SELF REPORT

CHAPTER I

School: General Information and Academic Administration

​School general information and its academic administration according to topics as   follows:

1.1 School profile

​The Pangasinan State University is a government-funded institution of higher education. It is chartered through the promulgation of Presidential Decree N. 1497 on June 11, 1978. It became operational only on June 1, 1979. In 1986, the Bachelor in Secondary Education (BSE) and Bachelor in Elementary Education (BEE) were offered as separate programs by virtue of BOR Res. No. 13 s. 1986.

​To date, the Campus continues to play the stellar role in producing professionals in teacher education. It now offers new programs: the  Bachelor of Science in Information and Communications Technology (BSICT) which started in SY 2001-2002 as per BOR Resolution No. 45 s 1998; Bachelor of Early Childhood Education (BECE) SY 2002-2003 as per BOR Resolution No. 30s 2002; Bachelor of Science in Nursing (BSN) SY 2004-2005 as per BOR Resolution No. 21s 2003; Bachelor in Public Administration (BPA) and Bachelor of Arts in English (ABE) SY 2005-2006 as per BOR Resolution No. 23s 2003 and BOR Resolution No. 19s 1996 respectively; and Bachelor of Science in Business Administration (BSBM) SY 2006-2007 as per BOR Resolution No. 25s 2003. Moreover, since the school year 2002-2003, evening classes have been held or self-liquidating basis to accommodate working students and those beyond the quota for regular classes. This is in response for the greater access of affordable education especially the marginalized sector in our society. Since the first semester of SY 2006-2007, only the non-licensure degree programs have been offered in evening.

​In December 2006, the BSE and BEE programs of the Campus were awarded Level III Accredited status by the Accrediting Agency of Chartered Colleges and Universities of the Philippines (AACCUP), the third in Region I and in the Philippines to have attained such status. The BSE and BEE programs were also awarded the Center of Excellence and become one of the best and favourable programs offered by the Pangasinan State University.

​The PSU Integrated High School Department was built in order to be a laboratory school for the BSE students to complete their student-teacher program. The school was separated to Junior High School (JHS) and Senior High School (SHS) to accomodate the K-12 curriculum. The JHS is consist of 4 grades, from grade 7 to grade 10 which has 9 sections in total. Meanwhile, the SHS is consist of 2 grades, grade 11 and grade 12, which is according to the interest of students. The SHS is offered mainly to the low-economy classes which still have the will and potential to study in higher education.

School Name​​: PSU-Integrated High School

Address​​: Quezon Blvd, Bayambang, Pangasinan, Philippines

Principal Name​: Suñga, Teresita P. 

List name of teachers:

No.	Teacher’s Name	Teacher’s Name
1	Suñga, Teresita P. (School Principal)	Austria, Pamela
2	Agbuya, Alberto D	Austria, Jefferson
3	Cera, Divina	Bala, Jameson
4	De Vera, Charissa	Bautista, Roel
5	Dy, Felcris	Bullo, Jovelyn L.
6	Ferrer, Nina	Capanang, Gloria
7	Gonzales, Jomar R.	Catabay, Ma. Bernice Glizzle
8	Luces, Antonio Sr.	Cayabyab, Grace
9	Macabulos, Susana	Dizon, Roma
10	Malicdem, Karen Ravila	Ferrer, Irma
11	Mangsat, Reynante	Flores, Romeoul Karl
12	Paglingayen, Mae Anne C.	Gamo, Cristina
13	Ramirez, Hannah Krisan V.	Garcia, Nelda
14	Gomez, Alex	Alberto, Princess Arjhel
15	Geslani, Virginia A	Guinto, Vemma Mae
16	Ignacio, Mary Ann	Martinez, Justine
17	Inaldo, Kimberly B.	Junio, Melanie
18	Junio, Joel	Rebong, Naomi
19	Reyes, Rico	Reloza, Romeo
20	Kibra, Arturo T.	Quinto, Anna Marie
21	Lacap, Marjorie	Pineda, Lorraine
22	Lopez, Bobby	Paragas, Monica L.
23	Macaraeg, Mary Joy	Pascua, Jessica Ailene
24	Madriaga, Sara Jean Z.	Oriña, Saniata
25	Mejia, Cherry Joy	Cerezo, Rona Villa
26	Montoya, Dennis	Neri, Jordan
27	Rosario, Jerome G.	Rosario, Wilbert O.
28	Suratos, Grace	Sapitula, Maddela Rose

