TARGET MY INTENDED LEARNING OUTCOMES

At the end of this learning task, I should be able to:

❖ give the importance of classroom observations (1.1.1)
❖ identify the different focus of observation (1.7.1)
❖ observe classes assigned by the Cooperating Teacher (2.3.1,3.4.1,3.5.1)
❖ use professional reflection and learning to improve practice (7.4.1)

CLARIFYING MY TASK

Classroom Observation plays a central role in Teaching Internship. It is an important process of learning how to
teach. Pre-Service teachers need to observe many classes through classroom visits or through video-taped lessons in
order to learn more about the instructional cycle. Classroom observation provides a wide array of opportunities to see
real-life teachers in actual teaching situations. These observations will influence the way you plan and teach. Observing
the classes of your Cooperating Teacher will give you the time to reflect and make decisions on how you will teach your
lessons. This means that observation is very important in every stage of your career as a teacher.
Classroom observation describes the practice of sitting in your Cooperating Teacher's classes to observe, learn
and reflect. Various aspects of the class can be examined such as classroom routines, use of time, schedule, class
participation, teaching strategies, classroom management strategies, student engagement, instructional materials,
differentiated activities, integration of values, modes of assessment, types of assignment and many more.
After the Orientation sessions, your Teaching Internship will begin with a series of observations in the classes of
your Cooperating Teacher. The number of observations and the duration of these observations will depend on your
Teaching Internship requirements. Your Cooperating Teacher may give you some opportunities to observe other levels
and subject areas based on the availability of other teachers' schedule. You might also be allowed to observe the classes
of the other interns to learn more on the teaching-learning process.
Importance of Teaching Internship
Classroom Observations involve the sharing of material and non-material resources, techniques and strategies of
both the observer and the one being observed. By allowing you to observe your Cooperating Teacher in actual classroom
setting or online allows you to do self-reflection for your own growth and development
Advantages of Classroom Observation for the Practice Teacher

• Observes a wide array of new techniques, strategies, ideas and instructional resources
• Gains insights on the degree of student engagement
• Gets student reactions from various perspectives
 • Creates a professional learning community through mentoring and coaching
• Provides for Personal Professional Development and growth
Advantages of Classroom Observation for the Cooperating Teacher

• Allows one to see different classes through someone else's eyes

• Assesses one's class from a different perspective
• Receives inputs (suggestions, ideas, resources) from a mentee
• Creates a professional learning community through mentoring and coaching
• Provides for personal professional development and growth
The Focus of Classroom Observation
In order to help you get the best learnings/insights from your classroom observations, you need to focus on some
aspects in the teaching-learning process. This will help you collect some data and information which you will need in
the conferences with your Cooperating Teacher. A Pre-Observation Conference will be conducted by your Cooperating
Teacher so that you can discuss the focus of your observation and the procedures you will do to record your observations.
The process can be done through a checklist, accomplishment of a matrix, completion of a structured frame, narrative
summary, field notes, making use of a rubric, tallying of frequency, recording anecdotal records, writing of reflections
and the like. Your Cooperating Teacher may suggest the aspects or focus of observation or you may be given the
opportunity to suggest the things that you wish to observe. Usually, you need to focus on only one or two aspects of
observation to give you more time to look for salient details and in order to have a thorough observation of the process.
Some aspects to be observed are quite easy and can be accomplished immediately but others need more time to analyze
and will need a longer period of time.
These are some things you can observe and the questions you need to consider during the observation.

Focus/ Aspects of Observation Things to Observe Questions to Consider

1. Intended Learning Intended Learning Outcomes How were these outcomes made known to
Outcomes specified in the Learning Plan the students?
Were they SMARTLY (specific,
measurable, attainable, relevant, time-
bound) stated?
Were the teaching-learning activities
aligned to the objectives and the
assessment?
2. Organization/Structure of Opening/Introduction of the How did the teacher introduce the lesson?
the Lesson lesson
How was the lesson developed/organized?

Development of the Lesson Are the lessons systematically/sequentially

organized?

Are the lessons arranged from the simplest

to complex?

How did the teacher synthesize the lessons?

Closing of the lesson
Are the activities sufficient and appropriate
Appropriateness of the teaching- for the lesson?
learning activities
Were the links and transitions smooth and
Links and Transition of the properly executed?
teaching-learning activities

3. Classroom Management Time Management Did the teacher begin and end classes on
time?
Classroom Routines Were the tasks given on time?
Order and Discipline in the Class Were there established classroom routines?
Setting of Groups Was the class functionally in order?
Were the rules in group work explained?
 Physical Aspects of the
Classroom (Ventilation, Sound, Were the physical aspects of the room
Lighting, Seating Arrangement) checked when done face-to-face/virtually?
if done face to face

Management of the Learning

Management System (if done
Virtually)

4. Teaching-Learning Variety of Teaching-Learning How varied are the teaching-learning

Activities (TLA`s) Activities activities?
• Whole class • Whole class
• Pair • Pair
• Individually • Individually

Use of Differentiated Instruction Were there differentiated instruction for the

varied types of learners?
Alignment of Teaching-Learning
Activities to the outcomes and Were there differentiated instruction for the
modes of assessment varied types of learners?

Are the teaching-learning activities aligned

to the outcomes and mode of assessments?

5. Teaching Approaches, Approaches, Methods and What approach was used in the lesson?
Methods and Strategies Strategies Used What method was employed?
What strategies were utilized?
Were all these appropriate to attain the
learning outcomes?

