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Welcome to SEA Teacher Program Batch 10, and educational blog about the experiences of conducting Field Study in Central Luzon State University
What is the Seameo – Sea Teacher
SEAMEO SEA Teacher, or
Pre-Service Student Teacher Exchange in Southeast Asia, is a student exchange
program for pre-service teachers in Southeast Asia. This program is initiated
by the Southeast Asian Ministers of Education Organization (SEAMEO). Through
this program, pre-service teachers have the opportunity to teach in schools in
SEAMEO member countries such as Indonesia, Thailand, the Philippines, and
Malaysia.
SEAMEO stands for
Southeast Asian Ministers of Education Organization, a regional organization
established by the Ministers of Education in Southeast Asian countries. It was
founded in 1965 with the aim of fostering cooperation in education, science,
and culture.
About CLSU (Central Luzon
State University)
Central
Luzon State University (CLSU) is a prestigious public higher education
institution located on a 658-hectare campus in Science City of Muñoz, Nueva
Ecija, 150 kilometers north of Manila. It is the main body of the Science City
of Muñoz and the center of the Central Luzon Agriculture, Aquatic, and
Resources Research and Development Consortium (CLAARRDEC).
CLSU
is recognized by the Commission on Higher Education (CHED) as a National
University for Agriculture and Fisheries (NUCA and NUCF). It has been
designated as a Center of Excellence (COE) in Agriculture, Agricultural
Engineering, Biology, Fisheries, Teacher Education, and Veterinary Medicine,
with the highest number of COEs in Central and Northern Luzon. The university
is also a Center of Excellence in Small Ruminant Research and a Regional
Integrated Coastal Resource Management Center. It has been named a Model
Agritourism Site for Luzon.
The
university is known for its comprehensive range of accredited programs and is
the only state university in the Philippines with the most programs accredited
by the Accrediting Agency of Chartered Colleges and Universities in the
Philippines (AACCUP) with Level IV accreditation. CLSU is recognized as a
Philippine Cultural Property for its historical, cultural, academic, and
agricultural significance.
CLSU
is a leading agricultural institution in Southeast Asia, known for
groundbreaking research in aquaculture, livestock, crops, fruit orchards, and
water management, with a vision to become a world-class National Research
University for agricultural sciences and related fields.
About DepEd CLSU Elementary (Lab) School
Through
a memorandum of agreement between the Bureau of General Schools (BPS) and
Central Luzon State University (CLSU), the BPS-CLSU Elementary School (Lab) was
established on July 13, 1970. The school was initially known as MEC III-CLSU,
later changed to DECS-CLSU, and is currently called DepEd-CLSU Elementary
School (Lab). According to the agreement between the Bureau of Education and
the university, the school is supervised and managed by the Head of the School
Division in Nueva Ecija, with CLSU providing facilities and equipment that BPS
cannot supply. The school began with combined classes for grades I-II and
III-IV, using two rooms beneath the CLSU bleachers as classrooms, while other
rooms were used as a school clinic and library. Initially, the school had two
teachers from Bagong Sikat Elementary School and two Peace Corps volunteers
teaching English and Mathematics. The primary function of the school is to
provide education for children, particularly the children of the university
staff and employees. Additionally, the school also serves as a laboratory
school where teacher candidates can observe classes and participate in teaching
before being assigned to teach off-campus.
Address:
Central Luzon State University, Brgy. Bantug, Science City of Muñoz, Nueva
Ecija Contact
No.:
0917-107-8737;
School ID:
105542
Email Address: depedclsu105542@gmail.com
ABOUT ME
I am Fadhilatul Husna, 19 years old from Muhammadiyah University, North
Sumatra, Indonesia. I am a 2nd year 3rd semester student majoring in Primary
School Teacher Education (PGSD) at the Faculty of Teacher Education (FKIP). I
had the opportunity to teach at the DepEd CLSU Elementary (Lab) School in Munoz
Ejica Philippines in the Southeast Asia Pre-Service Teacher Exchange Program
(SEA Teacher Project) organized by SEAMEO. This opportunity is an honor and
privilege for me because I have always dreamed of going abroad for education,
such as teaching science to elementary school students, as well as studying the
culture of other countries and making Indonesia proud, with this program my
hopes come true and I am very grateful to take part. this program. All of was
achieved through this program thanks to experiences I gained from day 1 to day
28, Curious to know more? Let's dive into my journey!
