PART 1
School:
General Information and Academic Administration
1.1
School profile
Location
Zone VI, poblacion, Bayambang, Pangasinan, Philipppines.
Vision
To become an ASEAN Premier State University in 2020
MISSION
The Pangasinan
state university, through instruction, research, extension and production,
commits to develope highly principled, morally upright, innovative and globally
competent individuals capable of meeting the needs of industry, public service
and society.
Guiding Philoosophy :
The Pangasinan
State University’s leadership adhered the filipino educational philoosophy that education is geared towards better
citizenship and livelihood and the United Nation’s declaration that EDUCATION
IS FOR ALL giving ACCES to quality education.
Core Values
Accountability and
Transparency
Credibility and Integrity
Completence and Commitment
Achieve
Excellence in Service
Delivery
Social and Environmental
Responsiveness
Spiritually
History:
The PSU Bayambang Campus had a very huble beginning. It
started at the bayambang Normal School in 1992. It offered then the secondary
normal course which prepared much needed teachers for the country. The school
closed in 1935 due to inadequate funds but re-opened in 1948 under a new name –
the Pangasinan State Normal School (PNS), which offered the two – year teacher
education program. It was one among the first normal schools in the
philippines. It was in 1952 that the college offered the four –year degree in
teacer education for elementary teachers by virtue of RA No. 975. In 1953, the
School with elementary schools in the district of Bautista and the Bayambang
National High School were merged to become the Philippine UNESCO Community
Training Center. It operated as school division then. Republic Act No. 5705
converted the school into a chartered institution-the then central Luzon
Teachers College on June 1969.
The Pangasinan State University bayambang Campus it also
among the constituent campuses of the university to actively house a Laboratory
High Schools ( a School under the college of Teacher Education; serves as
training ground for future HS Teacher ) which dates its history by its then –
name, Central Luzon Teacher College. The pangasinan State University Laboratory High School offers secondary
education in Science Curriculum. The school also offered Basic Education
Curriculum until March 2010. Batch 2010-2011 Seniors was the first batch of the
school in years to graduate from an all- single section per year system which
was decided upon dating back on 2007. The batch makes history in being the
first batch to hold graduation rites in the first ever integrated Closing Exercises
which houses both the LHS and KD – ELS ( Kindergarten Departmen- Elementary
Laboratory School) in one Closing ceremony, the Ceremony was succesful. Uniting
the two laboratory schools of the campus; KD-ELS and LHS.
1.2
Academic Support System
School Name : PSU Laboratory
Integrated School Elementary
(Pre-School)
Address :
Bayambang, Pangasinan, Philippines
Principal Name : Mike Kelvin Nicole N. Buted
List Name of teacher :
No.
|
Teacher’s Class Name
|
Grade
|
1.
|
Ms. Gjevenchi Mac G. Dalit
|
Nursery & Kindergarten
|
2.
|
Ms. Aiza Joyce A. Respicio
|
Grade 1
|
3.
|
Ms. Jenny Rose C. Ermino
|
Grade 2
|
4.
|
Ms. Marianne Mae Caybyab
|
Grade 2
|
5.
|
Ms. Lilibeth L. Mateo
|
Grade 3
|
6.
|
Ms. Julie Anne Kriska Mosteagudo
|
Grade 4
|
7.
|
Ms. Dianne Josephine A. Velasco
|
Grade 5
|
8.
|
Ms. Lovejoy R. Caerlang
|
Grade 6
|
Total Students in Pre-School :
GRADE LEVEL
|
MALE
|
FEMALE
|
TOTAL
|
|
Kindergarten 1
|
7
|
12
|
19
|
|
Nursery
|
2
|
9
|
11
|
|
Kindergarten 2
|
5
|
9
|
14
|
|
Total
|
44
|
|||
Only one building devided in 3 section. one teacher who teach this class. There is play
area (indoor and outdoor).
1.3
Teaching System
A week of learning
to be held for 5 days. Saturday and Sunday is a free day. There are three
session in kindergarten, Kindergarten session 1 started on 07.30-10.30 a.m. Nursery/session 2 started on 11.00 a.m.-01.30.p.m. kindergarten
session 3 started on 02.00 p.m.-17.00 p.m. one teacher teaches all of them.
