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Learning Task 1 18 Prof Ed 11

The document outlines the significance of teaching internships, detailing its phases and the legal frameworks governing the teaching profession. It emphasizes the importance of practical experience in developing essential teaching skills and understanding professional responsibilities. Additionally, it discusses the characteristics of cooperating schools that foster supportive learning environments for interns and the integration of school values into daily lessons.

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Jessa Q. Juarez
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0% found this document useful (0 votes)
56 views173 pages

Learning Task 1 18 Prof Ed 11

The document outlines the significance of teaching internships, detailing its phases and the legal frameworks governing the teaching profession. It emphasizes the importance of practical experience in developing essential teaching skills and understanding professional responsibilities. Additionally, it discusses the characteristics of cooperating schools that foster supportive learning environments for interns and the integration of school values into daily lessons.

Uploaded by

Jessa Q. Juarez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Learning Task 1 Realizing What Teaching Internship is All About

PPST Domain 1 and 6 Domain 1. Content Knowledge and Pedagogy


Domain 6. Community Linkages and Professional
Engagement
Strands 1.2.1 Demonstrate an understanding of research-
based knowledge and principles of teaching and
learning
6.3.1 Demonstrate awareness of existing laws
and regulations that apply to the teaching
profession, and become familiar with the responsibilities
specified in the Code of Ethics For Professional Teachers.
Program Outcomes of 6.2.b Demonstrate mastery of subject
matter discipline.
Teacher Education

CFSAT
Competency 3.b.1 Acquire mastery of the subject
matter Framework for Southeast 3.b.7 Contextualize teaching to
local situation Asian Teachers 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 Demonstrations and Accomplishing Exit Forms
 Executing Final Demonstration Lessons
 Accomplish Evaluation Forms and Exit Clearance

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

Resolution No.435, 1997 Code of Ethics for Professional


Teachers RA 10627 Anti-bullying Act of 2013
RA 7877 Anti Sexual Harassment Act of 1995
RA 4670 The Magna Carta for Public School Teachers
DepEd 40 s.2012 Child Protection Policy

My Performance Tasks
Performance Task 1 Complete the structured frame.
I need to undergo teaching internship because I
want to learn more about it, and physically experience
how teaching profession happens in real life. I want to
explore and apply the
theoretical knowledge I’ve learned in school. As the saying
goes, “Experience is the best teacher, “with this, I can
have the personal reflections regarding the teaching
internship. It also a way for me to develop myself, and
learn more about the school environment specifically the
students as well as the teaching and learning process.
Teaching internship will contribute to my growth as it help
me to grow professionally. With this, I can have a wider
view of the teaching aspect as it open my world to what
really happens when I’m in teaching profession. These
programs foster the development of essential skills, such
as classroom management, lesson planning, and effective
communication, which are crucial for aspiring educators.
Moreover, internships serve as a platform for building a
network of professional connections within the educational
community, which can be instrumental in securing future
employment opportunities.
Performance Task 2 Among the 4 phases of internship, which seems difficult? Why?

Among the four phases


of internship, I think the most
challenging one is the third
phase, because here, everyday the
intern is
undergoing discussion which means he or
she always needs to prepare lesson plan as
well as
instructional materials. He or she also needs to do
the other things specifically the job of being a teacher
such as
participating in school activities. In addition, one of the
challenge also is making the assessment tools because, I am not much get
use to it. But I will do my best to learn more about it. On the other hand, if I
study well these things maybe it will help me ease the teaching and learning
process.
Performance Task 3 Research on following legal documents that apply to the
teaching profession. Write your insights on the spaces provided.
Existing Laws in the Insights
Teaching Profession ( How will you apply this to your profession? )

This code outlines the ethical and moral


Resolution 435 s. 1997 standard that a teacher should uphold. This
Code of Ethics for include the behavior, teaching aspect,
Professional Teachers professionalism, and responsibilities that a
teacher must continue to abide. I can apply this
by doing the right thing, and avoiding activities
that will affect my profession. Also by being fair
in any of my teaching activities. Maintaining my
professionalism and continuously being
responsible in all my doing.

I can apply this to my profession by being fair


RA 10627, Antibullying Act to the students. Avoid being bias. Also by
of 2013 ensuring that my lesson will not degrade the
students in any aspect. In addition, I can apply
this by instilling the learners with respect and not
tolerating wrong doings.

I can apply this law by practicing equal respect


RA 7877, Anti Sexual to the students. Ensuring their safety and
Harassment Act of practicing professionalism. It can be also practice
1995 by implementing activities that encourage both
gender to participate, making them feel involved
in the activity. With this, it will ensure that
leamers are equally treated and respected

I can apply this to my profession by knowing


RA 4670, Magna Carta for my rights and qualifications as a future teacher.
Public School Teacher These include the area of work, salary, and
benefits. It will also be my guide in upholding my
professional ethics. For instance, knowing code
of professional conduct for public school teacher
will serve as my behavioral guide.
As a future, I can also have an academic freedom
to be practice for my own professional growth.

I can apply this in my teaching profession by


DepEd 40, s.2012, Child practicing equal rights and knowing the different
Protection Policy types of child abuse. Also on knowing the steps in
addressing them. Creating a safe environment for
them and fostering healthy relationship. With this
policy, as a teacher I can promote a safer
environment and more supportive learning
environment promoting protection for children
and healthy well-being.
My Assessment Tasks
Choose the letter of the correct answer.
1. Why is teaching internship important?
A. It culminates the years of a four-year study.
B. It provides a wide array of teaching experiences in real classroom setting.
C. It gives the students opportunity to enjoy practicing the teaching profession.
D. It allows them to work with various stakeholders.

2. Which act strengthens the regulation and supervision of the practice


of teaching in the Philippines?
A. RA 7877 C. RA 7836
B. RA 7832 D. RA 7830

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


exploitation, discrimination and other forms of abuse?
A. DepEd Order 30 s. 2012 C. DepEd Order 69 s. 2013
B. DepEd Order 40 s. 2012 D. DepEd Order 58 s. 2017

4. Which act shall promote and improve the social and economic
status of public school teachers’ living and working conditions?
A. Republic Act 7836 C. Republic Act 7877
B. Republic Act 10627 D. Republic Act 4670

5. Which law protects the value and dignity of every individual, enhance
the development of human resources, guarantee full respect for
human rights, and uphold the dignity of workers, employees,
applicants for employment, students or those undergoing training
instructions or education?
A. Republic Act 7877 C. Republic Act 4670
B. Republic Act 7836 D. Republic Act 10627
MY VISION
Where am I going?
How to write your vision statement….
1. Project what you will be 5 to 10 years from now.
2. Focus on your big dream towards success.
3. Use the present tense.
4. Write in clear simple language.
5. Be directional, descriptive.
6. Make sure that your vision has the following:
 destination
 purpose
 values
7. State your vision in not more than 15 words.

