"Learning Without Limits: SEA-Teacher Project Batch10th-Phase 1"
About
The SEA Teacher Project, also known as the "Pre-Service Student Teacher Exchange in Southeast Asia." This initiative is dedicated to fostering invaluable teaching experiences for pre-service student teachers from various universities in Southeast Asia. Our mission is to provide aspiring educators with the unique opportunity to engage in practice at schools in different countries within the region.
Aligned with the SEAMEO's vision of enhancing education quality in Southeast Asia through seven priority areas, the SEA Teacher Project places special emphasis on "Revitalizing Teacher Education." By working together, the eleven SEAMEO member countries aim to build and strengthen the capacity of teachers throughout the region, ensuring a brighter future for education.
The Central Luzon State University (CLSU), one of the renowned and prestigious state institutions of higher learning in the country, straddles a 658-hectare campus in the Science City of Muñoz, Nueva Ecija, 150 kilometers north of Manila.
The lead agency of the Muñoz Science Community and the seat of Central Luzon Agriculture, Aquatic and Resources Research and Development Consortium (CLAARRDEC).
The university was designated by the Commission on Higher Education (CHED) – National Agriculture and Fisheries Education System (NAFES) as National University College of Agriculture (NUCA) and National University College of Fisheries (NUCF). Similarly, designated as CHED Center of Excellence (COE) in Agriculture, Agricultural Engineering, Biology, Fisheries, Teacher Education, and Veterinary Medicine - the most number of COEs in Central and Northern Luzon Regions. It is also designated as the Center of Research Excellence in Small Ruminants by the Philippine Council for Agriculture, Aquaculture, Forestry and Natural Resources Research and Development - Department of Science and Technology (PCAARRD-DOST). Also designated by the Department of Environment and Natural Resources (DENR) as the Regional Integrated Coastal Resources Management Center. Additionally, it was selected as the Model Agro-Tourism Site for Luzon.
CLSU stands out as the only comprehensive state university in the Philippines with the most number of curricular programs accredited by the Accrediting Agency of Chartered Colleges and Universities in the Philippines (AACCUP) with Level IV accreditation. The university is further declared Cultural Property of the Philippines with the code of PH-03-0027 due to its high historical, cultural, academic, and agricultural importance to the nation.
To date, CLSU remains as one of the premier institutions of agriculture in Southeast Asia known for its breakthrough researches in aquatic culture (pioneer in the sex reversal of tilapia), ruminant, crops, orchard, and water management, living through its vision of becoming “a world-class National Research University for science and technology in agriculture and allied fields.”
Brief History of DepEd- CLSU Elem. (Lab.) School: Through a Memorandum Of Understanding (MOU) between the Bureau of Public Schools (BPS) and the Central Luzon State University (CLSU) the BPS-CLSU Elementary (Lab.) School was opened on July 13,1970. It was soon named MEC IIICLSU then DECS-CLSU and currently DepEd-CLSU Elementary (Lab.) School. Specified in the MOU that the school would be supervised and managed by the Schools Division Office and CLSU would provide all the facilities and equipment needed by the school that the BPS could not provide. The school started with only 2 combination classes, Grades I-II and Grades III-IV with only 2 teachers from Bagong Sikat Elementary School and the other two Peace Corps volunteers were assigned to teach English and Mathematics in elementary. CLSU grandstand served as classrooms, school clinic and library. Through the efforts of CLSU President Amado C. Corpuz, Dean of the College of Education Professor Conchita M. Cruz, the first lady of the University, Dr. Filomena Campos, Governor Eduardo L. Joson, and Mr. Prescilliano Evangelista, an alumnus of the university. The Following School Year, 1972-1973 the Grade V class was organized until it became a complete elementary school. The school served as a laboratory school of the College of Education Students wherein they observe classes and perform actual teaching before they will be sent out for their off campus training. The priority clients of the were the children of staff and employees of the university.
ABOUT ME
My name is Dwi Oktavianti from the University of Muhammadiyah Sumatra Utara (UMSU). I majored in Elementary School Teacher Education. I got the opportunity to join the SEA Teacher program under the Southeast Asian Pre-service Teacher Exchange Program (SEA Teacher Project) hosted by SEAMEO in the Philippines, Central Luzon State University. This program is a golden opportunity for me to gain teaching experience as a future teacher, not only that I can also learn about the differences in curriculum, culture, language diversity, and other things that I never imagined before. Curious about my daily life during this program? Check this out!
