Learning Task 1 Realizing What Teaching Internship is All About

PPST Domain 1 Domain 1. Content Knowledge and Pedagogy

and 6 Domain 6. Community Linkages and
Professional Engagement
Strands 1.2.1 Demonstrate an understanding of research-based
knowledge and principles of teaching and learning.
6.3.1 Demonstrate awareness of existing laws and regulations that
apply to the teaching profession, and become familiar with the
responsibilities specified in the Code of Ethics for Professional
Teachers.

Program Outcomes of 6.2.b Demonstrate mastery of subject matter discipline.

Teacher Education
CFSAT (Competency 3.b.1 Acquire mastery of the subject matter.
Framework for 3.b.7 Contextualize teaching to local situation
Southeast Asian
Teachers for 21st
Century)

Desired Learning Outcomes

 Define teaching internship
 Explain the different phases of teaching internship
 Demonstrate awareness of existing laws and regulations
that apply to the teaching profession, and responsibilities
specified in the Code of Ethics for Professional Teachers.

Essential Questions
 Why is teaching internship important?
 What are the important phases of internship?
 What are the existing laws and regulations that I must
know, understand and apply in the teaching profession?

Understandings
 Teaching internship plays a vital role to your success as a
professional teacher.
 It gives you the opportunities to apply what you have
learned in actual classroom practice.
 It provides you roles and functions to perform effectively
in various settings
  It empowers you to perform your roles in your respective level,
subject area and discipline as well as to prepare you for personal
and professional advancement.
 It gives you the chance to work under a second teacher who shall
serve as your mentor.
 It allows you to interact with professionals which shall give you
more insights in the field of teaching.
Learning Task 1: Realizing What Teaching Internship is All About
1

Phase 1 Orientation Sessions

 With the Practicum Supervisor

 With the Cooperating Principal
 With the Cooperating Teacher
Phase 2 Observation and Building Relationship
 Observation of Classes
 Building Relationship with your Cooperating Teacher, Learners
and Other Teaching Support Personnel
Phase 3 On Site Tasks
 Writing Leaning Plans
 Creating Instructional Materials
 Constructing Assessment Tools
 Participating in School Activities/Programs
 Doing Daily Teaching Tasks
Phase 4 Final Demonstration and Accomplishing Exit Forms

 Executing Final Demonstration Lessons

 Accomplish Evaluation Forms and Exit Clearance

These are the legal documents that apply to the teaching profession.

Resolution No. 435, 1997 Code of Ethics for Professional Teachers

RA 10627 Anti-Bullying Act of 2013

 RA 7877 Anti Sexual Harassment Act of 1995

RA 4670 The Magna Carta for Public School Teachers

DepEd 40 s.2012 Child Protection Policy

My Performance Task
Performance Task 1

I need to undergo teaching internship because it helps helps prepare

aspiring teachers for their future in education. There are numerous
benefits in joining a student teaching internship. Two of the most
important are the classroom teaching experience and a chance to work
under experienced teachers who act as your mentors. Able to have
authentic hands-on experience in teaching. This is required to develop
their teaching skills and to start collecting experiences to enrich their
professional wisdom. Also it will play an increasingly important role in
supporting teaching and learning the future. Reflect on Your Practice:
Effective teachers are life-long learners. They connect their day-to-day
activities to coherent social, philosophical, and political frameworks

Performance Task 2 Among the 4 phases of internship,

which seems difficult? Why?

Phase 1 Phase 2 Phase 3 Phase 4

Orientation Observation Final demonstrations
On site
Sessions and building accomplishing exit
tasks
relationship forms

For me the most difficult phases of internship are the phase 2. The reason is that its was
difficult to build a relationship with the students because I just met them. And I didn’t
even know what kind of attitude they have. Also, the phase 3 because on site task I was
not able to teach well because it was my first time in front of many students. I also have
mistakes in my teaching and most specially in making my daily lesson plan.
 Performance Task 3

Research on following legal documents that apply to the teaching

profession. Write your insights on the space provided.

Existing Laws on the Teaching Insights

Profession (How will you apply this in your
profession?)
Resolution No. 435, 1997
Code of Ethics for Teachers must model strong character
Professional Teachers traits, such as perseverance, honesty,
respect, lawfulness, patience, fairness,
responsibility and unity. ...
RA 10627 Anti-Bullying Act of
2013 As a teacher, I can create a place
that’s safe and supportive. This means
teaching students to welcome and
include everyone. This also involves
monitoring traditional bullying hot
spots and encouraging students to open
up about incidents of bullying so they
can be addressed by me, and other staff
members, immediately — before it’s too
late.

RA 7877 Anti Sexual

Harassment Act of 1995 A teacher I should promote women’s
rights and gender equality to my
students

RA 4670 The Magna Carta for

Public School Teachers A teacher should provide programs for
the promotion and improvement of the
well-being and economic status.

DepEd 40 s.2012 Child

Protection Policy A teacher promote a zero-tolerance
policy for any act of child abuse,
exploitation, violence, discrimination,
bullying and other related offenses
 My Assessment Tasks

Choose the letter of the correct answer.

1. Why is teaching internship important?

A. It culminates the years of a four-year study.

B. It provides a wide array of teaching experiences in real classroom
setting.
C. It gives the students an opportunity to enjoy practicing the teaching
profession.
D. It allows them to work with various stakeholders.

2. Which act strengthens the regulation and supervision of the practice of teaching
in the Philippines?

A. RA 7877 C. RA 7836
B. RA 7832 D. RA 7830

3. Which is issued to protect children in school abuses, violence, exploitation,

discrimination and other forms of abuse?

A. DepEd Order 30 s. 2012 C. DepEd Order 69 s. 2013

B. DepEd Order 40 s. 2012 D. DepEd Order 58 s. 2017

4. Which act shall promote and improve the social and economic status of public
school teachers’ living and working conditions?

A. Republic Act 7836 C. Republic Act 7877

B. Republic Act 10627 D. Republic Act 4670

5. Which law protects the value and dignity of every individual, enhance the
development of human resources, guarantee full respect for human rights, and
uphold the dignity of workers, employees, applicants for employment, students
of those undergoing training instruction or education?

C. Republic Act 7877 C. Republic Act 4670

D. Republic Act 7836 D. Republic Act 10627
 My Learning Artifact(s)

My Vision Statement

I will be creating knowledgeable leaders

who have the ability to take their own
decisions and rise with their community.
 My Scoring Rubric

Indicators Meets Approaching Meets Acceptable Does Not Meet

Standard of Standard of Excellence Standard Acceptable
Excellence Standard

Criteria 4 3 2 1

Performance
Task
 Has all the  Has some aspects of  Has minimal aspects  No aspect of
aspects of work work that exceed of work that meet work meets
that exceed level level of expectation. level of expectation. level of
of expectation
 Demonstrates solid  With some errors
expectations.
 Shows performance and and MASTERY not  Has errors
exemplary understanding thorough omissions and
performance misconception
s
Assessment With 5 correct With 4 correct answers With 3 correct answers With less than 3
Tasks answers correct answers

Learning The piece/s of The piece/s of evidence of The piece/s of evidence The piece/s of
Artifacts evidence of learning learning is/are aligned of learning is/are aligned evidence of
is/are aligned with with SOME of the learning with ONE of the learning learning is/are NOT
learning outcomes outcomes. outcomes. aligned with the
learning outcomes.

Creative and The learning tasks The learning tasks are The learning tasks are The learning tasks
Resourcefulness are done very done creatively and done quite creatively are poorly done
creatively and resourcefully. and resourcefully. and need
resourcefully. improvement

Submission of The assigned The assigned learning The assigned learning The assigned
Requirements learning tasks are tasks are submitted a day tasks are submitted 2 learning tasks are
submitted on or after the deadline days after the deadline submitted 3 days
before the deadline or more after the
deadline

MY TOTAL SCORE

__________________________________
Signature of Practicum Supervisor
Learning Task Going to my Cooperating School,
2 My Second Home
PPST Domain 2 Domain 2. The Learning Environment

Strands 2.4.1 Demonstrates understanding of supportive

learning environments that nurture and inspire
learning participation.
6.2.1.1 Pursue lifelong and ethical teaching standards
sensitive to the local, national and global realities.

CFSAT (Competency 2.D.1 Foster a safe clean and orderly learning

Framework for environment
Southeast Asian 2.D.2 Promote a caring and learning friendly
Teachers for 21st
Century) environment
2.D.6 Maintain a collaborative learning environment

Desired Learning Outcomes

 Describe the characteristics of the cooperating school that nurtures and inspire
learner participation
 Give examples and situations on how the vision, mission, goals, core values and
expected graduate attributes be integrated in the daily lessons
 Demonstrate understanding of supportive learning environments that nurture and
inspire learner participation
Essential Questions

 What is a cooperating school?

 What are the characteristics of the cooperating school that will nurture and inspire
learner participation?
 How do I cascade the school’s vision, mission, goals, core values and expected
graduate attributes in the daily lessons?

Understandings

 Cooperating School refers to the public or private elementary/high school where the
teaching intern undergoes off campus teaching under a cooperating teacher who
assists him/her in his/her teaching stint.
 The cooperating school serves as a training ground or laboratory of teaching. The
prospective teacher gets the “feel” of the school and the “feel” of being a “real” teacher.
 A teacher training program greatly depends on how well the internship program is
carried out in the cooperating schools.
The characteristics of cooperating school that nurture and inspire learner participation:

friendly atmosphere where the learners and other members of the community
live in love, care and understanding.

safe and secure environment where the learners and other members of the

community are free from hazards, accidents and other calamities.

 positive and non-threatening environment where respect, fairness,
support and communication are present in the entire school system.

The Schools’ Vision / Mission

A clear vision and a common mission identify the learning to be aligned and achieved
to help the school, its staff and students on target.

 Vision statement describes the school as it would appear in the future.

 Mission statements are the how to “statements” or action plans that help the school
achieve its vision. They prompt change and growth.
Peterson, 1995
 Goals are statements of what needs to be accomplished to implement the strategy.
 Core Values are the fundamental beliefs of a person, school or organization. These
guiding principles dictate behaviour and help people to understand right or wrong.
These create an unwavering guide to determine if they are on the right path in
fulfilling their goals.
 Graduate attributes are the qualities, skills and understandings a school/university
community agrees its students should develop during their time with the institution.

My Performance Task
Performance Task 1 Artifact of one’s cooperating school.

Describe your cooperating school by supplying the needed

information.
Name of the school/institution

General Santos City National Secondary School of Arts and Trades

Address

Tiongson St, Lagao General Santos City

Phone and Fax number/ URL website

https://www.facebook.com/GSCNSSATofficial/_________________________

Name of school Principal

_Mrs. Marilyn E. Catequista_____________________________

Academic offering

Junior High School and Senior High School

No. of faculty members

______________________________________________________

No. of Staff

______________________________________________________

No. of Students

_______________________________________________________
Write what is asked about your cooperating school.

School’s Vision Statement

General Santos City National Secondary School of Arts and

Trades High envision to produce quality graduates Who
are God fearing, academically competent and productive
citizens.

School’s Mission Statement

General Santos City National Secodary School of Arts

and Trades exist to provide the students quality
education through competent, committed teacher
and supportive stakeholders of the community in
conducive and safe learning environment.

School’s Goals

Graduate Attributes
How does performance task 1 on knowing the school’s profile connect to the Philippine
Professionals Standards for teachers?

Performance task 1 on knowing the school’s profile connect to the Philippine Professionals
Standards for teachers As a student teacher intern, you will be expected to fulfill a variety of
assignments. You will teach different subjects in a self-contained classroom or concentrate
on an area of specialization, such as special education or a particular subject, such as
English or social science. The duration of intern teaching will vary depending on your
internship program

How does the school’s profile connect to your learning as a teaching intern?

School’s profile connect to your learning as a teaching intern You will learn the finer details
of teaching from your mentor, including ways to improve your teaching, how to maintain
classroom discipline, how to plan successfully, and how to deal with students with different
abilities or learning problems. Try to learn as much as possible from your mentor to get the
maximum benefit out of your internship program.

What is the impact of knowing the school’s information on students learning?

School information impacts morale and student learning. Including students in creating
the physical environment can enhance that environment, increase the feeling
of classroom community, and give students a sense of empowerment

Performance Task 2
Complete the structured frame

How can you can you concretize the school’s vision, mission, goals and expected
graduate attributes in your lessons?

I can concretize the school’s VMG by

Looking at every single activity (sports trips, extracurriculars, hall policies, homework
policies, teacher requirements, everything) and see if each one reflects the mission. If
not, make changes. An outsider should be able to look at any aspect of the school and
see that the mission is being carried out there. When a school goes through
accreditation, this is one thing that is looked at. Committees help when you're
gathering all this info.
Performance Task 3

Get a sample lesson that shows how the VMS was integrated
in the learning plan.
 My Assessment Tasks
Choose the letter of the correct answer.

1. Which statement tells the direction of the school in the

future?
a. Goals c. Mission
b. Graduate attributes d. Vision
2. Which are action plans or things to do to achieve the vision?
a. Goals c. Graduate attributes
b. Vision d. Mission
3. To be competent and productive professionals, efficient and
proficient communicator, caring and trustworthy citizen are
examples of ________.
a. Goals c. Vision
b. Mission d. Graduate Attributes
4. To promote excellence and access to quality education and to
provide a choice of educational opportunities for students are
examples of __________.
a. Goals c. Vision
b. Mission d. Graduate attributes
5. There is a need to concretize the school’s VMG through
______________.
a. Instructional outcomes c. modes of assessment
b. Instructional activities d. learning materials
6. To integrate the vision mission, goals and expected attributes
in the daily lessons, teachers must _______________.
a. Align the outcomes with all the teaching learning activities.
b. Let the students memorize the school’s vision, mission and
goals.
c. Include the school’s VMG in all the syllabi of the program.
d. Align the school’s VMG and core values in the daily lessons.
7. To nurture and inspire learner participation, teachers
__________________________.
a. May utilize interactive and innovative strategies.
b. Employ various assessment tools.
c. Invite resource persons in class.
d. Encourage students to volunteer in class discussions.

My Learning Artifact(s)

My Scoring Rubric
 My scoring rubrics

Indicators Meets Approaching Meets Acceptable Does Not Meet

Standard of Excellence Standard of Excellence Standard Acceptable
Standard

Criteria 4 3 2 1

Performance Task
 Has all the aspects  Has some aspects of  Has minimal  No aspect
of work that work that exceed level aspects of work of work
exceed level of of expectation. that meet level of meets
expectation
 Demonstrates solid
expectation. level of

 Shows exemplary performance and  With some errors

expectatio
ns.
performance understanding and MASTERY not
thorough  Has errors
omissions
and
misconce
ptions
Assessment Tasks With 5 correct answers With 4 correct answers With 3 correct answers With less than
3 correct
answers

Learning Artifacts The piece/s of evidence The piece/s of evidence of The piece/s of evidence The piece/s of
of learning is/are learning is/are aligned with of learning is/are evidence of
aligned with learning SOME of the learning aligned with ONE of the learning is/are
outcomes outcomes. learning outcomes. NOT aligned
with the
learning
outcomes.
Creative and The learning tasks are The learning tasks are done The learning tasks are The learning
Resourcefulness done very creatively creatively and resourcefully. done quite creatively tasks are
and resourcefully. and resourcefully. poorly done
and need
improvement

Submission of The assigned learning The assigned learning tasks The assigned learning The assigned
Requirements tasks are submitted on are submitted a day after the tasks are submitted 2 learning tasks
or before the deadline deadline days after the deadline are submitted
3 days or more
after the
deadline
MY TOTAL SCORE

__________________________________
Signature of Practicum Supervisor
Learning Task 3 Meeting the School Cooperating
Principal
PPST Domain 6 Domain 6. Community Linkages and
Professional Engagement
Strands 6.4.1 Demonstrates knowledge and understanding of
school policies and procedures to foster harmonious
relationship with the wider school community
Program Outcomes 6.2.1.1 Pursue lifelong and ethical teaching standards
of Teacher Education sensitive to the local, national and global realities.
CFSAT (Competency J.1 Enhance public relations
Framework for Southeast J.3 Share the responsibility of educating the community
Asian Teachers for 21st
Century)

Desired Learning Outcomes

 Listen and respond effectively to the expectations of the school on

teaching internship
 Demonstrate knowledge and understanding at school policies and
procedures to foster harmonious relationship with the wider school
community
Essential Questions

 What is the role of the cooperating school principal in the teaching

internship program?
 What are the school’s expectations of the teacher candidates who
are placed in their school for teaching internship?
 What tools do I need to bring in terms of KASH (Knowledge,
Attitudes, Skills and Habit)?
Understandings

Teaching interns are placed in the real world of work called

Cooperating Schools. They are placed under the tutelage of the expert teachers
in the school community.

The Cooperating Principal has expectations of and from prospective

teachers who are placed in their school for teaching internship.

The role of the Cooperating Principal is to oversee the effective

implementation of the teaching internship program. The orientation with the
Cooperating Principal is a must for him/her to discuss the school’s policies and
procedures to be followed to foster harmonious relationship with the wider
school community.
My Performance Task

Based on the orientation conducted by the Cooperating Principal, complete the matrix
given below.

Name of Cooperating School Principal

MRS. MARILYN E. CATEQUISTA

Expectations My Responsibilties

1. courteous

2. be in proper uniform
3. proper grooming
4. be polite
5.build good rapport to your colleagues.
6. integrate values in teaching
7.follow the rules and regulations of the
school
8.put effort to your visual aids.
As a student teacher of this
institution, I have to be
responsible enough to meet the
expectations of my cooperating
teacher, the students and the
school.
I have to put in mind all the
comments and suggestions of
my cooperating teacher. I have to
be patience in dealing with my
students. I need to consider the
diversity of learners. I also need
to build a good relationship to my
other colleagues. So that by the
end of this practice teaching, I
can say to myself that I am now
ready to become a professional
teacher.

9. employ honesty at all times

 Performance Task 2
Write the school policies and procedures that you need to
comply with as teaching intern to foster harmonious
relationship with the wider school community.

School rules and policies I need to What do I need to do?

comply with
1. Manifest a meaningful and I would take responsible actions to meet
comprehensive knowledge of the subject the expectations of the teacher and my
matter they will teach. cooperating school.

2. Practices the professional and ethical I have to put in mind the rules and
requirements of the teaching profession. regulations of the school, the basic
ethics of a professional teacher.
 Performance Task 3

What tools do I need to bring in terms of KASH (Knowledge,

Attitudes, Skills and Habits) to prepare myself in the wonderful
world of teaching and learning?

As I choose the career of being a teacher, one

KNOWLEDGE
thing that appears the in mind is that “what is the
best way to teach? Where in a teacher can be
able not just to teach lesson but as well as to
influence them to become a good person. After
the orientation, I said to myself that I have to be
ready enough and equip myself with the
contemporary trends on how to employ
strategies in teaching, classroom management
and any other teaching related information.

On the attitude, I have to be professional when

ATTITUDE I deal with my colleagues and on the students. I
also need tohave a long patience in dealing with
the students especially on the class discussion.
Then as a teacher I must know how to separate
the personal problems from home.

It is expected that the teacher must have a skills

SKILLS
that can be show to the students if needed,
especially in demonstrating an activity. I have to
equipped myself a skills such as singing,
dancing, drawing, drama and etc.

One thing that a student learned from its

HABITS
teacher is by influencing them with the different
academic habits that may help the students to
make their learning easier than the usual type.
A teacher must show the habit of reading in a
manner that students may enjoy it. A habit of
writing, in expressing themselves when they
happy or sad. Or a habit of enhancing the
talents that they have such as playing guitar,
drawing, painting and etc.
A habit is a thing that you enjoyed when
you do it.
 My Assessment Task
19
Choose the letter of the correct answer.

1. Who oversees the effective implementation of the internship program in the

cooperating school?

A. Cooperating teacher
B. Cooperating principal
C. Practicum supervisor
D. Practicum mentor

2. Which activity is done to inform the teaching intern of the school’s policies and
procedures?

A. Dialogue
B. Mentorship
C. Orientation
D. Question and Answer

3. Why should the school’s policies and procedures be known by the intern?

A. To prevent chaos.
B. To make the intern comply with the rules.
C. To strengthen the TEI’s implementation of the school’s rules and
regulations.
D. To foster harmonious relationship with the wider school community.

4. Why should orientation sessions be conducted in the cooperating school?

A. To make all things in order.

B. To comply with the requirements of the teacher education institution.
C. To inform the teaching intern of the school’s rules and regulations.
D. To instruct the interns to behave while in the cooperating school.

5. Which tools/kit are/is needed to fully equip teaching interns to be better prepared
as teachers?

A. Knowledge, attitudes, skills and habits.

B. Knowledge, appreciation, systems and habits.
C. Knowledge, attitudes, systems and habits.
D. Knowledge, attitudes, skills and Hands-on.
 My Learning Artifact(s)
Compose an acronym on the word PRINCIPAL. You may emphasize on
his/her attributes/roles or importance on the Teaching Internship
Program.

P ASSIONATE
R ADICAL

I DEALISTIC
N ATURAL

C REATIVE

I TELLEGENT

P ARTICIPATIVE

A CTIVE

L EADER
Given the chance to become a principal someday, what qualities/attributes must
you possess?

If I have a chance to become a principal someday, my attributes and qualities that I have
possess is that I exhibit leadership. This is a characteristic that every principal must possess.
The principal is the instructional leader of their building. A good leader has to take
responsibility for the successes and the failures of their school. A good leader puts the needs
of others in front of their own. A good leader is always looking to improve their school and
then figures out how to make those improvements no matter how difficult it might be.
Leadership defines how successful any school is. A school without a leader will likely fail, and
a principal who is not a leader will find themselves without a job quickly.
 My Scoring Rubrics
Meets Standard Approaching Meets Does Not Meet
INDICATORS of Excellence Standard of Acceptable Acceptable
Excellence Standard Standard

CRITERIA 4 3 2 1

Performance  Has all the  Has some  Has minimal  No aspect of

Task aspects of work aspects of work aspects of work work meets
that exceed that exceed level that meet the level of
level of of expectation. level of expectation.
expectation.  Demonstrates expectation.  Has errors,
 Shows solid  With some omissions
exemplary performance and errors and and
performance understanding. mastery is not misconceptio
thorough ns.
Assessment Task With 5 correct With 4 correct With 3 correct With less than 3
answers answers answers correct
answers
Learning Artifacts The piece/s of The piece/s of The piece/s of The piece/s of
learning evidence learning evidence learning evidence learning
is/are aligned is/are aligned with is/are aligned evidence is/are
with learning SOME of the with ONE of the NOT aligned
outcomes. learning learning with the
outcomes. outcomes. learning
outcomes.
Creativity and The learning The learning The learning The learning
Resource tasks are done tasks are done tasks are done tasks are done
Fullness very creatively creatively and quite creatively poorly
and resourcefully. resourcefully. and resourcefully. creatively and
resourcefully.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks
submitted on or submitted a day submitted 2 days are submitted 3
before the after the deadline. after the days or more
deadline. deadline. after the
deadline.
MY TOTAL SCORE

________________________
Signature of Practicum Supervisor
 Getting Acquainted with My
Learning Task 4 Cooperating Teacher
PPST Domain 1 and 6

Strands Domain 2. Curriculum and Planning

2.1.1 Demonstrate knowledge of policies and procedures

Program Outcomes of that provide safe and secure learning environments.

