1

Acknowledgement
I started my internship as a means to gain experience in the real world of teaching while I was
still a student. Finally, it was a life-changing event that changed who I am as an individual and
how I am interested in teaching.

Without the encouragement and advice of others, no task can be completed. W

The Almighty God, without whom I could not have finished this internship program;

For facilitating, supervising, evaluating, and reacting on behalf of Ma’am Marijoe

Pimentel, who are in charge of the student internship program. without the amazing, unending
support and prudent advice provide that you gave to me, our brief work would not have been
possible. I would like to use this opportunity to offer my heartfelt gratitude and best wishes to:

For the greatest possible facilitation, supervision, evaluation, and response to our questions from
the student internship program coordinators, Ma’am. Hillary Joy Rufino and Ma’am. Arlene
Sumabong;

My sincere gratitude to my cooperating professors for both Sir. Terrence Jay Mateo and Ma’am.
May Ann M. Cariaga for their unwavering supervision and technical support, which significantly
contributed to my professional and personal growth;

To my parents who will always be there for me Thank you very, very much.

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TABLE OF CONTENT
INTRODUCTION……………………………………………………………………………..2
CURRICULUM VITAE……………………………………………………………………..….3

3
CERTIFICATE OF COMPLETION……………………………………………………………5
EXPERIENCES, EVIDENCE AND REFLECTIONS ON THE DIFFERENT
PPST…................13
Domain 1………………………………………………………………………………14
Domain 2………………………………………………………………………………27
Domain 3………………………………………………………………………………29
Domain 4………………………………………………………………………………31
Domain 5………………………………………………………………………………44
Domain 6………………………………………………………………………………46
Domain
7………………………………………………………………………………48

DEMONSTRATION
TEACHINGS…………………………………………………………….49
Pre-demonstration………………………………………………………………………….50
Lesson Plan……………………………………………………………...……………………
51
Evaluation Form…………………………………………………….……………………….63
Documentation……………………………………………..………………………………66

Final demonstration…………………………………..………………………………….…

69 Lesson

Plan…………………………………………………………………………………..70

Evaluation Form……………………………………..
……………………………………....80
Documentation………………………………………………………………………..……83
DAILY TIME RECORD………………………………………..…………………………..
…..85
JOURNAL ENTRIES……………………………………………...…………………….
……..89
PROFESSIONAL READINGS………………………………………………………….
……..94

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ACTION RESEARCH…………………………………………………………………………98
Background of the Study…………………………………………………………..……..99

INTRODUCTION (OVERVIEW
OF
THE INTERNSHIP)
Have a great day! Welcome to my portfolio. I am Lovely Joy P. Callangan,
currently taking up Bachelor of Elementary Education at Our Lady of the
Pillar College – San Manuel Incorporated, San Manuel Isabela.

My portfolio contains information about my journey in my teaching

internship. I encountered many challenges in almost 2-3 months of staying
at Our Lady of the Pillar College San Manuel. There are ups and downs, but I
still have the courage to continue what I have started. My inspiration to
accomplish this chapter in my college life is my family, Friends, Relatives
and God.

Teaching is not my dream profession, but my father encourages me to take

this course. I want to see myself wearing a teacher’s uniform and teaching in
front of the students. I know that it is not easy to teach students, but it would
be worth it seeing their eagerness to learn and their genuine smile.

Mr. Terrence Jay Mateo, my cooperating teacher. He is kind, thoughtful, and

smart. He guides me in every school form that is needed to accomplish and
pass on specific time. He gave all her efforts to guide and remind me for all
the things to be done in doing my lesson planning especially in my final
lesson plan.

I teach grade 1 ½ of a set, The grade 1 Mother Teresa. Seeing the students
that are willing to learn is one of the reasons to enter in a classroom and
teach the lesson.
As you go through on my portfolio, you will see my experiences throughout
my internship journey in Our lady of the Pillar College- San Manuel.

5
 CURRICULUM VITAE
Name: Lovely Joy P. Callangan
Address: Rang-Ay, Cabatuan, Isabela
Gmail: [email protected]
Contact No: 09532832151
Date of Birth: September 27, 2001
Nationality: Filipino
Marital Status: Single

Education
• Elementary (2011-2012)
Rang- ay Elementary School. Cabatuan, Isabela.

• High School (2015-2016)

San Mateo Vocational and Industrial High School. San Mateo,
Isabela.

• College
Our Lady of the Pillar College-San Manuel Inc.
District 3, San Manuel, Isabela

Work Experience:
• None

Strengths/ Skills:
• Playing basketball
• Playing online games

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CERTIFICAT

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REFLECTION
This domain 1 provided and experienced me with clarity regarding what I will
require of my pupil It was challenging. It is difficult for them since this is the
first topic in 3rd quarter. However, some of them remain to struggle with the
lesson. But I didn't stop explaining until they understood, and they did very
well. They succeed because they fulfilled the activity I gave them.

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DOMAIN
2:
LEARNING ENVIRONMENT,
CONSISTS OF SIX
STRANDS:
 Learners’ safety and security
 Fair learning environment
 Management of classroom structure and activities
 Support for learner participation.
 Promotion of purposive learning
 Management of learner behavior

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29
REFLECTION:
In domain 2, The Bureau of Fire Protection demonstrated to the k-2 pupils on
how to use heavy equipment in accidents like house fire in the Our lady of
the Pillar College, San- Manuel and how to be safe and secure due to the
presence of the leader of the Bureau of Fire Protection.

DOMAIN
3:
DIVERSTY OF LEARNERS,
CONSISTS OF FIVE
STRANDS:
 Learners’ gender, needs, strengths, interests, and experiences

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  Learners’ linguistic, cultural, socio-economic and religious
backgrounds
 Learners with disabilities, giftedness, and talents
 Learners in difficult circumstances
 Learners from indigenous groups

REFLECTION:
Domain 3 demonstrates the pupils' various talents. You'll learn how clever
and strategic they are, as well as what they can do with the geometry topic I
teach them. As you can see they were having difficulty measuring to form a
cube, so I helped them especially since they are only in first grade then they
designed it at their own style because their parents gave them a lot of things
that they used for their output so that, I can help them.