Pedagogical contents
In this program we were placed at the DepEd CLSU Elementary (Lab) School.
On the first day of observation, we received a warm welcome from the school. I
was also invited to visit each class and then I introduced myself to the SSES
4th grade students who were accompanied by my cooperative teacher, Aprilyn
Cabanisas Torio. So in class 4 SSES this is where I will teach and what I will
observe. Then we also explained about learning time in class, learning
schedule, subjects, and learning systems/methods at the school.
The next day I observed my cooperative teacher in class 4 SSES and in class
5 SSES. In Class 4 SSES my cooperative teacher teaches science lessons/subjects
and likewise in Class 5 SSES. I was amazed by Maam April's interesting way of
learning and I learned a lot from her because she taught in a way that didn't
get bored so that the students were also enthusiastic about learning using
English even though sometimes the students used Tagalog to ask questions.
The learning materials
used for teaching in class are whiteboards, markers, Power Point, as well as
concrete media related to science learning material such as vascular plants and
non-vascular plants, so the teacher will provide moss and ferns as examples of
concrete media.
The learning method that Maam April brings when she
teaches is using Problem Solving so that students think more broadly about the
material presented by Maam April. Before starting new material, Maam April
usually repeats the previous material they have studied using statements and
student statements. Grade 4 SSES can answer and provide logical explanations,
after repeating the material then go to new material. Maam April started with a
trigger question so that students could think and come up with an answer, after
that Maam April connected the trigger question with the new material to be
studied.
During ongoing learning,
cooperative teachers also ask questions using the discovery learning method so
that students can find, investigate and conclude the answers. For example, the
teacher explains the material listed in the power point. After the material has
been explained, the teacher asks generalization questions. Students are asked
to read the directions and questions from the generalization questions, then
the teacher appoints students randomly to answer the questions they have read.
The teacher will give the correct answer to the student if there are
deficiencies or ambiguities in the question.
The assessments that are
usually used do not only include assessments in the form of grades or daily
assignments but also assignments, generalizations, and applications where the
learning that has been taught is appropriate and related to students' lives and
can be carried out on a daily basis.
TEACHING PLAN RELATED TO
MY MAJOR
Study plans or teaching
plans really help me when teaching in class because teachers have to prepare a
learning plan before teaching, that is a rule that has been set. Apart from
that, the study plan is related to my major because I am also a student of the
elementary school teacher education study program where before teaching there
must be a learning plan, although there are differences in the study plan in
Indonesia and in the Philippines, overall it is the same.
The Differences between teaching plan and study plan:
1. 1. Format and Approach:
· FILIPINA
The learning plans
implemented in the Philippines are more flexible, prepared with reference to
the learning competencies listed in the K to 12 Curriculum Guide. The main
approach in the plan is to achieve maximum learning outcomes. In addition,
there is an emphasis on the integration of important global values, such as
increasing literacy in the fields of technology and communications, which are
very relevant to today's demands. With this approach, it is hoped that students
will not only be able to master basic knowledge and skills, but also be able to
adapt to developments in an ever-changing world, as well as develop critical
and creative abilities in facing global challenges.
Examples of the main components of a study plan:
· Learning
objectives
· Instructional
materials (teaching materials)
· Evaluation
(assessment)
· INDONESIA
Learning plans are
prepared in a more structured manner following the Learning Implementation Plan
(RPP) which refers to the 2013 Curriculum (K13) or Merdeka Belajar. The main
approach in this plan is to integrate higher-order thinking skills (HOTS) and
local wisdom, with the aim of training students' critical, creative, analytical
and problem solving abilities. Apart from that, this plan also emphasizes
developing student character and applying relevant local cultural values, so
that learning does not only focus on academic aspects, but also on
understanding and preserving cultural heritage and the values contained
therein. With this approach, it is hoped that students can be better prepared
to face global challenges without forgetting their cultural roots.