Teacher Education
2.D.2 Promote a caring and learning friendly environment.

2.D.6 Maintain a collaborative learning environment.

Desired Learning Outcomes

 Get acquainted with cooperating teacher

 Listen and respond effectively to the expectations of my cooperating

teacher

 Enumerate my responsibilities based on the given expectations

 Demonstrate knowledge of policies and procedures that provide safe and

secure learning environment

Essential Questions

 What is the role of the cooperating teacher in my internship program?

 What expectations of me are given by my cooperating teacher?

 How shall I respond effectively to these expectations?

 What are the policies and procedures given by my CT on providing safe and

secure learning environment?

Understanding

Name of Cooperating Teacher

__ROSALIE P. GILLESANIA_____________________

Degree ______BSED_____________________________
Area of Specialization _________Science__________________

Years of Teaching Experience _____5_________________

The Cooperating Teacher plays a very vital role in the successful

implementation of the Teaching Internship Program.

The Cooperating Teacher (CT) is defined as a teacher with a minimum of

three years of teaching experience who acts as a mentor in the teaching internship

program in the area in which the teaching intern is earning her degree. The CT

serves as a model in all aspects of teaching and learning.

- He/She engages you to work collaboratively and productively to enrich

your classroom activities.

- He/She allows you to reflect critically and creatively on your learning

experiences to ensure that you accomplish more and do better in your

future activities.

- He/She shares interactive and innovative teaching strategies and

methods you have not learned and are not familiar with to make your

classroom activities highly engaging.

- He/She gives second advice about the good/best practice in teaching

and learning.

- He/She gives teaching tips and hoe to do things in the most effective

and efficient ways.

- He/She suggests instructional resources to make your classroom

activities more meaningful and rewarding`

My Performance Tasks
Performance Task 1

Complete the matrix given below. Choose only three (3) of the
most important expectations given by your CT.

Expectations of my cooperating My Responsibilities

Teacher

1. courteous As a student teacher of this

2. integrate values in teaching
9. employ honesty at all times
institution, I have to be responsible
enough to meet the expectations of
my cooperating teacher, the
students and the school.
I have to put in mind all the
comments and suggestions of my
cooperating teacher. I have to be
patience in dealing with my
students. I need to consider the
diversity of learners. I also need to
build a good relationship to my other
colleagues. So that by the end of this
practice teaching, I can say to
myself that I am now ready to
become a professional teacher.

What is the impact of these expectations to me as a teaching intern?

The impact of these expectations to me as an intern it makes me become a master of time

management. When I am working in a fast-paced professional environment, I realized that
every minute counts.

By the help of this expectations I used my time well and this makes me a effective teacher.
And it makes me Always work hard even if your task is small and seems unimportant. It will
help you build a good work ethic, and people will notice the effort you put in.

Naturally, no one likes to be criticized and performance evaluations can be quite scary. You
will probably make a few mistakes and receive constructive criticism about your work from
both your colleagues and your boss.

Always remind yourself that it’s not personal. It is for your own good and growth and it will
improve the quality of your work.
 Performance Task 2

Cite the three (3) most important policies and procedures given by your CT to provide
safe and secure learning environments to your learners.

Policies and Procedures How do I respond to these? My plans of

action….
Assignment Policy

 All assignments must have the proper

heading to include the student’s first and
last name, date, and period on the top
right corner.
 All assignments and their due dates are
written on the board.
 It is the student’s responsibility to turn in
assignments in a timely manner.
 All assignments that must be turned in
should be placed in the appropriate
drawer in the assignment corner
Late Assignment Policy
In order for students to be successful,
assignments will be given on a daily basis. Most
of the work students will be asked to perform will
be completed in class. If a child does not
complete classwork, it then becomes
homework. For practice of remedial skills,
students will occasionally be asked to complete a
homework assignment that is not given in
class. However, students will never be given
homework that covers unfamiliar content.

 An assignment will lose 10% off the

My plans to this policy are to explain it well to my
earned grade for each day that the
students so that they can pass their assignment
assignment is late.
responsibly.

Absent Assignment Policy

 All handouts for the day will be placed in

the student’s mailbox if a student is
absent from class.
 If a student is absent on a day an
assignment is due and was present when
the assignment was given, that
assignment must be turned in once the
student returns or the late policy will
begin to take effect.
 If a student is absent on the day an
assignment is assigned, the student will
have five school days to turn in the
assignment according to school board
policy before the late policy will begin to
take effect.

What is the impact of these policies and procedures to student learning?

The impact of these policies and procedures to student learning is that they help
a school establish rules and procedure and create standards of quality for learning and safety,
as well as expectations and accountability. Without these, schools would lack the structure
and function necessary to provide the educational needs of students.

Together, policies and procedures provide a roadmap for day-to-day operations. They ensure
compliance with laws and regulations, give guidance for decision-making, and streamline
internal processes
Performance Task 3

My cooperating teacher is my role model in the following virtue.

Cite and give situations on how these virtues are applied?

and peers
to her students
Show kindness

Kind
 My Assessment Task

Choose the letter of the correct answer.

1. Who is expected to act as a role model and serve as a mentor of

student intern?

A. Cooperating teacher
B. Cooperating principal
C. Practicum supervisor
D. Practicum Trainor

2. The cooperating teacher plays a crucial role in ___________.

A. Stating instructional outcome

B. Providing classroom activity
C. Constructing modes of assessment
D. Ensuring the success of the internship program

3. Which are other activities that the CT can provide?

I. Visit other classes at the same level.

II. Got to know other teacher in the level.
III. Get to know the school staff and becomes familiar with the
school resources.
A. I only B. II only C. III only D. I, II and III

4. Which is the most important area where my CT can be of help in

my internship program?

A. Honing my skills as a teacher

B. Ensuring good classroom management
C. Providing a safe and secure learning environment
D. Developing my personal and professional competencies

5. To assess my performance as an intern, my CT shall

__________.

I. Rate my teaching performance

II. Evaluate my personal qualities
III. Assess my communication skill
A. I only B. II only C. III only D. I, II and III
 My Learning Artifacts

A Letter to My Cooperating Teacher

Student teaching has been many of things: fun, hard, busy, crazy, full of
meetings, teary eyes, long days, full moons, happy days, lesson
planning, copying papers, grading, and many memories made.

Thank you for letting me move into your classroom. I know it isn't
always easy having an extra person in your space, following you
around, and going to every meeting with you. Thank you for letting me
in and taking on having a student teacher.

Thank you for letting me meet, teach, and learn to love all of your
students. They might have been shy when they first met me, but after
getting to teach each of our students, I have learned to love each of
them. They have become my own students. They are the students that I
will never forget and always remember years later when I host my first
student teacher in my classroom.

Thank you for showing me the good side of teaching -- seeing our
students learn. Thank you for showing me the bad side too. Everyday
lessons do not go according to plan or will every child behave. Many
people think our job is always happy, playing with kids, but that isn't
the case at all.

Thank you for adopting me as an extra student and coaching me into

becoming the best teacher I can be. You've signed countless attendance
logs, filled out multiple evaluations, and helped me grow as a teacher.

I can't seem to thank you and the school enough. You all will forever be
apart of my heart and I will always be a part of your school community.

Thank you,
Your Student Teacher
What is the impact of this letter to me as a teaching intern?

The impact of this letter to me as a teaching intern is that People like

being appreciated, and if they feel you actually notice the nice thing they
do for you, they’re more likely to give an encore performance. Gratitude
is a virtue every person should cultivate. Yet gratitude means nothing if
you haven’t mastered the art of expressing it. We should use every
opportunity to express to those around us how much we appreciate their
love, support, and generosity. One of the key ways of expressing gratitude
is the thank you note. Unfortunately, many of us today completely
overlook this aspect of etiquette and consequently, break the hearts of
sweet little grandmas everywhere. A thank you letter, or note, is an
expression of appreciation for a thoughtful act, expression, or gift. But the
potential formality of this thought can be intimidating. Many people think
that the wording of a thank you letter has to be perfect, and this causes
so much anxiety that the notes are never sent. Before all the other rules,
just remember that an imperfect letter that comes with heartfelt
sentiment is better than a perfect note that was never written.

What was the reaction of my CT to this letter? (you may ask him/her to
write on the space provided)
 My Scoring Rubric

Indicators Meets Approaching Meets Acceptable Does Not Meet

Standard of Excellence Standard of Standard Acceptable
Excellence Standard

Criteria 4 3 2 1

Performance Task
 Has all the aspects  Has some  Has minimal  No aspect of
of work that aspects of work aspects of work work meets
exceed level of that exceed level that meet level level of
expectation of expectation. of expectation. expectations.
 Shows exemplary  Demonstrates  With some  Has errors
performance solid errors and omissions
performance and MASTERY not and
understanding thorough misconceptio
ns
Assessment Tasks With 5 correct answers With 4 correct With 3 correct With less than 3
answers answers correct answers

Learning Artifacts The piece/s of evidence The piece/s of The piece/s of The piece/s of
of learning is/are evidence of learning evidence of learning evidence of
aligned with learning is/are aligned with is/are aligned with learning is/are
outcomes SOME of the learning ONE of the learning NOT aligned with
outcomes. outcomes. the learning
outcomes.
Creative and The learning tasks are The learning tasks are The learning tasks The learning tasks
Resourcefulness done very creatively done creatively and are done quite are poorly done
and resourcefully. resourcefully. creatively and and need
resourcefully. improvement

Submission of The assigned learning
Requirements tasks are submitted on
or before the deadline
The assigned learning The assigned The assigned
tasks are submitted a learning tasks are learning tasks are
day after the deadline submitted 2 days submitted 3 days
after the deadline or more after the
deadline

MY TOTAL SCORE

__________________________________
Signature of Practicum Supervisor
 Understanding My Learners, Their
Learning Task 5 Strengths, Needs, Interests, and
Experiences
PPST Domain 1 and 6 Domain 1.3. Diversity of Learners

Strands 3.1.1. Demonstrate knowledge and understanding of

differentiated teaching to suit learners; gender, need,
strengths, interest, and experiences.
Program Outcomes 6.2. C Facilitate learning using a wide range of teaching
CM of Teacher methodologies and delivery modes appropriate to
Education
O specific learners and their environments.

CFSAT (Competency 3.B.2 Employ strategies that cater to students learning

Framework for Southeast styles and to elicit active learning
Asian Teachers for 21st
Century)

Desired Learning Outcomes

 Identify the needs, strengths, interest, and experiences of my
learners.
 Demonstrate knowledge and understanding of differentiated
teaching to suit learners; gender, need, strengths, interest, and
experiences.
 Research on one (1) study about the diversity of the learners.

Essential Questions
 What is meant by diversity of learners?
 How do learners differ?
 What differentiated activities must be applied to suit learners
need, strengths, interest, and experiences?

Understandings
Diversity of learners refers to the differences among students
most especially in the way they learn in the variety of processes with
varied outcomes.
 Teachers can facilitate the learning process among diverse
learners by first recognizing and respecting individual differences, then
using the knowledge about students’ differences to design
differentiated learning activities to ensure that all students can attain
desired learning goals. (PPST Domain 3)

Code of Ethics for Professional Teachers, Article VIII Sec. 3

dictates that “Under no circumstance shall a teacher be prejudice nor
discriminatory against any learner.”

Learners’ differences stem from many factors: gender, race,

ethnicity, or cultural background (nationality, province, language)
intellectual abilities, regions sexual preferences and socio economic
status, needs, interests, strengths, and experiences.

 All learners have different ways of thinking, learning, and

absorbing.
 Students’ self-awareness is enhance by diversity.
 Student diversity contribute to cognitive development. It can
also promote harmony.
 Learners are diverse and subjects must be taught differently to
respond to their needs, interest, strengths, and experiences.
 Reach every student at his/her level.
 Assist your students to grow and celebrate success.
 All learners are worthy of respect and dignity.
My Performance Task

Performance Task 1

INFOGRAPHICS ON DIVERSITY OF LEARNERS

 Performance Task 2

There are different learners based on learning modalities. They are

auditory, visual and tactile learners. Site application on how you can
stimulates their strengths, needs and experiences based on their
learning modalities.

Types of Learners based on How shall I stimulate learning

Learning Modalities through their learning
modalities?
If the child is a visual learner,
surround him or her with books.
You’ll notice that even before he
or she can read, your child will be
interested in bright pictures and
the stories they represent. A
visual learner is probably also a
budding artist. To help them
remember information more
Visual clearly, stock up art supplies that
they can use to create visual
representations of what they’re
learning.
I will try recording them reading
the lesson out loud and give
them the audio to listen to later.
When they’re stumped by a new
concept, start a conversation
about it, and let your child work
through the logic of the problem
by talking to you about it. When
they’re trying to memorize
something, suggest making up a
silly song about it. Auditory
Auditory learners are also often intrigued
by word play and language
patterns
 I will add motion to otherwise
sedentary homework sessions
by getting your child a stationary
bicycle or a big, bouncy exercise
ball that they can sit on instead of
a desk chair. We’ve also found at
Whitby that standing desks are a
good way to help fidgety kids
focus more in our classrooms.
You can create one at home by
letting your child work on a
counter or stacking books to
create a workspace that’s higher
than the traditional desk.
Tactile

Performance Task 3

Create a teaching matrix of differentiated teaching based on the

various intelligences of learners.

Intelligences Strategies Application to

my subject area
Word Reading Storytelling
Smart
(Linguistic

Intelligence)
Number Numbers and Make up
Smart abstract patterns analogies
(Logical/Analytical
Intelligence)
People Sharing Give and receive
Smart feedback

(Interpersonal
Intelligence)
Self Individualized Writing a journal
Smart projects entry
(Intrapersonal
Intelligence)
Music Using rhythm Indicate the
Smart rhythmical
(Musical patterns
Intelligence)
Art Spending time Making a collage
Smart outdoors
(Visual-Spatial
Intelligence)
 Body Processing Role play
Smart information

(Bodily/Kinesthetic
Intelligence)

Nature Classifying Attend an outdoor

Smart fieldtrip
(Naturalist
Intelligence)

How do these strategies contribute to my learning? Write a one-liner

statement.

These strategies contribute to my learning in a way that the

concept of learning strategies is very important. More teachers
need to be aware of it and should improve their
students' learning strategies as well as to help them
learn learning strategies in the first place. In today's society,
learning is a cooperative process which includes social
interaction.
 Assessment Tasks
1. Which group of students learns best through music, songs and parodies?

A. Nature Smart
B. Music Smart
C. Self Smart
D. Word Smart
2. Which group of learners finds joy in working with others?

A. Nature Smart
B. Music Smart
C. People Smart
D. Self Smart
3. Which group of learners needs to see the teacher’s body language and
facial expressions to fully understand the lesson?

A. Auditory learners
B. Kinesthetic Learners
C. Tactile Learners
D. Visual Learners
4. Which group of Students learns through hands- on activity like, exploring
the world around them?

A. Auditory learners
B. Kinesthetic Learners
C. Tactile Learners
D. Visual Learners
5. Which group of students learns best through vertical lectures, discussion,
taking things through and listening to what others have to say?

A. Auditory Learners
B. Kinesthetic Learners
C. Tactile Learners
D. Visual Learners
 My Learning Artifacts
Go to the library and get a research abstract on student
diversity.

Title
An Action Research Case Study on Students' Diversity in
the Classroom: Focus on Students' Diverse Learning
Progress

Researcher(s)

Wu, Ruiting & Tu, Yongwei & Wu, Ruijuan & Le, Quynh & Reynolds,
Bronwyn. (2012).

Abstract

Students' diverse learning progress exists in every classroom.

This study aimed to discover what strategies can be used to

deal with students' diverse learning progress in classroom. The

data gathering consisted of two structured interview and

observations. Qualitative approach was utilised to analyse the

data. The study reflected on the practices of addressing

students' diverse learning progress and made an action plan for

improving primary school teaching. The findings from this

study have the potential to enrich the teaching approaches in

both primary and secondary schools.

 My Scoring Rubric

INDICATORS Meets Approaching Meets Does Not Meet

Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Performance Has all the Has some aspects Has minimal No aspect of
Task aspects of work of work that aspects of work work meets level
that exceed exceed level of that meet level of expectations
level of expectation of expectation
expectations
Demonstrates With some Has errors,
Shows solid performance errors and omissions and
exemplary andunderstanding MASTERY is not misconceptions
performance thorough
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Task answers ansers answer correct answer
Learning The Piece/s The piece/s of The piece/s of The piece/s of
Artifacts Of evidence evidence of evidence of evidence of
Of learning is/
learning is/ are learning is/ are learning is/ are
are aligned aligned with aligned with NOT aligned with
with learningSOME of the ONE of the the learning
outcomes learning learning outcomes.
outcomes. outcomes.
Creativity and The learning The learning tasks The learning The learning
Resourcefulness tasks are done are done tasks are done tasks are poorly
very creatively creatively and quite creatively done and need
and resourcefully. and improvement.
resourcefully resourcefully.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks learning tasks are learning tasks learning tasks
are submitted submitted a day are submitted 2 are submitted 3
on or before after the deadline. days after the days or more
the deadline. deadline. after the
deadline.
MY TOTAL SCORE

________________________________

Signature of Practicum Supervisor

Learning Task 6 Managing My Classroom Structure and Routines

PPST Domain 1 and 6 Domain 2. Learning Environment

Strands 2.6.1 Demonstrate positive and non violent discipline in the management
of learner behavior

Program Outcomes 6.2.C Facilitate learning using a wide range of teaching methodologies
and
Of Teacher Education delivery modes appropriate to specific learners and their environment.

CFSAT 2.D.2 Promote a caring and learning environment

Competency Framework 2.D. 6 Maintain a collaborative learning
for Southeast Asian 3. B. 8 Manage classroom environment activities
Teachers for the
21st Century

Desired Learning Outcomes

 Identify classroom structure / routines

 Discuss the importance of good classroom structure / routine in class
 Design effective classroom management routines
 Demonstrate positive and non- violent discipline in the management of learner’s
behavior.

Essential Questions

 What is the importance of having an organized and systematic classroom structure and
routines?
 As a teaching intern. What classroom routine shall you establish to ensure a positive and
non- violent disciplineway of managing learners’ behavior?

Understanding

- A classroom routine is simply a well rehea06rsed response to a teacher’s directive. It is

one of the teacher’s primary labor- saving devices.
- One way to become an effective teacher is to provide s structure in the classroom. A very
structured learning environment provides many benefits for the teacher and the learners.
As structures classroom translates to a positive safe and secure classroom. Learners enjoy
learning in a very safe, friendly and non- threatening environment.

TIPS FOR PROVING STRUCTURE IN THE CLASSROOM (www. Throughtco.com)

1. Rules and expectations must be set on the first day.

2. Set high expectations. Explain its importance.
3. Hold students accountable for their actions in all areas of life.
4. Keep your rules simple.
5. Be prepared to adjust. It is essential to understand that every class and every
learner isunique.
6. Be the primary model for your students when it comes to classroom structure.
7. Be prepared and organized for the class each day.
8. Build a good reputation / image. This become easier with experience.
My Performance Tasks

Performance Task 1 Observe your teacher. Take down some important notes on how he/ she
manages his/ her class. What are his/ her positive and non- violent disciplinary practices in the
management of learner behavior?

Observation Log

Name of Cooperating Teacher ___Rosalie P. Gillesania___________

Date __February 4, 2019________________
Time ____8:30 am - 9:30 am_____________
Subject ________Science 10____ ____

 Begin Class on Time

Class begins even before the bell rings. Maam Rosalie greet students at
the door, the class period gets off to a good start. Greeting students at
the door with positive verbal or non-verbal interactions can improve
student engagement and motivation. A teacher who greets students at
the door can remind them of the time when learning will begin.

 Collecting Work
Collecting work, particularly homework, at the door as students enter
the class

Having a specific colored folder in a designated location where

students are responsible for turning in their homework before class
begins.

 Ending the Class Efficiently

At the end of each lesson, the room should also be reset to its original
formation, especially if the classroom is shared with another teacher.
For example, if the lesson required students to move around and
desks rearranged for group work, the room should be set up for the
next period.
Performance Task 2 Take some photograph of Classroom structure / design that creates a
positive classroom atmosphere.
Performance Task 3

What is the impact of these classroom routines to students’ learning?

The impact of these classroom routines to students’ learning is that These routines
help maintain order and also help the kids stay calm. If there is a set activity for every
part of the day, you will be able to focus more on your teaching and less on giving
instructions and generally controlling the class. This is just one of many reason
routines are important for teachers.

Routines are an important part of any child's life because they help children develop
a sense of stability and order as well as give children the information and experiences
necessary to complete tasks with increasing independence.
 My Assessment Tasks
Encircle the letter of the correct answer.

1. Which terms refers to are established ways of managing a classroom to ensure on organized
and systematic structure?

A. Classroom Discipline
B. Classroom Management
C. Classroom Routines
D. Positive Discipline

2. When is the best time to establish classroom routines?

A. At the start of the school year

B. At the start of each class
C. During class discussion
D. At the end of the year

3. these things can be routinized EXCEPT_____________.

A. Passing of papers/ books

B. Checking of attendance
C. Going in and out of the classroom
D. Designing bulletin boards

4. which is the best way to minimize a noisy learner in class?

A. Stop him/ her

B. Ignore him/ her
C. Request him or her to go to the room
D. Talk to him/ her personally.

5. which is the best way to know why a learner is always absent in class?

A. Look at his/ her Facebook account.

B. Write a letter to the parent
C. Call the parent/ guardian
D. Report to the Guidance Councilor
 My Learning Artifacts
Conduct an interview among students. Ask them why positive
and non-violent discipline is effective in the management of learner behavior.

There are no bad kids, just bad behavior: this is the idea
behind positive discipline. Positive discipline is
a discipline model that focuses on positive aspects of
behavior. ... Positive discipline teaches children to
become responsible and respectful members of their
communities.

Maricar Sarino

Children need limits: they’re growing and learning about

the world and they need to learn what is acceptable
behavior at home, at school, and in their community. But
boundaries also make children feel secure. If parents let
children do whatever they want, children don’t feel
adequately protected or loved; they have low self-
control, get frustrated easily, and have difficulty with
responsibility. They need a safe space to learn and make
mistakes and learn about this world.

Kyle Daniel Fredeluces

Research has shown that children are born with the

need to connect with others, and children that feel a
connection with their family, school, and community
are less likely to misbehave. And to be successful
members of their community, children need to learn
appropriate social and life skills. Positive discipline
helps teach these skills.

Jupiter Cabanas
 My Scoring Rubric

INDICATORS Meets Standard of Approaching Meets Acceptable Does Not Meet

Excellence Standard of Standard Acceptable Standard
Excellence
4 3 2 1
CRITERIA

Performance Task
 Has all the  Has some  Has a minimal  No aspects of
aspects of aspects of aspects of work that
work that work that work that exceed level of
exceed exceed exceed level of expectation
level of level of expectation
 Has errors,
expectation
.
expectation
.
 With some omissions and
errors and misconception
 Shows  Demonstrat MASTERY is s
exemplary es solid not thorough
performanc performanc
e e and
understandi
ng

Assessment Task With 5 correct With 4 correct With 3 correct answers With less than 3
answers answers correct answers

Learning Artifacts The piece/s of The piece/s of The piece/s of The piece/s of
evidence of evidence of evidence of learning evidence of learning
learning is/are learning is/are is/are aligned with ONE is/are NOT aligned with
aligned with aligned with SOME of the learning the learning outcomes.
learning outcomes. of the learning outcomes.
outcomes.

