Self Report




Guide Questions for Student’s Teacher Self- Report

Student Name            : Hasnawati
Home University       : Universitas Negeri Makassar
Receiving School       : University of Northern Philippines
Blog Address             : anahasnawati.blogspot.com

1. School : General Information and Academic Administration
1.1 School Profile
School Name              : Senior High School Affairs of The University of Northern Philippines
School Address           : Tamag, Vigan City
School’s Vision          : The school aims to produce globally competitive and pro-active professionals through excelent instruction, research, extension, and production.
            The University of Northern Philippines (UNP) is a university in Barangay Tamag, in the City of Vigan in the province of Ilocos SurPhilippines. It is the first and oldest state university in Northern Luzon which offers low tuition fee, tracing its roots to 1906, which is older than the University of the Philippines by two years. It is the only state university in the province aimed for less-fortunate people and one of three state-owned educational institutions of higher learning operating in Ilocos Sur (with the Ilocos Sur Polytechnic State College and the Northern Luzon Polytechnic State College, a former branch of the university).
In 2009 two devastating fires struck the university, part of the Father Jose Burgos Hall, which houses the College of Arts and Sciences and the Elpidio Quirino Hall, which houses the University Administration. Despite these setbacks, especially to the Administration Building, the university fully recovered in a few months and construction of a bigger three-story Administration Building was started to replace it. Offices once occupying the burned Administration Building has been temporarily transferred to the Graduate School's E-Library Building, while the President's Office occupied three rooms in the Lauro B. Tacbas (Criminology) Building. The new Administration building has been inaugurated in 2014 and it now houses all administration offices.
The University Infirmary was due for completion in 2009 but was delayed to give priority to the construction of the Administration Building. It was inaugurated on July 4, 2011. The fully operational hospital now houses the College of Medicine, which was spun off from the College of Health Sciences starting SY 2014-2015.
            In 2009 two devastating fires struck the university, part of the Father Jose Burgos Hall, which houses the College of Arts and Sciences and the Elpidio Quirino Hall, which houses the University Administration. Despite these setbacks, especially to the Administration Building, the university fully recovered in a few months and construction of a bigger three-story Administration Building was started to replace it. Offices once occupying the burned Administration Building has been temporarily transferred to the Graduate School's E-Library Building, while the President's Office occupied three rooms in the Lauro B. Tacbas (Criminology) Building. The new Administration building has been inaugurated in 2014 and it now houses all administration offices.



University of Northern Philippines

The university of northern philippines (UNP) has Senior High School, the name of senior high school is “Senior High School Affairs University of Northern Philippines”, Located in Barangay Tamag, in the City of Vigan in the Province of Ilocoss sur, Philippines. The building of senior high school arround of university of northern philippines. Senior High School UNP has 4 Program, Such us HUMSS (Human Science), ABM (Accountancy, Bussiness and Management), STEM (Science, Technology, Enginering and Math) and GAS (General Academic Strand). The university began as the Vigan High School (present-day Ilocos Sur National High School) in 1906. Its shop department was converted into a separate intermediate level school, named the Vigan Trade School in 1910. It opened its high school in 1927 and produced its first graduates in 1931, when it evolved as the Ilocos Sur Trade School. They were both in Vigan town. Two of the buildings still exist: one being used as a warehouse for a construction supply firm, the other is the location of the Vigan City Trade Center.
The classroom situation

