SELF REPORT

PART 1

SCHOOL : GENERAL INFORMATION ACADEMIC ADMINISTRASION

1.1 SCHOOL PROFILE

a. Name School

Pangasinan State University (PSU) San Carlos Campus

b. Location

Roxas Bivd.,San Carlos City, Pangasinan 2420

c. Vision and Mission

1) Vision

To become an ASEAN Premier State University in 2020

2) Mission

The Pangasinan State University, through instruction, research, extension, ang production, commits to develop highly principled, morally upright, innovative ang globally compotent individuals capable of meeting the needs of industry, public service and civil society.

d. Guiding Philisophy

The Pangasinan State University’s leadership adheres to the Filipino educational philosophy that education is geared towards better citizenship and livehood and the United Nations’s declarated that EDUCATION IS FOR ALL giving ACCESS to quality Education.

e. History

The Pangasinan State University was chartered through the issuance of Presidential Decree No. 1497 promulgated on June 11, 1978 and became operational on July 1, 1979. The University integrated the collegiate courses of five DECS supervised institutions in the province and all the programs of the then Central Luzon Teachers College (CLTC) and Western Pangasinan College of Agriculture (WPCA).

1. Asingan School of Arts and Trades (ASAT) in Asingan;

2. Eastern Pangasinan Agricultural College (EPAC) in Sta. Maria;

3. Pangasinan College of Fisheries (PCF) in Binmaley;

4. Pangasinan School of Arts and Trades (PSAT) in Lingayen;
5. Speaker Eugenio Perez National Agricultural School (SEPNAS) in San Caarlos City.

Institutionally speaking,there were only two institutions that were integrated into the University system, namely, the then Central Luzon Teachers College (CLTC) in Bayambang and the Western Pangasinan College of Agriculture in Infanta. For the other institutions namely, the Asingan School of Arts and Trades (ASAT) in Asingan, Eastern Pangasinan Agriculture College (EPAC) in Sta. Maria, Pangasinan College of Fisheries (PCF) in Binmaley, Pangasinan School of Arts and Trades (PSAT) in Lingayen, and the Speaker Eugenio Perez National Agricultural School (SEPNAS) in San Carlos City, what were integrated into the system were their respective collegiate programs. These said schools are still operating under the administration and supervision of the Department of Education (DepEd) and Technical Education and Skills Development Authority (TESDA).

Central Luzon Teachers College (CLTC) came into being first as the Bayambang Normal School in 1922. It offered then the secondary normal course which prepared much needed teachers for the country. The school closed in 1935 due to inadequate funds but opened up in 1948 under a new name- Pangasinan Normal School, which offered the two year collegiate teacher education program. It was in 1952-1953 that the college like any other regional normal school began offering the four-year bachelor’s degree program for elementary teachers.In 1953, the normal school with the elementary schools in the District of Bautista and the Bayambang National High School were merged to become the Philippine UNESCO National Community Training Center. It operated as a school division in Pangasinan.

Republic Act 5705 converted the school into a chartered institution, the then Central Luzon Teachers College on June 21, 1969. As provided in the charter of the college, the major functions of the institution are instruction, research and extension servic

The Western Pangasinan College of Agriculture (WPCA) in Infanta was created through the issuance of Presidential Decree No. 1494 during the same day on June 11,1978 when the charter of the Pangasinan State University was signed into law through Presidential Decree No. 1497.

As the University started its operations in June 1979, it had two Colleges of Agriculture located in Sta. Maria and San Carlos City; two College of Arts and Trades in Lingayen and Asingan; a College of Education in Bayambang; and a College of Fisheries in Binmale

In 1981, the College of Agriculture in Infanta (the then Western Pangasinan College of Agriculture created under P.D. 1494) was opened. Art and Science courses were also offered in the College of Education in Bayambang. During the same year also, the land site of the PSU Main Administration was donated by the provincial government of Pangasinan. The following year 1982, the seat of the University Administration was transferred form Bayambang to Lingayen with the completion of the Administration Building. The College of Arts and Sciences was also formally created in Lingayen with the transfer of some courses from Bayambang. The Doctorate in Education (Ed.D.) Program was also offered for the first time to school managers and teachers

The year 1983 was the opening of the College of Engineering and Technology in Urdaneta as an extension campus of the College of Arts and Technology in Asingan. In 1987, the two campuses were integrated as the College of Engineering and Technology of the Asingan/Urdaneta Complex only to be separated again in 1989. In 1984, the Marine Research Center in Sual, Pangasinan was established.

An alternative mode of instruction was introduced in the University in 1997 which catered to those who could not attend regular classes but would like to undergo formal education. This breakthrough became known as the PSU Open University Systems (PSU-OUS), now an autonomous unit of the University with operations extending to faraway provinces even up to the Visayas area.

The two campuses in Lingayen, fused together in the late 80’s and separated again in 1993, were reunited as one campus in 2001 as the PSU College of Arts, Sciences and Technology (PSU-CAST). This merging is expected to result to a leaner, more efficient and cost-effective operations.