In this
kindergarten, there are seven learning areas, social studies, values education,
pysical education &health, music and art, mathematic, science, and language
1.4
Materials and Other Learning Sources
This schools use
the materials accordance with core curiculum of K 12. Every subject has two
books. First book for teacher as teacher’s guide and second book for students.
Sometimes teacher used picture, video, and create their own materials for
teaching.
1.5
Measurement and Evaluation System
The system of the
evaluation in this School is every quarter year the teacher will report about
the progress of the students and every end of the years is a appreciate moments
for the best students every class.
1.6
Curiculum
a. Introduction
Republic Act 10157, or “ The Kindergarten Education Law”
made kindergarten the compulsory and mandatory entry stage to basic education.
Section 2 of this Act provides that all five (5) –years old children shall be
given equal opportunities for Kindergarten Education to effectively promote
their physical, social, emotional and intellectual development, including
values formation so they will be ready for school. This was so since the
Department of Education ( DepEd) believes that Kidergarten is the transition
period from informal to formal literacy (Grades 1-12) considering that age five
(5) is within the critical years where positive experiences must be nurtured to
ascertain school readlines.
Varios researches support
this is the period of greatest growth and development.when the brain
develops most rapidly and almost at its fullest. It is also the stage when
self- esteem, vision of the world and moral foundations are established.
Teachers/ parents/caregivers/adults should therefore be guided to facilitate
explorations of our young learners in an engaging and creative curriculum that
is developmentally appropriate which immerse them in meaningful experiences,
provision of varied play based activities leads them to becoming emergent
literates and, helps them to naturally acquire the competencies to develop
holistically. They are able to understand the world by exploring their
environment as they are encouraged to create abd discover, that eventually
leads them to becoming willling risk takers and ready to tacjle formal school
works.
b.
Framework
The Kindergarten curriculum Framework (KCF) draws from
from the goals of the K to 12 philippines Basic Education Curriculum Framework
and adopts the general principles of the National Early Learning Framework
(NELF). Kindergarten learners need to
have a smooth transition to the contentbased curriculum of grades 1 to 12.
The items in rectangles in figure 1 show the theoretical
bases for teaching-learning in the early years, which are founded on
constructivism, integrative, thematic, collaborative, inquiry-based, and
reflective teaching in play based approaches with application of the
developmentally appropriate practices (DAP); these support the principles of
child growth and development, and learning program development and assessment.
The circles, on the other hand, signify the system of how
Kindergarten Education is to be employed, the interlocked ellipses represent
the learning domains that have to be nurturred and equally imparted to
holistically develop children. It also forms a flower that portrays the gradual
unfolding but steady development, as is expected of every child. The child is
seen as being in the process of blossoming – like a flower bud whose
development should not be forced lest it lose its chance to fully mature. The
domains are enclosed by the learning Areas children will meet in Grade One
onward, for which the Kindergarten Curriculum Guide (KCG) or th eteacher’s Guide
is designed. It has been crafted using the thematic or integrative approach to
curriculum development in a spiralling learning process. This approach employs
integrative and interactive taeching learning strategies as well as
child-centered learning experiences.
c.
General Guiding Principal
The following are the general guiding principles of the
National Early Learning Framework (NELF)
I.
On Child Growth and Development
1.
Every
child is unique. Growth and development very from child to child. For whom the
first eight years of life are most vital. He/she has an innate desire to learn,
and this is best done through meaningful and real experiences.
2.
Every
aspect of growth and development is interrelated and independent. The child
needs to be nurtured in a good and caring environment that enhances healthy and
dependable ralationships with other children and most significant adults.
3.
The
learning and development of every child involve a series of complex and dynamic
processes that are best attended to in a more possitive and responsive manner.
4.
The
child must be encouraged to aspire beyond one’s own of achievements and to
practice newly acquiredcompetencies.
5.
Every
child is a thinking, moving, feeling, and interactive human being able to actively
participate in the learning an development of self in the context of one’s
family and community, including cultural and religious beliefs.
II.
On Learning Program Development
1.
The
learning program is child centered. It promotes the holistic way by which young
children grow and develop, and recognizes the role of families and communities
in supportingthe child throught various stages of growth and development.
2.
Tje
learning program is appropriate for developing the domains, and must sustain
interest in active learning of all young childreen including those with special
abilities, marginalized, and/ or those at risk.
3.
The
learning program is implemented by way of diverse learning activities that may
be enhanced with multimedia technologies such as interactive radio, audio/vidio
clips, and computer-enhanched activities.
