SMDLozano - Student Teaching Portfolio

A PORTFOLIO OF PRE-SERVICE TEACHING EXPERIENCES AT
DALIG NATIONAL HIGH SCHOOL
A Portfolio
Presented to the
Faculty of College of Education
University of Rizal System
Morong, Rizal
In Partial fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education Major in Science
SYRILLE MAE D. LOZANO
Student Teacher
Second Semester
2021 – 2022
INTRODUCTION
Being an educator in a short period of time was a wonderful experience. Every pre-
service teacher will be motivated to move forward to continue the path they are taking.
Seeing the students enjoy and learn from you will always be the best feeling that a teacher
can perceive. Appreciating you in all means is more than enough inspiration to continue
the determination in teaching.
This portfolio contains the documentation of all the activities that happened during
my student teaching period in Dalig National High School, Antipolo City. This includes a
brief background and description of the school and the Cooperating Teacher, Philosophy
of Teaching, Professional Readings and a roadmap to become LPT.
Important documents like sample Lesson Exemplar, 4 A’s Lesson Plan and sample
of School Forms were also included.
This also contains reflections on the classroom observations, local and final demo,
and other significant experiences during the student teaching period.

ACKNOWLEDGEMENT
The pre-service teacher would like to acknowledge with deepest gratitude and heartfelt
thanks to the following persons who extended their assistance which greatly led to the
accomplishment of this student teaching journey:
Dr. ROMMEL R. CASTRO, for the inspirational and support on the on-the-job training of
the fourth-year students of the College of Education students in the University of Rizal System
– Morong Campus;
Prof. JOJIMAR SJ. JULIAN, our Student Teaching Supervisor, for the help and guidance
throughout the student teaching journey;
Mr. HENRY M. LICO, Principal II of Dalig National High School, for attending my final
demo;
Mr. KENNETH P. DE LEON, the Chairperson of the Science Department of Dalig
National High School, for the assistance and support throughout the student teaching period;
Mr. HEVER JOSEPH M. ANDAL, the Cooperating Teacher, for the undying support,
effort, and for the strategies and techniques in teaching, and shared his proficiency in the field
to direct the student teacher on becoming a better educator;
To all the faculty members of the Science Department of Dalig National High School, the
family, friends and loved ones of the student teacher for their encouragement, affection and
support that served as her inspiration and motivation in the accomplishment of the student
teaching period and portfolio;

Above all, TO ALMIGHTY GOD JESUS CHRIST, for bestowing all the blessings,
particularly the perseverance, wisdom, determination and confidence, which empowered the
student teacher to finish the student teaching period.
The Author
THE COOPERATING SCHOOL
In the year 2010, the population of San Jose National High School increased to
6772. Out of this big number of students who were enrolled, 28.61 of it came from
Barangay Dalig. There is really a need to establish a secondary school in Barangay Dalig.
In the year 2011, Dalig Extension was established as the extension school of San Jose
National High School. It is situated in the national road of Barangay Dalig with an initial
enrolment of 320 students who stayed first in SJNHS for 5 months while Dalig Extension
is preparing for its occupancy and operation on the third quarter of SY 2011- 2012.
Mr. Rodolfo M. Gonzales became the school’s teacher-in-charge in November
2011 with 7 pioneer teachers. For its second year of operation, the population was tripled
to 930 with 17 teachers. In 2013-2014, the school is offering technical-vocational
education. The implementation was approved in April 2013. The school is hoping for its
independency this year 2015. At present we have 48 teaching personnels and 5 non-
teaching personnels. And the school have 1500 students. During the administration of the
school head, DEPED Building and Technical Vocational buildings were constructed. The
implementation of technical-vocational education was approved in April 2013. The school
is hoping for its independence and it was in 2015.

For this school year 2016-2017, the population is 1994 including the senior high
school students under administration of the new school head Dr. Arnel T. Buena. With his
initiative, hard work and determination, Dalig National High School continuous to progress
and develop scientifically its facilities and physical environment.
Dr. Arnel Buena served as school head of Dalig NHS from 2016 to August 2017,
Mr. Rizalvy S. Pineda became the office-in-charge of Dalig NHS from August 2017 to July
2018. Mr. Pineda lead the school giving emphasis on values formation and character
development of students and all employees of the institution.
In July 5, 2018, Mrs. Maricel A. Cruz was designated as the new OIC of Dalig NHS.
She was a fresh passer of the principals’ test in 2017. Through a greenhorn in the field of
school management and administration, she in definitely a competent and efficient leader
for she is a department coordinator in Mathematics for 16 years. The school is looking
forward to work with a female leader, considering that she is the first female school head
of DNHS for about 7 years.
Dalig National High School is always ready for new leadership and management.
In August 2019, another leader was destined to be a part of DNHS Family. Mr. Henry M.
Lico was a former school head of secondary schools in Division of Rizal and San Roque
National High School from DepEd Antipolo. He is a musician, kind-hearted and people
will see in him a father-figure. With power, authority and strength, one can identify his
kind, generous and compassionate heart. He creates boundaries, consider the best
interest of teachers and instills the sense of character development among teachers. With
92 teaching personnel, indeed, Dalig NHS has father figure role to respect and love in the
workplace.
THE COOPERATING TEACHER
Mr. Hever Joseph M. Andal is a graduate from the University of Rizal System –
Morong Campus of Bachelor of Secondary Education Major in Physical Science from the
school year 2009-2010. He passed the Licensure Examination for Teachers in 2014, and
now currently studying for a Master’s Degree. He is a teacher for 12 years, both public
and private, and 6 years teaching in Dalig National High School. He is now the adviser of
the Grade 10 – Penguin.