Meets Standard Approaching Meets Does Not Meet


INDICATORS of Excellence Standard of Acceptable Acceptable
Excellence Standard Standard
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No aspect
Performance aspects of aspects of minimal of work
Tasks work that work that aspects of meets level
exceed exceed work that of
level of level of meet level expectation
expectatio expectatio of s.
n. n. expectatio  Has errors,
 Shows  Demonstrat n. omissions
exemplary es solid  With and
performan performance some misconceptio
ce and errors ns
understandi and
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers.
The piece/s of The piece/s of The piece/s of The piece/s of
Learning evidence of evidence of evidence of evidence of
Artifacts learning is/are learning is/are learning is/are learning is/are NOT
aligned with aligned with aligned with aligned with the
learning SOME of the ONE of the learning outcomes.
outcomes. learning learning
outcomes. outcomes.
The learnings The learning The learning The learning tasks
Creativity and tasks are done tasks are done tasks are done are poorly done
Resourcefulness very creatively creatively and quite creatively and need
and resourcefully. and improvement.
resourcefully. resourcefully.
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks learning tasks are
Requirements are submitted submitted a day are submitted 2 submitted 3 days or
on or before the after the deadline. days after the more after the
deadline. deadline. deadline.

MY
TOTAL
SCORE

Signature of Practicum Supervisor


Learning Task 2 Going to 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.

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


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

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 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 programs 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 identity the learning to be
aligned and achieved to help the school, its staff and students on target.
 Vision statement describes the school as it would appear in the future.
 Mission statements are the how to “statements” or action plans
that help the school achieve its vision. They prompt change and
growth.
Peterson,
1995
 Goals are statements of what needs to be accomplished to
implement the strategy.
 Core Values are the fundamental beliefs of a person, school or
organization. These guiding principles dictate 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 1 Artifact of one’s cooperating school

Describe your cooperating school by supplying the needed information.

Name of the school/institution: Ligao National High School


Address: Guilid, Ligao City
Phone and fax number/URL website: https://www.facebook.com/LigaoNationalHS
Name of School Principal: Jessica U. Sayson, Secondary School Principal IV
Academic Offerings: Special Program in the Arts, RBEC, STE Class, Vocational,
Academic Strand, and Arts and Design track
No. of faculty
members
No. of staff: 324 (Teaching and Non-teaching Personnel)
No. of students: More or less 3,000 students (G7 to G12)
Write what is asked about your cooperating school.
School’s Vision Ligao National High School is a leading institution responsible
Statement for the empowered Bicolano Youth with outstanding academic
performance, commendable character, and exemplary
leadership skills in serving the community.

LNHS provides quality basic education through varied


curricula to address the distinct needs of the learners in a
technologically equipped learning environment, committed
School’s Mission teaching and non- teaching personnel and supportive
Statement stakeholders

Is to nurture future generations to become citizens


who possesses the core values: Maka-Diyos, Maka-
tao, Makabansa, Makakalikasan
School’s Goals

Graduate attributes Enable them to realize their full potential and


contribute meaningfully in building the nation.
How does performance task 1 on knowing the school’s profile connect to the
Philippine Professional Standards for teachers?
Knowing what a school is like is important for meeting the Philippine
Professional Standards for Teachers (PPST). It helps teachers understand
the school’s background, including its students, resources, and the local
community. This way, teachers can adjust their lessons to fit the different
needs of their students and make the most of what’s available. It ties into
various areas of the PPST, like planning the curriculum and tackling how
diverse learners are. Being aware of this context ensures that teaching is
relevant and fits the specific situation, which can really boost student
learning outcomes.
How does the school’s profile connect to your learning as a teaching intern?
Understanding the school’s profile is crucial for me as a teaching intern. It
allows me to learn how to teach and engage effectively within that specific
environment. By familiarizing myself with the school’s demographics,
resources, policies, and community, I can tailor my teaching methods to
meet the students’ needs, utilize available resources effectively, and grasp
the school’s culture and expectations. This knowledge not only enhances my
overall experience but also equips me with valuable skills and strategies for
my future teaching career.
What is the impact of knowing school’s information on student learning?
Knowing a school’s details, like its student makeup, resources, rules,
and community involvement, can greatly affect how students learn. When
teachers understand these factors, they can adjust their teaching to meet
the various needs of their students. This helps them use available resources
effectively and create a classroom environment that connects with the
specific needs of the school community. As a result, students are more
engaged and motivated, leading to better learning outcomes.

Performance Task 2 Complete 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 Integrating a school’s vision,
mission, goals, and expected graduate attributes into my lessons involves a
seamless incorporation into the curriculum. This includes explicitly
referencing school values during discussions, designing projects that align
with school goals (for example, incorporating teamwork to reflect
collaborative values), and using assessments that measure students’
progress toward the expected graduate attributes (such as problem-solving
activities to evaluate critical thinking skills).
Regularly communicating the connections between daily lessons and
the school’s overarching objectives, along with providing opportunities for
student reflection on their progress toward these attributes, fosters a sense
of ownership and purpose. Another is
by always relating it to real-life applications. This approach ensures that
students understand how their learning contributes to the success of the
school community.
Performance Task 3
Get a sample lesson that shows how the VMS was integrated in the learning
plan.
My Assessment Tasks
Choose in the letter of the correct answer.
1. Which statement tells the direction of the school in the future?
A. Goals C. Mission
B. Graduate attributes D. Vision

2. Which are the plans or things to do achieve the vision?


A. Goals C. Graduate attributes
B. Mission D. Mission

3. To be competent and productive professionals, efficient and


proficient communicator, caring and trustworthy citizen are
examples of

.
A. Goals C. Vision
B. Mission D. Graduate attributes

4. To promote excellence and access to quality education and to


provide a choice of educational opportunities for students are
examples of

.
A. Goals C. vision
B. Mission D. graduate attributes

5. There is a need to concretize the school’s VMG through .


A. Instructional outcomes C. modes of assessment
B. Instructional activities D. learning materials

6. To integrate the vision mission, goals and expected attributes


in the daily lessons, teachers must .
A. Align the outcomes with all the teaching learning activities
B. Let the students memorize the school’s vision, mission and goals
C. Include the school’s VMG in all syllabi of the program
D. Align the schools VMG and core values in daily lessons

7. To nurture and inspire learner participation, teachers .


A. may utilize interactive and innovative strategies
B. employ various assessment tools
C. invite resource persons in class
D. encourage students to volunteer in class discussions
My Learning Artifact(s) (Pieces of evidence of learning, snapshots, documents
and others)
List the instructional facilities of your school. You may take snapshots
of these facilities too. Requested permission from the designated authority.

These are facilities found in school which are vital for learning
development of the students. With these, learners will have a wide array of
access to learning. It will ease their understanding of the lesson. Having
these facilities will contribute to their overall growth, specifically on their
personal learning. It will also foster discipline as it mold the students self-
control as well as the right manners. Having these help in making the school
organize and productive.
My Scoring Rubric
Meets Standard Approaching Meets Does Not Meet
INDICATORS of Excellence Standard of Acceptable Acceptable
Excellence Standard Standard
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No aspect
Performance aspects of aspects of minimal of work
Tasks work that work that aspects of meets
exceed exceed work that level of
level of level of meet level expectatio
expectatio expectatio of ns
n. n. expectatio  Has errors,
 Shows  Demonstrat n. omissions
exemplary es solid  With an
performan performance some misconcept
ce and errors io
understandi and
ng MASTERY
is not
thorough
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers.
The piece/s of The piece/s of The piece/s of The piece/s of
Learning evidence of evidence of evidence of evidence of
Artifacts learning is/are learning is/are learning is/are learning is/are
aligned with aligned with aligned with NOT aligned with
learning SOME of the ONE the learning
outcomes. learning of the learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done tasks a poorly
Resourcefulness very creatively creatively and quite creatively done and ne
and resourcefully. and improvement.
resourcefully. resourcefully.
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks learni tasks are
Requirements are submitted submitted a day are submitted 2 submitted days
on or before the after the deadline. days after the or more after t
deadline. deadline. deadline.
MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Task 3 Meeting the School Cooperating Principal
PPST Domain 6 Domain 6. Community Linkages and
Professional Engagement

Strands 6.4.1 Demonstrate knowledge and


understanding of school policies and procedures to foster
harmonious relationship with the wider school
community.

