Learning Task 1 18 Prof Ed 11
Learning Task 1 18 Prof Ed 11
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
These are the legal documents that apply to the teaching profession.
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?
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.
MY
TOTAL
SCORE
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:
.
A. Goals C. Vision
B. Mission D. Graduate attributes
.
A. Goals C. vision
B. Mission D. graduate attributes
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
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
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
K
N
O
W
L
E
D
G
E
A
T
T
I
T
U
D
E
S
S
K
I
L
L
S
H
A
B
I
T
S
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
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
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
My Performance Tasks
Performance Task 1 Complete the matrix given below. Choose only three (3)
of the most important expectations given by your CT.
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.
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
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.
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.”
VISUAL
AUDITORY
TACTILE
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
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
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.
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
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
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.
Non-submission of assignments
Tardiness
Absences
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
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
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.
II. Content
III. Learning Resources
IV. Procedure
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.
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
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
Content Standards
Performance
Standards
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
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
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
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…
My Performance Tasks
Performance Task 1 Reflect on your areas of strength and areas of improvement.
Complete the matrix below.
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.
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
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
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.
Electronic 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
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
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
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
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
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.
2.
3.
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
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
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.
a.) content
b.) process
c.) product
d.) learning environment
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:
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
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
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.
.
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
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.
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.
My Performance Tasks
Performance Task 1 Get one sample each of the following: diagnostic
formative and summative tests.
Performance Task 1 cant’d
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 performance some o
ce and errors miscon
understandi and c
ng MASTERY
is not
thoroug
h
MY TOTAL
SCORE
Learning Task 16 Participating in the School’s Learning Programs and
Activities
PPST Domain 4 Curriculum and Planning
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:
II. Rationale
III. Specific Objectives
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
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
MY TOTAL
SCORE
Signature of
Practicum Supervisor
Learning Task 17 Executing My Demonstration Learning Plan
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
12 Pointed
Star Game
Dicey Operation
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
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
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.
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
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
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
Development
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
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
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)
MY TOTAL
SCORE
Signature of
Practicum Supervisor