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Learning Task 1 What is Teaching Internship

Domain 1. Content Knowledge and Pedagogy


PPST Domain 1 and 6
Domain 6. Community Linkages and Professional Engagement
1.2.1 Demonstrate an understanding of research-based knowledge and principles of teaching
Strands 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
CMO Teacher Education
6.2.b Demonstrate mastery of the subject matter discipline.

Competency Framework for 3.b.1 Acquire mastery of the subject matter


CFSAT Southeast Asian Teachers
3.b.7 Contextualize teaching to local situation
for the 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.

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 Learning Plans
 Creating Instructional Materials
 Constructing Assessment Tools
 Participating in School Activities/Programs
 Doing Daily Teaching Tasks

Phase 4 Final Demonstration


 Executing Final Demonstration Lessons
 Accomplish Evaluation Forms and Exit Clearance

The following 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 Tasks

Performance TaskComplete
1 the structured frame.

I need to undergo teaching internship because


________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________

Performance TaskAmong
2 the 4 phases of internship, which seems difficult?
Why?
OrientationObservationOn site tasksFinal Phase 1Phase 2Phase 3Phase 4

___________________________
_________________________________
______________________________________
____________________________________________
_________________________________________________
_______________________________________________________
____________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Performance Task 3Research on the following legal documents that apply to


the teaching profession. Write your insights on the
spaces provided.
Existing Laws in the Teaching Insights
Profession (How will you apply this in your profession?)

Resolution 435 s. 1997 Code of


Ethics for Professional Teachers

RA 10627, Anti-bullying Act of


2013

RA 7877, Anti Sexual Harassment


Act of 1995

RA 4670, Magna Carta for Public


School Teacher

DepEd 40, s. 2012 Child


Protection Policy
My Learning Artifact(s)

MY VISION
Where am I going?

Write your vision in life…


In a clear simple language,
Project what you will be 5 to
10 years from now. Make sure
that it has a purpose and your
Paste you picture plan in life.
here
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 2 My Cooperating School, My Second Home


PPST Domain 2 Domain 2. The Learning Environment

Strands 2.4.1 Demonstrate understanding of supportive learning environments that


nurture and inspire learner participation.
Competency Framework for
2.D.1 Foster a safe clean and orderly learning environment
CFSAT Southeast Asian Teachers 2.D.2 Promote a caring and learning friendly environment
for the 21st Century
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 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 behavior 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 student should
develop during their time with the institution.

My Performance Tasks

Performance Task Artifact


1 of one’s cooperating school.

Describe your cooperating school by giving its address, location,


population and the name of school principal.

( Picture of your cooperating school)


School’s Vision Statement

School’s Mission Statement

School’s Goals
Graduate attributes

How does performance task 1 on knowing the school’s profile connect


to the Philippine Professional Standards for teachers?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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


intern?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

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


learning?

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Performance TaskComplete
2 the structured frame.
How can you concretize the school’s vision, mission, goals and
expected graduate attributes in your lessons?

I can concretize the school’s VMG by


____________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Performance Task 3
Get a sample lesson that shows how the VMS was integrated in
the learning plan.

Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 3 Meeting the School Principal


PPST Domain 6 Domain 6. Community Linkages and Professional Engagement
6.4.1 Demonstrate knowledge and understanding of school policies and
Strands procedures to foster harmonious relationship with the wider school
community
CMO Program Outcomes of 6.2.11 Pursue lifelong learning and ethical teaching standards sensitive to
Teacher Education
the local, national and global realities.
Competency Framework for J.1 Enhance public relation
CFSAT Southeast Asian Teachers
for the 21st Century
J.3 Share the responsibility of educating students with the community

Desired Learning Outcomes


 Listen and respond effectively to the expectations of the
school on teaching internship
 Demonstrate knowledge and understanding of 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 teacher internship?
 What tools do I need to bring in terms of KASH (Knowledge,
Attitudes, Skills and Habits)?

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 Tasks

Performance TaskBased
1 on the orientation conducted by the
Cooperating Principal, complete the matrix given
below.

Name of School Principal

______________________________________________

Expectations My Responsibilities
Performance TaskWrite
2 the school policies and procedures that
you need to comply with as a teaching intern to
foster harmonious relationship with the wider
school community.
School rules and policies What do I need to do?
to comply with
Performance TaskWhat
3 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?
K
N
O
W
L
E
D
G
E
A
T
T
I
T
U
D
E
S
S
K
I
L
L
S

H
A
B
I
T
S

My Learning Artifact(s)
Make an acronym on the word PRINCIPAL. You may
emphasize on his/her attributes / roles or importance on the
Teaching internship Program.