Examples of main components:
- ·
Learning objectives
- ·
Core Competencies and Basic Competencies
- ·
Learning materials
- ·
Learning methods
- ·
Learning Steps
- ·
Learning Tools and Resources
- ·
Learning Assessment
- ·
Reflection on Learning
- ·
Advanced Assignments or Activities
- ·
Remedial and Enrichment
2. Material Emphasis
Philippines: The teaching plan in the Philippines emphasizes mastery of two main
languages, namely English and Filipino, as the basis for effective
communication in various sectors. Apart from that, digital literacy is an
important focus in preparing students to face the challenges of the ever-growing
digital world. Employability skills are also prioritized, providing students
with practical abilities relevant to the industrial world. Vocational education
begins to be introduced from high school level, enabling students to gain
sufficient technical knowledge and skills to enter the world of work early.
Indonesia: Teaching plans in Indonesia emphasize character education through the Pancasila
Student Profile, which focuses on forming students who have moral
attitudes, a sense of social responsibility and critical thinking skills.
Material adjustments are also made by integrating local wisdom, so that
students can better know and appreciate the culture and values that exist in
society. This aims to form a generation that is not only academically
intelligent, but also has a strong sense of identity and is able to adapt to
the wider social and cultural environment.
1. 3. Document Structure
Filipina: In the Philippines, there is no specific term like the Lesson Plan
(RPP). Instead, teachers use Detailed Lesson Plan (DLP) or Daily
Lesson Log (DLL). DLP is typically used by new teachers and includes more
detailed information about teaching methods, learning objectives, and the tools
and resources that will be used during the learning process. On the other hand,
DLL is a simpler document, usually used by experienced teachers, which only
includes an outline of the daily lessons and is more flexible in its
implementation.
Indonesia: In Indonesia, the Lesson Plan (RPP) is an official document
that teachers must prepare in accordance with the 2013 Curriculum or the
Merdeka Belajar program. The RPP format consists of three main components:
Learning Objectives, Learning Activities, and Assessment, each of which can be
further developed based on the needs and context of the lesson. The RPP is
designed to ensure that the learning process is structured, systematic, and
aligned with the educational goals that have been established.
1. CONTENTS AND COMPONENT
Filipina :
Learning Objectives (Learning objectives): Learning objectives are clear statements about
what students are expected to achieve after participating in learning
activities.
Learning objectives generally cover three main aspects:
·
Cognitive: Focuses on thinking skills, such as understanding,
analyzing, or applying concepts.
·
Affective: Leads to changes in attitudes or values, such as
openness, curiosity, or cooperation.
·
Psychomotor: Targets physical skills, such as technical or
motor abilities in carrying out certain activities.
Instructional Materials: Teaching materials refer to materials used by teachers to support the
learning process and achieve predetermined learning goals.
Indonesia :
Learning Objectives: The outcomes that students are expected to achieve after the lesson,
covering cognitive, affective, and psychomotor aspects.
Core Competencies (KI) and Basic Competencies (KD): KI refers to general competencies that students
must master, while KD refers to more specific competencies that are detailed
for each subject.
Learning Materials: The
topics or content delivered to achieve the learning objectives.
Teaching Methods: The
approaches or techniques used to deliver the material to students.
Learning Steps: The sequence of
learning activities from the opening, core, to the closing.
Learning Tools and Resources: The media and references used to support the learning process.
Learning Assessment: The
process of measuring students' achievement of the learning objectives.
Learning Reflection: An
evaluation of the learning process for future improvement.
Assignments or Follow-Up Activities: Additional activities to deepen students' understanding.
Remediation and Enrichment: Remediation for students who have not yet achieved the competencies,
and enrichment for students who have mastered the material.
The Similarities between the Philippines study plan and teaching
modules:
Learning objectives:
- Philippines: In the
Detailed Lesson Plan (DLP) or Daily Lesson Log (DLL), clear learning
objectives are set to achieve certain outcomes in learning.
- Indonesia: The
Teaching Module also has specific learning objectives that describe the
results that students want to achieve.
Learning Materials:
- Philippines: DLP or DLL covers materials to be taught according to the competencies that students must master.
- Indonesia: In the teaching module, learning materials are arranged based on the applicable Curriculum and cover topics that are relevant to the learning objectives.
