Prefa

ce
This Teaching Internship learning module is a learning resource

that concentrates on Teacher Interns' observations, analyses, and

reflections on their educational experiences. This module also serves as a

guide for them to know where they should focus during their internship.

This module has eight learning tasks that cover the following topics:

Learning Task 1: Getting Ready for Teaching Internship

Learning Task 2: Classroom Observation

Learning Task 3: Classroom Management

Learning Task 4: Constructing Instructional Materials

Learning Task 5: Designing Differentiated Class Activities

Learning Task 6: Assisting and Participating in School Programs and Activities

Learning Task 7: Using Assessment in Teaching

Learning Task 8: Conducting Demonstration Lesson(s)

The information contained in this module is not solely owned by the

authors of this module. Many of these were modified from different authors'

work. This learning module was created for a flexible mode of education

that allows both the teacher and the students to adjust to the New Normal

Education.
 TABLE OF CONTENTS

Learning Task Page

Number

Learning Task 1: Getting Ready

for Teaching Internship.................................................................................................1

Learning Task 2: Classroom

Observation.......................................................................................................................8

Learning Task 3: Classroom

Management....................................................................................................................16

Learning Task 4: Constructing

Instructional Materials.................................................................................................24

Learning Task 5: Designing

Differentiated Class Activities...................................................................................32

Learning Task 6: Assisting and Participating in School
Programs And Activities...............................................................................................41

Learning Task 7: Using Assessment

In Teaching.......................................................................................................................47

Learning Task 8: Conducting

Demonstration Lesson(s).............................................................................................54
LEARNING
TASK GETTING READY FOR TEACHING INTERNSHIP
1

Overview
Last semester, you learned from your experiences and
observations in Field Studies 1 and 2, and now it's time to put
what you've learned into practice in the real world. However,
because the pandemic is still here, you'll be practicing your
chosen profession in a virtual setting. Isn't it challenging?
As a result, there is a need to condition and orient you about
what you should expect and anticipate in this course. Let us begin
by getting you ready for your journey. This learning task will
equip you about the nature of this course as well as what to expect
from a virtual teaching internship.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 define teaching internship;
 discuss the different phases of teaching internship; and
 show familiarity with all the expectations of NEUST-COED,
Cooperating School and Cooperating Teacher.

Recall of the Learning Essentials

What comes to mind when you hear the phrase "teaching
internship?" Some of you may consider working as a teacher or as
a school aide. But, exactly, what does an internship in teaching
posit?
Teaching internship is the capstone or concluding learning
experience in the development of future teachers as reflective
practitioners and emerging leaders who behave themselves
ethically and professionally, according to Borabo and Din's book
published in 2022. Meaning, a teaching internship is a
procedure that assists a student-teacher in gaining the required
abilities and values to become a teacher in the field.
Moreover, in the research published by Jogan (2019),
internship is a depth of teaching and learning new experiences
for every trainee. Internships are essential for completing
professional training. As a result, it is covered in teacher
education courses. It gives students hands-on experience in
various teaching positions, such as instructing and developing
topic mastery. It also gives students the chance to use their
theoretical knowledge of techniques, methods, and instructional
tools in a real-world setting.
Furthermore, as explained by Jogan (2019), practical
education is another term for internship. Interns gain more
knowledge of teaching and develop or sharpen the necessary
abilities, attitudes, and values connected with effective work
performance through the internship program.
This is a one-semester teaching internship in basic education
at either on- campus or off-campus schools, using a clinical
approach and under the supervision of a cooperating teacher.
And why are you required to participate in a Teaching Internship
program?
The Significance of Teaching Internship
According to Purshotam (2019), there are four significance of
attending teaching internship:
 Career Exploration. It is an opportunity to gain firsthand
knowledge of the teaching profession and determine whether
it's the perfect career path for you. As part of this
exploration, you will have the opportunity to work alongside
a professional in your chosen field during your teaching
internship. Finally, you can look about the workplace to
evaluate if it meets your needs.
 Leadership and Skill Development. This is an excellent
moment to learn new skills and broaden your knowledge base
while increasing your self- assurance. As an addition with this,
it is an opportunity to practice communication and teamwork
skills because even it will be done in virtual setting, you will
use platforms like Zoom and Google Meet in meeting your
Cooperating Teacher and students. It will demonstrate that
you are self- motivated, dependable, and have a sense of
accountability. Furthermore, contributing to the partnering
school where you will be placed will offer you a sense of
success.
 Networking and Establishing Mentors and References.
While enrolled in the teaching internship program, you will
have the opportunity to meet new people and practice
networking skills while building a network. It will provide
you with a network of professional contacts, mentors, and
references, as well as advice on the next steps to take on your
career path.
Knowing how essential Teaching Internship is should
motivate you to be the finest student intern possible. In your
journey you should also know whom you are working with, right?
These are the key people you are going to work within your
Teaching Internship:
a) Cooperating Principal;
b) Cooperating Teacher;
c) College Supervisor; and
d) Sometimes a Master Teacher or Subject Area Coordinator/Chair
Perhaps you'll wonder, "How can I meet these people?" And
having orientation is the key to that.

