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Xavier University – Ateneo de Cagayan
Corrales – Hayes Sts., Cagayan de Oro City
DEPARTMENT OF ENGLISH LANGUAGE AND LITERATURE
In partial fulfillment of the course
English 73: Materials Preparation for English Language and Literature Teaching (ELLT)
Instruction Evaluation from Sectarian High School within Cagayan de Oro City
And Non-sectarian High School outside Cagayan de Oro City
Submitted by:
Mecyll T. Jamila
BSE English 4
Submitted to:
Mrs. Nancy Cocamas
Professor
August 17, 2012
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TABLE OF CONTENTS
About this paper 5
Acknowledgements 6
Introduction 7-10
Schools’ Profile
Riverdale School 11-23
Illustration 1: Classroom Visual Sketch 13
Illustration 2: Classroom Activities Summary 15
Illustration 3: Table Summary of Vision, Mission, Goal, Philosophies/Beliefs, 16-18
Teaching Strategies/Classroom Activities and Subject Matter
Findings 19
Illustration 4: Presentation of the classroom activities 20
Illustration 5: Checklist for observing 20-21
Illustration 6: General Observation Form 22
Illustration 7: Record to use to explain, illustrate and demonstrations 23
Pilgrim Christian College 24-37
Illustration 8: Classroom Visual Sketch 28
Illustration 9: Table Summary of Vision, Mission, Goal, Philosophies/Beliefs, 30-32
Teaching Strategies/Classroom Activities and Subject Matter
Findings 33
Illustration 10: Presentation of the classroom activities 34
Illustration 11: Checklist for observing 34-35
Illustration 12: General Observation Form 35-36
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Illustration 13: Record to use of explanation, illustrations and demonstrations 37
Appendix A
Photos
Riverdale School Observation 38
Pilgrim Christian College Observation 39
Appendix B
Figure 1: Carpe Diem Activity 40
Figure 2: Puzzle Activity 40
Figure 3: Formal Writing Sample 40
Appendix C
C-1 2002 Basic Education Curriculum (Secondary Level) 41
C-2 Revised 2010 Secondary Education Curriculum (English) 41-42
C-3 Standards and Assessment in the 2010 English Curriculum for High School:
A Philippine Case Study (Abstract) 42
Appendix D
Riverdale School 43
D-1 Certificate of Attendance
D-2 Approved Letter to the Principal
D-3 Sample Test Paper
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D-4 Lesson Plan
D-5 Photocopy of the Textbook
D-6 Summary of Covered Topics
D-7 Over-all Evaluation Checklist
D-8 Photos featuring the School Campus
Pilgrim Christian College 43
D-9 Certificate of Attendance
D-10 Approved Letter to the Principal
D-11 Photocopy of the Lesson Plan
D-12 Sample Test Paper
D-13 Photocopy of the Textbook
D-14 Summary of the Covered Topics
D-15 Over-all Evaluation Checklist
D-16 Photos featuring the School Campus
References 44
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ABOUT THIS PAPER
This paper is made to examine the existing instruction among the high schools in the community with the
goal of finding out which of the high school has the most aligned classroom instruction to the schools’ set
mission, vision, goals and/or beliefs as well as their philosophies and has the most ability to maintain
learning among the high school students being handled.
This paper is limited to the high school English classes, Fourth Year class. Thus, the content as well as
the theories/hypotheses made is only focused to the said level. To effectively pursue the purpose of
evaluating the effectiveness of an instruction used by the teacher for the class, there are several sources
gathered from these high schools. The categories chose are the non-sectarian outside Cagayan de Oro City
and sectarian within Cagayan de Oro City. Hence, Riverdale School was chosen as the non-sectarian high
school and Pilgrim Christian College as the sectarian high school.
To further understand the task, several researches and figures from published books are attached as well
as the resources asked from the English subject teacher per se to explicitly scrutinize the existing
instructional material used to impart knowledge to high school students. Apart from the researches and
figures, the summary of the paper is also attached for the benefit of those who are interested about this
paper which comprehensively examine the occurring instruction in the secondary level of English
Language and Literature Teaching (ELLT). In this way, the further readers may have the opportunity to
see the overview and the results of this paper.
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ACKNOWLEDGEMENTS
I would like to say thank you to the following persons who contributed a lot for the success of the paper:
Mrs. Evangeline Rabañes for giving me a warm welcome and an alert recognition through
allowing me to conduct classroom observation and for calling the attention of the subject teacher.
Mrs. Veronica Mutia for helping me gather the resources needed for this paper through sharing
her personal experiences and at the same time her instructional materials for evaluation.
Mrs. Marjorie Maagad for allowing me to conduct a classroom observation and for
recommending the subject teacher to be the person to be observed.