Creativity and The learning tasks The learning tasks The learning tasks are The learning tasks are
Resourcefulness are done very are done creatively done quite creatively poorly done and need
creatively and and resourcefully. and resourcefully. improvement.
resourcefully.

Submission of The assigned The assigned The assigned learning The assigned learning
Requirements learning tasks are learning tasks are tasks are submitted 2 tasks are submitted 3
submitted on or submitted a day days after the deadline. days or more after the
before the deadline. after the deadline. deadline.

MY TOTAL SCORE

______________________________

Signature of Practicum Supervisor

Formulating My Classroom Rules
Learning Environment
2.2.1 Demonstrate understanding of learning environments that promote fairness,
respect and care to encourage learning

2.5.1 Demonstrate understanding of learning environments that motivate the

learners to work productively by assuming responsibility for their own learning.

2. D.2 Promote a caring and learning- friendly learning environment

2. D.5 Respect diversity of learners

2. D.6 Maintain a collaborative learning environment

Desired Learning Outcomes

 Discuss the importance of classroom rules

 Give the important things to remember in formulating classroom rules.
 Cite positive and non-violent ways of solving misdemeanors in class.
 Demonstrate understanding of learning environments that promote
fairness, respect and care to encourage learning
 Demonstrate knowledge of learning environments that motivate learners to
work productively by assuming responsibility for their own learning.

Essential Questions
 Why are classroom rules important?
 What are the important things to consider in formulating classrooms rules?
 What classrooms rules are you going to formulate to ensure fairness,
respect and care among the students?
 What must teacher do to motivate learners to work productively and to
make them responsible for their own learning?

Understandings
How to create classrooms rules?
R - must be KNOWN by everyone
-must be EASY to UNDERSTAND.
U - focus on the POSITIVE.
-are PRECISE.
L - must be definable.
- must be CONSISTENTLY IMPLEMENTED.
E - must be definable.
-must be enforceable.
S - must be expansive.
- must be strategically posted in the classroom.
My Performance Tasks
Performance Task 1 Conduct an interview with a learner, a teacher and an
administrator and ask them why rules are important.

The law is important for a society for it serves as a norm of

conduct for citizens. ... The law is important because it acts
as a guideline as to what is accepted insociety. Without it
there would be conflicts between social groups and
communities. It is pivotal that we follow them.

Mariela Mendoza
_____________

Rules are important because they tend to protect the

weaker class in the society as they might be disadvantaged
if rules are broken. When rules are used in the right way
they provide a stable environment and human co-existent in
a country, which leads to peace and development.

Diosamin M Tapay
________________

Protect our general safety, and ensure our rights as

citizens against abuses by other people, by organizations,
and by the government itself. We have laws to help
provide for our general safety. These exist at the local,
state and national levels, and include things
like: Laws about food safety.

Febelyn M. Eramis
________________
Performance Task 2

Interview your Cooperating Teacher and ask his/her the Rules which
he/she formulated in his/her classes to create an atmosphere of
fairness, respect and care?

Arrive on time.

Raise your hand before speaking.

Listen to others and participate in class discussions.

Use the pencil sharpener during noninstructional time.

Stay on task.

Do your assignments.

Bring materials and have them ready.

Listen to directions.

Cooperate with your group.

Pick up after yourself.

Leave other people's materials alone.

Do not interrupt other students' learning.

Keep hands, feet and objects to yourself.

Keep your hands clean and take care of personal hygiene in the

rest room during breaks.

No vandalism. Don't write or carve on your desk or school property.

Signature of Cooperating Teacher

Performance Task 3
Formulate your CLASSROOM RULES to ensure better
classroom discipline.

CLASSROOM RULES

 Be on time at the beginning of the day and after lunch or recess

breaks.

 Come prepared with supplies and completed homework.

 Be kind, polite, and courteous to others.

 Keep your hands and feet to yourself.

 Be respectful of classmates, teachers, and property.

 Listen to the teacher and classmates, and follow directions.

 Work hard, and always do your best.

 Be safe!

 Raise your hand when you would like to speak in class or if you

need to leave the classroom for any reason (e.g., going to the

bathroom, visiting the nurse, etc.)

 Obey all school rules

Performance Task 4
Complete the matrix and cite positive and non-violent ways
of solving the following misdemeanors in class.

Situations Positive and Non-Violent

Ways of Solving
Misdemeanor
Make sure your trash cans have lids that
Littering in class can be securely fastened or use bungee
cords to hold them in place

Help yourself manage negative feelings by

Unruly behavior of learners reflecting on a past situation in your life
where a similar conflict occurred

Give a choice, but be sure both

Non-submission of alternatives are acceptable to you. “You
assignments may practice now or wait until after
dinner. Which do you prefer? Not
practicing is not an option.

Set Clear Expectations. Make it clear right

Tardiness up front that prompt attendance is expected
of them during their education. .

Communicate attendance expectations.

Absences

Build talk time into your lessons. Giving

Too much talking your students a chance to talk is a great way
to cut down on chatting when you don't
want it

Increase the volume of your voice through

Lack focus/attention the use of microphones and classroom
amplifiers
 My Assessment Tasks
Choose the letter of the correct answer.
1. Why it is important to formulate rules in the classroom?

A. To avoid accidents
B. To avoid chaos in the classroom
C. To prevent students from doing unnecessary task
D. To ensure harmonious relationships between the teacher
and students
2. Which is the first line of defense against misbehavior in class?

A. Class schedule
B. Class program
C. Classroom rules
D. Classrooms routines
3. Which is the best time to formulate classroom rules?

A. As the needs arise

B. At the end of the year
C. At the start of the year
D. Separate him/her from the class
4. When a learner misbehaves, the first thing to do is_______.

A. seek others help

B. stare at him/her
C. speak to him/her personally
D. Separate him/her from the class
5. Rules must be consistently implemented_________.

A. for everyone to see

B. for everyone to enjoy

C. for everyone to follow/comply

D. for everyone to know that they are important

 My Learning Artifacts

Take snapshots of Classroom Rules displayed in bulletin boards or

around the school campus.

What is the importance of these rules to students’

learning?
The importance of these rules to students’ learning is that it
teaches the children discipline and self-control. Rules and
structure are also important in the classroom because they
will eliminate stress.
 My Scoring Rubric

INDICATORS Meets Standard of Approaching Standard Meets Acceptable Does Not Meet
Excellence of Excellence Standard Acceptable
Standard
4 3 2 1
CRITERIA

Performance
Task
 Has all the  Has some  Has a minimal  No
aspects of aspects of work aspects of aspects of
work that that meet level work that work that
meet level of expectation. meet level of meet level
of
 Demonstrates
expectation of
expectatio
n.
solid  With some
expectati
on
performance errors and
 Shows and MASTERY is  Has errors,
exemplary understanding not thorough omissions
performanc and
e misconce
ptions

Assessment Task With 5 correct With 4 correct answers With 3 correct With less than 3
answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of evidence of learning evidence of learning evidence of
learning is/are is/are aligned with is/are aligned with learning is/are
aligned with SOME of the learning ONE of the learning NOT aligned with
learning outcomes. outcomes. outcomes. the learning
outcomes.

Creativity and The learning tasks The learning tasks are The learning tasks are The learning tasks
Resourcefulness are done very done creatively and done quite creatively are poorly done
creatively and resourcefully. and resourcefully. and need
resourcefully. improvement.

Submission of The assigned The assigned learning The assigned The assigned
Requirements learning tasks are tasks are submitted a learning tasks are learning tasks are
submitted on or day after the deadline. submitted 2 days submitted 3 days
before the after the deadline. or more after the
deadline. deadline.

MY TOTAL SCORE
Learning Task 8
Writing My First Learning PLAN
Curriculum and Planning
PPST Domain 4
4.1.1 Prepare developmentally sequenced teaching and learning process
to meet curriculum requirements.

4.2.1 Identify learning outcomes that are aligned with learning

Strands competencies.

6.2.f Demonstrate a variety of thinking skills in planning, monitoring,

assessing, and reporting learning processes and outcomes
Program Outcomes of
Teacher Education

3.B.1 Acquire mastery of subject matter

3.B.3 Communicate at learners’ level

3.B.8 Manage classroom activities

CFSAT 4.C.3 Prepare lesson plan based on syllabus and time frame
Competency
Framework for Southeast Asian
4.C.4 Consider diversity of learners in preparing lesson plans
Teacher for the 21st Century
4.C.5 Select the right methodologies according to subjects and learners’
level

Desired Learning Outcomes

 Identify learning outcomes that are aligned with learning competencies.
 Prepare developmentally sequenced teaching and learning process to meet
curriculum requirements.

Essential Questions
 What are the important considerations in preparing a developmentally sequenced
teaching and learning?
 When do we say that learning outcomes are aligned with learning competencies
to meet curriculum requirements?

Understandings
Lesson Plan/Learning Plan is the blueprint of the daily activities in the teaching-
learning process.

 It guides the teacher on the instructional activities he/she will implement in the
class.
 This is an important component in the instructional process.
 This will help teachers become systematic and organized and on track/ on task
while teaching.
 This will aid the teachers to teach MORE and DO MORE and will help her/his learners
attain the outcomes set for the day.
 This will help the teachers plan differentiated activities to cater diverse types of
learners.
 This gives a sense of direction in relation to the curriculum map and teaching
guides prepared for the subject.
 It also serves as practical and useful basis for future plans.
  It gives the teacher more confidence in carrying out the daily tasks.

Parts of the Daily Lesson Plan (DLP Dep Ed 42.s.2016)

I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures:
A. Before the lesson – Opening of the lesson
 conduct/review of the previous lesson
 clarify concepts of the previous lessons
 introduce the connection of the new and past lesson
 state the new lesson objectives
 check background knowledge of the learners
- connect lesson to what is already known
- get learners’ interest in the new lesson, to start up and warm up
activities
- provides the learners opportunity to ask questions about the
lessons
B. The Lesson Proper – Middle or main part of the lesson
- explain, model, demonstrate and illustrate concepts, ideas, skills
and processes for learners to internalize the lesson
- convey new information to the learner
- provide feedback
- regularly check for learners’ understanding
C. After the Lesson – Closing or end of the lesson
- do wrap-up activities
- provide summary of the lesson or ask students to summarize the
key concepts and activities
- reinforce what the teacher has taught and what the learners
have completed

Note: Assessment Methods are integrated in the DLP to regularly check the understanding
of the lesson
- Formative Assessment to be done before, during or after the
lesson.
V. Assignment (OPTIONAL) – It should be related to the lesson. It should allow
learners to master what was learned.
N.B Read Dep Ed Order 329 s. 2010

VI. Remarks
- This is to document specific instances that result in the
continuation of the lesson in case of :
- re-teaching
- insufficient time
- transfer of lesson to the following day as a result of class
suspension
VII. Reflection (to be filled out after the lesson by the teacher intern)
- To write parts of the lesson that went well or the parts that were
weak, and write briefly about it/them
- To share their thoughts and feelings about the lesson that were
successfully implemented, need improvement or could be
adjusted in the future
 - To talk also to the learners who did not do well or those who
need help

The Daily Lesson Log (DLL)

It is a template teachers use to log parts of their daily lesson.

Teachers who have been in the service for at least one (1) year, handling learning
areas with available LMS and TGs provided by the DepEd shall not be required to write the
DLP instead they shall be required to fill out a weekly Daily Lesson Log (DLL).

My Performance Tasks
Performance Task 1 Request a sample lesson plan or a Daily Learning Plan from your CT.
Study each part carefully. Paste it here.
Question: Is the learning plan developmentally sequenced to meet curriculum
requirements? Explain.

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
_____________________

Insights on the Daily Learning Plan

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
__________________________________________

What is the impact of this to me as a teaching intern?

______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
__________________________________________
Performance Task 2 Make your Daily Learning Plan (DLP) outline using the given
template. Prepare a developmentally sequenced Learning Plan
with learning outcomes aligned with the learning competencies.

Subject Area:

TOPIC/Learning Content:

Learning Competencies

Learning Outcomes What to attain or realize?

Content Standards

Performance Standards

Learning Resources What to use?

Procedures What to do?

Before the lesson

The lesson proper

After the lesson

Performance Task 3 Write your Daily Learning Plan (DLP). Get your topic/content from
your Cooperating Teacher. Follow the DLP format. Write your plan
on the space provided.
My Assessment Tasks
Encircle the letter of the correct answer.

1. Which is the blueprint of the daily instructional activities of the teacher?

A. Learning Plan
B. Learning Content
C. Learning Procedures
D. Learning Materials

1. Which refers to the materials used to enrich classroom instruction?

A. Learning Plan
B. Learning Procedures
C. Learning Content
D. Learning Resources

2. Which can be given as an optional activity to reinforce students’ learning?

A. Art work
B. Activities
C. Assignment
D. assessment

3. Why is Learning Plan important?

A. It keeps teachers on cue.
B. It is a requirement of the profession.
C. It enables the teachers to do what is next.
D. It guides the teachers in her/his daily activities.

4. Which plan is used by teachers who are new in the service or those who have less
than a year of teaching experience?

A. Daily Lesson Log

B. Daily Lesson Plan
C. Detailed Lesson Plan
D. Daily Learning Activities

5. Which assessment task is aligned to this competency: “Identify a classroom routine?

A. Is classroom routine necessary for class order and discipline?
B. Give an example of a classroom routine.
C. What is meant by classroom routine?
D. What is a disadvantage of a classroom routine?
 My Learning Artifact(s)
Request three (3) samples of Learning Plans from Various schools with
different formats. You may also wish to surf the net for some samples.
Acknowledge the source.
My Learning Artifact(s)
My Learning Artifact(s)
 My Scoring Rubrics
Meets Approaching Meets Does Not Meet
INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1

Performance  Has all the  Has some  Has minimal  No aspect of

Task aspects of aspects of work aspects of work meets
work that that exceed work that meet level of
exceed level of level of the level of expectation.
expectation. expectation. expectation.  Has errors,
 Shows  Demonstrates  With some omissions and
excemplary solid errors and misconceptions.
performance performance mastery is not
and thorough
understanding.
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Task answers answers answers correct answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Atrtifacts learning learning learning learning evidence
evidence is/are evidence is/are evidence is/are is/are NOT
aligned with aligned with aligned with aligned with the
learning SOME of the ONE of the learning
outcomes. learning learning outcomes.
outcomes. outcomes.
Creativity and The learning The learning The learning The learning
Resource tasks are done tasks are done tasks are done tasks are done
Fullness very creatively creatively and qiute creatively poorly creatively
and resourcefully. and and resourcefully.
resourcefully. resourcefully.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks learning tasks learning tasks learning tasks are
are submitted on are submitted a are submitted 2 submitted 3 days
or before the day after the days after the or more after the
deadline. deadline. deadline. deadline.
MY TOTAL SCORE

________________________
Signature of Practicum Supervisor

67
 Learning Task 9 Seeking Advice from
MY CT to Enrich
PPST Domain 4
My Teaching Practice
Curriculum and Planning
4.4.1 Seek advice concerning strategies
Strands
that can enrich teaching practice.
Seeking Advice from MY CT to Enrich
My Teaching Practice
Curriculum and Planning
4.4.1 Seek advice concerning strategies that can enrich teaching practice.

Desired Learning Outcomes

 Seek advice from my CT concerning strategies that can enrich

teaching practice
 Apply the tips given by the CTT regarding the Learning Plan and its
effective implementation
Essential Questions
 Why is there a need to seek advice from your CT and experienced
teachers?
 What were your areas of strength? Areas for improvement?
 What other innovations may be explored to enrich teaching
practice?
 Understanding
Seeking advice from seasoned and experienced teachers will hone the
personal and professional competencies of new teachers. This can provide
support to simplify complicated problems and clarify doubts as regards the
implementation of the teaching-learning process. The benefits of seeking
advice …
 To attain new information and gain new perspectives;
 To assess the options, you have chosen;
 To increase the likelikood of attaining your outcomes;
 To help see positive outcomes of your actions;
 To encourage you to do more;
 To confirm what is good; and
 To appreciate the values, ideas and thoughts of others.
 My Performance Tasks
Performance Task 1 Reflecton your areas of strength and areas of
improvement.
Complete the matrix below.

Areas of strength Plans for further areas of growth

Areas for Improvement My Plans of Action

69
Performance Task 1 After several weeks/months of internship, seek advice
from seasoned/experienced teachers or from your CT, in
the areas of improvement in the delivery of instruction.
AREAS WHAT TO DO
Performance Task 3 Get three (3) topics from your subject area. List them down. Seek
advice from your CT on what strategies may still be employed.

My CT’s
Learning Content My Strategies Advice/suggestions

1.

2.
 3.

My Assessment Task
Encircle the letter of the correct answer.

1. Which is the best time to seek advice from one’s CT?

A. When in doubt
B. When in trouble
C. When confronted by someone
D. When all options don’t work

2. In which areas may advice be sought?

I. Delivery of lesson
II. Stating Outcomes
III. Modes of Assessment
A. I B. II C. III D. I, II and III

3. When seeking for advice, it is also best to _______.

I. Ask for feedback
II. Ask for decisions
 III. Ask for better options
A. I B. II C. III D. I, II and III

4. As a younger or less experienced person, help or advice especially on work or

school related issues over a period of time, you are given advice by a ______.
A. Coach
B. Friend
C. Mentor
D. Supporter

5. After seeking advice from others, it is best to _______.

A. Ask questions
B. Make the best decision
C. Remain silent at times
D. Arrange for another schedule.
My Learning Artifacts
Write an essay about your MENTOR in life? What pieces of advice were given by
your mentor to help you develop your personal and professional competencies?
 My Scoring Rubric
Meets standard of Approaching standard of Meets Acceptable Does not meet
INDICATORS Excellence excellence Standard acceptable
standard

CRITERIA 4 3 2 1
Performance Tasks  Has all the aspects of  Has some aspects of  Has minimal  No aspect of
work that exceed work that exceed aspects of work work meets
level of expectation level of expectation. that meet level level of
 Shows exemplary  Demonstrates solid of expectation. expectations.
performance performance and  With some  Has errors,
understanding errors and omissions, and
MASTERY is not misconception
thorough s.

Assessment With 5 correct answers? With 4 correct answers? With 3 correct With less than 3
Tasks answers? correct answers?
Learning Artifacts The piece/s of evidence The piece/s of evidence The piece/s of The piece/s of
of learning is/are aligned of learning is/are aligned evidence of learning evidence of
with learning outcomes with SOME of the is/are aligned with learning is/are NOT
learning outcomes ONE of the learning aligned with the
outcomes learning outcomes

Creativity and The Learning tasks are The Learning tasks are The Learning tasks The Learning tasks
Resource-fullness done very creatively and done creatively and are done quite are poorly done
resourcefully. resourcefully. creatively and and needs
resourcefully. improvement.
Submission of The assigned learning The assigned learning The assigned The assigned
requirement tasks are submitted on or tasks are submitted a day learning tasks are learning tasks are
before the deadline. after the deadline. submitted 2 days submitted 3 days or
after the deadline. more after the
deadline.

My total score

Signature of Practicum Supervisor

Learning Task 10 Visiting the School’s
Learning
Resource Center
PPST Domain 4 Curriculum and Planning
4.5.1 Show skills in the selection, development and using a
variety of teaching and learning resource including ICT to
Strands address learning goals.

Program Outcomes of 6.2.d Develop innovate curricula , instructional plans, teaching

Teacher Education approaches, and resources for diverse learners

4.C.6 Determine appropriate learning resources available for teaching

CFSAT Competency and leaning
Framework for Southeast 6.E.1 Acquire knowledge and skills in the use of teaching and learning
Asian Teacher for the 21st resources
Century 6.E.2 Develop teaching and learning resources appropriate for the
lesson
6.E.3 Utilize appropriate teaching and learning resources for the
lesson
6.E.4 Integrate use of ICT in teaching and learning

Desired Learning Outcomes

 Visit the school’s learning resource
 Show skills in the selection, development and use of a variety of teaching and
learning resources including ICT to address learning goals
 Choose ICT Materials available to enrich classroom instruction

Essential Questions
 What is a Learning Resource Center?
 Why is a Learning Resource Center important in teaching and Learning?
 Understanding
A learning Resource Center is a school facility which contains teaching-learning
materials which the teachers use to enrich classroom instruction.

The Learning Resource Center contains print, non-print and electronic materials.
The purpose of this facility is to enhance the learning experiences of the learner and the
teachers in any educational sector. Each teacher needs a wide range of instructional tools
to support and enrich student learnings. Teachers use a wide array of teaching resources
to make the instructional process more stimulating and exciting.

The resource materials used are aligned with the curriculum to ensure that
outcomes are attained. The Learning Resource Center has instructional space to
encourage students to perform some activities and to make learning more meaningful.

My Performance Tasks
Performance Task 1
 Visit the school’s learning resource center. Select
the resource materials you can use to enrich ONE
of the lessons assigned for you to TEACH.

Resource Materials in LRC How/Where will I use this?

Printed Materials

Non-Printed Materials

Electronic Materials
Performance Task 2
Create a PowerPoint presentation for your lesson. Paste the printed
presentation on the space given below.
Performance Task 2

Performance Task 3
A. Write a reflective narrative why you need to use learning
resource materials in your teaching.

B. How did my cooperating teacher rate the instructional

materials I prepared in the classroom. Use the scale given below:
5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Fair
1 Needs Improvement
Are my instructional materials 5 4 3 2 1
1. appropriate to the development of
the learners?
2. aligned with the learning outcomes?
3. easy to prepare?
4. durable/sturdy?
5. appealing to the learners?
6. highly interactive?
7. colorful?
8. easy to manipulate?
9. practical/useful?
10. not very expensive/economical?

Total Score: Average

(Total Score/10

My Assessment Tasks
Encircle the letter of the correct answer.
1. Which school facility contains instructional materials for enhancing
the teaching-learning process?
A. Learning Materials Center
B. Learning Kits Corner
C. Learning Log Template
D. Learning Resource Center
2. Books, magazines, journals, manuals are examples of _______.
A. printed materials
B. non-printed materials
C. electronic materials
D. supplementary materials

3. Dioramas, models, realia are examples of _______

A. printed materials
B. non-printed materials
C. electronic materials
D. supplementary materials

4. If the intended materials are not available, which materials may be

used?
 A. Printed materials
B. Non-printed materials
C. Electronic materials
D. Improvised materials

5. The instructional materials selected must be ________________.

A. SMART
B. varied
C. in 3 domains
D. aligned with the outcomes
My Learning Artifacts
Take a picture of the School’s Learning Resource Center

What is the impact of The Learning Resource center to student’s learning?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 My Scoring Rubric

CRITERIA 4 3 2 1
Performance Has all the Has some the Has minimal No aspect of work
Task aspects of work aspects of work aspects of meets level of
that exceed that exceed level
work that meet expectation.
level of of expectation. level of Has errors,
expectation. expectation. omissions and
Demonstrate With some misconceptions.
Shows solid error and
exemplary performance and MASTERY is
performance understanding not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Task answers. answers. answers. correct answers.
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/are learning is/are learning is/are learning is/are
aligned with aligned with aligned with NOT aligned with
learning SOME of ONE of the learning
outcomes. learning learning outcomes.
outcomes. outcomes.
Creativity and The learning The learning The learning The learning tasks
Resourcefulness tasks are done tasks are done tasks are are poorly done
very creatively very creatively submitted 2 and need
and and days after the improvement.
respectfully. resourcefully. deadline.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks learning tasks learning tasks learning tasks are
are submitted are submitted a are submitted submitted 3 days
on or before the day after the 2 days after the or more after the
deadline. deadline. deadline. deadline.
MY TOTAL SCORE

_________________________________

Signature of Practicum Supervisor

Creating Instructional Materials

Learning Task 11
Content Knowledge and Pedagogy
1.3.1 Show skills in the positive use of ICT to facilitate the
teaching and learning process
PPST Domain 1

STRANDS

Program Outcomes of Teacher

Education

CFSAT Competence Franework

for Southeast Asian Teacher for
the 21st Century

Desire Learning Outcomes

 Prepare Powerpoint presentation aligned with the learning outcomes

 Shows skills in the positive use of ICT to facilitate the teaching and learning process.