Total Students: 

GRADE LEVEL	SECTION	MALE	FEMALE	TOTAL
GRADE 7	HELIUM	14	16	30
	HYDROGEN	16	14	30
				60
GRADE 8	QUARTZ	20	21	41
	GRANITE	23	20	43
				84
GRADE 9	MAKABAYAN	10	20	30
	MAKAKALIKASAN	15	16	31
				61
GRADE 10		21	25	46
GRADE 11		181	411	592
GRADE 12		95	169	264
TOTAL		395	712	1107

  

1.2 Academic support system

​In PSU Integrated High School, some buildings are being repaired but facilities are sufficient. Especially for the SHS section, the students still need to find the classroom because the classes are still integrated with the PSU Bayambang Campus builidings. Total amount of the teacher is sufficient to teach students and have a good teaching system. The school has gymnasium, library, and laboratory, even though it is still integrated with the university. There are some extra-curriculars and student council.

1.3 Teaching system

​Teaching system in PSU Integrated High School is mainly using the lecture method, discussion method, and problem solving.  The teachers already use the K to 12 Curriculum. Each session is consist of 1-hour lesson, which is repeated daily from Monday to Friday. The lesson starts at 8 a.m. and ended at 5 p.m.

1.4 Materials and other learning sources

​Materials for lessons sources are more or less sufficient. There are laboratory, library with many books, TV in RS room which can be connected to laptop using HDMI cable, DLP projector, white and black board.

1.5 Measurement and evaluation system

​Assessment is a process that is used to keep track of learner's progress in relation to learning standards and in the development of 21st century skill; to promote self-reflection and personal accountability among students about their learning; and to provide bases for the profiling of student performance on the learning competencies and standard of the curriculum. 

​Teacher should employ classroom assessment methods that are consistent with curriculum standard. It is important for teachers to always ​inform ​learners about the objectives of the lesson, so that the latter will aim to meet or even exceed the standard. The teacher provides immediate feedback to ​students about their learning progress. Classroom assessment also measures the achievement of competencies by the learners. The evaluation system used in PSU Integrated School are including short quizes, long quizes, homeworks, discussions, presentations, and also the mid-term and end-term exam.

1.6 Curriculum

​PSU Integrated High School uses the latest K to 12 Basic Education Curriculum. The format of curriculum is as stated below;

Content	Content Standard	Performances Standard	Learning Competencies	Code

1.7 Teaching plan of major

The teaching plan used in PSU Integrated High School can be semi-detailed or detailed lesson plan. For the semi-detailed lesson plan, it has the format as written below:

I. Objectives: 

II. Subject Matter:

a. Topic: 

b. Reference:

c. Materials/Tools: 

d. Teaching Method: 

e. Value Integration: 

III. Procedure

a. Preliminary Activities

b. Developmental Activities

c. Post Developmental Activities

d. Evaluation

e. Assignment

CHAPTER II

Pedagogical Contents

​In the process of learning, a good teacher must be ableto master the content (learning materials/materials subject) and master the science of teaching (pedagogy). Content is knowledge science that should be mastered by the teacher,including facts, concepts, principles, laws, and theory.  Each pedagogic approach is described succinctly so you can quickly understand how the technique might be relevant to your teaching.

2.1 Teaching methods

​Based on the observation during the 1st week of the program, the teaching methods used by the teacher during the lesson are lecture method and discussion method.

a. Lecture method

​Lecture method is an oral presentation of information by the instructor. It is the method of relaying the factual information which includes principles, concepts, ideas and all theoretical knowledge about a given topic. In lecturemethod, the instructor tells, explains, describes or relates whatever information to the students through listening and understanding. This method is therefore a teacher-centeredmethod. The instructor is very active, doing all the talking. The teacher explained about the topic and give question for the students, so they can be active in class. The advantages of the lecture method are it saves time, the topics are covered, and permits flexibility. Meanwhile, the disadvantages are including boredom, passive students, and uneven gain of knowledge among the students.

b. Discussion method

​Discussion method is a method which group discussion techniques are used to reach the learning objectives.  Discussion method is used to stimulate thinking, interest and securing the student participation. Students in class will be more active and cooperative in the group activity. The discussion method also can increase students interest, acceptance and commitments.The advantages of the discussion method are increased student knowledge and experience, which results in more permanent learning.  The disadvantages are time-consuming, unwillingness of students during the group activity, and failure in reaching the objectives of lesson.