Ms. Cindy Ella Campos for giving me reflective insights about teaching experiences and a warm
welcome to her classroom to observe. Also, for aiding me to gather resources needed for this
paper and instruction materials for evaluation.
Mrs. Nancy Cocamas for assisting me upon processing the required documents for the pursuance
of the paper and for approving them.
God Almighty for giving me enough strength, courage, wisdom, knowledge and good health to
successfully make this requirement possible.
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INTRODUCTION
Quality teaching is the most desired by educators for their learners. That is why they are striving hard to
achieve the set objective and goal. Yet, upon achieving this, a teacher must have background knowledge
to the standard goals, mission and vision set by the school. No schools allow teachers to impart lessons
that are not part of their set curriculum or misaligned and so with their philosophies they adhered,
however, they are allowed to modify instructional materials and/or methods to strategize learning impacts
to the students depending upon the subject matter to discuss. According to McLead and Reynolds (2007),
―decisions about how to teach can only be made by considering who we are teaching – the learners;
where, when and what we are teaching – the contexts of our teaching; and why we are teaching – the
values that underpin our teaching‖. Furthermore, quality teaching is focused on the student achievement
and facilitates high standards of student outcomes for heterogeneous groups of students. Hence, with this,
it is normal for the teachers to adjust with their instruction depending on the learners they are handling.
There is no such thing are constant variety of learners. They always come in different groups with
different behaviors such as the manner and the pace they learn.
However, the twenty-first century learning and teaching will be a bit higher than the set standards of
today. It emphasizes the ability to learn created by people not just by traditional forms. Thus, teachers in
the twenty-first century are increasingly becoming understood as knowledge workers with the power to
facilitate motivate and collaborate. (McLead & Reynolds, 2007). These expectations set by Kalantzis and
Harvey are existing of today’s instruction. As seen in the later parts, the manner the teachers set plans are
in line with the expected skills to be developed by the students in preparation for global competencies.
In the Philippines, our pattern for education is aligned to the American tradition. At first primarily
conditioned to the basic concepts of American democracy, the educational system is more of
Americanism rather than Filipinism. But after the years of independence, through the initiative of Senate
President Arturo M. Tolentino in October 1966, he called on the educational leaders of the Philippines to
reorient the educational system in such a way as to imbue the Filipino youth with a real sense of
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independence (Agoncillo, 1990). Then the government agencies are formed to further monitor the
progress of the educational patterns and practices in the country which is the Department of Education,
Culture and Sports (DECS) which is now called Department of Education (DepEd).
With the current demand of revising the Educational Standards to fully aid the students to be competent
for the global community, there is a change of explosion of the work force in the world where there is a
need to re-revise the standards set. This means there is a need to re-evaluate the factors that affect the
performance of the students especially in the English subject (Plata, 2010). In addition, there is a need to
have higher standards such as more effective writing skills to persuade the community to the existing
problems; oral communication skills to convince the inform every one of the solutions, researches, that
would give solutions to the existing problems of the society. In the field of English Language Teaching
(ELT), communicative competence standards are assessed using tasks that reflect real-life situations
where English will be used. In the country Philippines, the reason behind the high demand of investors
among foreigners is the competence of the English language as a second language. Because of this, there
is a high need to enforce English language competence [by writing or by speaking] since the demands for
economics is high such that the foreign countries hire professionals here in the country (Plata, 2010).
However, this record has slid down of 77 out of 117 countries in the world from 47 in 2001 based from
the results of examinations done which is the National Secondary Assessment Tests (NSAT). One thing
they find out is the problem with the educational system in the Basic Education Sector.
The World Bank Report (Cuadra & Moreno, 2005) states that, the Secondary Education is the highway
between primary schooling, tertiary education, and the labor market since it has the ability to connect the
different destinations and to take young people where they want to go in life…can act as a bottleneck,
constricting the expansion of educational attainment and opportunity—or it can open up pathways for
students’ advancement. Therefore, the nation strives hard to prepare the high school students to be
prepared for the work force which is more emphasized during their tertiary education especially the skills
of making wise decisions which refers to the thinking ability. Yet the 2002 Revised Basic Education
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Curriculum is found out to be low for the students since the Department of Education (DepEd) is still
basing to traditional forms of testing and does not provide for mechanism of self-monitoring and self-
assessing.
