Learning Task 17 Executing My Demonstration Learning Plan

Domain 1: Content, Knowledge and Pedagogy

PPST Domain 1 and 2
Domain 2: Learning Environment
Strands
1.4.1 Demonstrate knowledge of teaching strategies that promote literacy and
numeracy skills
Program Outcomes of Teacher Education
2.3.1 Demonstrate knowledge of managing classroom structure that engages
learners, individually or in groups, in meaningful exploration, discovery
Competency Framework for and hands-on activities within the available physical learning environment.
CFSAT Southeast Asian Teachers
for the 21st Century 6.2.b Demonstrate mastery of subject matter/discipline
6.2.c Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environment
6.2 d Develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners
6.2 e Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices
3.B.1 Acquire mastery of subject matter
3.B.2 Employ strategies that cater to student’s learning styles and to elicit active
learning
3.B.3 Communicate at learners ‘ level
3.B.4 Promotes students’ participation and collaboration
3.B.6 Integrate HOTS in the lesson
3.B.8 Manage classroom activities
4.C.2 Formulate specific learning objectives incorporating knowledge, skills,
attitudes and values, if applicable

Desired Learning Outcomes

 Demonstrate knowledge of teaching strategies that promote literacy
and numeracy skills
 Demonstrate of knowledge of managing classroom structure that
engages learners, individually or in groups, in meaningful
exploration, discovery and hands-on activities within the available
physical learning environment

Essential Questions
 What strategies may be used to promote literacy and numeracy skills?
 What strategies may be employed to engage learners
2.1 Individually?
2.2 In groups?
 What strategies may be designed for meaningful exploration, discovery and
hands-on activities within the available physical learning environment?
 Understandings
Literacy skills are those gained through reading 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
task, such as handling cash, budgeting, measuring and analyzing.

Some Strategies to Promote Literacy and Numeracy Skills

Literacy Numeracy

• Entry pass • Independent •Using number line

Reading
•Looking for patterns
•Exit pass • Think Aloud Time
•My Think Board
•First liner • Writing Reading
•A Hundred Plus Chart
•Jigsaw • Challenge log
•Using Reflection Sheets
•Inquiry chart • Matching Books to
Phonics •Using Conversation Table
•Listen Read Discuss
(LRD) • Alphabet Matching •Assessment Checklist

•Partner Reading • Anticipation Guides •Using Cards

•Reading Guide • Concept Sort •Using Numerical Charts/Diagrams

•Reciprocal Teaching • Concept Map •Strike it Out

•Story Maps • Directed Reading •12 Pointed Star Game

Thinking Activity
•Story Sequence (DRTA) •Dicey Operation

•Visual imaging • Question the Author

• Reading Guide

Teachers employ varied strategies to cater to diverse types of learners .Some

learners work best when working alone, while others find joy working with others.
These re the advantages of individual and group work for student.
 Individual Work Group Work

•Gain Independence to think •Listening to and respecting other ideas

through their own

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

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

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

•Practice self-control – both in •Sharing knowledge/abilities to get a better

staying focused on tasks at hand to hold on a problem that they could do
void turning to a classmate or individually
asking teaching for the answer

•Get more comfortable taking •Holding group members accountable and

actions on 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 • Round Table
Session
• Simultaneous Round Robin Brainstorming • Milling Around
Session
• Agreement Circle • Jigsaw
• Round robin • Tea Party

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 Stretch • Essay writing
 Hands-on Activities – provide the learners to expire 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- tack-toe, human knot game , verbs relay game , 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.
 My Performance Tasks

Write your Learning Plan for your demonstration lesson

Performance Task 1
using the Daily Lesson 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.

Performance Task 2 Write you’re BEFORE, DURING, and AFTER teaching strategies
that you will do in your demonstration lesson.
 .

Teaching Strategies

BEFORE

DURING

AFTER

Execute your Learning Plan. You will be rated by your

Performance Task 3
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 the Mentor        

Subject Taught     Date         Time    

Schoo
l          

Legend: 4 - Outstanding 3 - Very Satisfactory 2 - Fair 1 - Needs Improvement

4 3 2 1

I. TEACHER'S PERSONALITY        

A. The teacher is neat and well-groomed.        

B. The teacher is free from mannerisms that tend to disturb the student's attention.        

C. The teacher's personality is strong enough to command respect and attention.        

D. Teacher shows dynamism and enthusiasm.        

E. The teacher has well-modulated voice.        

II. LESSON PLANNING        

A. Lesson plan is well prepared.        

B. There is congruence between.        

  1. Objective and subject matter        

  2. Objective and teaching procedure        

  3. Objective and formative test        

  4. Objective and assignment        

III. CONTENT        

The Teacher:        

A. Demonstrate in depth knowledge of the subject matter.        

B. Is able to relate lessons to actual life situations        

C. Keeps abreast of new ideas and understanding in the field.        

D. Gives sufficient and concrete examples to create meaningful learning
experiences.        

IV. TEACHING METHODS        

A. Method/s used was/were suited to the needs and capabilities of the students.        
B. The teacher was creative enough to adapt his/her method to the students'
capabilities.        

C. Visual aids and other examples were used to illustrate the lesson.        

D. The teacher made effective use of the formative test results during teaching.        

V. CLASSROOM MANAGEMENT        

A. The teachers had a systematic way of checking:        

  1. Attendance        

  2. Assignment/Homework/Agreement        

  3. Practice Exercises        

  4. Group works/Projects        

  5. Passing in and out of the room.        

  6. Correcting, Distributing, and Collecting paper        

B. Order and discipline were present in the classroom.        

C. Instructional materials were within easy reach of the teacher during his/her
teaching.        

VI. QUESTIONING SKILLS        

The teacher's questioning skill such as the following stimulates discussion in
different ways:        

  1. Probing for learner's understanding        

  2. Helping students articulate their ideas and thinking process        

  3. Promoting risk-taking and problem solving        

  4. Facilitating factual recall        

  5. Encouraging convergent and divergent thinking        

  6. Stimulating curiosity        

  7. Helping students to ask questions        

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:

Improve
 Learning Outcomes
 Learning environment
 Strategies
 Instructional material
 Modes of assessment
 Other (pls. specify) _________________

Enrich
 Knowledge
 Skills
 Others (pls. specify) ________________

Experiment
 New strategies
 Instructional material
 Differentiated activities
 Others (pls. specify) ________________
 Modify
 Attitudes
 Expectations
 Others (pls. specify) _________________

Learn
 New subject matter
 Varied learning styles for learners
 New innovations
 Current issues
 Others (pls. specify) _________________

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