Essential Questions

 What are instructional materials?

 Why are instructional materials needed in the teaching-learning process?

Understanding

Instructional materials are tools used in instructional activities. They may either be print, non-print
or electronic materials.

The positive use of information Communication Technology (ICT) facilitates the teaching-learning
process. Educational ICT tools can be divided into three (3) categories input source. Output source or
others.

Researchers have shown that the use of ICT contributes to improve teaching methods strategies.

Advantages of the use of ICT in Education

- Improves learners’ concentration and retention

- Ensures comprehension of complex instructions
- Creates interactive classes and lessons are more enjoyable and entertaining

Disadvantages of ICT tools in Education

- Very costly
- Can be very troublesome in setting up the device
- Very difficult for teacher to use due to lack of experience/expertise
Source: elmoglobal.com

My Performance Task
 Performance Task 1 List down (10) topics in your content area and search
material which you can use from www.slideshare.net

Topics Possible slide share lessons

The 10 Essentials ICT TOOLS

 Google groups  Jamuse, Mussewory

 Blogs  Google Maps
 Google docs  Virtual Earth
 Slide share  Book Marking
 Wikis  Free mind

Source: http://www.slideshare.net.ICT_Advisor ICT toolsppt

 Surf more on ICT in Education. Take down notes and
Performance Task 2 write them here/ or print and attach them on these pages.
Performance Task 3 Surf on the present status on ICT Education in the Philippines.
Take down notes and write your insights on this page.

My Assessment Task
Encircle the letter of the correct answer.
1. What must be the number 1 consideration in preparing your instructional
materials?
A. The learners
B. The cost
C. The learning content
D. The objectives
2. You prepared a PowerPoint presentation on verbs for your English class
however there was a power cut off. Which should you do?
A. Go to another lesson
B. Use the available materials in class
C. Borrow learning materials from another teacher.
D. Give a seatwork instead
3. Ms. Rufo is teaching in a multi-grade class. What materials must she employ?
A. Less-costly Materials
B. Electronic Materials
C. Differentiated materials
D. Commercial-made materials
4. What is one of the disadvantages of using ICT in education among senior
teachers?
A. It is costly.
B. It is complicated.
C. It is very troublesome.
D. It is difficult to use due to lack of expertise.
5. What does research show on the use of ICT?
A. It is easy to use.
B. It is accessible.
C. It is costly.
D. It ensures interactive classes.

My Learning Artifact(s)
My Scoring Rubric
 Performance Has all the Has some the Has minimal No aspect of work
Task aspects of work aspects of work aspects of meets level of
that exceed that exceed level
work that meet expectation.
level of of expectation. level of Has errors,
expectation. expectation. omissions and
Demonstrate With some misconceptions.
Shows solid error and
exemplary performance and MASTERY is
performance understanding not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Task answers. answers. answers. correct answers.
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of
learning is/are learning is/are learning is/are learning is/are
aligned with aligned with aligned with NOT aligned with
learning SOME of ONE of the learning
outcomes. learning learning outcomes.
outcomes. outcomes.
Creativity and The learning The learning The learning The learning tasks
Resourcefulness tasks are done tasks are done tasks are are poorly done
very creatively very creatively submitted 2 and need
and and days after the improvement.
respectfully. resourcefully. deadline.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks learning tasks learning tasks learning tasks are
are submitted are submitted a are submitted submitted 3 days
on or before the day after the 2 days after the or more after the
deadline. deadline. deadline. deadline.
MY TOTAL SCORE
_________________________________

Signature of Practicum Supervisor

Utilizing Various Teaching Strategies to

Learning Task 12 Promote higher order Thinking Skills
Content Knowledge and Pedagogy

1.3.1 Demonstrate content knowledge and its application within and/or across
PPST Domain 12

STRANDS

Program Outcomes of
Teacher Education

CFSAT Competence
Franework for Southeast
Asian Teacher for the 21st
Century

Desired Learning Outcomes

 Apply teaching strategies that develop critical and creative thinking and/or
other higher order thinking skills.
 Demonstrate content knowledge and its application within and/or across
curriculum teaching areas
 Demonstrate an understanding of the range of verbal and non-verbal
classroom communication strategies that support learner understanding,
participation, engagement and achievement.

Essential Questions
 What are teaching strategies?
 What is integrative learning?
 What are higher order thinking skills?
 What are the verbal and non-verbal communication strategies?
Understandings
Teaching strategies are ways and means by which you implement a method. These are
used to help the students to achieve the desired learning outcomes by learning the
desired course content.

Integrating Learning helps the students make connections and relevance

between and among subjects. It allows the learners to engage in purposeful, relevant
learning. It encourages the learners to see the interrelationships between the curriculum
areas rather than focusing in isolated curriculum areas.
According to Pigdon and Wolley (1992) in an integrated curriculum, all activities
contain opportunities for learners to learn more about content through purposeful
activities.

Higher-Order Thinking Skills

Higher order thinking skills known as HOTS imply that some types of learning
require higher cognitive processes than others. Skills in analyzing, evaluating and
creating are thoughts of higher order than learning facts or concepts.

(Source: https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Blooms-Taxonomy-650x366.jpg)
Verbal and Non-verbal communication

Verbal communication is the use of words in expressing one’s feelings and ideas.

Non-verbal communication includes the use of body language, gestures, facial

expressions, eye contact and posture.
The use of verbal and non-verbal communication strategies is the first step in
enhancing communication and nurturing relationships which are vital in the teaching-
learning process.
Strong communication skills are very important in the instructional process.

Learning Task 12 – Utilizing Various Teaching Strategies to Promote Higher order Thinking Skills 91

My Performance Tasks

Performance Task 1
Get the topic you are assigned to teach. Write down how you
TOPICknowledge within or across curriculum
can apply the content
teaching areas. Use the curriculum web to indicate your
proposed integration. Indicate the subjects in the circles and
how you will do it.

___________

Perform
Write higher-order thinking questions that you used in the discussion of the context.
Content/Topic Questions

Learning Task 12 – Utilizing Various Teaching Strategies to Promote Higher order Thinking Skills 93
Performance Task 3 A.) Enumerate the non-verbal cues you used to support
learners’ participation and engagement?

Non-verbal Cues Purpose(s)

B.) Cite the verbal communication strategies that you used in class to support learners’
participation and engagement.

Cite how it supported the learners in

Verbal Communication Strategies Used
instruction
 My Assessment Tasks

Encircle the letter of the correct answer.

1. Which includes a wink, a simple nodding of heads or waves?

A. Gesture
B. Facial expression
C. Verbal communication
D. Non-verbal communication

2. Which refers to the use of words to convey one’s ideas?

A. Gesture
B. Facial expression
C. Verbal communication
D. Non-verbal communication

3. Which questions call for facts and concepts?

A. Analyzing
B. Creating
C. Researching
D. Understanding

4. “Which events could have happened?” and “How was this similar to…?” are
examples of ______ questions.

A. creating
B. analyzing
C. researching
D. understanding

5. “Can you see a possible solution and “how many ways can you…?” are examples
of ______ questions.

A. researching
B. understanding
C. analyzing
D. creating
My Learning Artifacts

Paste student work samples/projects accomplished in the discussion of your

content.
 My Scoring Rubric

Meets Standard of Approaching Meets Acceptable Does not

INDICATORS Excellence Standard of Standard Meet
Excellence Acceptable
Standard

4 3 2 1
CRITERIA

Performance  Has all the  Has some  Has  No aspect of

Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed level exceed level work that expectations
of of expectation. meet level  Has errors
expectation.  Demonstrates of omissions and
 Shows solid expectation misconceptions
exemplary performance  With some
performance and errors and
understanding MASTERY
is not
thorough
Assessment With 5 correct With 4 correct answers With 3 correct With less than 3 correct
Tasks answers answers answers
Learning The piece/s of The piece/s of evidence The piece/s of The piece/s of evidence
Artifacts evidence of learning of learning is/are evidence learning of learning is/are NOT
is/are aligned with aligned SOME of the is/are aligned with aligned of the learning
learning outcomes. learning outcomes ONE of the learning outcomes
outcomes
Creativity and The learning tasks are The learning tasks are The learning tasks The learning tasks are
Resourcefulness done very creatively done creatively and are done quite poorly done and need
and resourcefully resourcefully creatively and improvement
resourcefully
Submission of The assigned learning The assigned learning The assigned The assigned learning
Requirements tasks are submitted tasks are submitted a learning tasks are tasks are submitted 3
on or before the day after the deadline submitted 2 days days or more after the
deadline after the deadline deadline

MY TOTAL SCORE

______________________________

Signature of Practicum Supervisor

Learning Task 13 Exploring More Interactive and Innovative Teaching Strategies
for Diverse Learners.

PPST Domain 3 Diversity of learners

3.1.1 Demonstrate knowledge and understanding of differentiated
teaching to suit the learner’s gender, needs, strengths, interests
and experiences.
Strands 3.2.1 Implement teaching strategies that are responsive to the learner’s
linguistic, cultural, socio-economic and religious backgrounds.
3.3.1 Use strategies responsive to the learners with disabilities, giftedness
and talents.

6.2.c Facilitate learning using a wide range of teaching methodologies and

Program Task
Learning Outcomes
13 of delivery modes appropriate to specific learners and their environments.
Teacher Education 6.2.d Develop innovative curricula, innovative plans, teaching approaches
and resources for diverse learners.
6.2.e Apply skills in the development and utilization of ICT to promote
quality, relevant and sustainable educational practices.
CFSAT-Competency
Learning Taskfor
Framework 13 South East 2.D.3 Motivate active learning.
Asian Teachers for the 21st 2.D.5 Respect diversity of learners
4.C.2 Formulate specific learning objectives incorporating knowledge,
Century
skills, attributes, and values, if applicable.
4.C.3 Prepare lesson plan based on syllabus and time frame.
4.C.4 Consider diversity of learners in preparing lesson plans.
4.C.5 Select the right methodologies according to subjects and learners
level.
4.C.6 Determine appropriate learning resources available for teaching and
learning.

Desired Learning Outcomes

 Demonstrate understanding of differentiated teaching to suit the learner’s

gender, needs, strengths., interests and experiences.
 Imlement teaching strategies that are responsive to the learners’ linguistic,
cultural, socio-economic and religious backgrounds.
 Use strategies responsive to learners with disabilities, giftedness and talents.

Essential Questions

 What are the 3I’s and 2C’s in education?

 What is differentiated instruction?
 Give examples of differentiated instruction.
 Understandings
There are 3I’s and 2C’s in the instructional process. The teaching learning
process must be:

Highly Interactive: All learners must be highky engaged in all the classroom activities.
They must be able to participate in all the learning processes. No one is left behind.

Highly Innovative: The use of meaningful and differentiated strategies makes learning
more fun and enjoyable. Learners will surely love participating in varied activities done and
employed by the teacher. Activities can be in a form of games, songs, rap, poems, puzzle, jazz
chants, stories, maze and the like.

Highly Integrative: Lesson and topics and interrelated within and across learning areas
without compromising yhe content of the lesson. This makes the curriculum borderless and
seamless.

Highly Collaborative: The learning that involves groups of students working together to
solve a problem, complete a task or create a product.

Highly Cooperative: This is a strategy where groups of learners with different abilities
use varied activities to better improve the mastery of the learning content. The elements of positive
interdependence, individual accountability, equal responsibility and social roles are addressed .

Differentiated Instruction is teaching the same material to all students using a variety of
instructional activities or may mean delivering lessons at varying levels of difficulty based on the
ability of each student.

Differentiated Instruction in 4 ways:

a. content

b. process

c. product

d. learning environment

Advantages of Differentiated Instruction:

 Effective for varied types of learners

 Can make the students responsible for their own learning
 More options on learning different materials
 Less discipline problems in the classrooms
Disadvantages:

 Requires more work in lesson planning

 Needs more time in preparation of activities
My Performance Tasks

Performance Task 1: Observe your cooperating teacher. Write the differentiated activities
employed to address the following.

Learners Activities Employed

Gender

Needs

Strengths

Interests

Experiences
Performance Task 2: In your daily teaching, how did you address the following aspects to be
responsive to the varied characteristics of the learners.

Aspects

Linguistic

Cultural

Socio-economic

Religious Background
Performance Task 3: What strategies have you applied to respond to the learners with
disabilities, giftedness and talents?

Activities Employed for Learners with Special Activities Employed for Gifted Learners
Needs
My Assessment Tasks

Encircle the letter of the correct answer.

1. Which activities make students regularly engage in all activities?

A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

2. Which activities use varied and novel strategies to make students engage in the
learning process?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

3. Which activities make the curriculum seamless and borderless?

A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

4. Which activities make the class work by teams through purposeful learning?
A. Innovative
B. Integrative
C. Collaborative
D. Cooperative

5. Which activities allow students to solve their own problems and work on varied tasks?
A. Interactive
B. Innovative
C. Integrative
D. Collaborative
My Learning Artifact(s)

Write or paste your Learning Plan which provides differentiated activities to address
diversity of learners.
My Learning Artifact(s)
My Scoring Rubric

Meets Standard of Approaching Meets Acceptable Does not meet

Indicators Excellence Standard of Standard Acceptable
Excellence Standard

CRITERIA 4 3 2 1
Performance -has all the aspects -has some aspects -has minimal -no aspect of
Tasks of work that exceed of work that exceed aspects of work work meets
level of expectation level of expectation that meet level of level of
expectation expectations
-shows exemplary -demonstrates solid
performance performance and -with some errors -has errors,
understanding and MASTERY is omissions and
not thorough misconceptions
Assessment With 5 correct With 4 correct With 3 correct With less than
Tasks answers answers answers 3 correct
answers
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of learning evidence of evidence of
learning is/are is/are aligned with learning is/are learning is/are
aligned with SOME of the aligned with ONE NOT aligned
learning outcomes leaning outcomes of the learning with the
outcomes learning
outcomes
Creativity and The learning tasks The learning tasks The learning tasks The learning
Resourceful- are done very are done creatively are done quite tasks are
ness creatively and and resourcefully creatively and poorly done
resourcefully resourcefully and need
improvement
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks
submitted on or submitted a day submitted 2 days are submitted 3
before the deadline after the deadline after the deadline days or more
after the
deadline
MY TOTAL SCORE

___________________________

Signature f Practicum Supervisor

Writing Contingency Lesson Plans/ Learning Plans
Desired Learning Outcomes

 Respond to the difference special education need of learners

 Apply strategies that are inclusive of learners from indigenous groups
 Use mother tongue, Filipino and English to facilitate the teaching-learning process
Essential Questions

 How must teachers respond to the different special educational needs of the learners?
 What strategies may be applied that are inclusive of the indigenous groups?
 What language must be used to facilitate the teaching-learning process?
Understandings

One of the vital facets of the teaching-learning process is the learning environment. The
process of instruction happens in a formal, non-formal or informal place. Learning may happen
anytime, anywhere in any place. The quality of instruction depends on how well a teacher can
implement the lessons effectively. There are several factors that affect the delivery of instruction;
the nature of the teacher, the nature of the learner, the utilization of methods and strategies, the
learning resources, facilities, assessment and others. The teachers face some challenging issues
and concerns especially in times of providing teaching-learning beyond the classroom. Learners
sometimes cannot attend to their classes due to chronic illness isolation, geographical location,
urban resettlement or disorders, armed conflict, child abuse and child labor practices.

These events pose great concern among teachers to make instructions more accessible
to all the learners. Various strategies may be employed to respond to the needs of the learners
especially when they are not physically present in the four walls of the classroom.

1. The use of contingency lesson or learning plans

Will be helpful to teachers and the learners especially during suspension
of classes due to rallies, strikes, and fortuitous events such as fire, typhoons,
floods and earthquakes. Teachers prepare advance lessons or learning tasks
which learners can accomplish during these occasions. Students can do this
according to their own pace. They are required to submit the task they report to
school.

2. The use of consumable sheets

Teachers create consumable sheets in advance. Guide questions are
formulated for each content to ensure that learners will read and comprehend the
assigned task.

3. The creating and design of instructional modules/self-learning kits (SLK)

Teachers may create self-learning kits and instructional modules for each
learning competency to provide students time to work for advancement,
enrichment, and diagnostic purposes
4. The use of contemporary software on teaching-learning (PowerPoint)
The preparation of PowerPoint for advance reading of the learners will ensure
greater interaction during class discussion. This will also minimize mere teacher
discussion and maximize hands-on activities.
5. The creation of social media groups. (Viber, Messenger, What’s Up. Etc.)
A creation of social media group per subject/class is also advantageous where the
students may communicate through synchronous and asynchronous mode.
Uploading of learning tasks, presentation, class announcements and others may
be done to keep the students on task while on vacation during unforeseen long
absence due to illness and sickness.
6. The use of Learning Management System (LMS)
This is a dynamic and tailored learning environment. This can be used for all types
of learning activities. It is a software platform to manage, monitor and assess
learning programs. The digital learning tools are very useful especially when the
learners are in various geographical locations. Some examples of LMS are
schoology, canvas, module, Word Press and others.
7. The use of Short Message Service (SMS)
This is a service for sending short message up to 160 characters. It used to send
text messages to mobile phones. This works to notify learners of lessons, content
and other matters pertinent to the course.
My Performance Tasks

Performance Task 1: As teachers, we must always be ready to respond to the special educational
needs of the learner’s in difficult circumstances (geographic, isolation, chronic illness,
displacement due to aimed conflict, urban resettlement or disasters, child abuse and child labor).

Cite situations on how you have addressed any of the given any of the given educational needs
of learners.
 Performance Task 2

Conduct any one of these activities:

 Observation on the strategies which are used for these types of learners. Write
your insights.
 Research on teaching strategies that are inclusive of learners from indigenous
groups.
 Interview a teacher in-charge of indigenous groups.
 Watch a film clip or video of teaching in an indigenous group.

Strategies Used Insights

111
Performance Task 3

The use of mother tongue emphasizes the development of the skills in

speaking, reading and writing from Grades 1 to 3. As a medium of
instruction, mother tongue is used in all learning areas from Kinder to
Grade 3 except in Filipino and in the English subjects.

A. Research/Observe the teaching strategies used in teaching Mother Tongue.

B. What are the problems encountered by teachers in implementing Mother

Tongued-based instruction?

____________________ ______________________

____________________
_______________________

____________________ __________________________
My Learning Artifact(s)
My Scoring Rubric

Approaching
INDICATORS Meets Standard of Standard of Meets Acceptable Does Not Meet
Excellence Excellence Standard Acceptable Standard

4 3 2 1
CRITERIA

 Has all the  Has some  Has  No aspect of

Performance aspects of aspects of minimal work meets
Tasks work that work that aspects of level of
exceed level exceed level of work that expectations.
of expectation. meet level  Has errors
expectation.  Demonstrates of omissions and
 Shows solid expectation. misconceptions.
exemplary performance  With some
performance. and errors and
understanding. MASTERY
is not
thorough.

Assessment With 5 correct With 4 correct With 3 correct With less than 3 correct
Tasks answers. answers. answers. answers.

The piece/s of The piece/s of The piece/s of The piece/s of evidence

Learning evidence of learning evidence of learning evidence of of learning is/are NOT
Artifacts is/are aligned with is/are aligned with learning is/are aligned with the
learning outcomes. SOME of the learning aligned with ONE of learning outcomes.
outcomes. the learning
outcomes.
Creativity and The learning tasks The learning tasks are The learning tasks The learning tasks are
Resourcefulness are done very done creatively and are done quite poorly done and need
creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

Submission of The assigned The assigned learning The assigned The assigned learning
Requirements learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
submitted on or day after the deadline. submitted 2 days days after the deadline.
before the deadline. after the deadline.

MY TOTAL SCORE

Signature of Practicum Supervisor

115
 Learning Task
15 Constructing Various Assessment Tools
PPST Domain 5
5.1.1 Demonstrate knowledge of the design, selection, organization
and use of
Strands
diagnostic, formative and summative assessment strategies
consistent with curriculum requirements
Assessment and 5.2.1 Demonstrate knowledge of monitoring and evaluation of
Reporting learner progress
and achievement using learner attainment data
5.3.1 Demonstrate knowledge of providing timely, accurate and
constructive feedback to improve learner performance
Program Outcomes of 5.4.1 Demonstrate familiarity with a range of strategies for
Teacher Education communicating learner needs, progress and achievement
5.5.1 Demonstrate an understanding of the role of assessment data
Competency as feedback in teaching and learning practices and programs.
Framework for 6.2.f Demonstrate a variety of thinking skills in planning, monitoring,
CFSAT Southeast Asian
assessing, and reporting learning processes and outcomes
Teacher for the 21st
Century
4.C.7 Construct appropriate assessment measures
4.C.8 Utilize results of learner assessment and teacher’s reflection

in developing
Desiredlesson
Learning
plans
Outcomes

 Demonstrate knowledge of the design, selection, organization and use of

diagnostic, formative and summative assessment strategies consistent with
curriculum requirements
 Demonstrate knowledge of monitoring and evaluation of learner progress
and achievement using learner attainment data
 Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance
 Demonstrate familiarity with a range of strategies for communicating learner
needs, progress and achievement
 Demonstrate an understanding of the role of assessment data as feedback
in teaching and learning practices and programs

116
 Essential Questions

 Differentiate diagnostic, formative and summative

assessments.
 Why do we need to monitor and evaluate learner progress
and achievement?
 What are some examples of constructive feedback to
improve learner performance?
 Give examples of strategies for communicating learner
needs, progress and achievement.
 What is the role of assessment data in the teaching and
learning practices and programs?

Understanding
Assessment refers to the wide variety of methods or tools that
teachers use to measure, evaluate document the learner’s
performance. These are some examples of assessment tools;
 Diagnostic Formative Summative

- Conducted at the - Conducted during - Conducted after

beginning of the instruction instruction
school year.

- Monitors student - Sums up what

- Allows teacher to
determine student’s
strengths,
weaknesses
knowledge and skills
prior to instruction
students have
learning to provide
on-going feedback to learned
improve reading and
learning

- Diagnoses students’ - Helps students

difficulty identify their - Finds out what
strengths and concepts were
learned after the
- Used to guide lesson
- Used in the formation
- Used for
lessons and and revision process
curriculum planning documenting
outcomes and
judging value
- Completed Before - Completed During
teaching instruction e.g.
homework, graded - Completed After
quizzes, ungraded instruction
assignments e.g. exams,
projects, papers
 Importance of Monitoring and Evaluating Learner Progress

The monitoring of student progress is a practice that aids teachers to

continuously asses the effectiveness of their teaching and make good informed
decision. To determine the student’s performance level, the teachers must
measure their progress regularly (weekly, bi-weekly, monthly or as needed).