4.
The
use of learning materials and other resources that are locally developed and/or
locally available is encouraged. The mother tounge shall be used as the child’s
language of learning.
III.
On Learning Assessment
1.
Assesment
is done to monitor learning, know where the child is at, and inform parents of
the child’s progress.
2.
Assesment
is crucial to identifying the child’s total development needs and does not
determine academic achievement.
3.
Assesment
is best conducted on a regular basis so that a timely response or intervention
can be made to improve learning.
4.
The
result of the larning assesment of a child shall be kept strictly confidential.
Ratings should be more qualitive/descriptive and less numerical.
5.
The
family and community must be informed of the general outcomes of learning so as
to encourage further cooperation and partnerships.
d.
Development Domains
“Development domains” refers to specific aspects of
growth and changes in children. These are represented by the ellipses to show
interconnectedness in the holistic development of children. The contents of
each developmental domain are defined by learning expectations as follows.
1.
Socio-Emotional Development ( Pagpaunlad ng
Sosyo-Emosyunal at Kakayahang Makipamuhay)- Children are expected to develop emotional skills. Basic concepts
pertaining to her/himself, how to relate well with other people in his/her
immediate environment, demonstrate awareness of one’s social identify, and
appreciate cultural diversity among the school, community, and other people.
2.
Values Development (Kagandahang Asal)- Children are expected to show positive attitudes, self-
concept, respect, concern for self and others, behave appropriately in various
situations and places, manifest love of God, country, and fellowmen.
3.
Physical Health & Motor Development ( Kalusugang
Pisikal at Pagpapanlad sa kakayahang Motor) – children are expected to develop both their fine and gross motor Skills
to be efficient and effective movers when engaging in wholesome physical and
health activities. They are also expected to acquire an understanding of good
health habits and develop their awareness about the importance of safety and
how they can prevent danger at home, in school, and in pubic places.
4.
Aesthetic/
Creative Development (Sining)-
Children are expected to develop their acsthetic sense and creative expression
through drawing, painting, and manipulative activities. Aesthetic development
involves the love and persuit of beauty in art, music, and movement. And
creates opportunies for the creative experession of emotions, thoughts,
feelings, and ideas.
5.
Mathematics- Childreen are expected to understand
and demonstrate knowledge, thinking skills, and insights into patterns of
mathematics, concepts of numbers, length, capacity, mass, and time through the
use of concerete objects or materials, and to apply these meaningfully in their
daily experiences. Children are provided with varied manipulative activities to
help them them see realtionships and interconnections in math and enable them
to deal flexibly with mathematical ideas and concepts.
6.
Understanding of the Physical and Natural Environment - children are
expected to demonstrate a basic understanding of concepts pertaining to living
and nonliving things, including weather, and use these in categorizing things
in his/her environment. They are also expected to acquire the essential skills
and sustain their natural curiosity in their immediate environment through
exploration, discovery, observation, and relate their everyday experiences
using their senses ( ouch, sight, smell, taste, and hearing).
7.
Language, Literacy, and Communication – this domain provides opportunities on early literacy
learning for self-expression through language using the mother tongue or the
child’s first language. Children are expected to develop communicative skills
in their first language. They are also expected to develop more positive
attitudes toward reading, writing, and to view themselves as effective users
and learners of language.
e.
Curricural Themes
The outer circle of th eKFC corresponds to the
interrelatedness of the learning domains, which dictates the way to approach
implementation. The daily activities prescribed in the Kindergarten Curriculum
guide ( KCG) or the Teacher’s Guide is designed as learner centered, inclusive,
and developmentally appropriate to employ an integrative and interactive
approach in developing the compentencies focusing on the themes shown in figure
2. The child and brain development principles were the bases of the selection
of content, concepts, and skills, as well as the learning activities,
developmentally appropriate practices considered the development tasks that
five-year-olds, in general, could tackle at a specific time, and in a specific
sequence. These curricural themes adhere to Bronfenbrenner’s Bio-ecological
theory that defines “ layers of environment, each having an effect on a child’s
holistic development.”
1.
Myself-
concepts and ideas that helps the learners understand himself/ herself better
so that will develop as an individual.
2.
My
Family- concept, ideas, practices that guide the child to be responsible and
proud of himself and his family.
3.