P
R
I
N
C
I
P
A
L
Given the chance to become a principal someday, what
qualities /attributes must you possess?
_____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Learning Task 4 Getting Acquainted with My Mentor


PPST Domains 1 and 6 Domain 2. Learning Environment

Strands 2.1.1 Demonstrate knowledge of policies and procedures that provide


safe and secure learning environments

Program Outcomes of 2.D.2 Promote a caring and learning friendly environment


Teacher Education 2.D.6 Maintain a collaborative learning environment

Desired Learning Outcomes


 Get acquainted with my mentor

 Listen and respond effectively to the expectations of my


mentor

 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 my mentor in my internship program?

 What expectations of me are given by my cooperating


teacher?

 How shall respond effectively to these expectations?

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


providing safe and secure learning environments?
Understandings

Name of Cooperating Teacher


________________________________________________
Degree _________________________________________
Area of Specialization ____________________________
Years of Teaching Experience _______________________

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 experience to ensure that you accomplish more and
do better in your future activities.

- He/she share 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 practices


in teaching and learning.

- He/she gives teaching tips and how to do things in the most


effective and efficient ways.

- He/she suggests instructional resources to make your


classroom activities more meaningful and rewarding.
Performance Tasks

Performance Task Complete


1 the matrix given below. Choose only three (3)
of the most important expectations given by your CT.
Expectations of My
My Responsibilities
Cooperating Teacher

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


________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Performance Task 2Give at least two (2) most important policies and
procedures given by your CT to provide safe and secure
learning environments to your learners.
How do I respond to these?
Policies and Procedures
My plans of action….
1.

2.

3.

Give the impact of these policies and procedures to student learning?


________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

Performance Task 3My cooperating teacher is my role model in the following


virtues. Cite and give situations on how these virtues are
applied?
Virtue Virtue

Application Application

Picture of your CT
Application
Virtue
Application
Virtue

Application

Virtue
My Learning Artifacts
Write an appreciation letter to your mentor for accepting you as
his/her teaching intern. Let him/her read this and request him/her to
sign your letter.

A Letter to my Mentor Teacher

________________________________
Signature of Mentor
Teacher
What is the impact of this letter to me as a teaching
intern?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

MY TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Understanding Learners, Their Strengths, Needs,
Learning Task 5
Interests and Experiences
PPST Domains 1 and 6 Domain 1.3 Diversity of Learners
3.1.1 Demonstrate knowledge and understanding of differentiated teaching
Strands
to suit learners, gender, needs, strengths, interests and experiences.
Program Outcomes of
6.2.C Facilitate learning using a wide range of teaching methodologies and
CMO
Teacher Education delivery modes appropriate to specific learners and their environments

Competency Framework for 3.B.2 Employ strategies that cater to students learning styles and to elicit
CFSAT Southeast Asian Teachers active learning
for the 21st Century

Desired Learning Outcomes

 Identify the needs, strengths, interest and experiences of my


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

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

Understandings
Diversity of learners refers to the differences among students
most especially in the way they learn in a variety of settings, through a
variety of processes with varied outcomes.
Teacher 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 prejudiced nor
discriminatory against any learner.”

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


ethnicity or cultural background (nationality, province, language)
intellectual abilities, religions, 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 enhanced by diversity.
 Student diversity contributes to cognitive development. It can also
promote harmony.
 Learners are diverse and subjects must be taught differently to
respond to their needs, interests, 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.
Performance Tasks

Performance Task Make


1 an infographics on diversity of learners (these are
graphic visual representations of information, data or
knowledge intended to represent information quickly and
clearly. (Wikipedia)
Performance Task There
2 are different learners based on learning modalities.
They are auditory, visual and tactile learners. Cite
applications on how you can stimulate their strengths,
needs and experiences based on their learning modalities.
Types of Learners How shall I stimulate learning
based on Learning through their learning modalities?
Modalities

Visual

Auditory

Tactile
Performance Task 3Create a teaching matrix of differentiated teaching
based on the various intelligences of learners.

Application to
Intelligences Strategies
subject area
Word
Smart
(Linguistic intelligence)

Number
Smart
(Logical/Analytical intelligence)

People
Smart
(Interpersonal intelligence)

Self
Smart
(Intrapersonal Intelligence)
Music
Smart
(Musical Intelligence)
Art
Smart
(Visual-Spatial Intelligence)
Body
Smart
(Bodily/Kinesthetic Intelligence)
Life
Smart
(Existential Intelligence)
Nature
Smart
(Naturalist Intelligence)

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


liner statement.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Learning Artifacts
Go to the library and get a research abstract on student diversity.

