Laboratory High School - MMSU Profile

1. SCHOOL PROFILE

Mariano Marcos State University

Name of Institution : MARIANO MARCOS STATE UNIVERSITY

Street/Barangay : # 16 Quiling Sur

City/Municipality : City of Batac

Province : Ilocos Norte

Country : Philippines

Postal or Zip Code : 2906

Telephone No. : (077) 792-3191, (077) 792-3878

Fax No. : (077) 792-3191

E-mail address : mmsuop@yahoo.com

Website address : http://www.mmsu.edu.ph

Year established : 1978

Name of Head/President : Dr. Shirley C. Agrupis

Brief History of the University

The Mariano Marcos State University (MMSU) was established on January 6, 1978 by virtue of Presidential Decree No. 1279 issued by the then President Ferdinand E. Marcos. The decree merged the then Mariano Marcos Memorial College of Science and Technology (MMMCST) in Batac and the Northern Luzon State College (NLSC) in Laoag City, and integrated the college departments of the Ilocos Norte Agricultural College (INAC) and the Ilocos Norte College of Arts and Trades (INCAT). MMSU’s mandate is to provide advanced instruction in the arts, agricultural and natural sciences, and technological and professional fields.

MMSU’s 300-hectare main campus is located in the heart of the City of Batac, a peaceful young city conducive for educational and rural development. The university also has campuses in Laoag City, and in the towns of Currimao and Dingras. MMSU offers 66 degree programs at the undergraduate and graduate levels. Majority of these programs are accredited at various levels by an evaluation body for state universities and colleges. It is recognized by the Commission on Higher Education as Center of Excellence (COE) in Teacher Education, and Center of Development (COD) in Agriculture, Biology, Forestry and Information Technology Education. It has also been chosen as one of the few National Universities for Agriculture and Fisheries Education in the entire Philippines.

To date, MMSU has 11 academic units: Graduate School (GS), College of Law (COL), College of Medicine (COM), College of Agriculture, Food and Sustainable Development (CAFSD), College of Aquatic Sciences and Applied Technology (CASAT), College of Arts and Sciences (CAS), College of Business, Economics and Accountancy (CBEA), College of Engineering (COE), College of Health Sciences (CHS), College of Industrial Technology (CIT) and College of Teacher Education (CTE). These are distributed in six campuses : main campus (Batac), campus 2- Laoag, campus 3- Laoag, campus 4-Currimao, campus 5- Dingras, and campus 6-Paoay. The main campus houses seven academic units: COL, COM, CAFSD, CAS, COE, CBEA, CHS; campus 2, CTE and GS; campus 3, CIT; and campus 4, CASAT. The two other campuses, campus 5 and 6, are satellite campuses of CAFSD and CIT, respectively.

Geographical Location

MMSU is located in Ilocos Norte, a province in the northwestern part of Luzon Island, Philippines. Its main campus of about 300 hectares is in Batac, 472 km away from Manila. Batac is an agricultural and peaceful town, which affords and excellent environment for educational and rural development. The location allows convenient commuting from the boundaries of Batac and the towns of Paoay, Currimao, San Nicolas and Laoag City. Passenger jeepneys, mini buses and buses pass by the campus. In addition, the province has an international airport in Gabu, Laoag City and seaport at Gaang, Currimao.

MMSU also maintains five other campuses. These are located in Laoag City (2 campuses), Currimao, Dingras and Paoay.

Main Campuses

The main campus houses the university administration building, six academic units (College of Agriculture and Forestry; College of Arts and Sciences; College of Business, Economics and Accountancy; College of Engineering; College of Health Sciences; and College of Law), University Library, Crops Research Laboratory, Teatro Ilocandia, and six Department of Agriculture agencies (Philippine Carabao Center at MMSU, DA-Region I sub-station 2, PhilRice Batac, Cotton Development Administration, National Tobacco Administration, and Agricultural Training Institute-Provincial Training Center)There are also two MMSU campuses in Laoag City (campus 1 and campus 2). Campus 1 houses two academic units (College of Teacher Education and Graduate School) and the Regional Science Teaching Center. On the other hand, Campus 2 houses the College of Industrial Technology.The MMSU campus in Currimao houses the College of Aquatic Science and Applied Technology whereas the campuses of Dingras, Paoay are satellite campus of the College of Agriculture and Forestry and College of Industrial Technology, respectively.