On February 03, 2005, the PSU Board of Regents in its first regular meeting for CY 2005 held at the Office of the President, PSU Main, Lingayen, Pangasinan passed Resolution No. 07, s. 2005 approving the areal integration of PSU Urdaneta, PSU, Sta. Maria and PSU Asingan into the PSU Eastern Cluster. However, the experiment on the cluster was terminated in May 2008. PSU BOR Resolution No. 13 dated May 28, 2008 dissolved the eastern cluster. The three campuses that composed the cluster reverted back to their original status as autonomous campuses.

In 2009, the Sangguniang Panglungsod of the City of Alaminos has favorably endorsed and approved the establishment of Pangasinan State University Campus in the City of Alaminos as contained in Resolution No. 2007-84 adopted on November 16, 2007.

PSU Alaminos City Campus was approved by the PSU Board of Regents sitting en banc on April 19, 2009 at the University Hotel, University of the Philippines, Diliman, Quezon, City as contained in its Resolution No. 04, series 2009. PSU Alaminos Campus was conceived with the principle that the National and Local Government have the responsibility of ensuring the happiness and well being as well as a stable life of the present generation brought about by a progressing economy and a well developed society that exist within the wider context of the environment that requires the interaction among well educated and value-driven ci

1.2 Academic Support System

Pangasinan State University (PSU) San Carlos Campus – Senior High School

CLASS OFFERINGS

Grade	Classroom
1	1. AGRI 1A 2. HE 1A 3. HE 1B 4. HUMSS 1A 5. HUMS 1B 6. ICT IA 7. ABM 1A 8. ABM 1B
2.	1. AGRI 2A
3.	1.BSOA 3A
4.	1. BSOA 4A 2. BASOA 4B

They have a library, Faculty room, Students Area’s and Training Centre and there are instructional media like a projector, laptop, printer, etc for helping teacher to give a good stimulation for student.

1.2 Teaching System

Teaching System in PSU San Carlos Campus is a week of learning to be held for 5 days; (Monday,Tuesday,Wednesday,Thursday, and Friday) They have 80 hours per subject/ semester (Specialization) 160 hours per subject/semester

A day this school has 2 session, there are morning session and afternoon session. The morning session start from 08:00 am until 11:55 am. And for afternoon session start from1:00 pm until 5 pm or 4:30 pm

1.3 Materials And other Learning and Technology

Materials And Other Learning and Techology in PSU San Carlos Campus use the materials accordance with core curiculum of K 12. Every subject has two books. First book for teacher as teacher’s guide and second book for students. I think it’s looks like in my country.In Indonesia also apply two books for each subject. The book for teacher and student. Sometimes teacher used picture, video, and create their own materials for teaching and also Projectror (Power Point )

1.4 Measurement and Evaluation

Measurement and Evaluation In PSU San Carlos is every quarter year the teacher will report about the progress of the students and every end of the yeasr there is a appreciate moments for the best students every class. and each teacher has a student's book record for measuring the student's shortcomings and strengths.

1.5 Curiculum

Curiculum Senior High School at PSU San Carlos is K to 12 Basic Education .Curriculum Senior High School is two years of specialized upper secondary education; students may choose a specialization based on aptitude, interests, and school capacity. The choice of career track will define the content of the subjects a student will take in Grades 11 and 12. Each student in Senior High School can choose among three tracks: Academic; Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).

a. Core curriculum subjects

There are seven Learning Areas under the Core Curriculum: Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and Social Sciences.

· Oral comunication

· Reading and writing

· Komunikasyon at pananaliksik sa wika at kulturang Filipino

· 21st century literature from the Philippines and the world

· Contemporary Philippine arts from the regions

· Media and information literacy

· General mathematics

· Statistics and probability

· Earth and life science

· Physical science

· Introduction to philosophy of the human person/Pambungad sa pilosopiya ngatoa

· Physical education and health

· Personal development/pansariling kaunlaran

· Earth science (instead of Earth and life science for those in the STEM strand)

· Disaster readiness and risk reduction (taken instead of Physical science for those in the STEM strand)

b. Applied track subjects

· English for academic and professional purposes

· Practical research 1

· Practical research 2

· Filipino sa piling larangan

· Akademik

· Isports

· Sining

o Tech-voc

· Empowerment technologies (for the strand)

· Entrepreneurship

· Inquiries, investigatories, and immersion

c. Specialized subjects

· Accountancy, business, and and management strand

· Humanities and social sciences strand

· Science, technology, engineering, and mathematics strand

· General academic strand

b. College

How will the new GE curriculum in college look like starting school year 2018-2019 Here are the new courses:

	COURSES	UNITS
Core
	Understanding the Self	3
	Readings in Philippine History	3
	The Contemporary World	3
	Mathematics in the Modern World	3
	Purposive Communication	3
	Art Appreciation	3
	Science, Technology, and Society	3
	Ethics	3
Mandatory
	Life and Works of Rizal	3
Electives
	Mathematics, Science and Technology	3
	Social Sciences and Philosophy	3
	Arts and Humanities	3
TOTAL		36

1) Sylabus Curriculum Social Siciences of Senior High Schooly

PART 2 PEDAGOGICAL CONTENTS

2.1 Teaching Methods

Teaching Methods In PSU San Carlos is a disscussion,Inquiry,Presentaion,Askingg Answered, and The task. so every teacher holds a disscussion,Inquiry,Presentaion,Askingg Answered, and The task for their students during the lesson. and each student is required to be active in the learning progress. in this method teacher must include cognition, psychomotor and effective the students who will produce what the teacher wants to reach they students. the teachers always ask to students and he question is always connected with the environment theirs know. And teacher always repeat the question. It causes the students to understand quickly.So the teacher always given reward to the students if they can answer a question correctly, It can make the student’s confidence level increase.

