General Information, Academic Administration and so on

I. School: General Information and Academic Administration

1.1. School profile 
       

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	No.	Teacher’s Name
1	Suñga, Teresita P. (School Principal)	29	Austria, Pamela
2	Agbuya, Alberto D	30	Austria, Jefferson
3	Cera, Divina	31	Bala, Jameson
4	De Vera, Charissa	32	Bautista, Roel
5	Dy, Felcris	33	Bullo, Jovelyn L.
6	Ferrer, Nina	34	Capanang, Gloria
7	Gonzales, Jomar R.	35	Catabay, Ma. Bernice Glizzle
8	Luces, Antonio Sr.	36	Cayabyab, Grace
9	Macabulos, Susana	37	Dizon, Roma
10	Malicdem, Karen Ravila	38	Ferrer, Irma
11	Mangsat, Reynante	39	Flores, Romeoul Karl
12	Paglingayen, Mae Anne C.	40	Gamo, Cristina
13	Ramirez, Hannah Krisan V.	41	Garcia, Nelda
14	Gomez, Alex	42	Alberto, Princess Arjhel
15	Geslani, Virginia A	43	Guinto, Vemma Mae
16	Ignacio, Mary Ann	44	Martinez, Justine
17	Inaldo, Kimberly B.	45	Junio, Melanie
18	Junio, Joel	46	Rebong, Naomi
19	Reyes, Rico	47	Reloza, Romeo
20	Kibra, Arturo T.	48	Quinto, Anna Marie
21	Lacap, Marjorie	49	Pineda, Lorraine
22	Lopez, Bobby	50	Paragas, Monica L.
23	Macaraeg, Mary Joy	51	Pascua, Jessica Ailene
24	Madriaga, Sara Jean Z.	52	Oriña,  Saniata
25	Mejia, Cherry Joy	53	Cerezo, Rona Villa
26	Montoya, Dennis	54	Neri, Jordan
27	Rosario, Jerome G.	55	Rosario, Wilbert O.
28	Suratos, Grace	56	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. Teaching plan of major 

The teaching plan used in PSU Integrated High School can be semi-detailed, detailed lesson plan detailed or lesson plan for literature. I use lesson plan for literature for grade 7 and detailed lesson plan for grade 10. It has the format as written below:

Lesson Plan for Literature

A Detailed Lesson Plan

Content Standard Perfomance Standard Learning Competencies I.         Objectives II.      Subject Matter A.    Text: B.     References: C.     Materials: III.   Activity sequence a.       Pre-reading Activity 1.      Motivation 2.      Speaking Exercises b.      During Reading Activity 1.      Background of the Author 2.      Discussion Proper 3.      Post-Reading Activity IV.      Evaluation V.         Assignment

I. Objectives: II. Subject Matter: a.       Topic b.      Reference c.       Material III. Discussion Proper: a.       Preliminary Activity b.      Motivation c.       Discussion Proper d.      Enrichment Activity e.       Conclusion/Generalization IV. Assessment V. Assignment

II. Pedagogical Contents

2.1  Teaching methods

            Based on the observation during the 1^st 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 factual information which includes principles, concepts, ideas and all theoretical knowledge about a given topic. In lecture method, the instructor tells, explains, describes or relates whatever information to the students through listening and understanding. This method is therefore a teacher-centered method. The instructor is very active, doing all the talking. The teacher explained about the topic and give question for students so they can be active in class. The advantages of the lecture method are it saves time, the topic 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 1^st 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)      Lapid, Milagros G., Serrano, Josephine B., English Communication Arts and Skills Through World Literature, Phoenix Publishing House, 7th Edition, 2010.

2)      LP Second Quarter Grade 7: Grade 7 English Learning Package.

3)      Courtesy of Youtube

2.4  Authentic assessment

Based on the observation during the 1^st 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.

       

2.5  Others

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

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	Performance Standard	Code
Literature : Story of “The Mats”	The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.	The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.	EN7LT-II-a-4 : Discover the conflicts presented in literary selections and the need to resolve those conflicts in non-violent ways EN7LT-II-a-4.1 : Identify the distinguishing features of literature during the Period of Apprenticeship

3.2  Teaching plan related to major

The first teaching practice I have to use Indonesian lesson plan format for grade 7 and grade 10. The lesson plan for philippines format are listed below:

3.2.2 Grade 7 Lesson Plan for Literature

Content Standard

The learner demonstrates understanding of: Philippine literature during the Period of Apprenticeship as a means of examining conflicts; various purposeful listening and viewing strategies; difference between literal and figurative language; ways to extract and condense information based on library sources; verbal and non-verbal cues in oral communication; and types of phrases, clauses, and sentences.