Title

Researcher(s)

Abstract
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 6 Managing Classroom Structure and Routines


PPST Domains 1 and 6 Domain 2. Learning Environment

2.6.1 Demonstrate positive and non-violent discipline in the management of


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

Competency Framework for


2.D.2 Promote a caring and learning environment
CFSAT Southeast Asian Teachers 2.D.6 Maintain a collaborative learning
for the 21st Century
3.B.8 Manage classroom environment activities

Desired Learning Outcomes

 Identify classroom structure / routines


 Discuss the importance of good classroom structure / routines 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 and routines?
 As a teaching intern, what classroom routines shall you establish
to ensure a positive and non-violent discipline way of managing
learners’ behavior?

Understandings

- A classroom routine is simply a well-rehearsed 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 a structure
in the classroom. A very structured learning environment
provides many benefits for the teacher and the learners. As
structured classroom translates to a positive safe and secure
classroom. Learners enjoy learning in a very safe, friendly and
non-threatening environment.
TIPS FOR PROVIDING STRUCTURE IN THE CLASSROOM
(www.thoughtco.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 is unique.
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 becomes easier with
experience.
Performance Tasks
Performance Task Observe
1 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 ____________________________ Date _______________
Time _________________________________________________ Subject _____________
Performance TaskHave
2 some photographs of classroom structure /
design that creates a positive classroom
atmosphere.
Performance Task Design
3 your classroom routines to ensure an
effective classroom structure.

My Classroom Routines

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

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Learning Artifacts
Conduct an interview to students. Ask them why positive and non-
violent discipline is effective in the management of learner behavior.

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Name of Student

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Name of Student

_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Name of Student

Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 7 Formulating Classroom Rules


PPST Domains 2 Learning Environment
2.2.1 Demonstrate understanding of learning environments that promote
Strands fairness, respect and care to encourage learning
2.5.1 Demonstrate knowledge of learning environments that motivate
learners to work productively by assuming responsibility for their own
learning
Competency Framework for 2.D.6
2.D.2 Maintain
Promote a caring
collaborative learning environment
and learning-friendly environment
CFSAT Southeast Asian Teachers
2.D.5 Respect diversity of learners
for the 21st Century
2.D.6 Maintain a collaborative learning

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 classroom
rules?
 What classroom rules are you going to formulate to ensure fairness,
respect and care among students?
 What must teacher do to motivate learners to work productively and
to make them responsible for their own learning?

Understandings
How to create classroom rules?
must be KNOWN by everyone.
R -
- must be EASY to UNDERSTAND.
focus on the POSITIVE.
U
-
- are PRECISE
- are related to a VALUE
L - must be CONSISTENTLY IMPLEMENTED.
- must be definable.
Performance Tasks
Performance Task Conduct
1 an interview with a learner, a teacher and an
administrator and ask them why rules are IMPORTANT.

______________________________________________________

______________________________________________________

______________________________________________________

Name of Student
______________________
Signature

______________________________________________________

______________________________________________________

______________________________________________________

Name of Teacher
______________________
Signature

______________________________________________________

______________________________________________________

______________________________________________________
Name of Administrator
______________________
Signature
Performance TaskInterview
2 your Cooperating Teacher and ask
his/her RULES which he/she formulated in her/his
classes to create an atmosphere of fairness,
respect and care?

___________________________
Signature of Cooperating
Teacher
Performance TaskFormulate
3 CLASSROOM RULES to ensure better
classroom discipline.

CLASSROOM RULES
Performance TaskComplete
4 the matrix and cite positive and non-
violent ways of solving the following misdemeanors
in class.
Positive and Non-Violent Ways of
Situations
Solving Misdemeanor

Littering in class

Unruly behavior of learners

Non-submission of assignments

Tardiness

Absences

Too much talking

Lacks focus/attention
Learning Artifacts
Take snapshots of Classroom Rules displayed on bulletin boards or
around the school campus.

What is the importance of these rules to students’ learning?

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 8 Writing My First Learning PLAN


PPST Domain 4 Curriculum and Planning

Strands 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 competencies
Program Outcomes of 6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing,
CMO Teacher Education and reporting learning processes and outcomes
Competency Framework for
3.B.1 Acquire mastery of subject matter
CFSAT Southeast Asian Teachers 3.B.3 Communicate at learners’ level
for the 21st Century 3.B.8 Manage classroom activities
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

Desired Learning Outcomes

 Identify learning outcomes that are aligned with 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 blue print of the daily


activities in the teaching-learning process.
 It guides the teacher on the instructional activities he/she
will implement in 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 to 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 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 lesson

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 cases 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 on (1) year,
handling learner areas with available LMS and TGs provided by the
DepEd shall not be required to the DLP instead they shall be required
to fill out a weekly Daily Lesson Log (DLL).
Performance Tasks
Performance Task Request
1 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 TaskMake
2 a 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 TaskWrite
3 a Daily Learning Plan. Get your topic/content
from your Cooperating Teacher. Follow the DLP
format. Write your plan on the space provided.
Learning Artifact(s)
Request two (2) samples of Learning Plans from various schools
with different formats. You may also wish to surf the net for some
samples. Acknowledge the source.
Learning Artifact(s)

Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 9 Seeking Advice from CT to Enrich Teaching


Practice
PPST Domain 4 Curriculum and Planning

Strands 4.4.1 Seek advice concerning strategies that can enrich teaching practice

Desired Learning Outcomes

 Seek advice from CT concerning strategies that can enrich


teaching practice
 Apply the tips given by the CT 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 of improvement?
 What other innovations may be explored to enrich teaching
practice?