2.2 Learning Materials and Innovation

Learning Materials and Innovation in PSU San Carlos is materials based on curriculum, book. Teacher can add other materials like internet, pictures, chart, video, story telling, power point etc and For innovation, teacher given a freedom to their students to create creativity about the lesson. to make it easier for students to innovate.

2.3 Sources Of Learning and Technology

For sources of learning the teachers at PSU San Carlos Campus using from K-12 curriculum, and the others sources is from subjects book. Use learning media with technology such as projector, video,internet,Power Point etc. In additional can use work sheets.

2.4 Authentic Assessment

Authentic Assessment in PSU San Carlos is revolves around evaluating a student’s ability to apply what they have learned in the lesson. Authentic assessment to measure student’s understanding and to measure teacher learning success. Authentic assessment in the classroom based on my observation are performance assessment, questions-answers, self-assessment, worksheet, observing assesment.

PART 3 TEACHING PLAN

3.1 Curriculum

K-12's implementation began in 2011 when kindergarten was rolled out nationwide. It continued by fully implementing the system for Grades 1 and 7 during the school year 2012-2013, for grade 11 during 2016, and for grade 12 during 2017.

There are four "phases" during the implementation of the new system. These are:

· Phase I: Laying the Foundations. Its goal is to finally implement the universal kindergarten, and the "development of the (entire) program".

· Phase II: Modeling and Migration. Its goal is to promote the enactment of the basic education law, to finally start of the phased implementation of the new curriculum for Grades 1 to 10, and for the modeling of the senior high school.

· Phase III: Complete Migration. Its goal is to finally implement the Grades 11 and 12 or the senior high school, and to signal the end of migration to the new educational system.

· Phase IV: Completion of the Reform. Its goal is to complete the implementation of the K–12 education system

In terms of preparing the resources, specifically classrooms, teacher items, textbooks, seats, and water and sanitation improvements, the following table shows the accomplished material from 2010 to 2014 and those planned for 2015.

3.2 Teaching Plan Related to your Major

a. Social Sciences Senior High School

Pangasinan State University

San Carlos Campus

San Carlos City Pangasinan

S.Y.2018 – 2019

Prepared by: Prepared for
Shindidah Humairoh MS.Cyril Arcangel

I. SUBJECT MATTER

Topic : Empirical Analytical Approaches in the Social

Sciences

Value Laden : Cooperation and Respect

Materials : Chalkboard, Power Point, Projector, Marker,

Caartoonila

Teaching Methodology : Disscussion,Inquiry,Presentation,Asking

Answered, and The task

Refrences : Disciplines and Ideas in the Social Sciences Autthor : Arleigh Ross D. Dela Crus, PhD.

Cecile C. Fadrigon,PhD Cand.

Diana J. Mendoza,Phd

Principle Of Teaching And Teaching Strategies

Author : Franciscom M.Zulueta

Zenaida V. Sevila

Pages : 52– 75 ; 121 – 169

https://en.wikipedia.org/wiki/Level_of_analysis

II. OBJECTIVE :

At the end of the lesson, the students will be able to :

a. describeEmpirical Analtical Approances in the Social Sciences;

b. differentiate Microlevel and Macrolevel in the Social Sciences;

c. show the importance of the Microlevel and Macrolevel in the social sciences.

III. LEARNING ACTIVITES

A. Preliminary Activites

1. Checking of attendence

2. Prayer

3. Checking of their seating arrangement

4. Review

B. Motivation

Show the picture of Microlevel and Macrolevel approanches in the social sciences. The teacher will ask students about theirr abservation.

C. Lesson Paper

1. Presentation of the lesoon,

The teacher wiil ask her students about their ideas on microlevel and macrolevel in the social sciences.

2. Disccussion

Empirical Analytical Approances in the Social Sciences. There are Microlevel and Macrolevel in the social sciences. If microlevel in the social sciences these approances are rational choices theory and symbolic interactionism. And macrolevel these approaches are structural functionalism and intituonalism

Microlevel is perspective fouces on small details and daily interaction. These approanches are rational choise theory and symbolic interactionism

Macolevel is perspective consider the full panorma of the business. These approanches are structural functionalism and institutionalism

3. Generalization

After studying about the Empirical Analytical Approanches in the socal sciences, the students should make condusion regarding the differences about microlevel and macrolevel in the social sciences.