Perfomance Standard

The learner transfers learning by: resolving conflicts presented in literary selections; using tools and mechanisms in locating library resources; extracting information and noting details from texts to write a précis, summary, or paraphrase; distinguishing between and using literal and figurative language and verbal and non-verbal cues; use phrases, clauses, and sentences meaningfully and appropriately.

Learning Competencies

·         Discover the conflicts presented in the story

·         Identify the distinguishing features of the story

I.         Objectives

At the end of this lesson, the students should be able to :

a.       Identify and describe the characters of the story, “The Mats”;

b.      Write a summary of the story; and

c.       Discuss the story by relating it to real life scenarios.

II.      Subject Matter

A.    Text: “The Mats” by Fransisco Arcellana

B.     References: Grade 7 English Learning Package

C.     Materials: Laptop, Speaker, Chalk, Activity Sheets

III.   Activity sequence

a.       Pre-reading Activity

1.      Motivation (15 minutes)

“Go and Hurry! Fast but Gently”

The teacher will play a music and give the students a handkerchief. The music will be stopped and the students are not allowed to pass the handkerchief. They have to describe the pictures. Hence, if the student drops the handkerchief he/she will automatically describe the picture on the board.

Vocabulary Enrichment

The class will be divided into 10 groups. Each group will begiven a  part of the story. Each group will search unfamiliar words or phrases and write it on a piece of paper. Furthermore, the words written on the paper will be unlocked with the activity.

The words are :

Periodic                     Ordinarily             Weave                 Topmost

Inspection                 Gigantic                Infrequent           Spectacle

Occasion                   Watchers               Itinerary              Winding

Memorable                Nuptial                 Preserved            Exclamation

Marvelous                 Creases                 Accomplished      Delight

Respectives               Intricate                Lively                   Proficient

Birthstones                Boundless            Disengaged            Bewilderingly

Wildfire                    Pleasantly             Ponderous             Repudiation

Woven                      Delicate                Bundle                  Reminiscent

Ascribed                   Consummate        Strained                 Constriction

Labored                    Artistry                Proceedings            Vindictive

“Unlocked Me”

The group will search the meaning of the word in the blackboard, to unlock the difficult words and continue with the passage they are reading.

2.      Speaking Exercises (10 minutes)

Following the same group, each group should determine their representative to read the story using intonation.

b.      During reading activity

The teacher will introduce the story and will introduce the author of “The Mats”.

1.      Background of the author (5 minutes)

 Fransisco Arcellana was a Filipino writer, poet, essayist, critic, journalist and teacher. He was born on September 6, 1916. Arcellana already had ambitions of becoming a writer early in his childhood. His actual writing, however, started when he become a member of Torres Torch Organization during his high school years.

2.      Discussion proper (5 minutes)

The teacher will ask the students what the story tells about. The teacher choose three or five students. Then the students will make a summary of each piece of the story in the board.

c.       Post Reading Activity (5 minutes)

Continue and Prove it!

The teacher will ask the students to complete these statements:

If I were Mr Angeles, I will not...

If I were Mr Angeles, I will...

If I were Emilia, I will not...

If I were Emilia, I will...

IV.   Evaluation

Task 1 Check Point (10 minutes)

Answer this following questions:

1.      What presents did Mr.Angeles bring home for the family?

Answer : Three mats

2.      What made these mats special and unique?

Answer : Because glow and shine

3.      How were the last three mats different from the rest?

Answer : Did not seem to glow or shine

4.      What was the effect of death on the Angeles family?

Answer : Surrounded by sorrow and sadness

Task 2. We are family (10 minutes)

1.      Describe the relationship among the members of the Angeles family using a sociogram.

2.      Include the following details:

A. Names of the family members

B. Relationship to each other

C. Qualities or Characteristics

D. Attitudes/Reactions towards the members.

E. Family issues

V.      Assignment

1.      Write down the similarities and differences among the mats using the table.

Features of the mats	Nana Miling	Marcelina	-----	-----
a. Materials
b. Design

2.      Make an oral report of their similarities and differences.

3.2.3 Grade 10 A Detailed Lesson Plan

I.                Objectives:

At the end of the lesson , students should be able to:

a.       Identify and describe the usage of gerund and participle;

b.      Differentiate gerund and participle according to its usage using ven diagram, and

c.       Make their own sentences using gerund and participle.