Program Outcomes of 6.2.11 Pursue lifelong learning and ethical


teaching standards
Teacher Education standards sensitive to the local, national and
global realities.

CFSAT Competency J.1 Enhance public relations


Framework for Southeast J.3 Share the responsibility of educating students
with the community
Asian Teachers for the 21st
Century

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 teaching 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 Task 1 Based on the orientation conducted by the Cooperating


Principal, complete the matrix given below.

Name of Cooperating School Principal

Expectations My Responsibilities
Performance Task 2 Write the school policies and procedures that you need
to comply with as a teaching intern to foster
harmonious relationship with the wider community.
Schools rules and policies I need to What do I need to do?
comply with
Performance Task 3 What tools I need to bring in terms of KASH (Knowledge,
Attitudes, Skills and Habits) to prepare myself in the
wonderful world of teaching and learning?
My Assessment Tasks
Choose the letter of the correct answer.
1. Who oversees the effective implementation of the internship program in the
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cooperating school?
A. Cooperating teacher
B. Cooperating principal
C. Practicum supervisor
D. Practicum mentor
2. Which activity is done to inform the teaching intern of the school’s
policies and procedures?
A. Dialogue
B. Mentorship
C. Orientation
D. Question and Answer
3. Why should the school’s policies and procedures be known by the intern?
A. To prevent chaos
B. To make the interns comply with the rules
C. To strengthen the TEI’s implementation of the school’s rules and regulations
D. To faster harmonious relationship with the wider school community
4. Why should orientation sessions be conducted in the cooperating school?
A. To make all things in order
B. To comply with the requirements of the teacher education institution
C. To inform the teaching intern of the school’s rules and regulations
D. To instruct the interns to behave while in the cooperating school
5. Which tools / kit are/is needed to fully equip teaching interns to be
better prepared as a teacher?
A. Knowledge, attitudes, skills and habits
B. Knowledge, appreciation, systems and habits
C. Knowledge, attitudes, systems and habits
D. Knowledge, attitudes, skills and Hands-on Activities

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

Given the chance to become a principal someday, what qualities /


attributes must you possess?
My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL SCORE
Signature of
Practicum Supervisor
Learning Task 4 Getting Acquainted with My Cooperating
Teacher PPST Domain 1 and 6 Domain 2. The 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 cooperating teacher
 Listen and respond effectively to the expectations of my cooperating teacher
 Enumerate my responsibilities based on the given expectations
 Demonstrate knowledge of policies and procedures that provide safe
and secure learning environments

Essential Questions
 What is the role of the cooperating teacher in my internship program?
 What expectations of me are given by my cooperating teacher?
 How shall I respond effectively to these expectations?
 What are the policies and procedures given by my CT on providing
safe and secure learning 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 teaching Internship Program.
The Cooperating Teacher (CT) is defined as a teacher with a
minimum of three years of teaching experience who acts as a mentor in the
teaching internship program in the area in which the teaching intern is
earning her degree. The CT serves as a model in all aspects of teaching and
learning.
- He /She engages you to work collaboratively and productively to
enrich your classroom activities
- He / She allows you to reflect critically and creatively on your
learning experiences to ensure that you accomplish more and do
better in your future activities.
- He/ She shares interactive and innovative teaching strategies and
methods you have not learned and are not familiar with to make
your classroom activities highly engaging.
- He/ She gives second advice about the good / best 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.

My Performance Tasks
Performance Task 1 Complete the matrix given below. Choose only three (3)
of the most important expectations given by your CT.

Expectations of My Cooperating Teacher My Responsibilities


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

Performance Task 2 Cite the three (3) most important policies and
procedures given by your CT to provide safe and secure learning
environments to your learners.
Policies and Procedures How do I respond to these? My plans
of action….
1.

2.

3.

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

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


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

App

Virtue

Virtue

My Assessment Tasks
Choose the letter of the correct answer.
1. Who is expected to act as a role model and serves as a mentor of student interns
A. Cooperating teacher
2. The cooperating teacher plays a crucial role in
A. Stating instructional outcomes
B. Providing classroom activities
C. Constructing modes of assessment
D. Ensuring the success of internship program

3. Which are other activities that CT can provide


I. Visit other classes at the same level
II. Get to know other teachers in the level
III. Get to know the school staff and becomes familiar with the schools resources
A. I only B. II only C. III only D. I, II and III

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


internship program
A. Honing my skills as a teacher
B. Ensuring good classroom management
C. Providing a safe and secure learning environment
D. Developing my personal and professional competencies

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


I. rate my teaching performance
II. evaluate my personal qualities
III. assess my communication skills
A. I only B. II only C. III Only D. I, II, AND III

My learning Artifacts
Write an appreciation letter to your cooperating teacher 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 Cooperating Teacher


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

What was the reaction of my CT to this letter? (you may ask her/him to
write on the space provided)
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than
correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Task 5 Understanding My Learners, Their Strengths, Needs,
Interests and Experience
PPST Domain 1 and 6 Domain 1.3 Diversity of Learners
Strand 3.1.1 Demonstrate knowledge and
understanding of differentiated teaching to suit learners; gender,
needs, strengths, interests and experiences
CMO Program Outcomes 6.2.C Facilitate learning using a wide range of
teaching methodologies
of Teacher Education and delivery modes appropriate to specific learners
and their environments
CFSAT
Competency 3.B.2 Employ strategies that cater to
students learning styles and to elicit Framework for Southeast
active learning Asian Teachers for the
st
21
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, interests 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.
Teachers can facilitate the learning process among diverse learners
by first recognizing and respecting individual differences, then using the
knowledge about students’ differences to design differentiated learning
activities to ensure that all students can attain desired learning goals.
(PPST Domain 3)
Code of Ethics for Professional Teachers, Article VIII Sec. 3 dictates
that “Under no circumstances 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.
My performance Tasks
Performance Task 1 Make an infographics on diversity of learners (these are
graphic visual representations of information, data or knowledge
intended to present information quickly and clearly. (Wikipedia)
Performance Tasks 2 There 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
experience based on their learning modalities.

How shall I stimulate learning trough


Types of learners based on learning their learning modalities?
Modalities

VISUAL
AUDITORY

TACTILE

Performance Task 3 Create a teaching matrix of differentiated teaching


based on the various intelligences of learners.
Intelligences Strategies Application to my
subject area
Word
Smart
(Linguisti
c
Intelligence)
Numbe
r
Smart
(Logical/Analytical
Intelligence
Peopl
e
Smart
(Interpersonal
Intelligence)
Self
Smar
t
(Intrapersonal
Intelligence)
Music
Smart
(Musical
Intelligenc
e)
Art
Smar
t
(Visual-Spatial
Intelligence)
Body
Smar
t
(Bodily/Kinesthetic
Intelligence)
Life
Smar
t
(Existential
Intelligence)
Nature
Smart
(Naturalist
Intelligenc

e)
How do these strategies contribute to my learning? Write a one-liner statement.