4. Application

The class will be divided into 4 gropus. Each group will select leaders. The teacher will give a cartonila for each group. Both of groups should make mind maping about macrolevel in the social scinces. The students will be given 10 minutes to make mind mapping about macrolevel in the social science. Then the students will present in front of class.

Rubric Criteria:

Content : 50%

Creativity : 25%

Cooperation : 25 %

IV. EVALUATION

Answer the following quetions subtstantially in not less than 2 sentences and not more than 5 sentences each

1. How does Social experience develop one’s self?

2. Hoe does it explain Social behavior?

3. How important are the social Funcion of the social Stucture to the maintanance and stability of societies?

4. Why institutions and institutional contents matter in explaining human behavior?

5. Why should we study about microlevel and macrolevel in the social sciences?

V. ASSIGNMENT

Have an advance reading about Understanding InterdisciplinaryApproanch in the social sciences on pages 76 – 80 on your book.

Lesson Plan 2

b Social Sciences Senior High School

Pangasinan State University

San Carlos Campus

San Carlos City Pangasinan

S.Y.2018 – 2019

    Prepared by:                                                                                   Prepared for:

Shindidah Humairoh                                                        MS.Cyril Arcangel

I.                   SUBJECT MATTER

Topic                                        : Macrolevel Approances In the Social Sciences

Value Laden                              : Cooperation and Respect

Materials                           : Chalkboard, Power Point, Projector, Marker, Caartoonila

Teaching Methodology     : Disscussion,Inquiry,Presentation,Asking

                                           Answered, and The task

Refrences                          : Disciplines and Ideas in the Social        Sciences

                                           Autthor : Arleigh Ross D. Dela Crus, PhD.

                                           Cecile C. Fadrigon,PhD Cand.

                                           Diana J. Mendoza,Phd

                                  Principle Of Teaching And Teaching Strategies

                                  Author : Franciscom M.Zulueta

                                                Zenaida V. Sevila

Pages                                : 66 – 75 ; 121 – 169

https://en.wikipedia.org/wiki/Level_of_analysis

https://catalog.flatworldknowledge.com/bookhub/reader/3585?e=blackstone_1.0-ch02_s01



II.                OBJECTIVE :

At the end of the lesson, the students will be able to :

a.    describe Macrolevel Approanches in the Social Sciences;

b.    make Mind Mapping about structural functionalism and institutionalism in the social science;

c.    appreciate the contributions of big industries and organizations in the social science.

III.             LEARNING ACTIVITES

A.     Preliminary Activites

1.      Checking of attendence

2.      Prayer

3.      Checking of their seating arrangement

4.      Review

B.     Motivation

The teacher will play music “baby shark” and the students should dance to the music, the students who do not follow the steps will be asked about the previous materials.

C.     Lesson Paper

1.      Presentation of the lesoon,

The teacher wiil ask her students about their ideas on macrolevel in the social sciences.

2.      Disccussion

Macolevel is perspective consider the full panorma of the business. These approanches are structural functionalism and institutionalism

Structural functionalism is “a framwork for building a thery that sees society as a complex whose parts work together to promote solidarity and stability”(Macionis 2007,15)

The institutional approanch can be understood as a subject matter,as a method,and as theory. As a subject matter, the study of political institutions is central to the identity of the discipline of political science (Rhodes 19995)

3.      Generalization

After studying about the macrolevel approahces in the social sciences, the students should make condusions regarding the differences about structural functionalism and institutionalism in the social science.

Why is it important to know the contribution of different economists?

As we learn the definition of Structural Functionalism, how will you promote solidarity in the campus?

As a student, in what ways do you observe this type of approach?

How do big industries and larger groups contribute to the development of the society?

4.      Application

The class will be divided into 4 gropus. Each group will select leaders. The teacher will give a cartonila for each group. Both of groups should make mind maping about macrolevel in the social scinces. The students will be given 10 minutes to make mind mapping about macrolevel in the social science. Then the students will present in front of class.

Rubric Criteria:

Content         : 50%

Creativity      : 25%

Cooperation : 25 %

IV.              EVALUATION

Answer the following quetions subtstantially in not less than 2 sentences and not more than 5 sentences each

1.      Why should we study about macrolevel in the social sciences ?

2.      How important are the social function of the social structure to the maintenance and stability of socienties?

3.      How does social experience develop one’ow about difference about structural functionalism and institutionalsm?

4.      How does it explain social behavior?

5.      Why institutions and intitutional contents matter in explaining human behavior?

V.                 ASSIGNMENT

Have an advance reading about Understanding Interdisciplinary Approanch in the social sciences on pages 76 – 80 on your book.

c.

Economics College

Lesson Plan

School : PSU San Carlos Campus

Subject : Economics

Material/Topics : Nature Of Economics

Year : 2018

Meeting : 3 ( 3 x 180 minutes)

A. Score Competence

1. Appreciate and living up the teachings of the religion held.

2. Respect and live honest, disciplined, responsible, and self-confident, caring, and responsible behaviors in an interactive manner in accordance with the development of children in the environment, family, school, community and the natural environment, nation, country and region.