Orientation
In Teaching internship there are three orientations that you
may encounter and attend to.The first orientation session will
be with your College Supervisor, who will go over things like
CHED policies and terms used in teaching internships, your
school's policies on teaching internships, intern discipline,
grading, dialogue and conference schedules, and subject
requirements, among other things.
 The Cooperating School Head/Principal will hold a second
orientation session with you in your Cooperating School. This
session covers your Cooperating School's Vision, Mission, Goals,
and Core Values, as well as school rules and procedures,
particularly those pertaining to student attendance and
punctuality, school activities, and intern expectations, among
other topics.
Your Cooperating Teacher will lead the third orientation
session. He or she will go through the topic's material, lesson
exemplars, grading system, subject requirements, paperwork to
complete, and anything else they think you'll need to do your job
properly. Moreover, all the said orientation sessions will be held
via Zoom or Google Meet, to ensure the safety of everyone.
You can anticipate what will be asked of you with the help of
the orientations, but what do you expect from this journey? Let's see
if your expectations are met during the Teaching Internship
phases.
 The Five Phases of Teaching Internship
Teaching Internship has five phases, look at the
illustration below:

Phase 1: Phase 2: Phase 3: Phase 4: Phase 5:

Final
Orientation Observation and On-site demonstrations Evaluation
Session Relationship- accomplishing of Teaching
Task Internship
Building exit forms
Source: Teaching Internship, 2022

Phase 1. Orientation sessions are held with the following: College

Supervisor, Cooperating School Head/Principal, and
Cooperating Teacher
Phase 2. The Cooperating teacher(s) will ask you to observe
her or his classes online so that you can learn about
her or his students' classroom routines, subjects,
teaching strategies, and so on.
Phase 3. Your Cooperating Teacher(s) will assign various on-
site activities, such as assisting in teaching-related
tasks, checking seat works and performance tasks,
assisting in the completion of school forms, and so
on.
Phase 4. Before you leave your Cooperating School, you must
plan your final demonstration lesson and complete
your exit forms.
Phase 5. You are asked to assess the Teaching Internship's
progress in order to ensure that it continues to
develop.
 OBSERVE:

What are some of your expectations now that you've attended the
virtual orientation with your Teaching Internship Teacher?

Teaching Internship Teaching Internship

Expectations BEFORE Attending Expectations AFTER Attending
the Virtual Orientation the Virtual Orientation
1.
2.
3.
4.
5.

ANALYZE
1.Examine the five phases of teaching internship in
detail. What will be your responsibilities in each
phase?

.
2.Now that you understand the importance of teaching
internships, you understand why you should take this
course seriously. What are the other benefits of a
teaching internship, in your opinion? Explain.

.
 REFLECT

Given that you are aware of the NEUST-COED's expectations

on you as you heard from the virtual orientation, how do you intend
to make this journey valuable and interesting?

.
My Proof of Learning
Paste photos/screenshots from your orientation sessions. Label them.
RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern Date Submitted:

Year and Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline
References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship.
Lorimar Publishing Inc
Jogan, S.N. 2019. Evaluating the Effectiveness of a
School Internship. International Journal
for Social Studies,
5(2), 227-235.
https://files.eric.ed.gov/fulltext/ED593865.pdf
Purshotam. 2019. IMPORTANCE OF INTERNSHIP
PROGRAMMES IN
TEACHER EDUCATION. Scholarly Research
Journal for Humanity Science & English Language,
8(38), 10024-10026.
https://www.srjis.com/pages/pdfFiles/15902405
2917.%20Dr.
%20Purshotam%201.pdf
LEARNING
TASK CLASSROOM OBSERVATION
2

Overview
How does it feel to be observed by your teacher while you
were in elementary or high school? Some are nervous, and some
are excited. Now that you've chosen to become a teacher, it's time
for you to watch a class so you can learn how to manage a
classroom in the reality. Is observation, on the other hand, a
simple task? Even if you are merely observing the class, there are
many things you should be aware of, and this learning task will
assist you.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 explain the importance of classroom observations;
 identify the different focus of observation; and
 discuss plans on observing classes.

