Worksheet # 4

1. Enumerate the different DepEd forms and give your insights.

2. Bring the 7 (SF1-SF7) DepEd forms to class and fill it up.
 Worksheet # 5

1. WHAT ARE THE DIFFERENT KINDS OF LESSON PLAN. EXPLAIN

The following are the kinds of lesson plan
Detailed Lesson plan
It provides mastery of what to teach, and gives the teacher the confidence when
teaching. In this plan, both teacher’s and students’ activities are presented.
Semi-detailed Lesson Plan
A semi-detailed lesson plan is less intricate than the detailed lesson plan. It is having a
general game plan of what you wanted to cover for that subject on that particular day.
Understanding by Design (UbD)
It is a framework for improving student achievement through standards-driven
curriculum development, instructional design, assessment and professional
development ( Wiggins & McTighe, 2006)
The emphasis of UbD is on "backward design", the practice of looking at the outcomes
in order to design curriculum units, performance assessments, and classroom
instruction

2. Parts of Lesson Plan

 a. Objectives
The first thing a teacher does is create an objective, a statement of purpose for the
whole lesson. An objective statement itself should answer what students will be able to
do by the end of the lesson.
The objective drives the whole lesson, it is the reason the lesson exists. Care is taken
when creating the objective for each day’s lesson, as it will determine the activities the
students engage in.
b. Subject matter
Subject matter or specific topic includes sources of information, e.g., textbooks and
library references.
The subject matter includes the following:
Topic – particular lesson
Reference/s – usually from the book and internet websites.
Materials – refer to objects or tools that serve as instructional aids for particular subject.
c. Procedure
The procedure is the body of your lesson plan, the ways in which you'll share
information with students and the methods you'll use to help them assume a measure of
mastery of that material.
d. Evaluation
It can take the form of formative test consisting of a 10-item multiple choice questions
after the day’s lesson to determine the mastery of learning, e.g., 95% of the class got
100% correct answers.
e. Assignment
It includes questions, exercises, and/or a set of practice specified by the teacher. In
order to succeed in discussing the assignment for the following day, a teacher give
focused/specific questions for students to answer.

3. What are the 4 A’s of Lesson Planning

a. Activity
This will bring understanding to what the learners already know and clarity to what
learners should learn further. At this early stage, the student should already have a
retrospect of what they will be learning through the activity that will be presented.
b. Analysis
A more in-depth understanding of the lesson, it is another phase where the students will
process and classify what is valid and not. The teacher on this part will ask further
questions and will also lead as a facilitator rather than mere lecturing and sharing facts
and ideas. The students know gains a wider view of the lesson but at the same time
draws closer to the main topic.

c. Abstraction
The teacher on this part will now focus entirely on the lesson being presented and ask
more lead questions to lead the students in reinforcing what they know and should know
more. The student here starts to feel more the importance of the lesson to her and see
the necessity of it to his/her life.

d. Application
The word itself describes the stage as bringing the student to a more practical way of
using HOW are they going to use what they have learned and thinking of new ways on
how it can be improve further.
 Worksheet # 6

1. DIFFERENTIATE BETWEEN PRINCIPLES TO METHODOLOGY.

Principle - is a concept or value that is a guide for behavior or evaluation. In law, it is a rule
that has to be, or usually is to be followed, or can be desirably followed, or is an inevitable
consequence of something, such as the laws observed in nature or the way that a system is
constructed. The principles of such a system are understood by its users as the essential
characteristics of the system, or reflecting system's designed purpose, and the effective
operation or use of which would be impossible if any one of the principles was to be ignored. In
common English, it is a substantive and collective term referring to rule governance, the
absence of which, being "unprincipled", is considered a character defect. It may also be used
to declare that a reality has diverged from some ideal or norm as when something is said to be
true only "in principle" but not in fact.

Methodology – it is a set of methods, rules, or ideas that are important in a science or art and
its postulates are employed by a discipline. It is a particular procedure or a set of procedures.
Also known as teaching method which refers to the general principles, pedagogy and
management strategies used for classroom instruction. The choice of teaching method
depends on what fits the teacher—his/her educational philosophy, classroom demographic,
subject areas and school mission statement.