Teachers must monitor the progress of the learners for the following
reasons:

 to improve instructions;
 to help teachers make better instructional decisions and change
their teaching styles;
 to ensure success and achievement for every learner;
 to identify and help students at risks; and
 to improve enrichment to gifted learners.

Use of Constructive Feedback in Classrooms

Constructive feedback is a tool use to praise a performance effort

or outcome.

It is a favourable judgment and supportive communication.

TIPS on Giving Constructive Feedback

1. Use positive feedback.

2. Focus on the efforts/situations.
3. Use the active voice.
4. Be specific with one’s feedback.
5. Use key points in giving feedback.
6. Emphasize objective points.
7. Give specific examples and situations.
8. Connect on things/situations that can be acted upon.
9. Give suggestions/recommendations on how to improve.
10. Refrain from doing assumptions.
Some Strategies for Communicating Learner Needs, Progress and Achievement

 Conduct Parent-Teachers dialogue regularly.

 Give parents a way to keep track of learners’ progress through a communication diary
or via online.
 Display learners’ portfolio in school.
 Develop open lines of communication especially for learners with special needs and for
students at risks.
 Explore the possibility of having a bulletin board of information.

Sources of Assessment Data as Feedback in the Teaching-Learning Process

Teachers may collect student data from the following sources to improve classroom
instruction:

Formative assessments- e.g. quizzes, seatworks, exit slips worksheets.

Daily Observations

Summative Assessment – e.g. projects, essays, quarterly exams

Cumulative Files

Standardized Test Scores

Students’ Records in Guidance. Health Services and the Like

Home visitations

Writing anecdotal records

Conducting formal and informal interviews

Checking students’ works, projects and portfolio

118
My Performance Tasks

Performance Task 1

Get one sample each of the following diagnostic, formative and

summative tests.
 My Learning Artifact(s)

Write a contingency Lesson Plan/learning Plan in any of the given difficult

circumstances to assist learners.
__________
INSIGHTS
Performance Task 2 Interview your cooperating teacher or any teacher and
the following questions.

A. Why is there a need to monitor and evaluate learner’s progress?

B. Research on the fifty (50) was to praise a child.

(ref. mps.milwaukee.k 12.wi.us)
Performance Task 3

A. What strategies are used by your cooperating school to communicate learner

needs. Progress and achievement?

B. What assessment data are used by your cooperating teacher to improve

Student performance?
My Assessment Tasks
Encircle the letter of the correct answer.

1. Why is there a need to monitor student progress?

A. To improve instruction
B. To improve assessment
C. To improve student learning
D. To continually assess teacher’s effectiveness

2. What is diagnostic test given?

A. During the lesson
B. At the end of the year
C. At the end of the period
D. At the beginning of instruction

3. When is summative test given?

A. At the end of the period
B. At the beginning of the year
C. At the beginning of the semester
D. At the completion of instruction

4. Which assessment data contain the grades attendance, discipline reports

and other information of the learners?
A. Portfolio
B. Assessment folder
C. Cumulative folder
D. Standardized folder

5. When is formative test employed?

A. During the lesson
B. End of the lesson
C. End of the semester
D. Beginning of the lesson
My Learning Artifact(s)
Paste the various assessment tools you have constructed during your teaching
Internship. What is the impact of these to students’ learning?
 My Scoring Rubric

Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1

Performance *Has all the *Has same aspects *Has minimal * No aspect of work
Tasks Aspects of work of work that exceed aspects of work meets level of
that exceed level of level of that meet level of expectations.
expectation. expectation. expectation. *Has errors,
*Shows *Demonstrates * With some omissions and
Exemplary solid performance errors and misconceptions
performance and understanding MASTERY is not
thorough.
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of
evidence of evidence of evidence of
learning is/are
learning is/are learning is/are learning is/are NOT
aligned with
aligned with SOME aligned with ONE aligned with
learning outcomes. of the learning of the learning learning outcomes.
outcomes. outcomes.
Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulne are done very are done creatively are done quite are poorly done
ss creatively and and resourcefully. creatively and and need
resourcefully. resourcefully. improvement.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted a day submitted 2 days submitted 3 days or
before the after the deadline. after the more after the
deadline. deadline. deadline.
MY TOTAL SCORE

_____________________________
Signature of Practicum Supervisor
 Learning Task 16 Participating in the School’s
Learning Programs and Activities
PPST Domain 4 Curriculum and Planning

Stands 4.3.1 Demonstrate knowledge in the implementation of

relevant responsive programs.
Program Outcomes of Teacher 6.2.d Develop innovative curricula, instructional plans,
Education teaching approaches, and resources by diverse learners
Competency Framework 3.8.4 Promote student’s participation and collaboration
for Student 10.J.3 Share the responsibility of educating students with the
CFSAT community
Asian Teacher for the 21th 10.J.4 Participate actively in socio-civic events of the
Century community
11.J.3 Share the responsibility of educating students with the
community
11.J.4 Participate actively in socio-civic events of the
community

Desired Learning Outcomes

 Identify the relevant and responsive learning program and activities my Cooperating
School
 Give the benefits of participating in the school’s learning program
 Demonstrate knowledge in the implementation of relevant and responsive learning
programs

Essential Question

 What are the benefits of participating in the school’s learning program?

 What are the relevant and responsive learning programs in my cooperating school?
Understanding

Schools have various learning programs. These programs provide opportunities for
teacher and learners to develop the value of cooperation, teamwork and unity. They also
reinforce the lessons thought in the classroom and provide learners to apply what they have
learned in real world context. Participation in these learning programs also increases student
engagement and leads to success in schools.

Learning progress varies according to school profile, culture and characteristics. The
participation of the learners also varies according to students needs background interest and
abilities.
My Performance Task
Performance Task 1 List down the relevant school programs celebrated by your Cooperating
Schools. Complete the matrix below:

School Programs/Activities Learning Outcomess

Performance Task 2 What are other learning programs designed by the school to assist
students in their academic success?

Academic Programs Desired learning Outcomes

How do these program impact students learning?

Performance Task 3 Design a learning program using the given template

I. TITTLE of the Learning Program

II .Rationale

III. Specific Objectives

IV. Conditions which prompted you to design the program

V. Persons Responsible/ Duties and Responsibilities

Persons Responsible Duties/ Responsibilities

VI. Program of Activities

VII. Evaluation instrument ( Formulate your instrument to gauge the effectiveness of the program).
 MY ASSESSMENT TASK
Encircle the letter of the correct answer.
1. Which benefits are derived from participating in School’s learning Program?
A. Enriches classroom instruction
B. Enhances the sense of pride.
C. Provides unity, teamwork and cooperation.
D. Allows the learners to apply what was learned in real context.
2. Which programs aid in helping learners cope with academic deficiencies?
A. Curricular activities
B. Academic programs
C. Extra curricular activities
D. Special learning programs
3. Which program are done after classes that fall outside the realm of regular curriculum and is voluntary
in nature?
A. Special program
B. Curricular program
C. Academic program
D. Extra curricular program
4. Which program refer to activities and programs that complement the content areas?
A. Special program
B. Curricular programs
C. Co-curricular programs
D. Extra curricular programs
5. Which special learning program aids in developing the skills of students who can’t read.
A. Literacy program
B. Reading program
C. Iterative program
D. Language program
 My Learning Artifact(s)
Make a collage of the School’s learning programs and activities where you participated.

INSIGHTS
My scoring rubrics

Meets Standard of Approaching Meets Acceptable Does Not Meet

INDICATORS Excellence Standard of Standard Acceptable
Excellence Standard

CRITERIA 4 3 2 1
•Has all the •Has some aspects •Has minimal •No aspect of work
Performance asppects of work of work that exceed aspects of work meets level of
Tasks that exceed level level of expectation that meet level of expectation
of expectation •Demonstrate solid expectation •Has errors
• Shows performance and •With some errors omissions and
exemplary understanding and MASTERY is misconceptions
performance not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

The piece/s of The piece/s of The piece/s of The piece/s of

Learning evidence of evidence of evidence of evidence of learning
Artifacts learning is/ are learning is/ are learning is/ are is/ are NOT aligned
aligned with aligned with SOME aligned with ONE with the learning
learning of the learning of the learning outcomes
outcomes. outcomes outcomes

Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done creativity are done quite are poorly done and
creativity and and resourcefully. creativity and improvement.
resourcefully. resourcefully.

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning Tasks are learning tasks are
Requirements submitted on or submitted a day submitted 2 days submitted 3 days or
before the after the deadline. after the deadline. more after the
deadline. deadline
MY TOTAL SCORE

Signature of practicum Supervisor

 Learning Task 17
Executing My Demonstration Learning Plan
PPST Domain 1 and Domain 1: Content, Knowledge and Pedagogy
2 Domain 2: Learning Environment

1.4.1 Demonstrate knowledge of teaching strategies that promote literacy and

Standars
numeracy skills
2.3.1 Demonstrate knowledge of managing classroom structure that engages
learners, individually or in groups, in meaningful exploration, discovery and
hands-on activities
Program outcome of
Within the available physical learning environment.
Teacher Education
6.2 b Demonstrate mastery of subject matter/discipline
6.2 c Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their
environment
6.2 d Develop innovative curricula, instructional plans ,teaching approaches, and
resources for diverse learners
Competency framewok 6.2 e Apply skills in the development and utilization of ICT to promote quality,
for Southeast relevant, and sustainable educational practices

CFSAT 3.B.1 Acquire mastery of subject matter

3.B.2 Employ strategies that cater to student’s learning styles and to elicit active
Asian Teacher for the 21st
Century
learning
3.B.3 Communicate at learners ‘ level
3.B.4 Promotes students’ participation and collaboration
3.B.6 Integrate HOTS in the lesson
3.B.8 Manage classroom activities
4.C.2 Formulate specific learning objectives incorporating knowledge, skills,
attitudes and values, if applicable

Desired Learning Outcomes

• Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills

•Demonstrate of knowledge of managing classroom structure that engages learners, individually or in

groups, in meaningful exploration, discovery and hands-on activities within the available physical learning
environment

Essential Questions

•What strategies may be used to promote literacy and numeracy skills?

• What strategies may be employed to engage learners

2.1 individually?

2.2 in groups?
• What strategies may be designed for meaningful exploration, discovery and hands-on activities within
the available physical learning environment.

Understanding

Literacy skills are those gained through reading well as using media and technology. The new ways
to read and write have also introduced new skills:

- consuming information

- producing information

Numeracy skills – using numbers to perform calculating and estimating task, such as handling cash,
budgeting, measuring and analyzing.

Some Strategies to Promote Literacy and Numeracy Skills

Literacy Numeracy

• Entry pass •Independent Reading •Using number line

•Exit pass •Think Aloud Time •Looking for patterns

•First liner •Writing Reading •My Think Board

•Jigsaw •Challenge log •A Hundred Plus Chart

•Inquiry chart •Matching Books To •Using Reflection Sheets

Phonics
•Using Conversation Table
•Listen Read Discuss •Alphabet Matching
(LRD) •Assessment Checklist
•Partner Reading •Anticipation Guides
•Using Cards
•Reading Guide •Concept Sort
•Using Numerical Charts/Diagrams
•Reciprocal Teaching •Concept Map
•Strike it Out
•Story Maps •Directed Reading
Thinking Activity •12 Pointed Star Game
(DRTA)
•Story Sequence •Question the Author •Dicey Operation

•Visual imaging •Reading Guide

 Teachers employ varied strategies to cater to diverse types of learners .Some learners work
best when working alone, while others find joy working with others . These re the advantages
of individual and group work for student.

Individual Work Group Work

•Gain Independence to think through thier •Listening to and respecting other ideas
own

•Improve confidence in working through •Thingking about one’s problem in variety of ways
problem, even when they don’t feel certain
about every step.

•Work at their own level rather than having •Getting to a deeper level understanding through
to adapt to suit their group members having to explain a perspective and disscuss it with
others with different perspectives

•Practice self-control – both in staying

focused on tasks at hand to void turning to •Sharing knowledge/abilities to get a better hold on
a classmate or asking teaching for the a problem that they could do individualy
answer

•Get more comfortable taking actions on

their own •Holding group members accountable and being
held accountable in return
•Gain creativity and effective thingking
processes thet can apply to problem
solving across a range of subjects and types
of issues
The following teaching strategies may be used for group activities:

•Think pair Share •Stir the Teams

•Group Mapping Activities •Circle the Sage

•Team Games Tournament (TGT) •Numbered Heads Together (NHT)

•Simple Round Robin Brainstorming •Round Table

Session

•Simultaneus Round Robin Brainstorming •Milling Around

Session

•Agreement Circle •Jigsaw

•Round robin •Tea Party

These are some strategies which shall be best for individual activities.

•Monologue • Letter writing

•Story Telling •Reflection log

•Pupperty •Diary

•Newscast •Poetry writing

•Sketch to Stretch •Essay writing

Hands-on Activities – provide the learners to expire and discover learning and keep them actively
engaged in the activities.Through these activities they retain the information longer and accurately
remember the things they learned. They also find the activities more meaningful, enjoyable and
rewarding.

Some Hands-on activities are: number maker , play the bag game , algebra tic- tac-toe, human knot
game , verbs relay game , toss and blend , compare fractions , card game , cause and effect cards ,
consonant blend , scavenger hunt, multiplication table games, sight words memory game and the like.
 My Performance Task

Performance Task 1

Write your Learning Plan for your demonstration lesson using the Daily Lesson Format
prescribed by DepEd. Make sure to incorporate the strategies that will promote literacy and
numeracy skills . Employ Individual and group activities to ensure learner engagement. Provide
Hands-on activities to make the class more enjoyable.
Performance Task 3 Design a learning program using the given template

I. TITTLE of the Learning Program

II .Rationale

III. Specific Objectives

IV. Conditions which prompted you to design the program

V. Persons Responsible/ Duties and Responsibilities

Persons Responsible Duties/ Responsibilities

VI. Program of Activities

VII. Evaluation instrument ( Formulate your instrument to gauge the effectiveness of the program).
 MY ASSESSMENT TASK

Encircle the letter of the correct answer.

1. Which benefits are derived from participating in School’s learning Program?

A. Enriches classroom instruction.

B. Enhances the sense of pride.

C. Provides unity, teamwork and cooperation.

D. Allows the learners to apply what was learned in real context.

2. Which programs aid in helping learners cope with academic deficiencies?

A. Curricular activities

B. Academic programs

C. Extra curricular activities

D. Special learning programs

3. Which program are done after classes that fall outside the realm of regular curriculum and is voluntary
in nature?

A. Special program

B. Curricular program

C. Academic program

D. Extra curricular program

4. Which program refer to activities and programs that complement the content areas?

A. Special program

B. Curricular programs

C. Co-curricular programs

D. Extra curricular programs

5. Which special learning program aids in developing the skills of students who can’t read.

A. Literacy program

B. Reading program
C. Iterative program

D. Language program

My Learning Artifact(s)
Make a collage of the School’s learning programs and activities where you participated.

INSIGHTS
My scoring rubrics
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable
Excellence Standard

CRITERIA 4 3 2 1
•Has all the •Has some aspects •Has minimal •No aspect of work
Performance asppects of work of work that exceed aspects of work meets level of
Tasks that exceed level level of expectation that meet level of expectation
of expectation •Demonstrate solid expectation •Has errors
• Shows performance and •With some errors omissions and
exemplary understanding and MASTERY is misconceptions
performance not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

The piece/s of The piece/s of The piece/s of The piece/s of

Learning evidence of evidence of evidence of evidence of learning
Artifacts learning is/ are learning is/ are learning is/ are is/ are NOT aligned
aligned with aligned with SOME aligned with ONE with the learning
learning of the learning of the learning outcomes
outcomes. outcomes outcomes

Creativity and The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefuln are done very are done creativity are done quite are poorly done and
ess creativity and and resourcefully. creativity and improvement.
resourcefully. resourcefully.

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning Tasks are learning tasks are
Requirements submitted on or submitted a day submitted 2 days submitted 3 days or
before the after the deadline. after the deadline. more after the
deadline. deadline
MY TOTAL SCORE

Signature of practicum Supervisor

Key to Correction

Learning Task 1: Learning task 7: Learning task 13:

(Assessment task page 5) (Assessment task page 53) (Assessment task page 104)
1.B 1.D 1.A
2.C 2.C 2.B
3.B 3.C 3.C
4.D 4.C 4.D
5.A 5.D 5.D

Learning task 2: Learning task 8: Learning task 14:

(Assessment task page 13) (Assessment task page 63) (Assessment task page)
1.D 1.A 1.
2.D 2.D 2.
3.D 3.C 3.
4.A 4.D 4.
5.B 5.B 5.
6.D 6.B
7.A
Learning task 3: Learning task 9: Learning task 15:
(Assessment task page 20) (Assessment task page 72) (Assessment task page 123)
1.B 1.D 1.C
2.C 2.D 2.D
3.D 3.A 3.D
4.C 4.C 4.C
5.A 5.B 5.A

Learning task 4: Learning task 10: Learning task 16:

(Assessment task page 28) (Assessment task page 81) (Assessment task page 133)
1.A 1.D 1.D
2.D 2.A 2.D
3.D 3.B 3.D TEACHING INTERNSHIP 156
4.D 4.D 4.C
5.D 5.D 5.B

Learning task 5: Learning task 11: Learning task 17:

(Assessment task page 37) (Assessment task page 87) (Assessment task page 142)
1.B 1.A 1.C
2.C 2.B 2.B
3.D 3.C 3.C
4.C 4.D 4.C
5.A 5.D 5.D
Learning task 6: Learning task 12: Learning task 18:
(Assessment task page 45) (Assessment task page 96) (Assessment task page 151)
1.B 1.D 1.C
2.A 2.C 2.D
3.D 3.D 3.D
4.D 4.B 4.C
5.B 5.D 5.B
References

Agochiya, D. (2010). Life competences for adolescents: training manual for facilitators, teachers
and parents Los Angeles: SAGE

Asgcroft, K. & Lee, J., ed. (2000). Improving teaching and learning in the core curriculum.London:
Falmer Press.

Anbusson, P & Schuck, S., ed (2005). Teacher learning and development: the mirror maze, USA:
Springer.

Anbusson, P & Schuck, S., ed (2008). Teacher learning and development: the mirror maze, USA:
Springer.

Auduc, J. (1998). Training teachers to work in schools considered difficult. Paris: UNESCO.

Avis, J. [and two others], ed. (2010). Teaching in lifelong learning: a guideto theory practice.
England: McGraw-Hill

Ball, S. J. & Goodson, I. F., ed. Teachers’ lives and careers. London: Falmer Press.

Bines, H. & Welton, J. ed (2005). Managing partnership in teacher training and development.
London: Routledge.

Bubb, S. (2003). The insider’s guide for teachers: succeed in training & induction. London:
RoutledgeFalmer

Centre for Educational Research and Innovation (1998). Staying ahead : in-service training and
teacher professional development, Paris : OECD.

Cohen, L. [and three others] (2010). A guide to teaching practice. London : Routledge.

Danielson, C. (2008). The handbook for enhancing professional practice : using the framework
for teaching in your school. Alexandria, Virginia USA : ASCD.

Drummer, J. [and four others], ed (2018). Vocational teacher education in Central Asia :
developing skills and facilitating success. Switzerland : Springer.

Fry, H. [and two others], ed. (2003) A handbook for teaching & learning in higher education. UK :
Kogan Page.

Herman, L. & Mendell, A. (2004) From teaching to mentoring : principle and practice , dialogue
and life in adult education. London : RoutledgeFalmer

Higgins, C. (2011). The good life of teaching : an ethics of professional practice. UK : Wiley-
Blackwell.

Hill-Jackson, V. & Liwes, C. W., ed. (2010). Transforming teacher education : what went wrong
with teacher training, and how we can fix it. Sterling, Virgina : Stylus.
Krolak-Schwerdt, S. [and two others], ed. (2014). Teacher’s professional development :
assessment, training and learning. Rotterdam : Sense Publishers.

Larson, J. & Marsh, J. (2005). Making literacy real : theories and practice for learning and
teaching. London : SAGE.

Macfarlane, B. (2014). Teaching with integrity : the ethics of higher education practice. London :
RoutledgeFalmer

Nelson, A. (2007). Teaching training course. Delhi : Global Media.

Organization for Economic Co operation and Development (2005). Teachers matter : attracting,
developing and retraining effective teachers. France : OECD.

Perraton, H., ed. (1993). Distance education for teacher training. London: Routledge.

Poster, C. & Poster, D. (1993). Teaching appraisal: training and implementation. London :
RoutledgeFalmer

Punter, A., ed. (2007). Mentor development for teacher training : a scenario-based approach.
Great Britain : University of Hertfordshire Press.

Sangha, S. [and two others] (2006). Teacher’s training. Italy : Shang Shung Edizioni.

Schulte, A. (2009). Seeking integrity in teaher education : transforming student teachers,

transforming my self. USA : Springer.

Shindler, D. & Babbitt, M. (2013). 21st century internships : how to get a job before graduation.

Simkins, S. P. & Maier, M. H., ed. (2010). Just-in-time teaching : across the disciplines, across
the academy. Sterling, Viginia : Stylus.

Skinner, D. (2005). Get set for teacher training . Edinburgh : Edinburgh University Press

Smyth, J. & Shacklock, G. (1998). Re-making teaching : ideology, policy and practice. London :
Routledge.

Spencer, P. (2011). Surviving your teaching practice. England : McGraw-Hill.

Stone, R. (2009). Best practices for teaching reading : what award-winning classroom teachers
do. California : Corwin Press.

Ur, P. (1999). A course in language teaching : trainee book. Cambridge : Cambridge University
Press.

Whitaker, T. & Breaux, A. (2013). Ten-minute inservice : 40 quick training sessions that build
teacher effectiveness. CA : Jossey- Bass.
 Appendix A

Sample Lesson Critiquing Form for Teaching Internship

School Intern

Year / Course

Grade / Year Level /

Date and Time of Lesson

Type of Lesson Observed Announced Observed

Unannounced Observed

Demonstration Lesson

Learning Plan

Attainment of Outcomes

Classroom Management

Art of Questioning

Preparation of Instructional Materials

Mode of Evaluation / Assessment

 APPENDIX B
Pre-Service Teacher’s Actual Teaching Observation
Name of Mentee: Name of member
Subject Taught: Date/ Time :
School:

Not
Observed Remarks
Observed
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to disturb the student’s
attention.
C. The teacher’s personality is strong enough to command respect and
attention.
D. The teacher shows dynamism and enthusiasm.
E. The teacher has well modulated voice.
II. LESSON PLANNING
A. Lesson plan is well prepared.
B. There is congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the subject matter,
B. Is able to relate lessons to actual life situations,
C. keeps abreast of new ideas and understanding in field,
D. gives sufficient and concrete examples to create meaningful learning
experiences.
IV. TEACHING METHODS
A. Method/s used was/were suited to the needs and capabilities of the
students.
B. The teacher was creative enough to adapt his/her method to the students’
capabilities.
C. Visual aids and other examples were used to illustrate the lesson.
D. The teacher made effective use of the formative test result during teaching.
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. assignment/homework/agreement
3. practice exercises
4. group work/projects
5. passing in and out of the room
6. correcting, distributing and collecting paper
B. Order and discipline were present in the classroom.
C. Instructional materials were within easy reach of the teacher during his/her
teaching.