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DOMAIN
4:
CURRICULUM AND
PLANNING, INCLUDES FIVE
STRANDS:
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  Planning and management of teaching and learning process
 Learning outcomes aligned with learning competencies
 Relevance and responsiveness of learning programs
 Professional collaboration to enrich teaching practice
 Teaching and learning resources including ICT

A Detailed Lesson Plan

in Music Grade 1
I. Objectives:
At the end of a 50-minute lesson, the pupils should be able to:
a) Define what is dynamic; (MU1DY-IIIc-1)
b) Interprets through body movements the dynamics of a song;
c) Perform a song with proper dynamics.

II. Subject Matter:

Topic: Dynamics
References: Mapeh Adventures in the 21st Century Grade 1 pp. 59-
73.
Material: Power point Presentation, chalk, laptop, paper, activity
sheet, video presentation, and pencil.

III. Methods
Teacher’s Activity Student’s Activity
a. Preliminary Activities
i. Greetings
Good morning class! Good morning teacher.

ii. Prayer
Let us pray…… Amen (The class will start to bow their
heads and pray).

iii. Checking of

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 Attendance
Is everybody present?
Secretary kindly check the attendance (The class secretary will check
who is absent for today. the attendance).

iv. Review
Let’s review our previous discussion.

What is your past lesson?

(The teacher will give an example)

Example: A mother singing a lullaby

(Singing voice)

A boy whispering. It’s all about the Speaking Voice

(Talking voice) and Singing Voice teacher.
(Answer may vary)

Very good!
Can you give me an example of Speaking
voice. A boy talking, teacher.
(The teacher will call the pupils one by (Answer may vary)
one to share their answer in class.)
A mother speaking, teacher.
Precisely! (Answer may vary)

A priest talking, teacher.

Very good! (Answer may vary)

Good job!
Can you give me an example of singing A mother singing a lullaby.
voice? (Answer may vary)
The teacher calls the pupils one by one to
share their answer in class.) A teacher singing, teacher.
(Answer may vary)
Good job!
A boy singing, teacher.
(Answer may vary)
Precisely!

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Wonderful! I think that you learned a lot
to your previous discussion.

b. Motivation

Are you familiar with the song Twinkle, Yes, Teacher.

Twinkle, Little Star?

Ok, let’s listen to this song first, after that Yes, Teacher.
we will sing it together, is it clear grade
1?

Let sing the Twinkle, Twinkle, Little Star Twinkle, Twinkle, little star
(The teacher will play a videoclip of the How I wonder what you are
song “Twinkle, Twinkle, Little star”) Up above the world so high
Like a diamond in the sky.

Twinkle, Twinkle, little star

How I wonder hat you are.

Twinkle, Twinkle, little star

How I wonder what you are
Up above the world so high
Like a diamond in the sky.
(2x)
(The pupils Sing the twinkle,
Twinkle little star)

Yes, Teacher.

How about the Wheels on the bus are you

familiar with this song?
The Wheels On The Bus
Ok, listen carefully, and after that we will
sing it together. The wheels on the bus go round
(The teacher will play a videoclip of the and round
song the Wheels on the bus)
Round and round, round and
round
The wheels on the bus go round

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 and round
All through the town.
The people on the bus go up and
down
Up and down, up and down
The people on the bus go up and
down
All through the town.

The driver on the bus says “move

on back”
“Move on back, move on back”
The driver on the bus says “move
on back”.

The babies on the bus go whaa

whaa whaa
Whaa whaa whaa, whaa whaa
whaa
The babies on the bus go whaa
whaa whaa
All through the town.

The mommies on the bus goes

shhh shhh shhh
Shhh shhh shhh, Shhh shhh shhh.
The mommies on the bus goes
shhh shhh shhh
All through the town.

The horn on the bus goes beep

beep beep
Beep beep beep, beep beep beep
through the town.
c. Presentation and

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 Discusssion

Did you enjoy the song grade 1?

Yes, Teacher.
What did you observe in the first song?
(The teacher will call pupils to answer the
question) It has a normal volume, Teacher.
(Answer may vary)
Excellent!

How about in the second song?

(The teacher will call pupils to answer the Strongly heard the ears, Teacher
question) (Answer may vary)

Good job!

Based on the two songs that we sing a Dynamics

while a back, what do you think would be (Answer may vary)
our topic for today?

Very good!

Today we will discuss about Dynamics.

But first I will present to you our
objectives.
(The teacher will present the objectives
on the screen.

a) Define what is dynamic;

b) Interprets through body
movements the dynamics of a Dynamics is the loud and soft of
song; musical sound.
c) Perform a song with proper (Answer may vary)
dynamics

What is Dynamics?
(The teacher will call pupils to answer the
question)

(Watch, Teacher)
(Answer may vary)
I have here an objects.

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(The teacher present two objects, watch
and alarm clock)
(Alarm clock, Teacher)
Observe the two objects. (Answer may vary)
Which object makes a soft sound?
(The teacher will call pupils to answer the
question)
(Students come infront and listen
Very good! to the watch)
What object makes a loud sound?
(The teacher will call pupils to answer the
question) (Soft sound, teacher)
(Answer may vary)
Precisely!

Come infront and listen to the sound of Students come infront and listen
watch to the alarm clock)
(The teacher call a pupil one by one)
loud sound, teacher
(Answer may vary)
Does it make a soft sound or a loud
sound?

Verry good children!

Some sounds are soft like the
Come infront and listen to the sound of ticking of a clock, the chirping of
alarm clock a bird and the singing of a little
(The teacher call a pupil one by one) child.

Does it make a soft sound or a loud

sound? Some loud sound at we hear are
a drum’s beat, a fire tuck’s, siren,
a radio broadcast, and a
Very good children! motorcycle’s roar. The loudness
and softness of music is called
Give an example of soft sound? Dynamics.
(The teacher will call pupils to answer the
question)

Precisely!