2. DIFFERENTIATE BETWEEN TEACHING TO LEARNING.

Differentiating learning and teaching is very easy. In direct definition, teaching is giving lessons
about a particular subject to a group of learners. While learning is gaining knowledge by
studying, being taught and experiencing. Many will assume that teaching is more important
than learning, the truth is, learning is more important because it’s the end goal of teaching.
Students can learn without teachers, but teachers can’t teach without learners.

3. GIVE 5 EXAMPLES OF PRINCIPLES OF TEACHING

Principle of Readiness - Readiness implies a degree of concentration and eagerness.

Individuals learn best when they are physically, mentally, and emotionally ready to learn, and
do not learn well if they see no reason for learning. Getting students ready to learn, creating
interest by showing the value of the subject matter, and providing continuous mental or
physical challenge, is usually the instructor’s responsibility. If students have a strong purpose,
a clear objective, and a definite reason for learning something, they make more progress than
if they lack motivation. In other words, when students are ready to learn, they meet the
instructor at least halfway, simplifying the instructor’s job.

Principle of Exercise - the principle of exercise states that those things most often repeated
are best remembered. It is the basis of drill and practice. It has been proven that students learn
best and retain information longer when they have meaningful practice and repetition. The key
here is that the practice must be meaningful. It is clear that practice leads to improvement only
when it is followed by positive feedback.

Principle of Effect - the principle of effect is based on the emotional reaction of the student. It
has a direct relationship to motivation. The principle of effect is that learning is strengthened
when accompanied by a pleasant or satisfying feeling, and that learning is weakened when
associated with an unpleasant feeling. The student will strive to continue doing what provides a
pleasant effect to continue learning. Positive reinforcement is more apt to lead to success and
motivate the learner, so the instructor should recognize and commend improvement. Whatever
the learning situation, it should contain elements that affect the students positively and give
them a feeling of satisfaction. Therefore, instructors should be cautious about using
punishment in the classroom.

Principle of Primacy - Primacy, the state of being first, usually creates a strong and durable
impression. Things learned first are usually learned easily and remain, without effort, in the
mind of the student. For the instructor, this provides an ideal strategy for successfully teaching
the most important fundamentals of a subject; simply starting with these fundamentals and
avoiding information of secondary importance will exercise the law of primacy to help
consolidate the fundamentals quickly and for the long term. For the student, it means that
learning must be right. “Unteaching” wrong first impressions will cause confusion unless the
correct version is presented logically and carefully with effort devoted to explaining why the
first version is incorrect or inferior.

Principle of Recency - the principle of recency states that things most recently learned are
best remembered. Conversely, the further a student is removed time-wise from a new fact or
understanding, the more difficult it is to remember. For example, it is fairly easy to recall a
telephone number dialed a few minutes ago, but it is usually impossible to recall a new number
dialed last week. The closer the training or learning time is to the time of actual need to apply
the training, the more apt the learner will be to perform successfully.
Principle of Intensity - the more intense the material taught, the more likely it will be retained.
A sharp, clear, vivid, dramatic, or exciting learning experience teaches more than a routine or
boring experience. The principle of intensity implies that a student will learn more from the real
thing than from a substitute. For example, a student can get more understanding and
appreciation of a movie by watching it than by reading the script. Likewise, a student is likely to
gain greater understanding of tasks by performing them rather than merely reading about
them. The more immediate and dramatic the learning is to a real situation, the more impressive
the learning is upon the student. Real world applications that integrate procedures and tasks
that students are capable of learning will make a vivid impression on them.

Principle of Freedom - the principle of freedom states that things freely learned are best
learned. Conversely, the further a student is coerced, the more difficult is for him to learn,
assimilate and implement what is learned. Compulsion and coercion are antithetical to
personal growth. The greater the freedom enjoyed by individuals within a society, the greater
the intellectual and moral advancement enjoyed by society as a whole.

Principle of Requirement - the law of requirement states that "we must have something to
obtain or do something." It can be an ability, skill, instrument or anything that may help us to
learn or gain something. A starting point or root is needed; for example, if you want to draw a
person, you need to have the materials with which to draw, and you must know how to draw a
point, a line, a figure and so on until you reach your goal, which is to draw a person.

4. GIVE 5 EXAMPLES OF METHODOLOGY

1. The Inductive Method

The inductive is simply an investigation method. This is a method of drawing general

conclusion from particular or individual experiences.