1.2 Academic Support System
In the Senior High School they go to great lengths to make sure that each student has every opportunity to succeed. Student who are experiencing academic difficulty, they should meet with their teacher to discuss about their problem.In that school also have the teacher office, the place near with administration building. So that the student could sharing each other and etc.
1.3 Teaching System
In general, teaching system in University of Northern Philippines focuses of the curriculum, the transmission of factual and procedural knowledge. The students should be active in every classes. Before the teacher begin the new lesson, they should review about the last topic. The teacher teach about the subject and then the students could answer about the teacher question. It’s make the interaction between the teacher and the students. In the last meeting, the teacher give evaluation to the students and monitoring the students when they did their work.
1.4 Materials and Other Learning Sources
The senior high school affairs university of northern philippines has 2 school building include the classroom, computer laboratories, hall, auditorium, Photocopying room, science laboratory such us (Chemistry Laboratory), and teacher office. The school also has the yard of the ceremony or celebrating something. All classroom has the iron, and electrical. But the school only has limited LCD, not available in every class room.
1.5 Measurment and Evaluation System
Teacher evaluations in Senior High School Affairs, all teacher are given an SPM score based. The teacher give evaluations for the students and then the score in every question is 1. The teacher calculated all the evaluation  and the school receives a prorated score that incorporates data from the teacher. In the last of semester, the school give them a reward.
1.6 Curriculum
Curriculum in Senior High School Affairs is based on Basic Education Core Curriculum K to 12 which provide sufficient time for mastery concepts and skills, develop lifelong learners, and prepare graduates for tertiary education, middle-level skills development, employment, and enterpreneurship.
1.7 Teaching Plan (Science/Biology Major)
In Science or Biology education, well-planned lessons or teaching plan include student activity and worksheet focused on the conceptual learning goal. (Semi-details about teaching plan).
2. Pedagogical Content
2.1 Teaching Methods
In the Senior High School Affairs University of Northern Philippines for the teaching methods the teachers uses lecture method.  After the teacher explains about the topic that brought, the teacher gaves some questions to make students better understand about the topic. The teacher have already prepared the lesson and the materials. Teacher explain the lesson easily and clearly.
2.2 Learning Materials and Innovation
 
The teacher have already prepare the lesson and the materials it will make them teaching and explain the lesson easily and clearly. The learning materials that prepared before teaching are board, chalk, eraser, and sometimes the teacher use a projector. Sometimes the teacher tells the story and then combine the subject with their traditional culture it will make the subject more better and can make the situation more funny and better. And the most important that the teacher talks loudly to make the students hear their voice. They can manage the class easily.
2.3 Source of Learning and Technology
Sources of learning is the text book. The book is depent to the university. In Biology Science Subject they uses “Exploring Life Through Science”, General Biology 1, Anna Cherylle Morales-Ramos for their text book and also sometimes we used power point presentation.
2.4 Authenthic Assessment
For the assessment, the teacher uses write assessment consist of choose an answer such as multiple choice, supplying answers and description.
3. Teaching Plan
3.1 Curriculum
Curriculum in Senior High School Affairs is based on Basic Education Core Curriculum K to 12. The Curriculum K to 12 Basic Education Program is the flagship program of the Department of Education in its desire to offer a curriculum which is attuned to the 21st century.
3.2 Teaching Plan Related
Teaching plan or lesson plan is a teacher’s detailed description of the course of instruction, or ‘learning trajectory’ for a lesson. Teaching plan also as teacher’s guide includes the goal (what the students are supposed to learn), how to reach the goal (method, procedures), and the way to measuring how well the goal was reached (test, homework, worksheet).
The process of making a lesson plan by student teacher made through a manual system. Before entering the learning process, the teachers are required to make a lesson plan. The mentor to comment directly on the observation of teachers teaching practice SEA-Teacher Project during the learning process takes place. Below is a lesson plan that has been created by student teacher SEA-Teacher Project during the teaching practice SEA-Teacher Project at the Senior High School Affairs University of Northern Philippines.
4. Observation on Teacher
4.1 Planning for Teaching
The process of making a lesson plan by teacher made through a manual system. Before entering the learning process, the teachers are required to make a lesson plan.
4.2 Preparing Lesson and Materials
Teacher has been prepared tools for teaching such as book and board marker, and if the teacher wants to used media, teacher must be prepared projector, laptop, power point presentation, and media for presentation or for student’s activity. Every time before the teaching began, teacher has already prepared well all of the lesson and materials, it makes teacher explain easily and clearly.