Pedagogical
We were placed in DepEd- CLSU Elem. (Lab.) School part of the Department of Education Central Luzon State University.
On the first day of my observation we were welcomed warmly, I visited each class and introduced myself and arrived at Grade 3 SSES. Grade 3 SSES is the classroom that I will observe and apply my teaching skills. The teacher uses discussion and question and answer methods with a whiteboard and also PowerPoint Presentation.
In the following days I observed my cooperative teacher, Mam Jovelyn and garde 3 SSES, there were many learning innovations and other interesting things that I will summarize into one.
Mam Jovelyn uses games to keep children from getting bored in learning. The game is conceptualized and adjusted to the learning material so that children can understand the learning and also learn happily without being burdened and enjoy.
For example, the ball game is passed in turns using music until the music stops. Then, the student who gets the ball will answer the question and get points after the question is correct.
The ball game with the song is also a new innovation in learning that can be used in all subjects and not only in mathematics.
The assessment that is usually used does not only include assessments in the form of grades or assignments but also assignments and applications where the learning taught relates to the lives of students and can be applied in everyday life.
Teaching Plan
The Curriculum in Philippines
The Philippine education system is structured into several key stages, with elementary education being a crucial component. This stage encompasses grades 1 to 6, catering to children aged 6 to 12.
The curriculum is designed by the Department of Education (DepEd) and includes compulsory core subjects such as Mathematics, Science, English, Filipino, and Social Studies. Additionally, students engage in optional subjects like Music, Arts, Physical Education, and Health.
Recent Developments
In 2024, the DepEd introduced the new K to 10 curriculum, dubbed "MATATAG," aimed at enhancing educational quality by reducing competencies by 70% and focusing on essential skills like literacy and patriotism. The implementation will occur in phases until 2028, with changes including the later introduction of Filipino and English in Grade 2 and Science in Grade 3.
Assessment Methods
Assessment in elementary schools is primarily formative, relying on teacher observations and various assessment tools such as the School Readiness Early Years Assessment (SREYA) and the Early Childhood Care Development checklist. National assessments occur at the end of Grade 6, measuring overall student competency.
Educational Structure
Elementary education is part of a broader K-12 system that includes one year of kindergarten followed by six years of elementary school, four years of junior high, and two years of senior high school. This structure was officially implemented in 2012 to align with global educational standards.
DepEd-CLSU Elementary (Lab) School in Muñoz, Nueva Ecija, operates as a laboratory school under the Department of Education, focusing on elementary education. Established in 1970, it serves children of university staff and functions as a training ground for future educators.Curriculum Highlights:
• Teaching Approach: Integrative and thematic for kindergarten; core subjects include Mathematics, Science, English, Filipino, and Social Sciences for grades 1-6.
• Schedule: Classes run Monday to Friday from 7:30 AM to 4:30 PM.
• Evaluation: Students are assessed through written work, performance tasks, and quarterly assessments.
Teaching plan related to My Major
Making a teaching plan or study plan really helps me before I teach the lesson to my students, because with that the learning will be more focused, organized and easy to evaluate. This teaching or study plan is very related to My Major because my Major is also Elementary School Teacher Education where we also make study plans for learning. Although there are some differences in study plans, overall they are the same.
Differences in teaching plans or study plans:
1. Format and Approach
Philippines: Teaching plans are more flexible, designed based on learning competencies from the K to 12 Curriculum Guide. The main focus is learning outcomes and integration of global values, such as technology and communication literacy.
Examples of main components:
● Learning Objectives.
● Instructional Materials.
● Evaluation.
Indonesia: The teaching plan is more structured according to the RPP (Learning Implementation Plan) based on the 2013 Curriculum (K13) or Merdeka Belajar. The focus is on the integration of higher-order thinking skills (HOTS) and local wisdom.
Examples of main components:
● Learning objectives.
● Learning materials.
● Learning methods and strategies.
● Assessment.
2. Material Emphasis
Philippines: The teaching plan emphasizes mastery of two main languages (English and Filipino), digital literacy, and work skills. Vocational education has been introduced since high school.
Indonesia: The teaching plan emphasizes character education through the Pancasila Student Profile and adjustments to materials based on local wisdom.
