil Status: Single Gender: Male

Weight: 60 kls. Height: 5”3’

Religion: IFI Citizenship: Filipino

Father’s Name: Marlou A. Salubre Occupation: Laborer

Mother’s Name: Juvy M. Salubre Occupation: Housewife

Educational Attainment

Elementary: Tuno Elementary School, San Francisco So. Leyte

Secondary: MNHS, Marayag San Francisco So. Leyte

College: University of Southeastern Philippines , Bo. Obrero Davao City

Course: Bachelor of Technical Teacher Education - Electronics

Certificates

Computer Literacy and Development Program

Computer Hardware Servicing NCII

Republic of the PhilippinesUniversity of Southeastern Philippines

COLLEGE OF TECHNOLOGYObrero Campus, Davao City

October 00, 2013

DR. ROMEL V. GADORDeanThis College

Thru:

PROF. RUSHDEE M. CUBIANBTTE Program HeadThis College

Sir:

The accompanying portfolio, entitled “Microteaching and the Use of

Technology Portfolio”, is hereby submitted in accordance with the

requirements of the FS 3– Field Study 3subject of the BTTE Program this First

Semester, SY 2013 -2014. May this merit your favorable approval.

Sincerely,

MARLOU M. SALUBRE JR.Pre – Service Teacher

Noted by:

DR. NORMAN O. BLANCIA FS/Practicum Coordinator

Statement of Purpose

Personal Reflection

My Field

Study 3 Portfolio

Microteaching and the Use of Technology

Credit: 1 unit

Duration: 17 hours

COURSE DESCRIPTION

This course is designed to enrich the student’s experiences in developing and utilizing the appropriate technology to facilitate learning. It also provides exposure and hands-on opportunities in the use of information and Communications Technology (CT).

Field Study 3 can be anchored on the following Professional Education subjects:

Educational Technology 1 Educational Technology 2

GENERAL OBJECTIVES

1. Select the teaching materials that best suit the needs of the

learners

2. Apply the principles of developing instructional materials

3. Develop and utilize instructional materials appropriate to a

chosen subject area

SUGGESTED ACTIVITIES

FOCUS SPECIFIC TASKS

LEARNING EVIDENCE

DOMAIN NCBTSCOMPETENCIES

The School’s Learning Resources

Episode 1NAME AND TELLMake an ocular visit to the learning resource center of a school (media center, AVR, computer room, library, internet facilities, resource center)

An Inventory and classification of Learning Resources

Curriculum Identifies and classifies resources that facilitate teaching and learning processes

3FS

syllabus

Make an inventory of its available learning resourcesClassify them according to their functions and characteristics

Bulletin Board Displays

Episode 2MY ‘IN’SIGHT & BOARDWORK

Look around a school for bulletin board displays.Evaluate the display.

Propose enhancements to make the display more effective.

An Evaluation Report on Viewed Bulletin Board Displays

A Proposed Bulletin Board Design Enhancement

Curriculum Appraises the effectiveness of displays as learning resources

Designs a bulletin board display

Utilization of Teaching Aids

Episode 3SEE AND SAY

Observe a class on its regular schedule.Note down the various teaching aids that were utilized in the teaching-learning processes.Comment on the appropriateness of the teaching aids to the learning tasks.

A List of Teaching Aids that were utilized Comments on the appropriateness of the Teaching Aids

Curriculum Determines the appropriateness of teaching aids to learning tasks.

A Teaching Aids Bank

Episode 4AID BANK

Decide on a specific content area (i.e., your major field, area of concentration) or theme.

Teaching Aids

Curriculum Prepares instructional materials that are appropriate to the learning content.

Develop a pile of each of these teaching aids:FlashcardsWord cardsPicturesCut-outsTransparenciesOthers

Organize them in a box.

A Compilation of

Classroom Handouts

Episode 5PAPER WORKS!

Prepare handouts for a selected topic (i.e., flowcharts, schema, and graphic organizers).Describe your handoutsPresent it to your FS Teacher before reproducing it.

Sample Classroom Handouts

A Description of the Classroom Handouts

A Slide Presentation

Curriculum

Presents instructional materials that are appropriate to the learning content.