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 Give an example of loud sound?
(The teacher will call pupils to answer the
question)

Very good!

Group of Choir
The Loboc Children’s Choir is one of the
most outstanding choir in the Phillipines
today. It is composed of 30 schoolchildren
aged between 9 and 13 years old, who
study at Loboc Central Elementary School
in Loboc, Bohol. They sing very well. They
became the National Champion in the Dynamic it is the loudness and
category of children’s Choir during thesoftness of musical sounds. It is
National Music Competitions for Young how loud or quiet a tone or a
Artists in 1993, 1995, and 2001, particular sound is. Loud sound
respectively. has a quality that catches your
ears in a strong way. Soft sound
https://youtu.be/H3_IYeiJdA0? has a quality that seems very
si=5VK3hWpr_kOCxIru sweet and soothing to your ears.
A combination of these sounds
(The teacher present a videoclip about makes music more beautiful and
the loboc children’s choir) expressive.

What is Dynamic?
(The teacher will call pupils to answer the
question) The difference between loudness
and softness in music.

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 Loudness is the quality of sound
when the voice or instrument is
strongly heard.
Softness is the quality of sound
when the voice or instrument is
heard at a normal volume and it
does not hurt the ears.
Good job! (Answer may vary)

What is the difference between soft sound

and loud sound?

Example of soft sound: (The students Sing the B-I-N-G-O)

Soft sound- move your left hand or your
right hand to the side one at a time. There was a farmer who had a
dog
And Bingo was his name, oh!
Example of loud sound:
Loud sound- move both hands from your B-I-N-G-O
chest then open toward the front.
B-I-N-G-O
Lets sing this Familiar song titled, “B-I-N-
G-O” B-I-N-G-O
(Pupils sing the B-I-N-G-O)
And Bingo was his name oh!
2x

B-I-N-G-O
(Answer may vary)

Very good, children!

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Let’s answer the following questions.
There was a farmer had a dog
Which parts/lines can you sing loudly? And Bingo was his name oh!
(The teacher call a pupil to answer the (Answer may vary)
question)

Very good!

Which parts/lines can you sing softly? The students Sing the B-I-N-G-O)
(The teacher call a pupil to answer the
question) There was a farmer who had a
dog
And Bingo was his name, oh!
Good job!
B-I-N-G-O
Sing the action song “Bingo” once again,
this time with proper dynamics. B-I-N-G-O
Think of appropriate movements for each
line and then do the actions with B-I-N-G-O
everybody while singing the song.
And Bingo was his name oh!
(2x)

Very good children!

d. Application (Posible Answer)

Lets have an activity

A. Here are some musical Instruments. Identify if

they make a loud sound or soft sound. Circle (O)
the correct dynamics.

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 (Soft sound)

1.
Soft Loud

(Loud sound)

2.
Soft Loud

(Loud sound)

3.
Soft Loud

(Soft sound)

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4.
Soft Loud

(Soft sound)

5.

Soft Loud

(Soft sound)

6.
Soft Loud

(Loud sound)

7.
Soft Loud

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 (Loud sound)
8.
Soft Loud

(Loud sound)
9.
Soft Loud

10. (Loud sound)

Soft Loud

B.
I will group you into two groups then Choose a
one song inside the box and perform it infront by
using dynamics to enhance your performance.
I will give you 15 minutes to practice.

The B-I-N-G-O Tatlong

wheels Bibe
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 ang letrang W sa Malaki at maliit
na Titik

Panuto: Isulat ang letrang W sa

Malaki at Maliit na titik
Gawin ito sa inyong mga kwaderno

F. Paglalahat

Ang nga ulit ang tunog ng Letrang

W? : /W/ po guro.
Maaari mo bang subukin, Aaron?

Magaling!
:( maaaring maiba ang sagot
Maaari ka bang magbigay ng ng mga bata)
halimbawa?

Mahusay!

Ano pa? :( maaaring maiba ang sagot

ng mga bata)
Maaari mo bang subukin Alden?

Mahusay

IV. Ebalwasyon

A. Panuto: Pagmasdan ang larawan. Sabihin ang bawat pangalan nito.

Ipalakpak ang bilang ng pantig. Isulat ang nawawalang pantig ng pangalan
nito.

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1. 2. 3.

__atawat __alo Ka__ali

4. 5.

Ku__eba Dala__a

G. Assignment

Panuto: Gumuhit ng mga larawang nagsisimula sa letrang Ww. Kulayan ito

at ipakita sa klase. Ikuwento sa klase kung bakit ito ang Napili mo.

Prepared By:
Lovely Joy P. Callangan
Beed- 4

Checked by:
Terrence Jay Mateo
Cooperating Teacher

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DEMONSTRATIO
N
TEACHINGS
(LESSON
PLAN,
EVALUATION
FORM,
AND

61
DOCUMENTATIO
N)

WITH
REFLECTION

PRE –
62
DEMONSTRATIO
N

LESSON PLAN

A Detailed Lesson Plan

in Health Grade 1
I. Objectives:
At the end of a 50-minute lesson, the pupils should be able to:
a) Describe the characteristics of a healthful home environment;
(H1FH-IIIa-1)
b) Value the importance of a healthful environment;

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 c) Enumerate the characteristics of a healthful home environment.
II. Subject Matter:
a) Topic: A Clean House
b) References: Mapeh Adventures in the 21st Century Grade 1 pp.
351-356.
c) Material: Power point Presentation, chalk, laptop, paper, and
pencil.

III. Methods
Teacher’s Activity Student’s Activity
a. Preliminary Activities
i. Greetings
Good morning class! Good morning, teacher.

ii. Prayer
Let us pray…… Amen. (The class will start to bow their
heads and pray).

iii. Checking of
Attendance
Is everybody present?
Secretary kindly check the attendance (The class secretary will check
who is absent for today. the attendance).

iv. Review
Let’s review our previous discussion.