VI. QUESTIONING SKILLS

The teacher’s questioning skill such as the
 following stimulates discussion in different
ways:
1. Probing for learner’s understanding
2. Helping students articulate their ideas and thinking process
3. Promoting risk-taking and problem solving
4. Facilitating factual recall
5. Encouraging convergent and divergent thinking
6. Stimulating curiosity
7. Helping students to ask questions

Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet

(For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)

Name of Mentee: sssName of Mentor:

Subject Taught: ss Date:
School:
Legend: 4 – Outstanding 3 – Very Satisfactory 2 – Fair 1 – Needs Improvent
4 3 2 1
VII. TEACHER’S PERSONALITY
F. The teacher is neat and well-groomed.
G. The teacher is free from mannerisms that tend to disturb the student’s
attention.
H. The teacher’s personality is strong enough to command respect and
attention.
I. The teacher shows dynamism and enthusiasm.
J. The teacher has well modulated voice.
VIII. LESSON PLANNING
C. Lesson plan is well prepared.
D. There is congruence between:
5. Objective and subject matter
6. Objective and teaching procedure
7. Objective and formative test
8. Objective and assignment
IX. CONTENT
The teacher:
E. Demonstrates in depth knowledge of the subject matter,
F. Is able to relate lessons to actual life situations,
G. keeps abreast of new ideas and understanding in field,
H. gives sufficient and concrete examples to create meaningful learning
experiences.
X. TEACHING METHODS
E. Method/s used was/were suited to the needs and capabilities of the
students.
F. The teacher was creative enough to adapt his/her method to the
students’ capabilities.
G. Visual aids and other examples were used to illustrate the lesson.
H. The teacher made effective use of the formative test result during
teaching.

TEACHING INTERNSHIP 162

XI. CLASSROOM MANAGEMENT
D. The teacher had a systematic way of checking:
7. Attendance
8. assignment/homework/agreement
9. practice exercises
10. group work/projects
11. passing in and out of the room
12. correcting, distributing and collecting paper
E. Order and discipline were present in the classroom.
F. Instructional materials were within easy reach of the teacher during
his/her teaching.
XII. QUESTIONING SKILLS
The teacher’s questioning skill such as the
following stimulates discussion in different
ways:
8. Probing for learner’s understanding
9. Helping students articulate their ideas and thinking process
10. Promoting risk-taking and problem solving
11. Facilitating factual recall
12. Encouraging convergent and divergent thinking
13. Stimulating curiosity
14. Helping students to ask questions
Appendix D
Teaching Internship Evaluation Form
(For Student Interns)

A. Respondent’s Profile
Instructions: Kindly supply the data asked for and mark the appropriate information on the
blank provided for. Your answers will be highly appreciated.
Name________________________________________________________________
SURNAME GIVEN NAME MAIDEN/MIDDLE

Name/ Address of Cooperating School ______________________________________

Type of School: Private Sectarian_______ Private Non-Sectarian ________ Public_____
Age
19 21 over 22

20 22
Year Graduated
1980-1985 1991-1995 2001-2005 2011-2015
1986-1990 1996-2000 2006-2010 2015-2020

Others please specify: __________________

Grade/Year Level / Taught
Pre-School High School

Elementary Special Education

Others, please specify: __________________

Subjects Taught
____________Filipino __________All subjects in Pre-elem
____________English __________Others (pls. specify)
____________Science
____________Math
____________Araling Palipunan

Number of Hours Rendered

________ 100 hours ________ 200 hours (please specify)
________ 150 hours ________ more than 200 hours (please specify)

TEACHING INTERNSHIP 164

B. Practicum Experiences
Instructions: The purpose of this evaluation is to gain feedback regarding the quality of
your teaching internship. The concerns noted will initiate corrective actions to improve the
quality of the teaching internship. Your honest answers to this questionnaire will be highly
appreciated. Please rate the items using the given scale:

5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Needs Improvement

5 Excellent 4 Very 3 2 Fair 1
Good Good Needs
Improvement
Orientation Activities
1. Orientation of the student interns by the
practicum supervisor on Teaching Internship

2. Orientation of the student interns with the

Cooperating Principal
3. Orientation of the Student Interns by the
Cooperating Teacher
4. Familiarization of the Student Interns with the
School Facilities/Equipment
5. Orientation on the School Rules and Policies

6. Familiarization of Required Teaching

Internship Forms
7. Practicum Experiences of the Student’s Interns

8. Consultation Time with the Cooperating

Teachers
9. Assistance in Writing Learning Plans

10. Providing Feedbacks on the Student Intern’s

Competencies
11. Meeting with the Cooperating Teachers on
scheduled basis
12. Giving Instructions on Classroom Routines

13. Providing Assistance in Making Instructional

Materials
14. Giving instructions in Checking Papers and
other Assigned Tasks
Rapport with the School Community

15. Rapport with School Administrators

16. Rapport with Cooperating Teachers

17. Rapport with Students/Pupils

18. Rapport with Parents

19. Rapport with Non-Teaching Personnel

TEACHING INTERNSHIP 165
Practicum Site

20. Accessibility of the Practicum Site

21. Safety and Security of the Practicum Site

Ancillary Services

22. Quality of Ancillary Services Rendered

Activities of the Student

23. Preparation of Daily lessons

24. Participation in School Activities in the

Practicum Site
25. Preparation of Instructional Materials

26. Execution of Demonstration Learning Plans

27. Assistance in Classroom Routines

28. Structuring of Bulletin Boards

29. Preparation of Seatworks

30. Preparation of Quizzes

31. Preparation of Other Required Activities

32. Others (pls. specify)

Suggestions/Recommendations
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
__________________________________________________________________
Concerns/Issues Encountered
______________________________________________________________________
______________________________________________________________________
___________________________________________________________________
Appendix E

Proposed Procedure on How to Obtain the Final Grade in Teaching Internship

1. Portfolio 40%

2. Actual Teaching – On Campus 20%

Off Campus 30%

3. Attendance / Participation 10%

Total 100%

 Except for attendance/participation, the Student Intern’s grade in Portfolio in Actual

teaching may be an average of the rating given by the College Supervisor,
Cooperating Teacher, Peers, and Self-rating of student Intern, himself/herself. The
Teacher Education Institution may decide on the weights of the ratings from the
different raters. For example, the TEI for one reason or another may put more
weight on the rating given by the Practicum Supervisor.

The grades in Portfolio in Actual Teaching may be derived from the ratings given
by the Practicum Supervisor/Cooperating Teacher/peer/Students Intern through
the use of Pre-service Teacher’s Actual Teaching Observation Sheet and Score
Sheet.
Appendix F

School Forms Used

This section includes forms which are required for use during the practice teaching and
those that are recommended for successful teaching experience. Put samples of the
school forms you were required to accomplish in your cooperating school.

TEACHING INTERNSHIP 168

 Appendix G

Sample Clearance Form

_______________________
(Date)

Dear __________________:
Practicum Supervisor

This is to inform you that ___________________________________is

(Name of Student Intern)

Cleared from all the responsibilities / requirements in ___________________

(Name of Cooperating school)

_________________________, He/She has completed________________

(No. of Hours)

Hours as prescribed by your institution.

Very respectfully yours,

_______________________________
Cooperating Teacher

Attested by:

____________________________________________
Cooperating Principal / Department Head / Department Authority

TEACHING INTERNSHIP 169

 Appendix H

Sample Excuse Letter

Sample of Excuse Letter

______________________

______________________

(Date)

Dear______________________________;
(Cooperating Teacher, Practicum Supervisor)

I am very sorry for having been absent on __________________________due to

(Date)
________________________________.
(reason)

I promise that I shall make up for my absence(s) by rendering _____________

(No. of Hours)
Hours to complete the required number of hours.

Attached is my medical certificate.

Hope for your kind consideration.

Thank you very much.

Very respectfully yours,

____________________________
(Student Interns)

TEACHING INTERNSHIP 170

 Appendix I

Sample Application Letter

_________________________
(Date)

_________________________

_________________________ Indicate the name of Principal / Directress /

Head of the School
_________________________

Dear _______________________,

I wish to apply as ________________________________ in your prestigious school.

Position
I am a graduate of ________________________________, I had may internship
Course / Degree

at _________________________, I handled_____________________________, and

Grade/Year level Cooperating Teacher

taught the following ___________________________________________.

Subjects
I also had the opportunity to
________________________________________________________.
(other activities)

Given the chance to teach in your institution will surely help me in improving my personal
and professional competencies.

I shall be available for interview at your most convenient time.

Thank you very much.

Respectfully yours,

________________________
____
Appendix J

Sample Format for Curriculum Vitae

Name:_________________________________________________

Address:________________________________________________
Picture
Residence Phone:________________________________________

Mobile Phone:___________________________________________

Email:_________________________________________________

______________________________________________________________________

Career Objectives:

Personal Information:

Training / Seminar / Workshop Attended

Date Title of Seminar Training Sponsoring Organization(s) Venue

Employment History/Work Experience

Inclusive Dates School/Company Position

Profession Affliations

Organization Nature of Participation Date of Membership

References
Appendix K

Revised Bloom’s Taxonomy of objectives

Original Terms New Terms

 Evaluation  Creating
 Synthesis  Evaluating
 Analysis  Analyzing
 Application  Applying
 Comprehension  Understanding
 Knowledge  Remembering

BLOOM’S REVISED TAXONOMY

Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.

Evaluating
Checking, hypothesizing, critiquing, experimenting, judging

Analyzing
Breaking information into parts to explore understandings and relationships
Comparing, organizing, deconstructing, interrogating, finding

Applying
Using information in another familiar situation
Implementing, carrying out, using, executing

Understanding
Explaining ideas or concepts
Interpreting summarizing, paraphrasing. Classifying, explaining

Remembering
Recalling information
Recognizing, listing, describing, retrieving, naming, finding
Revised Bloom’s Taxonomy of Objectives

Revised Bloom’s Taxonomy

of Objectives Teacher’s Role Student’s Role
Remembering  Directs  Responds
 Tells  Absorbs
Recalling information,  Shows  Recognizes
recognizing, listing,  Examines  Memorizes
describing, retrieving, naming,  Questions  Defines
finding  Evaluates  Describes
 Retells
 Passive recipient

Understanding  Demonstrates  Explains

 Listens  Describes
Explaining ideas or concepts  Questions  Outlines
Interpreting summarizing,  Compares  Restates
paraphrasing. Classifying,  Contrasts  Translates
explaining  Examines  Demonstrates
 Interprets
 Active participants
Applying  Shows  Solves problems
 Facilitates  Demonstrates use of
Using information in another  Observes knowledge
familiar situation  Evaluates  Calculates
Implementing, carrying out,  Organizes  Compiles
using, executing  Questions  Completes
 Illustrates
 Constructs
 Active recipient
Analyzing  Probes  Discuss
 Guides  Uncovers
Breaking information into  Evaluates  Argues
parts to explore  Acts as a resource  Debates
understandings and  Questions  Thinks deeply
relationships  Organizes  Tests
Comparing, organizing,  Dissects  Examines
deconstructing, interrogating,
 Questions
finding
 Calculates
 Investigates
 Inquires
 Active participants
Evaluating  Clarifies  Judges
 Accepts  Disputes
Checking, hypothesizing,  Guides  Compares
critiquing, experimenting,  Facilitates  Critiques
judging  Questions
 Argues
 Assesses
 Decides
 Selects
 Justifies
 Active participants
Creating  Extends  Designs
 Reflects  Formulates
Generating new ideas,  Analyses  Plans
products, or ways of viewing  Evaluates  Takes risks
things  Modifies
Designing, constructing,  Proposes
planning, producing,  Active participants
inventing.
Revised Bloom’s Taxonomy of Objectives

Revised Bloom’s
Taxonomy of Objectives Verbs to use in stating Behavioral Terms

 List  Wite
 Memorize  Outline
 Show  Listen
 Locate  Group
 Distinguish  Choose
 Give example  Recite
 Reproduce  Review
Remembering
 Quote  Quote
 Repeat  Record
 Label  Match
 Recall  Select
 Know  Underline
 Group  Cite
 Read  Sort

 Restate  Describe
 Identify  Report
 Discuss  Recognize
 Retell  Review
 Research  Observe
Understanding  Annotate  Outline
 Translate  Account for interpret
 Give examples of  Give main idea
 Paraphrase  Estimate
 Reorganize  Define
 Associate

 Translates  Change
 Manipulate  Compute
 Exhibit  Sequence
 Illustrate  Show
 Calculate  Solve
Applying  Interpret  Collect
 Make  Demonstrate
 Practice  Dramatize
 Apply  Construct
 Operate  Use
  Interview  Adapt
 Paint  Draw
 Distinguish  Compare
 Question  Contrast
 Appraise  Survey
 Experiment  Detect
 Inspect  Group TEACHING INTERNSHIP 177
 Examine  Order
 Probe  Sequence
 Separate  Test
Analyzing
 Inquire  Debate
 Arrange  Analyse
 Investigate  Diagram
 Sift  Relate
 Research  Dissect
 Calculate  Categorize
 Criticize  Discriminate

 Judge  Choose
 Rate  Conclude
Evaluating  Validate  Deduce
 Predict  Debate
 Assess  Justify
Revised Bloom’s Taxonomy of Objectives

Revised Bloom’s
Taxonomy of Objectives Verbs to use in stating Behavioral TermsTEACHING INTERNSHIP 178

 Score
 Revise
 Infer
 Determine
 Prioritize
 Tell why
 Compare
 Evaluate
 Defend
 Select
 Measure
 Compose
 Assemble
 Organize
 Invent
 Compile
 Forecast
 Devise
 Propose
 Construct
 Plan
 Prepare
 Develop
 Originate
Revised Bloom’s Taxonomy of Objectives

Revised Bloom’s
Taxonomy of Objectives Questions

 What happened after…?

 How many…?
 What is…?
Remembering  Who was it that…?
 Can you name…?
 Find the definition of…
 Describe what happened after…
 Who spoke to…?
 Which is true or false...?

 Can you explain why…?

 Can you write in your own words?
 How could you explain…?
 Can you write a brief outline…?
 What do you think could have happened next…?
Understanding  Who do you think…?
 What was the main idea…?
 Can you clarify…?
 Can you illustrate…?
 Does everyone act the way that…does?
 Do you know of another instance where…?
 Can you group by characteristics such as…?
Applying  Which factors whould you change if…?
 From the information given, can you develop a set
on instructions about…?
 Which events could not have happened?
 If…happened, what might the ending have been?
 How is…similar to…?
 What do you see as other possible outcomes?
 Why did…changes occur?
 Can you explain what must have happened
Analyzing when…?
 What are some or the problems of…?
 Can you distinguish between…?
 What were some of the motives behind…?
 What was the turning point?
 What was the problem with…?
  Is there a better solution to…?
 Judge the value of… What do you think about…?
 Can you defend your position about…?
 Do you thing…is a good or bad thing?
 How would you have handled…?
 What changes to…could you recommend?
Evaluating TEACHING INTERNSHIP 180
 Do you believe…? How could you feel if…?
 How effective are…?
 What are the consequences…?
 What influence will…have on our lives?
 What are the pros and cons of…?
 Why is…of value?
 What are the alternatives?
 Who will gain and who will lose?
 Can you design a…to…?
 Can you see a possible solution to…?
 If you had access to all sources, how would you
deal with…?
Creating  Why don’t you devise your own way to…?
 What would happen if…?
 How many ways can you…?
 Can you create new and unusual uses for…?
 Can you develop a proposal which would…?

Internet Sources

 http://www.tedi.ug.edu.au/Assess/Assessment/bloomtax.html
 http://www.acps.k12.va.us/hammond/readstrat/BllomsTaxonomy2.html
 http://www.teachers.ash.org.au/researchskills/dalton.htm
 http://www.officeport.com/edu/blooms.htm
 http://www.quia.com/fc/90134.html
 http://www.utexas.edu/student/utle/handouts/1414.html-
Modequestions_and_keywords
 http://www.schools.sd68.bc.ce/webquest/blooms.html
 http://www.coun.uvic.ca/learn/program/hanouts/bloom.html
 http://www.caribou.cc.trincoll.edu/depts_educ/Resources/Bloom.html
 http://www.kent.wednet.edu/KSD/MA/resources/blooms/teachers_blooms.html
 http://www.hcc.hawaii.edu/intranet/cammittees/FacDevCom/guidebk/teachtip/que
stype.htm
 http://www.nexus.edu.au/taechstud/gat/painterhtm-
_Questioning_Techniques_that_includes_reference_to_Bloom’s_Taxonomy.
 http://ses.une.edu.au/talentEd/EdSupport/Snugglepot.htm
Appendix L

Republic of the Philippines

PROFESSIONAL REGULATION COMMISSION
MANILA

BOARD FOR PROFESSIONAL TEACHERS

CODE OF ETHICS
FOR
PROFESSIONAL TEACHERS

Resolution No. 435

Series of 1997
Persuant to the provisions of Paragraph €, Article II, of R.A. No. 7836, otherwisw
known as the “Philippines Teachers Professionalization Act of 1994” and paragraph (a),
section 6, P.D. No. 223, as amended, the Board for Professional Teachers hereby adopts
and promulgates the following “Code of Ethics for Professional Teachers.”

PREAMBLE
Teachers are duly licensed professionals who possess dignity and reputation with
high moral values as well as technical and professional competence. In the practice of
their noble profession, they strictly adhere to, observe, and practice this set of ethical and
moral principles, standard and values.

ARTICLE I
SCOPE AND LIMITATIONS
Section 1. The Philippine Constitution provides that all educational institutions
shall offer quality education for all Filipino citizens, a vision that requires professionally
competent teachers committed to its full realization. The provisions of its Code shall apply,
therefore to all teachers in all schools in the Philippines.
Section 2. This code covers all public and private school teachers in all
educational institutions at the preschool, primary, elementary and secondary levels
whether academic , vocational, special, technical, or non-formal. The term “teacher” shall
include industrial art or vocational teachers and all other persons performing supervisory
and/or administrative functions in all school at the aforesaid levels, whether full-time or
pat-time basis.

ARTICLE II

TEACHING INTERNSHIP 182

THE TEACHER AND THE STATE
Section 1. The school are the nurseries of the citizens of the state. Each teacher
is a trustee of the cultural and educational heritage of the nation and is under obligation
to transmit to learners such heritage as well as to elevate national morality, promote
national pride, cultivate love of country, instill allegiance to the Constitution and respect
for all duly constituted authorities, and promote obedience to the laws of the state.
Section 2. Every teacher or school official shall actively help carry out the declared
policies of the state, and shall take an oath to this effect.
Section 3. In the interest of the State and of the Filipino people as much as of his
own, every teacher shall be physically, mentally and morally fit.
Section 4. Every teacher shall possess and actualize a full commitment and
devotion to duty.
Section 5. A teacher shall not engage in the promotion of any political, religious,
or other partisan interest, and shall not, directly or indirectly, solicit, require, collect, or
receive any money or service or other valuable material from any person or entity for such
purposes.
Section 6. Every teacher shall vote and shall exercise all other constitutional rights
and responsibility.
Section 7. A teacher shall not use his position or official authority or influence to
coerce any other person to follow any political course of action.
Section 8. Every teacher shall enjoy academic freedom and shall have privilege
of expounding the product of his researches and investigations; provided that, if the
results are inimical to the declared policies of the State, they shall be brought to the proper
authorities for appropriate remedial action.

Article III
THE TEACHER AND THE COMMUNITY

Section 1. A teacher is a facilitator of learning and of the development of the youth;

he shall, therefore, render the best service by providing an environment conducive to
such learning and growth.
Section 2. Every teacher shall provide leadership and initiative to actively
participate in community movements for moral, social, educational, economic and civic
betterment.
Section 3. Every teacher shall merit reasonable social recognition for which
purpose he shall behave with honor and dignity at all times and refrain from such activities
as gambling, smoking, drunkenness, and other excesses, much less illicit relations.
Section 4. Every teacher shall help the school keep the people in the community,
and shall, therefore, study and understand local customs and traditions in order to have
sympathetic attitude, therefore, refrain from disparaging the community.
Section 5. Every teacher shall help the school keep the people in the community
informed about the school work and accomplishments as well as its needs and problems.

TEACHING INTERNSHIP 183

 Section 6. Every teacher is an intellectual leader in the community, especially in
the barangay, and shall welcome the opportunity to provide such leadership when
needed, to extend counseling services, as appropriate, and to actively be involved in
matters affecting the welfare of the people.
Section 7. Every teacher shall maintain harmonious and pleasant personal and
official relations with other professionals, with government officials, and with the people,
individually or collectively.
Section 8. A teacher possesses freedom to attend church and worships as
appropriate, but shall not use his positions and influence to proselyte others.

Article IV
THE TEACHER AND THE PROFESSION

Section 1. Every teacher shall actively insure that teaching is the noblest
profession, and shall manifest genuine enthusiasm and pride in teaching as a noble
calling.
Section 2. Every teacher shall uphold the highest possible standards of quality
education, shall make the best preparations for the career of teaching, and shall be at his
best at all times and in the practice of his profession.
Section 3. Every teacher shall participate in the Continuing Professional Education
(CPE) program of the Professional Regulation Commission, and shall pursue such other
studies as will improve his efficiency, enhance the prestige of the profession, and
strengthen his competence, virtues, and productivity in order to be nationally and
internationally competitive.
Section 4. Every teacher shall help, if duly authorized, to seek support from the
school, but shall not make improper misrepresentations through personal advertisements
and other questionable means.
Section 5. Every teacher shall use the teaching profession in a manner that makes
it a dignified means for earning a decent living.
Article V
THE TEACHER AND THE TEACHING COMMUNITY

Section 1. Teacher shall. at all times, be imbued with the spirit of professional
loyalty, mutual confidence, and faith in one another, self-sacrifice for the common good,
and full cooperation with colleagues. When the best interest of the learners, the school,
or the profession is at stake in any controversy, teachers shall support one another.
Section 2. A teacher is not entitled to claim for work not of his own, and shall give
due credit for the work of others which he may use.
Section 3. Before leaving his position, a teacher shall organize and leave to his
successor such records and other data as are necessary to carry on the work
 Section 4. A teacher shall hold inviolate all confidential information concerning
associates and the school, and shall not divulge to anyone documents which has not
been officially released, or remove records from files without official permission.
Section 5. It shall be the responsibility of every teacher to seek correctives for
what may appear to be an unprofessional and unethical conduct of any associate. This
maybe done only if there is incontrovertible evidence for such conduct.
Section 6. A teacher may submit to the proper authorities any justifiable criticism
against an associate, preferably in writing, without violating any right of the individual
concerned.
Section 7. A teacher may apply for a vacant position for which he is qualified,
provided that he respects the system of selection on the basis of merit and competence,
provided, further, that all qualified candidates are given the opportunity to be considered.