4.3 Teaching in Class
The teacher used expository method or discussion and discovery learning when she taught the students in the class. The teacher gave some explanation and mix it with games. When the teacher used the discovery learning, teaching system was student-centered learning which teacher act as a facilitator to teach students and students will be able to explore and to build their knowledge. Furthermore, teacher and students are active side each other.
4.4 Measurment and Evaluation
The teacher gave individual test for the students in the end of the lesson on that day.
5. Teaching Practice
5.1 Procedures of Teaching
I was assigned by my mentor to teach in class STEM B grade 11, STEM A grade 11, STEM C grade 12, STEM E grade 12, and STEM A grade 12. In grade 11 Untuk grade 11 topicnya tentang basic cell types (animal and plant cell) dan grade 12 topicnya tentang overview of the organ system. I had rule for my class, if the students could answer my question, i will give them plus point and in the last of meeting i will give the reward for them.
               I explain the material through the power point, after that i divided them into groups and sub-
topics to discuss for 15 minutes. After discuss, each group will present the output in front of the class 
and then that group will open the ask and answer session for 5 minutes. After all groups finished i will
 give reward for the best group.
 




5.2 Time management and Organizing Activites
I taught 22 hours include the final demonstration. Every meeting i spent 2 hours to teching and  when teaching i was divided time allocation for the learning in the class by 3 part. First was an opening activity, second was the main activity, and the last was the closing activity.
5.3 Problem Solving
While they were doing the student activity, if there were some of problem they can discussed it to me. Sometimes the students’ can’t understand when I speak in English because we have a different pronunciation . But, that’s no problem for me. I can speak with body language with my students. When learning process, sometimes the students are noisy in the classroom and it is a problem that often occurs in the classroom, so as a teacher
5.4 Classroom Management
According to the situation and condition in the classes,  I used  an instructional approach to manage the classroom while i was teaching. I tried to create an effective classroom atmosphere through quality and well-executed lesson plan and i also gave them some jokes therefore the classes were not boring during the learning process.
6. Summary and Suggestions
6.1 Purpose of Practicum
The SEA Teacher Project or the Pre-Service Student Teacher Exchange in Southeast Asia is a project that aims to provide opportunity for pre-service student teachers from universities in Southeast Asia to have teaching experiences (practicum) in schools in other countries in Southeast Asia.
The purposes of the project are to enable pre-service student teachers to develop their teaching skills and pedagogy, to encourage the pre-service student teacher to practice their English skills, and to allow the pre-service student teachers to gain a broader regional and world wide view about education. Based on the SEAMEO seven priority areas to improve the quality of education in Southeast Asia.
6.1 Procedures of Practicum
The practicum period is for one month. The students roles and responsibilities are assigned weekly during the one month period consist of observation, teaching assistant, teaching practice, evaluation and reflection. The host universities will provide mentors to supervise and monitor the student teacher throughout the practicum period.
6.3  Outcomes of Practicum
1.      Can integrate the knowledge, attitudes, and skills profesionally in a educational instution both in their country and abroad.
2.      Get to know, learn and share about the traditional  and exchange culture in other country.
3.      Be able to increase english skill in daily life and improve my english conversation especially the terms used in mathematics and its pronunciation.
6.4  The Challenges of Practicum
The challenge i feel is when i have to teach in another country with full of  different typical students from my country and how to get students to understand the material i am going to teach them with the different pronounciation.
6.5  Overall Impression
I feel so lucky and happy to join this program. Be the student teacher in Philippines and  teaching there of course i have a different experience and i can share and apply what i learned in the Philippines in my country.
6.6  Suggestions for Future Improvement
1.      For SEAMEO, it will be better if the other ASEAN countries can join this program
2.      For University of Northern Philippines, it will be better if the coordinator explained the activities from beginning.
3.      For Senior High School, the suggestion for the school is to maintain the achievement of the students, the facilities and services from the school.
LESSON PLAN IN GENERAL BIOLOGY 1
FINAL DEMONSTRATION
By: Hasnawati
A. Component Identity
1. School                    : UNP – SENIOR HIGH SCHOOL AFFAIRS
2. Subject                   : GENERAL BIOLOGY 1
3. Class/Semester      : XI STEM B - 1st Semester
4. Times                      : 10:30-11:30
5. Topic                       : Cell Types
B. Objective
At the end of the lesson, students will be able to:
1. Identifiy the organelles present in both animal cell and plant cell.
2. Explain the presence of some organelles in animal cell and plant cell 
3. Compare and contrast animal and plant cells.
C. Subject Matter
1. Topic : Animal and Plant Cells
2.References :“Exploring Life Through Science”, General Biology 1, Anna Cherylle Morales-Ramos
3. Materials : PowerPoint Presentation, Flashcards
D. Methodology
Teachers Activity
Student Activity
1. Elicit (3 minutes)
(Greets the class)...
The teacher shows a table labelled with Prokaryotic cell and Eukaryotic
 cell. 
“Given the table on the board, 
fill it up with the information you have learned from our previous session”







