ROSED AREVALO | KATHLEEN ATMOSFERA |GLYSSA CABARRUBIAS | DAIANNE DONATO

VALERRY ESPERANZA | GIERMA GARCIA | XYRALIENN INES | DAPHNE QUINTAL

RIZZA RAPADAS | ERICKA TABULOC|JUDY-ANN VELASCO | JEAN VILLANUEVA
STANDARD 1: GUIDES AND FACILIATES LEARNING

CRITERIA:

• The CI uses instructional materials such as audio or video

materials, printed hand outs, etc. to enforce learning processes.

• The CI relates ideas and information within and across content

area.

• The CI uses knowledge of student development to make learning

experiences in the content area meaningful and accessible for
every student.
STANDARD 2: MANAGEMENT OF LEARNING

CRITERIA:

• The clinical instructor should consistently displays extensive

knowledge of subject matter in lessons by being able to extend
them, response simultaneously to student questions, etc.

• The clinical instructor should provide clear instructions or

directions.

• The clinical instructor should guide students in goal setting and

assessing their own learning.
STANDARD 3: TEACHING FOR INDEPENDENT LEARNING

CRITERIA:

• The CI enhances student self-esteem and/or gives due

recognition to students performance or potentials.

• The CI questions are of high quality with adequate time for the
students to respond. Students formulate many questions.

• The CI regularly prompts students to justify or extend their

responses r/t content specific languages
PROBLEM IDENTIFICATION TOOLS USED:

BRAINSTORMING
AFFINITY DIAGRAM
NOMINAL GROUP TECHNIQUE
 PROBLEMS IDENTIFIED AFTER BRAINSTORMING

instructions or directions given are confusing to students

Inability of the student to express oneself due to language barrier.

Some examples provided is irrelevant to content area

Dictation of lecture instead of providing handouts regarding the topic

Advance notes/ notebook as a requirement.

 PROBLEMS IDENTIFIED AFTER BRAINSTORMING

Good attention or due recognition is only focused on certain students.

Students fear of being humiliated by the clinical instructor and

therefore lacks participation.

Letting their students do the reporting but not sharing or giving

addendum or ideas about the topic being discussed
instructors who let their students make their own quizzes or
exams which results to cheating
 AFFINITY DIAGRAM

GUIDES AND FACILITATES MANAGEMENT OF TEACHING FOR INDEPENDENT

LEARNING LEARNING LEARNING
Letting their students do the dictation of lecture instead of good attention or due recognition
reporting but not sharing or giving providing hand-outs regarding is only focused on certain
addendum or ideas about the the topic students
topic being discussed

instructors who let their students Some examples provided is students fear of being humiliated
make their own quizzes or exams irrelevant to content area. by the clinical instructor and
which results to cheating therefore lacks participation

instructions or directions given are advance notes or notebook inability of the student to express
confusing to students as a requirement oneself due to language barrier
 NOMINAL GROUP TECHNIQUE:

PROBLEMS IDENTIFIED CIs

Guides and facilitates learning
1. Letting their students do the reporting but not sharing/giving addendum or ideas about the IIII
topic being discussed.
2. Instructors who let their students make their own quizzes or exams which results to cheating. II
3. Instructions/directions given are confusing to students. IIII
Management of learning
1. Dictation of lecture instead of providing hand-outs regarding the topics. II
2. Some examples provided is irrelevant to content area. III
3. Advance notes/notebook as a requirement. IIII
Teaching for independent learning
1. Good attention and due recognition is only focused on certain students. III
2. Students fear of being humiliated therefore lacks participation. III
3. Inability of the student to express oneself due to language barrier. III
 HIGHEST PROBLEMS IDENTIFIED

Letting their students do the reporting but not

sharing/giving addendum or ideas about the topic
being discussed.

Instructions or directions given are confusing to

students.
Advance notes or notebook as a requirement.
PROBLEM DESCRIPTION TOOL USED:

BAR GRAPH
4.5

3.5

2.5

2 4 4 4

1.5 3 3 3 3

1 2 2

0.5

0
Guides and facilitates learning Management of learning Teaching for independent
learning
Problem 1 Problem 2 Problem 3
PROBLEM ANALYSIS TOOL USED:

FISHBONE DIAGRAM
Fishbone Diagram
Letting their student do
Instructions or
the reporting but not Advance notes or
directions given
sharing/giving addendum notebook as a
are confusing to
or ideas about the topic requirement
being discussed students

Clinical
instructors

Stress students, Time consuming,

Insufficient knowledge time-consuming, gives stress to
imparted to students desired outcome students, can cause
is not achieved sleep deprivation
 Interpretation from the Fishbone diagram

CAUSE:
CIs letting their students do the reporting but
not sharing or giving addendum or ideas about
the topic being discussed.

EFFECT:
insufficient knowledge imparted to students
 Interpretation from the Fishbone diagram

CAUSE:
Instructions or directions given are confusing to
students

EFFECTS:
Stressing students, time-consuming, desired
outcome is not achieved
 Interpretation from the Fishbone diagram

CAUSE:
Advance notes or notebook as a requirement

EFFECTS:
Time-consuming, gives stress to students,
can cause sleep deprivation
 RECOMMENDATIONS
• Identify other teaching strategies to
improve the quality of teaching
• The CI should let their students evaluate
their strategy of teaching
• Attend seminars and conferences to cope
up with new trends of teaching
 RECOMMENDATIONS
• Consider student’s preference regarding
teaching strategies
• Consider student’s capabilities in doing
certain tasks
• CI should give specific and consistent
directions