Physical Education in Grade 12, Thesis of Physical Education and Motor Learning

Download Physical Education in Grade 12 and more Thesis Physical Education and Motor Learning in PDF only on Docsity! Republic of the Philippines Department of Education REGION X – NORTHERN MINDANAO SCHOOLS DIVISION OF MISAMIS ORIENTAL MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL Lesson Plan in Math 7  TEACHING DEMONSTRATION  COT no. 1 Name of Teacher: ROSELYN A. LAGULAY Subject: MATH 3rd Quarter Grade and Section: Grade 97 Time and Building: March 21, 2023, Diel Building, 2nd Floor Time Frame: 1 hour TEACHING PHILOSOPHY PROGRESSIVISM RPMS TARGET INDICATORS KRA 1 Objective 1: Applied knowledge of content within and across the curriculum teaching areas. Objective 2: Used a range of teaching strategies that enhance learner achievement in literacy and numeracy skills. Objective 3: Applied a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills. KRA 2 Objective 4: Managed classroom structure to engage learners, individually or in groups, in meaningful exploration, discovery and hands-on activities within a range of physical learning environment. Objective 5: Managed learner behavior constructively by applying positive and non- violent discipline to ensure learning-focused environment. Objective 6: Used differentiated, developmentally appropriate learning experiences to address learners’ gender, needs, strengths, interest and experiences.. KRA 3 Objective 7: Planned, managed and implemented developmentally sequenced teaching and learning process to meet curriculum requirements and varied teaching contexts Objective 9: Selected, developed, organized, and used appropriate teaching and learning resources, including ICT, to address learning goals. KRA 4 Objective 10: Designed, selected, organized and used diagnostic, formative and summative assessment strategies consistent with curriculum requirements. I. OBJECTIVES A. Content Standard Demonstrates understanding of key concepts of algebraic expressions, the properties of real numbers as applied in linear equations,and inequalities in one variable. B. Performance Standard Is able to model situations using oral, written, graphical, and algebraic methods in solving problems involving algebraic expressions, linear equations, and inequalities in one variable. C. Learning Competencies Square of a binomial M7ALIIe-g-1 D. Objective At the end of the period, the learners are expected to:  Explore the process and pattern in finding the square of a binomial  Apply square of binomial through different applications in real life situation Republic of the Philippines Department of Education REGION X – NORTHERN MINDANAO SCHOOLS DIVISION OF MISAMIS ORIENTAL MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL  Solve special product by square of a binomial.  Participate in the class discussion and activity. II. SUBJECT MATTER Square of Binomial III.LEARNING RESOURCES A. References 1. Students’ Self-Learning Module 2. Additional Materials from Learning resources (LR) portal Internet : https://www.scribd.com/document/459567939/Lesson-Plan- 4-Square-of-a-Binomial# B. Materials Laptop, Power point presentation, printed learning materials LESSON PROPER KRA ANNOTATIONS IV. LEARNING ACTIVITIES A. Preliminary Activities/ Preparation o Prayer ( They will read the prayer on the power point presentation) o Checking of attendance o Give classroom instructions V. PROCEDURES A. Reviewing previous lesson / Presenting new lesson o Present learning competencies and objectives o Quick review. Ask the students about multiplication of integers. B. Motivation Teaching Strategy: Exploration Fill the tiles 1. How many terms are there in trinomial? 2. Complete the following . Use the squared binomials and the equivalent trinomials based on the tiles you solved? A. The first term is the _______________ of the first tiles you solved? B. The last term is the ______________ of the first term in the binomial. Objective 1 and 2: MAPEH The learners are able to perform Art. Republic of the Philippines Department of Education REGION X – NORTHERN MINDANAO SCHOOLS DIVISION OF MISAMIS ORIENTAL MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL Reviewed by: JERRYLYN TOYLO OIC, Mathematics Department Noted by: ABDON R. BACAYANA, PhD School Principal IV TEACHER REFLECTION JOURNAL Name of Teacher: MARIE DIAMOND C. ALONSABE Subject: MAPEH (Health) 3rd Quarter Grade and Section: Grade 9 Time and Building: February 08, 2023, Pagcor Building, 2nd Floor Time Frame: 1 hour KRA 4: Objective 11 Learner Attainment Data A. No. of learners who earned 80% in the evaluation B. No. of learners who require additional activities for remediation C. Did the remedial lesson work? (No. of learners who have caught up with the lesson) D. No. of learners who continue to require remediation KRA 5: Objective 8 Reflection Narrative A. What went well in the lesson? Why? Republic of the Philippines Department of Education REGION X – NORTHERN MINDANAO SCHOOLS DIVISION OF MISAMIS ORIENTAL MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL B. What problem did I experience? Why? C. What is student- centered? Should it have been? D. What could I have done differently? E. What did I learn from the experience that will help me in the future? TEACHER REFLECTION JOURNAL (TEACHING PHILOSOPHY) What Teaching Philosophy did I use:  Behaviorism The behaviorist school of thought states that students learn behaviors through their interactions. According to behaviorists, an individual's intrinsic qualities have little bearing on how they behave within an environment. Rather, the teacher can directly and intentionally influence the quality and consistency of student behaviors with various strategies. An example of behaviorist thought in practice is positive reinforcement, in which a learner receives a reward for positive actions. In time, they come to associate these actions with rewards and so prefer to behave well rather than poorly.  