That is why in the Revised 2010 Secondary Education Curriculum particularly in English desires to
develop a functionally literate Filipino who can function in various communicative situations. A
functionally literate individual demonstrates the following critical competencies: to express clearly one’s
ideas and feelings orally, in writing, and non-verbally; the ability to learn on his own; the ability to read,
comprehend and respond in turn to ideas presented; the ability to write clearly one’s ideas an feelings, and
the ability to access process, and utilize available basic and multimedia information. The 2010 English
Curriculum points out that the goal of communicative competence includes development of linguistic,
sociolinguistic, discourse, and strategic competence with emphasis on cognitive academic language
proficiency. For the Fourth Year English curriculum the learner is expected to understand key concepts
and demonstrates communicative competence for effective interaction, as well as literary competence for
better appreciation of his/her culture and those of others through the study of World Literature. To
achieve this expectancy, the said curriculum gave suggested quarterly activities and lessons to discuss
such as:
First Quarter: Narrative
a. The learner demonstrates understanding and appreciation of how narratives affect humanity through a
ten-minute movie trailer.
b. The learner understands the importance of using appropriate language structures in demonstrating
his/her understanding and appreciation of narratives (adjective phrases and clauses, single word
intensifiers, if clause and adverb clauses.
Second Quarter: Drama
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a. The learner demonstrates understanding and appreciation of how drama affects humanity through
creative presentation of a modern adaptation of a classic play.
b. The learner uses the language to address a variety of meaningful contexts to enrich drama presentation.
Third Quarter: Poetry
a. The learner understands that poetry provides a magical experience conveying a meaningful message
about life that inspires him/her to create fresh ways of viewing the world through writing lyrics which
highlight and compress emotions, sound, ides, rhythm, and language in a carefully chosen word.
b. The learner uses the correct modifiers, moods of verbs, and conditional clauses to help in the effective
communication of feelings, thoughts, and ideas in writing lyric poetry.
Fourth Quarter: Essay
a. The learner understands that the knowledge of the features, content, structures, and other specific and
standards for evaluating a literary work addresses a well-developed and meaningful critical essay.
b. The learner uses parallel and balanced structure in sentences to effectively express ideas in writing a
critical response.
To further see the data, the following findings will be seen and evaluated from the two different schools:
a. Non-sectarian high school outside Cagayan de Oro
b. Sectarian high school within Cagayan de Oro
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SCHOOL PROFILE
TYPE: Non-Sectarian outside Cagayan de Oro City
NAME: Riverdale School
ADDRESS: Barra, Opol, Misamis Oriental
DIRECTRESS/PRINCIPAL: Mrs. Marjorie Maagad
HISTORY:
From a sleepy barrio to bustling community along the line of education, Riverdale Grade School has
produced over a hundred pupils. Founded in 1999 as pre-school named Riverdale by Mr. and Mrs.
Maagad, who saw the necessity of facilitating the holistic development of a child, especially those who
have less in life. From 75 pupils, Riverdale has grown steadily through the years and so the Grade School
Department was started in 2000 with grades 1 to 4. Then on the following year, Grades 5 and 6 were
added. In 2002, the school’s name was changed to Riverdale Grade School with Nursery, Kindergarten
and Grades 1 to 6, and now Riverdale School because of the High School level. Thanks to the vision of
the founder, no legacy have been more fulfilling than what we have left behind.
(Source: Riverdale School Yearbook)
MISSION:
The primary mission of Riverdale School, clearly states that it will provide the very best education to its
pupils in all aspects to prepare them to face a bright and prosperous future.
Riverdale School strives to provide a well-rounded program designed with activities to encourage the
emotional, spiritual and intellectual development of the individual.
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To provide educational, cultural, recreational and moral programs to enhance the lives of the youth …
aiming for the young to have a solid and strong foundation to meet today’s and tomorrow’s challenges.
To raise self-esteem and improve socialization skills.
To provide adequate opportunity to all children to master academic subjects and to develop life skills in a
safe and disciplined environment which promotes the development of the whole child.
BELIEFS:
We believe our school mission can be achieved in a partnership with parents and community, by
addressing, social and physical needs of the learner.
Our school is committed to graduating these children who will be prepared to continue their learning and
be competent workers, become good citizens and live a productive and fulfilled lives.
CLASS: Fourth Year English
SUBJECT TEACHER: Cindy Ella Campos
NUMBER OF STUDENTS: 8
CLASSROOM OBSERVATION:
A. Date: July 23, 2012
B. Time: 8:20 – 9:20 AM
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C. VISUAL SKETCH:
Illustration 1. Classroom Visual Sketch of Fourth Year Class (only one section)
D. NARRATIVE REPORT:
The class started with an opening prayer and immediately the teacher introduced the new Latin word
―Carpe Diem‖. The rationale of having this type of strategy upon opening the class discussion is to
capture the attention and the interest of the students with the new and strange word to the students. The
unfamiliarity of the students means they are not able to encounter the word/s with their everyday life.
―Carpe diem‖ means Seize the Day (see Appendix B, Figure 1).
Instructional Material (IM) used: Blackboard, chalk
Activity No. 1: Mind Game
Afterwards, the teacher introduced an activity which is more of a mind game where the class is tasked to
write down five (5) characteristics or descriptions of a chosen animal. They are given one (1) minute to
recall giving the students think and/or recalling the discussions the previous meeting and at the same time
Blackboard Door
Students’ locker
Teachers’ Table
Door
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for icebreaker. After one (1) minute, the student presents the five (5) descriptions then the class will be
guessing the animal referred. The activity preludes the discussion ―Adjectives‖ which is the class topic.