Slide Presentation

Episode 6 SLIDESHOW BIZ

Select a topic or subject matterDevelop a slide presentation to support a learning activity on the topic (using transparencies, still slides, or relevant computer programs)Try out your

on a Selected Topic

A Narrative on the Strengths and Weaknesses of the Materials Developed

An Evaluation

Curriculum Develops and utilizes materials which involve students in meaningful learning.

Recognizes strengths and weaknesses of slide presentations in facilitating teaching-learning process.

presentation to a group of learnersLet the learners evaluate your presentationWrite a narrative pointing out the strengths and weaknesses of your presentation.

Report

On-Line Learning

Episode 7MY E-WORLD

Observe a class. Take note of the topic being presented.Surf the net to find site that provide support materials and/or interactive programs on the topic.Evaluate the materials/program.

On Visited Websites

Curriculum Determines appropriateness of the internet resources to the learning tasks.

Note: The Field Study Teacher may decide:

1. To choose all or any of the suggested activities. However. “The School’s Learning Resources” Activity is required as preparatory task of the course.

2. On the mode of implementing the tasks (i.e., individually, dyad, or by group).

3. On the time allotment for each activity to sufficiently cover the 18-hour requirement of the course.

FS 3EPISODE 1

THE SCHOOL’S LEARNING RESOURCE CENTER

Name of FS Student: ___________________________________________________________

Course: ____________________________ Year & Section: _________________________

Resource Teacher: __________________ Signature ___________ Date: ________

Cooperating School: ___________________________________________________________

At the end of this activity, you will be competent in identifying and classifying resources that facilitate teaching and learning processes.

My performance (How I Will Be Rated)

Field Study 3, Episode 1 – The School’s Learning Resource CenterFocused on: Identifying and classifying resources that facilitate teaching and learning processes

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

Observation/ Documentation:

All tasks weredone with outstanding quality; work exceeds expectations

4

All or nearly all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with poor quality

1My Analysis Analysis

questions were answered completely; in

Analysis questions were answered completely

Analysis questions were not answered completely.

Analysis questions were not answered.

My Target

depth answers; thoroughly grounded on theorist\-Exemplary grammar and spelling.

4

Clear connection with theories

Grammar and spelling are superior.

3

Vaguely related to the theories.

Grammar and spelling acceptable.

2

Grammar and spelling unsatisfactory.

1

My Reflection Reflection statements are profound and clear, supported by experiences from the episode.

4

Reflection statements are clear, but not clearly supported by experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the episode.

2

Reflection statements are unclear and shallow and are not supported by experiences from the episode.

1

My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated,

4

Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations.

3

Portfolio is incomplete; supporting documentation is organized but is lacking.

2

Portfolio has many lacking components; is unorganized and unclear.

1

Submission Before deadline

4

On the deadline

3

A day after the deadline

2

Two days or more after the deadline.

1Sub Totals

Over-all Score Rating: (Based On transmutation)

Signature of FS Teacher Date above Printed Name

Transmutation of score to grade/rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81

18-19 - 1.25 - 96 11 - 2.75 - 78

17 - 1.5 - 93 10 - 3.00 - 75

16 - 1.75 - 90 8-9 - 3.5 - 72 and

15 - 2.00 - 87 7-below - 5.0 - below

14 - 2.25 - 84

An Observation Guide for aLEARNING RESOURCE CENTER

1. Go around the LRC.2. See what learning resources are present.3. Examine and describe how the materials are arranged and how they are

classified. Are they free from dust and moisture? Are they arranged for easy access?

4. Read the guidelines/procedures for borrowing of materials. Are these guidelines/procedures posted or available for the users to refer to?

5. Familiarize yourself with the guidelines and procedures. You may choose to take photos of the center (if allowed).

Name of Center Observed: Date of Observation: Name of Observer: Course/Year/School:

List of Available Learning ResourcesAvailable Learning Resources

(Enumerate in bullet form)Characteristics and Unique

CapabilitiesTeaching Approaches where the Resource is Most Useful

My Tools

Name and Signature of Observer:

Name and Signature of the Learning Resource Center in-charge:

Were the learning resources/materials arranged properly according to their functions and characteristics?

Do the guidelines and procedure facilitate easy access to the materials by the teachers? Why? why not?

What are the strengths of this Learning Resource Center?