Article VI
THE TEACHER AND HIGHER AUTHORITIES IN THE PHILIPPINES

Section 1. A teacher shall make it his duty to make an honest effort to understand
and support the legitimate policies of the school and the administration regardless of
personal feeling or private opinion and shall faithfully carry them out.
Section 2. A teacher shall not make any false accusations or charges against
superiors, especially under anonymity. If there are valid charges, he should present such
under oath to competent authority.
Section 3. A teacher shall transact all official business through channels except
when special conditions warrant a different procedure, such as when reforms are
advocated but are opposed by the immediate superior, in which case the teachers shall
appeal directly to the appropriate higher authority.
Section 4. A teacher, individually or as part of a group, has a right to seek redress
against injustice and discrimination and, to the extent possible, shall raise grievances
within acceptable democratic processes. In doing so, he shall avoid jeopardizing the
interest and the welfare of learners who’s right to learn must be respected.
Section 5. A teacher has right to invoke the principle that appointments,
promotions, and transfer of teachers are made only on the basis of merit and needed in
the interest of the service.
Section 6. A teacher who accepts a position assumes a contractual obligation to
live up to his contract, assuming full knowledge of employment terms and conditions.

Article VII
SCHOOL OFFICIALS. TEACHERS ANF OTHER PERSONNEL
 Section 1. School official shall at all times show professional courtesy, helpfulness
and sympathy towards teachers and other personnel, such practices being standards of
effective school supervision, dignified administration, responsible leadership and
enlightened direction.
Section 2. School officials, teachers, cooperative and other school personnel
responsibility to formulate policies or introduce important changes in the system at all
levels.
Section 3. School officials shall encourage and attend the professional growth of
all teacher under them such as recommending them for promotion, giving them due
recognition for meritorious performance, and allowing them to participate in conferences
in training programs.
Section 4. No school officials shall dismiss or recommend for dismissal a teacher
or other subordinates except for cause.
Section 5. School authorities concerned shall ensure that public school teachers
are employed in accordance with pertinent civil service rules, and private school teachers
are issued contracts specifying the terms and conditions of their work, provided that they
are given, if qualified, subsequent permanent tenure, in accordance with existing laws,
and provided, further that they are duly registered and licensed professional teachers,

Article VIII
THE TEACHER AND LEARNERS

Section 1. A teacher has a right and duty to determine the academic marks and
the promotion of learners in the subject they handle. Such determination shall be in
accordance with generally accepted procedures of evaluation and measurement. In case
of complaint, teachers concerned shall immediately take appropriate action, observing
the process.
Section 2. A teacher shall recognize that the interest and welfare of learners are
of first and foremost concern, and shall handle each learner justly and impartially.
Section 3. Under no circumstance shall a teacher be prejudiced or discriminate
against a learner.
Section 4. A teacher shall not accept favors or gifts from learners, their parents or
others in their behalf in exchange for requested concessions, especially if undeserved.
Section 5. A teacher shall not accept, directly or indirectly, any remuneration from
tutorials other what is authorized for such service.
Section 6. A teacher shall base the evaluation of the learner must be based on
work only in merit and quality of academic performance.
Section 7. In situation where mutual attraction and subsequent love develop
between teacher and learner, the teacher shall exercise utmost professional discretion to
avoid scandal, gossip and preferential treatment of the learner.
 Section 8. A teacher shall not inflict corporal punishment on offending learners nor
make deductions from their scholastic ratings as a punishment for acts which are clearly
not manifestation of poor scholarship.
Section 9. A teacher shall ensure that conditions contribute to the maximum
development of learners are adequate, and shall extend needed assistance in preventing
or solving learner problems and difficulties.

Article VIII
THE TEACHER AND PARENTS

Section 1. A teacher shall establish and maintain cordial relations with parents,
and shall conduct himself to merit their confidence and respect.
Section 2. A teacher shall inform parents, through proper authorities, of the
progress and deficiencies of learner under him, exercising utmost candor and tact in
pointing out the learner's deficiencies and in seeking parent’s cooperation for the proper
guidance and improvement of learners.
Section 3. A teacher shall hear parent complaints with sympathy and
understanding, and shall discourage unfair criticism.

Article IX
THE TEACHER AND BUSSINESS

Section 1. A teacher has the right to engage, directly or indirectly, in legitimate

income generation; provided that it does not relate to or adversely affect his work as a
teacher.
Section 2. A teacher shall maintain a good reputation with respect to the financial
matters such as in the settlement of his debts and loans in arranging satisfactorily his
private financial affairs.
Section 3. No teacher shall act, directly or indirectly, as agent of, or be financially
interested in, any commercial venture which furnish textbooks and other school
commodities in the purchase and disposal of which he can exercise official influence,
except only when his assignment is inherently, related to such purchase and disposal;
provided they shall be in accordance with the existing regulations.

Article IX
THE TEACHER AS APERSON

Section 1. A teacher shall live with dignity in all places at all times.
 Section 2. A teacher shall place premium upon self-respect and self-discipline as
the principle of personal behavior in all relationships with others and in all situations.
Section 3. A teacher shall maintain at all times a dignified personality which could
serve as a model worthy of emulation by learners, peers and all others.
Section 4. A teacher shall always recognize the Almighty God or Being as guide
of his own destiny and of the destinies of men and nations.

Article IX
THE TEACHER AS APERSON

Section 1. Any violation of any provision of this code shall be sufficient ground for
the imposition against the erring teacher of the disciplinary action consisting of revocation
of his Certification of Registration and License as a Professional Teacher, suspension
from the practice of teaching profession, or reprimand or cancellation of his
temporary/special permit under causes specified in Sec. 23, Article III or R.A. No. 7836,
and under Rule 31, Article VIII, of the Rules and Regulations Implementing R.A. 7836.

Article IX
EFFECTIVITY
Section 1. This Code shall take effect upon approval by the Professional
Regulation Commission and after sixty (60) days following its publication in the Official
Gazette or any newspaper of general circulation, whichever is earlier.
Appendix M
Sexual Harassment Law
Republic Act No. 7877 An Act Declaring Sexual Harassment Unlawful in the Employment,
Education or Training Environment, and for Other Purposes
SECTION 1. Title. – This Act shall be known as the "Anti-Sexual Harassment Act
of 1995."

SECTION 2. Declaration of Policy. – The State shall value the dignity of every
individual, enhance the development of it human resources, guarantee full respect for
human rights, and uphold the dignity of workers, employees, applicants for employment,
students or those undergoing training, instruction or education. Towards this end, all
forms of sexual harassment in the employment, education or training environment are
hereby declared unlawful.

SECTION. 3. Work, Education or Training-related Sexual Harassment

Defined. – Work, education or training-related sexual harassment is committed by an
employee, manager, supervisor, agent of the employer, teacher, instructor, professor,
coach, trainor, or any other person who, having authority, influence or moral ascendancy
over another in a work or training or education environment, demands, requests or
otherwise requires any sexual favor from the other, regardless of whether the demand,
request or requirement for submission is accepted by the object of said Act.

(a) In a work-related or employment environment, sexual harassment is

committed when:
(1) The sexual favor is made as a condition in the hiring or in the employment,
reemployment or continued employment of said individual, or in granting
said individual favorable compensation, terms, conditions, promotions, or
privileges; or the refusal to grant the sexual favor results in limiting,
segregating or classifying the employee which in a way would discriminate,
deprive or diminish employment opportunities or otherwise adversely affect
said employee;
(2) The above acts would impair the employee’s rights or privileges under
existing labor laws; or
(3) The above acts would result in an intimidating, hostile, or offensive
environment for the employee.

(b) In an education or training environment, sexual harassment is committed:

(1) Against one who is under the care, custody or supervision of the offender;
(2) Against one whose education, training, apprenticeship or tutorship is
entrusted to the offender;
(3) When the sexual favor is made a condition to the giving of a passing grade,
or the granting of honors and scholarships, or the payment of a stipend,
allowance or other benefits, privileges, or considerations; or
(4) When the sexual advances result in an intimidating, hostile or offensive
environment for the student, trainee or apprentice.

Any person who directs or induces another to commit any act of sexual harassment
as herein defined, or who cooperates in the commission thereof by another without which
it would not have been committed, shall also be held liable under this Act.

SECTION 4. Duty of the Employer or Head of Office in a Work-related,

Education or Training Environment. – It shall be the duty of the employer or the head
of the work-related, educational or training environment or institution, to prevent or deter
the commission of acts of sexual harassment and to provide the procedures for the
resolution, settlement or prosecution of acts of sexual harassment. Towards this end, the
employer or head of office shall:
 (a) Promulgate appropriate rules and regulations in consultation with the jointly
approved by the employees or students or trainees, through their duly designated
representatives, prescribing the procedure for the investigation or sexual harassment
cases and the administrative sanctions therefor. The said rules and regulation issued
pursuant to this sub-section (a) shall include, among others, guidelines on proper
decorum in the workplace and educational or training institutions.

(b) Create a committee on decorum and investigation of cases on sexual

harassment. The committee shall conduct meetings, as the case may be, with other
officers and employees, teachers, instructors, professors, coaches, trainors and students
or trainees to increase understanding and prevent incidents of sexual harassment. It shall
also conduct the investigation of the alleged cases constituting sexual harassment.

In the case of a work-related environment, the committee shall be composed of at

least one (1) representative each from the management, the union, if any, the employees
from the supervisory rank, and from the rank and file employees.
In the case of the educational or training institution, the committee shall be
composed of at least one (1) representative from the administration, the trainors,
teachers, instructors, professors or coaches and students or trainees, as the case maybe.
The employer or head of office, educational or training institution shall disseminate
or post a copy of this Act for the information of all concerned.

SECTION 5. Liability of the Employer, Head of Office, Educational or Training

Institution. – The employer or head of office, educational training institution shall be
solidarily liable for damage arising from the acts of sexual harassment committed in the
employment, education or training environment if the employer or head of office,
educational or training institution is informed of such acts by the offended party and no
immediate action is taken thereon.
SECTION 6 Independent Action for Damages. – Nothing in this Act shall
preclude the victim of work, education or training-related sexual harassment from
instituting a separate and independent action for damages and other affirmative relief.
SECTION 7 Penalties. – Any person who violates the provisions of this Act shall,
upon conviction, be penalized by imprisonment of not less than one (1) month nor more
than six (6) months, or a fine of not less than Ten thousand pesos (P10,000) nor more
than Twenty thousand pesos (P20,000), or both such fine and imprisonment at the
discretion of the court.
Any action arising from the violation of the provision of this Act shall prescribe in
three (3) years.
SECTION 8. Separability Clause – If any portion or provision of this Act is
declared void and unconstitutional, the remaining portions or provisions hereof shall not
be affected by such declaration. SECTION 9. Repealing Clause. – All laws, decrees,
orders, rules and regulations, other issuances, or parts thereof inconsistent with the
provisions of this Act are hereby repealed or modified accordingly.
SECTION 10. Effectivity Clause. – This Act shall take effect fifteen (15) days after
its complete publication in at least two (2) national newspaper of general circulation.

Approved: Feb 14, 1995

(Sgd.) FIDEL V. RAMOS

President of the Philippines
Appendix P

EXCERPTS of CMO 75, 2017

Republic of the Philippines

OFFICE OF THE PRESIDENT
COMMISION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER

NO. 75
Series of 2017

SUBJECT : POLICIES, STANDARS AND GUIDELINES FOR

BACHELOR OF SECONDARY EDUCATION (BSEd)

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise
known as the “Higer Education Act of 1994,” and in pursuance of an outcomes-based
quality assurance system advocated under CMO No. 46 s. 2012, and by virtue of
Commission en banc (CEB) Resolution No. 724-2017 dated October 3, 2017, the
following policies, standards and guidelines (PSGs) re hereby adopted and promulgated
by the Commission.

ARTICLE I
INTRODUCTION

Section 1 Rationale
Based on the Guidelines for the implementing of CMo No. 46 s. 2012, this
PSG implements the “shift of learning competency-based
standards/outcomes-based education” in response to the 21st Century
Philippine Teacher Education framework. Furthermore, this PSG is
anchored on the salient features of K to 12 Curriculum (RA 10533), the
Philippine Qualifications Framework (EO 83, s. 2012) the National
Competency-Based Teacher Standards (NCBTS) now the Philippine
Professional Standards for Teachers (D.O. 42 s. 2017) and other
relevant documents. It specifies the core competencies’ expected of
Bachelor of Secondary Education (BSEd) graduates “regardless of the
type of HEI they graduate from.” However, in “recognition of the spirit of
outcomes-based education and of the typology of HEIs, “this PSG also
provides “ample space for HEIs to innovate in the curriculum in line with the
assessment of how best to achieve learning outcomes in their particular
contexts and their respective missions.”

ARTICLE II
AUTHORITY TO OPERATE

Section 2 Government Recognition

All private higher education institutions (PHEIs) intending to offer BSEd
program must first secure proper authority from the Commission in
accordance with this PSG. All PHEIs with an existing BSEd program are
required to shift to an outcomes-based approach based on thi PSG. State
Universities and Colleges (SUCs) anf Local Universities and Colleges
(LUCs) should likewise strictly adhere to the provisions in these policies and
standards.
ARTICLE II
AUTHORITY TO OPERATE
Pre Section 13 of RA 7722, the higher education institution shall exercise academic
freedom in its curricular offerings but must comply with the minimum requirements for
specific academic programs, the general education distribution requirement and the
specific professional courses.

Section 3 The Articles that follow give minimum standards and other requirements
and prescriptions. The minimum standards are expressed as a minimum
set of desired program outcomes which are given in Article IV Section 6.
CHED designed a curriculum to attain such outcomes. This curriculum is
shown in Article V Section 9 as a sample curriculum. The number of units
of this curriculum is hereby prescribed as the “minimum unit requirement”
under section 13 o RA 7722. In designing the curriculum is shown in Article
V Section 10 as a sample curriculum map.

Section 4 The HEIs are allowed to design curricula suit to their own contexts and
missions provided that they can demonstrate that the same leads to the
attainment of the required minimum set of outcomes, albeit by a different
route. In the same vein, they have latitude in terms of curriculum delivery
and in terms of specification and deployment of human and physical
resources as long as they can show that the attainment of the program
outcomes and satisfaction of program educational objectives can be
assured by the alternative means they propose.

HEIs can use the CHED Implementation Handbook for Outcomes-Based

Education (OBE) and the institutional Sustainability for Article VII.
Section 5 Program Description

5.1 Degree Name

The degree program described herein shall be caleed Bachelor of
Secondary Education Major in:
English
Filipino
Mathematics
Sciences
Social Studies
Values Education
5.2 Nature of the Field of Study

The BSED is an undergraduate teacher education program designed to

equip learners with adequate and relevant competencies to teach in their
chosen area of specialization/major in the secondary level.

5.3 Degree/ Program Goals

The BSED degree program aims to develop highly motivated and

competent teachers specializing in the content and pedagogy for secondary
education.

5.4 Allied Fields

The BSED degree program draws from various allied disciplines like social
sciences, science, math, technology, languages, and humanities to ensure
that the graduates have a multi-disciplinary preparation in the content of
pedagogy.

Section 6 Program Outcomes

The minimum standards for the BSEd degree program are expressed in the
following set of learning outcomes:

6.1 Common to all programs in all types of schools

The Graduates have the ability to:

a. Articulate and discuss the latest development in the specific field

of practice. (PQF level 6 descriptor)
b. Effectively communicate in English and Filipino, both orally and
in writing
c. Work effectively and collaboratively with a substantial degree of
independence in multi-disciplinary and multi-cultural teams.
(PQF6 descriptor)
d. Act in recognition of professionals, social, and ethical
responsibility.
e. Preserve and promote “Filipino historical and Cultural heritage”
(based on RA 7722)
6.2 Common to the discipline (Teacher Education)

a. Articulate the rootedness of education in philosophical,

socio-cultural, historical, and political contexts.

 b. Demonstrate mastery of subject matter/discipline

c. Facilitate learning using a wide range of teaching methodologies

and delivery models appropriate to specific learners and their
environments

d. Develop innovative curricula, instructional plans, teaching

approaches, and resources for diverse learners

e. Apply skills in the development and utilization of ICT to promote

quality relevant, and sustainable educational practices

f. Demonstrate a variety of thinking skills in planning, monitoring,

assessing and reporting learning processes and outcomes.

g. Practice professional and ethical teaching standards sensitive to

local, national, and global realities

h. Pursue lifelong learning for personal and professional growth

through varied experiential and field-based opportunities

6.3 Specific to a sub discipline and major

6.3.1 Bachelor of Secondary Education major in English

a. Possess broad knowledge of language and literature for

effective learning

b. Use English as glocal language in multilingual context as it

applies to the teaching of language and literature

c. Acquire extensive reading background in language,

literature, and allied fields

d. Demonstrate proficiency in oral and written communication

e. Shows competence in employing innovative language and

literature teaching approaches, methodologies, and strategies

f. Use technology in facilitating language learning and

teaching

g. Inspire students and colleagues to lead relevant and

transformative changes to improve learning and teaching
language and literature

h. Display skills and abilities to be reflective and research-

oriented language and literature teacher

6.3.2 Bachelor of Secondary Education Major in Filipino

a. Nagpapamalas ng mataas na antas ng kaalaman sa

pagtuturo ng wika at panitikang Filipino.

b. Nagpapakita ng malawak at malalim nap ag-unawa at

kaalaman at ugnayan ng wika, kultura, at lipunan
 c. Nakagagamit ng iba’t ibang kasanayan at kaalaman sa
proseso ng pagtuturo-pagkatuto.

d. Nagtataglay ng kaalaman hinggil sa usapin ng kultura at

linggwistikong dibersidad ng bansa.

e. Nakapagdidisenyo ng malikhain, inobatibo at integratibong

mga alternatibong dulog sa pagtuturo at pagkatuto

f. Nakagagawa ng pananaliksik ukol sa ikakaunlad ng wikang

Filipino bilang wikang panturo

.Insert 198 and 199

B. BACHELOR OF SECONDARY EDUCATION MAJOR IN FILIPINO

Program Outcomes Performance Indicators

a. Nagpapamalas ng mataas na  Naipaliliwanag ang mga batayan at kaalaman

antas ng kaalaman sa sa pagtuturo ng Filipino.
pagtuturo ng wika at panitikang  Nailalapat ang kaalman sa Filipino na nakasalig
Filipino sa ibat ibang teorya, pananaw, at prinsipyo sa
pagkatuto at pagtuturo.

b. Nagpapakita ng malawak at  Naipapaliwanag ang papel ng wika bilang isang

malalim na pag-unawa at
kaalaman sa ugnayan ng wika,
kultura, at lipunan.
panlipunang phenomenon.
 Nasusuri ang ugnayan ng wika, panitikan,
kultura at lipunan.
 Nagagamit ang pagpapahalagang
pampanitikan sa pagtuturo ng ugnayan ng
kultura at lipunan.
 Nasusuri ang gamit ng wika sa iba’t ibang
institusyon panlipunan.
 Nakagagawa ng kritikal nap ag-aaral hinggil sa
,ga napapanahong isyu sa wika, kultura at
lipunan at ang implikasyon nito sa pagtuturo at
pagkatuto ng Filipino.

c. Nakakagamit ng iba’t ibang  Nakapagdidisenyo ng makabuluhang

kasanayan at kaalaman sa kurikulum batay para sa pagtuturo at pagkatuto
proseso ng pagtuturo- ng Filipino
pagkatuto.  Nakabubuo ng plano ng pagkatuto ayon sa
kahingian ng kurikulum
 Nakalilikha ng mga kagamitang pampagtuturo
na nakaugat sa local na kultura.
 Nakagagamit ng mga makabagong pagdulog
sa pagtasa at pagtaya sa pagtuturo at
pagkatuto ng Filipino
 Nakagagamit ng iba’t ibang lapit o dulog sa
pagtuturo ng Filipino
 d. Nagtataglay ng kaalaman  Natutukoy at nasusuri ang mga barayti at
hinggil sa usapin ng kultura at baryasyon ng wikang Filipino
linggwistikong dibersidad ng  Napaghahambing ang mga pagkakatulad at
bansa. pagkakaiba ng mga wika at kultura.
 Nakapagpapahayag ng mga saloobin sa
kahalagahan ng pagkakatulad at pagkakaiba
ng mga rehiyon at panitikan.

e. Nakapagdidisenyo ng  Nakagagamit ang iba’t ibang duog pagtuturo at

malikhain, inobatibo at pagkatuto ng wika at panitikang Filipino
integratibong mga  Nagtataya ang bisa ng dulog sa epektibong
alternatibong dulog sa pagtuturo-pagkatuto ng wika at panitikang
pagtuturo at pagkakatuto.. Filipino.

f. Nakagagawa ng pananaliksik  Nakagagawa ng pananaliksik ukol sa wika at

ukol sa ikauunlad ng wikang
Filipino bilang wikang panturo.
panitikang Filipino
 Nagtataglay ng kaalaman sa teknikal na aspeto
ng pananaliksik sa pagtuturo at pagkatuto ng
wika at panitikang Filipino.
 Nakabubuo

C. BACHELOR OF SECONDARY EDUCATION MAJOR IN MATHEMATICS

Program Outcomes Performance Indicators

a. Exhibit competence in  Explains and illustrate Clearly, accurately, and

mathematical and comprehensively the basic mathematical
procedures. concept using relevant examples as needed.
 Demonstrate in detail basic mathematical
procedures
 Show the connections between mathematical
concepts that are related to one another
 Provides examples to illustrate the application of
mathematical concepts and procedures

b. Exhibit proficiency in  Create a curriculum guide that shows how

relating mathematics to mathematics can be integrated with other
other curricular areas. curricular areas
 Identify teaching activities which support the
implementation of the curriculum guide
 Develop and utilize instructional materials that
support the integration of mathematics with other
curricular areas
 Utilize appropriate technologies to achieve the
learning outcomes.
c. Manifest meaningful and  Demonstrates skill in various methods of
comprehensive learning in mathematics such as, conducting
pedagogical content investigations, modeling and doing research
knowledge (PCK) of  Create and utilize learning experiences in the
mathematics classroom which develop the learner’s skills in
discovery learning, problem solving and critical
thinking

d. Demonstrate competence  Design and utilize varied assessment tools in

in designing, constructing
and utilizing different
forms of assessment in
mathematics
mathematics, including alternative forms of
assessments
 Analyze assessment results and use these to
improve learning and teaching.
 Provide timely feedback of assessment results
to students.

e. Demonstrate proficiency in  Demonstrate skills in various problem solving

problem-solving by solving heuristics
and creating routine and  Select suitable example to explain the various
non-routine problems with problem solving heuristics
different levels of  Manifest creativity and critical thinking when
complexity selecting examples and problems to be used in
the classroom and in the assessment of
students’ learning
 Use varied resources for selecting and creating
problems to develop the students problem
solving skills

f. Use effectively appropriate  Demonstrate knowledge and skills in varied

approaches, methods, and
techniques in teaching
mathematics
approaches and methods of teaching
mathematics
 Manifest discretion when selecting approaches
or methods that would be effective in teaching
particular lessons
 Utilize a variety of student-centered approaches
and methods in classroom
Appendix Q

Republika ng Pilipinas

Republic of the Philippines

Kagawaran ng Edukasyon

Department of Education

JOINT CHED and DepED ORDER

GUIDELINES IN THE DEPLOYMENT OF

PRE-SERVICE TEACHERS UNDER EXPERIENTIAL LEARNING:

FIELD STUDY AND PRACTICE TEACHING

To: CHED Commissioners DepED Undersecretaries

Regional Directors Assistant Secretaries

Presidents of Universities and Regional Directors

Colleges School Divisions Superintendents

Elementary/Secondary Principals

The Experiential Learning Courses (ELC) are indispensable components of the New
Teacher Education Curriculum, per CMO No. 30 s., 2004. This is pursuant to the National
Competency Based Teacher Standards (NCBTS), the core of the Teacher Education and
Development Program (TEDP) of the government.