The teacher discusses the topic and gives examples to further explain the points to the students. Another
activity is given after which allows interaction with the teacher and the students.
Instructional Material (IM) used: Manila paper, masking tape (visual aids)
Activity No. 2: Puzzle
The students stand up and approach the blackboard to solve the puzzle given by the teacher (see Appendix
B, Figure 2). The class enjoys the activity except for the student named Clyde who finds the activity
difficult especially the last item. Hence, the classmates help him (named Neil) to solve the item and
congratulate him afterwards.
Assignment:
Before the class ends, the teacher gives an assignment for the class. The following activities are:
Activity 1 – p. 243
Activity 2 – p. 244
Activity 3 – p. 246
The textbook used by the class:
Carell, J., Wilson, E., & Ferlini, G. (2004). Writing and Grammar: Communication in Action (Platinum
Level). Pearson Education South Asia Pte. Ltd.:Jurong, Singapore.
How the teacher uses the book:
Grammar is applied in writing i.e. Formal Writing which is scheduled during Wednesdays. The book will
be divided into two, the grammar and the writing. Thus, with the discussion about the grammar in the
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other side of the chapters, the teacher will get a writing activity on the other side of the book to apply the
grammar lessons. Another application is the formal writing (see Appendix B, Figure 3).
Schedules of class activities:
Scheduled Day Class Activity
Monday – Tuesday Class Discussions
Wednesday Formal Writing
Thursday – Friday Class Activity/Quizzes
Illustration 2. Class activity summary scheduled per week
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Vision
Mission
Goals
Philosophies/Beliefs
Teaching
strategies/Classroom
Activities
Subject Matter
Design well-
rounded
program with
activities to
encourage the
emotional,
spiritual and
intellectual
development of
the individual
Provide
educational,
cultural,
recreational &
moral programs
Mission in achievable
with cooperation from the
parents and community
through addressing social
& physical needs of the
learner.
Produces graduates with
preparedness of students
to competence to work
force & become good
citizens & live with
productivity & fulfilled
lives.
Student-centered
instruction/activities
Interactive & critical
mind game (both
pre-discussion &
discussion proper)
Writing activities i.e.
formal writing every
Wednesday
Scheduled quizzes to
check the
understanding level
of the students
Adjective
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to enhance lives
of the youth
aiming to have
solid & strong
foundation to
meet today’s &
tomorrow’s
challenges
Raise self-
esteem &
improve
socialization
skills
Provide adequate
opportunity to
master academic
subjects
Develop life
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skills in a safe &
disciplined
environment.
Illustration 3. Table summary of the Vision, Mission, Goals, Teaching Strategies and Subject Matter.
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FINDINGS
Riverdale School is a non-sectarian school where they design curriculum which encourage the emotional,
spiritual and intellectual development of the individual. This is manifested through the manner the
English teacher designs the classroom discussions which is more of student-centered instruction. The
students are given chances to recall their prior knowledge to answer the pre-emptive activities. The school
sets to produce graduates who are prepared for the workforce such that there should be an improvement
or even an assessment of the oral communication skills which are able to convince or to persuade the
global community with the researches and the like to give solutions to the existing problems of the society
nowadays (Plata, 2010). Another thing is the instruction of the English teacher to let the students develop
the skills of writing through the formal writings done per Wednesdays. Through these kind of design of
instruction, the students are given opportunities self-esteem and socialization skills are improved which is
aligned to the school’s mission which is believed to be achievable to prepare the students to workforce or
to real world and become good citizens in the latter through the help of the parents and community.
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Oral
Verbal
(including all learning
channels)
Visual
Tactile
Teacher explaining
Teacher writing on the
board
Teacher noting the
adjectives on the board
Students listening
Teacher/students asking
questions
Students discuss the
possible answers to the
puzzle and the animal
referred to the
descriptions presented
Students looking at the
words
Students constructing
presentation
Students reciting
Illustration 4. Presentation of the classroom activities in different modalities (adapted from Pearson
Education, 2010)
Behavior Observed Not observed No opportunity to
observe
1. Develops unit and
lesson plans in
accordance with
text and curriculum
guides
√
No recorded objectives
from the lesson plan.
2. Handles
administrative and
clerical
√
Teacher is
commendable for the
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interruptions
efficiently
efficient management of
the classroom
interruptions.