My Assessment Tasks
1. Which group of students learns best through music, songs and parodies?
A. Nature Smart
B. Music Smart
C. Self Smart
D. Word Smart
2. Which group of learners finds joy in working with others?
A. Nature Smart
B. Music Smart
C. People Smart
D. Self Smart
3. Which group of learners needs to see the teacher’s body language
and facial expressions to fully understand the lesson?
A. Auditory Learners
B. Kinesthetic Learners
C. Tactile Learners
D. Visual Learners
4. Which group of students learns through hands-on activity like,
exploring the world around them?
A. Auditory Learners
B. Kinesthetic Learners
C. Tactile Learners
D. Visual Learners
5. Which group of students learns best through verbal lectures,
discussion, talking things through and listening to what others have to
say?
A. Auditory Learners
B. Kinesthetic Learners
C. Tactile Learners
D. Visual Learners

My Learning Artifacts
Go to the library and get a research abstract on student diversity.
Title

Researcher(s)

Abstract

My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performanc some o
ce e errors miscon
and c
and MASTERY
understandi is not
ng thoroug
h

Assessment With 5 correct With 4 correct With 3 correct With less


Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Task 6 Managing My Classroom Structure and
Routines PPST Domain 1 and 6 Domain 2. Learning Environment
Strands 2.6.1 Demonstrate positive and non-violent
discipline in the management learning behavior
Program Outcomes 6.2.C Facilitate learning using a wide
range of teaching methodologies of Teacher Education and
delivery modes appropriate to specific learners and their
environments
CFSAT Competency 2.D.2 Promote a caring and learning
friendly environment
Framework for Southeast 2.D.6 Maintain a collaborative learning
Asian Teachers for the 21st3.B.8 Manage classroom environment
activities Century

Desired Learning Outcomes


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

Essential Questions
 What is the importance of having an organized and systematic
classroom structure and routines?
 As a teaching intern, what classroom 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.

My Performance Tasks
Performance Task 1 Observe your teacher. Take down some important notes on
how he/she manages his/her positive and non-violent
disciplinary practices in the management of learner behavior?
Observation Log
Name of Cooperating Teacher
Date
Time
Subject

Performance Task 2 Take some photographs of classroom structure / design


that creates a positive classroom atmosphere.
Performance Task 3 Design your classroom routines to ensure an
effective classroom structure.
My Classroom Routines

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

My Assessment Tasks
Encircle the letter of the correct answer.
1. Which terms refers to are established ways of managing a classroom to
ensure an organized and systematic structure?
A. Classroom Discipline
B. Classroom Management
C. Classroom Routines
D. Positive Discipline

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


A. At the start of the school year
B. At the start of each class
C. During class discussion
D. At the end of the year
3. When is the best time to establish classroom routines?
A. passing of papers/books
B. checking of attendance
C. going in and out of the classroom
D. designing the Bulletin Boards
4. Which is the best way to minimize a noisy learner in class?
A. Stop him/ her.
B. Ignore him/her.
C. Request him or her to go to the room
D. Talk to him/her personally
5. Which is the best way to know why a learner is always absent in class?
A. Look at his/her Facebook account
B. Write a letter to the parent.
C. Call the parent/guardian
D. Report to the Guidance Counselor

My Learning Artifacts
Conduct an interview among 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
My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Task 7 Formulating My Cooperating School, My Second
Home PPST Domain 2 Learning Environment
Strands 2.2.1 Demonstrate understanding of learning
environments that promote 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.
CFSAT Competency 2.D.2 Promote a caring and learning-
friendly environment
Framework for Southeast 2.D.5 Respect diversity of learners
Asian Teachers for the 21st 2.D.6 Maintain a collaborative learning
environment Century
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 the students?
 What must teacher do to motivate learners to work productively
and to make them responsible for their own learning?
Understandings
How to create classroom rules?
R - must be KNOWN by everyone.
- must be EASY to UNDERSTAND.
U - focus on the POSITIVE.
- are PRECISE.
L - are related to a VALUE.
- must be CONISTENLTY IMPLEMENTED.
E - must be definable.
- must be enforceable.
S - must be expansive.
- must be strategically posted in the classroom.
My Performance Tasks
Performance Task 1 Conduct an interview with a learner, a teacher and an
administrator and ask them why rules are IMPORTANT.
Name of Student

Signature

Name of Teacher

Signature

Name of Administrator

Signature
Performance Tasks 2 Interview your Cooperating Teacher and ask
his/her the RULES which he/ she formulated
in
her/his classes to create on
atmosphere of fairness, respect and care?

Signature of Cooperating
Performance Tasks 3 Techer Formulate your CLASSROOM RULES to ensure
classroom
discipline better

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

Situations Positive and Non- violent ways of


solving Misdemeanor
Littering in class

Unruly behavior of learners

Non-submission of assignments

Tardiness

Absences

Too much talking

Looks focus/attention

My Assessment Tasks
Choose the letter of the correct answer.
1. Why is it important to formulate rules in the classroom?
A. To avoid accidents
B. To avoid chaos in the classroom
C. To prevent students from doing unnecessary tasks
D. To ensure harmonious relationships between the teacher and students.
2. Which is the first line of defense against misbehavior in class?
A. Class schedule
B. Class program
C. Classroom rules
D. Classroom routines

3. Which is the best time to formulate classroom rules?


A. As the needs arise
B. As the end of year
C. At the start of the year
D. At the beginning of every class

4. When a learner misbehaves, the first thing to do is


A. Seek others help
B. Stare at him/her
C. Speak to him/her personally
D. Separate him/her from class

5. Rules must be consistently implemented


A. For everyone to see
B. For everyone to enjoy
C. For everyone to follow /comply
D. To that they are important

My Learning Artifacts
Take snapshots of Classroom Rules displayed on bulletin boards or
around the school campus.
What is the importance of these rules to student’s learning?

My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than
correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY 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 process to meet curriculum
requirements
4.2.1 Identify learning outcomes that are aligned with learning
competencies.
Program Outcomes 6.2.f Demonstrate a variety of thinking skills in planning,
monitoring, assessing, of Teacher Education and reporting learning
processes and outcomes
CFSAT Competency 3.B.1 Acquire mastery of subject
matter Framework for Southeast 3.B.3 Communicate at
learners’ level Asian Teacher for the 21st 3.B.8 Manage
classroom activities
Century 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

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 senses of direction in relation to the curriculum map


and teaching guides prepared for the subject.
 It also serves as a practical and useful basis for future plans
 It gives the teacher more confidence in carrying out of daily tasks.
Parts of 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. Procedure

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 student 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
- Formulate 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 (1) one year,
handling learning areas with available LMS and TGs provided by the DepEd
shall not be required to write the DLP instead they shall be required to fill
out a weekly Daily Lesson Log (DLL).

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

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

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

Subject Area:
TOPIC/Learning Content:

Learning Competencies

Learning Outcomes What to attain or realize?

Content Standards

Performance

Standards

Learning Resources What to use?

Procedures What to do?