Recall of the Learning Essentials

Classroom observation is one of the most common ways
for studying and assessing teaching, i.e., determining the quality
and efficacy of instruction. Evidence from other sources, such as
student assessments or performance, inspection of instructional
materials, administrative reviews, the instructor's own self-
assessment, and so on, is generally reinforced with data acquired
via classroom observations. Classroom observation, on the other
hand, is the assessment approach that provides the most direct
information regarding the teacher's teaching act.
To be more explicit, classroom observation in a teaching
internship refers to the process of sitting in your Cooperating
Teacher's class to observe, learn, and reflect. Classroom routines,
use of time, schedule, class participation, teaching strategies,
classroom management strategies, student engagement,
 instructional materials, differentiated activities, value integration,
modes of assessment, types of assignment, and many other
aspects of the class can be investigated.
Let us now see how important classroom observation for
Teacher Intern like you?

Importance of Classroom Observation

In the book of Teaching Internship by Borabo and Din
(2021), they elaborate the importance of classroom observation for
the Practice Teacher and Cooperating Teacher:

Practice Teacher Cooperating Teacher

Observes a diverse range of innovative Allows you to observe different classes
techniques, strategies, concepts, and through the perspective of someone
educational materials else
Obtains information on the level of Examines one's class from a different
student engagement angle
Obtains responses from a variety of Obtains feedback from a mentee
students
Mentoring and coaching help to build a professional learning community
Provides opportunities for personal and professional development

Can you add some, aside from the obvious necessity of

classroom observation? Let's move on to the "how" now that you
know the "what" and "why" of classroom observation.

Classroom Observation: What to Look For

You should concentrate on some components of the teaching-
learning process in order to get the most out of your classroom
observations. This will assist you in gathering data and
information for your sessions with your cooperating teacher (CT).
Your CT will conduct a Pre-Observation Conference with you to
discuss the focus of your observation and the processes you will
use to capture your observations. A checklist, completion of a
matrix, completion of a structured frame, narrative summary,
 field notes, usage of a rubric, tallying of frequency, recording
anecdotal records, writing of reflections, and other methods can
be used to complete the procedure. The characteristics or
emphasis of observation may be suggested by your cooperating
teacher, or you may be given the option to select what you want to
observe. To give yourself more time to seek for important details
and to have a thorough observation of the process, you should
usually concentrate on only one or two areas of observation. Some
aspects to be examined are simple and may be completed right
away, while others require more time to study and will take
longer.
These are some things you can observe during the
observation.
Focus/Aspects of
Things to Observe Tips
Observation
1. Intended Learning Intended Learning Make sure that the ILO
Outcomes Outcome specified in the is SMARTLY (specific,
Learning Plan measurable, realistic
and time bound) stated
2. Organization/Structure Opening of the lesson Maintain coherence
of the Lesson throughout parts of the
Development of the
lesson, and make sure
lesson
they're all connected
Closing the lesson with the learning

Appropriateness of the objectives.

teaching-learning
activities (TLA)
Links and Transition of
TLA
3. Classroom Time Management Establish a set of
Management classroom rules and
Classroom Routines
standards at the start of
Order and Discipline in the year. When this is
the Class clearly stated, standards
are established, and
Setting of Groups
students are aware of
Physical Aspects of the how they should
Classroom conduct themselves
during the school day.
Management of the
Learning Management
System (LMS)