My Analysis

What are its weaknesses?

What suggestions can you make?

1. Which of the materials in the Learning Resource Center caught your interest the most? Why?

2. Which gadgets/materials are you already confident to use/operate?

3. Which ones do you feel you need to learn more about?

My Reflections

Paste an article about an example of technology gadget/material that you want to learn more about. How can this gadget/material be useful in instruction/teaching?

My Portfolio

The coolest Tech Gadgets for Teachers

Why use gadgets for teaching?

The possible drawbacks of gadgets in classrooms

FS 3EPISODE 2

BULETIN BOARD DISPLAYS





At the end of this activity, you will be competent in appraising the effectiveness of display boards as learning resources.

My performance (How I Will Be Rated)Field Study 3, Episode 2 – Bulletin Board DisplaysFocused on: Appraising the effectiveness of display boards as learning resources

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1


All tasks were done with outstanding quality; work exceeds expectations

4


3


2



questions were answered completely; in depth answers; thoroughly grounded on theorist\-Exemplary



Grammar and

Analysis questions were not answered completely.Vaguely related to the theories.

Grammar and spelling



My Target

grammar and spelling.

4

spelling are superior.

3

acceptable.

2 1My Reflection Reflection

statements are profound and clear, supported by experiences from the episode.

4


3


2


1


4


3


2


1

Submission Before deadline

4

On the deadline

3


2


1Sub Totals





20 - 1.0 - 99 12-13 - 2.50 - 81

18-19 - 1.25 - 96 11 - 2.75 - 78

17 - 1.5 - 93 10 - 3.00 - 75

16 - 1.75 - 90 8-9 - 3.5 - 72 and

15 - 2.00 - 87 7-below - 5.0 - below

14 - 2.25 - 84

OBSERVATION REPORT

Name of the School Observe:

Location of the School:

Date of visit:

My Tools

An Observation Guide for BOARD DISPLAYS

1. Go around the school and examine the board displays. How many board displays do you see?2. Where are the display boards found? Are they in places where target viewers can see them? 3. What are the displays about? What images and colors do you see? How are the pieces of

information arranged? 4. What materials were used in making the displays? Are boarders used?5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)6. Are the messages clear and easily understood?7. You may choose to take a photo of the display board (if allowed).

BOARD DISPLAY THAT I GOT MOST INTERESTED

BOARD DISPLAYS EVALUATION FORM1

Topic of the Board Display: Location of the Board Display in School: Check the column that indicated your rating. Write comments to back up your ratings.

4 – Outstanding 3 – Very Satisfactory 2 – Satisfactory 3 – Needs Improvement

Criteria NI1

S2

VS3

O4

Comments

Effective CommunicationConveys the message quickly and clearly

The message was conveyed quickly but other materials posted are not related to the theme

AttractivenessColors and arrangement catch and hold interest.

The colors used in the board display is enough to attract the viewers

BalanceObjects are arranged so stability is perceived.

The materials are organized and well-arranged

UnityRepeated shapes or colors or use of borders holds display together.

There is consistency in the shapes , borders, and how the materials are being cut

InteractivityThe style and approach entice learners to be involved.

The approach is not so appealing for a grade 2 level

LegibilityLetters and illustrations can be seen from a good distance.

Letters and illustrations are legible

CorrectnessFree from grammar errors, misspelled words, and ambiguity.

The board display was outstanding because it is free from grammar errors and misspelled words

DurabilityWell-constructed, items are securely attached.

The durability of the materials are excellent because it was well attached

1Based on the Guidelines for Designing Instructional Materials, in Instructional Technology for Teaching and Learning, Newby et. Al, 1996.

An Evaluation Report of a Bulletin Board(Option 2)

Bulletin Board Evaluated by:Location:Brief Description of the Bulletin Board:

EVALUATIONStrengths Weaknesses

Description of the Bulletin Board lay-out

Evaluation of educational content, and other aspects:

Recommendations or Suggestions for improvement:

Signature of Evaluator over Printed Name:

My Analysis

Did the board display design reflect the likes/interests of its target audience? Why? Why not?

Was the language used clear and simple for the target audience to understand? Why? Why not?

What do you think was the purpose of the board display? Was it effective? Why? Why not?

What suggestions can you make?