Before the lesson

The lesson proper

After the lesson

Performance Task 3 Write your Daily Learning Plan. Get your topic/content
from your Cooperating Teacher. Follow the DLP format. Write your plan on
the space provided.
My Assessment Tasks
Encircle the letter of the correct answer.
1. Which is a blueprint of the daily instructional activities of the teacher?
A. Learning Plan C. Learning Procedures
B. Learning Content D. Learning Materials

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


A. Learning Plan C. Learning Content
B. Learning Procedures D. Learning Resources
3. Which can be given as an optional activity to reinforce students’ learning?
A. Art Work C. Assignment
B. Activities D. Assessment

4. Why is Learning Plan important?


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

5. Which plan is used by teachers who are new in the service or those
who have less than a year of teaching experience?
A. Daily Lesson Log C. Detailed Lesson Plan
B. Daily Lesson Plan D. Daily Learning Activities

6. Which assessment task is aligned to this competency: “identify a


classroom routine?
A. Is classroom routine necessary for class order and discipline?
B. Give an example of a classroom routine.
C. What is meant by classroom routine?
D. What is a disadvantage of a classroom routine?

My Learning Artifact(s)
Request three (3) samples of Learning Plans from various schools with
different formats. You may also wish to surf the net for same samples.
Acknowledge the source.
My Learning Artifact(s)
My Learning Artifact(s)
My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than
correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Task 9 Seeking Advice from MY CT to Enrich My
Teaching Practice
PPST Domain 2 Learning Environment
Strands 4.4.1 Seek advice concerning that can enrich teaching practice

Desired Learning Outcomes


 Seek advice from my CT concerning strategies that can enrich teaching practice
 Apply the tips given by the 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 for improvement?

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 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.

My Performance Tasks
Performance Task 1 Reflect 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 Pans of Action

Performance Task 2 After several weeks/months of internship, seek advice from


seasoned/experienced teachers or from your CT, in the
areas of improvement in the delivery of instruction.

Areas WHAT TO DO
Performance Task 3 Get three (3) topics from your subject area. List them down.
Seek advice from your CT on what strategies may still be
employed.

Learning Content My Strategies My CT’s Advice/


Suggestions

1.
2.

3.

My Assessment Tasks
Encircle the letter of the correct answer.
1. Which is the best time to seek advice from one’s CT?
A. When in doubt C. When confronted by someone
B. When in trouble D. When all options don’t work

2. In which areas may advice be sought?


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

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

I. ask for the feedback


II. ask for decisions
III. ask for better options
A. I B. II C. III D. I, II, and III
4. As a younger or less experienced person help or advice especially
on work-or school-related issues over a period of time, you are
given advice by
a .
A. coach C. mentor
B. friend D. supporter

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


A. ask questions
B. make the best decision
C. remain silent at all times
D. arrange for another schedule

My Learning Artifacts
Write an essay about your MENTOR in life? What pieces of advice were
given by your mentor to help you develop your personal and professional
competencies?
My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days or
on or before the after the deadline. days after the more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Task 10 Visiting the School’s Learning Resource
Center
PPST Domain 4 Curriculum and Planning

Strands 4.5.1 Show skills and selection, development and using a


variety of teaching and learning resources including ICT to
address learning
goals.

Program Outcome of 6.2.d Develop innovative curricula, instructional


plans, teaching
Teacher Education approaches, and resources for diverse learners.

CFSAT Competency 4.C.6 Determine appropriate learning resources


available for teaching Framework for Southeast and learning
st
Asian Teachers for the 21 6.E.1 Acquire knowledge and skills in the
use of teaching and Century learning resources.
6.E.2 Develop teaching and learning resources
appropriate for the lesson
6.E.3 Utilize appropriate teaching and learning resources for the
lesso
n 6.E.4 Integrate use of ICT in teaching and learning

Desired Learning Outcomes


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

Essential Question
 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 experience
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. Techers 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 Leaning Resource Center has
instructional space to encourage students to perform some activities and to
make learning more meaningful. My Performance Tasks
Performance Tasks 1 Visit the school’s learning Resource Center. Select the
resource materials you can use to enrich ONE of the lessons assigned for
you to TEACH.

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


Printed Materials

Non- printed Materials

Electronic Materials

Performance Tasks 2 Create a PowerPoint presentation for your lesson.


Paste the printed presentation on the space given below.
Learning Tasks 10 – Visiting the school’s learning Resource center 77
Performance Task 2
78 Teaching
Internship
Performance Task 3 A. Write a reflective narrative why you need
to use learning resource materials in your teaching

B.How did my cooperating teacher rate the instructional materials I


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

(Total Score ÷ 10)


My Assessment Tasks
Encircle the letter of the correct answer.
1. Which school facility contains instructional materials for
enhancing the teaching-learning process?
A. Learning Materials Corner
B. Learning Kits Corner
C. Learning Log Template
D. Learning Resource Center

2. Books magazines, journals, manuals are examples of .


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

3. Diorama, models, realia are examples of


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

4. If the intended materials are not available, which materials may be used?
A. Printed materials
B. Non-printed materials
C. Electronic materials
D. Improvised materials

5. The instructional materials selected must be


A. SMART
B. varied
C. in 3 domains
D. aligned with the outcomes.

My Learning Artifacts
Take a picture of the School’s Learning Resource Center
What is the impact of the learning Resource Center to students’ learning?

My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than
correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
learning is/are learning is/are learning is/are of lea is/are
Artifacts aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY 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
Program Outcomes 6.2.d Develop resources for diverse learners
of Teacher Education 6.2.e Apply skills in the developing and
utilization of ICT to promote quality, relevant and
sustainable educational practices
CFSAT Competency 6.E.1 Acquire knowledge and skills in the
use of teaching and learning Framework for Southeast resources
Asian Teachers for the 21st6.E.2 Develop teaching and learning resources
appropriate for the lesson
Century 6.E.3 Utilize appropriate teaching and learning
resources appropriate 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 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
My Performance Tasks
Performance Task 1 List 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
 Google Maps
 Blogs
 Virtual Earth
 Google Docs
 Book marking
 Slide share
 Free mind
 Wikis

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


Performance Task 2 Surf more on ICT in Education. Take down notes and write
them here/ or print and attach them on these pages.
Performance Task 3 Surf on the present status on ICT in Education in the
Philippines. Take down notes and write your insights on this page.
My Assessment Tasks
Encircle the letter of the correct answer.
1. What must be the number one consideration in preparing your
instructional materials?
A. The learners C. The learning content
B. The cost D. The objectives

2. You prepared a PowerPoint presentation on verbs for your


English Class however there was a power cut off. Which should
you do?
A. Go to another lesson.
B. Use the available materials in class.
C. Borrow learning materials from another teacher.
D. Give a seatwork instead.

3. Ms. Rufo is teaching in a multi-grade class. What materials must she employ?
A. Less-costly materials
B. Electronic materials
C. Differentiated Materials
D. Commercially-made materials

4. What is one of the disadvantages in using ICT in education


among senior teachers?
A. It is costly.
B. It is complicated.
C. It is very troublesome.
D. It is difficult to use due to lack of expertise.

5. What does research show on the use of ICT?


A. It is easy to use.
B. It is accessible.
C. It is costly.
D. It ensures interactive classes.

My Learning Artifact(s)
My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE the learnin
outcomes. learning of the learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Task 12 Utilizing Various Teaching Strategies to Promote
Higher Order Thinking Skills
PPST Domain 1 Content Knowledge and Pedagogy
Strands 1.3.1 Demonstrate content knowledge and its
application within and/or across 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
learner understanding, participation, engagement and achievement.
Program Outcomes 6.2.b Demonstrate mastery of the subject matter/discipline
of 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
CFSAT Competency 2.D.3 Motivate active learning
Framework for Southeast 3.B.2 Employ strategies that cater to students’
learning styles and to elicit active Asian Asian Teacher for the 21 st
learning
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


 Applying 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 Wooley (1992) in a 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 that others. Skills is
analyzing, evaluating and creating are thoughts of higher order than
learning facts or concepts.