Understandings

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 likelihood 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.

Performance Tasks
Performance Task Reflect
1 on 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


Performance TaskAfter
2 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 TaskGet
3 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 Advice/
Learning Content My Strategies
Suggestions
1.

2.
3.

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?
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

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
Strands learning resources including ICT to address learning goals.

Program Outcomes of 6.2.d Develop innovative curricula, instructional plans, teaching approaches, and
CMO Teacher Education resources for diverse learners
Competency Framework for
4.C.6 Determine appropriate learning resources available for teaching and learning
CFSAT Southeast Asian Teachers 6.E.1 Acquire knowledge and skills in the use of teaching and learning resources
for the 21st 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 schools’ learning resources


 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?

Understandings
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.

Performance Tasks
Performance Task Visit
1 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 these?

Printed Materials
Non – Printed Materials

Electronic Materials

Performance TaskMake
2 a PowerPoint presentation for your lesson.
Paste the printed presentation on the space given
below.
Performance Task 3 A. Write a reflective narrative why you need to use
learning resource materials in your teaching.

How did my mentor 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) __________
Learning Artifacts
Take a picture of the School’s Learning Resource Center.
What is the impact of the Learning Resource Center to students’
learning?

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 11 Creating Instructional Materials


PPST Domain 1 Content Knowledge and Pedagogy

Strands 1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning
process
6.2.d Develop resources for diverse learners
Program Outcomes of
CMO Teacher Education 6.2.e Apply skills in the developing and utilization of ICT to promote quality,
relevant and sustainable educational practice
6.E.1 Acquire knowledge and skills in the use of teaching and learning resources
Competency Framework for
Southeast Asian Teachers 6.E.2 Develop teaching and learning resources appropriate for the lesson
CFSAT
for the 21st Century 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


 Prepare PowerPoint presentation aligned with the learning
outcomes
 Show skills in the positive use of ICT to facilitate the teaching and
learning process
Essential Questions
 What are the instructional materials?
 Why are instructional materials needed in the teaching-learning
process?

Understandings

Instructional materials are tools used in instructional activities.


They may either be print, non-print or electronic materials.
The positive use of Information Communications 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 and 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
Performance Tasks
Performance Task List
1 down (10) topics in your content area and
search materials 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: https://www.slideshare.net.ICT_Advisor ICT toolsppt

Performance TaskSurf
2 on the present status on ICT Education in the
Philippines. Take down notes and write your
insights on this page.
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor
Utilizing Various Teaching Strategies to
Learning Task 12
Promote Higher Order Thinking Skills
PPST Domain 1 Content Knowledge and Pedagogy
1.3.1 Demonstrate content knowledge and its application within and/or across
Strands curriculum teaching areas.
1.5.1 Apply teaching strategies that develop critical and creative thinking, and/or other
higher-order thinking skills.
1.7.1. Demonstrate an understanding of the range of verbal and non-verbal classroom
communication strategies that support learning understanding, participation,
engagement and achievement.
Program Outcomes of 6.2.b Demonstrate mastery of subject matter/discipline
CMO Teacher Education 6.2.c Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments
6.2.d Develop innovative curricula, instructional plans, teaching approaches, and resources
for diverse learner
Competency Framework for 2.D.3 Motivate active learning
CFSAT Southeast Asian Teachers 3.B.2 Employ strategies that cater to students’ learning styles and to elicit active learning
for the 21st Century
3.B.4 Promote students’ participation and collaboration
3.B.6 Integrate HOTS in the lesson
3.B.8 Manage classroom activities
4.C.4 Consider diversity of learners in preparing lesson plans
4.C.5 Select the right methodologies according to subject and learners’ level

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.
Integrative 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
interconnectedness and interrelationships between the curriculum areas
rather than focusing in isolated curriculum areas.
According to Pigdon and Woolley (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 also 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
Bloom’s Taxonomy
c
r
e
Produce new or original work
a design, assemble, construct, conjecture, develop, formulate, author, investigate
t
e
evalua Justify a stand or decision
te
appraise, argue, defend, judge, select, support, value, critique, weigh

analyze Draw connections among ideas


differentiate, organize, relate, compare, contrast, distinguish, examine,
experiment, question, test

apply Use information in new situations


execute, implement, solve, use, demonstrate, interpret, operate,
schedule, sketch

Explain ideas or concepts


classify, describe, discuss, explain, identify, locate, recognize,

understand report, select, translate

Recall facts and basic concepts


classify, describe, discuss, explain, identify, locate,

remember
recognize, report, select, translate

(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,
gesture, 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.
Performance Tasks
Performance Task Get
1 the topic you are assigned to teach. Write down
how you can apply the content knowledge within or
across curriculum teaching areas. Use the
curriculum web to indicate your proposed
integration. Indicate the subjects in the circles and
how you will do it.
Performance TaskWrite
2 higher-order thinking questions that you
used in the discussion of the content.