2.2 Learning materials and innovation

​Based on the observation during the 1st week of the program, the teacher used learning materials which are including textbooks, DLP, PowerPoint presentation, short video, and white/blackboard. In the first lesson, the teacher gave the motivational activity using video about the topic. Motivation activity is proven effective to increase the students’ curiosity and activity during the lesson.

2.3 Sources of learning and technology

a. References books:

1) Vela-Evangelista, E. 2015. Science in Today’s World. Quezon: Sibs Publishing House, Inc.

2) Campbell, N., & Reece, J. 2011. Biology. San Francisco: Pearson Education.

3) Raven, P. H. 2012. Biology. Boston: McGraw-Hill.

2.4 Authentic assessment

​Based on the observation during the 1st week of the program, the teacher used the assessment including the students’ participation when teacher explain and ask, group activity, and a long quiz in the last lesson. Teacher would give additional point to the students who is active in class, or cooperative in group activity. 

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2.5 Others

​Based on the observation during the 1st week of the program, the teacher sometimes gave an assignment for students to do the advance reading for the next topics.

CHAPTER III

Teaching Plan

​Teaching plan or lesson plan is a detailed guide for teaching a lesson. It's a step-by-step guide that outlines the teacher's objectives for what the students will accomplish that day. Creating a lesson plan involves setting goals, developing activities, and determining the materials that will be used.

3.1 Curriculum

​PSU Integrated High School uses the latest K to 12 Basic Education Curriculum. For the topic that will be taught by the student-teacher, the format of curriculum used is as written below:

Content	Content Standard	PerformanceStandard	Learning Competencies	Code
1. Coordinated Functions of the Reproductive, Endocrine, and Nervous Systems	How these feedback mechanisms help the organism maintain homeostasis to reproduce and survive		Describe the parts of the reproductive system and their functions.	S10LTIIIa-33
			Explain the role of hormones involved in the female and male reproductive systems;	S10LTIIIb-34

3.2 Teaching plan related to major

I. Objectives: 

A. Define about the human reproductive system

B. Explain about anatomy and physiology organs of reproductive system female and male;

II. Subject Matter:

a. Topic: Human Reproductive System

b. Reference: Vela-Evangelista, E. 2015. Science in Today’s World. Quezon: Sibs Publishing House, Inc.

c. Materials/Tools: DLP, Powerpoint Presentation, blackboard.

d. Teaching Method: Lecture, discussion.

e. Value Integration: Cooperation, tolerance, and team work.

III. Procedure

a. Preliminary Activities

1) Greeting

2) Praying 

3) Checking attendance

4) Recall

5) Motivation

b. Developmental Activities

1) The teacher will show the pictures of female and malereproductive organs.

2) The teacher will discuss the lesson using power point presentation. 

3) The teacher will discuss the lesson of reproductive system with the following concepts:

• Definition and the function of reproductive system

• Anatomy of female and male reproductive system

• Physiology of female and male reproductive system

• The diseases of human reproductive system 

4) The teacher will ask some questions:

• Why we should learn about reproduction system?

• What the function of the organs that arrange the female and male reproductive system?

c. Post Developmental Activities

1) Generalization

2) Evaluation

3) Assignments

CHAPTER IV

Observation on Teacher(s)

​Based on the observation during the 1st week of the program:

4.1 Planning for teaching

​Planning for teaching is very important thing to the teacher. With planning, teacher will not get lost in what should they do in the class during the teaching. The lesson plan is similar to scenario for the teacher to make the lesson becomes easier to understand. And also it helps the teacher to prepare him/herself for the upcoming lesson. Planning begins with thinking about how you would like your students to approach their learning in your subject, and what you would like them to understand, know or be able to do by the end of the session. 

