Republic of the Philippines

SOUTHERN LEYTE STATE UNIVERSITY

TOMAS OPPUS CAMPUS
Educ 421 – Student teaching
2nd Semester, A.Y. 2020 – 2021

MY PRACTICE TEACHING HANDBOOK AND PORTFOLIO

Learning Task No. 8

Classroom Demonstration Teaching

Name of Student Teacher _________________________________________________________________________________
Course _________________________________________________ Year and Section ________________________________
Cooperating Teacher _____________________________ Signature ______________________ Date ________________
Cooperating School _______________________________________________________________________________________

8 LEARNING TASK

CLASSROOM DEMONSTRATION TEACHING

LITERACY SKILLS & NUMERACY SKILLS

Literacy Skills are those gained through reading as well as using media and technology.
The new ways to read and write have also introduced new skills:
- Consuming information
- Producing information

Numeracy Skills – using numbers to perform calculating and estimating tasks such as
handling cash, budgeting, measuring, and analyzing.

Some Strategies to Promote Literacy and Numeracy Skills

Literacy Numeracy
 Entry pass  Independent reading  Using number line
 Exit pass  Think Aloud Time  Looking for patterns
 First liner  Writing Reading  My Think Board
 Jigsaw  Challenge Log  A Hundred Plus Chart
 Inquiry chart  Matching Books to Phonics  Using reflection sheets
 Listen Read Discuss (LRD)  Alphabet Matching  Using conversion tables
 Partner Reading  Anticipation Guides  Assessment Checklist
 Reading Guide  Concept Sort  Using Cards
 Reciprocal Teaching  Concept Maps  Using Numerical Charts and
 Story Maps  Directed Reading Thinking Diagrams
 Story Sequence Activity (DRTA)  Strike it out
 Visual Imaging  Question the Author  12 Pointed star game
 Reading Guide  Dicey Operation

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 Teachers employ varied strategies to cater to diverse types of learners. Some learners
work best when working alone, while others find joy working with other. These are the
advantages of individual and group work for students.

Individual Work Group Work

 Gain independence to think through their  Listening to and respecting other ideas
own

 Improve confidence in working through  Thinking about one’s problem in variety of

problem, even when they don’t feel certain ways
about every step

 Work at their own level rather than having  Getting to a deeper level understanding
to adapt to suit their group members through having to explain a perspective and
discuss it with others with different
perspective

 Practice self-control both in staying focused  Sharing knowledge/abilities to get a better

on tasks at hand to avoid turning to a hold on a problem that they could do
classmate or asking teacher for the answer. individually

 Get more comfortable taking actions on  Holding group members accountable and
their own being held accountable in return.

 Gain creativity and effective thinking

processes that can apply to problem solving
across a range of subjects and types of
issues

The following teaching strategies may be used for group activities:

 Think Pair Share  Stir the teams
 Group Mapping Activities  Circle the sage
 Team Games Tournament (TGT)  Numbered Heads Together (NHT)
 Simple Round Robin Brainstorming Session  Round Table
 Simultaneous Round Robin Brainstorming  Milling Around
Session  Jigsaw
 Agreement Circle  Tea Party
 Round Robin

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These are some strategies which shall be best for individual activities.
 Monologue  Letter writing
 Story telling  Reflection Log
 Puppetry  Diary
 Newscast  Poetry writing
 Sketch to Sketch  Essay writing

Hands-on activities – provide the learners to explore and discover learning and keep
them actively engaged in the activities. Through these activities they retain the information
longer and accurately remember the things they learned. They also find the activities more
meaningful, enjoyable, and rewarding.

Some hands-on activities are: number maker, play the bag game, algebra tic-tac-toe,
human knot game, verbs relay race, toss and blend, compare fractions, card game, cause and
effect cards, consonant blend, scavenger hunt, multiplication table games, sight words memory
game and the like.

TIPS FOR YOUR DEMONSTRATION LESSON

 Make sure that your lesson plan has been approved by your cooperating teacher.
 Ask your cooperating teacher if there are some guidelines you need to follow.
 Prepare all the needed materials days before your scheduled demonstration.
 Provide copies of your lesson plan preferably with a cover sheet or folder.
 Rehearse your lesson. Take note of the time and the way you have to move.
 Learning your students’ names is very important.
 Prepare for some unexpected incidents – discipline problems, technical difficulties and
the like.
 Make certain that your activities are varied so as to have an engaged and lively
classroom discussion.