Content / Topic Questions


Performance Task 3 A. Enumerate the non-verbal cues you used to
support learners’ participation and
engagement?
Non-verbal Cues Purpose(s)
1.

2.

3.

Performance Task 4 B. Cite the verbal communication strategies


that you used in class to support learner
understanding, participation and
engagement.
Verbal Communication Strategies Cite how it supported the learners in
Used instruction

Learning Artifacts
Paste student work samples/projects accomplished in the class
discussion.
Scoring Rubric
Meets Approaching Meets Does Not
INDICATO
Standard of Standard of Acceptable Meet
RS
Excellence Excellence Standard Acceptable
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Exploring More Interactive and Innovative


Learning Task 13
Teaching Strategies for Diverse Learners
PPST Domain 3 Diversity of Learners
3.3.1 Demonstrate knowledge and understanding of differentiated teaching to suit the
Strands learners’ gender, needs, strengths, interests and experiences
3.2.1 Implement teaching strategies that are responsive to the learners’ linguistic,
cultural, socio-economic and religious backgrounds
3.3.1. Use strategies responsive to learners with disabilities, giftedness and talents
6.2.c Facilitate learning using a wide range of teaching methodologies and delivery modes
Program Outcomes of
CMO appropriate to specific learners and their environments
Teacher Education
6.2.d Develop innovative curricula, instructional 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
Competency Framework for 2.D.3 Motivate active learning
CFSAT Southeast Asian Teachers 2.D.5 Respect diversity of learners
for the 21st Century 4.C.2 Formulate specific learning objectives incorporating knowledge, skills, attitudes 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 subject 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
learners’ gender, needs, strengths, interest and experiences
 Implement 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 three I’s and two C’s in the instructional process. The
teaching learning process must be:
Highly Interactive: All the learners must be highly 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 the form of games, songs, rap, poems,
puzzle, jazz chants, stories, maze and the like.
Highly Integrative: Lesson and topics are interrelated within
and across learning areas without compromising the 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 a teaching the same material to
all students using a variety of instructional strategies 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

Advantage of Differentiated Instruction:


 effective for varied types of learners
 can make 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 Observe
1 your cooperating teacher. Write the
differentiated activities employed to address the
following:
Learners Activities Employed
Gender

Needs

Strengths

Interests

Experiences
Performance Task 2In your daily teaching, how did you address the
following aspects to be responsive to the varied
characteristics of 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 Activities Employed for Gifted
with Special Needs Learners
Learning Artifacts
Write or paste your Learning Plan which provides differentiated
activities to address diversity of learners.
My Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor
Writing Contingency Lesson Plans/Learning
Learning Task 14
Plans
PPST Domain 1 and 3 Domain 1: Content, Knowledge and Pedagogy
Domain 3: Diversity of Learners
3.4.1 Demonstrate understanding of the special educational needs of learners in difficult
Strands circumstances, including geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement or disasters, child abuse and child labor practices.
3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups.
1.6.1. Use Mother Tongue, Filipino and English to facilitate teaching and learning

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


CMO Teacher Education 6.2.c Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments
6.2.d Develop innovative curricula, instructional 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
6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing and
reporting learning processes and outcomes

Desired Learning Outcomes


 Respond to the different special educational needs 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
 What must teachers respond to the different special educational
needs of 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 in 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 and in any place.
The quality of instruction depends on how well a teacher can implement the
lessons effectively. These 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. 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 instruction
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, fortuitous events such as
fire, typhoons, floods and earthquakes. Teachers prepare advance
lessons or learning tasks which the learners can accomplish during these
occasions. Students can do this according to their own pace. They are
required to submit the tasks once 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 creation 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, Messengers, 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, 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, moodle, 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
is used to send text messages to mobile phones. This works to notify
learners of lessons, content, and other matters pertinent to the course.