Learning methods:
- · Philippines: DLP lists the methods used to teach the material, including appropriate teaching strategies to achieve the objectives.
- Indonesia: In the Teaching Module, learning methods are also adapted to student needs and the characteristics of the material being taught.
Learning Steps:
- ·
Philippines: The steps in
DLP or DLL contain the sequence of activities carried out during learning to
achieve the goal.
- ·
Indonesia: The Teaching
Module also organizes learning steps systematically, from introduction to
closing.
Learning Assessment:
- ·
Philippines: Assessment
in DLP is carried out to evaluate student achievement according to learning
objectives.
- ·
Indonesia: Assessments in
teaching modules are used to measure the extent to which students achieve the
specified competencies.
Learning Tools and Resources:
- ·
Philippines: DLP includes
learning tools and resources used in the learning process, such as learning
media and references.
- ·
Indonesia: The teaching
module also includes learning tools and resources that are relevant to the
material being taught.
Learning Reflection:
- · Philippines: DLP provides
an opportunity for teachers to reflect on successes or shortcomings in the
learning process.
- · Indonesia: The teaching
module also includes reflection which allows teachers to evaluate the
effectiveness of learning and plan improvements.
My lesson plan:
1. Vascular and Non Vascular Plant.
2.
Sound energy
TEACHING PRACTICE
1.1 Procedures of teaching
The teaching procedures that must be considered are
creating and preparing a lesson plan before carrying out learning in the
classroom as well as allocating the time that has been determined so that
learning is more organized and structured when it is implemented in real life
in the classroom guided by my cooperative teacher, as we can see above. is my
lesson plan with the subject science. Apart from creating lessons, I also have
to understand the material listed in the lesson plan and power point before
teaching it in class. I also practice teaching before the day, such as paying
attention to the time and providing explanations of what will be taught using
English so that students understand the meaning of the material.
Not only that, I also
pay attention to the facilities and infrastructure in the classroom such as
markers, clean whiteboards, blackboard erasers, concrete media for learning,
laptops, power points, and I also tell students beforehand to bring manila paper
and bring glass glasses. ,spoon, and water for practice the next day.
After that, I also pay
attention to the class being clean and tidy so that learning can be comfortable
and enjoyable.
1.2 Time management and organizing activities
include classroom management
In the Science subject that I teach, there is a set
time for each lesson, which is 80 minutes. The teaching plan includes time
management for each activity, including organizing activities. The rest is up
to me to manage the class with the teaching strategies that I have prepared.
For the preparation, I allocate 5 minutes for
prayer, greeting the class, and checking attendance. After that, I also do an
ice-breaking activity before starting the lesson, which takes around 5 to 7
minutes.
About 7 to 10 minutes are allocated for reviewing
the lesson, and 7 minutes for motivation. In the motivation part, I invite the
students to watch a short video (4 minutes) related to the lesson, after which
I ask some trigger questions. This is where the students start to provide their
answers, which takes about 5 to 7 minutes.
In the development activities section, which takes
up most of the time, I explain the lesson material to ensure that the students
understand. I also add videos as examples for each topic and give a small
demonstration related to sound energy. For example, I hit the table to create a
sound and then explain: “The sound you hear after I hit the table is because
there is vibration when I hit it, that’s why you hear the sound.” I also ask
the students to hit the table or clap their hands so they can experience and
understand it themselves.
Afterward, we move to the exercise section. I ask the
students to read the instructions for the exercises and then answer the
questions in their notebooks. I give them around 5 to 6 minutes to do so. I
also walk around to check their progress. Once they are done, I ask them to
exchange their books with a neighbor to correct each other's work. This takes
about 4 to 5 minutes.
For generalization, I allocate 7 minutes to provide
an example question that relates to real-life situations, and I also correct
any wrong answers orally.
For the application part, I give 8 minutes for the sound energy topic, as they will do an experiment based on instructions I provided. The experiment involves comparing two glass cups—one filled halfway with water and the other empty. They need to observe the difference in sound between the two glasses. The students will present their findings in groups. There are 5 groups in total, and each group has 3 minutes to present, so the entire application activity takes about 15 minutes.