Mahabang Parang Angono, Rizal
+639613252252
[email protected]
PERSONAL INFORMATION
Date of Birth May 22, 2000

Place of Birth Sta. Cruz, Manila
Age 21 years old
Sex Female
Civil Status Single
Father Julito M. Lozano
Mother Margarita D. Lozano
EDUCATIONAL BACKGROUND
Tertiary University of Rizal System

Morong, Rizal
(A.Y. 2018 – Present) 3rd Year BSEd Student
Secondary Carlos “Botong” V. Francisco Memorial National High School

Angono, Rizal
(S.Y. 2012 – 2018)
Elementary Doña Nieves Songco Memorial School

Angono, Rizal
(S.Y. 2006 – 2012)
PHILOSOPHY OF TEACHING
Education has a big significance in building an individual. The learning and
development of the students should be the main focus of an educator which will result in
a finer acquisition of the necessary skills that they will utilize to achieve their goals.
Education is an inevitable demand to have a better life, world, and dreams, so it must
have been achieved properly.
In order to achieve this, I should encourage mastery, competency, critical thinking,
and, transformational and life-long learning inside the classroom. The values and beliefs
should also be realized in classroom activities for them to have guidance not just only
academically, but also in their attitudes.
Teachers must also pay attention to their students equally. We should learn how
to divide our attention to the whole class without imparting biases.
It is indeed that education has an impact on a person’s individuality, thus, it also
includes the process of teaching. How a teacher teaches using his own strategies and
methodologies affects the quality of education they are giving.

REFLECTION ON THE CLASS OBSERVATIONS
The art of questioning. The first thing I noticed about the two classroom
observations I had. This is very important for utilizing higher-order questioning without the
confusion and difficulties for the students. Every teacher must know that the motivation
for the students to learn will never be sustained by asking a simple question all the time.
A teacher must know how to craft a question that will lead to the direct learning of the
students, and know how to make it easier for them to analyze and understand the
questions give.
This also taught me strategies and techniques in teaching that you must apply to
have an interactive and informative discussion, especially during online classroom set-
up. Students will be more engage if there are visual and auditory instructional materials.
My cooperating teacher, Mr. Andal used a PowerPoint Presentation, online videos and
visual presentations during the observations.

REFLECTION ON THE LOCAL DEMONSTRATION
Group activities promotes cooperative learning skills, which is very important
especially in real-life situations. It allows a student to learn how to socialize, share, and
recognize the opinions of other people. One of the challenges on the online class modality
is to how you conduct an effective and time-bounded online group activities. The first time
I tried this takes a lot of time to accomplish the activity. I made some modifications in the
activity especially on the template, so that it will be easier for the students to answer the
activity.
It is also very important to enjoy the process of the teaching. The students will feel
if a teacher is really compassionate and willingly teaches the students.

REFLECTION ON THE FINAL DEMONSTRATION
Having the chance to teach using the online modality is a great chance to enhance
the capability of a teacher to utilize the devices into the maximum extent. During my class,
I had experienced a technical difficulty on the early part of my discussion. The audio was
delayed resulting to the confusion in my students, but with the help of my Cooperating
Teacher, Science Department Chairperson, and one science teacher, we managed to
solve the problem immediately. I learned that having multiple plans on how you conduct
and deliver the lesson ahead of time before teaching is very essential. An educator should
not let the difficulties disrupt the composure in teaching.
The connection between a teacher and the students is also very important. An
effective teacher should know how to create a positive and genuine classroom
environment to a more conducive learning.

REFLECTION ON THE OVERALL EXPERIENCES IN STUDENT TEACHING JOURNEY
It is indeed that online classes are prone to technical issues. I proved that on the
very first day of my teaching experience as a student-teacher. I had a technical issue right
after I let my students watch a video from an online platform. After almost half an hour,
my laptop’s still not responding right. I really felt down and disappointed that time. All my
excitement and nervousness disappeared. Looking on the positive side, I learned that
having multiple plans on the instructional materials are very important, especially in an
online modality where technical difficulties may always happen. A teacher must always
be ready if one or two of his/her strategies are not working, it is needed to have other sets
of the plan so that the discussion will continue if ever a problem occurs.
Every time I teach in the class, the number of students who attend is always few.
After you have prepared your instructional materials and plans, you will only just teach
them to a few students. It’s quite discouraging in the first place, honestly. But, when you
also appreciate the effort of those students who attended, you will also find your
determination and strength to teach. After the second day, I realized that it was a mistake
to think that way. A teacher should always be one of the sources of the motivation and
willingness of the students to learn and participate, so it must come first to the teacher. A
teacher should always be willing and motivated to teach regardless of the attitude and
number of the students in the class.