Performance Tasks
Performance Task As
1 teachers, we must be ready to respond to the
special educational needs of 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 educational needs of learners.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________
________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Performance Task 2Conduct 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
Strategies Used Insights
Performance Task 3 The use of mother tongue emphasizes the
development of the skills in speaking, reading and
writing form Grades 1 to 3. As a medium of
instruction, mother tongue is used in all learning
areas form Kinder to Grade 3 except on 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 Tongue-based instruction?
____________________ ____________________

____________________ ____________________

____________________ ____________________

Learning Artifacts
Write a contingency Lesson Plan/Learning Plan in any of the given
difficult circumstances to assist learners.
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 15 Constructing Various Assessment Tools


PPST Domain 5 Assessment and Reporting
5.1.1 Demonstrate knowledge and design, selection, organization and use of diagnostic,
Strands formative and summative assessment strategies consistent with curriculum
requirements.
5.2.1 Demonstrate knowledge of monitoring and evaluation of learner progress and
achievement using learner attainment data.
5.3.1. Demonstrate knowledge of providing timely, accurate and constructive feedback
to improve learner performance.
5.4.1 Demonstrate familiarity with a range of strategies for communicating learner
needs, progress and achievement.
5.5.1 Demonstrate an understanding of the role of assessment data as feedback in
teaching and learning practices and programs.
Program Outcomes of 6.2.f Demonstrate a variety of thinking in planning, monitoring, assessing, and reporting
CMO Teacher Education learning processes and outcomes

Competency Framework for 4.C.7 Construct appropriate assessment and measures


CFSAT Southeast Asian Teachers 4.C.8 Utilize results of learner assessment and teacher’s reflection in developing lesson
for the 21st Century plans

Desired Learning 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

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?
Understandings

Assessment refers to the wide variety of methods or tools that


teachers use to measure, evaluate document the learners’
performance. These are some examples of assessment tools:

Diagnostic Formative Summative

- Conducted at the - Conducted during - Conducted after


beginning of the instruction the instruction
school year.

- Allows teacher to - Monitors student - Sums up what


determine learning to provide students have
students’ on-going feedback learned
strengths, to improve reading
weaknesses and learning
knowledge and
skills prior to
instruction - Helps students
identify their - Finds out what
strengths and concepts were
- Diagnoses weaknesses learned after the
students’ difficulty lesson

- Used in the
formation and - Used for
- Used to guide revision process documenting
lessons and outcomes and
curriculum judging value
planning
- Completed During
Instruction - Completed After
- Completed Before e.g. homework, instruction e.g.
teaching graded, quizzes, exams, projects,
ungraded papers
assignments

Importance of Monitoring and Evaluating Learner Progress

The monitoring of student progress is a practice that aids


teachers to continuously assess 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 instruction;
 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 provide 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 favorable 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 on line.
 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

Performance Tasks
Performance Task Give
1 one sample in each of the following:
diagnostic, formative and summative tests.
INSIGHTS
Performance Task 2Interview your Cooperating Teacher or any teacher
and ask the following questions.

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


B. Research on the fifty (50) ways to praise a child.
(ref. mps.milwaukee.k12.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 mentor teacher to improve
student performance?

Learning Artifacts
Paste the various assessment tools you have constructed during your
teaching internship. What is the impact of these to students’ learning?
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 16 Participating in the School’s Learning


Programs and Activities
PPST Domain 4 Curriculum and Planning
4.3.1 Demonstrate knowledge in the implementation of relevant and responsive learning
Strands programs

Program Outcomes of 6.2.d Develop innovative curricula, instructional plans, teaching approaches, and resources
CMO for diverse learners
Teacher Education

Competency Framework for 3.B.4 Promote students’ participation and collaboration


CFSAT Southeast Asian Teachers 10.J.3 Share the responsibility of educating students with the community
for the 21st Century 10.J.4 Participation actively in socio-civic events of the 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 in
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 Questions
 What are the benefits of participating in the school’s learning program?
 What are the relevant and responsive learning programs in my
cooperating school?

Understandings

Schools have various learning programs. These programs provide


opportunities for teachers and learners to develop the values of
cooperation, teamwork and unity. They also reinforce the lessons
taught in the classroom and provide the 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.

Performance Tasks
Performance Task List
1 down the relevant school programs celebrated
by your Cooperating School. Complete the matrix
below:

School Programs / Activities Learning Outcomes


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

Academic Programs Desired Learning Outcomes


How do these programs impact student learning?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

Performance Task 3Design a learning program using the given


template.

I. TITLE of the Learning Program


______________________________________________

II. Rationale
___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

III. Specific Objectives


___________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

IV. Conditions which prompted you to design the program


___________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

V. Persons Responsible / Duties and Responsibilities

Person Responsible Duties / Responsibilities

VI. Program of Activities


_________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

VII. Evaluation Instrument (Formulate your instrument to gauge the


effectiveness of the program).