Conservatism In pedagogy, conservatism refers to the belief that the original intended purpose of education was to prepare learners for entry into an established culture, with its traditional values and social pathways. An educational conservative is likely to believe teaching to be an act of data transmission and learning to be the combined acts of obedience and data acceptance. This school of thought may also deny any nonacademic functions of education, such as the belief that schools also function as environments where young people learn about social interactions and the value of the individual.  Constructivism The constructivist philosophy states that learners develop knowledge by building on the foundations of previous learning. Constructivists acknowledge that learners come from different backgrounds, so they carry their unique set of circumstances and experiences into the shared environment of the classroom. Moreover, the experiences and knowledge specific to a learner can affect how they receive new information. Aside from these ideas concerning unique foundations and learning outcomes, constructivism includes the following precepts:  Essentialism Essentialism focuses primarily or entirely on the teaching and mastery of core basic subjects and skills. In an essentialist approach, the topics and competencies covered are commensurate with the learners' level of development. A student at the earliest stage of learning practices simple skills and concepts, which increase in complexity as the student advances in their learning trajectory. Typically, the subjects or skills that essentialists emphasize are reading, writing, mathematics, science, history, art, music and foreign languages, with technology being a common modern addition to the repertoire. Essentialist teaching methods often rely on rote practice and standardized assessment. Republic of the Philippines Department of Education REGION X – NORTHERN MINDANAO SCHOOLS DIVISION OF MISAMIS ORIENTAL MISAMIS ORIENTAL GENERAL COMPREHENSIVE HIGH SCHOOL  Humanism Humanism is a teaching philosophy that centers on the needs of the student. According to this approach, students learn best under self- direction, when they have input in what they learn, so it's the goal of the educator to facilitate a love of and competency for learning. To that end, humanistic educators aim to establish a safe, nonthreatening environment for learners and openly validate students' feelings as part of the learning process. Grades play little to no role in a humanistic learning environment since self-evaluation is the only meaningful form of assessment.  Idealism Idealism, as a teaching philosophy, posits that ideas are the only true reality and the objective of the learner is to seek the truth. In this understanding of the world, true ideas are ongoing universal constants, so learners can discover knowledge but not necessarily create it. Some idealists also state that the goal of education is to develop the sort of mind and skills that can better serve society. An important facet of the idealist approach is awareness of a role model whose example can guide the learner to an understanding of their place in and contributions to society.  Perennialism The perennialist teaching philosophy centers on the subject. This approach focuses on the teaching of ideas that have everlasting and universal value and truth. The teaching focus, then, is on principles such as reasoning and critical thinking in addition to time-tested concepts from well-known figures such as Plato and Einstein. The educator is responsible for guiding students in their efforts to think critically and logically and showing them how to appreciate great everlasting works.  Pragmatism The pragmatist approach posits that the goal of education is to teach learners the knowledge and skills that are likely to be of practical use to them. To that end, pragmatist educators tend to implement such methods as project- and play-based learning, experiential learning, experimentation and excursions. What qualifies as pragmatic is often dependent on the circumstances of the learner, their environment and their time. As societies evolve in response to changing technologies and lifestyles, the pragmatic teaching philosophy adapts to provide learners with relevant education.  Progressivism The progressivist teaching philosophy is a student-oriented approach that considers the significance of individuality and its connection to active learning. Progressivism states that the ideal learning situation is when the subject matter is relevant to the life of the learner and their abilities. Progressivist educators, therefore, often try to reveal the relevance of academic topics to stoke the curiosity and engagement of their students. This approach also emphasizes interaction, cooperation and consideration of other viewpoints as essential elements of learning.  Realism The realist teaching philosophy states that reality and the mind's perception of it are separate phenomena. In reality, there are objective truths and values, and it's the goal of education to promote rational modes of thought to uncover what truth is. Educators who the realist philosophy tend to focus on teaching critical thinking and the scientific method. By these means can learners overcome their preconceptions and biases and approach a more logical perception. TEACHER REFLECTION JOURNAL (TEACHING PHILOSOPHY) Name of Teacher: MARIE DIAMOND C. ALONSABE Subject: MAPEH (Health) 3rd Quarter Grade and Section: Grade 9 Time and Building: February 08, 2023, Pagcor Building, 2nd Floor Time Frame: 1 hour KRA 5: Objective 13 Reflection Narrative A. What is my teaching philosophy? Why? B. What are your beliefs about learning? How do you think people