My
School- concepts, ideas, practices, and situations that help the child
understand how to be an individual and socialize with other learners, teachers,
and other school personel.
4.
My
Community- concepts, ideas, practices, situations, and responsibilities that te
learner should acquire and understand so that he/she will a become functional
and responsive member of the community.
5.
More
things around me – all other concepts, ideas, practices, situations, and
responsibilities beyond themes 1 to 4, but which may be relevant to te
community,culture, and interest of the learner.
1.7. Teaching Plan
1.
Objectives
: Tell the Parts of Plants that can be
eaten, tell their Favorite Fruits.
2.
a.
Materials/ Tools : Book, plants poster, Powerpoint Presentation, Laptop,
projector.
c. Teaching
Methode : Work method, Watching vidio.
Discusion.
d. Value Integration
: Value the plants in the community
PART
2
Pedagogical
Contents
2.1.
Teaching Methods
Kindergarten is
the first time most children are exposed to a classroom environment that’s less
about playing and more about sitting still, listening to the teacher an
dcompleting classwork. Teachers in kindergarten classrooms use several teaching
methods to ensure that each students is learning what she needs tio know.
Based on
observation, teaching methods in class used 3 methods she always use in he
rclass, as follow :
1.
lecture
method : whole group instruction when
meeting 1 session, it is on of prayer, singing national anthem, recite the oath
of philippines, identify the weater today, name the day in a week, and
introducing new concepts.
2.
Project-
Based Multimedia Learning : While explained new concept, she uses a visual to
help get the point across. This can be as simple as showing the lesson using a
vidio or other technology tool.
3.
Use
assesments: to check in on student learning and drive future instruction.
2.2.Learning materials and innovation
Based
on observation, the teacher used learning materials in the lesson is books, ,
powerpoint, videos, puzzles, and art activity.
2.3.Sources of learning and technology
Every teachers at
PSU Laboratory Integrated School Elemtary use two book such as teacher’s guided
book and student’s subjects books. For media with technology such as video, and
song. In additional can use worksheets, and art activity on handouts.
2.4.Authentic assessment
Assessment
get from participate when teacher explain and ask, open-response questions, and
portofolios, Teacher would give star stemp in the end class to students, big
star for the best students and little star for good students.
PART 3
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
Curiculum
in the PSU Laboratory Integrated Elementary School at Bayambang use K to 12 Basic
Education Curriculum. These are four “ phases” during the implementation of the
new system. And the kindergarten in the phase 1 : Laying the foundations. Its goal is to finaly implement the
universal kindergarten, and the “development of the (entire) program”.
3.2.
Teaching
plan related to your major
Topic : Parts of plants
1.
Objectives :
·
Tell the Parts of
Plants
·
Memorize the parts of
plants
·
Classify benefit each
part of plant for human
·
Counting until 20
·
Connecting lines with
number
2.
a. Materials/ Tools : Laptop, projector, paper ,White Board
b. Teaching Methode : Lecture, Question and Answer,art activity,
workbook.
d. Value Intergration : Value
the Plants in the community
3. a. Preliminary Activities
Meeting Time 1
- Prayer
- Singing National Anthem
- Panumpa Sa Watawat
- Exercise
- day and wheater check
b. Work Period 1
c. Meeting Time 2 (Outdoor)
d. Supervised recess
-
Prayer
-Meal
Time
-Washing
Hands
e. Work Period 2
f. Story Telling
g. Prayer
PART 4
Observation on Teacher(s)
Based on the observation, the result;
A.
Planning for teaching
The
teacher before teaching in her class. She is arrange the lesson plan, what are
the activities in the class for today, she prepares the object and
instructional materials, this is an example lesson plan from my mentor.
PANGASINAN STATE UNIVERSITY
Laboratory Integrated School
Elementary
Bayambang Campus
Bayambang
Pangasinan
Session Lesson Plan
In
Nursery
Prepared By :
Ms. Winda Trimelia Utami
Padang State University
Practice Sea-Teacher
Submited to :
Ms. Gjevenchi Maeh G. Dalit
Supervising Instructor
Date Submited : 2 February , 2018
Date of Teaching 5 February , 2018
I.
Objectives
a)
Tell the kinds of plants
b)
Classify plants (flowers and fruits)
c)
Identify kinds of flower in the comunity
d)
The sound of letter Kk
e)
Identify Word begins with letter Kk
f)
Write Letter Kk
g)
Name a word with letter Kk
h)
create flower mozaik based on their creativity
II.