3. Understand, apply, analyze factual, conceptual, procedural knowledge based on his knowledge of science, technology, art, culture, and humanities with the insights of humanity, nationality, state and civilization on the causes of phenomena and events, and apply procedural knowledge to the field specific studies according to their talents and interests to solve problems.

4. Processing, reasoning, and presenting in the realm of concrete and abstract realms related to the development of the self-study in the school independently, and able to use methods according to scientific rules.

B. Basic Competence

1.1 Incerase the faith with awear relation between continuances and nature complex with God Power.

1.2 Using anatomy as effective communications and efficient based on the religion.

1.3 Believe that work is one sincerity God command that we must do with the best our effort.

2.1 Having internal motivations and show coriusness in prepare learning,

2.2 Show ilmiah attitude (honest, discipline, responsibility, awareness, teamwork) as learning to be apart of ilmiah attitude.

2.3 Appreciate self work and teamwork in daily learning as implementation work attitude.

2.4 Having pro active attitude in office activities

3.1 Explain Nature Of Economics

4.1 Evaluate nature of economics in daily life.

C. Indikators of Competency Achievement:

Students be able to describe economics definition.
Students be able to differentiate microeconomic and macroeconomics.
Students able to differentiate positive economy and normative economy.
Students will understand about economics recourses.
Student be able to mention basic problem economics.
Students be able to differentiate system and category of economics.

D. Learning Objectives :

After going through the learning activities on the material of Parties who need accounting information, students are expected to be actively involved in the learning activities and responsible in giving opinions, answering questions, giving suggestions and criticism, and being able to :

1. describe economics definition.

2. differentiate microeconomic and macroeconomics.

3. differentiate positive economy and normative economy.

4. understand about economics recourses.

5. mention basic problem economics.

6. differentiate system and category of economics.

E. Learning Materials

Nature of Economics

1. Definitions of economics may also very from one individual to another. Say, one may consider economics as a process of being thrifty in order to save for future use. for the sake of uniformity,we may consider tyhe following definition of economics,

a. The science of economy or the science of proper utilization of resources

b. A social science that deals with important economic activities namely production,distribution, consumption and exchange of goods and services to saftisfy the unilimited nedds and wants people.

c. The study of how people and institutions within a society make choices and how these choice in turn determine the use of society’s scare resources (Mastrianna 2010)

d. The study of how individuals, businesses,and goverments make decisions and trend-offs in the face of scarce resources (Mandel 2009)

2. Economics Categories: Microeconomics and macroeconomics

Economics has different categories depending on the type of questions asked. Studying microeconomics is like using a microscope as a tool to understand a particular thing while studying macroecomics is like using a telescope to understand thelarger scope of a thing or an occurrance.

Defines microeconomics as the branch of economics that deals with human behavior and choices as they relate to relatively small units such as an individual, a farm, an industry or a single market.

macroeconomics, on the other hand, is the branch of economics that deals with human behavior and choices as they relate to an entire economy. to simplify it, macroeconomies deals with the economy as a whhole. macroeconomics discuss price level. it is interested in the following talking points :aggregate or total consuption, income, saving, investment, demand or supply. macroeconomics covers national income, unemployment and underemployment rate among others. an economist in this branch, examines at how a tax change affectcts an entire economy's about.

3. Economics Categories: Postive and Normative Economics

Positive economics entails an objective analysis, in other words, explanations should be based on facts. statements can be tested., proved or disproved referring to the available evidence. the economic category predicts the consequence of alternatife actions by answering the question " what is?" or what will be?” ( O’Sullivan et al 2012) .

Normative economics entails subjectivitty, in other words, explanation are subjective and besed on opinions. it answers the question what ought to be? and it deals heavily in value judgments. we can generate new ideas and can esrablish. through normative economics we can generate new ideas new ideas and can establish goals never designed before ,

4. Economics Resources

the productive resources are the economic resources or shall we say the factors of production which serve as an input to the production off goods or services. as follows are:

land,labor,capital,enterpriseor entrepreneurship

5. Basic Economic Problems

1. What to producr?

2. How to produce?

3. For whom to produce?

6. Economics Syste, and its Categories

The four primary types of economic systems are :