My Proposed Board Display

Theme:

Board Title:

Rationale:

Objective:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needed resource and give each a brief description):

Materials for aesthetic enhancement:

My Board Display Lay-out

My Portfolio

1. Name at least 5 skills that a teacher should have to be able to come up with effective board displays. Elaborate on why each skill is needed.

2. Which of the skills you named on # 1 do you already have? Recall your past experiences in making board displays. How do you practice these skills?

3. Which skills do you need to develop? What concrete steps will you take on how you can improve on or acquire these skills?

My

FS 3EPISODE 3

SEE AND SAY (UTILIZATION OF TEACHING AIDS)





At the end of this activity, you will gain competence in determining the appropriateness of teaching aids to learning tasks.

My Performance (How I will be rated)

Field Study 3, Episode 3 –See and say (Utilization of Teaching Aids)Focused on: The appropriateness of teaching aids to learning tasks.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1


All tasks were done with outstanding quality; work exceeds expectations

4


3


2


1My Analysis Analysis questions

were answered completely; in depth answers; thoroughly grounded on theorist\-Exemplary grammar and spelling.

4




3



2



1My Reflection Reflection statements

are profound and clear, supported by experiences from the

Reflection statements are clear, but not clearly supported

Reflection statements are shallow; supported by

Reflection statements are unclear and shallow and are

My Target

episode.

4

by experiences from the episode.

3

experiences from the episode.

2

not supported by experiences from the episode.

1


4


3


2


1Submission Before deadline

4

On the deadline

3


2


1Sub Totals





20 - 1.0 - 99 12-13 - 2.50 - 81

18-19 - 1.25 - 96 11 - 2.75 - 78

17 - 1.5 - 93 10 - 3.00 - 75

16 - 1.75 - 90 8-9 - 3.5 - 72 and

15 - 2.00 - 87 7-below - 5.0 - below

14 - 2.25 - 84

Class Observation Guide

Read the following statements carefully before you observe.

1. What is the lesson about?

2. What visual aids/materials/learning resources is the teacher using.

3. Observe and take notes on how the teacher presents/uses the learning

resources.

4. Closely observe the learners response to the teacher's use of learning resources.

Listen to their responses. What do their responses indicate? Do their responses

show attentiveness, eagerness and understanding?

5. Focus on their non-verbal responses. Are they learning forward showing their

interest on the lesson and the materials? Are they looking towards the direction

of the teacher and the materials? Do their actions show attentiveness, eagerness

and understanding?

My Tools

UTILIZATION OF TEACHING AIDS FORMSGrade or Year Level of Class Observed:

Date of Observation:

Subject Matter:

Brief Description of Teaching Approach Used by the Teacher:

Teaching Aids used

(Enumerate in bullet

form)

Strengths Weakness

Comments on

Appropriateness of the

Teaching Aids used

My Analysis

What do you think prompted the teacher to choose the materials/learning resources that she/he used?

What difficulties, if any, did the teacher experience? How can this be managed?

Over-all, were the learning resources/ materials used effectively? Why? Why not?

Put yourself in the place of the teacher. What would you do similarly and what would

you do differently if you would teach the same lesson to the same group of students?

Why?

My Analysis

My Reflections

Include here picture/illustration of the materials used by the teacher. Put your

comments/ annotations about what you observed.

My Portfolio

FS 3EPISODE 4

TOOLS OF THE TRADE (TEACHING AIDS BANK)





At the end of this activity, you will gain competence in preparing instructional materials that are appropriate to the learning content.


Field Study 3, Episode 4 – Tools of the Trade (Teaching Aids Bank)Focused on: Preparing instructional materials that are appropriate to the learning content.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2



questions were answered completely; in depth answers; thoroughly grounded on theorist\-Exemplary grammar and spelling.

4




3



2



1My Reflection Reflection

statements are profound and clear, supported by experiences

Reflection statements are clear, but not clearly supported by experiences

Reflection statements are shallow; supported by experiences from

Reflection statements are unclear and shallow and are not supported by

My Target

from the episode.

4

from the episode.

3

the episode.

2

experiences from the episode.