PROFESSIONAL READINGS
ONLINE DISTANCE LEARNING
Are learners really ready for the “new normal?” The advent of the COVID-19
pandemic has changed our educational landscape, forcing schools to abruptly shift to
online classes in lieu of face-to-face classroom set up. In the Philippines, the Covid-19
crisis has affected about 27 million learners, 1 million teachers and non-teaching staff, as
well as the families of learners (Obana, J. 2020). As the world continues to grapple with
the effects of this infectious and deadly disease – destabilizing economy and claiming
many lives – transitioning to distance learning is the most viable alternative so far (Alipio,
2020; Baticulon, Alberto, Baron, Mabulay, Rizada, Sy, Tiu, Clarion & Reyes, 2020). The
current situation poses great challenges to educational institutions not only in the
Philippines, but throughout the world. The restrictions and community quarantine imposed
on many areas particularly in the country have left students with little choice but to attend
online classes. In order for learners to continue education, the Department of Education
(DepEd) and other institutions have implemented online distance learning. Online
Distance Learning features the teacher as a facilitator, engaging learner’s active
participation through the use of various technologies accessed through the internet while
they are geographically remote from each other during instruction (Llego, 2020). Before
the implementation, DepEd has been bombarded with criticisms, with some throwing back
the question on whether DepEd and other educational institutions are really prepared for
the current situation. Despite all the criticisms, these institutions were confident that
Online Distance Learning will work in the Philippines. According to an education official,
about 93 percent of public schools nationwide already have devices that will be used in
the online learning modality for the school year 2020-20121 (Hernando-Malipot,2020).
Source:
Belgica, C. C., Calugan, J. A., Dumo, J. U., & Simber , L. A. (2020, December 15). Online
distance learning: Thematic study on the challenges faced by Educare College
Inc.. primary pupils. Mokslinės Leidybos Deimantas - Diamond Scientific
Publishing. Retrieved April 14, 2022, from https://www.dpublication.com/wp-
content/uploads/2020/12/30-10340
VIRTUAL CLASSROOM MANAGEMENT
The emergence of virtual classrooms brought challenges and opportunities for
students and faculty. Previously, the teaching and learning process was carried out by
holding meetings directly with the classroom as a platform. With virtual classrooms,
physical classes that were previously a place for teaching and learning are transformed
into online classes that bring together teachers and students. Teachers will certainly
experience difficulties in carrying out the teaching and learning process. The virtual class
itself has its advantages and disadvantages. The use of virtual classrooms is very useful
in a pandemic nowadays where virtual classes of students and lecturers no longer have
to gather in a room that has a greater risk of spreading the virus. Meanwhile, virtual
classrooms also have a tremendous impact on the learning-teaching process, for
example, many students feel that the teaching and learning process carried out in virtual
classes are quite difficult to understand, especially when you want to clarify a material,
many combined voices result in students find it is difficult to concentrate and capture the
material presented by the lecturer. Reviewing the existing problems, it can be said that
during the COVID 19 pandemic, virtual classes have indeed become a matter that
deserves attention in the teaching, and the learning process itself. Because all of this can
affect the perspective of how to learn and how the material can be conveyed. That is why
good virtual classroom management is needed so that classrooms can be well and
systematically implemented. One option that can be done to compensate for this situation
is to paying attention to applied class management. Class management itself takes a very
important role in the ongoing teaching and learning process. Good classroom behavior is
one of the most important characteristics, and a vital aspect of effective classroom
management (Kelly., 2006). One of the biggest challenges for lecturers is the challenge
of running the class. Especially in a pandemic situation, where lecturers must run virtual
classes. The lecturers' preparation of appropriate subjects, effective use of time, and the
amount of time required by students are directly related to virtual management classes.
When it comes to virtual management classes, some skills are also difficult to teach.
namely, speaking skills. That’s because there are differences between the concern in
teaching speaking and the abilities of the student. Based on that, there are some students
who need support. Fun and interactive classroom environment must be fulfilled while still
maintaining discipline in the class are the challenges.
Source:
DJEBBA , F. A. U. S. I. A. H. (n.d.). Virtual classroom management of English lecturers

in teaching the speaking skill. Retrieved April 14, 2022, from
https://digilibadmin.unismuh.ac.id/upload/14934-Full_Text.pdf
LEARNING LOGS/LESSON PLANS
0
ACTIVITIES/ASSESSMENT TOOLS
DEMOSTRATION TEACHING (LOCAL)
DEMOSTRATION TEACHING (FINAL)
ROADMAP TO LPT
INDIVIDUAL WORKSHEET ACCOMPLISHMENT REPORT WEEK 1