1. Traditional Economy

2. Command Economy

3. Market Economy

4. Mixed Economy

F. Model/Method of learning :

1. Approach : Scientific

2. Learning Method: Discussion, Inquiry, Presentation, asking-answered, and the task.

3. Learning Model : JigSaw model.

G. Learning Activities

Meeting : 1

Allocation Activities : JP @ 60 menit

Steps	Activity	Time
Opening Activity	1. Greeting, pray, and ask for news. 2. Teachers introduce themselves first. 3. Teacher absent class attendance. 4. Deliver the competencies to be achieved with to do apersepsions with asking questions that in line with nature economics materials. 5. Explain about the learning method that used.	15 minute
Main Activity	Learning steps 1. Observe · Teacher shows a Power Point Presentation about Economics Defined and Economics Categories: Microeconomics and macroeconomics. · Students following teacher instruction to next activities which is try to know about definition and category of economics. 2. Ask · Students ask to the teacher for some information that they can’t understand about the topics. 3. Collect Information/ experiments · Students collect information from other sources to clarify and reinforce student observations. 4. Associate/ Process Information · Students give each other opinions on activities to summarize the result of their discussions. From the discussion the students draw conclusion from the results of their discussions. 5. Communicate · Students deliver the results of their discussion to the front of the class. Notes: During the lesson, teacher observe attitude of the students following the discipline, breavenes, honest, responsibilities, curiousnes, and awear with the surroundings.	35 minute
Closing	1. The teacher takes praise action to the students who have been doing the discussion activities well, along with explaining the advantages and disadvantages of each discussion result. 2. The teacher gives an explanation after listening to the results of student discussions about the parties who need economics information. 3. The teacher gives students conclusions for the material. 4. The teacher informs the students that the next meeting is an evaluation for the material. 5. Closing	10 menit

Meeting II

Activities	Desctiption	Time
Introduction	a. Opening with opening greetings and praying to begin learning b. Teachers absent class attendance c. Master repeats some information about past material. d. Teachers and students prepare for material evaluation activities	15 minute
Core Activities	1. Observe · Teacher showing Power PointPresentation about Nature of Economics : Economics Categories : Positive and Normative Economics and Economics Resources and Vidio about Positive and Normative and Economics Resourves in the philiphines · Student pay attention with teacher materials 2. Ask · Students ask to the teacher for some information that they can’t understand about the topics. 3. Collect the information/Experiments · Students collect information from other sources to clarify and reinforce student observations. 4. Associate/Process Information · Students give each other opinions on activities to summarize the result of their discussions. From the discussion the students draw conclusion from the results of their discussions. 5. Communicate · Students deliver the results of their discussion to the front of the class Notes: During the lesson, teacher observe attitude of the students following the discipline, breavenes, honest, responsibilities, curiousnes, and awear with the surroundings.	58 minute
Closing	1. Teacher giving appreciations to the students 2. Teacher giving explanation after hear result of student discussion about economics categories : Macroeconomics and Microeconomics. 3. Teacher explain the conclusion about the topics. 4. Closing	15 minute

Meeting III

Activities	Deskription	Time
Opening	1. Greeting, pray, and ask for news. 2. Teachers introduce themselves first. 3. Teacher absent class attendance. 4. Deliver the competencies to be achieved with to do apersepsions with asking questions that in line with nature economics materials. 5. Explain about the learning method that used.	15 minute
Main activities	1. Observe · Teacher show Guru Power Point Presentation about Nature of Economic : Basic Economic Problems and Economics System and its Categories and Vidio about Basic Economic Problems and Economics System and its Categories · Student attention with teacher materials 2. Asking · Students ask to the teacher for some information that they can’t understand about the topics.. 3. Collect Information / Experiment · Students collect information from other sources to clarify and reinforce student observations. 4. Associate / Process Information · Students give each other opinions on activities to summarize the result of their discussions. From the discussion the students draw conclusion from the results of their discussions. 5. Comunicate · Students deliver the results of their discussion to the front of the class Notes: During the lesson, teacher observe attitude of the students following the discipline, breavenes, honest, responsibilities, curiousnes, and awear with the surroundings.	minute
Closing	1. Teacher giving appreciations to the students 2. Teacher giving explanation after hear result of student discussion about economics categories : Macroeconomics and Micro economics. 3. Teacher explain the conclusion about the topics. 4. Closing	10 minuts

H. Tools / Media / Learning Resources

• Whiteboard / White board

• Marker

• Concept maps

• Sample images relate to the material

• Reference book

• Student worksheet

• Internet

• Other learning resources

I. Assessment

1. Assessment Technique: Observation, Performance, and Written Test

2. Appraisal of Attached Written Test *

Performance assessment

No.	Name	Rates Aspects													Amount of Value Score	Value
		Attitudes				Knowledge					Skills
		1	2	3	4	1	2	3	4	1		2	3	4
1
2
3
4
5
6
…

Screening Criteria:

1 = Less 3 = Good

2 = Quite 4 = Very Good

Assessment Criteria:

Total Score ≤ 3: D

4 ≤ Number of Scores ≤ 6: C

7 ≤ Number of Scores ≤ 9: B

10 ≤ Number of Scores ≤ 12: A

Performance Appraisal Rubric:

No.	Rates Aspects	Information
1.	1. Attitude	1 = Inactive in learning 2 = Self-active in learning 3 = Active in learning 4 = Very active in learning
2.	Attitude	1 = Not understanding the concept of problem solving 2 = Simply understand the concept of troubleshooting 3 = Understand the concept of troubleshooting 4 = Supremely understanding the concept of problem solving
3.	Skills	1 = Unskilled execute troubleshooting procedures 2 = Simply exhausted in performing the troubleshooting procedure 3 = Skillfully performing troubleshooting procedures 4 = Highly skilled in performing the troubleshooting procedure

Score Description:

Each column is filled with criteria

4 = Very Good

3 = Good

2 = Enough

1 = Less

Value = (Σ▒ 〖Acquisition Score〗) / (Max Score (20)) X 100

Value Criteria:

A = 80-100 = Very Good

B = 70-79 = Good

C = 60-69 = Enough

D = <60 = Less

PART 4 OBSERVATION ON TEACHER

4.1 Planning For Teaching

Planning For Teaching at PSU San Carlos is the teacher arrange the lesson plan. What are the Objectives (Kognitif,psikomotirik, dan efektiv ), How Learning Activitives and also Activate in the class as long as she teach.then how evaluation until the teacher given assigment to they student's .