3. Document Structure
Philippines: Does not recognize specific terms such as RPP. Teachers use the Detailed Lesson Plan (DLP) or Daily Lesson Log (DLL).
DLP: Used for new teachers and involves detailed details of learning methods, objectives, and tools.
ETC: Simple document for experienced teachers, only covers the outline of daily learning.
Indonesia: RPP is an official document that must be prepared by teachers based on the 2013 Curriculum or Merdeka Belajar. The format includes 3 main components (Objectives, Activities, Assessments), with the possibility of development.
4. Content and Components
Philippines:
Objective: Refers to the core competencies of the K to 12 Curriculum Guide.
Procedure: Describes the learning steps (Motivation, Presentation, Practice, Application).
Evaluation: Simple tests or assessments related to the learning topic.
Indonesia:
Learning Objectives: Refers to Basic Competencies (KD).
Activity Steps: Divided into Introduction, Core, and Closing.
Assessment: Includes assessment of attitudes, knowledge, and skills.
Teaching Plan Similarities:
My Lesson Plan
1. Division With Reminder
2. Even and Odd Numbers
Disvision With Reminder
Even and Odd Numbers
Teaching Practice
A. Procedures of teaching
In the teaching procedure there are several things that must be considered before carrying out learning, namely ensuring that a teaching plan has been made beforehand which will help evaluate learning and the steps that will be taken during learning and the allocation of time that has been determined so that learning is more organized and structured when implemented in real terms in the classroom. I was assisted by my cooperation teacher to make a teaching plan as can be seen in the section above. In addition, another procedure is to really understand the material and learning that we will learn and I personally practice learning from the teaching plan before teaching, I usually train myself first one day or night before learning so that I know what will be done when teaching is carried out.
The next is to pay attention to the facilities and infrastructure that will be used in learning such as materials in the classroom. Markers that have been filled, a clean whiteboard, a laptop that will be used, presentation media such as pictures, videos, and PowerPoint as well as other additional materials if needed.
The next procedure is to ensure that the classroom is clean and comfortable for learning so that all students are happy while learning.
B. Time management and organizing activities including classroom management
In the subject that I bring, namely mathematics, there is a total time of 50 minutes for mathematics learning. In the teaching plan, I have set time management for each activity including organizing activities.
For preparation, I allocate 5 minutes for prayer, greet class, and check attendance.
Next, Drill, I also spend 5 minutes doing Drill.
5 minutes for review, and continued with 5 minutes for motivation.
Next, 10 minutes of development activities in the topic of Division with remainder, I use additional materials, namely wooden blocks, which are distributed equally to each group in the class.
For generalization and applications, each is 5 minutes followed by evaluation for 10 minutes.
1.3 Problem-solving while teaching and staying in the designated school
In learning, especially in mathematics, using problem-solving where solving existing mathematical problems.
Example of a situation in the topic of Even and Odd Number students are given a picture of 2 students with four candies that will be divided equally in PowerPoint, so each student gets two candies. Where this equal division is called an even number.
Next, 3 candies will be displayed to be divided by 2 students, but the 3 permanent ones cannot be divided because 1 student gets 2 candies while the other student gets 1 permanent where both are not balanced in this case it can be called an odd number.
Then students will be asked again about what even and odd numbers are, after answering then it will be explained in more detail and clearly about what even and odd numbers are.
C. Staying in the designated school
During the placement at the DepEd-CLSU Elementary (Lab) School in Muñoz, Nueva Ecija, we came every day at 7:30 AM. Starting from Monday flag ceremony, then entering the classroom, singing compulsory songs, exercises, greetings, attendance, then starting the lesson. English lesson at 7:50 to 9:05, then continued with Recess, next they study AP, Filipino, MAPEH subjects followed by lunch and back in after lu cha at 01:00 to 02:10 pm continued with Math, Science, back to Recess at 03:05 to 03:15 and finally ESP lesson until 04:00 PM followed by closing which is greeting, and cleaning the class.
My Gallery
I MISSED THEM ALL
Girls photo of teachers
My supervisor and my cooperative teacher
Summary of the Blog:
This blog is a personal account of Dwi Oktavianti, a student from Universitas Muhammadiyah Sumatra Utara (UMSU), who participated in the SEA Teacher Project Batch 10 at Central Luzon State University (CLSU), Philippines. The SEA Teacher Program is an initiative under SEAMEO that allows pre-service teachers to gain international teaching experience.