2. The Deductive Method

The deductive method is the reverse of inductive method. While the inductive method
begins with a study of particular cases and ends with a generalization, deduction starts
with generalization that is applied to particular cases.

3. The Project Method

 This method is a problematic activity, carried on in a natural setting and involving the
utilization of physical materials, in a constructive way.

4. The Laboratory Method

This is a set of first hand learning activity wherein the individuals investigates a problem,
conducts experiments, observes processes and applied theories in a simulated setting.

5. Morrisonian Technique/Unit Method

The Morrisonian plan of instruction is the process of taking the contents of a particular
subject as big blocks and not as isolated and fragmentary bits of information.

6. The Expository Method

The expository method is usually used in the lower grades because there is a need of
explaining about the subject matter to be presented.

7. The Problem Method

This method is analogous to the inductive method except that only one case is
investigated. An illustrative example, is, if somebody were to study the different parts of
the leaf, he needs to study one leaf as a representative of other leaf which have all the
parts and similar characteristics of most leaf.

8. The Demonstration Method

The demonstration method is basically the showing method. It is a learning method

through imitation.

9. The Lecture Method

The lecture method, probably is the most common method used of imparting knowledge
and information among the students in the secondary and tertiary levels.

10. Metacognition Teaching Method

This is an instructional method where learners are trained to become aware of and
control over their learning by utilizing metacognition process.
 Worksheet # 7

A. Give your own insight about different types of teaching approach.

1. Teacher - Centered Approach – the teacher is perceived to be the only reliable
source of information in contrast to the learner-centered approach.
2. Learner - Centered Approach – it is premised on the belief that the learner is also
an important resource because he/she knows something and is therefore capable of
sharing something.
3. Subject - Centered Approach – subject matter gains primacy over that of the
learner.
4. Teacher – Dominated Approach – in this approach, only the teacher’s voice is
heard. He/She is the sole dispenser of information.
5. Interactive Approach – in this approach, an interactive classroom will have more
student talk and less teacher talk. Students are given the opportunity to interact with
teacher and with other students.
6. Constructivist Approach – the students are expected to construct knowledge and
meaning out for what they are taught by connecting them to prior experience.
7. Banking Approach – the teacher deposits knowledge into the “empty” minds if the
students for students to commit to memory.
8. Integrated Approach – it makes the teacher connects what he/she teaches to other
lessons of the same subject (intradisciplinary) or connects his/her lessons with other
subjects thus making his/her approach interdisciplinary and multidisciplinary.
9. Disciplinal Approach – it limits the teacher to discussing his/her lessons within the
boundary of his/her subject.
10. Collaborative Approach – it will welcome group work, teamwork, partnerships, and
group discussions.
11. Individualistic Approach – it wants the individual students to work by themselves.
12. Direct Teaching Approach – the teacher directly tells or shows/demonstrates what
is to be taught.
13. Indirect, Guided Approach – the teacher guides the learner to discover things for
himself/herself. The teacher facilitates the learning process by allowing the learner to
be engaged in the learning process with his/her guidance.
14. Research – Based Approach – as the name implies, teaching and learning are
anchored on research findings.
15. Whole Child Approach – the learning process itself takes into account not only the
academic needs of the learners but also their emotional, creative, psychological,
spiritual, and developmental needs.
16. Metacognitive Approach – the teaching process brings the learner to the process
of thinking. The learner reflects on what he/she learned and on his ways of learning.
17. Problem – Based Approach – the teaching-learning process is focused on
problems. Time is spent on analyzing and solving problems.
18. Teacher-Centered Approach - Taken to its most extreme interpretation, teachers
are the main authority figure in a teacher-centered instruction model. Students are
viewed as “empty vessels External link ” who passively receive knowledge from their
teachers through lectures and direct instruction, with an end goal of positive results
from testing and assessment. In this style, teaching and assessment are viewed as
two separate entities; student learning is measured through objectively scored tests
and assessments.
19. Student-Centered Approach - The teacher’s primary role is to coach and facilitate
student learning and overall comprehension of material, and to measure student
learning through both formal and informal forms of assessment, like group projects,
student portfolios, and class participation. In the student-centered classroom,
teaching and assessment are connected because student learning is continuously
measured during teacher instruction.
20. High Tech Approach - Advancements in technology have propelled the education
sector in the last few decades. As the name suggests, the high tech approach to
learning utilizes different technology to aid students in their classroom learning.
Many educators use computers and tablets in the classroom, and others may use
the internet to assign homework. The internet is also beneficial in a classroom
setting as it provides unlimited resources. Teachers may also use the internet in
order to connect their students with people from around the world.
21. Low Tech Approach to Learning - While technology undoubtedly has changed
education, many educators opt to use a more traditional, low tech approach to
learning. Some learning styles require a physical presence and interaction between
the educator and the student. Additionally, some research has shown that low-tech
classrooms may boost learning. For example, students who take handwritten notes
have better recall than students who take typed notes External link . Another
downside of technology in the classroom may be that students exposed to spell
check and autocorrect features at an earlier age may be weaker in spelling and
 writing skills External link. Ultimately, tailoring the learning experience to different
types of learners is incredibly important, and sometimes students work better with a
low-tech approach.