4. Teaching-Learning Variety of TLA Always prioritize the

activities (TLA) interests, needs and
Use of Differentiated
abilities of your students
Instruction
in making TLA.
Constructive Alignment
5. Teaching Approaches, Approaches, Methods, Always prioritize the
Methods, and Strategies and Strategies used interests, needs and
abilities of your students
in choosing approaches,
methods, and strategies
in teaching.
6. Instructional Materials Selection,Development, Make IMs and resources
and Resources and Use of Instructional which are interactive
Materials/Resources and engaging
including the use of ICT
7. Student Engagement Degree of attention of Always motivate the
students in class students to participate
in class
Curiosity in learning
Interest in the lesson
Commitment to do the
tasks
8. Student Interaction Types of Class Look on how the
Interaction interaction can be
improved
Learner-Content
Interaction
Learner-Learner
Interaction
 Learner-Teacher
Interaction
9. Questioning Types/level of Question Make sure that the
Techniques questioning techniques
Questioning Techniques
used enhance the
Reacting Techniques Higher-Order-Thinking-
Skills of students
10. Integration of Values Integration of Values in The values integrated
the lesson should be realistic and
can be applied in real-
world
11. Modes of Assessment Types of Assessment Objectives and
assessment used should
be aligned from one
another.
12. Assignment Types of Assignment Assignment given should
reinforce the learning of
the student
13. Use of language Appropriateness of the Use language to
language reinforce learning and
encourage responses
Use of medium of
instruction
Use of verbal and non-
verbal communication
Use of feedback
14. Personal qualities of Personal Grooming Teacher should be an
the Teachers exemplary model to
Attendance
his/her students.
Punctuality
Voice
Personal Graciousness
 In a nut shell, this is the process on how you will
observe a class:

OBSERVE:

Let us take a look back at your FS 1 and FS 2 observations, and

provide a brief summary of what you saw based on the discussed
focus/aspects of classroom observation.

Description (What I observed when I

Focus/Aspects of Observation
was in FS 1 and FS 2?)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ANALYZE

1. Based on the focus/aspects addressed, what changes will

you make in classroom observation as a teacher intern now?

.
2. How important is classroom observation to you as a teacher intern?

.
 REFLECT

Make a plan for how you will perform your classroom

observation at your Cooperating School.
(Note: Make it in a virtual setting.)
What role does it play
Focus/Aspects of
What will I do? in my development as a
Classroom Observation
teacher intern?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
 My Proof of Learning
Paste pictures/screenshots that will support your answer in “observation”.
For example, when you answer about Classroom Management as the focus,
make sure to attach screenshots of how the Teacher you observed in
FS 1 and 2 manage his/her virtual class.
 RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship.
Lorimar Publishing Inc
LEARNING
TASK CLASSROOM MANAGEMENT
3

Overview
This learning task will teach you about the importance of
classroom management in building a suitable learning
environment. You will also discover various techniques and
tactics for managing student diversity, resulting in good and
efficient learning transfer across students.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
● familiarize myself with the classroom structure;
● design effective classroom routines for daily classroom life;
and
● demonstrate good, non-violent discipline in
managing student behavior.

Recall of the Learning Essentials

Classroom management is crucial when it comes to creating
a learning atmosphere. It is made up of established routines of
various strategies and processes that teachers employ to create an
instruction-friendly environment. A classroom environment that
fosters and supports learning is essential for success. A well-
managed classroom does not arise out of nowhere; it is the result
of a teacher's education and mastery of key skills.
Let us now see the importance of classroom management
for Teacher Intern like you?

Importance of Classroom Management

Classroom management employs established efficient routines
to make it easier for students to learn. Classroom routine is simply
a well-practiced response to a teacher's instruction.
 Managing classroom routines varies depending on the school's
learning modality. Face-to-face classroom management takes into
account the physical structure and environment, which should allow
for maximum teacher-student interaction with minimal distractions,
whereas online classroom management is based on the technological
tools available to students as well as the physical learning
environment in which they are located, such as at home or in an
internet shop. Some components of teaching and learning, on the
other hand, are easily adjustable. The content delivery or class
scheduling may take place in a variety of ways:
a. Fully synchronous- a meeting with students is set
up in a fixed schedule. Synchronous meeting is used
to deliver lectures, promote discussions, respond to
students’ queries, and provide instructions and reminders.
b. Blended- allows students to complete tasks independently
and submit their work on a specified time via email or any
of the learning management platforms (LMP) like Google
Classroom, Schoology, Moodle, Canvas, etc.; and
strategically design synchronous meetings for more
important information to be communicated face-to-face.
c. Fully Asynchronous- the teacher designs all curriculum
to be delivered through the platform with work
submitted online. Consultation hours may be given for
students to ask questions and clarify instructions.
d. Modular- form of distance learning which uses Self-
Learning Modules (SLM) based on the most essential
learning competencies provided by the Department of
Education. This is the ideal delivery for students who
have limited or no access to computers or the internet.
In the book of Teaching Internship, Barobo and Din
(2021), provide tips for face-to-face or online classroom structure
and classroom routines.
Tips for Providing Structure in the Face-to-Face or Online Classroom
1. Rules and expectations must be given on the first day.
2. Set high expectations and explain its importance.
3. Hold students accountable for their actions (absences, tardiness, failure
to submit requirements, etc.)
4. Keep your rules clear and simple.
5. Be prepared to adjust. It is essential to understand that every class and
every learner are unique in their abilities, interests, limitations and
circumstances.
6. Be the primary model for your students when it comes to structure.
7. Be prepared and organized for the class each day.
8. Build a good reputation/image.