4.2 Preparing lessons and materials

​The teachers have prepared the materials to use teaching, the teacher find topics in the book and other reference. The teacher searches the materials which help student during the lesson. The materials are including pictures and videos which are very helpful. They also prepared some questions on their notebook that will be asked in the class with its answers included.

4.3 Teaching in class

​The teacher taught like the lesson plan. When the teacher teaching, they give some questions to make student gain the knowledge about the topic. The teacher also makes the students become able to do the critical thinking and more independent by not answering the questions directly. The students find the answer by themselves and the teacher also served as the facilitator. 

4.4 Measurement and evaluation

​During the lessons, the measurement and evaluation are conducted according to the method that being used. The teachers with his discussion method evaluated his students by using their activity during the discussion. They also gave some assignments for the students as an additional point.

Chapter V

Teaching Practice

​Report on the teaching practice according to topics as follows:

5  

5.1 Procedures of teaching

a. Students do the greeting and pray together.

b. Students’ attendance checked by teacher

c. The teacher reviews the last topics and then give to motivational activity. 

d. Students discuss about the task given by teacher or problem solving

e. The teacher explains about topics and ask to students

f. Students answer the question

g. Students do short quiz in the last lesson

5.2 Time management and organizing activities

a. 10 minutes for preliminary activities (greetings, pray, motivation activity).

b. 30 minutes for developmental activities (teacher’s explanation, discussion, problem solving).

c. 15 minutes for evaluation (assesment, quiz)

d. 5 minutes for conclusion and generalization from the lesson.

5.3 Problem-solving

​The teacher gives some questions to make the student become more knowledgeable, more active, and also to find out whether the students understand the lesson or not. The teacher also gives the chance to discuss between the students and conclude from the questions asked by the teacher. After that, teacher will reconfirm the correct answers for the questions. 

5.4 Classroom management

​The student teacher tried to manage the classroom by memorizing the majority of student’s given name. It was proved to be effective to make the students become closer to the student teacher, made it easier to control and grab their attention, and also helped to maintain a good relationship between the student teacher and the students. The teacher give recalling activities to make the student always remember the previous lesson. Teacher also give motivational stimulus to create the students’ interest about the topic.

Chapter VI

Summary and Suggestions

​Student teachers summarize what you had done during your practicum according to topics as follows:

6.1 Purposes of practicum

​The main purpose of the teaching practicum is to give a real experience for the student teacher about how to prepare, manage, and handle the classroom. The teaching practicum also make the student teacher obtained the required skill that will be needed when it comes to the actual teaching in the future. The lesson is not always about the mastery of the topic, but also the way it is delivered to the students. It is not enough to read about teaching or to observe others teach, something students have done for years. By learning how to prepare a good lesson plan, it will help the student teacher in the future when it comes to the professional teaching.

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6.2 Procedures of practicum

​The procedures of practicum are consist of the observation, preparation, and actualization. By doing the observation, the student teacher will be able to compare and analyze the differences between the learning’s theories and its actual implementations in the classroom. And after that, the preparation stage by making the lesson plan will help the student teacher to become able to design and construct the lesson according to the situation and characteristics of the classroom. Finally, by doing the actual teaching, the student teacher will realize how to present the lesson and manage the classroom, according to the current situatiom of the class and become more adaptable in the future. The student teacher also got suggestions and notes from the supervising instructor that will help the student teacher to evaluate themselves for a better preparation in the next lesson.

6.3 Outcomes of practicum

​The student teacher has more experience for teaching in the different country, learn about the new culture and became adept with English language for teaching. The student teacher becomes more confident for teaching and starting to realize which strategies that will be needed for any given characteristics of the classroom.

6.4 The challenges of practicum

​The challenges that were encountered during the teaching this time is how to explain the lessons in English, then how to control the class when the students are noisy, how to manage time. The other challenges are mostly because the student teacher was teaching a different subject from his actual major

6.5 Overall impression

​The teaching practicum is very helpful for the student teacher to improve her teaching methods and strategies that will be implemented in the classroom. The student teacher become able to prepare herself mentally for the future teaching by understanding the students’ characteristics. The confidence and the public speaking ability also improved because of the teaching practicum.

6.6 Suggestions for future improvement

​Hope the teacher will improve her English skills andcontinues practice to be a good teacher. Become better inmanaging the class, the time and using various teaching methods and correctly.

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