MMSU-Laboratory High School

The Mariano Marcos State University is a multidisciplinary, state funded institution of higher larning that serves the Ilocos region and its surrounding regions in the Philippines. The University High School – Batac was formerly the Batac Rural High School which grew into the Ilocos Norte Institute of Technology then became the MMMCST and later merged with the Northern Luzon College to establish the Mariano Marcos State University by virtue of P. D. 1279.

In 1975, in addition to the existing Laboratory High School, an Agricultural Science High School, was established by virtue of the Resolution No. 23, S. 1975 of the Board of Trustees of the then Mariano Marcos College of Science and Technology primarily to provide the best education in the sciences and to produce highly scientific and technological students as feeders to the college science oriented programs. Due to financial constraints, however, this Science High School was closed in 1982.

Three years thereafter, the MMSU, under President Santiago R. Obien and the then PSHS Director, Dr. Cleofe M. Bacungan, realizing the significance of a Science Class in the MMSU University High School, joined hands in re – opening the Science High School in School Year 1985 – 1986.A Memorandum of Agreement was drawn and was duly signed on August 2, 1986. This Science Class is still existing up to the present.

Vision

The High School – Science Curriculum is envisioned to provide training of the scientifically gifted youth who shall be the source of leaders and professionals in science & Technology.

Mission

a. To provide gifted students a holistic education marked by excellence in science, mathematics, and technology, humanistic in spirit and nationalistic in orientation.

b. To be the model high school in national class resources & comprehensive for education, research and development.

Goals

a. To develop and prepare students for Science & Technology careers.

b. To equip students with knowledge, skills, virtues to prepare them for a responsible leadership and citizenship.

Objectives

a. To identify, screen and assess gifted and talented children for science & technology.

b. To stimulate, develop and prepare students to enter careers in science and mathematics.

c. To provide the conditions for the development of a set of values acceptable to the individual and society.

MMSU March

https://www.youtube.com/watch?v=zVddu51nf-w

Dear Mariano Marcos State University

We now sing of thy real glory

We adore thee and love thee truly

Where'er we shall chance to roam

Thy sons and daughters will ever love thee

Are to thee loyal and true

Always Alma Mater dear,

Where'er we go, we'll think of thee.

Thou hast been always longing

For the welfare of thy children

And to them, thou hast devoted

Thy attention and best care

We soon shall be repaying

For the cares and kindness true

We will ever Alma Mater

Give the best in us for thee.

MMSU Hymn

https://www.youtube.com/watch?v=QpMuUFMT5U4

MMSU dear

Alma Mater beloved

To you we promise our never ending love;

Though fate may bring us

To other lands afar,

Our hearts and thoughts will always be

With you wherever we are.

Hold high the green and gold

Waving with pride and hope;

Inspiring us to rise

To reach the greatest heights.

With your kind guiding hand,

We know we'll never fail

To reap success and give the best

For you and our Fatherland.

(Repeat)

To reap success and give the best

For you and our Fatherland,

MMSU...

Sources: https://www.mmsu.edu.ph/

2. ACADEMIC SUPPORT SYSTEM

In supporting efficient and effective learning, LHS-MMSU provides academic support system which integrated with the main institution, The Mariano Marcos State University itself. As the laboratory of College of Teacher Education, LHS limits their number of students each year. The limitation represents that they want a number of proportional. It aims So, the existance of LHS itself can accommodate all the student teachers for having practice teaching.

The Laboratory High School is managed well by the faculty officers as the other schools. All the aspects are integrated into laboratory school under the College of Teacher Education.

3. TEACHING SYSTEM

In assisting the students learning, teaching system takes rules significantly in order to create meaningful learning. Based on my interview to one of the faculty MMSU-LHS and as I observed, the students' individual work and group work always considered as the score should be collected by the students. The score of the individual work and the group are collected to be record in the Record Book as the source of final result of the students which shown to the students in every quarter of semester.