EVALUATION SHEETS FOR LOCAL DEMO
Evaluation Tool for Local Demonstration Teaching
Practice Teacher: Syrille Mae D. Lozano Cooperating Teacher: Mr. Hever Joseph M. Andal
Subject: Science Curriculum Year: 2021 – 2022
Time Started: 1:00 PM Time Finished: 2:00 PM
School: Dalig National High School Date: March 30, 2022
Criteria Score
5 4 3 2 1
A. Mastery of the Subject
1. Knows the topic very well. /
2. Presents the lesson logically. /
3. Relates the lesson to local/national issues. /
4. Provides explanation beyond the content of the book. /
5. Teaches independent of notes. /
B. Instructional Skills
6. Suits materials for instruction to the objectives of the lesson and able /
to transform subject matter into form that students understand.
7. Uses motivational techniques/strategies that elicit students’ interest. /
8. Encourage maximum student participation. /
9. Asks appropriate/essential questions to direct learning. /
10. Integrates digital technology tools in teaching such as online graphic /
organizers, online flashcards, online comic strips among others.
11. Uses online alternative assessment tools. /
12. Integrates values in the lesson. /
C. Communication Skills
13. Talks with well- modulated voice /
14. Observes correct grammar and syntax /
15. Uses language appropriate to the level of the class /
16. Phrases questions clearly and accurately /
17. Encourages students to speak and write correctly. /
D. Virtual Class Management
18. Maintains discipline /
19. Manages time profitably /
20. Maximizes use of resources /
21. Maximizes good rapport with students /
22. Shows respect for individual limitations /
Total : __110___ Rating: __1.0__
Rating System:
110 = 1.0
107-109 = 1.1
104-106 = 1.2
101-103 = 1.3
98-100 = 1.4
95-97 = 1.5
92-94 = 1.6
89-91 = 1.7
86-88 = 1.8
83-85 = 1.9
80-82 = 2.0
Comments/Suggestions:
The Student Teacher's good voice quality allows her students to remain motivated on what she
is teaching even at a sleepy/holy hour. She has good communication skills and a mastery of the
subject matter and can be able to paraphrase questions depending on the level of ability of the
students. She started and finished the lesson on time, showing that she effectively and efficiently
managed the instructional time. Congratulations! Keep it up!
Evaluator: KENNETH P. DE LEON Date: March 30, 2022

Chairperson, Science Department
Evaluation Tool for Local Demonstration Teaching
School: Dalig National High School Date: March 30, 2022
Criteria Score
5 4 3 2 1
B. Mastery of the Subject
C. Instructional Skills
D. Communication Skills
E. Virtual Class Management
Total : 110 Rating: 1.0
Rating System:
110 = 1.0
107-109 = 1.1
104-106 = 1.2
101-103 = 1.3
98-100 = 1.4
95-97 = 1.5
92-94 = 1.6
89-91 = 1.7
86-88 = 1.8
83-85 = 1.9
80-82 = 2.0
Good Job and Congratulations! Keep it up!
Evaluator: Mr. Hever Jospeh M. Andal Date: March 30, 2022

Signature Over Printed Name
AVERAGE OF THE TWO EVALUATORS
EVALUATOR RATING
SCIENCE
CHAIRPERSON 1.0
Mr. Kenneth P. De Leon
COOPERATING
TEACHER
1.0
Mr. Hever Jospeh M.
Andal
AVERAGE: 1.0
EVALUATION SHEETS FOR FINAL DEMO
Evaluation Tool for Local/Final Demonstration Teaching
Subject: Science 9 Curriculum Year: 2021 – 2022
School: Dalig National High School Date: April 6, 2022
Criteria Score
5 4 3 2 1
C. Mastery of the Subject
D. Instructional Skills
E. Communication Skills
F. Virtual Class Management
Total : __110___ Rating: __1.0__
Rating System:
110 = 1.0
107-109 = 1.1
104-106 = 1.2
101-103 = 1.3
98-100 = 1.4
95-97 = 1.5
92-94 = 1.6
89-91 = 1.7
86-88 = 1.8
83-85 = 1.9
80-82 = 2.0
In less than a month, I can say that the student-teacher has acquired and developed sufficient
knowledge, skills, and attitudes that are adaptable to the teaching and learning process in this
type of learning setup. Mastery of the subject matter and integration of the lesson across
curriculum areas were very evident. In fact, she has a gift that can establish meaningful
connections with her students despite the technical limitations encountered. She is also very
open to accepting comments and suggestions which you can be able to observe that she follows
and executes the next day. It is a clear indication that she is flexible and at the same time
adaptive to this type of learning modality and with that mindset I can say that she can do it also
in a Face-to-face set-up. Ma’am Syrille, you are now ready to face the real world of teaching.
Congratulations! Keep it up!
Evaluator: ___KENNETH P. DE LEON Date: April 6, 2022