Necessary Classroom Routines and Structure

Face-to-Face Classroom Online/Virtual Classroom

A. Beginning of the Day A. Preparing for Class

1. Ask the students to line up 1. Provide the class with
properly and enter the room meeting codes, usernames,
quietly. and passwords.
2. Instruct them to sit at their 2. Encourage students to have a
designated seats and refrain quiet learning space; free
from touching unnecessary from distractions.
objects. 3. Prepare necessary materials
3. Move on to the homeroom before the class begins
routines (like saying a prayer, (notebooks,
greetings, checking headphones/earphones,
of attendance, microphones, cameras, etc.)
submission of
workbooks, etc.)
B. Communication with Parents
B. Participating in Class or Guardians
Discussions 1. Provide open
1. Instruct students to raise communication/access
their hands when they want through emails, phones, text
to say something or answer a messages and social
question. networking apps.
2. During small group tasks, 2. Establish consultation hours.
bring only what is necessary
and listen to the directions
given by the teacher.
3. Remind students to
accomplish assigned tasks on
 the amount of time given and
to make sure that their work
is properly labeled. C. Coming to Class
1. Encourage students to log-in
C. When Leaving the Classroom at least 5 minutes before the
1. Make sure that students ask class begins so that they have
permission when going out of time to ease into the internet
the classroom and take connection, check if the audio
necessary pass. and video are working
properly.
2. Make sure students know
how to turn their
microphones on and off as
directed.
3. Make sure students know
how to make their presence
known (example: by typing
their full name in the char
boxes) once signed in.

C. Participating in Class

D. Ending the Day 1. Set expectations for both

synchronous and
1. Make sure students clear out asynchronous participation.
their desks, push back their 2. Remind the students to
chairs and take with them all refrain from using other
necessary items. devices during class.
2. Encourage them to refrain 3. Have clear rules and policies
from leaving trash under when using the chat rooms or
their desks and chairs. chat boxes during small
3. Ask them to return borrowed group works.
items. 4. Model how to post on
Facilitate the lining-up routine discussion forums and offer
and ask the students to leave feedbacks by writing
the classroom quietly. comments; asking the
students to identify “helpful”
and “unhelpful” comments.
5. Give students reasonable
time to complete
asynchronous tasks and
 explain how these tasks are
to be assessed.

E. Leaving Class
1. Discourage students from
leaving the class early.
2. Encourage the students to
ask questions or raise
concerns before the
3. Ending the Class Routines
 OBSERVE:

Observe and assist your cooperating teacher, and list down some routines
that he or she has done for classes in the learning modality to ensure that
the class is managed properly. Include some suggestions for improvement
that you believe will be useful throughout the class.
Observation Log
Cooperating Teacher: Date: Grade/Year
Level: Time: Subject:
Suggestions for
Cooperating School Activities/Strategies
Improvement
1. Beginning the
Class Routines:

2. Class Discussion/
Participation:

2. Closing Routines:
 ANALYZE
Narrate three (3) situations you encountered while
assisting your cooperating teacher in facilitating the class.
Suggest ways to address the situation in a positive and
non-violent way.
Classroom Situation Suggestion
Situation 1

Situation 2

Situation 3
 REFLECT
Reflect on the experience you gain while assisting your cooperating
teacher on holding classes through distance learning modalities. Write how
important it is to establish effective classroom management.

My Proof of Learning

Paste pictures/screenshots classroom outlines that you have established in facilitating the
class. Label them.
 RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship.
Lorimar Publishing Inc
LEARNING
TASK CONSTRUCTING INSTRUCTIONAL MATERIALS
4

Overview
As teacher intern, it is vital that you know your students.
Without knowing your students, you cannot provide personalized
instruction. Highly effective teachers create and design
instructional materials that can be used in teaching and learning
process which are suitable to all types of learners.
In this learning task, we will explore different resources
available to construct quality instructional materials to use during
the conduct of learning sessions.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 identify different criteria for the selection of
instructional materials regardless of the format (print,
non-print or electronic);
 determine best options for curating instructional
materials suitable to all learners; and
 construct and design instructional materials that
can be used in teaching and learning process.