4.2 Preparing Lessons and Materials

All of the teachers in PSU San Carlos always preparing their lesson before their start teaching. because this very importants for teh teachers who wants to teach. in PSU San Carlos the teacher will prepare lessons and Materials like Some materials that they have to prepare are lesson plan, media, making materials,motivation,evaluation until assigment. so when teacher teaching step by step is complete. Some media that teacher usually use in the class are like chart, pictures, video, caartoonila etc and that’s all is helpfull in learning.

4. 3 Teaching In Class

In preparation step or learning activites teacher will ask students to prepare study like prayer . and the teacher will give them motivation for spirit or relax students, and after that teacher will explain and discuss about the previous lesson. Ask students about previous lesson, to check student understanding about the lesson. Quick recap of past topics before start main activities.

In presentation step, teacher will give pictures or clue to students and ask to students about the materials or topic . The questions and the pictures will lead to the topic of learning. But in this step, but teacher not telling what is the topic about.

In Disscussion the teacher will explain the materials or topic to the students. and students must active in learning. because after that the teacher will ask the students about the material that has sbeen described. so the students must also be able to ask the teacher about materials or topic that have not been understood

In generalization teacher will ask to students, “what is the topic about?” And the students can guess what the topic of the lesson. And after that teacher will ask to students explain or what the meaning of the topic. The student will conclude the lesson of the answer he or she has answered.

In application, sometime the teacher use cooperative method. Teacher divide the student become a small group and woorking together in cooperative groups. An the teacher will make criteria or rubic . and teachers will provide interesting activities to find out how far students understand learning. And then, teacher will repeat again about the topic, teacher will ask again to students what the topic about.

In evaluation step, teacher will give students the questions or worksheet for evaluation, to find out how far the level of pupils understanding of the lesson.

In assignment the teacher will give information or announcement for the next meeting to the students . and the students must prepare for next meeting.

4.4 Measurement and Evaluation

Teacher will give students evaluation like worksheet, or activities in their book. Teacher seldom give a homework to students.

PART 5 TEACHING PRACTICE

5.1 Procedures Of Teaching

At the first I ask the students for their Checking attendance, prayer, Checking of their seating arrangement . And then my motivation is me invite the student for dancing like baby shark for make the student to enjoying study. the teacher wiil a play music like baby shark and teh students should dancing to follow the music, if the students doesn'tfollow the dancing the teacher will ask the students about previous materials .

In main activity, the teacher will make small groups then the teacher will give a cartoonila for each group. both of groups should make mind mapping about the materials or topic the students will give 10 minutes to make mind mapping , then students will present amd the teacher will give the criteria or rubic criteria.

On generalization activity, the students should make condusion regarding about the material or topic . and the teacher asked the students by high question about disscussion . So the students must answer the question .

At the ending of learning process I gave evaluation about what they have learned on that day. So iam given the quetion to them (students) an the students mustr Answer the following quetions subtstantially in not less than 2 sentences and not more than 5 sentences each

5.2 Time Management and Organiing Activities

For time management the learning process, there are:

I. Learning Activites

A. Preliminary Activites

1. Checking of attendance

2. Prayer

3. Checking of their seating arrangement

4. Review

B. Motivation

C. Lesson Paper

1. Presentation of the lesson

2. Disscusion

3. Generaliation

4. Application

II. Evaluation

III. Assigment

5.3 Problem Solving

My obstacles when in the classroom at the time of teaching that some students are still embarrassed to express their arguments because of shame to speak english. then my Problem Solving is students are allowed to speak two language, namely tagalog and english.

5.4 Classroom Management

My Management Classroom when practice teaching in the class , ihave do activities is

1. learning activities there are : preliminary activities like checking of attendance,prayer,checking of their seating arrangement, and review

2. motivation

i given music like baby shark and teh students should follow the dancing the students who do not follow the steps will be asked about the previous materials.

3. Lesson paper there are ; presentation, disscussion, generaliation, and aplication

4. Evaluation

5. Assigment

PART 6 SUMMARY AND SUGGESTIONS

6.1 Purpose of Practicum

a. Macrolevel Approances In the Social Sciences

1) Students will be able to describe Macrolevel Approanches in the Social Sciences;

2) Students will be able make Mind Mapping about structural functionalism and institutionalism in the social science;

3) Students will be able appreciate the contributions of big industries and organizations in the social science.

b. Empirical Analytical Approances in the Social Sciences

1) Students will be able describe Empirical Analytical Approances in the Social Scences

2) Students will be able Differentiate Microlevel and Macrolevel Approances in the Social Sciences

3) Students will able Importance ofthe Microlevel and Macrolevel in the Social Sciences

c. Nature of Economis

1) College Students will be able to describe economics definition.