1


4


3


2



4

On the deadline

3


2


1Sub Totals





20 - 1.0 - 99 12-13 - 2.50 - 81

18-19 - 1.25 - 96 11 - 2.75 - 78

17 - 1.5 - 93 10 - 3.00 - 75

16 - 1.75 - 90 8-9 - 3.5 - 72 and

15 - 2.00 - 87 7-below - 5.0 - below

14 - 2.25 - 84

An Observation/ survey Guide

1. Are these learning resources useful for your topic in the resource center you visited?2. Are the available materials appropriate for your target grade/year level?3. List down those that can be useful for your topic.4. What other materials can you make? (Like flash cards, poster, cut-outs, transparencies, etc.)?

Observational Notes

Name of School Observed: Location Of the School: Date of Visit:

Give at least three benefits of doing a survey of available materials before making your own materials? Explain each.

1. Accuracy of information by the availability of the learning resources/materials.

2. Appropriateness of learning strategies based on the available materials.

3. Effectiveness of the medium to be use I teaching.

My Tools

My Analysis

1. Which of the materials did you like making the most? Why?

2. What difficulties, if any, did you encounter in making the materials? How did you overcome them?

3. What tips can you give teachers regarding preparation of teaching materials?

My Reflections

HISTORY(Networking)

Specific Content Area

Learning Resource on a Specific Content Area

Use this graphic organizer to present the learning resources relevant to the topic chosen. On the line inside the box, indicate if the resource is already AVAILABLE, MAY BE PURCHASED, OR WILL BE MADE( by you, of course!)

TOPIC : Yearlevel:

AVAILABLE

_______________

ComputerAVAILABLE

________________

Overhead Projector

MAY BE PURCHASED

________________

Posters

AVAILABLE

_________________

TV Monitor/ Audio –

WILL BE MADE

________________

Cut-outs

WILL BE MADE

_________________

Timeline

AVAILABLE

______________

Chalkboard

MAY BE PURCHASED

_______________

Flash cards

My Portfolio

FS 3EPISODE 5

PAPER WORKS! (PREPARING HAND-OUTS)







Field Study 3, Episode 4 – Tools of the Trade (Teaching Aids Bank)Focused on: Preparing instructional materials that are appropriate to the learning content.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2




4




3



2








My Target

4 3 2 1


4


3


2



4

On the deadline

3


2


1Sub Totals





20 - 1.0 - 99 12-13 - 2.50 - 81

18-19 - 1.25 - 96 11 - 2.75 - 78

17 - 1.5 - 93 10 - 3.00 - 75

16 - 1.75 - 90 8-9 - 3.5 - 72 and

15 - 2.00 - 87 7-below - 5.0 - below

14 - 2.25 - 84

Hand-out Planning Guide

1. What topic do I like to work on?

2. For what grade or year level is my handout?

3. What components do I include in my outline?

4. What type of graphic organizers/flow-charts/schemas do I need to use?

5. What references do I use?

Hand-out Plan

Subject matter:

Grade/Year level:

Outline:

I. INTRODUCTORY ACTIVITY

II. PRESENTATION

ADOBE FLASH

Flash Workspace

Stage

Tools Panel

Frames and Key frames

Layers

Symbols and Libraries

Animation with Tweeting

Motion Tweeting

III. CLOSING ACTIVITY

Type of Graphic Organizers/flow-chart/schema to use:

References:

After working on your handouts, answer the following question:

What are the good features of a handout?

Which of these features are present in the handout I made?

Which features are not present in the handout I made?

My Analysis

1. What difficulties if any, did you encounter in making the handouts? How did you

overcome them?

2. What tips can you give teachers regarding preparation of handouts?

My Reflections

Outline:

I. INTRODUCTORY ACTIVITYII. PRESENTATION

My Portfolio

FS 3EPISODE 6

SLIDE SHOW BIZ (SLIDE PRESENTATION)




Cooperating School: __________________________________________________________ _



Field Study 3, Episode 6 – SLIDESHOW BIZ (Slide Presentation)Focused on: Developing and utilizing materials which involve students in meaningful learning.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2




4




3



2





4


3


2


1

My Target


4


3


2



4

On the deadline

3


2


1Sub Totals





20 - 1.0 - 99 12-13 - 2.50 - 81

18-19 - 1.25 - 96 11 - 2.75 - 78

17 - 1.5 - 93 10 - 3.00 - 75

16 - 1.75 - 90 8-9 - 3.5 - 72 and

15 - 2.00 - 87 7-below - 5.0 - below

14 - 2.25 - 84

Slide 2 Slide 3 Slide 4

My Analysis:

Title of my Presentation:

Objectives:

Subject Matter/Topic: Animation

Enhancements (check appropriate box):

Graphics Music Hyperlink

Animation Voice Narration others, please specify

Sound affects Stylish fonts -------------------

Description of Appropriate Use:

Presentation storyboard:

My Tools

What are the good features of a slide presentation?