Learning Artifacts
Make a collage of the school’s learning programs and activities where
you participated.
INSIGHTS

Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE

___________________________
Signature of Practicum
Supervisor

Learning Task 17 Executing My Demonstration Learning Plan


Domain 1: Content Knowledge and Pedagogy
PPST Domain 1 and 2
Domain 2: Learning Environment
1.4.1 Demonstrate knowledge of teaching strategies that promote literacy and numeracy
Strands 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
within the available physical learning environments
6.2.b Demonstrate mastery of subject matter/discipline
Program Outcomes of
CMO Teacher Education
6.2.c Facilitate learning using a wide range of teaching methodologies and delivery modes
appropriate to specific learners and their environments
6.2.d Develop innovative curricula, instructional plans, teaching approaches, and resources
for diverse learner
6.2.e Apply skills in the development and utilization of ICT to promote quality, relevant, and
sustainable educational practices
Competency Framework for
3.B.1 Acquire mastery of subject matter
CFSAT Southeast Asian Teachers 3.B.2 Employ strategies that cater to students’ learning styles and to elicit active learning
for the 21st Century 3.B.3 Communicate at learners’ level
3.B.4 Promote 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 numerical skills
 Demonstrate 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 environments

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?

Understandings

Literacy skills are those gained through reading as 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 tasks, such as handling cash, budgeting, measuring and
analyzing.
Some Strategies to Promote Literacy and Numeracy Skills

Literacy Numeracy
 Entry pass  Independent  Using number line
 Exit pass Reading  Looking for
 First liner  Think Aloud Time patterns
 Jigsaw  Writing Reading  My Think Board

 Inquiry chart  Challenge Log  A Hundred Plus

 Listen Read  Matching Books to Chart

Discuss (LRD) Phonics  Using Reflection

 Partner Reading  Alphabet Matching Sheets

 Reading Guide  Anticipation  Using Conversion

 Reciprocal Guides Tables

Teaching  Concept Sort  Assessment

 Story Maps  Concept Maps Checklist

 Story Sequence  Directed Reading  Using Cards

 Visual Imaging Thinking Activity  Using Numerical


(DRTA) Charts / Diagrams

 Question the  Strike It Out


Author  12 Pointed Star
 Reading Guide Game
 Dicey Operation

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. There are the advantages of individual
and group work for students.
Individual Work Group Work
 Gain independence to think  Listening to and respecting
through their own other ideas

 Improve confidence in working  Thinking about one’s problem


through problem, even when in variety of ways
they don’t feel certain about
every step
 Getting to a deeper level
 Work at their own level rather understanding through having
than having to adapt to suit to explain a perspective and
their group members discuss it with others with
different perspectives

 Sharing knowledge/abilities to
 Practice self-control – both in get a better hold on a problem
staying focused on tasks at that they could do individually
hand to avoid turning to a
classmate or asking teacher
for the answer  Holding group members
accountable and being held
 Get more comfortable taking accountable in return
actions on their own

 Gain creativity and effective


thinking processes that can
apply to problem solving
across a range of subjects and
types of issues.
Source: shmoop.com

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  Numbered Heads Together
(TGT) (NHT)
 Simple Round Robin  Round Table
Brainstorming Session
 Simultaneous Round Robin  Milling Around
Brainstorming Session
 Agreement Circle  Jigsaw
 Round robin  Tea Party

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

 Monologue  Letter writing


 Story telling  Reflection log
 Puppetry  Diary
 Newscast  Poetry writing
 Sketch to stretch  Essay writing

Hands-on activities – provide the learners to explore 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 race, toss
and blend, compare fractions, card game, cause and effects cards,
consonant blend, scavenger hunt, multiplication table games, sight
words memory game and the like.

Performance Tasks
Performance Task Write
1 your Learning Plan for your demonstration
lesson using the Daily Lesson Plan format
prescribed by DepEd. Make sure to incorporate the
strategies that will promote literacy and numerical
skills. Employ individual and group activities to
ensure learner engagement. Provide hands-on
activities to make the class more enjoyable.

Performance Task 2Write your BEFORE, DURING, and AFTER


teaching strategies that you will do in your
demonstration lesson.
Teaching Strategies

BEFORE

DURING

AFTER

Performance Task 3 Answer the following questions briefly.