Considering the good expectation of the students' result, the teachers implements some strategies to gain the students interest to pay attention a lot to their study. By prioritizing the students' critical thinking and their own understanding toward the lesson or the topic, the teacher applies the individual and group work in every meeting in the classroom.

4. MATERIAL AND OTHER LEARNING SOURCES

The materials given to the students are implemented based on the Education Department of the Philippines. The government of the Philippines provides a hand book for each subject in the applicable curriculum. In addition, the teacher also try to find another sources of learning from internet to find the current issues happen in society.

In teaching a certain topic, the teacher try to find another topic which related to the topic such as internet, current issues, and non-government books. Bellow is the picture of the handbook used to teach grammar.

MSA English Book as the Handbook for Teaching Grammar

In teaching literature Grade 8, they used a book from Phoenix Publishing entitled "English Communication Arts and Skills Through Afro-Asian Literature". This book contains literature text, worksheet for practices, English skills exercises, and summary of materials.

Afro-Asian Literature, K-12

5. MEASUREMENT AND EVALUATION

In the year of 2019, MMSU-Laboratory High School is using 2 kinds of curriculum. The grade 7 to 9, it is implemented the K-12, while for the grade 9 still using the previous curriculum that is Science Curriculum . Since there are differences between the two curriculum, the measurement and evaluation form given to the student also different. The daily scores of the students always recorded in the Book Record. It aims to record every students improvement day per day until in the end of the semester.

Class Record Book

Below is the steps of computing the final grades of the students stated in the Class Record Book:

Step 1

Grades from all student work are added up. This results in the total score for each component, namely Written Work, Performance Task, and Quarterly Assessment.

Raw scores from each component have to be converted to a Percentage Score. This is to ensure that values are parallel to each other.

Step 2

the sum for each component is converted to the Percentage Score. To compute the Percentage Scorer (PS), divide the raw score by the highest possible score then multiply the quotient by 100%.

Step 3

Percentage Scores are then converted to Weighted Scores to show the importance of each component in promoting learning in the different subjects. To do this, the Percentage Score is multiplied by weight of the component. The product is known as Weighted Score (WS).

Weighted Score (WS) = Percentage Score x Weight of Component

Step 4

The sum of Weighted Scorers in each component is the Initial Grade. This Initial Grade will be transmuted using the given transmutation table to get the Quarterly Grade (QG).

6. CURRICULUM

The Philippines is the last country in Asia and one of only three countries worldwide with a 10-year pre-university cycle (Angola and Djibouti are the other two).A 12-year program is found to be the best period for learning under basic education. It is also the recognized standard for students and professionals globally

The current curriculum used by the Philippines is K to 12 Curriculum, it is implemented from Grade 7 - 9. For the Grade 10, they are still using the previous curriculum that is Science Curriculum.

7. TEACHING PLAN

During the teaching practicum, we are the students teachers were asked to make detailed lesson plan. The detailed represents what the teacher said to the students and the students' expected answers in the classroom.

Below is the example of my lesson plan with the topic

1. "Four Basic Sentence Patterns" in Garde 7 - Archimedes

https://drive.google.com/file/d/1mk6IqHKXKIqGwVvyBuYxIPxtp6fa_Fjb/view?usp=sharing

2. "Subject - Predicate Agreement"

https://drive.google.com/file/d/1l4RxG5aVtActFvEhZOXVyD8CN91MSQEc/view?usp=sharing

3. "Run-On and Fragments"

https://drive.google.com/file/d/1Niihti4_P8Dzl_d03WbUAbiYXaLK2L3z/view?usp=sharing

That was my first time making detailed lesson plan for teaching. It was because the lesson plan in Indonesia was quite different with the lesson plan in the Philippines. Indonesia, it is enough to make a semi lesson plan by writing only the important points and the other depends on the teacher creativity. While in the Philippines, during my practicum I