What is your past lesson? It’s all about the healthy body,
(The teacher will call a pupil to answer happy child, teacher.
the question) (Answer may vary)

Very good!
What are the things you can do to keep
your body clean? Taking a bath, teacher.
(The teacher will call the pupil one by one (Answer may vary)
to share their answer in class.)

Good job children! Brushing teeth, teacher.

What are the foods you can take to (Answer may vary)
maintain a healthy body?
(The teacher will call the pupil one by one
to share their answer in class.)

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 Wash your hands, teacher.
Who else? (Answer may vary)
(The teacher will call the pupil one by one
to share their answer in class.)

Wonderful! I think that you learned a lot

to your previous discussion.

b. Motivation

I have here an object.

(Dustpan, cleaning clothes, broom,
sponge, and garbage can)
(The pupils name the objects)
I will show you an object and name it.
(The teacher shows an object)
In the house, Teacher
Where do we usually see these things? (Answer may vary)
(The teacher will call a pupil to answer
the question)

Very Good! In the school, Teacher

(Answer may vary)
What else?
(The teacher will call a pupil to answer
the question)
To clean the house, Teacher
Precisely! (Answer may vary)

Why do we use it?

Very good!

c. Presentation and A clean house, Teacher

Discusssion (Answer may vary)

Based on the activity that we did a while

a back, what do you think would be our
topic for today?

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Very good!

Today we will discuss A clean house. But

first I will present to you, our objectives.
(The teacher will present the objectives
on the screen.

At the end of a 50-minute lesson, the

pupils should be able to:

a) Describe the characteristics of a

healthful home environment; Me, Teacher
(H1FH-IIIa-1) (Answer may vary)
b) Value the importance of a
healthful environment;
c) Enumerate the characteristics of Wiping the windows
a healthful home environment. (Answer may vary)

Who helps their parents to clean the Sweeping, Teacher

house? (Answer may vary)
(The teacher will call a pupil to answer
the question) To keep away from germs,
Teacher
Very good! (Answer may vary)
What do you do when you help your
parents?

Good job!
What else?

Very good!
Why do we need to clean our house?

Good job!

Characteristics of a healthful home

environment:

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Clean- A clean environment is free from
dirt and germs. There are no flies’ insects
and other harmful insects around.

Healthful- A clean environment is a

healthy environment. If the environment
is clean, people will not get sick easily.

Safe- A healthful home environment is a

safe place to live in. A safe place is a
place that is safe from harm and
accidents.

We need to keep our home surroundings

clean,
- Because a clean home is a safe
and healthful home. Home

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 surroundings should be always
kept clean to avoid accidence.
Also, a clean home will keep you
away from dirt and germs that
can cause different kinds of
diseases. 1. Sponge
2. Broom
3. Dustpan
4. Garbage can
5. Scrubing Brush
6. Dish towel
7. laundry soap
8. Mop
9. Washing machine
10. Gloves
(Answer may vary)

d. Application

Let’s have an activity. 1. T

A. List 10 objects/things that you use to clean in
the house.

2. T

3. F

4. F

5. F

B.
Direction: Write T if the statement is true and W if
wrong.

1. The cleaning of tools, and materials must take I will help her, Teacher.
place in a designated area.
(Answer may vary)
2. Household tools that are not maintained will
become less effective and harder to use. Broom, Teacher.
(Answer may vary)

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3. Regularly cleaning results messy house.
Dustpan, Teacher
4. You don’t need cleaning materials to keep your
home neat and clean. (Answer may vary)

5. Long- handled broom is usually used for

cleaning wet floors.

e. Generalization

Let’s review our topic.

What will you do if your mother said that she is

tired to clean the house?
(The teacher will ask pupils to answer the
question)

Very good!
Can you give me an example that you use for
cleaning?
Precisely!
What else?
(The teacher will ask pupils to answer the
question)

Good job!

IV. Evaluation
Let’s have an activity.

A. Which of the two pictures show a healthy home? Draw a happy face (☺️)
inside the box.

1.

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2.

3.

4.

5.

6.

V. Assignment

What are the steps to clean the house?

What are the benefits of having a clean house?

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Prepared by:
Lovely Joy P. Callangan
Practice Teacher

Checked by:
Terrence Jay Mateo
Cooperating Teacher

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 FINAL
DEMONSTRATIO
N

LESSON PLAN

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 Our Lady of the Pillar College- San Manuel Inc.
District 3, San Manuel, Isabela
A.Y. 2023-2024

Masusing Banghay Aralin sa Filipino

Grade 2

I. Layunin
Pagkatapos ng talakayan ang mga mag-aaral sa ikalawang baitang ay
inaasahang:
a. nagagamit ang magalang na pananalita sa angkop na sitwasyon
F2WG-IVc-1;
b. nabibigyang halaga ang magalang na salita sa pamamagitan ng
pagpapakita ng respeto at pagmamalasakit sa kapwa ;
c. nagagamit ang magagalang na salita sa pangungusap.

II. Paksang-Aralin
a. Paksa: Magagalang na pananalita
b. Sanggunian: Pinagyamang Pluma Napapanahong Kaalaman sa
Wika at Pagbasa
c. Kagamitan: Laptop, printer, Power point presentation, lapis, at
papel.

III. Pamamaraan

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Gawain ng Guro Gawain ng Mag-aaral

79
 A. Panimula

Magsitayo ang lahat at tayo’y

manalangin

Iyuko natin ang ating mga ulo at

damhin ang presensya ng Panginoon.

Quen, maaari mo bang pangunahan

ang ating panalangin? (Angel of God…)
Amen.

Magandang Araw sa inyo mga bata! Magandang Araw din po! Guro.
Bago kayo umupo, pulutin niyo muna
ang mga kalat sa ilalim ng inyong
upuan at itapon ito sa basurahan.

Sige umupo na kayo. Lahat ba ay

pumasok ngayong araw na ito?

Mabuti naman. Opo, guro.