Recall of the Learning Essentials

Instructional materials are specially designed classroom
tools used in educational lessons. They may be categorized as
print, non-print or electronic materials. These materials are also
referred to as teaching aids since they assist teachers in making
the teaching and learning process more efficient.
Print materials may include books, dictionaries,
encyclopedias, newspapers, etc.
Non-print materials may include microscope slides, models,
rocks, field visits, etc.
 Electronic materials may be slide presentations, videos,
augmented realities, virtual realities,
online content, live streams, etc.
When selecting and designing instructional materials, some
characteristics should be taken into account. Consider the
following:
 aligned with the vision, mission and goals of the school
 suited for the students age, developmental aptitude,
interests, and cognitive capacity
 diverse in terms of difficulty and must appeal to
various points of views
 must show quality of materials used and contain factual
content
 encourage students utilize higher-order thinking skills
The teaching-learning process is aided by the effective use
of Information Communications Technology (ICT). In the
teaching-learning process, educational ICT tools can provide a
number of benefits. Some of them are:
 enhances teacher-student interaction and
active student participation
 ensures that complex instructions are understood
 mobile learning is available at any time and from any
location
 opens avenue for innovative teaching methods
 helps teachers in reducing their paperwork
 allows parents to closely work with the teacher
 permits for greater collaboration between and among
teachers and administrators
Some challenges that teachers may face when integrating ICT
in their classes:
 limited accessibility and poor network connection
 lack of sufficient training
 inadequate technical support from schools
The study on “How Teachers Judge the Quality of
Instructional Materials” by Bugler, Dan, et.al, a table was
presented to show the criteria for determining the quality of
instructional materials.
 Teacher’s Criteria for Determining the Quality of Instructional
Materials

 No errors; correct information

Accuracy, visual appeal  Well-written

 Strong visual appeal

 Aligned to standards

 Efficiently addresses standards

Alignment knowledge to standards, depth
 Appropriate depth of knowledge, questions
and activities
 Easy for teachers, students and parents
to use

 Complete set of instructions, materials,

Ease of use, support
activities, assessment and answers

 Appropriate support for new teachers

 Engagement: sparks student interest;

relevant

 Differentiation: appropriate
Engagement, ability to meet
materials by skill level, language ability,
student needs:
cognitivecapability and learning style
 Cultural and background knowledge: culturally
relevant; aligns with prior background
knowledge
 Diverse activities: group and individual, hands-
on, requires movement, longer investigations
 Contextualized Instructional Materials
Contextualized instructional materials are improvised
teaching aids which help increase students’ confidence and
enthusiasm to learning.
Teachers need to contextualize the learning materials to
increase student motivation, activate learners’ prior knowledge and
promote more effective problem-solving. Using materials such as
actual objects, pictures, gestures or language and others ensure
active engagement whereby students utilize materials which
promotes a higher level of comprehension. By contextualizing the
instructional materials, students get more involved in their learning
and are able to attain the mastery of the content of the lesson.
The instructional materials used to aid the teaching and
learning process are always evolving and improving, the changes
and transitions of instructional materials from traditional to ICT
tools are inevitable. Here are some examples of time-tested
materials and ICT tools.

Time-Tested Materials ICT Tools

blackboards, whiteboards, chalks and
computer, laptops, tablets
markers
Interactive whiteboards, webboards,
textbooks, storybooks, encyclopedias
audiobooks
Spreadsheets (Google Sheets, MS
charts, posters, pictures
Excel)
maps, globes, atlases, almanac Presentation Softwares (Google Slides,
PowerPoint, Prezi)
flashcards and worksheets Video Conferencing Softwares (Zoom,
Google Classroom, Microsoft Teams)
Laboratory apparatuses and Social Networking Sites (Facebook,
equipment Twitter, WikiSpaces)
toys, models, blocks
 OBSERVE:

While assisting your cooperating teacher in the preparation and

presentation of instructional materials used during class sessions, observe
how he/she utilized different IMs and ICT tools during five teaching days.
List down the said materials and identify its advantages and
disadvantages.
Observation Log
Cooperating Teacher: Date: Grade/Year
Level: Time: Subject:
Daily Lesson IMs/ICT Tools Advantages Disadvantages
Day 1 Lesson:

Day 2 Lesson:

Day 3 Lesson:

Day 4 Lesson:
ANALYZE
Analyze the disadvantages of using IMs/ICT tools you stated on
the above observation log. Suggest ways to improve the said
IMs/ICT tools.
IMs/ICT Tools Used in Daily Lesson Suggestions for Improvement
Day 1:

Day 2:

Day 3:

Day 4:

REFLECT

Write how important it is to choose appropriate

instructional materials best suited to the learning styles of your
students.
My Proof of Learning
Paste pictures/screenshots of instructional materials you
listed in the above observation log.
IMs/ICT Tools Used in Daily Lesson Pictures/Screenshots
Day 1:

Day 2:

Day 3:
Day 4:
 RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1
All observation One (1) to two (2) Three (3) Four (4) or more
questions/tasks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
Analysis
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
observed and and analyzed were observed and and analyzed
Reflection
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
outcomes. Complete; well- Complete; not incomplete; not
Complete, well- organized, very organized, relevant organized, not
Proof of organized, highly relevant to the to the learning relevant.
Learning relevant to the learning outcome outcomes
learning
outcome
Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
Submission
deadline deadline

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship.
Lorimar Publishing Inc
LEARNING
TASK DESIGNING DIFFERENTIATED CLASS
ACTIVITIES
5

Overview
Because you will be a teacher, you must have a clear
understanding of how to create differentiated classroom
activities. The depth of your effective teaching and learning skills
will be improved. This section will go over some of the various
design class activities that will be beneficial to you as a future
teacher.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
• assist the Cooperating Teacher in preparing class activities;
• facilitate LDM class activities with minimum
supervision from the Cooperating Teacher;
• design contextualized learning activities aligned with the
most essential learning competencies; and
• use professional reflection and learning to improve practice.
Recall of the Learning Essentials
The students in the class show a variety of learning styles.
They may be of various ages, genders, learning styles, interests,
and learning preferences, among other things. Learners of all
abilities and backgrounds are included in the diversity. Teachers
must be aware of these differences in order to provide a pleasant
and effective learning environment.
The following are some areas where students may differ:

 Experiences
 Cultural background
 Race
 Gender
 Strength
 Interest
 Needs
 Socio-Economic Status
  Giftedness/talents

Learning Modalities/Styles: (a) Visual, (b) Auditory, (c) Kinesthetics and (d)
Tactile
• Multi Intelligence: (a) Spatial, (b) Verbal/ Linguistic, (c) Musical,
(d) Intrapersonal, (e) Interpersonal, (f) Bodily/Kinesthetics, (g)
Naturalistic, (h) Existential, and (i) Logical/Mathematical
Brain-Based Learning: (a) Right Brain and (b) Left Brain
According to Carol Ann Tomlinson, differentiated instruction is
“giving students multiple options for taking in information.
“Teachers must be able to observe and understand the differences
and similarities among students and use these to plan for
instruction. It involves these three instructional components:
• Content
• Process
• Product
Advantages of Differentiated Instruction
• Effective for variety of learners
• Can make students responsible for their own learning
• More options on learning different materials
• Less discipline problems in the classroom
• Provides more opportunities for equity and
acknowledges differences Disadvantages of Differentiated
Instruction
• Requires more work in lesson planning and lesson execution
• Needs more time in preparation [of instructional materials
and instructional activities
• More resource-intensive
• Does not coincide with standardized tests
As practice teachers, you must demonstrate knowledge and
comprehension of the diversity of learners as well as the use of differentiated
activities to meet individual differences.
Suggested Classroom Strategies for Varied Types of Learners

1. Interpersonal Intelligence (People Smart)

 Conducting Role Playing

 Having a Class review
 Having a Team Pair-Solo
 Playing Domino
 Playing Jigsaw
 Cooperative games
 Using a board game

2. Intrapersonal Intelligence (Self-Smart)

 Using Novelty

 Reciting a Monologue related to the topic

 Conducting Hot Seat

 Playing Bingo based on the topic

 Answering What if Questions

 Giving Personal opinions

3. Verbal-Linguistics Intelligence (Word Smart)

 Creating jingles
 Writing Essay
 Radio Newscast
 Writing Poetry
 Writing stories
 Writing News
 Conducting speech choir
 Conducting Television newscast
4. Musical Intelligence ( Music Smart)

 Organizing an Orchestra
 Creating Parody
 Writing simple songs related to the lesson
5. Naturalist Intelligence (Nature ntelligence)