Pedagogigal Content

1. Teaching Method Used in MMSU-Laboratory High School

The Students of Grade 7 - Archimedes

As I can conclude from my observation the teaching methods used are:

a. Direct Method

In this method the teacher uses the target language to deliver the topic discussion. This method believes that language should be taught by using that target language itself. In English lesson, students were not allowed to use their mother tongue during the learning process in the class. Students had to use the target language to discuss and communicate in the class. 

b. Constructivism

It says that students construct their own knowledge and understanding by experiencing and reflecting the learning process in the class. That is why the teacher related the present study with something that had been learned before. The teacher arose question that could make students participate in the class. Teacher encouraged the students by having interesting activities such as doing experiments or real-world problem solving.

“The way you are teaching influences our students” - diyah

2. Learning Materials and Innovation

This picture only a simulation of teaching media ( I lost the original one )

The materials given to the students are implemented based on the Education Department of the Philippines. The government of the Philippines provides a hand book for each subject in the applicable curriculum. In addition, the teacher also try to find another sources of learning from internet to find the current issues happen in society.

By integrated individual and group work system, the learning process in the classroom was really fun attractive in the class that I taught and I observed. The students were taught to be active learners. In order to make active learning, the teacher always giving reinforcement and fun activity to attract the students in the learning activity.

3. Source of Learning and Technology Used

The source of learning can be anything that can be used for the learning. In order to make a meaningful learning, all the sources can be used as long as they are supporting the materials that should be taught to the students. The examples of learning sources can be:

1. The Teacher

2. Textbooks

3. Internet

4. Games

5. Students' problem

4. Authentic Assessment Used by The Teachers

In assessing the students, as I have mentioned, every aspects both of individual work and group work are considered as the score of the students. The teacher makes authentic assessment before recording into the Record Class Book. The authentic assesstment was written originally in the book record before becoming the final score or assesment to the students.

Teaching Plan

1. Curriculum

The current curriculum used by the Philippines is K to 12 Curriculum, it is implemented from Grade 7 - 9. For the Grade 10, they are still using the previous curriculum that is Science Curriculum

K to 12 curriculum concept

For effective language acquisition and learning to take place, language teachers must be guided by the six (6) language teaching principles. These principles explain the natural process of language development.

1. Spiral Progression

Skills, grammatical items, structures and various types of texts will be taught, revised and revisited at increasing levels of difficulty and sophistication. This will allow students to progress from the foundational level to higher levels of language use.

2. Interaction

Language learning will be situated in the context of communication (oral and written). Activities that simulate real-life situations of varying language demands (purposes, topics, and audiences) will be employed to help students interact with others thereby improve their socialization skills.

3. Integration

The areas of language learning – the receptive skills, the productive skills, and grammar and vocabulary will be taught in an integrated way, together with the use of relevant print and non-print resources, to provide multiple perspectives and meaningful connections. Integration may come in different types either implicitly or explicitly (skills, content, theme, topic, and values integration).

4. Learner-Centeredness

Learners are at the center of the teaching-learning process. Teaching will be differentiated according to students’ needs, abilities and interests. Effective pedagogies will be used to engage them and to strengthen their language development.

5. Contextualization

Learning tasks and activities will be designed for learners to acquire the language in authentic and meaningful contexts of use. For example, lessons will be planned around learning outcomes, a theme, or a type of text to help learners use related language skills, grammatical items/structures and vocabulary appropriately in spoken and written language to suit the purpose, audience, context and culture. Learning points will be reinforced through explicit instruction and related follow-up practice.

6. Construction

Making meaning is the heart of language learning and use. Learning tasks and activities will be designed for learners in such a way that they will have time to reflect on and respond to ideas and information. Learners will be provided with sufficient scaffolding so that they will be able to reach their full cognitive, affective, and psychomotor potentials and become independent learners who are good consumers and constructors of meaning.

Teaching Plan

During the teaching practicum, we are the students teachers were asked to make detailed lesson plan. The detailed represents what the teacher said to the students and the students' expected answers in the classroom.