3. Stops or prevents
misbehavior with a
minimum of
disruption to the
class
√
Focused attention to the
certain student who
created disruption
4. Selects the most
appropriate
instructional
strategy for the
objectives taught
√
Through the visual aids
made to further explain
the subject matter
5. Builds toward unit
outcomes with
clearly defend
events (weekly and
monthly reviews,
feedback and
testing)
√
Teacher made sure that
there is a clear
understanding with the
flow/sequence of the
chapter/unit to the
students
Illustration 5. Checklist for observing the Ms. Campos’ classroom (adapted from Pearson Education,
2010)
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Instructions: For each item, place a check mart on the blank closest to the word that best describes the
classroom you are observing.
1
Learning Climate
Teacher-centered ___ ___ ___ ___ ___ ___ ___ Student Centered
2
Classroom Management
Orderly ___ ___ ___ ___ ___ ___ ___ Disorderly
3
Lesson Clarity
Clear ___ ___ ___ ___ ___ ___ ___ Unclear
4
Instructional Variety
Varied ___ ___ ___ ___ ___ ___ ___ Static
5
Teacher’s Task Orientation
Focused ___ ___ ___ ___ ___ ___ ___ Unfocused
6
Students’ Engagement in the Learning Process
Students Involved ___ ___ ___ ___ ___ ___ ___ Students Uninvolved
7
Higher Thought Processes and Performance Outcomes
Many ___ ___ ___ ___ ___ ___ ___ Few
Illustration 6. General Observation Form for Ms. Campos’ class (adapted from Pearson Education,
2011)
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Indicator Occurrences
V
I
S
U
A
L
Writes on board
Uses overhead
Points to or holds up visual
Shows slides or film
Demonstrates with model or
equipment
Other
O
R
A
L
Provides or asks for example
Tells illustrative story
Recalls personal experience
Relates to past learning
Poses Problem
Compares and contrasts
Other
Illustration 7. Record to use of examples, illustrations and demonstrations to explain and clarify content (adapted from Pearson Education, 2010)
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SCHOOL PROFILE
TYPE: Sectarian within Cagayan de Oro City
NAME: Pilgrim Christian College
ADDRESS: Capistrano-Akut Sts., Cagayan de Oro City
DIRECTRESS/PRINCIPAL: Mrs. Evangeline Rabañes
HISTORY:
Pilgrim Institute, now Pilgrim Christian College, was born out of the dreams and aspirations of a group of
dedicated men and women who felt the need for a school aimed at giving quality education hinged on the
development of Christian character in 1948. These men and women who share the same vision are: Atty.
Pedro Melendez, Mr. Isabello Gatchalian, Rev. Roberto Gahuman, Mrs. Feliza Pena-Lojo, Col. Luis
Franco, Mr. Felix Caburian, Sr., Mr. Leoncio Madronal, Mr. Clemento Chavez, and Mr. Paterno Velez.
On June 6, 1948, the school opened a complete four-year secondary education with around 250 students.
classes were held at the Carruth Hall, a pre-war girl’s dormitory converted into church library and student
center after World War II.
Pilgrim Institute was awarded government recognition in 1950. In 1964, the old stock corporation was
dissolved and was later reincorporated on March 11, 1965 as non-stock, non-profit educational institution
to qualify as a church-related school under the United Church of Christ in the Philippines.
Campus life is inspired by the motto: Soli Deo Gloria (To God Alone Be the Glory). It is the institution’s
commitment to continually provide the academic community opportunities towards the wholistic
transformation of the students. opportunities to grow wholistically are purposely created and integrated in
both curricular and co-curricular/extra-curricular programs to ensure that the students and the whole PCC
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community can express their faith in God through worship, stewardship, and service thereby giving the
Almighty honor and glory.
Pilgrim Christian College continues to strive to bear an active and effective witness of Jesus Christ in the
evangelical tradition. It serves an educational arm of the United Church of Christ in the Philippines
(UCCP) as a church-related institution, and it continues to work cooperatively with 17 other member-
schools of CREATE-UCCP (Church Related Educational Action Towards Empowerment), a consortium
of church-related educational institutions of the UCCP. As CREATE-UCCP member, it adheres to the
consortium’s guiding principles committing its educational efforts towards strengthening of faith,
learning and Christian values; promotion of nationalism; and the realization of justice, freedom, and
social responsibility.
Through the years, Pilgrim Christian College has done its share in bringing about change where this was
needed, expertise where this was missing and leadership where this was wanting. Today, it is relentlessly
pursuing spiritual, academic and service excellence with a renewed dedication and a firm determination.
INSTITUTIONAL PHILOSOPHY:
Vision
A premier Christ-centered educational institution in the community of God to build lives for global
competitiveness and sustainable development.
Mission (What are we doing)
To produce graduates with Christian values of faith, integrity, responsibility, excellence and service.