2. Differentiate between intrinsic to extrinsic motivations. Give your own insight.

Two Kinds of Motivation

 Intrinsic motivation – also known as “internal or inherent motivation”. It is the self-

desire to seek out new things and new challenges; to analyze one’s capacity to observe
and to gain knowledge. It comes from an internal force such as interest in language
learning or the desire for further personal development in general. It is driven by an
interest or enjoyment in the task itself, and exists within the individual rather than relying
on external pressures or a desire for consideration.

 Extrinsic motivation – also known as “external motivation”. It refers to the

performance of an activity in order to attain a desired outcome and it is the opposite of
intrinsic motivation. It comes from external pressures such as the need to speak English
for work or because a parent has sent a learner to class, or the influences outside of the
individual.
 Worksheet # 8

1. What are the different teaching strategies? Explain each.

Cooperative Learning
Cooperative learning gives students the opportunity to work with others and see different
points of view. Research shows that students learn more effectively when working together
rather than apart, and it is also known to improve self-confidence in students. The jigsaw
technique is especially effective because each student is responsible for one another’s
learning, and students find out really quick that each group member has something equally
important to contribute to the group in order to make the task a successful one. Students
are exposed to and use many skills throughout this strategy: Communication, problem-
solving skills, cognition, and critical thinking -- all of which are essential for a successful
academic career.

Inquiry-Based Instruction
Inquiry-based learning implies involving students in the learning process so they will have a
deeper understanding of what they are learning. We are born with the instinct to inquire --
as babies we use our senses to make connections to our surroundings. Inquiry-based
learning strategies are used to engage students to learn by asking questions, investigating,
exploring, and reporting what they see. This process leads students to a deeper
understanding of the content that they are learning, which helps them be able to apply
these concepts they are learning in new situations. In order for our students to be able to
be successful in the 21st century, they need to be able to answer complex questions and
develop solutions for these problems. The Inquiry-based learning strategy is a great tool to
do just that.

Differentiated Instruction: Learning Stations

Differentiated instruction strategies allow teachers to engage each student by
accommodating to their specific learning style. According to Howard Gardner’s Multiple
Intelligence Theory, every person has a different mind, and therefore each person learns
and understands information differently. Differentiating instruction offers a way to meet all
students’ needs. One helpful strategy to differentiate instruction is learning stations.
Learning stations can easily be designed to enable students with diverse learning needs.
Teachers can set up each station where students will be able to complete the same task,
but at the level and style that is specifically designed for them.
 Graphic Organizers
Graphic organizers are a simple and effective tool to help students brainstorm and organize
their thoughts and ideas in a visual presentation. Simply put, they help students organize
information so it is easier for them to comprehend. Graphic organizers can be used for any
lesson; to structure writing, brainstorming, planning, problem solving, or decision-making.
The most popular organizers are the Venn diagram, concept map, etc.
Utilizing Technology in the Classroom
Integrating technology into the classroom is a great way to empower students to stay
connected in this technological era. Technology-rich lessons have been found to keep
students motivated and engaged longer. Some examples of utilizing technology in the
classroom is to create web-based lessons or a Webquest, multimedia presentations such
as a video, animation, or some type of graphic, utilizing a tablet or an iPad, taking your
class on a virtual field trip, participating in an online research project, or even creating a
class website. Any of these technology integration strategies will have a positive impact on
student learning.