Bago natin simulan ang ating
talakayan ay magkakaroon muna
tayo ng paalala sa ating mga
alituntunin sa klase. Maaari ba
kayong magbigay ng ating mga
alituntunin?
Una, magiging responsible kayong
mga bata dahil babantayan ninyo ang
inyong mga katabi. Kapag sila ay
may ibang ginagawa at hindi
nakikinig, kayo po ang susuway sa
kanila.
Pangalawa, kung kayo ay may
gustong itanong, sabihin, o alam ang
sagot, itaas lamang po ang inyong
kanang kamay.
Panghuli, ang makikibahagi sa
talakayan ay makakatanggap ng
premyo pagkatapos ng klase ngunit
ang makukulit ay walang
matatanggap.
B. Pagganyak

Narasanan niyo na bang mamingwit? Opo, Guro.

80
Ngayon ay gagawin natin iyan, pero
hindi isda ang bibingwitin natin kundi
mga salita.
Makinig muna kayo at sasabihin ko
kung paano ang gagawin.

Kunin ang pamingwit at manghuli ng

salita, pagkatapos ay kunin ang
salita, sabihin kung anong salita ang
nahuli bago idikit sa pisara. Opo, Guro.
Naintindihan ba mga bata?
Sige nga, subukan nga natin.
(Mamimingwit si Apollo)
Maaari mo bang subukan Apollo?
(Magtatawag ang guro) Magandang umaga, Guro.
Anong salita ang nahuli mo Apollo? (pwedeng maiba ang sagot ng bata)

Mahusay! (mamimingwit si Kobi)

Maaari mo bang subukan, Kobi?
(Magtatawag ang guro) Opo, Guro.
Anong salita ang nabingwit mo Kobi? (maaaring maiba ang sagot ng mga
bata)
Magaling!

C. Pagtatalakay sa Aralin

Sa ginawa ninyo kanina, ano sa tingin

niyo ang tatalakayin natin ngayong
araw na ito?

(magtatawag ang guro) Patungkol po sa Magagalang na

Maaari mo bang subukin, Elliana? pananalita, Guro.
(maaaring maiba ang sagot ng bata)
Mahusay!
Ang tatalakayin natin ngayon ay
tungkol sa Magagalang na
pananalita.

Bago tayo magsimula ay basahin Layunin:

muna natin ang ating layunin sa Pagkatapos ng talakayan ang mga
araw. mag-aaral sa ikalawang baitang ay
inaasahang:
a. nagagamit ang magalang na
pananalita sa angkop na sitwasyon

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 (pagtanggap ng tawag sa telepono)
F2WG-IVc-1;
b. nabibigyang halaga ang magalang
na salita sa pamamagitan ng
pagpapakita ng respeto at
pagmamalasakit sa kapwa ;
c. nagagamit ang magagalang na
salita sa pangungusap.

Ano nga ba ang mga magagalang na

pananalita?

magtatawag ang guro) Po at Opo, Guro

Maaari mo bang subukin, Elliana? (maaaring maiba ang sagot ng bata)

Ang paggalang ay likas sa ating mga

Pilipino. Ang “Po” at “Opo” ay laging
ginagamit sa pakikipag- usap sa mas
matanda kaysa sa atin. May mga
pagbati tayong ginagamit sa bawat
sitwasyon. Ang pagiging magalang ay
Magandang ugali ng isang batang
tulad mo. Ang pagbati at paghingi ng
pahintulot sa anumang gawain ay
mahalaga upang maging kawili- wili
sa iyong pamilya at sa iba.
Opo, Guro.
Naintindihan ba mga bata?

Ngayon naman ay may babasahin

tayong kwento, makinig kayong
Mabuti dahil dalawang beses lamang
natin itong babasahin.
Ang pamilya Magalang
Ang pamagat ng ating kwento ay.

Sa isang maliit na baryo sa gitna ng

bulubundukin, may isang pamilya na
kilala sa kanilang kagandahang-asal
at magalang na pananalita. Ang
kanilang tahanan ay puno ng ngiti at
mainit na pagtanggap sa bawat bisita
na dumaraan.

Maaari mo bang ituloy ang kwento,

Si Mang Pedro, ang ama ng pamilya,

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Jherose? ay kilala sa kanyang pagiging mabait
(magtatawag ang guro) at mapagkumbaba. Sa bawat salita
niya, lagi siyang may kasamang
respeto at paggalang. Kung may
nakakasalubong siyang kapitbahay sa
daan, hindi niya pinalalampas ang
pagbati ng magandang araw o gabi.

Si Aling Maria naman, ang ina, ay

Maaari mo bang ituloy ang kwento, may tinig na puno ng lambing at pag-
Jhelo? aaruga. Sa bawat pananalita niya,
(magtatawag ang guro) lagi niyang ipinapakita ang kanyang
pag-aalaga at pagmamahal sa
kanyang pamilya at sa mga taong
nakapaligid sa kanila.

Ang kanilang mga anak na sina Juan

Maaari mo bang ituloy ang kwento, at Ana ay tinuturuan din ng magalang
Quen? na pananalita. Kapag may mga
(magtatawag ang guro) nakakatanda silang kausap, lagi
nilang ginagamit ang "po" at "opo"
bilang parangal sa kanilang mga
ninuno. Hindi rin sila nagdadalawang-
isip na magpasalamat o magpaalam
nang may paggalang sa bawat
pagkakataon.

Isang araw, dumating sa kanilang

Maaari mo bang ituloy ang kwento, baryo ang isang matandang lalaki na
Apollo? nilalakad lang ang malayong
(magtatawag ang guro) lalawigan. Pagod at uhaw na uhaw na
siya at walang dala-dalang pagkain.
Nakita siya ni Mang Pedro at agad
siyang tinawag.

"Kuya, po, kumain po kayo dito sa

aming bahay at magpahinga muna
Maaari mo bang ituloy ang kwento,
kayo," sabi ni Mang Pedro na may
Elliana?
ngiti sa labi. Napangiti ang
(magtatawag ang guro)
matandang lalaki sa kabaitan ni Mang
Pedro at sumang-ayon sa alok nito.
Habang kumakain sila, napansin ni
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 Aling Maria ang pagkapagod sa
mukha ng bisita.