Goals
1. Develop leaders and managers who live God’s will
2. Develop compassionate, honest, empowered students who are sensitive to the needs of humanity
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3. Strengthen linkages with the community through responsive instruction, research and community
outreach programs
Objectives
1. To nurture students with Christian faith for eternal faith
2. To instill into the midst of the students one’s worth as a person and wisdom that comes from the
Lord
3. To develop students to higher-level literacy, critical thinking and learning and professional skills
for global competencies
Corporate Core Values
1. We believe that the lost, the least and the last matter to God, and therefore, ought to matter to
Pilgrim Christian College (PCC).
2. We believe that PCC, as a community of faith, should manifest authenticity and yearn to grow
continuously holistically.
3. We believe that PCC should operate as a unified community of servants with men and women
stewarding their spiritual gifts.
4. We believe that excellence honors God and inspires people.
Credo (What we, as CREATE-UCCP Member-School, Believe)
We believe that seeking life of Christian faith, learning and action will develop people into
becoming intellectually competent and honest, morally and ethnically sensitive and creatively aware and
responsive to the needs, aspiration, and realization of a just, free, and responsible Christian social order.
Objectives of Secondary Education
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Pilgrim Christian College is committed to the responsibility and functions of secondary education
accentuated by the development of strong values and moral discipline in an atmosphere of Christian
living.
Its high school department’s objectives conform to the provisions of the Education Act of 1982 that are:
1. To continue to promote the objectives of elementary education especially those related to the
development of skills, attitudes and values essential to personal development and necessary for
social fulfillment;
2. To help student discover and enhance their different aptitudes and interests so as to equip
themselves with skills for productive endeavor; and
3. To prepare students for tertiary education
CLASS: Fourth Year English – Joshua
SUBJECT TEACHER: Veronica T. Mutia
NUMBER OF STUDENTS: 50
CLASSROOM OBSERVATION:
A. Date: July 24, 2012
B. Time: 7:30 – 8:30 AM
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C. CLASSROOM VISUAL SKETCH
Illustration 8. Classroom Visual Sketch of Fourth Year-Joshua (English class)
D. NARRATIVE REPORT:
The class starts with an opening prayer which is followed by devotion. The teacher reads a verse then the
real situation or scenario that modernizes the verse read. The students keenly listen to the sermons of the
teacher. The previous meeting, the subject teacher was substituted by another teacher due to her absence.
The substitute teacher gave an assignment to the class. Hence, the subject teacher calls to submit these
assignments.
Instructional Materials (IM) used: The assignment given by the substitute teacher which is a picture of
their best friend pasted in a sheet of bond paper
Activity No. 1: Present your B-Friend
The students are given five (5) minutes to do the activity. They shall make five (5) sentences that merely
describes the learning from the company of their best friends or any significant event where they have
learned something from him/her. while constructing and finalizing their sentences, the subject teacher roll
Entrance Exit
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calls and checks whether the class are bringing textbooks with them. Afterwards, the students present
their five (5) significant learning/insights.
Instructional Material (IM) used: Blackboard and chalk
The teacher recaps the story ―The Little Prince and The Fox‖. She allows her students to interact using the
mother tongue and English. The manner she introduces the topic is pre-emptive through using probing
question, ―What do you notice first upon seeing the person the first time?‖ She is referring to best friend.
By attacking the emotions of the students is her technique to keep their attention to the discussion such as
recalling the past year’s experiences and discussing each word (adjectives) taken from the works of the
class. This is to attack and to reflect past mistakes with friends/best friends. Through this, she is able to
give a brief review of the story ―The Little Prince and The Fox‖ by relating the discussion about
friendship [for the sake of those who are not able to read the story]. The teacher is using direct instruction
through the medium of oral communication [Visayan-English] with a mixture of humors that are also
related to the topic. Before she ended the class, she gives an assignment to the class which is to read the
whole story to prepare them for a quiz after the discussion.
Textbook used by the class: Castrott & Reyno, S. (2004). Exploring Life Through World Literature
(Fourth Year). Phoenix Publishing House, Inc.: Quezon City, Philippines.
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Vision
Mission
Goals
Philosophies/Beliefs/Objectives
Teaching
strategies/Classroom
Activities
Subject Matter
Christ-centered
educational
institution to build
lives for global
competitiveness and
sustainable
development
Produce graduates
with Christian values
of faith, integrity,
responsibility,
excellence and
service
Develop leaders
& managers of
God’s will
Develop
compassionate,
honest,
empowered
students who are
sensitive to
needs of people
Strengthen
community
linkages through
responsive
instruction,
Nurture students with
Christian faith
Instill Godly worth as a
person and wisdom
Develop high-level literacy,
critical thinking and learning
and professional skills for
global competence
(Secondary Education)
Holistic development (skills,
attitudes and values)
Discover student aptitudes
and interests for productive
endeavor
Prepare for tertiary
Class starts with a
devotion through
reading a verse
and discuss it to
the students for 15
minutes approx..
The teacher uses
direct instruction
which allows
teacher to speak
all the time;
allows less
opportunities to
students to speak
and interact.
