PRACTICE TEACHING LEARNING EPISODE 3

NCBTS DOMAINS 5
My Tasks
The things I need to consider when preparing my first assessment tool (activity sheet,
quiz, chapter test, worksheet, etc.)

Before students read a passage, encourage them to read the questions that follow. Doing
this will help them focus on important parts of the passage. Then as they read, they can
lightly underline content that might be useful in answering the questions.

Encourage students to find support for their answers in the passage, as well as from any
relevant experiences of their own.

When working through material with students, ask them for the same information in a
variety of ways. Examples: What do you think will happen? What do you think the result
will be? Too often, students have difficulty answering questions because they are
unfamiliar with a tests wording.

After reading a passage, students can write their own questions to share with one another.
This activity can help students better understand the relationship between questions and
accompanying passages. Try this activity with cloze-format sentences, as well.

Provide students with many opportunities to make estimations. Practicing estimation can
help students quickly evaluate their answers to mathematical questions on standardized
tests.

Have students create their own word problems using data other than those in their math
lessons. For example, you might have them draw on mathematical information they find
in a current-events article, a weather report, or a social studies assignment. This activity
can not only help students transfer skills they learned in math to other content areas but
also help them approach word problems with more confidence.

As students take a test, encourage them to circle or jot down the numbers of the items
they are unsure of. When theyre finished with the test, encourage them to go back over

just the questions they circled or noted. Too often, students dont actually go back and
check their work because theyre tired and just cant face "retaking" the whole test.

After a test, discuss as a group why answers are correct or incorrect.

Bubble answer sheets have come to be associated with standardized tests and this
association can create fear and uneasiness in some students. To help students overcome
this negative association, use the bubbles for activities other than tests. For example, each
morning attach a class list on the bulletin board. Next to each name on the list include one
or more bubbles. Have students fill in the bubbles to indicate their attendance or choice of
lunch.

My Activities
Write as many ideas about TESTS. I shall use the first letter of the word to give as many
concepts about tests.

Thinking because people who prefer thinking tend to base their decisions on logic
and objective analysis of cause and effect.
Extraversion because people who prefer Extraversion tend to focus on the outer
world of people and things.
Sensing because people who prefer sensing tend to focus on the present and
concrete information gained from their senses.
Technology because it made our life feel at ease and make all things easier and
faster. It also tends to focus on the future, with a view toward patterns and
possibilities.
Sequence tend to like a planned and organized approach to life and prefer to have
things settled.

E
S
T
S
My Analysis

Complete this structured frame.

1. Assessment are needed because aside from the obvious one which is to provide
measures of student progress, as it can be a means to engage students with their learning. Ideally
then, you should aim to support active learning rather than assessment of learning to ensure that
the assessment process is an integral part of students education. It also focuses on the

opportunities to develop students ability to evaluate them, to make judgements about their own
performance and improve upon it. Asking student to demonstrate their understanding of the
subject matter is critical to the learning process. It is essential to evaluate whether the educational
goals and standards of the lesson are being met.
How did my students/learners perform in my first assessment tool? Check your answer and
explain.
Learning takes place in students head where it is invisible to others. This means that
learning must be assessed through performance, what students can do with their learning. I
observed that pupils obtain content knowledge, acquire skills, and develop work habits and
practice the application of all three real world situations. They achieved a balances approach
by extending traditional fact and skill instruction. It also develops their higher-order thinking or
process skills can come from the various disciplines such as writing. Time management,
individual responsibility, honesty, persistence and intrapersonal skills, such as appreciation of
diversity and working cooperatively with others, are examples of work habits necessary for
pupils in order for them to success in life.
Areas of improvement when preparing test.
Upon setting my foot inside the classroom I realized that I still need to educate myself
about fear and its impact to students because through these, I can become more aware of
important signs in teaching and more proactive toward helping students feel more comfortable
and confident. Also, many students experience family challenges and face other stress factors
that keep them from performing well in the classroom. Having conversation with the learners
about their challenges and discussing ways to manage them may help them feel more persistent
to succeed. I also need to create a nurturing environment for learners and ensure to have
communication to them so that I have the idea on whats going on with them.

My Portfolio
Paste or write your first assessment tool and the improved version based on the
suggestions of the cooperating teacher.

Paste the missing letters to reveal the word that describes a property of matter by using the given
clues as your guide.
1. Br_tt_ene_s - the ability of an object to easily break into pieces.
2. _las_ic_ty
- the ability of an object to return to its original size and shape after it has
been stretched.
3. D_cti_ity
- the ability of an object to be drawn into wires.
4. _isc_si_y
- the property of liquid to resist flowing.
5. M_ss
- the amount of matter present in an object.
6. _o_u_e
- the amount of space an object occupies.
7. I_te_s_ve Pr_per_ie_ - properties of matter that do not depend on the amount of matter
in a substance.
8. _alle_bil_t_ - refers to the ability of metal to be flattened into thin sheet.
9. D_ns_ty
- refers to the amount of mass in a given volume.
10. _xte_si_e Pr_per_ie_ - properties of matter that depend on the amount of matter in a
substance.
Identify the property of matter that is being described.
Description
Property of Matter
Extensive or Intensive

Example: A brown table

1. A stretched garter
2. A 20 meter yarn
3. 50 kg of rice
4. A cotton ball wet with water

color

intensive

5. A tablespoon of sugar dissolved

in a glass of water
PRACTICE TEACHING LEARNING EPISODE

My Performance (How I shall be rated?)

5
Outstanding

4
Exceeds
Expectation

3
Meets
Expectation

2
Improvement
needed

1
Unacceptable
Performance

My Tasks
My Activities
My Analysis
My Reflection/
Insights

My Portfolio

Total Score

Rate
Scale
5

Average Rating

Equivalent
Outstanding

4
3
2

Exceed Expectations
Meet Expectations
Improvement needed

Unacceptable Performance

Verbal Description
Teaching performance is consistently superior to the set
standards.
Teaching performance is consistently above the set standards.
Teaching performance is consistently meets the set standards.
Teaching performance does not consistently meet the set
standards. Extra effort is needed to improve the skills.
Teaching performance is inadequate to the set standards.

Michelle M. Diaz
Name of student
__BEEd-IV
Program, Major, Schedule
PRACTICE TEACHING LEARNING EPISODE
5
Outstanding

4
Exceeds
Expectation

3
Meets
Expectation

2
Improvement
needed

1
Unacceptable
Performance

My Tasks
My Activities
My Analysis
My Reflection/
Insights

My Portfolio

Total Score

Rate
Scale
5

Average Rating

Equivalent
Outstanding

4
3
2

Exceed Expectations
Meet Expectations
Improvement needed

Unacceptable Performance

Verbal Description
Teaching performance is consistently superior to the set
standards.
Teaching performance is consistently above the set standards.
Teaching performance is consistently meets the set standards.
Teaching performance does not consistently meet the set
standards. Extra effort is needed to improve the skills.
Teaching performance is inadequate to the set standards.

Glaiza R. Neon
Name of student
_BEEd-IV
Program, Major, Schedule