Key Highlights of the Blog:
• Introduction to SEA Teacher Program:
• A regional exchange program aimed at enhancing teaching skills.
• Focuses on teacher education revitalization in Southeast Asia.
• Central Luzon State University (CLSU) & DepEd-CLSU Elementary (Lab) School:
• CLSU is a prestigious university in the Philippines known for its contributions to agriculture and education.
• The DepEd-CLSU Elementary School serves as a training ground for future teachers.
• Teaching and Learning Experience:
• The author was assigned to Grade 3 SSES under Mam Jovelyn.
• Observed innovative teaching methods, including:
• Games like the "Ball Game with Music" to make learning engaging.
• Practical applications of lessons to real-life situations.
• Comparison of Teaching Plans (Indonesia vs. Philippines):
• Philippines: More flexible, outcome-based, and integrated with technology.
• Indonesia: More structured, emphasizing local wisdom and HOTS (Higher Order Thinking Skills).
• Curriculum and Assessment in the Philippines:
• K-12 system with recent reforms under the MATATAG curriculum.
• Emphasizes mastery of English and Filipino, along with digital literacy.
• Assessment methods include SREYA, ECCD Checklists, and National Assessments.
• Daily Activities and Classroom Management:
• 7:30 AM - 4:00 PM schedule, including flag ceremony, subject lessons, and recess breaks.
• Structured time management for lesson preparation, drills, motivation, and evaluation.
• Problem-Solving in Teaching:
• Used real-life scenarios in Math (e.g., even and odd numbers with candy distribution).
• Hands-on materials (e.g., wooden blocks) for practical understanding.
• Cultural Exchange and Social Experience:
• Engaged in community service, social gatherings, and cultural visits.
• Visited places like National Museum, Japan Gate, and local tourist spots.
• Acknowledgments:
• Gratitude to mentors, friends, and coordinators for their support.
• A heartfelt message that the experience was not a "farewell" but a beginning of lifelong friendships.
Final Thoughts:
The blog is a well-documented and inspiring reflection of an international teaching experience. It successfully highlights the value of global education exchange and showcases the author’s growth as a future educator. With slight improvements in reflection, structure, and cross-cultural analysis, this could serve as a great resource for future SEA Teacher participants.
Suggestion:
The SEA Teacher Program is already a valuable initiative for cross-cultural teaching exposure, but by incorporating more interactive methods, stronger mentorship, deeper cultural immersion, and structured evaluation, it can further enhance its impact. These suggestions aim to make the program more comprehensive, engaging, and sustainable for future educators.
Thanks To
It doesn't feel like time has passed so quickly, and the day of our return is only a short time away.
At the beginning when we set foot here, there was so much anxiety about many things, but everything passed because of everyone's help.
Thank you to Sir. Emil who has been an intermediary for our lecturers in Indonesia and has always taken care of us while we were here, thank you to our beloved Ate Grace who has picked us up when at airport, always accompanied us wherever we go, taught us many things, one of which is riding a jeep.
Thank you to Sir. RJ who welcomed us warmly upon arrival, introduced us to everyone and prepared an unforgettable travel plan.
thanks to sir rasel and sir Marco who always take care of us while we are here. thanks for the cooking sir. Marco hehe.
Thank you to Sir. Paolo for the very impressive explanation about the campus tour.
Thank you Mam Catalina for creating such a great cultural exchange event so that we can also introduce our culture and meet more people there.
thank you Mam Mia, Sir Mark, Mam Jovelyn, Mam April who have transferred knowledge to us and learning at school, study plans and valuable teaching to develop ourselves to become professional teacher candidates in the future.
thanks to our friends Ate Die, Maria, Angela, Sandy, and many other friends that we can't mention one by one. thank you for always accompanying us to hang out and share experiences together.
Thank you to many people that we cannot mention one by one who have been involved in our daily lives, present in our lives. without all of you we would not be where we are today. without you there are still many doubts and doubts that we feel. because of you there are many valuable things that are priceless that will always remain forever.
we will not say goodbye because this is not a farewell but the beginning of all our good relationships, our memories that will continue later. thank you very much we say to all of you ^^