Below is the example of my lesson plan with the topic "Four Basic Sentence Patterns" in Garde 7 - Archimedes

Click this link: https://drive.google.com/file/d/1mk6IqHKXKIqGwVvyBuYxIPxtp6fa_Fjb/view?usp=sharing

or

Detailed Lesson Plan in English Grade 7

by Diyah Ayu Wibawani

I. Objectives

At the end of the lesson, the student are expected to:

1. identify the basic sentence pattern

2. differenciate the basic sentence pattern from one another by discussing with peers, and

3. write meaningful sentences using the basic sentence

II. Subject Matter

A. Topic

Basic Sentence Patterns

B. References

1. Revero-Hernandez, C. (2007). Basic Sentence Structure. MSA Comprehensive English handbook (page. 85-86). Rizal: MSA Publishing House.

C. Learning Instructional Materials

1. Power Point Slides

2. LCD Projector

3. Laptop

4. Work sheet for task

5. Small papers

III. Learning Procedure

Teacher’s Activity

Student’s Activity

A. Motivation

Good morning, Grade 7!

Well, today will be my first meeting to teach you in front of the class. Let me introduce myself, my name is Diyah Ayu Wibawani. You can call me Ma’am Diyah. I am from Central Java, Indonesia.

Before we start our lesson today, lets have prayer first. Please the leader of the class lead the prayer in front of the class.

(the leader will lead the prayer)

Okay thank you X for leading the prayer.

Firstly, I want each of you write your complete name in this side and your nick name in the other side with capital lzetter.

Okay, are you done ?

Okay, then collect and give it to me.

Well, I will save your name and use it to remember each of you.

Before we start study our topic today, please take a look to the three pictures in the power point:

a. Picture 1

b. Picture 2

c. Picture 3

From the three pictures, what do you can describe from it ?

Anyone wants to share ? start from the picture 1

Okay, what is your name?

Yes

Okay, good. Then picture 2 ?

Picture 3 ?

Well, very good.

Students, from the sentences you have mentioned. Can you guess what material we are going to learn today?

Yes, today we are going to learn sentence patterns.

B. Lesson Presentation

Today we are going to learn about 4 basic sentence patterns.

a. S – IV

b. S – TV – DO

c. S – TV – IO – DO

d. S – TV – DO –OC

Yes, actually Ma’am Phobe already explained to you about this topic in the previous meeting, right?

But today let us memorize it and practice it again. Because there is a quote that “Practices make perfect”, so the more you have practices, the more you are closely perfect.

C. Lesson Proper

So, lets recall our memory, about the four-basic sentence patterns.

1. S – IV (Subject – Intrasitive Verb)

Do you still remember, what is the meaning of intransitive verb?

Yes, whats your name?

Okay, Y, what is the intransitive verb ?

Briliant!

Ya, correct. Intransitive verb is a verb which doesn’t need an object or complement.

Like in this example:

The birds fly.

­S – IV

It is enough to say the birds fly to state the action of the birds.

Anyone knows the other examples of intransitive verb?

Yes, correct. Can you make a sentence with the word “crying”, A?

Okay. Very good. And here are the other examples of intransitive :

work

laugh

talk

study

eat

pray

compete

stand

sing

whisper

agree

depend

exist

lie

collapse

arrive

stop

sleep

swim

stay

2. S + TV + DO (Subject – Transitive Verb – Direct Object)

Do you still remember what is the transitive verb?

What is a transitive verb ?

Yaa, thats correct. And the complete explanation will be like this:

A transitive verb has two characteristics:

a. It is an action verb, expressing a doable activity like sing, run, eat, write, clean, etc

b. It must have a direct object, something or someone who receives the action of the verb.

As we know that a transitive verb should have a direct object. What is te direct object actually ?

Yes, correct. The complete explanation will be like this:

A direct object is a noun or pronoun that receives the action of a verb or shows the result of the action. It answers the question “what” or “whom” after an action verb.

Example:

A gorgeous girl using glasses throws this trash

S TV DO

Anyone wants to help me to make an example of the pattern?

Yes, come to in front of the class and write your sentence.