Which of these features are present in the slide presentation you made?

Which features are not present in the slide presentation you made?

My Analysis

My Reflections

Attached a CD containing the following:

1. An electronic copy of your presentation here.2. A collection of downloaded slide presentations, slide templates, clip arts fonts,

that may be useful for you in the future

My Portfolio

FS 3EPISODE 7

MY E-WORLD (WEBSITES)




Cooperating School: __________________________________________________________ _

At the end of this activity, I will be competent in evaluating electronic resources for appropriate instructional use.

MY PERFORMANCE (HOW I WILL BE RATED)

Field Study 3, Episode 7 – My E - World Focused on: Evaluating electronic resources for appropriate instruction use

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2




4




3



2





4


3


2


1

My Target


4


3


2



4

On the deadline

3


2


1Sub Totals



Transmutation of score to grade/rating Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 - 81

18-19 - 1.25 - 96 11 - 2.75 - 78

17 - 1.5 - 93 10 - 3.00 - 75

16 - 1.75 - 90 8-9 - 3.5 - 72 and

15 - 2.00 - 87 7-below - 5.0 - below

14 - 2.25 - 84

For this process, explore the world through these steps:

1. Observe a class and take note of the topic being presented.2. Surf the net to fine sites that provide support materials and/ or interactive

programs (web quests/ games) on the topic.3. List and describe at least 5 sites/ interactive programs.4. Evaluate the materials or programs.5. Reflect on your FS experience.

Read the following statements carefully before you observe.

1. What is the lesson about? What are the teacher’s objectives?

2. Note the important concepts that the teacher is emphasizing.

3. Note the skills that the teacher is developing in the learners.

My Map

My Tools

Class Observation

Using the information you got from observing the class, surf the internet for electronic resources that will be useful in teaching the same lesson. Choose the most appropriate ones. Recall the guidelines you learned in educational technology about evaluating electronic resources. These guidelines will help you fill out the matrix

Year level of the class

Topic (of the class you observe)

Objectives of the lesson

Name of electronic resource Description of the electronic resource

How it can be used in the class you observed

Website:

Website

My Analysis

My Reflections

1. Describe your experience in surfing the internet for appropriate electronic resources for the class? Did you find it easy or difficult?

2. How did you choose which electronic resources to include here? What did you consider? Explain.

3. Reflect on your technology skills. What skills do you already have and what skills would you continue to work on to be better at utilizing electronic resources?

My Portfolio

Visit www.teachnology.com or other teacher resource websites. Print useful instructional materials (worksheets, visual aids, flash cards, rubrics, etc.)And include how they might be useful considering your major or area of specialization.

Keyboarding / Typing Rubric Maker - A useful rubric for evaluating overall keyboarding skills.

Criteria 4-Always

3- Most Of The Time

2- Some Of The Time

1- Seldom

Upper Body Posture:Students straight. Body is within hand span of keyboard.

Lower Body Posture:Hips touch back of chair. Feet are flat on floor.

Hand/Finger Position:Student demonstrates correct hand position over home row. Strikes keys with tips of fingers.

Palm Position:Keeps palms off of desk and/or keyboard.

Typing Rhythm:Student maintains a steady timing rhythm.

Accuracy:Student finished work is at an accuracy rate of90% or better.

Speed:Student maintains the average class typing pace of 40 words per minute.

Add Up Overall Scores --------------->

Total Score___________

Teacher Comments:

Name: ________________________ Teacher:________________________

Certificate

My daily journal

ABOUT DRANHS

THE BIRTH OF DRANHS

FIRST SCHOOL BUILDING

THE SCHOOL SITE

THE DEVELOPMENT OF ITS NAME

Vicinity Map

Daily time record