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 My Tasks (Activities)
A. Complete the episode matrix to help you n preparing your lesson pan.
What are your objectives?
Remember:
 Make the objectives SMART
 Use behavioral terms
 Include the three (3) domains
- cognitive
- affective
- psychomotor
What is your content?
(Subject Matter)
Remember:
 Scope of the lesson
 Sequencing the lesson
 Time allotment
 Resources needed
What methods/procedures
should you employ?
Remember:
 Methods to use
 Strategies to employ
 Activities for the different types
of learners
What assessment tools shall you
use to measure learning?
Remember:
 Traditional assessment
 Non-traditional assessment
 Other modes of assessment

B. Go to the library and research on your topic. Have a pre-conference with your
cooperating teacher. Write your outline and ideas here.

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 My Performance Task
PERFORMANCE TASK 1: Write your Learning Plan for your demonstration lesson using
theDaily Lesson Plan format prescribed by DepEd. Make sure to incorporate the strategies that
will promote literacy and numeracy skills. Employ individual and group activities to ensure
learner engagement. Provide hands-on activities to make the class more enjoyable.

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PERFORMANCE TASK 2: Write your BEFORE, DURING, and AFTER teaching strategies that
you will do in your demonstration lesson.

Teaching Strategies
BEFORE

DURING

AFTER

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PERFORMANCE TASK 3: Execute your Lesson Plan. You will be rated by your Cooperating
Teacher, College Supervisor.

Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet

(For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)

Name of Mentee: _______________________________________ Name of Mentor:

_______________________________
Subject Taught: ________________________________________ Date: __________________ Time:
___________________
School: _____________________________________________________________________________________________________
Legend: 5 – Outstanding 4 – Very Satisfactory 3 - Satisfactory 2 – Fair 1 – Needs Improvement

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PERFORMANCE TASK 4: Answer the following questions briefly.
A. After the demonstration lesson, I felt _______________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

B. Complete the matrix by checking the areas you need to improve on:

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 Improve  Learning Outcomes
 Learning Environment
 Strategies
 Instructional Materials
 Modes of Assessment
 Others, please specify _______________________

Enrich  Knowledge
 Skills
 Others, please specify _______________________

Experiment  New Strategies

 Instructional materials
 Differentiated activities
 Others, please specify _______________________

Modify  Attitudes
 Expectations
 Others, please specify _______________________

Learn  New subject matter

 Varied learning styles
 New innovations
 Current issues
 Others, please specify _______________________

My Analysis
1. What went well in my lesson? Why?
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2. What did not go well? Why?

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______________________________________________________________________________________________________________
______________________________________________________________________________________________________________
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3. What did my students learn?
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4. What did I learn about planning?
______________________________________________________________________________________________________________
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5. What did I learn about teaching?
______________________________________________________________________________________________________________
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6. What improvements will I make to be more effective in my class?
______________________________________________________________________________________________________________
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______________________________________________________________________________________________________________

My Reflections / My Insights
In preparing my instructional materials, I realized that:

After the demonstration lesson, I felt

____________________________________________________________________

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______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

After my demonstration, I realized that _________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

These are the things that I learned from my learners: _________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

______________________________________________________________________________________________________________

My Learning Artifacts
Make a photo collage of the demonstration lesson you have conducted in your
cooperating school. Make a reflective journal too.

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 My Portfolio (Compilation of Learning Documents, Evidence,
Records, etc.)

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 My Scoring Rubric

Meets Approaching Meets Does Not Meet

INDICATORS
Standard of Standard of Acceptable Acceptable

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 Excellence Excellence Standards Standard

CRITERIA 4 3 2 1
Performance  has all the  has some aspects  has minimal  no aspect of work
Tasks aspects of work of work that aspects of work meets level of
that exceed level exceed level of that meet level of expectation.
of expectation expectation. expectation.  has errors,
 Shows  Demonstrates  with some errors omissions, and
exemplary solid and MASTERY is misconceptions
performance performance and not thorough
understanding
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/ are learning is/ are learning is/ are
aligned with aligned with SOME aligned with ONE NOT aligned with
learning of the learning of the learning the learning
outcomes. outcomes. outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done are done quite are poorly done
creatively and creatively and creatively and and need
resourcefully. resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted on a submitted 2 days submitted 3 days
before the day after the after the deadline. or more after the
deadline. deadline. deadline.
MY TOTAL SCORE

________________________________________
Signature of Practicum Supervisor

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