The ELC are intended to provide students with actual learning experiences in which they
can observe, verify, reflect on, and practice the different components of the teaching-
learning processes in variety of authentic school settings. Such experiences, which are
built around mentoring, will begin with field observation and will gradually intensify into
participation until students undertake practice teaching.

As key interdependent stakeholders in the development of the future teachers, The Basic
Education Schools (BES) provide the Teacher Education Institutions (TEIs) the authentic
environment to implement the teacher education curriculum; the TEIs in turn provide
Schools with competent teachers steeped in both theory and practice.

The Commission on Higher Education (CHED)through the TEIs and the Department of
Education (DepED) through the regional and divisions offices and cooperating BES shall
provide a collaborative support system to the experiential learning courses.

The roles and responsibilities of the DepED regional directors, school division
superintendents, supervisors, principal’s/head teachers, resource teachers, and
TEACHING INTERNSHIP 203
cooperating teachers; and CHED regional directors, the TEIs deans/heads, college
supervisors, and field study student’s/student teachers, are likewise provided with the
enclosures.

The DepED and the CHED Regional Offices shall set the parameters for the
Memorandum of Agreement (MOA) between the SDS and the individual TEI or group of
TEIs. The MOA shall stipulate the administrative and technical support including the
flexible incentives system. (refer to prototype MOAs)

The ELC Handbook is provided to ensure that the pre-service teachers get maximum
benefits from their experiential learning courses. (Refer to enclosure)

The DepEd or CHED order which is inconsistent with this Joint Order is hereby rescinded.

Immediate and wide dissemination of this Joint Order is desired.

CARLITO S. PUNO JESLI A. LAPUS

Chairman Secretary

Commission on Higher Education Department of Education

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

I. DEFINITION OF TERMS

Authentic School Setting/ Learning Environment – refers to the real school

environment in basic education.
College Supervisor – refers to the faculty member of the Teacher Education
Institution (TEI) in charge of Experiential Learning Courses (Field Studies
and/or Practice Teaching), who teaches the course and oversees the various
activities. It also refers to the University/College Student Teaching
Supervisor/Director/Coordinator
Cooperating School/Internship School Practicum Site/Partner Public
School – refers to the school where the field observers and students Teachers
undergo observation and practice teaching.
Experiential Learning Courses – refers to the required subjects in the pre-
service education curricula that include Field Study Courses and Practice
Teaching.
Flexible Incentive System – refers to mutually agreed upon monetary e.g.,
honoraria, and non-monetary incentives, e.g., scholarships, tuition discounts,
free training, seminars, access to library and other school facilities, distinctions
and honorifics titles, etc.
Field Study Student (FSS) – refers to the students taking field study courses.
Portfolio – is both a product and process; purposeful collection of pertinent
student teaching materials such lesson plans, documented evidences of
community outreach, reflections and others.
Mentor/Cooperating Teacher – refers to the teacher who is assigned to guide
the FSS/student teacher in the development of professional competencies,
attitudes and behaviors.
Monitoring – refers t the nurturing process in which a highly skilled or more
experienced person provide support and encouragement to a less experienced
person.
Pre-service Teacher – refers to the students enrolled in the BEED, and BSED
and other related teacher education programs.
 Resource Teacher – refers to the resource facilitator in the field study courses.
Student Teacher – refers to the students who undergoes practice teaching.

II. ROLE OF DEPED AND CHED

Regional Offices

The Regional Directors shall jointly:

1. Ensure quality assurance of Experiential Learning Courses;

2. Set the parameters of the MOAs between SDS and TEIs or group of TEIs;
determine and articulate the resource requirements for the basic education
and TEIs of the region;
3. Conduct regular monitoring and evaluation of the ELC, utilize and
disseminate results;
4. Undertake researches related to the improvement of ELC; and
5. Provide recognition and reward system to performing TEIs as regards to
Experiential learning.
School Division Offices

The SDS, in collaboration with TEI and school principals, shall:

1. Forge a MOA with TEIs on the deployment of pre-service teachers on

experiential learning courses;
Appendix R

(Prototype MOA)

MEMORANDUM OF AGREEMENT

Known All Men By These Presents:

This Memorandum of Agreement is made and entered into by and between:

represent by its President, and Dean of

the College of Education with principal addresses at
and hereinafter referred to as the FIRST PARTY.

The Department of Education, represented by the Schools Division Superintendent of

, and the cooperating school Principal, with
principal addresses at and hereinafter referred to as
the SECOND PARTY.

WITNESSETH:

WHEREAS, the First Party and the Second Party are concerned about the pre-service education of teachers
as a key to achieving sustainable quality basic education;

WHEREAS, THE First Party and the Second Party are committed to improve the quality of basic education
in the Division of ;

WHEREAS, both parties believe that a major key to reaching that goal is a quality pre-service training
program that will provide student teachers opportunities to:

1. Develop the competencies set in the National competency-Based Teachers Standard (NCBTS);
2. Apply their learning’s in actual classrooms situations;
3. Gain comprehensive and realistic perspective of the teaching learning situations and day-to-day
school activities; and
4. Reflect on their qualities and commitment vis-a-vis the demands of the teaching profession

WHEREAS, both parties believe that aside from the usual practice teaching, intensive field study is
necessary to adequately prepare the student teachers for their functions and responsibilities;

NOW THEREFORE, premises considered, the parties agree to the following:

1. The FIRST PARTY will

1.1 coordinate with the Schools Division Superintendent and the School Head on the deployment
of the Field Study Students (FSS) / Students Teachers (ST)
1.2 conduct regular supervisory visit during the stay of the FSS/ST in designated school;
1.3 gather feedback from the cooperating schools on FSS/ST activities / performance for the
improvement of the program;
1.4 conduct exit conference with the cooperating school head
1.5 and provide flexible incentive package/reward system for cooperating school.
2. The SECOND PARTY will
2.1 conduct orientation/briefing on the school learning environment and the community system’
2.2 allow FSS/ST to observed classes and school activities as required;
2.3 provide FSS/ST the best resources teachers / mentors;
2.4 allow the First Party to supervise the activities of their FSS/ST in coordination with the
department heads / grade level chairs / school head;
2.5 allow the FSS/ST also access to school information for research and instructional purposes;
 2.6 monitor and evaluate the performance of cooperating schools; and
2.7 submit consolidated reports on student teachers.

This AGREEMENT shall take effect immediately upon signing by all parties concerned and shall remain in
force unless sooner terminated by mutual consent.

IN WITNESS WHEREOF, parties of the agreement hereunto affix their signature this of ,20
at , Philippines

Teacher Education Institution Basic Education Schools

President School Divisions Superintendent

Dean, College of Education School Principal

Signed in the Presence of:

Witness Witness

REPUBLIC OF THE PHILIPPINES

ACKNOWLEDGEMENT

This day of 20 of the personally appeared before me

Name CTC No. Issued at Issued on

All known to me to be the same persons who executed the foregoing instrument, and they acknowledged
to me that the same is their free and voluntary deed.

WITNESS MY HAND AND SEAL

Source: Experiential Learning Courses: A Project of the Teacher Council (TEC) Department of Education
(DepEd) Commission on Higher Education (CHED), 2007.

EXCERTS FROM CMO 74

Appendix S

Republic of the Philippines

OFFICE OF THE PRESIDENT
COMMISSION ON HIGHER EDUCATION

CHED MEMORANDUM ORDER

No. 74
Series of 2017
SUBJECT : POLICIES, STANDARD AND GUIDELINES FOR
BACHELOR OF ELEMENTARY EDUCATION (BEED)

In accordance with the pertinent provisions of the Republic Ac (RA) No. 7722, otherwise known as the
“Higher Education Act of 1994,” and in pursuance of an outcomes-based quality assurance system as
advocated under CMO No. 46 s.2012, and by virtue of Commission en banc (CEB) Resolution No. 724-2017
dated October 3, 2017. The following policies, standards and guidelines (PSGs) are hereby adopted and
promulgated by the Commission.

ARTICLE I
INTRODUCTION
Section 1 Rationale
Based on the Guidelines for the Implementation of CMO No.46 s, 2012. This PSG
implements the “shift to learning competency-based standards/outcomes-based
education’ in responsible to the 21st century Philippines Teacher Education Framework.
Furthermore, this PSG is anchored on the salient features of K to 12 Enhanced
Curriculum (RA 10533), THE Philippines Qualifications Framework (EO 83, S. 2012), the
National Competency-Based Teacher Standards (NCBTS) now the Philippine
Professional Standards For Teacher (D,O.42, s. 2017) and other relevant documents. It
specifies the ‘core competencies’ expected of Bachelor of Elementary Education (BEED)
GRADUATES “regardless of the type of HEIs they graduates from.” However, in
“recognition of the spirit of outcomes-based education and of the typology of HEIs, “this
PSG also provides “ample space for HEIs to involve in the curriculum in line with the
assessment of how best to achieve leaning outcomes in their particular contexts and their
respective missions.”
ARTICLE II
AUTHORITY TO OPERATE

Section 2 Government Recognition

All private higher education (PHEIs) intending to offer BEED program must first secure
proper authority from the commission in accordance with this PSG. All PHEIS with an
existing BEED program are required to shift to an outcomes-based approach base on this
PSG. State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs)
should likewise strictly adhere to the provisions in these policies and standards.

Higher education Development Center Building, C,P Garcia Ave, UP Campus, Quezon City, Philippines
Web Site: www.ched.gov.ph Tel, Nos. 444-1177,385-4391, 441-1149, 441-1170, 441-1216, 392-5296, 441-
1220, 441-12228, 988-0002, 444-0750,441-1254, 441-1235, 441-155, 411-1171, 352-1872
ARTICLE III
GENERAL PROVISIONS
Per Section 13 of RA 7722, the Higher Education institute shall exercise academic freedom in its curricular
offerings but must comply with minimum requirements for specific academic programs, the general
education distribution requirements and the specific professionals courses.

Section 3 the Articles that follow give minimum standards and prescriptions. The minimum
standards are expressed as a minimum set of desired program outcomes which are given
in Article IV Section 6, CHED designed a curriculum to attain such outcomes. This
curriculum is shown in Article V Section 9 as a sample curriculum,. The number of units
of this curriculum is hereby prescribed as the “minimum unit required” under Section 13
of RA 7722. In designing the curriculum. CHED employed a curriculum map which is shown
in Article V Section 10 as a sample curriculum map.

Using a learner-centered/outcomes-based approach, CHED also determined appropriate

curriculum delivery methods shown in Article V Section 11. The sample course syllabi
given in Article V Section 12 shown some of these methods.

Based on the curriculum and the means of its delivery, CHED determined the physical
resource requirements for the library. Laboratories and other facilities and human
resource requirements in terms of administration and faculty. See Article VI.

Section 4 the HEIs are allowed to design curricula suited to their own contexts and missions provide
that they can demonstrate that the same leads to the attainment of the required
minimum set of outcomes, albeit by a different route. In the same vein, they have latitude
in terms of curriculum delivery and in terms of specification and deployment of human
and physical resources as long as they can show that the attainment of the program
outcomes and satisfaction of program educational objectives can be assured by the
alternative means they propose.

HEIs can use the CHED Implementation Handbook for Outcomes-Based Education (OBE)
and the Institutional Sustainability Assessment (ISA) as a guide in making their
submissions for Article VII.

ARTICLE IV
PROGRAM SPECIFICATION
Section 5 Program Description

5.1 Degree Name

The degree program described herein shall be called Bachelor of Elementary Education
(BEED)

ARTICLE V

CURRICULUM

Section 8 Curriculum Description

The BEEd Program is composed of New general education Courses,

Professional Education Courses, Specialization Major Courses,

Elective Cognate Courses, Special Topics, and Mandated Courses (PE and NSTP)
Section 9 Sample Curriculum

Higher Education Institutions offering the BEEd Program may exercise flexibility in
their curricular office. However, the following courses are prescribed as minimum
requirements to be implemented.

9.1 Curriculum Components

Courses Units Total

A. General Education (CMO No. 20, series of 2013) 36 units
B. Professional Education Course 42 units
Foundation/Theories and Concepts
The Child and Adolescent Learners and Learning Principles 3
The teaching Profession 3
The Teacher and the community, School Culture and Organization 3
Leadership
Pedagogical Content knowledge
Facilitating learner- Centered Teaching 3
Assessment in Learning 1 3
Assessment in Learning 2 3
Technology for Teaching and Learning 1 3
The Teacher and the School Curriculum 3
Building and Enhancing New Leaners Across the Curriculum 3
Experiential Learning
Field Study 1 3
Field Study 2 3
Teaching Internship 6
C. Major/ Specialization Courses
SCI Teaching Science in the Elementary Grades (Biology and 3
Chemistry)
SCI Teaching Science in the Elementary Grades (Physics, Earth and 3
Space Science)
SSC Teaching Social Studies in the Elementary Grades – (Philippine 3
History and Government)
SSC Teaching Social Studies in Elementary Grades (Culture and 3
Geography)
FIL Pagtuturo and Filipino sa Elementary (I) – Estruktura at gamit ng 3
Wikang Filipino
FIL Pagtuturo and Filipino sa Elementary (II) Panitikan ng Pilipinas 3
MATH Teaching Math in the Primary Grades 3
MATH Teaching math in the Intermediate Grades 3
TLE Edukasyong Pantahanan at pangkabuhayan 3
TLE Edukasyong pantahanan at Pangkabuhayan with 3
Entrepreneurship
MUSIC Teaching Music in the Elementary Grades 3
ARTS Teaching Arts in the Elementary Grades 3
PEH Teaching PE and Health in the Elementary Grades 3
ENG Teaching English in the Elementary Grades 3
(Language Arts)
ENG Teaching English in the Elementary Grades Trough Literature 3
 MTB- Content and Pedagogy for the mother-Tongue 3
MLE
VED Good Manners and Right Conduct 3
(Edukasyong Pagpapakatao)
RES Research in Education 3
TTL Technology for Teaching and Elementary Grades 3
D. Electives (3 units)
Teaching Multi-Grades Classes 3
Any subject maybe be chosen from any major subjects of other 3
major courses
E. Mandated Courses
Physical Education 1-4 8
NSTP 1&2 6
SUMMARY
General Education Courses 36 units
Professional Education Courses 42 units
Major Courses 57 units
Elective 3 units
Mandated Courses (PE and NSTP) 14 units
Total 152
units

9.2 Guidelines for Preparing Program of Study

1. Offer the courses based on the a viability of faculty and resources

2. Not all General Education courses need to be completed in First Year or Second Year

3. Ensure that sequential subjects are scheduled accordingly e.g. Teaching English in the

Elementary Grades I must come before Teaching English in the Elementary Grades 2

9.3 Sample Program of Study (Distribution of Courses)

Bachelor of Elementary Education

FIRST YEAR
1st Semester Units 2nd Semester Units
General Education 1 3 General Education 7 3
General Education 2 3 General Education 8 3
General Education 3 3 General Education 9 3
General Education 4 3 General Education 10 3
General Education 5 3 General Education 11 3
General Education 6 3 General Education 12 3
The Child and Adolescent Learners and 3 Building and Enhancing new 3
learning Principles Literature Across the
Curriculum
PE 1 2 PE 2 2
NSTP 1 3 NSTP 2 3
Total 26 Total 26
 SECOND YEAR
1st Semester Units 2nd Semester Units
Technology for Teacher and Learning 3 The Teaching Profession 3
Facilitating Learner-Centered Technology 3 Foundation of Special and 3
inclusive Education
Teaching Science in Elementary Grades 3 Teaching Science in 3
(Biology and Chemistry) Elementary Grades (Physics,
Earth and Space Science)
Teaching Social Studies in Elementary 3 Content and Pedagogy for the 3
Grades (Culture and Geography) Mother-Tongue
Pagtuturo ang Filipino sa Elementarya 3 Teaching Social Studies in 3
(Estruktura at Gamit ng Wikang Filipino) Elementary Grades (Philippine
History and Government)
Good Manners and Right Conduct 3 Edukasyong Pantahanan at 3
(Edukasyon sa Pagpapakatao) Pangkabuhayan
PE 3 2 PE 4 2
Total 23 Total 23

THIRD YEAR
1st Semester Units 2nd Semester Units
Teaching English in the Elementary 3 Elective Teaching Multi-Grades 3
Grades (Language Arts) Classes
Teacher and the School Curriculum 3 The Teacher and the 3
Community. School Culture
Organizational Leadership
TTL 2 – Technology for Teaching and 3 Assessment Learning 2 3
knowing in the Elementary Grades
Assessment of Learning 1 3 Teaching PE any health in the 3
Elementary Grades
Teaching Music in the Elementary Grades 3 Pagtuturo and Filipino sa 3
Elementary (II) Panitikan ng
Pilipinas
Teaching English in the Elementary 3 Research in Education 3
Grades through Literature
Teaching Arts in the Elementary Grades 3 Edukasyong Pantahanan at 3
Pangkabuhayan with
Entrepreneurship
Total 21 Total 21

FOURTH YEAR
1st Semester Units 2nd Semester Units
Field Study 1 3 Teaching Internship 6
Field Study 2 3 6
Total 6 Total 3

Section 10 Sample Curriculum Map

Legend I – Introduced Concepts/Principles

P – Practiced with Supervision

 D – Demonstrated across different clinical setting with minimal supervision

Alternative Legend:

L – Facilitate Learning of the Competencies (Input is provided of Competency is

evaluated)

P – Allows student to practice competencies (no input but competency)

O –Opportunity for development (no right or evaluation but there is opportunity

To practice the competencies)

Republic of the Philippines

Department of Education

27 MAR 2015

DepEd O R D E R

No. 7, s, 2015

HIRING GUIDELINES FOR TEACHERS 1 POSITIONS

EFFECTIVE SCHOOL YEAR (SY) 2015-2016

To: Undersecretaries

Assistant Secretaries

Regional Directors

Schools Division, Superintendents

Head, Public Elementary and Secondary Schools

1. The Hiring Guidelines for Teachers 1 Positions for School Year (SY) 2015-2016are enclosed
for the information and guidance of all concerned.
2. The insurance of these Guidelines aim to integrate and further institutionalize the primary
objectives of the K to 12 Basic Education Program, which is to enhance the overall quality
of Basic Education in the country by hiring highly-competent teachers, and to uphold the
Departments mandate under the Magna Carta for Public Employment and Career
opportunities as well as to attract more people which proper qualifications to the
teaching profession.
3. Immediate discrimination of and strict compliance with this order is directed.
 BR. ARMIN A LUISTRO FSC

Secretary

End:

As stated

Reference:

DepEd Order No. 14, s, 2014

To be indicated in the perpetual index

Under the Following Subjects:

APPOINTMENT, EMPLOYMENT, REAPPOINTMENT

CHANGE

POLICY

TEACHER

SMA.DO.Hiring guidelines for Teachers I Positions

0178/March 17, 2015

(Enclosure in DepEd order no. 7, s, 2015)

HIRING GUIDELINES FOR TEACHERS 1 POSITIONS EFFECTIVE SCHOOL YEAR (SY) 2015-2016

1.0 BACKGROUND AND RATIONALE

The department of education (DepEd) recognizers that the success of any
educator system greatly relies on the competence of its teachers. Hence, one of the
primary issues the Department aims to address through its comprehensive
implementation of the K to 12 Basic Education Program is the need for highly competent
teachers in public elementary and secondary school. The program plans to achieve this
objective through significantly improving professional stanards that will development of
lifelong learners. Furthermore, the hiring system is also set to provide opportunities for
the absorption of all qualified kindergarten volunteers and LGU-hired teachers into the
national plan.

Faithful to the unit and fitness principles of the civil service Doctrine of the
constitution and DepEd’s continuing thrust to enhance and quality of Basic Education,
these hiring guidelines and hereby promulgated for Teacher I positions consistent with
the pertinent provisions of existing laws, rules and regulations effective School Year 2015-
2016.
2.0 SCOPE
These guidelines which will apply to the filling-up of newly created and/or natural
vacancies for Teacher I positions a public Elementary (including kindergarten0 and
secondary School shall cover the following areas aspects.
2.1 Announcement of vacancies and Receipt of Applications
2.2 Verification and Validation of document submitted
2.3 Evaluation and selection of qualified Applicants
2.4 Appointment of Qualified Applicants.
2.5 Monitoring of Division office Compliance with hiring Guidelines by the regional
Office.
3.0 DEFINITIO OF TERMS
3.1 Applicant refers to a person who holds in valid certificate of
registration/professional license as a teacher from the professional regulation
Commission (PRC) seeking to be appointed to a Teacher I position.
3.2 Bona Fide resident refers to an-applicant who has been residing for at least six (6)
months at the barangay municipality, city or province in which the school by
applied to for a teaching position is located, as evidenced by the personal Data
Sheet (CSC from 212, Revised 2005) and a Votes Identification Card or any proof
of residing as deemed acceptance by the school Screening committee.
3.2.1 An applicant who by taught as an LGU-Funded teacher, kindergarten
Volunteer Teachers (KVT) substitute teachers for all least one (I) school
year in the barangay, municipality, city or province were the school being
applied to for a teaching position is located shall also be considered as a
bona fide resident, to be validated by a certificated of employment.
3.3 Locating refers to the barangay municipality, city or province culture the school
being applied for it’s located.
3.4 Qualified applicant refers to an applicant who has been screened and who there
for, meets the evaluation and selection criteria used by the schools Division as
provided for in the enclosed guidelines.
3.5 Registry of qualified applicant (RQA) refers to the official list of applicants who
obtained an overall score of seventy (70) points and above based on the criteria
set ad as a result of the evaluation and selection processes.
4.0 BASIC RULES ON HIRING AND DEVELOPMENT OF TEACHER POSITIONS
4.1 Public School Teacher requesting for transfer to another station are not
considered new applicants and are therefore not subject to these hiring
guidelines.
DepEd Order No. 22, s, 2003, otherwise known as the “Revised Guidelines on the
Transfer of Teachers from one Station to Another shall be strictly observed.
4.2 upon a teacher’s appointment, assignment to a station, and acceptance of the
position, he or she shall not be transferred to another school until after rendering
at least three (3) years of service in that school.
4.3 Resident of the locality, LGU-Funded teachers substitute teachers, Volunteer
Teachers, and Philippine Business for Education (PBEd) graduates under the 1000
teachers, and program (1000TP) shall be subject to these hiring guidelines.
4.4 As provided in section 26 (b) Paragraph 2 of RA 9293 entitled “An Act Amending
Certain Sections of Republic Act Numbered Seventy-3eeight Hundred and Thirty-
six (RA7836). Otherwise known as the Philippine Teachers Professionalization Act
 of 1994”. Teachers who have not practiced their profession for the five (5) years
shall be require to take at least twelve (12) units in education Courses, consisting
of at least six (60 units of content courses.
5.0 APPLICANT PROCESS A REQUIREMENT
5.1 All applicant shall register to the Departments online system and
application.deped.gov.ph where they must encode their personal Data Sheet and
select the division where they want to be ranked. Once submitted, an applicant
number will be issued. In the submission of application requirements, this number
must be indicated.

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