Theme : My
Comunity
Sub Theme : We See plants in the
community
Topic : classifying plants
Letter Kk
Language : Identify sounds of Letter Kk
and
interact with teacher appropriately
Physical Education and health: Ability
to use the fine mottor skills
in writing letter Kk and create
mosaic Flower
Science
: identify the plants in the
community
Values Education : Value the Plants in the community
Reference : Early Beginnings, Reading
pp.74-78
Materials : Book, Plants, Laptop,
projector, dry leaves , scissors, glue, Flower sketch and White
Board
III. Procedure
Teacher’s Activity
|
Pupil’s Activity
|
1.Meeting Time 1
-
Prayer
Everything I am
Everything I’ll be
I give it to you Lord
And do it thankfully
Every song I sing
Every Praise I Bring
Everything I do
Is a gift to you
Everything I have
All you’ve given me
I give it to you Lord
And do it thankfully
-Singing Philiphine National Anthem (Lupang Hinirang)
Bayang magiliw
Perlas ng silanganan
Alab ng puso, sa dibdib mo’y buhay
Lupang hinirang, duyan ka ng magiting
Sa manlulupig, di ka pasisiil
Sa dagat at bundok,
Sa simoy at sa langit mong bughaw
May dilag ang tula at awit sa
panglayang
Minamahal
Ang bituin at araw niyang kalian pa
may di
Magdidilim
Lupa ng araw ng walhait pangsinta
Buhay ay langit sa piling mo
Aminng ligaya ng pag may mang-aapi
Ang mamatay ng dahil sa iyo.
-Panunumpa sa Watawat
Panatang Makabayan
Iniibig ko ang pilipinas, aking
lupang sinilangan
Taharan ng aking lahi, kinupkop ako
at tinutulungan
Maging malakas, masipag at marangal
Dahil mahal ko’ ang pilipinas
Diringgin ko ang payo nang aking
magulang
Susundin ko ang tuntunin ng paaralan
Tutuparini ko ang tungkulin ng isang
Mamamayarg makabayan
Nalilingkod, nag aaral at nagdarsal
Nang buong kapkalapatan
Laalay ko ang aking buhay, pangarap
pagsisikap
Sa bangsang pilipinas
d) Exercise
|
|
2. Classroom Orientation
Good Morning Kids
Attendance check
Good Morning
Good Morning
To you to you and to you 2x
Good Morning.....
How are you
Good morning everybody and
Good morning all my friends
Good morning everybody
How are you
|
Good Morning Teacher
I am Fine
|
3. Day Check
What day is it today ?
|
Today is Monday
|
4. Weather Check
Let’s Look outside
What is the weather today ?
|
It’s sunny day
|
5. Work Period 1
what kinds of plants do you see in
the community ? today we are going to identify how are plants are different.
And then clasify plants : with flower and fruit
Kinds
of Flowers
  
Sunflower Rose Jasmine
Kinds
of Fruits
  
Banana Papaya Guava
watermelon
Show
the pictures and children going to choose
which one is correct, and say what name of the plants
which one is flower ? right or left.
and what is flower’s name
Which one is fruit ? right or left.
and what is Fruit’s name.
which one is flower ? right or left.
and what is flower’s name
 
Which one is fruit ? right or left.
and what is Fruit’s name.
which one is flower ? right or left.
and what is flower’s name
Which one is fruit ? right or left.
and what is Fruit’s name.
Make mosaic Flower from dry leaves.
 |
Right Teacher
Sunflower teacher.
Right
It’s a Papaya
left
it’s a Jasmine
Left
It’s Watermelon
Left
Rose Teacher
Right
Banana teacher
|
C. Meeting Time 2 (Outdoor)
Walking trip and identify plants in the community
|
|
D.
Supervised Recess
Prayer
Table Manner
Washing hands
|
|
E. Work Period 2
Learn about Letter Kk
What letter does the words Kiko,
Karla and Kate
What is the sound of Letter Kk ?
Give some examples of word that start
with letter Kk
Uppercase Kk in the and love case K
|
Kk Letter Teacher
Kk
King,Key
Kk
|
F. Story Time
Kk is for kindness.