Maaari mo bang ituloy ang kwento, "Kuya, opo, magpahinga na po kayo

Xyra? nang maayos. Hindi po kayo
(magtatawag ang guro) kailangang mag-alala, aalagaan po
namin kayo," sabi ni Aling Maria na
puno ng pag-aalaga.

Maaari mo bang ituloy ang kwento, Sa pagdating ng gabi, bago matulog,

Sofia? nagpasalamat ang matandang lalaki
(magtatawag ang guro) sa pamilya.

Maaari mo bang ituloy ang kwento, "Maraming salamat po sa inyong

Dylan? mainit na pagtanggap at sa inyong
(magtatawag ang guro) kabutihan. Nawa'y pagpalain kayo ng
Poong Maykapal sa inyong kabutihan
at magalang na pananalita," bulong
ng matandang lalaki bago siya
natulog.

Maaari mo bang ituloy ang kwento, Ang pamilyang ito ay patuloy na

Khim? nagpakita ng magandang halimbawa
(magtatawag ang guro) sa kanilang komunidad sa
pamamagitan ng kanilang magalang
na pananalita at kabutihang-asal. Sa
kanilang simpleng paraan,
nagbibigay sila ng inspirasyon sa iba
na maging mas magalang at
mapagkumbaba sa kanilang
pakikitungo sa kapwa.
Maliwanag ba mga bata?

Ano ang pamagat ng ating kwento?

Maaari mo bang subukin, Jherose? Ang pamilya magalang, Guro.
(magtatawag ang guro)
Magaling!

Sino- sino ang mga tauhan sa

kwento? Mang Pedro, Aling Maria, Juan, Ana at
Maaari mo bang subukin, Sofia? matandang lalaki, Guro.
(magtatawag ang guro)

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Mahusay!
Ano ang ginawa ni Mang Pedro sa
matandang lalaki?
Maaari mo bang subukin, Xeira? Tinawag at pinakain sa kanilang
(magtatawag ang guro) bahay, Guro.

Tama!
Ano ang aral na mapupulot mo sa
kwento?
Maaari mo bang subukin, Elliana? Pagiging marespeto at
(magtatawag ang guro) pagmamalasakit sa kapwa, Guro.
Mahusay!

D. Paglalapat

Magkakaroon tayo ng pangkatang

gawain, papangkatin ko kayo sa
dalawang grupo.

Sa loob ng sampung minuto magsulat

ng magagalang na salita, ang mas
maraming maisusulat ang siyang
mananalo. Gagawin ng mga bata ang mga
aktibidad

Mahusay mga bata!

B.
Gamitin ang mga magagalang na
pananalita sa pangungusap tungkol
sa ibat- ibang sitwasyon. Gagawin ng mga bata.

E. Paglalahat

Ano ang napag- aralan natin ngayong

araw?
Maaari mo bang subukan, Jherose? Tungkol sa Magagalang na
(Magtatawag ang guro) pananalita, Guro.
(maaaring maiba ang sagot)
Mahusay!

Ano ang Magagalang na pananalita?

Maaari mo bang subukin, Xeira? Ito ay ginagamit sa pakikipag- usap
(Magtatawag ang guro) sa mas matanda kaysa sa atin,
(maaaring maiba ang sagot ng mga

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 bata)

Magaling!

Mgabigay ng halimbawa ng Magandang hapon, Guro.

Magagalang na Pananalita? (Maaaring maiba ang sagot ng bata)
Maaari mo bang subukin, Sofia?
(Magtatawag ang guro)

Ano ang kahalagahan ng Magagalang

na pananalita sa araw- araw? Ito ay nagpapakita ng respeto sa
Maaari mo bang subukin, Jhelo? kapwa
(Magtatawag ang guro) (maaaring maiba ang sagot ng bata)

Mahusay!

IV. Pagtataya.

Panuto: Basahin ang sitwasyon. Isulat sa sagutang papel ang dapat mong
sabihin.
Araw ng Sabado, matapos mong mananghalian ay pumunta ka sa bahay nina
Arman para gumawa ng inyong proyekto. Nakasarado ang kanilang pinto
subalit naririnig mo rin naman na may tao sa loob. Ano ang iyong sasabihin
at gagawin?

______________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

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 V. Takdang Aralin
Panuto: Gumawa ng isang dayalogo na nagpapakita ng magagalang na
pananalita kasama ang kapatid o magulang isadula ang dayalogo. I video
ang pagsasadula nito at ipapasa sa susunod na lunes.

Inihanda ni: Iwinasto ni:

Lovely Joy Callangan May Ann M. Cariaga
Practice Teacher Cooperating Teacher

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 DAILY
TIME
RECOR
D
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 MY
JOURNA
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1st Week:

It was just an exciting, happy day and at the same time there was
just a little bit feeling nervous. We had an orientation with the
Principal of Our Lady of the Pillar College- San Manuel. Then after
the orientation, we were endorsed with our cooperating teachers.
It’s quite exciting but nervous at the same time. I’ve met the Grade
– 1 Mother Teresa that I will going to teach for 3rd and 4th quarter.

We only observed for one week before we started teaching the

children. I noticed that the children are well-behaved, active in
recitation, and good at reading books. I can help my cooperating
teacher clean the classroom while also placing a new floor mat since the
previous one in the Grade 1 classroom was broken.

2nd Weeks:

Today is the day I'm nervous because I'm the children's new teacher. I am
not sure if they will listen to me because we do not know each other yet.
However, my Cooperating Teacher taught me that in order to capture their
attention, I should present prizes to those who are willing to listen and can
provide proper answers when I ask questions.

They will collect the prizes at the end of class. The children amazed me
since they were very active during the first week of class. I enjoy teaching
them since I already consider them my siblings. I usually advise them to give
full attention in class so that they can answer questions when the teacher
asks them.