A. After the demonstration lesson, I felt
____________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

B. Complete the matrix by checking the areas you need to improve on:

Improve  Learning Outcomes


 Learning environment
 Strategies
 Instructional Materials
 Modes of assessment
 Other (please specify) ________________

Enrich  Knowledge
 Skills
 Other (please specify) ________________

 New Strategies
 Instructional materials
 Differentiated activities
 Other (please specify) ________________

Experiment

Modify  Attitudes
 Expectations
 Other (please specify) ________________

Learn  New subject matter


 Varied learning styles of learners
 New innovations
 Current issues
 Other (please specify) ________________
Learning Artifact(s)
Make a photo collage of the demonstration lesson you have conducted
in your cooperating school. Make a reflective journal, too.
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE
___________________________
Signature of Practicum
Supervisor

Learning Task 18 My Personal Philosophy of Teaching

PPST Domain 7 Personal Growth and Professional Development


7.1.1 Articulate a personal philosophy of teaching that is learner-centered
Strands 7.2.1 Demonstrate behaviors that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect and integrity
7.3.1 Seek opportunities to establish professional links with colleagues
7.5.1 Demonstrate motivation to realize professional development goals based on the
Philippine Professional Standards for Teachers
Program Outcomes of 6.2.g Practice professional and ethical teaching standards sensitive to the local, national,
CMO Teacher Education and global realities
6.2.h Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities

Competency Framework for 7.G.1 Internalize teachers’ professional code of ethics as specified in one’s country
CFSAT Southeast Asian Teachers 7.G.2 Uphold and model teachers’ professional code of ethics
for the 21st Century 7.G.3 Educate learners and co-teachers with ethics and moral values

Desired Learning Outcomes


 Articulate a personal philosophy of teaching that is learner-centered.
 Demonstrate behaviors that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude, respect and
integrity
 Seek opportunities to establish professional links with colleagues
 Demonstrate motivation to realize professional development goals
based on the Philippine Professional Standards for Teachers

Essential Questions
 What is your personal philosophy of teaching?
 What behaviors must be exhibited by professional teachers?
 How do we establish professional links with colleagues?
 How can you concretize the professional development goals based on
the Philippine Professional Standards for Teachers (PPST)?

Understandings
A personal teaching philosophy is a statement of beliefs and
attitudes relative to purpose of education and role of teaching.
According to Stephen Brookfield in his book The Skillful
Teacher (1990) the development of a teaching philosophy can be
used for several purposes.
 Personal Purpose – A clean picture of why you are doing
what you are doing that you can call up at points of crisis. This
is crucial to your personal sanity and morals.
 Pedagogical Purpose – Knowing clearly what kind of
dent/niche you want to make in the world that you must
continually ask yourself. The fundamental evaluative questions
of all: “What effect am I having on students and their
learning?”

TIPS ON WRITING Personal Teaching Philosophy

 There is no required content or set format.


 It is 1 – 2 pages in length.
 Use present tense.
 Avoid technical terms.
 Include teaching strategies and methods to help people “sell”
in the classroom.
 Make it memorable and unique.
 Own your philosophy.

Source: Brookfield, S. (2006). The skillful teacher, San Francisco: Jossey –


Bass.ucat.osu.edu.

Things to Remember In Writing a Philosophy


Statement

 Reasons why you want to become a teacher


 Duties and responsibilities of an effective teacher
 Beliefs about how students learn
 Approaches methods and strategies which are needed in
effective teaching
 Views of different stakeholders in teaching and learning
 Theories or philosophies of teaching and learning that are
similar to your ideas
 Reasons why teaching is the most important profession
 Challenges/obstacles of teaching which you want to overcome

Source: Wiltz, Nancy W. et al. (2013). Developing and presenting a


professional portfolio in early childhood Educ. Pearson Educ. Inc.

Performance Tasks
Performance Task 1

Observe your cooperating teacher for several weeks and months.


How does she/he exhibit the qualities of caring, respect and integrity?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

As a teaching intern, how did you exhibit the qualities of caring,


respect and integrity. Cite specific situations or instances.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Performance Task 2

A. Cite specific instances on how you establish professional links with


your colleagues.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

B. Interview your CT, ask him/her how he/she establishes professional


links with colleagues.

 __________________________________________________________________

 __________________________________________________________________
 __________________________________________________________________

Performance Task 3

A. Read the Philippine Professional Standards for Teachers (PPST) for


Beginning Teachers. Explain how you will realize the professional
development goals using these standards.
Learning Artifacts
Write your personal philosophy of teaching.
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard

CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of  Has errors,
n.  Demonstrat expectatio omissions
 Shows es solid n. and
exemplary performance  With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.

TOTAL SCORE
___________________________
Signature of Practicum
Supervisor

Teaching Internship Evaluation Form


(For Student Interns)
A. Respondent’s Profile
Instructions: Kindly supply the data asked for and mark check in the
appropriate information on the blank provided for. Your answers will be
highly appreciated. Thank you.

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 ___
2016- 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 Panlipunan
Number of Hours Rendered
___ 100 hours ___ 200 hours (please specify)
___ 150 hours ___ more than 200 hours (please specify)
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 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 Ex 4 3 2 1
celle Very Goo Fair Needs
nt Goo d Improv
d e
ment
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 of the School
Rules and Policies
6. Familiarization of required
teaching Internship Forms
7. Practicum Experiences of the
Student Interns
8. Consultation time with the
cooperating teachers
9.