2. What are the types of students? Give your insights.

The attention-seeking, discussion-dominating student- these students want to be
heard and they want of be heard often. Whether or not these students have something
of substance to add (and very often, these “discussion dominators” do make valuable
points), it’s important to maintain balanced discussion, so that all students feel
comfortable adding to the conversation.

The inattentive student- some students are apt to drift off into their own thoughts,
stare into their smartphones, or talk with classmates in the middle of your lecture saying
they often disrupt the students around them as well.

The unprepared student- these students make a habit of skipping the reading,
viewing, listening, or other assignments you’ve intended as pre-class work.

The uncivil and disrespectful student- students’ civility lays the groundwork for
respectful and productive class sessions. If even one student disrespects the time,
feelings, and thoughts of you and their fellow students, their rude behavior has a
negative impact on the entire class.
 Hard Worker- these students are highly motivated. They know what they want and how
to achieve their goal. Even though they are not always the smartest in the class, still
they try hard and really get what they want.

3. What are the kinds of seating Arrangement. Explain each.

Traditional- the traditional lecture setup typically consists of two rows of fixed
seating. Students face the instructor with their backs to one another. This classroom
seating arrangement is historically common in colleges and universities, minimizing
student-student communication and largely supporting a “sage on the stage”
learning environment. The highest communication interaction between professors
and students typically occurs with students in the first row or along the middle of the
classroom. Students in back rows are more likely to be less engaged.
Roundtable- this seating arrangement can also be formed using individual desks.
Students and instructors all face one another in this setup, which can support whole-
class as well as pairwise dialogue.
Horseshoe or Semicircle- the horseshoe or semi-circle offers a modified
roundtable setup, where all participants face each other while the instructor can
move about the room. The horseshoe encourages discussion between students and
with the instructor, although this setup tends to encourage more engagement
between the instructor and students directly opposite, with slightly lesser amounts
for students immediately adjacent to the instructor.
Double Horseshoe- This seating arrangement involves an inner and outer
horseshoe, and similar to the conventional horseshoe, invites greater discussion that
the traditional format. It is more limited by the back of students within the inner circle
facing students in the outer circle. However, students may also more easily interact
with those nearest to them or turn around and face students behind them for group
work.
Pods (Groups and Pairs)- The pod or pair arrangement can be designed with
rectangular, circular or trapezoidal tables, or individual desks. With regards to
stations, instructors can place several tables together to form student groups. This
arrangement can be especially advantageous when students will work in groups or
pairs with their classmates for a large portion of class time.
 Worksheet # 9

1. What are the two different types of instructional materials and give insights.
Traditional Resources – it is also known as “written descriptions”, which includes
any textbooks, workbooks, scientific and scholarly referenced methodological
teaching aids used in the classroom. The instructions are based on what is stated in
the textbooks, lectures, and all other written and printed materials for the teaching-
learning process.

Modern Resources - these are instructional materials or resources that are

equipped or made with “modern technology instruments/equipment as a
medium of instruction”. These teaching materials use the latest modes of
technology such as educational technology and gadgets to bring out effective
instruction.
2. Give examples of the following:
a. Traditional Materials
b. Technical Materials

A. TRADITIONAL MATERIALS

1. Supplemental Reading Materials or Authorized Printed Materials: Novels and Poems,

Textbooks, Manuals, journals, books

2. Graphic Organizer: Diagrams, Charts, Tables, Flow charts and Graphs

3. Teacher – Made Resources: Hand-outs, Worksheets, Tests, Quizzes, Laboratory Activities

and Projects

4. Concrete Objects: Raw Materials in the laboratory, Specimens, educational objects such
as a ball, toys, blocks, and many more

5. Instructional Materials for the Persons with Disability: Braille System, Lettering, etc.

B. TECHNICAL MATERIALS

1. Audio-Visual Media: Film Clips, Filmstrips, Motion Pictures, Tape Recordings, Radio and
Television Broadcasts
2. Instructional Media/Gadgets: Punch Cards and various types of automatic apparatus;
Language-Laboratory Machines, Closed-Circuit Television systems, LCD Projectors, Laptops,
Computer and other netbooks