Bloom’s Taxonomy
Produce news or original work
create Design, assemble, construct, conjecture,
develop, formulate, author, investigate
Justify a stand or decision
evaluate Appraise, argue, defend, judge, select, support,
value, critique, weigh
Draw connections among ideas
Differentiate, organize, relate, compare,
contrast, examine,
analyze 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, report,
select, translate
Recall facts and basic
concepts
Defined, duplicate, lists,
memorize, repeat, state

(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 relationship which are
vital in the teaching- learning process.
Strong communication skills are very important in the instructional process
My Performance Tasks

Performance Task 1 Get 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 subject in the
circles and how you will do it.
TOPIC

Performance Task 2 Write 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 learner’s 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.
Cite how it supported the learners in
Verbal Communication Strategies instruction
Used

My Assessment Tasks
Encircle the letter of the correct answer.
1. Which includes a wink, a simple nodding of heads or wave?
A. Gesture
B. Facial expression
C. Verbal communication
D. Non- verbal communication

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


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

3. Which questions call for facts and concepts?


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

4. “Which events could have happened?” and “how was this similar
to…?” are examples of questions.
A. Creating
B. Analyzing
C. Researching
D. Understanding

5. “Can you see a possible solution and how many ways can you…?” are
examples of questions.
A. Researching
B. Understanding
C. Analyzing
D. Creating

My Learning Artifacts
Paste student work samples/projects accomplished in the discussion
of your content.
My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days or
on or before the after the deadline. days after the more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Task 13 Exploring More interactive and Innovative Teaching
Strategies for Diverse Learners
PPST Domain 3 Diversity of learners

Strands 3.1.1 Demonstrate knowledge and understanding of


differentiated teaching to suit the learners’
gender, needs, strengths, interest 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
Program Outcomes of 6.2.c Facilitate learning using a wide range of
teaching methodologies
Teacher Education 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, sustainable
educational practices
CFSAT Competency 2.D.3 Motivate active learning
Framework for 2.D.5 Respect diversity of
learners
Southeast Asian 4.C.2 Formulate specific learning objectives
incorporating knowledge
Teacher for the skills, attitudes and values, if
st
applicable 21 Century 4.C.3 Prepare lesson plan based on
syllabus and time frame
4.C.4 Consider diversity of learners in preparing lesson plans
4.C.5 Select the right methodologies according to subjects and
learners’ level
4.C.6 Determine appropriate learning resources available for
teaching and learning
Desired Learning Outcomes
 Demonstrate understanding of differentiated teaching to suit the
learners’ gender, needs, strengths, interests 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 31’s and 2C’s in education?
 What is differentiated instruction?
 Give examples of differentiated instruction
Understandings
There are three I’s and 2C’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 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 strategy where groups of learners with


different abilities use varied activities to better improve the mastery of the
learning content. The elements of positive interdependence, individual
accountability, equal responsibility and social roles are addressed.

Differentiated Instruction is teaching the same material to all students


using a variety of instructional strategies or may mean delivering lessons
at varying level of difficulty based on the ability of each student.

Differentiated Instruction in 4 ways:

a.) content
b.) process
c.) product
d.) learning environment

Advantages of Differentiated Instruction:


 effective for varied types of learners
 can make students responsible for their own learning
 more options on learning different materials
 less discipline problems in the classrooms

Disadvantages:
 requires more work in lesson planning
 needs more time in preparation of activities
My Performance Tasks
Performance Task 1 Observe your cooperating teacher. Write the differentiated
activities employed to address the following:

Learners Activities employed

Gender

Needs

Strengths

Interests
Experiences

Performance Task 2 In your daily teaching, how did you address the following
aspects to be responsive to the varied characteristics of 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
My Assessment Tasks
Encircle the letter of the correct answer.
1. Which activities make students regularly engaged in all the activities?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

2. Which activities use varied and novel strategies to make students


engage in the learning process?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

3. Which activities make the curriculum seamless and borderless?


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

4. Which activities make the class work by teams through purposeful learning?
A. Innovative
B. Integrative
C. Collaborative
D. Cooperative
5. Which activities allow the students to solve their own problems
and work on varied tasks?
A. Interactive
B. Innovative
C. Integrative
D. Collaborative

My Learning Artifact(s)
Write or paste your Learning Plan which provides differentiated
activities to address diversity of learners.
My Learning Artifact(s)
My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE the learnin
outcomes. learning of the learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.
MY TOTAL
SCORE
Signature of
Practicum Supervisor
Learning Task 14 Writing Contingency Lesson Plans/Learning Plans
PPST Domain 1 and 3 Domain1: Content, Knowledge and Pedagogy
Domain 3: Diversity of Learners
Strands 3.4.1 Demonstrate understanding of the special
educational needs of learners in difficult 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 6.2.b Demonstrate mastery of the subject matter/discipline
of 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
 How 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. There are several factors that affect the delivery of
instruction the nature of the teacher, the nature of the learner, the utilization
of methods and strategies, the learning resources facilities, assessment and
others. 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 om teaching – learning (Power point)
The preparation of Power point for advance reading of the learners will
ensure greater I interaction during class discussion. This will also minimize
mere teacher 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 and assess learning programs. The digital learning tools are very
useful especially when the learners are in various geographical locations.
Some examples of LMS are schoology, canvas, 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 used to send text messages to mobile phones, This
works to notify learners of lesson, content and other matters pertinent
to the course.
My Performance Tasks
Performance Task 1 As teachers, we must always be ready to respond
to the special educational needs of learner’s in
difficult circumstances (geographic, isolation, 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 Tasks 2 Conduct any one of these activities:


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

Performance Task 3 The use of mother tongue emphasizes the development of


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

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

.
B. What are the problems encountered by teachers in
implementing Mother Tongued- based instruction?
My Learning Artifacts(s)
Write a contingency lesson Plan/Learning Plan in any of the given difficult
circumstances to assist learners.

My learning Artifacts(s)
My Scoring Rubric
Meets Approaching Meets Does Not
INDICATORS Standard of Standard of Acceptable Acceptab
Excellence Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than
correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.
MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning task 15 Constructing Various Assessment tools
PPST Domain 5 Assessment and Reporting
Strands 5.1.1 Demonstrate knowledge of the design,
selection, organization and use of diagnostic,
formative and summative assessment strategies
consistent of curriculum requirements.
5.2.1 Demonstrate knowledge of monitoring and evaluation
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
achieveme needs, progress and
nt.
5.5.1 Demonstrate an understanding of the role of
assessment data as feedback in teaching
and learning practice and programs.
Program Outcomes of 6.2.f Demonstrate a variety of thinking
skills in planning, monitoring,
Teacher Education assessing, and reporting learning outcomes

CFSAT Competency 4.C.7 Construct appropriate assessment


measures Framework For Southeast 4.C.8 Utilize results assessment and
teacher’s reflection in developing
Asian Teacher for the 21st lesson
plan. Century

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 needs, progress and
achievement
 Demonstrate an understanding of the role of assessment data as
feedback in teaching 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 teaching and learning
practices and programs?