―The Little Prince
and The Fox‖
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research and
community
outreach
programs
education
Visayan-English
class interactions
with a mixture of
humors
Reflective notes
from the teacher
Short presentation
of assignments to
the class which
allows them to
reflect to
significant events
in their lives with
the presence of
their best friends
and at the same
time practice and
develop speaking
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skills which is
needed for global
competence
Illustration 9. Table summary of the Vision, Mission, Goals, Teaching Strategies and Subject Matter.
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FINDINGS
Based from the gathered resources, there is an alignment of set curriculum of the school and the
classroom instruction done by the teacher in some ways. However, there is less chances for the students to
develop their speaking skills since the teacher allows to have the Visayan-English interaction even at the
Fourth Year level in high school which is not supposed to be done if it is for the whole time. The mother
tongue may be used to emphasize an idea to let the students and the teacher and vice versa understand the
thought of the thing or matter meant but not supposed to be used all the time. This is because such act is
contrary to the set objectives of the school which is to develop high-level literacy, and other skills
essential for personal development upon preparation for tertiary education and at the same time for global
competence. If the teacher allows the same interaction, it would allow students assume that the manner
the things communicated can be through Visayan or to mother tongue which may be a hindrance to
preparation for higher level of oral skills development for the class. Although the interaction is present,
yet there is absence of probing questions that would really tickle the minds of the students and allow them
to develop their critical thinking and analysis of the presented idea or problem. Another hindrance is the
tendency for the subject teacher to talk a lot during the whole duration without even checking the
attention of the class with such questions as, ―Class, are you still with me?‖ which will cause silent chaos
in the class. This means that although the class is in silence yet their attention is absent. Punctuality is
another issue. A lot of the students during the class are late which is contradicting to the set goal of the
school which is to develop competence of the students. Even they are already half an hour late, the
teacher still allows the students to come in without even bothering to ask about the reason of their
tardiness. The student, too, did not even greet the class and to the teacher and ask for apologies for being
late. The discussion of recalling the past experiences and even giving the class only a brief glimpse of the
story is a form of not managing the time well. Recalling the matters or things about the past and pre-
empting the topic should not be done for the whole duration of the class. There should be inputs to be
done to compensate the time and the lack of background of knowledge or the prior knowledge of the
students.
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Oral
Verbal
(including all learning
channels)
Visual
Tactile
Teacher explaining
Teacher writing on the
board
Teacher noting the
adjectives on the board
Students listen
Teacher/students asking
questions
Students looking at the
words
Students reciting
Illustration 10. Presentation of the classroom activities in different modalities
Behavior Observed Not observed No opportunity to
observe
1. Develops unit and
lesson plans in
accordance with text
and curriculum guides
√
There are objectives in
line with the set
curriculum by the
school.
2. Handles
administrative and
clerical
interruptions
efficiently
√
Teacher is not
commendable for the
efficient management of
the classroom
interruptions.
3. Stops or prevents √
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misbehavior with a
minimum of
disruption to the
class
Focused attention to the
certain student who
created disruption
4. Selects the most
appropriate
instructional
strategy for the
objectives taught
√
Through the visual aids
made to further explain
the subject matter
5. Builds toward unit
outcomes with
clearly defend
events (weekly and
monthly reviews,
feedback and
testing)
√
Teacher does not make
sure that there is a clear
understanding with the
flow/sequence of the
chapter/unit to the
students
Illustration 11. Checklist for observing the Mrs. Mutia’s classroom (adapted from Pearson Education,
2010)
Instructions: For each item, place a check mart on the blank closest to the word that best describes the
classroom you are observing.
1
Learning Climate
Teacher-centered ___ ___ ___ ___ ___ ___ ___ Student Centered
2
Classroom Management
Orderly ___ ___ ___ ___ ___ ___ ___ Disorderly
Lesson Clarity
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3 Clear ___ ___ ___ ___ ___ ___ ___ Unclear
4
Instructional Variety
Varied ___ ___ ___ ___ ___ ___ ___ Static
5
Teacher’s Task Orientation
Focused ___ ___ ___ ___ ___ ___ ___ Unfocused
6
Students’ Engagement in the Learning Process
Students Involved ___ ___ ___ ___ ___ ___ ___ Students Uninvolved
7
Higher Thought Processes and Performance Outcomes
Many ___ ___ ___ ___ ___ ___ ___ Few
Illustration 12. General Observation Form for Mrs. Mutia’s class (adapted from Pearson Education,
2011)
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Indicator Occurrences
V
I
S
U
A
L
Writes on board
Uses overhead
Points to or holds up visual
Shows slides or film
Demonstrates with model or
equipment
Other
O
R
A
L
Provides or asks for example
Tells illustrative story
Recalls personal experience
Relates to past learning
Poses Problem
Compares and contrasts
Other
Illustration 13. Record to use of examples, illustrations and demonstrations to explain and clarify content (adapted from Pearson Education, 2010
Page 38
APPENDICES A
A. Photos taken from Riverdale School
These are taken during the class discussion.