Chairperson, Science Department
Evaluation Tool for Final Demonstration Teaching
School: Dalig National High School Date: April 6, 2022
Criteria Score
5 4 3 2 1
D. Mastery of the Subject
E. Instructional Skills
F. Communication Skills
G. Virtual Class Management
Total: 110 Rating: 1.0
Rating System:
110 = 1.0
107-109 = 1.1
104-106 = 1.2
101-103 = 1.3
98-100 = 1.4
95-97 = 1.5
92-94 = 1.6
89-91 = 1.7
86-88 = 1.8
83-85 = 1.9
80-82 = 2.0
The student-teacher demonstrated excellence in teaching the lesson despite having
some audio problems. She also showed off positive strategies that sustained students to focus
and develop a healthy learning culture on their online class. From the start to finish, all students
are actively participating. She influenced students to study lessons all the time in any form or
modalities that we have right now.
Lastly, she is a leader, which I define as someone who can work successfully with
different kinds of people or students in various capacities. She possesses leadership traits that
come from a desire to improve her own competence and character, which she also passes on
to the people with whom she interacts daily. She is also ready to accept any challenge that can
boost her abilities and capabilities as a millennial teacher. Based on my observations of her
performance, I believe that she has the potential to be a dedicated and effective teacher in the
near future. Ma'am SYRILLE MAE D. LOZANO, I am pretty sure that you will succeed on the
path that you have chosen.
Congratulations for a job well done! Looking forward for another success in your future
endeavors. Padayon!
Evaluator: Mr. Hever Joseph M. Andal Date: April 6, 2022

Signature Over Printed Name
AVERAGE OF THE THREE EVALUATORS
EVALUATOR RATING
SCIENCE
CHAIRPERSON 1.0
Mr. Kenneth P. De Leon
COOPERATING
TEACHER
1.0
Mr. Hever Jospeh M.
Andal
ST SUPERVISOR
1.1
Mr. Jojimar SJ. Julian
AVERAGE: 1.03
FINAL EVALUATION SHEET OF THE COOPERATING TEACHER
Evaluation Sheet
(To be Accomplished by Cooperating Teacher)
Practice Teacher: Syrille Mae D. Lozano Date: April 14, 2022
School: Dalig National High School
Principal/Department Head: HENRY M. LICO/ KENNETH P. DE LEON
Criteria Score
5 4 3 2 1
A. Attendance
1. Attends to virtual orientation of interns and parents/guardians. /
1.
2. Attends to webinars such as methods/strategies of teaching, assessment /
tools, module development, technology in teaching and other related topics
B. Participation C.
3. Works independently /
4. Shows positive attitudes towards criticism /
5. Shows creativity and resourcefulness /
C. Leadership D.
6. Relates well with Cooperating Teachers and other colleagues /
7. Has the leadership potential /
8. Has the ability to lead a group and can be model to his/her class /
D. Lesson Planning E.
9. Objectives are stated in behavioural terms /
10. There is congruence between: /
10.1 objectives and subject matter /
10.2 objectives and teaching procedure /
10.3 objectives and formative tests /
10.4 objectives and assignments /
11. Considers time allotment for every activity /
12. Provides enrichment activities that enhance learning /
E. Teacher’s Personality F.
The teacher….
13. Shows patience in dealing with learners’ negative behavior /
14. Shows wholesome relationship with learners. /
15. Makes sound decision /
F. Voluntary Tasks G.
16. Records grades, checks learning tasks, accomplishes school forms /
17. Assists learners in their neighborhood in accomplishing their subject /
modules
Total: 100 Rating: 1.0

Rating System:
99-100 = 1.0
97-98 = 1.1
95-96 = 1.2
92-94 = 1.3
89-91 = 1.4
86-88 = 1.5
83-85 = 1.6
81-82 = 1.7
79-80 = 1.8
77-78 = 1.9
75-76 = 2.0
In the classroom, the student-teacher demonstrated confidence and leadership. She
developed a great rapport with the students and provided them with a variety of engaging
learning opportunities, even in this kind of situation. It provides a well-organized learning
environment. She also taught students a desire to study and had a favorable impact on their
academic performance. Her interaction with students, in which she made learning more
enjoyable and explained everything, was just outstanding. I believe that she has the potential
to be a committed and competent teacher in the near future. Ma'am SYRILLE MAE D. LOZANO,
I am pretty sure that you will succeed on the path that you have chosen.
Congratulations for a job well done! Looking forward for another success in your future
endeavors. God Bless!
Rated by: Noted:
MR. HEVER JOSEPH M. ANDAL Mr. KENNETH P. DE LEON/ MR. HENRY M. LICO
Cooperating Teacher’s Name and Signature Department Head/Principal
Teacher III
Designation Date: April 15, 2022
USE OF THE PADLET APPLICATION AS AN ALTERNATIVE LEARNING PLATFORM FOR
STUDENTS WITH SLOW INTERNET CONNECTION
An Action Research
Presented to the
Faculty of College of Education
University of Rizal System
Morong, Rizal
Submitted by:
MARC RODEL C. MESA
Student Teacher
Junior High School
ANGONO NATIONAL HIGH SCHOOL
Kalayaan, Angono, Rizal
April 2022
Republic of the Philippines
UNIVERSITY OF RIZAL SYSTEM
Morong, Rizal
COLLEGE OF EDUCATION
ANGONO NATIONAL HIGH SCHOOL