Understandings
Assessment refers to the wide variety of methods or tools that teachers use to
measure, evaluate documents the learners performance. These are some
examples of assessment tools.

Diagnostic Formative Summative


- Conduct at - Conducted - Conduct after
the beginning during the instruction
of the school instruction
year.
- Monitors students - Sums up what
- Allows teacher to learning to students have
determine provide on-going learned
students’ feedback to
strength, improve reading
weakness and and learning
skills prior to
instructions - Helps - Finds out what
students concepts were
- Diagnose identify their learned after the
students’ strengths lesson
difficulty and - Used for
weakness documenting
- Used to guide outcomes and
lessons and - Used in the judging value
curriculum information
planning and revision - Completed After
process Instruction
- Complete Before e.g. exams, projects,
teaching - Complete During papers
instruction
e.g.
homework,
graded
quizzes,
ungraded
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 ff 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 to praise a performance effort or
outcome. It is a favorable judgement 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 learner’s 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, seatwork, 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

My Performance Tasks
Performance Task 1 Get one sample each of the following: diagnostic
formative and summative tests.
Performance Task 1 cant’d
INSIGHTS

Performance Task 2 Interview your Cooperating Teacher or any teacher and


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

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


child. (ref.mps.milkwaukee.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 cooperating teacher to


improve student performance?
My Assessment Tasks
Encircle the letter of the correct answer.
1. Why is there a need to monitor student progress?
A. To improve instruction
B. To improve assessment
C. To Improve student learning
D. To continuously assess teacher’s effectiveness

2. When is a diagnostic test given?


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

3. When is summative test given?


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

4. Which assessment data contain the grades attendance, discipline


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

5. When is formative test employed?


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

My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
   

Assessment With 5 correct With 4 correct With 3 correct With less


Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL
SCORE
Learning Task 16 Participating in the School’s Learning Programs and
Activities
PPST Domain 4 Curriculum and Planning

Strands 4.3.1 Demonstrate knowledge in the implementation of relevant and


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

CFSAT Competency 3. B.4 Promote students’ participation and


collaboration Framework for 10.J.3 Share the responsibility of educating
student with the community Southeast Asian 10.J.4 Participate actively in
socio-civic events of the community
Teacher for the 21st 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 pf 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.

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

School Programs/ Activities Learning Outcomes


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

Academic Programs Desired learning Outcomes


How do these programs impact student
learning?

Performance Task 3 Design a learning program using then 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).

My Assessment Tasks
Encircle the letter of the correct answer.
1. Which benefits are derived from participating in school’s learning program?
A. Enriches classroom instruction.
B. Enhances the sense of pride.
C. Provides unity, teamwork and cooperation.
D. Allows the learners to apply what was learned in real context.
2. Which programs aid in helping learners cope with academic deficiencies?
A. Curricular programs
B. Academic programs
C. Extra curricular activities
D. Special learning programs

3. Which programs are done after classes that fall outside the realm
of regular curriculum and is voluntary in nature?
A. Special program
B. Curricular programs
C. Academic programs
D. Extra curricular programs

4. Which activities refer to activities and programs that complement


the content areas?
A. Special program
B. Curricular programs
C. Co-curricular programs
D. Extra curricular programs

5. Which special learning program aids in developing the skills of


students who can’t read.
A. Literacy program
B. Reading program
C. Iterative program
D. Language program

My Learning Artifact (s)


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

My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performanc some o
ce e errors miscon
and c
and MASTERY
understandi is not
ng thoroug
h

Assessment With 5 correct With 4 correct With 3 correct With less


Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Task 17 Executing My Demonstration Learning Plan

PPST Domains 1 and 2 Domain 1: Content, Knowledge and Pedagogy


Domain 2: Learning Environment
Strands 1.4.1 Demonstrate knowledge of teaching
strategies that promote literacy and numeracy skills
2.3.1 Demonstrate knowledge of managing classroom
structure that engages learners, individually
or in a groups, in meaningful exploration, discovery and
hands-on activities within the available physical learning
environments
Program Outcomes of 6.2.b Demonstrate mastery of subject
matter/discipline 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
educational sustainable
practices

CFSAT Competency 3.B.1 Acquire mastery of the subject


matter Framework for 3.B.2 Employ strategies that cater to students’
learning styles and
Southeast Asian to elicit active learning
Teachers for the 3.B.3 Communicate at learners’
level
21st Century 3.B.4 Promotes students’ participation and collaboration
3.B.6 Integrate HOTS in the lesson
3.B.8 Manage classroom activities
4.C.2 Formulate specific learning objectives

incorporating knowledge, skills, attitudes,

and values, if applicable

Desired Learning Outcomes


 Demonstrate knowledge of teaching strategies that promote
literacy and numeracy skills
 Demonstrate 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
2.1individually?
2.2in 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 social
media 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
Numeracy
Literacy

 Entry pass  Independent Reading  Using number line

 Exit pass  Think Aloud Time  Looking for patterns

 First liner  Writing Reading  My Think Board

 Jigsaw  Challenge Log  A Hundred


Plus Chart
 Inquiry chart  Matching Books
to Phonics  Using
 Listen Reflection
Read  Alphabet Matching Sheets
Discuss
(LRD)  Anticipation Guides  Using
Conversion
 Partner Reading  Concept Sort Tables

 Reading Guide  Concept Maps  Assessme


nt
 Reciproc  Directed Reading Checklist
al
Teaching  Thinking  Using Cards
Activity
 Story Maps (DRTA)  Using
Numerical
 Story Sequence  Question the Author Charts/Diagra
ms
 Visual Imaging  Reading Guide
 Strike It Out

 12 Pointed
Star 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. These 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  Thinking about one’s


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

The following teaching strategies may be used for group activities:

 Think Pair Share


 Simple Round
 Group Mapping Activities
Robin
 Team Games Tournament
Brainstorming
(TGT) Session
 Simultaneous Round  Round table
Robin Brainstorming
Session  Milling Around
 Agreement Circle
 Round robin  Jigsaw
 Stir the Teams  Tea Party
 Circle the Sage
 Numbered Heads
Together (NHT)

These are some strategies which shall be best for individual activities.
 Monologue
 Letter writing
 Story telling
 Reflection log
 Puppetry
 Diary
 Newscast
 Poetry writing
 Sketch to
 Essay writing
stretch

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, scavenger hunt,
multiplication table games, sight words memory game and the like.