2) College Students will be able to differentiate microeconomic and macroeconomics.

3) College Students will able to differentiate positive economy and normative economy.

4) College Students will understand about economics recourses.

5) College Students will be able to mention basic problem economics.

6) College Students will be able to differentiate system and category of economics.

6.2 Procedures of Practicum

The practicum procedure at the time of teaching.the teacher should prepare lesson plan for teaching.The teacher can prepare media,picture,power point etc for support teaching. The teachers also have to master the material to be delivered, at the time of teaching, the teacher should pay attention or prepare students for learning such as checking of attendence, prayer, checking of their seatng arrangement,then teacher canreflect on students to learn like review materials ,after which the teacher can presentation and disscussion of the lesson. The teacher can ask the students about the materials. activities in teaching teachers can make small groups to emphasize more of their students cooperation and respect.and the teacher can evaluat the students for to know how far the material he mastered

a. Example Social Sciences

TEACHER’S ACTIVITIES

STUDENT’S ACTIVITIES

A. Perliminary Activites

1. Checking of attendance

2. Prayer

3. Checking of their seating arrangement

4. Review

a) What have you learned in our previous lesson?

b) Describe Micro level in the social sciences ?

c) What is the example about microlevel approances in the social sciences?

d) Very good! You still remember it well

B. Motivation

The teacher will play music “baby shark” and the students should danceto the music

C. Lesson Paper

1. Presentation Of the Lesson

The teacher wiil ask her students about their ideas on macrolevel in the social sciences.

a) What is macrolevel in the social sciences?

b) What is Structural Functionalism ?

c) What is intitutiinalism ?

· Very good .....

d) Oke can you give me example about intitualism ?

· Very good!

2. Disscussion

Ø Macolevel is perspective consider the full panorma of the business. These approanches are structural functionalism and institutionalism

Ø Structural functionalism is “a framwork for building a thery that sees society as a complex whose parts work together to promote solidarity and stability”(Macionis 2007,15)

Ø The institutional approanch can be understood as a subject matter,as a method,and as theory. As a subject matter, the study of political institutions is central to the identity of the discipline of political science (Rhodes 19995)

3. Generalization

After studying about themacrolevel approahces in the social sciences, the students should make condusions regarding the differences about structural functionalism and institutionalism in the social science.

1) As we learn the definition of Structural Functionalism, how will you promote solidarity in the campus?

2) As a student, in what ways do you observe this type of approach?

3) How do big industries and larger groups contribute to the development of the society?

4. Application

Rubric Criteria:

Content : 50%

Creativity : 25%

Cooperation : 25 %

5. Evaluation

Answer the following quetions subtstantially in not less than 2 sentences and not more than 5 sentences each

· Why should we study about macrolevel in the social sciences ?

· How important are the social function of the social structure to the maintenance and stability of socienties?

· How does social experience develop one’ow about difference about structural functionalism and institutionalsm?

· How does it explain social behavior?

· Why institutions and intitutional contents matter in explaining human behavior?

· Microlevel approances in the social sciences

· Microlevel in the social sciences is perdpective fouces on samll details and daily interaction.

· Microlevel in the social sciences these are rational chooice and symbolic interactionism

· the students who do not follow the steps will be askedabout the previous materials.

· Macrolevel in the social sciences is perspective considers the full panorma of the business.

· Stuctural functionalism is a framework for building a theory that sees society as a complex system whose parts work together to promote solidarity and stability

· The institualism is a custuom,practice, or law that is used by many people.

· Example for institualism is if the united states. Same sex marriage is accepted in their law, so that’s why transgenders are allowed to get merried in there. But here in philipines, it is not yet legal to have same sex marrige therefore it is not accepted. The even the traditions of each county has an effect to the people living in it.

· I will promote my campus to be a good campus number one (PSU San Carlos) because solidarity and stability

· The students should present in front of class and bring the cartonila

· The students should answer quetions in not less than 2 sentences and not more than 5 sentences

6.3 Outcomes of Practicum

a. Macrolevel Approances In the Social Sciences

1) Students be able to describe Macrolevel Approanches in the Social Sciences;

2) Students be able make Mind Mapping about structural functionalism and institutionalism in the social science;

3) Students be able appreciate the contributions of big industries and organizations in the social science.

b. Empirical Analytical Approances in the Social Sciences

1) Students will be able describe Empirical Analytical Approances in the Social

Scences

2) Students will be able Differentiate Microlevel and Macrolevel Approances in the Social Sciences

3) Students will able Importance ofthe Microlevel and Macrolevel in the Social Sciences

6.4 The Challenges of Practicum

My challenge in teaching practice is that I do not really master the lessons that have been given because it is not as in my department. but I try to try to understand it

6.5 Overal Impression

My impression in teaching a month that I get new experience in teaching in other country. I am also very eager to be a teacher who is very important role for the successor or future

Suggestion about how to class management and organization class. Some students don’t understand English so I got some problem in communication. But over all the students can understand when I’m teaching.