3. Educational Technology: E-Learning, Electronic Mail or G-Mail, Online Class Discussion,

Online Library

4. Internet Access: Google, Wikipedia and other Educational Websites

5. Educational Film Showing: E-TV and other related educational shows

C. Search the guidelines in preparing instructional materials for teaching.

1. Identify the objectives of the lesson to be conducted in the teaching-learning process.

2. Develop a teaching plan and the correct materials for instruction.

3. Create a list of necessary teaching materials.

4. Write an explanation of core skills for the learners to be learned.

5. Dedicate a separate section to each learning objectives.

6. Integrate visual elements.

7. Incorporate review exercises.

8. Establish an assessment component.

9. Ask learners for feedback.

10. After the discussion, do the assessment procedures.

 Worksheet # 10

E. Make a questionnaire on your topic comprising of the ff.: I – Concept Recall (5 items), II –
Multiple Choice (5 items), III – Matching Type (5 items

I. Objective Test

Identify what is being asked.

1. ____________ it is a group of people who have the same interest, religion, race, etc.

2. ____________ defined as any research or development services that is done in

collaboration with communities and which aims to empower or assist members of those
communities

3. The _____________ as community extension workers will help thresh out the problems that
the community is experiencing.

4._____________ services that geared towards empowering communities especially the poor.

5. ____________ services that responds the problems of the target poor sectors of the
community

II. Multiple Choice

Circle the letter of the best answer.

1. It comes from the Greek word “communitat” which means group of nations.

a. community b. family c. friends d. school

2. Which of the following does NOT belong to the group?

a. Bloodletting/donation b. Medical Dental Mission c. Busog, Lusog Talino Program (BLT) d.

Tutorial Classes

3. The following are example of Educational Program/Adopt-A-School Program,

EXCEPT one;

a. Tutorial Classes b. Blood Letting/Donation c. Knot Tying and Basic First-Aid Training d.
Basic Art Activity
4. The following are objectives of Community Extension Services, EXCEPT one;

a. To enhance the employability of our partners community and non-government organization

specifically the out-of-school youth.

b. To promote concern and pro-active response to address ecological issues. by providing

opportunities to Associate to participate in environmental projects.

c. To participate in the national activities on environmental concerns.

d. To become not aware about the community activities

5. The following are objectives of Environmental Program, EXCEPT one;

a. To provide opportunities to associates and students to protect and enrich our natural
environment.

b. To participate in the national activities on environmental concerns.

c. To promote concern and pro-active response to address ecological issues by providing

opportunities to Associate to participate in environmental projects.

d. To promote and/or enhance the spirit of volunteerism between and among Associates and
students by conducting volunteer formation training programs.

III. Matching Type

Match each item in column A with the item in column B by writing the letter corresponding to
your answer in the space provided.

Column A Column B

_______1. Health Program a. Vacation Bible School

_______2. Educational Program/Adopt-A-School Program b. Sewing/Dressmaking

_______3. Environmental Program c. Basic Art Activity

_______4. Livelihood Training/ Seminar/Project d. Medical Dental Mission

_______5. Values Formation/ Leadership Formation Training e. Tree Planting

 Worksheet # 11

ACTIVITY DESIGN

I. PROJECT TITLE:

CLEAN-UP DRIVE

II. OBJECTIVES:

To lessen the garbage within the target community.

To help the barangay in maintaining cleanliness with their environment.
To prevent the occurrence of diseases from mosquito such as dengue and malaria.

III. DATE/VENUE:

February 4, 2018

IV. PARTICIPANTS:

145 TCC Students of Surigao State College of Technology

10 Barangay Officials
10 Barangay Health Worker

V. ACTIVITIES

It will be a whole day activity. Each participant should bring a sack, coconut leaf stick
broom and dust pan. The said activity will be spearheaded by the Barangay Captain.

VI. ESTIMATED COST

The total expenses of the activity shall be charge against the 10% fund of the barangay
intended for protecting the environment.

P40 Snack (morning & afternoon) x 190 participants = P 5, 800

P50 Lunch x 190 participants = P 7, 250

Total : P 13, 050

VII. PLAN FOR THE NEXT ACTIVITIES

TREE PLANTING ACTIVITY