My Performance Tasks
Performance Task 1 Write 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 numeracy skills. Employ individual
and group activities to ensure learner engagement. Provide
hands-on activities to make the class more
enjoyable.
Performance Task 2 Write your BEFORE, DURING, and AFTER teaching
strategies that you will do in your demonstration lesson.
Teaching Strategies
BEFORE

DURING

AFTER

Performance Task 3 Execute your Learning Plan. You will be rated


by your Cooperating Teacher, College Supervisor.
Pre – Service Teacher’s Actual Teaching Observation and Rating sheet
(For use of College Supervisor, Cooperating Teacher, Peer and the Student Intern)
Name of Mentee Name of Mentor

Subject Taught Date Time

School
Legend 4 – Outstanding 3 – Very Satisfactory 2 – Fair 1–
Needs Improvement
4 3 2 1
I. TEACHERS PERSONALITY
A. The teacher is neat and well- groomed
B. The teacher is free from mannerisms
that tend to disturb the student’s
attention.
C. The teacher’s personality is strong enough
to command respect and attention.
D. The teacher shows dynamism and
enthusiasm.
E. The teacher has well - modulated voice.
II. LESSON PLANNING
A. Lesson plan is well prepared
B. There is congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the
subject matter.
B. Is able to relate lesson to actual life
situations
C. Keeps abreast of new ideas and
understanding in the field.
D. Gives sufficient and concrete examples
to create meaningful learning
experiences.
IV. TEACHING METHODS
A. Method/s used was/ were suited to needs
and capabilities of the students.
B. The teacher was creative enough to
adapt his/her method to the students’
capabilities
C. Visual aids and other examples were used
to illustrate the lesson.
D. The teacher made effective use of the
formative test results during teaching.
V. CLASSROOM MANAGEMENT
A.The teacher had a systematic way of checking:
1. attendance
2. assignment / Homework / Agreement
3. practice exercises
4. group work / projects
5. passing in and out of the room
6. correcting, distributing, and collecting
paper
B. Order and discipline were present in the
classroom.
C. Instructional materials were within easy reach of
the teacher during his / her teaching.
A. QUESTION SKILLS
The teacher’s questioning skill such as the
following stimulates discussion in different ways:
1. probing for learner’s understanding
2. helping students articulate their ideas
and thinking process
3. promoting risk – taking and problem
solving
4. facilitating factual recall
5. encouraging convergent and
divergent thinking
6. stimulating curiosity
7. helping students to ask questions
Source: Experiential Learning Courses Handbook: A Project of the Teacher Education
Council (TEC) Department of Education (DepEd) Commission on Higher Education
(CHED), 2007.

Performance Task 4 Answer the following briefly.


A. After the demonstration lesson, I felt

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

Improve
Enrich  Learning outcomes
 Learning environment
 Strategies
 Instructional Materials
 Modes of assessment
 Others (pls. specify)
 Knowledge
 Skills
 Other (pls. Specify)

Experiment
 New strategies
 Instructional materials
 Differentiated activities
 Other (pls Specify)

Modify

 Attitudes
 Expectations
 Other (pls. Specify)
Learn

 New subject matter.


 Varied learning styles of learners
 New innovations
 Current issues
 Other pls. specify

My Assessment Tasks
Encircle the letter of the correct answer
1. Which activities promote the use of numbers through estimating
A. Media
B. Literacy
C. Numeracy
D. Information

2. Which activities develop reading as well as the use of media and technology?
A. Media
B. Literacy
C. Numeracy
D. Information

3. Which activities allow the learners to explain and discover the


learning concepts through its application in the real, world context?
A. Musical activities
B. Performance tasks
C. Hands – on activities
D. Real work activities

4. Which strategies include group work and collaboration?


A. Team teaching
B. Team work strategies
C. Cooperative strategies
D. Collaboration strategies

5. Hands- on activities are provided to learners in order to .


A. To develop self – esteem
B. To promote independence
C. To ensure teamwork and unity
D. To let them enjoy and learn at the same time

My learning Artifacts(s)
Make a photo collage of the demonstration lesson yo0u have conducted
in your cooperating school. Make a reflection journal, too.
My learning Artifacts (s) - cant’
My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor
Learning Tasks 18 Articulating My Personal Philosophy of

Teaching PPST Domain 7 Personal Growth and Professional

Development

Strands 7.1.1 Articulate a personal philosophy of teaching


that is learner-centered 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 Philippine Professional Standards for Teachers
Program Outcomes of 6.2.g Practice professional and ethical teaching
standards sensitive to the local,
Teacher Education national, and global realities
6.2.h Pursue lifelong learning for personal and professional
growth through varied experiential and field-based
opportunities
CFSAT Competency 7.G.1 Internalize teachers’ professional code of
ethics as specified in one’s country
Framework for 7.G.2 Uphold and model teachers’ professional
code of ethics
Southeast Asian 7.G.3 Educate learners and co-teachers with
ethics and moral values
Teacher for the
21st Century
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 links with colleagues
 Demonstrate motivation to realize professional development goals
based on the Philippine Professional Standards for Teachers (PPST)?
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 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/riche 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 When 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.

My Performance Tasks

Performance Task 1

Observe your cooperating teacher for several weeks and months.


How does she/he exhibit the qualities of caring, respect 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 she/he establishes professional


links with colleagues.

Performance Task 3
A.) Read the Philippine Professional Standards (PPST) for Beginning
Teachers. Explain how you will realize the professional
development goals using these standards.
My Assessment Tasks

Encircle the letter of the correct answer.


1. Which is a personal statement of your objectives and ideas of teaching?
A. Philosophy of learning C. Philosophy of teaching
B. Philosophy of education D. Philosophy of instruction
2. Why is it important for you as a teacher to have a philosophy of education?
I. To guide you in your career
II. To make you reflective in the field of education
III. To identify your beliefs in the teaching profession

A. I only B. II only C. III only D. I, II, and III

3. From where does one’s philosophy of statement evolve?


A. The learning outcomes
B. The facilities / resources
C. The different educational curriculum
D. The different theories of teaching and learning

4. Which PPST domain includes five strands that emphasizes on the


management of the teaching-learning processes, resources and
professional collaboration among teachers?
A. Diversity of learners
B. Learning environment
C. Curriculum and planning
D. Content, knowledge and pedagogy

5. Which are seven domains and thirty seven (37) indicators that
embody the standards to ensure effective measures of
professional learning, competent practice and effective
engagement?
A. National Competency Based Teachers Standards (NCBTS)
B. Philippine Professional Standards for Teachers (PPST)
C. Competency Standards for Professionals (CSP)
D. Standards for Pre-Service Teachers (SPST)

My Learning Artifact(s)

Write your personal philosophy of teaching.


My Scoring Rubric
Meets Standard Approaching Meets Does Not
INDICATORS of Excellence Standard of Acceptable Acceptab
Excellence Standard Standar
4 3 2 1
CRITERIA
 Has all the  Has some  Has  No
Performance aspects of aspects of minimal aspe
Tasks work that work that aspects of work
exceed exceed work that me
level of level of meet level level of
expectatio expectatio of expect
n. n. expectatio a
 Shows  Demonstrat n.  Has err
exemplary es solid  With omissi
performan performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
Assessment With 5 correct With 4 correct With 3 correct With less
Tasks answers answers answers than correct
answer
The piece/s of The piece/s of The piece/s of The piece/s
Learning evidence of evidence of evidence of of evidence
Artifacts learning is/are learning is/are learning is/are of lea is/are
aligned with aligned with aligned with NOT alig with
learning SOME of the ONE of the the learnin
outcomes. learning learning outcomes.
outcomes. outcomes.
The learnings The learning The learning The learning
Creativity and tasks are done tasks are done tasks are done ta poorly
Resourcefulness very creatively creatively and quite creatively done an
and resourcefully. and improvement
resourcefully. resourcefully. .
The assigned The assigned The assigned The assigned
Submission of learning tasks learning tasks are learning tasks l tasks are
Requirements are submitted submitted a day are submitted 2 subm days
on or before the after the deadline. days after the or more a
deadline. deadline. deadline.

MY TOTAL
SCORE

Signature of
Practicum Supervisor

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