I can Listen as Teacher reads
Kiko is a kind brother
He takes care of his sister karla
He makes a kite to make his sister
happy
They play together happily
|
|
Questions :
1)
Who
is the kind brother ?
2)
Is
he take care of his sister ?
3)
What
is kiko sister’ name ?
4)
What
is kiko make to his sister ?
|
Kiko
Yes Teacher
Karla
Kite teacher
|
G. Meeting Time 3
I Fold my hands
I bow my head
And Pray to god
Dear god.
Thank you for the wonderfull day
Thank you for the things we learned
experience and discovered,
Amen
|
|
Goodbye Song :
Good bye my friend
Good bye teacher
See you
Hip hip hura
|
|
B.
Preparing lessons and
materials
The teacher have prepared this materials to use teaching, the teacher find topics in the book and the
teacher understand about something. Uses media learning : vidio, flash card,
pictures.
C.
Teaching in class
The teacher teached like the lesson
plan, and teacher can manage class and time.
D.
Measurement and
Evaluation
To motivate the students, teachers gives star stamp to their hand before
the students go home. Teacher gives star stamp on the worksheets or students’s
books.
PART 5
Teaching Practice
Report on the teaching practice
according to topics as follows:
5.1. Procedures of teaching
I taught in Nursery ( Secondary
Session) at 11.00 a.m.-01.30.p.m. submit the Lesson
Plan to Teacher Mentor. Preparing the material, media, worksheet, and art activities, the themes was My
Community, and Contains were we see plants in
the community, kinds of plants, letter K. I used some instructional material, such as plants postepor. Technology
media like vidios, song, and power point. The
activities were coloring, mosaict flower making.
5.2.
Time management and organizing activities
Prepared Class
|
10.30- 11.00
|
Arrival time
|
11.00-11.15
|
Meeting time
|
11.15 – 11.35
|
Circle Time
|
11.35- 12.00
|
Supervised
Recess
|
12.00-12.15
|
Rest time
|
12.15-12.30
|
Story Time
|
12.30-12.45
|
Work Activity 2
Outdoor time
|
12.45-13.45
|
Dismissal time
|
13.15-13.30
|
Manage the class
|
13.30-13.45
|
A.
Problem-solving
Some children spoke
tagalog, I didn’t understand what they said, but my supervisor help me to
translated.
B. Classroom management
when the children were noisy I would sing and song, they liked when I sing a song. I taught them some Indonesian Traditional Game.
when the children were noisy I would sing and song, they liked when I sing a song. I taught them some Indonesian Traditional Game.
PART 6
Summary and Suggestions
Student teacher
summarize during practicum according to topics as follows:
6.1.Purposes
of practicum
1.
student
will be able to identify plants in the community
2.
student
will be able to draw the flower.
3.
student
will be able to know the letter K.
4.
Students
will be able to be creative when combining colors
5.
student
will be able to make mosaict flower.
6.2.Procedures of practicum
Block
of Time
|
Activities
|
Arrival
10.30-10.50
|
· Free
Play
|
Meeting Time 1
10.50-11.20
|
· Opening
Prayer
· National
Anthem
· Oath
· Exercise
· Greetings
· Attendance
· Weather
· Circle
Time
|
Activity Time
11.20-12.20
|
· “what
kinds of plants did u see in the community?” vidio clip
· Asked
“ how are plants different ?”
· Asked
“how are they the same ?”
· Making
flower mosaic
|
Meeting Time 2/ Outdoor Time
12.20-12.30
|
· Walk
trip and identify plants
|
Supervised Recess
12.30-12.45
|
· Hand
washing
· Feeding
|
Rest Time
12.45-12.50
|
· Taking
a rest while watching video clips
|
Circle Time
12.50-13.15
|
·
Letter Kk
|
Story Time
13.15-13.25
|
Part of plants
|
Goodbye Time
|
· Pray
before going home
· Sing
: “Goodbye song”
|
1.
Outcomes of practicum
1.
Student can identify
the different kinds of plants in the community
2.
Student can classify
plants: with and without flower, with and without fruit
3.
Student can make a
flower with paper
4.
Student can draw a
picture about plant
2.
The challenges of
practicum
3.
Overall impression
I am fall in love with these class. they were very cute and kind. gave me kiss and hug every day.
4.
Suggestions for future
improvement
I hope we can teach in other School. not only one School. we need for Compare those School to know their Education Sistem exactly.
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