3rd Weeks:

In my third week of Grade One, I started to capture each student's heart. I

also stopped giving them prizes since I didn't want them to become addicted
to receiving something in every lesson. During our three weeks together, I
was shocked when parents started talking me after school. They informed
me that their children had talked about me at home, saying they loved me
and thought I was really nice to them.

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This made me question if I was only being kind because I was giving them
prizes. However, the parents said it wasn't only that; I treated their children
like siblings. I was shocked to hear that, and several of my students even
expressed they didn't want me to leave Grade.

4th Weeks:

My students embraced me as I arrived in their classroom because they had

missed me. It surprised me since I thought there was a fight going on and
they would report it to me. Then I noticed one of my students crying
outdoors, and I asked her why they were crying outside. They said, Teacher,
I'm going home because my classmates are bullying me.

So, I allowed them to come in and asked everyone to sit. I reminded them
that we were like siblings here, and there should be no fighting. Then I made
them all group embrace since I didn't want anyone to cry in the classroom.

5th Week:

My cooperating teacher invited me to attend a PTA meeting last Saturday.

The purpose of the meeting was to talk about various school fees and what
parents wanted to see improvements in their children's classrooms. Students
would also get certificates or awards in class, with their guardians present. I
teach three subjects to Grade 1 students and manage to get through them
with the support of my students.

They behave well in class and pay close attention to what we are teaching.
They are always interested and enthusiastic about activities and games
related to our topics. Before I teach a lesson, my cooperating teacher
reviews every part of my lesson plan. This ensures that I am capable of
teaching the course and helps me to identify any parts that might need
revision or improvement.

6th Weeks:

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My cooperating teacher told me to supervise the students throughout the
day for three days because they were traveling to Baggao for a CEAP event. I
replied, "Okay, sir." I noticed when my cooperating teacher left, and the
students were upset because one of their teachers was leaving. My
cooperating teacher joked with them that he was not going back to school
because he would be teaching Grade 1 there.

I smiled that. When my cooperating teacher left, I was surprised because the
students became highly energetic and almost didn't pay attention to me
because their teacher was leaving. I told them, "Your teacher was only
kidding," and we played activities to help them feel better.

7th Weeks:

As I spend more time with the grade 1 students, I have a deeper

understanding of their characteristics. If they listened to me, it appears that
some of them are no longer interested in learning and studying. To get them
to keep their attention in class, I told them a story about my own primary
school experiences. My story appears to have touched them, and they began
to pay more interest to what I was saying.

Even when our lesson ends, I do not leave them alone in the classroom, even
if they have another class to attend. I stay so that we can continue to see
each other regularly. During their recess, I stay in their classroom, and we
watch fairy tales together that I have.

8th Weeks:

Before I started teaching them, my cooperating teacher evaluated all of the

lessons I prepared to teach in various subjects. As usual, I teach the children
every day. I appreciate teaching them since they are more engaged in class
and now pay attention, as compared to the previous week when I couldn't
comprehend their behavior.

I promised to myself then that I would work harder to improve my teaching,

make class more enjoyable, and make sure the stories I tell attracted their
attention because education is the key to their future. So, I continued telling
them stories. Even while I was making up stories on the spot, I couldn't
express how happy I was with them.

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9th Weeks:

We continued the topic that we were unable to finish the previous day due to
time limitations. To help students better understand our topic, I started over
previous classes to check if they remembered what we discussed the last
time.

Before I began asking questions, I asked if everyone had reviewed the

information we had previously discussed, and they all responded yes. To see
if they were telling the truth, I started asking questions regarding the topics
that we had previously talked about, and they responded properly. Because
of this, I believed them.

10th Weeks:

We continued with the unfinished topic as they were already familiar with it
from our previous session. I provided them another task to keep them
interested and even planned a game based on our theme.
They stayed happy and active throughout the activity. After our class, I
stayed to help and assist them with any activities provided by their teacher,
and when the teacher had to leave for a time, I observed them.

11th Weeks:

Because the students' examinations are coming up, I gave them a quiz, and
my cooperating teacher had prepared the questions. Because the students
were asking me, "Teacher, what does this mean?" I decided to read the
questions aloud and provide observation so they could better understand.
Now, they can answer the questions themselves. That's the way I handled
things.

12th Weeks

Since that today was exam day, I didn't teach a regular class; instead, I
observed the Grade 1 pupils take their exams. I told them to aim for as many
right answers as they could, and I encouraged them to try their best. I
clarified that tests are not like ordinary assignments, when it may be
acceptable to receive just a few right answers. I emphasized to them how
important it was to perform well on their tests.

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Since I would only be reading the questions twice, I reminded the students to
give close attention. I requested everyone to stand and pray before they
began. I asked one of the students to lead the invocation. I told them to get
their pencils out and sit properly after the prayer. Again, I advised them to
pay attention.

13th Weeks:

My time with the children was coming to an end, so today was the day I said
goodbye to them. The students were upset when I told them after class that I
would not be teaching them anymore because my responsibilities had been
completed. I gave them comfort, telling them that although if I wouldn't be
their teacher anymore, I would still be around, and we would see each other
every day. I advised them to keep in mind and follow all the teachings and
advice I gave to them.

I underlined how important it was for them to pay attention to their lecturers,
particularly since Grade 2 will provide more difficult material. I emphasized
that paying close attention to their teachers would improve their
understanding of the subjects they would study in the future and help them
understand effectively answer questions.