These are taken during the class activity.
A pose with the English subject teacher and me
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B. Photos taken from Pilgrim Christian College
These are taken during the class discussion.
These are taken during the class activity.
A pose with the English subject teacher and me
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APPENDIX B
Figure 1. “Carpe Diem” Preparatory
discussion
Figure 2. “Puzzle” Activity
Figure 3. Formal Writing Sample
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APPENDIX C
Government Intervention to Philippine Secondary Education
C-1: 2002 Basic Education Curriculum Secondary Level
DESCRIPTION OF THE ENGLISH CURRICULUM SET BY DepEd
It seeks to develop citizenship and to address the communicative needs (interpersonal, personal,
informative and aesthetic) of Filipino students for English, which is an emerging lingua franca. Therefore
using communicative-interactive collaborative approach as well as the reflection and introspection are
recommended to achieve the following aims:
a. Developing autonomous language learners
b. Coping with global trends
EXPECTANCIES TO THE FOURTH YEAR STUDENTS (2002 BEC Secondary Level)
1. To have acquired skills of assessing, evaluating and using relevant information to meet their various
needs, enabling them to adapt and respond flexibly to a rapidly changing world;
2. To have developed listening, speaking, reading and writing skills and appreciation of literature
resulting in a deeper understanding of the ideas, experiences and cultures of other people, customs
and traditions as well as values.
C-2:Revised 2010 Secondary Education Curriculum (English)
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Revised 2010 Secondary Education Curriculum particularly in English desires to develop a functionally
literate Filipino who can function in various communicative situations. A functionally literate individual
demonstrates the following critical competencies: to express clearly one’s ideas and feelings orally, in
writing, and non-verbally; the ability to learn on his own; the ability to read, comprehend and respond in
turn to ideas presented; the ability to write clearly one’s ideas an feelings, and the ability to access
process, and utilize available basic and multimedia information and points out that the goal of
communicative competence includes development of linguistic, sociolinguistic, discourse, and strategic
competence with emphasis on cognitive academic language proficiency. For the Fourth Year English
curriculum the learner is expected to understand key concepts and demonstrates communicative
competence for effective interaction, as well as literary competence for better appreciation of his/her
culture and those of others through the study of World Literature.
C-3: Standards and Assessment in the 2010 English Curriculum for High School: A Philippine Case
Study (Abstract)
This study was conducted in order to analyze the alignment of standards in the 2010 English curriculum
with the overall goal of the reform and to analyze the authenticity of the assessment tasks. In addition, this
research also asked English teachers to choose what proficiency standards to include in a new English
curriculum for Filipino high school students. Policy documents were analyzed and focus-group discussion
was used to collect data from selected English teachers. The results showed that most of the standards
targeted literature rather than language use. In addition, only few performance tasks were related to
authentic use of language. Finally, the teachers chose standards that integrate language for academic, for
social, and for literary response (Plata, 2010).
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APPENDIX D
Attachments
Riverdale School
D-1 Certificate of Attendance
D-2 Approved Letter to the Principal
D-3 Sample Test Paper
D-4 Lesson Plan
D-5 Photocopy of the Textbook
D-6 Summary of Covered Topics
D-7 Photos featuring the School Campus
Pilgrim Christian College
D-8 Certificate of Attendance
D-9 Approved Letter to the Principal
D-10 Photocopy of the Lesson Plan
D-11 Sample Test Paper
D-12 Photocopy of the Textbook
D-13 Summary of the Covered Topics
D-14 Photos featuring the School Campus
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REFERENCES
Bernardo, A. B. I. (2008). The Paradox of Philippine Education and Education Reform: Social Science
Perspectives (Edited). Philippine Social Science Council: Quezon City, Philippines.
Borich, G. D. (2011). Observation Skills for Effective Teaching (6th Ed.). Pearson Education, Inc.:
Massachusetts, USA.
McLead, J. H. & Reynolds, R. (2007). Quality Teaching for Quality Learning: Planning through
Reflection. Thomson Social Science Press: Australia.
Pilgrim Christian College. (2012). High School Student Handbook. Capistrano-Akut Sts., Cagayan de Oro
City, pp. 1-3.
Plata, S. M. (2010, July). Standards and Assessment in the 2010 English Curriculum for High School: A
Philippine Case Study. Philippine ESL Journal: De La Salle University: Manila, (Vol. 5.)
Riverdale School (2010). Student Handbook. Barra, Opol, Misamis Oriental.
Scales, P. (2008). Teaching in the Lifelong Learning Sector. Open University Press: New York, USA.