Video summary

TEACHING DEMONSTRATION FOR DEPED 2023 - ELEMENTARY LEVEL - RIZALDO DOVERTE

Main summary

Key takeaways

Educational

Main Ideas, Concepts, and Lessons

  • Purpose of the demo

    • A teacher applicant (applying for an elementary teaching position) performs a classroom teaching demonstration for DepEd 2023.

  • Classroom management & routine

    • Students stand for prayer, then follow classroom procedures.
    • Attendance routine: students respond to their names with a specific cheer/word depending on whether they are boys or girls.
    • The teacher gives reminders and class rules to keep the lesson smooth and respectful.

  • Religious/character lesson

    • Students are reminded they were created by God in God’s likeness and image.
    • Students should accept themselves (“handsome/beautiful”) and not accept bullying or insults.

  • Learning objectives (sequence topic)

    • Identify various ways to find the next terms of a sequence.
    • Focus is on understanding sequence structure and patterns.

  • Core math concept: what a sequence is

    • A sequence is an ordered list of numbers or symbols that repeat based on a rule.
    • Examples used:
      • Days of the week (sequence of symbols/terms).
      • Terms: each item in the sequence (e.g., Sunday = first term, Monday = second term, etc.).
      • Real-life sequences explained as step-by-step actions (e.g., putting on shoes with socks first, brushing teeth steps, taking a bath/shampoo steps).

Methodology / Instructions Presented (Detailed)

A) Classroom Rules and Participation Expectations

  • Read/observe assigned classroom procedures (e.g., prayer).
  • Attendance response:
    • If the teacher calls a name, the student must respond with the assigned word/cheer.
  • Rules for smooth learning:
    1. Listen to the teacher’s discussion.
    2. Participate when called.
    3. If asked a question, answer.
    4. Ask questions by raising a hand (no hesitation).
    5. Respect each other:
      • If a classmate is wrong, do not laugh; instead encourage them.

B) Game Mechanics for Practicing “Next Term” Guessing

  • The class is divided into 4 groups.
  • Students are given a sequence prompt (numbers/words/pictures/symbols).
  • For each question:
    • Groups guess what comes next (next word, picture, symbol, or event).
  • Students may coach classmates silently so other groups can’t hear.
  • The goal is to collect as many points as possible.

C) Step-by-Step Method to Find the Next Term of a Sequence (As Taught)

  • Step 1: Determine the order
    • Decide whether the sequence is ascending (lowest to highest) or descending (highest to lowest).
  • Step 2: Find the “difference/gap” between consecutive terms
    • Compute the change from one term to the next to identify the pattern.

  • Step 3: Apply the rule to compute the next term

    • Use the found rule (commonly addition/subtraction, sometimes multiplication) to determine the next value(s).

  • The teacher also explicitly mentions multiple ways to find the next term:

    • Adding a certain number
    • Subtracting a certain number
    • Adding the previous number to get the next
    • Multiplying by a certain number

D) Problem-Solving Approach for Sequence Word Problems

  • Read/understand the problem and identify:
    • What is asked (e.g., price on Saturday and Sunday; money on next Monday/Tuesday).
    • Given data (prices/amounts for specific days).
  • Then apply the same sequence method:
    • Determine order (ascending/descending),
    • Find the difference/gap,
    • Continue the pattern to predict values for later days.

Activities Used to Reinforce Learning

  • Activity/Game 1: Guess next symbol/word/term

    • Examples include month sequences, emoji/star count sequences, letter patterns, and color/indigo/violet related steps.
    • Students earn points for correct answers.

  • Activity/Game 2: Number sequences

    • Students find next numbers for sequences such as:
      • Adding a constant (e.g., +2 pattern),
      • Adding varying previous terms (e.g., combining terms to reach results like 16),
      • A subtraction pattern (explained later with another example).

  • Activity 3: Group creation of sequences using a given rule

    • Each group receives a rule card and constructs a sequence accordingly, such as:
      • Adding the previous number to itself / adding starting from 10,
      • Repeating +35 type patterns,
      • Multiplying by a factor (e.g., multiply by 5),
      • Subtracting a fixed number (e.g., subtract 17).

Conclusion / Takeaway

  • The lesson’s main takeaway is:
    • To find the next term of a sequence, students should understand it as an ordered list with a rule, then use techniques like:
      • determining ascending/descending,
      • finding the difference/gap,
      • and applying the rule (add/subtract/multiply/combine previous terms).
  • The teacher ends by reminding students to complete a worksheet and congratulates them.

Speakers / Sources Featured

  • Rizaldo Doverte — teacher/applicant; main speaker and instructor
  • Students (unnamed or partially named in subtitles), including:
    • Princess, Gracie, Cindy, Charlene, Alvarez, John Paul, Liana, Junior, Jose, Maria/“Martin,” Divine Grace, Divine, Jr., Angelicame (or similar), Julie, Yancy, Zendi (spelling varies), Julian, Jessica, Cairo, and other students referenced briefly by first names only (due to subtitle errors).

Original video