1.3 Problem-solving while teaching and staying in the
designated school
In this science lesson, especially on the topic of
sound energy, I use the Problem-Solving method as well as the Project-Based
Learning (PJBL) method. In addition to relating the material to their everyday
life, the students also engage in hands-on activities to strengthen their
understanding.
Similarly, for the topic of vascular and non-vascular plants, the students are able to see the media firsthand, as I bring moss and ferns to class. I ask them to observe vascular and non-vascular plants at their homes or in their local environment. I also ask them to draw the organs found in vascular and non-vascular plants. I check their drawings and highlight key points based on their illustrations.
1.4 Staying in the designated
school
During our placement at DepEd-CLSU Elementary (Lab)
School in Muñoz, Nueva Ecija, we arrived every day at 7:30 AM. The schedule
starts with the Monday flag ceremony, followed by entering the classroom,
singing the national anthem, exercises, greetings, and attendance, then
starting the lesson. In Class 4 SSES, from 7:50 AM, they have mathematics until
10:00 AM. After that, they have snack time until 10:15 AM, then they continue
with the science lesson until 12:00 PM. They return to class at 1:00 PM and
start the English lesson until 2:30 PM. Next, they study the subjects of AP
(Araling Panlipunan) and Filipino until 3:30 PM, and finally, they have ESP
(Edukasyong Pagpapakatao) until 4:00 PM, followed by a closing routine which
includes greetings and cleaning the classroom.
My Gallery
Summary and Suggestions
First of all, I would like to express my sincere gratitude to SEAMEO for organizing the SEA Teacher program. This experience has been truly valuable for us as student teachers. Through this program, we had the chance to develop and refine our teaching skills while learning from experienced educators who guided us throughout our practicum. It also allowed us to build self-confidence and become more independent.
Beyond professional growth, we also formed meaningful friendships with our student buddies and were warmly welcomed by our host families, who cared for us like their own children throughout the program.
I am very satisfied with this program; however, I would like to suggest extending the practicum period. A longer duration would be highly beneficial for future participants, giving them more time to gain experience and further enhance their teaching abilities. I understand that balancing this with practice teaching in our home countries can be challenging, but I believe it would be a great improvement.
I also have a dream to explore foreign cultures in other countries and introduce Indonesian culture abroad. It turns out that Allah made my dream and prayers come true—so I did it when I was at Central Luzon State University through the SEA Teacher Batch 10 program.
This is all thanks to Allah SWT, the prayers of my parents, the support from UMSU lecturers, and my own efforts. And I just want to say thank you to the SEA Teacher program and to my friends from the Philippines for welcoming us warmly and making the program memorable.
To Sir Emil, thank you for being the bridge that connected us with our lecturers in Indonesia and for always guiding and taking care of us throughout this journey.
And to our dear Ate Grace, you were the first to welcome us at the airport, the steady presence who accompanied us on every step of our journey, and a mentor who taught us many valuable lessons. You were always understanding, even in the smallest things, and I will always remember everything you have done for us, And I also want to thank the staff at the IAO office for welcoming us warmly and kindly. Thank you for your countless kindnesses!
We are truly grateful to Mam Catalina for organizing such a wonderful cultural exchange event. Through this event, we were not only able to introduce our culture but also had the opportunity to meet and interact with many new people.
Our heartfelt thanks also to Mam Mia, Sir Mark, Mam April, and Mam Jovelyn and also all of the teachers in DepEd Elementary (Lab) School for the knowledge and guidance they have shared with us. From learning experiences at school to study planning and valuable teaching methods, all of these have become precious lessons that help us grow and prepare ourselves as future professional teachers. We will always remember everything you have taught us and apply our experiences from Indonesia while we are in the Philippines.
I am also very grateful to our buddies Ate Dei, Maria (Emely), Angela, Sandy and friends at CLSU for helping us so kindly and wholeheartedly. I will never forget you all, Even after the program ended, we still maintain good relationships with them. I hope God gives us another chance to meet them again.
We won’t say goodbye because this is not the end—it’s the start of lasting friendships and unforgettable memories that will stay with us. This journey doesn’t stop here; it will continue in the days to come. From the bottom of our hearts, thank you to each and every one of you!
Once again, thank you very much for this incredible opportunity. Wishing everyone continued success and may we all be blessed!
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