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PROFESSIONAL

READINGS

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ACTION
RESEAR
CH

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 BACKGROUND OF THE STUDY
All learners learn best in different ways. Everyone has a distinct preferred learning style,
making it challenging for a teacher to be as effective as possible because learners’
diversity inside the classroom is one of their major concerns. Addressing their
differences using their individual learning styles promotes inclusivity or education for all
which is a goal of Philippine education.
“Education For All” is the primary goal of Philippine education regardless of the
"differences". Through this, the Philippine government is committed to improving the
quality of education at all grade levels. The Philippine Education For All (EFA) 2015 is a
vision and a comprehensive reform program that seeks to improve the quality of basic
education for every Filipino by 2015 (Philippine Education for All, 2015).
Each pupil has a different way of absorbing new knowledge and other skills according to
their individual preferences. This is referred to as learning styles. Kolb defined learning
style as “the way we prefer to absorb and incorporate new information.” Different
individuals approach learning, thinking, and problem-solving in different ways. While
some like to study alone, others prefer to study in groups. Some like to study at a table
with a lamp cover, while others prefer to do it in a room with strong lighting. Some
people learn better when they see charts, tables, and numbers, while others learn better
when they read their lessons or listen to a lecturer. While some individuals prefer to
work in the morning, many enjoy working at night. Some people like to study while
listening to music, while others prefer a quiet environment. These are a few of the
pupils’ learning styles (Castolo & Rebusquillo, 2007). However, several researchers
have come to the conclusion that certain people have a variety of learning styles
(Troussas et al., 2019).
On the other hand, the idea of academic performance is seen to be vague since it
encompasses a wide range of things, from obtaining a professional degree to a
learner's moral development (York et al., 2015). However, some researchers use
individuals' reported CGPA/GPA from the previous semester and their anticipated GPA
for the current semester to determine academic performance.
According to Kanyinulia's (2018) research, the majority currently utilize the grade point
average (GPA) as a practical summary indicator of their learners' academic
performance. The GPA is a superior metric because it offers more clarity into the
relative levels of achievement of diverse learner groups and individuals.
Researchers show that learning styles have an effect on the academic performance of
the learners. Learning styles have a significant role in a pupil's academic performance
(Castolo & Rebusquillo, 2007). Jiraporncharoen et al. (2015) examined the academic
performance of undergraduate learners and their learning styles and they found a
strong correlation between the two.
Learners' academic performance may be improved by being aware of their strengths,
such as their learning style, and knowing how to make the most of such skills, according
to research by Barman et al. (2014). These researches proved the positive relationship
between the two, learning styles and academic performance.

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Schools frequently use undifferentiated classrooms that adhere to the "one-size-fits-all"
philosophy (Holloway, 2000; Moody, Vaughn, & Schumm,1997; Moon, Callahan,
Tomlinson, & Miller, 2002; Pozas, Letzel, & Schneider, 2020). However, this type of
instruction ignores crucial knowledge about how learning occurs best (Karst et al.,
2022).
In order to boost motivation and enhance learners’ academic performance as well as to
meet their preferred learning styles, it is important to modify and fit teaching strategies
and assess their effectiveness (Malacapay, 2019). Differentiation is a teaching
philosophy founded on a great regard for individuals, an understanding of their
individual differences, and a desire to support the success of every learner (Smale et
al., 2019). The study of McQuarrie, McRae, & Stack-Cutler, (2008) has been proven that
differentiating instruction frequently produces positive outcomes.
However, based on the research of Koeze, (2007), learners are being taught in a
classroom with a "one size fits all" approach. Due to the fact that both the high and poor
achievers are not sufficiently challenged, this kind of training has been shown to be
unsuccessful. Also, in Philippine classrooms, the majority of instructors use traditional
instruction, which entails developing one lesson that is suited to the requirements of all
pupils.
These teachers mistakenly believe they are using differentiation when they are not. Like
other academic courses, Filipino suffered greatly since learner diversity was not taken
into consideration. Learning becomes challenging and dull since learning styles were
not taken into consideration (Aranda and Zamora 2016). Van Casteren et al., (2017)
studied that although the idea of differentiated instruction is fairly well recognized,
instructors still struggle to understand how it should be used in their classrooms.
Teachers can differentiate teaching in four ways, according to Tomlinson & Imbeau
(2010): through content, process, product, and learning environment. Sample
differentiating instructions that can be used in a classroom setting in terms of product
are the following: Read and write learners write a book report; Visual learners create a
graphic organizer of the story; Auditory learners give an oral report; and Kinesthetic
learners build a diorama illustrating the story (Tomlinson & Imbeau 2010).
In making pedagogical decisions, instructors are required to take into account the
various learning requirements of their pupils (Du Plessis, 2019). However, teachers-in-
training are instructed to thoroughly organize their lessons in advance. Lessons are
frequently created on a generic basis. Although they are usually present in class,
learning styles and specific needs are not always handled in the regular lesson plans.
When creating daily class plans, teachers don't always consider the wants and needs of
the pupils, much alone their preferences (Whittington & Connors, 2005).
At Our Lady of the Pillar College - San Manuel Incorporated, pre-service teachers who
observed classes during their field study noticed that the differences in pupils’ learning
styles were not addressed through instruction in some classrooms. Teachers who were
interviewed from the said institution said that general instruction was very much
implemented in their everyday classes. Even if they wanted to, they said that
addressing the pupils’ differences in learning style became hard. It is because the
allotted time for every lesson and preparation is limited.

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With the identified problem at OLPC-SMI that the differences in pupils’ learning styles
were not addressed through instruction in some classrooms, the researchers decided to
make a study about this as a basis for developing materials for differentiated instruction
as an output for action research since it has been proven that it is important to modify
and fit teaching strategies and assess their effectiveness in order to boost motivation
and enhance learners’ academic performance as well as to meet their preferred
learning styles (Malacapay, 2019).
Also, in the study of McQuarrie, McRae, & Stack-Cutler, (2008) it has been proven that
differentiating instruction frequently produces positive outcomes hence this research is
entitled “Determining the Learning Styles of Grades 5 and 6 of Our Lady of the Pillar
College-San Manuel Incorporated in English Subject: Basis in Developing Materials for
Differentiated Instruction”.
Aligned with the research theme “Pedagogical Innovations” of PNU, this study aims to
develop learning materials, new Pedagogical paradigms in basic education, adaptive
Pedagogical techniques, methods for assessing 21st century abilities, instruction and
assessment that emphasizes technology, and blended learning in basic education are
some of the topics that are covered.

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