Kalayaan, Angono, Rizal
USE OF THE PADLET APPLICATION AS AN ALTERNATIVE LEARNING PLATFORM
FOR STUDENTS WITH SLOW INTERNET CONNECTION

MARC RODEL C. MESA
II. ABSTRACT
The goal of this action research is to improve the participation in Grade 10 science
online class of Angono National High School by the use of an alternative learning platform.
From the selected 30 students of Grade 10 in the section Alexandrite, Amber, Amethyst,
the study revealed that all of them (100%) are experiencing problems such as internet
connection of the teacher (23.33%), their internet connection (53.33%), some errands
they need to do in their house (10%), lagging (10%) and no gadgets or devices (3.33%).
56.67% of them are not also complying on the online activities completely due to these
problems. This also revealed that 100% of the students can access the Padlet application,
and 90% of them who used the Padlet application helps them with the class discussion,
exercises and to access the resource links conveniently. By this, the researchers
proposed the use of the Padlet application as an alternative learning platform for students
with slow internet connection to help the students to cope up with the online discussion,
exercises and resource links used in the lesson.

III. CONTEXT AND RATIONALE
The introduction of the new normal brought on by the COVID-19 pandemic has
resulted in the massive alterations in the instructional processes of the educational sector.
It has been two years since we had the face-to-face learning modality. One of the most
possible ways to pursue quality education is through online learning.
The COVID-19 pandemic has affected education, and teacher education in
particular, in various ways. As a result of the closure of universities and schools, teachers
and students had to rapidly adapt to remote teaching. Teacher education is no exception.
The need to create learning environments for student teachers doing their teacher
education preparation implied decisions, choices and adaptations in order to meet not
only the expectations of students but also the requirements of teacher education as well
as the conditions in which both universities and schools had to operate (Flores and Gago
2020).
The pandemic has provoked changes in the educational process and has affected
the communicative interaction of students and teachers, students and teachers; as a
result, educational institutions secure their activities through the Internet (Sobaih,
Hasanein, Abu Elnasr, 2020).
As stipulated in DepEd Order no. 31 s. 2020, teachers and parents must adapt to
the alternative learning modalities to ensure that students will achieve the most essential
learning competencies, and content standards. This will require creative and innovative
approaches in designing teaching strategies and assessing learning progress to achieve
the learning outcomes effectively under these situations.

Kapasia et al. (2020) investigated how lockdown impacts students’ learning
performance. Their findings revealed that the lockdown made significant disruptions in
students’ learning experience. The students also reported some challenges that they
faced during their online classes. These include anxiety, depression, poor Internet
service, and unfavorable home learning environments, which are aggravated when
students are marginalized and from remote areas.
The study formulated different notions for online education in developing countries.
It includes maintaining a slow voice and practicing vocal functions by teachers.
Furthermore, sharing resources before the class will help in creating interactive online
classes. These strategies play a fundamental role in enhancing student learning. The
study suggested that the Higher Education Commission should make collaborations with
telecommunication industries. This will help in overcoming Internet-related issues
(McMurtry, 2016).
The Open educational resources (OER), pre-recorded lectures, podcasts, and
"online-first" textbooks are presented as appropriate and cost-conscious content options.
(Mcgrath and Navarro, 2021).
The researchers agreed upon the focusing of the study in the Grade 10 students
of Angono National High School. The Project O.R.D.E.R. will help the students who
struggle with the online modality with limited internet connectivity to (catch up) on the
online discussion every class.