II.              Subject Matter

A.    Topic: The Usage of Gerund and Participle

B.     References: Lapid, Milagros G., Serrano, Josephine B., English Communication Arts and Skills Through World Literature, Phoenix Publishing House, 7th Edition, 2010

C.     Materials: Laptop, Projector, Chalk, Flash Cards, activity sheets

 

III.                    Discussion Proper

Teacher’s Activity

Student’s Activity

a. Preliminary Activity Praying May I ask the mayor to lead the pray? Checking of Attendance May I ask who is the secretary here, who are absent today?        b. Motivation The class will be group into six. The groups will be given flash cards to complete. Then they will be stick it on the blackboard. There are six representative to describe the sentences.        c. Discussion Proper In your activity, what do you think is our topic for today? Incredible! What are they? What is Gerund? Very Good. Now, what is Participle? Amazing, you read a lot.        d. Enrichment Activity We can now move on to our next activity. It is called “Fill it out, Bring it on”. The group will interact with each other and fill out the spaces provided in the venn diagram. Then they will bring it into the teacher.         e. Conclusion/Generalization     So what have you learn today?

The mayor leads the prayer. None Ma’am. Group 1 : gerund is voting important an responsibility. Voting is an important responsibility. Group 2 : participle had he unique a way whistling of  He had a unique way of whistling Group 3 : gerund The dancing parrots entertained the crowd dancing the entertained the parrots crowd Group 4 : participle She is thinking of the children is she children of thinking Group 5 : gerund Jumping is fun is fun jumping Group 6 : participle The wrecked sailboat washed up on shore. wrecked washed sailboat up shore the on Ma’am our topic for today are gerund and participle. Gerund is a verbal that ends –ing and  functions as noun. Participles are verbs that ends in -ing (present participle) or -ed, -d, -t, -en, -n (past participle). Thank you Ma’am. Gerund _______ _______ Participle ______________ Similarities ________ _______

II.                  Assessment:

Instruction :

-          Do it by yourself.

-          Open your textbook page 102 and 103. “Comparing Gerunds and Participles”

-          Write your answer in a piece of paper.

-          Submit it today.

Exercise 11

Comparing Gerunds and Participles

Study the sentences below and underline the gerund (G) and the participle (P). Then identify each by writing G or P on the line before the sentence.

______ 1. They are never tired of listening to classical music. (P)

______ 2. Hunting seems to be the favorite sport of the men. (G)

______ 3. Mother is buying a talking doll for Marissa. (G)

______ 4. I’m looking for gift hidden in this room. (P)

______ 5. George, dressed in a red suit, looked like Santa Claus. (P)

______ 6. Celebrating Christmas is getting to be expensive. (G)

______ 7. Bringing up children taught her to be patient. (G)

______ 8. Will you be joining the Mass for the Risen Lord? (P)

______ 9. He was awarded a cash prize for saving the documents. (P)

______ 10. Running down, Belen stumbled and twisted her ankle. (P)

References : Lapid, Milagros G., Serrano, Josephine B., English Communication Arts and Skills Through World Literature, Phoenix Publishing House, 7th Edition, 2010. Page 102 & 103.

III.                Assignment

Instruction :

-          Make sentences using gerunds and participles.

a.      Gerunds : 5 sentences

b.      Participles : 5 sentences

-          Submit it tommorow.

IV. Teaching Practice

            Report on the teaching practice according to topics as follows:

4.1  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

e.       The teacher explains about topics and ask to students

f.       Students answer the question

g.      Students do short quiz in the last lesson

4.2  Time management and organizing activities

a.       5 minutes for preliminary activities (greetings, pray, motivation activity).

b.      35 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.

4.3  Problem-solving

            The teacher give a problem and students make high thinking to solve it.

4.4  Classroom management

            The teacher needs strategies to manage class, when you used the appropriate teaching method.

 

 

V. Summary and Suggestions

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

5.1  Purposes of practicum

The main objective of the teaching practicum is to provide student teachers with authentic hands-on experience in teaching. This is required to develop their teaching skills and to start collecting experiences to enrich their professional wisdom.   It is not enough to read about teaching or to observe others teach, something students have done for years. Student teachers have to practice themselves because practical knowledge and wisdom are held by the individual and cannot easily be transmitted from person to person. Student teachers need know-how, and by connecting the skills of teaching to knowledge, through reflection, they will gradually start developing practical wisdom.

                                                                                                 

5.1  Procedures of practicum

            First procedure, teacher must to know what the topics to teach, and choose teaching strategies.

            Teacher make lesson plan and prepare lessons and materials, and then teacher teaching manage class, after teaching, evaluation with supervising instructor.

5.3  Outcomes of practicum

            The teacher becomes more trained in teaching, or create the right lesson plan, know the appropriate teaching methods used, can manage the class, manage time.

5.4  The challenges of practicum

            The challenges of 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.

5.5  Overall impression

            Understand exactly what kind of teacher, understand how important teaching method, the importance of managing class and time. Lack when teaching.

5.6  Suggestions for future improvement

            Hope the teacher improve again English skills, continues practice to be a good teacher, can manage the class, manage the time and used various teaching methods and correctly.