Okay. Very good. You did well, Miss.

And the next pattern is:

3. S + TV + IO + DO

A gorgeous girl using glasses throws me this trash

S TV IO DO

Well, we already know about the definiton of transitive verb and direct object. Now, we gonna move to this pattern. There is an indirect object. From the example given. Can you difine what the indirect object is ? Any one knows ?

Yes, you are right. Indirect object is the recipient of the direct object, or an otherwise affected participant in the event. There must be a direct object for an indirect object to be placed in a sentence. In other words an indirect object can not exist without a direct object.

Do you get it?

The last pattern we are going to learn is:

4. S + TV + DO + OC

Joe made her mother angry because of his bad attitude

S TV DO OC

Just like in the previous pattern, we already know about transitive verb, direct object. Can you notice the other structure?

Yaa, thats true. The object complement.

The object complement is a word or phrase that gives further meaning to the direct object. It explains what the direct ibject has become. The object complement can be a noun, pronoun, or adjective.

Do you get it all ?

Okay, to check your understanding about what we have learned before, lets have a practice now!

Label the sentences below!

a. He gave them a bag full of money

b. Alice wrote a book on the French revolution

c. Sally will help you with your house work

d. It depends.

e. I consider Alex a diligent boy

Okay, now who wants to try number one ?

Two ?

Three ?

Four ?

Five ?

Well, good job grade seven. You all did well. Keep it up !

Games

Now, the next section is to make you more understand what we have learned. Let’s play a game!

The game is called “Running to the board”

You are divided into 2 groups. The rule of the game will be like this:

a. I will provide one sentence in the white board

b. What you have to do is continuing the next sentence

c. One student will be responsible for one word only

d. No discussion between the group members to choose the word.

e. After all the members write on the board. The group should label all the sentences you made.

f. The score will be given to the sentence that fullfil the patterns of the sentence we have learn.

Okay, time is up. Now, let’s count how many sentences do you made and label it well.

Well, from the sentences created. Now we can see the winner of this game is group 2.

Congratulation, group 2

D. Generalization

So class, from our activity today, what have you learned today ?

Yes, thank you for the conclusion given! God job class!

E. Evaluation

Okay class, since we all understood the 4 basic sentence patterns. Let’s have a practice to create sentences. What you have to do is: write sentences using this four patterns we have learned in a piece of paper. I will give 5-8 minutes from now!

You finished?

Okay, submit your paper to me and you can leave the class. Good bye !

Good morning, Ma’am!

Yes, Ma’am

(the students are compiling the small papers)

Me, Ma’am

My name is X, Ma’am

In my opinion pictures 1 : The TV host is speaking

Picture 2 : The audiences give the singer many flowers

Picture 3 : The singer wears a beautiful dress

Yes, Ma’am

My name is Y, Ma’am.

Intransitive verb is a verb that no need object after it Ma’am.

Yehey!

Me, Ma’am. The other example is the verb “crying”

Yes, Ma’am. The baby was crying.

Yes, Ma’am

Transitive verb is a verb which needs an object after it.

Direct object is a noun that receives the action of a verb

(the student is writing in the white board)

Yes, Ma’am

Indirect object is the recipient of the direct object, Ma’am.

Yes, Ma’am

Yes,Ma’am. It’s OC (object complement)

Yes, Ma’am.

(students are raising the hand)

a. He gave them a bag full of money

S – TV – IO – DO

b. Alice wrote a book on the French revolution

S – TV – DO

c. Sally help me with my house work

S – TV – DO

d. It depends.

S – IV

e. I consider Alex a diligent boy

S – TV – DO – OC

Yeheyy !

(the students are playing the game)

Yehey!

Ma’am! We learned the four-basic sentence patterns.

a. S – IV

b. S – TV – DO

c. S – TV – IO – DO

d. S – TV – DO –OC

By labeling the sentences we know the function of each structure.

Yes, Ma’am

Yes, Ma’am.

Good bye and thank you!

Prepared by: Diyah Ayu Wibawani

Submitted to:Dr. Rosalie Bacister