Students answers:
Prokaryotic cell
Eukaryotic cell
· no true nucleus; genetic material is arranged in simple circular structure in a region called nucleoloid
· has double membraned nucleus where genetic materials are arranged in complex linear structures called chromatin
· has no membrane-bounded organelles
· compose of well organized organelles
· contains ribosomes
· contains ribosomes
· simple
· comples


2. Engage (5 minutes)
The teacher will ask to student to face a partner.
“Observe your partner closely. Identify one feature that you think is also present in you and another one feature that is not present in you. Explain why do you think that one feature you have is present in him/her but not present to you”


The teacher will only ask one partner to share their observations to the whole class.








Student will face a partner and do what is told. Possible observations can be the hair color, presence of make up or absence of it, height, shape, etc.


Students will also explain the possible reason why that feature is present to him/her but not in you.
3. Explain (15 Minutes)
The teacher introduces the lesson.
“Diversity has been one of the characteristics of life forms. Organisms are composed of different types of cells. Prokaryotes (microorganisms) have simple cell type – prokaryotic cell, the one we have already tackled last time. However, eukaryotes (plants, protists, fungi and animals) have much more complex types of cells.
The teacher shows a picture of an animal and plant cell (without label). The teacher groups the class into two. Each group will have to identify the organelles in each type of cell. The fastest group with the most # of correct placed flashcards will be given plus points.














Students (per group) will put the organelle flashcards on the board under the proper type of cell, whether plant or animal cell.
After putting the flashcards on their proper column, student will now identify what have they put.
4. Elaborate (10 minutes)
After checking the previous activity, the teacher will ask:
“What are the organelles present in animal and plant cell? Why do you think they are present in each cell?”





Students’ responses:
a. Cell wall (plant) – they provide additional protection to the plants for they can defend themselves (mechanically) from external factors; provides additional support and gives it shape.
b. Chloroplast (plant) – they can’t ingest food like animals do. They also need energy to do their cellular work.
c. Centrioles (animal) – helps the chromosomes during cell division
5. Evaluation (15 minutes)
After identifying the organelles present in both animal and plant cells, and explaining the presence of some organelles in each cell, the teacher will group the class into 8 groups.

“Using the cartolinas provided, make a Venn Diagram to compare and contrast animal and plant cells. You are 10 minutes to make the diagram”







After which, two groups will be asked to present their output to the whole class.











The students will make their Venn Diagram.





E. Assignment / Agreement
Using the learning you have acquired today, make a Comic Strip starring an animal cell and a plant cell. It must show how they are similar and different.
Materials: Art materials, Paper (Plain/Special)
Date of Submission: February 19, 2018 Monday
























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