IV. ACTION RESEARCH QUESTIONS
This action research sought to document the use of the Padlet application as an
alternative learning platform for students with slow internet connection in Angono National
High School in teaching Science for selected Grade 10 sections.
Specifically, this study sought to answer the following questions:
1. What is the level of participation of the students in the online classes?
2. Does the alternative learning platform for students with slow internet connection
help the students with regards to the discussion and activities?
3. Based on the findings of the research, what action plan can be formulated to
improve Science performance?
V. PROPOSED INNOVATION INTERVENTION, AND STRATEGY
PROJECT O.R.D.E.R
This educational creative online compilation application such as “Padlet” as
illustrated in Figure 1 that helps the students to ensure that they are caught up with the
lessons. Students who are struggling with the synchronous classes will be given a link
after the class to access the compilation material application.
PROJECT O.R.D.E.R. is the name of this material since it consists of five
acronyms; O is for Objectives, R is for Review, D is for Discussion, E is for Exercise and
Figure 1: Creative Online Compilation (Padlet) (https://padlet.com/lozanosyrillemaed/d2gc50ubwjp2atm9)
R is for Resource Links that students can access. This compilation can serve as a lesson
guide even if they are struggling with synchronous sessions because of various means.
The link was provided by the teacher and forward it to the students so that they can
interact with the application.
Padlet (www.padlet.com) is a free multimedia wall that allows real-time interaction
both among students and between the students and the teacher and that facilitates whole-
class participation (Fuchs, 2014). An increasing number of teachers during recent years
have recognized that Padlet is a useful tool to improve collaborative learning. Some of its
advantages are: a) easy to use, b) instant collaboration (any student can see when
anyone else is uploading something in the wall), c) multimedia (almost everything can be
placed on the Padlet) and d) mobile (it can work on many different devices) (Zhi and Su,
2015).
VI. ACTION RESEARCH METHODS
a. Participants and/or other Sources of Data
The researchers used the purposive sampling design where 30 students
from the sections Amethyst, Alexandrite and Amber of Grade 10 students of
Angono National High School were selected.
Table 1
The Participants of the Research
Grade and Section No. of Participants
Grade 10 Alexandrite 10
Grade 10 Amber 10
Grade 10 Amethyst 10
This research employed a quantitative - descriptive method since the aim
of the researchers is to determine the effectiveness of the Padlet application on
the students' level of participation.
b. Data Gathering Methods
The study centers on the difference between the level of participation with
and without the use of the Padlet application in an online class. A quasi-
experimental method of investigation was used in this study. It is to explore
whether the Padlet application in teaching Science contributes to the improvement
of the level of participation in science class.

VII. DISCUSSION OF RESULTS
This part includes the discussion of results and reflection of the study. The data
presented in this part follows the arrangement of the problems as set in the Action
Research Questions.
Upon the administration and after the conduct of the study, the collected data and
the result of the observation were evaluated and analyzed.
Table 2:
What is the level of participation of the students in the online classes?
QUESTIONS YES % NO % SOMETIMES %
1. Do you attend online 25 83.33 3 10 2 6.67

classes frequently?
2. Are you experiencing 30 100 0 0 0 0

problems in online
class?
3. If yes, choose the most

problem you have
encountered in online
class.
a. Slow internet
connection of your 7 23.33 0 0 0 0
teacher
b. I have slow internet 53. 0 0 0 0

16
connection 33
0 0 0 0
c. Running errands 3 10
0 0 0 0
d. No gadgets/ device 1 3.33
0 0 0 0
e. Lagging of devices 3 10
4. Due to the problems 7 23.33 17 56.67 6 20
mentioned, do you
comply with your online
activities completely?
Table 2 shows the level of participation of the selected 30 Grade 10 students who
are experiencing slow internet in the online classes.
Based on the results, the first question, 25 students (83.33%) are frequently
attending the online classes, 3 (10%) of them are not frequently attending the classes,
and 2 (6.67%) students are sometimes frequently attending the classes. On the second
question, 30 students (100%) are experiencing problems on an online class. On the third
question, student’s internet connection is the most encountered problem with 16
responses (53.3%). On the last question, 17 students (56.67) out of 30 cannot comply
their online activities completely, 7 (23.33%) of them can comply their online activities
completely, and the remaining 6 (20%) can sometimes comply.
Table 3:
Does the alternative learning platform for students with slow internet connection
help the students with regards to the discussion and activities?
QUESTIONS YES % NO %
1. Upon using the Padlet application, does it help 27 90 3 10
you with the discussion, exercises and
resource links to access conveniently?
2. Is the Padlet application accessible? 30 100 0 0

Table 3 shows the Padlet application testing on the selected Grade 10 students of
Angono National High School.
Based on the results, the first question stated “does it help you with the discussion,
exercises and resource links to access conveniently?”, 27 students (90%) responded
YES and 3 (10%) of them responded NO. On the last question stated “Is the Padlet
application accessible?”, all of the students (100%) responded YES.

VIII. ACTION PLAN
Goal: To make an alternative learning platform for Grade 10 students of Angono
National High School with slow internet connection.
Program Objective: To recommend actions to implement the alternative learning
platform as an intervention to improve the participation in online class.
Table 4.
Action Research Work Plan and Timelines
Targets Time Persons Involved Performance
Frame Indicator/ Output
a. Construction of the 2nd – 3rd The Researchers/ Approved Title of