6. Instructional Materials Selection, Development and Use What instructional materials/resources were
(IM`s) Resources of Instructional used in the lessons?
Materials/Resources including the Were they appropriate, interactive and
use of ICT innovative?
• Printed Did they make the class highly engaging?
• Non-printed Were they varied? DO they cater to
• Electronic individual differences?
• Open online resources
7. Student Engagement Degree of Attention of Students in How focused are the students?
Class What is the degree of curiosity of the
Curiosity in learning students?
Interest in the lesson Were the students interested in the lesson?
How eager and passionate are the students
Passion to learn to learn?
Commitment to do the tasks How committed are they in doing their
tasks?

8. Student Interaction Types of Class Interaction Were the types of interaction evident in the
• Teacher-Student Interaction class?
• Student-Student Interaction Which one needs to be improved?
• Student-Instructional
Materials
• Student-Technology
9. Questioning Techniques Types/levels of Questions What levels/types of questions were
formulated/raised?
Questioning Techniques
What questioning techniques were utilized?
Reacting Techniques
What reacting techniques were employed
by the teacher?
10. Integration of Values Values Integration in the lesson What values were integrated in the lesson?
How were the values concretized in the
lesson?
Were these values applied in real life
situations?

11. Modes of Assessment Types of Assessment What assessments were utilized to find out
if the outcomes were realized/attained?
Were the assessments aligned to the
learning outcomes and learning activities?
Were the results satisfactory?
12. Assignment Types of Assessment What assignment was given to the class?
Does the given assignment
improve/reinforce learning?
Is the assignment doable? Realistic?
13. Use of Language Appropriateness of the language Is the language appropriate to the age level
Use of the medium of instruction of the students?
to facilitate teaching and learning Is the medium of instruction correctly used
in the subject area?
Use of verbal and non-verbal
Communication Do the verbal and non-verbal
communication support student
Use of positive understanding and participation?
reinforcements/feedback
techniques What positive reinforcements/feedbacks
were used to boost students` morale?
14. Personal Qualities of the Personal Grooming What are the personal qualities of the
Teacher Attendance teacher which are evident in the class
Punctuality which improve the teaching-learning
Voice process?
Personal Graciousness
15. Other things to observe Strategies used to respond to the How do the teachers respond to the needs
especially for those teaching given situations: of learners in difficult circumstances such
learners with special needs as geographic isolation, chronic illness,
and those teaching in • geographic isolation displacement due to armed conflict, urban
challenged areas • chronic illness resettlement or disasters, child abuse and
• displacement due to armed child labor practices?
conflict
• urban resettlement or disasters
• child abuse and child labor
practices

Strategies used for inclusive What strategies were used for inclusive
learners and from indigenous learners and from indigenous groups
groups

REVISITING THE INFOGRAPHICS

PERFORMING MY TEACHING-LEARNING ACTIVITIES

Performance Task 1

Observing the teaching-learning process in Flexible Learning and different Distance Learning Delivery
Modes (online, radio-based instruction, television-based instruction, and other modalities) focusing on the
development of the MELCs and reflecting on these processes.
Based on the Pre-Observation conference with your Cooperating Teacher, complete the matrix based on your
scheduled classes of observation. The observation may be done face-to-face or through different Distance Learning
Delivery Modes (online, radio-based instruction, television-based instruction, and other modalities). Take note that your
focus of observation is based on the results of your pre-conference with your Cooperating Teacher. Make sure that you
also need to focus on the development of the MELCs and reflecting on the different processes.
If your observation is more than a week, please copy the given template.
Date Subject Time Grade Focus of Observation Notes Insights
Level/ Observation
Section
 Performance Task 2

Attending pre-observation and post-observation conferences with the Cooperating Teacher and the College
Supervisor.
After your observation schedule has been finalized, you are now ready to attend the pre-observation and post-
observation conferences with the Cooperating Teacher and the College Supervisor.
Date (s) Notes on the Pre- Notes on the Post Plans of Action/ Action Taken
Observation Conference Observation Conference
 Performance Task 3

Keeping a daily reflection journal.

Reflection journals are personal accounts or records of all your learning experiences. These are your insights
and learnings gained in the teaching-learning processes. These are records of events which are pleasant or unpleasant
that you can reflect on and learn from. It can help you assess the important learning events that happened in your teaching
which can direct you to improve your professional career. Your reflection briefly summarizes your ideas, thoughts,
feelings and emotions which will lead you to analyze and improve on your decisions and actions. You need to write
your reflections regularly to motivate you to learn and enjoy the process of learning.
As you move on with your task as Practice Teacher, you need to write your daily reflection journal.
You may now start writing your reflection.

WRITING MY REFLECTON
After observing the classes of your Cooperating Teacher whether in face-to-face or in distance delivery mode,
what aspects in the instructional cycle, do you think you are now capable of doing and the areas you still need to improve
on?
WORKING ON MY LEARNING ARTIFACTS

Paste pictures/screenshots of the orientation sessions that you have attended. Label them.
 SCORING RUBRIC FOR THE TEACHING-LEARNING ACTIVITIES

INDICATORS Meets Approaching Meets Acceptable Do Not Meet

Standard of Standard of Standard Acceptable
Excellence Excellence Standard
CRITERIA 4 3 2 1
Performance Tasks • Have all the • Have some • Have minimal • No aspect of
aspects of work aspects of work aspects of work work meets
that exceed level that exceed level to meet level of level of
of expectation of expectation. expectation expectations.
• Show exemplary • Demonstrate • With some
performance solid errors and • Have errors,
performance MASTERY is omissions and
understanding not thorough misconceptions

Checking for With 5 correct With 4 correct With 3 correct With less than 3
Mastery answers answers answers correct answers

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

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

Submission of The assigned The assigned The assigned The assigned

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

MY TOTAL SCORE

_____________________________________________

Signature of Internship Coordinator