Title of the Action Week Student Teaching the Action
Research March 2022 Supervisor Research
b. Identifying the 3rd Week The Researchers Determined
Participants and the March 2022 setting of the
Setting of the Study. study.
c. Construction of the 4th Week The Researchers Constructed
Application March 2022 Application
d. Conducting the 1st The Researchers/ The Accomplished
Study Week Cooperating Teachers, Survey
April 2022 Participants
e. Finding results 1st The Researchers Accomplished
Week Results
April 2022
f. Final Editing of the 2nd Week The Researchers Accomplished
study April 2022 Action Research
IX. REFERENCES
Flores, M. A. (n.d.). (PDF) teacher education in times of covid-19 pandemic in ...
Retrieved April 14, 2022, from
https://www.researchgate.net/publication/343289468_Teacher_education_in_time
s_of_COVID-
19_pandemic_in_Portugal_national_institutional_and_pedagogical_responses
Sobaih, A. E. E., Hasanein, A. M., & Abu Elnasr, A. E. (2020, August 12). Responses
to covid-19 in higher education: Social media usage for sustaining formal academic
communication in developing countries. MDPI. Retrieved April 14, 2022, from
https://www.mdpi.com/2071-1050/12/16/6520
Kapasia, N., Paul, P., Roy, A., Saha, J., Zaveri, A., Mallick, R., Barman, B., Das, P.,
& Chouhan, P. (2020, September). Impact of lockdown on learning status of
undergraduate and postgraduate students during COVID-19 pandemic in West
Bengal, India. Children and youth services review. Retrieved April 14, 2022, from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7308748/
McMurtry, K. (2016). Instructional strategies for online teaching in ... - wiley online
library. Effective Teaching Practices in Online Higher Education. Retrieved April 14,
2022, from https://onlinelibrary.wiley.com/doi/10.1002/hbe2.218
Navarro, J. C. M., & Mcgrath, B. (2021, September). Strategies for effective online
teaching and learning ... Strategies for Effective Online Teaching and Learning:
Practices and Techniques With a Proven Track of Success in Online Education.

Retrieved April 14, 2022, from
https://www.researchgate.net/publication/356007394_Strategies_for_Effective_Onl
ine_Teaching_and_Learning_Practices_and_Techniques_With_a_Proven_Track_
of_Success
Fuchs, Beth, "The Writing is on the Wall: Using Padlet for Whole-Class
Engagement" (2014). Library Faculty and Staff Publications. 240.
https://uknowledge.uky.edu/libraries_facpub/240
Zhi, Qiao & Mu, Liza. (2015). Enhance Collaborative Learning by Visualizing
Process of Knowledge Building with Padlet. 221-225. 10.1109/EITT.2015.54.
_in_Online_Education

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A PORTFOLIO OF PRE-SERVICE TEACHING EXPERIENCES AT

DALIG NATIONAL HIGH SCHOOL

Faculty of College of Education

University of Rizal System

of the Requirements for the Degree

Bachelor of Secondary Education Major in Science

SYRILLE MAE D. LOZANO

the determination in teaching.

of Teaching, Professional Readings and a roadmap to become LPT.

of School Forms were also included.

and other significant experiences during the student teaching period.

accomplishment of this student teaching journey:

throughout the student teaching journey;

Mr. KENNETH P. DE LEON, the Chairperson of the Science Department of Dalig

to direct the student teacher on becoming a better educator;

teaching period and portfolio;

student teacher to finish the student teaching period.

Mr. Rodolfo M. Gonzales became the school’s teacher-in-charge in November

to 930 with 17 teachers. In 2013-2014, the school is offering technical-vocational

implementation of technical-vocational education was approved in April 2013. The school

is hoping for its independence and it was in 2015.

and develop scientifically its facilities and physical environment.

development of students and all employees of the institution.

of DNHS for about 7 years.

the Grade 10 – Penguin.

Date of Birth May 22, 2000

Tertiary University of Rizal System

Secondary Carlos “Botong” V. Francisco Memorial National High School

Elementary Doña Nieves Songco Memorial School

have been achieved properly.

In order to achieve this, I should encourage mastery, competency, critical thinking,

academically, but also in their attitudes.

to divide our attention to the whole class without imparting biases.

It is indeed that education has an impact on a person’s individuality, thus, it also

methodologies affects the quality of education they are giving.

visual presentations during the observations.

Group activities promotes cooperative learning skills, which is very important

if a teacher is really compassionate and willingly teaches the students.

Teacher, Science Department Chairperson, and one science teacher, we managed to

not let the difficulties disrupt the composure in teaching.

environment to a more conducive learning.

number of the students in the class.

ONLINE DISTANCE LEARNING

Distance Learning features the teacher as a facilitator, engaging learner’s active

VIRTUAL CLASSROOM MANAGEMENT

The emergence of virtual classrooms brought challenges and opportunities for

classrooms also have a tremendous impact on the learning-teaching process, for

maintaining discipline in the class are the challenges.

DJEBBA , F. A. U. S. I. A. H. (n.d.). Virtual classroom management of English lecturers

INDIVIDUAL WORKSHEET ACCOMPLISHMENT REPORT WEEK 4

INDIVIDUAL WORKSHEET ACCOMPLISHMENT REPORT WEEK 6

Evaluation Tool for Local Demonstration Teaching

Evaluator: KENNETH P. DE LEON Date: March 30, 2022

Evaluator: Mr. Hever Jospeh M. Andal Date: March 30, 2022

AVERAGE OF THE TWO EVALUATORS

Evaluation Tool for Local/Final Demonstration Teaching

Evaluator: ___KENNETH P. DE LEON Date: April 6, 2022

Evaluator: Mr. Hever Joseph M. Andal Date: April 6, 2022

Total: 100 Rating: 1.0