 Showing videos, films or documentaries related to nature

 Nature trip/walk
 Using Travelouge
6. Visual-Spatial Intelligence (Art Smart)
 Putting a museum/Exhibit
 Creating Cartoons
 Making Comic strip
 Using graphic organizers
 Making Pictographs
7. Bodily Kinesthetic Intelligence (Body Smart)
 Playing Human Domino
 Playing Human Scrabble
 Tossing Quadrant
8. Logical-Mathematical Intelligence (Number Smart)
 Playing with blocks and shape
 Drawing maps
 Solving problems
 Solving mysteries using deductive reasoning
 Creating visual Diagrams
 Using Number Codes
The 3I’s and 2C’s in Education
Innovative- an innovation in learning occurs in a specific
teach- ing and learning context, improving upon the implementation
of the standard practice or introducing a new practice, thus
achieving greater learning outcomes.
Teacher’s must use a wide array of instructional strategies
to make the students highly engaged in the teaching-learning
process. The strategies to be used must cater to the diversity of
learners.
Interactive- is a holistic methodology that has both online and
offline components, which together make a complete educational
experience.
Teachers must ensure that there is meaningful student
engagement in the class. All students must participate in all the
teaching-learning activities.
Integrative- Integrative learning is an approach where the learner
brings together prior knowledge and experiences to support new
knowledge and experiences. By doing this, learners draw on their
skills and apply them to new experiences at a more complex level.
Curriculum is seamless and borderless. Teachers must see
to it that all the learnings gained in the classroom must have a
unifying process. Each subject complements the lessons learned
in the various disciplines.
Collaborative- is the process of working together to achieve a
common goal. In teaching, the common goal is always improved
learner outcomes. Teacher collaboration involves: debating,
planning, and problem-solving together. ... actively contributing
to a respectful and supportive learning environment.
Cooperative- is a structured method of combining classroom-
based education with practical work experience. A cooperative
education experience, commonly known as a "co-op", provides
academic credit for structured job experience. Wikipedia
The use of cooperative strategies in classes will
promote unity, cooperation and teamwork between
and among classes.
 OBSERVE:

Cooperating Teacher: Teacher’s Signature:

School: Subject Area: Date:

Activity 1 Write your observation regarding differentiated activities. You may paste
pictures or screenshots to support your observation.

.
ANALYZE
As you assist your cooperating teacher in planning out the activities for
differentiated instruction, address the given diversities and analyze the
strengths and weaknesses of the said activities.

Activities Employed Strengths and Weaknesses of the

Planned Activities
 REFLECT

Write your reflections on the following.

1. How does differentiated instruction benefit your students?

2. As a future teacher, how can you employ the following

strategies in your class?

.
 RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline
LEARNING ASSISTING AND PARICIPATING IN SCHOOL
TASK PROGRAMS AND ACTIVITIES
6

Overview
School programs and activities are part of the learning
development of the learners. They give the students opportunity
to participate in the school life which help them develop into well-
rounded individuals. They also help the students to develop good
human relationships as they interact with other students whose
interests may be similar or different from them. Thus there is
diversity of experiences where students may learn from.
Participating in various school programs and activities will
also promote the development and strengthening the students’
sense of responsibility, resourcefulness, collaboration, unity, and
cooperation with the larger community.
Students' activities are organized in various ways by
schools. Nearly every month, schools are holding several
activities and implement some programs that the schools should
follow and observe.
Student activities should be a fundamental part of the school
day, with students participating in one or more of them for them
to get leadership experience that helps them develop into well-
rounded adults.
As student teachers, you should be aware of the school
activities and programs that your cooperating school celebrates
and adapts.
Intended Learning Outcomes
At the end of the learning task, I should be able to:
 identify the relevant and responsive learning programs
and activities in my Cooperating School

 Discuss the importance of the school programs and activities

.
 use professional reflection and learning to improve practice
Recall of the Learning Experiences

Most of you are aware of the school programs and

activities that your former school held. Do you know its importance
and why it should be a part in providing knowledge and skills to
students?

Common activities include student government, honor

societies, arts organization (band, choral, theater) academic
debate, academic competitions, celebrations related to culture,
awareness week and many more.

The following are some of the importance of School

Programs and Activities:

1. Encourages collaboration, teamwork, and togetherness.

2. Boosts one's self-esteem
3. Promote opporturnities for self-development.
4. Builds and improves one’s potentials
5. Improve formative abilities.
6. Strengthen harmonious relationships
7. Enhances existing abilities
8. Promotes and maintains one’s well-being.
9. Educates students on how to plan and lead.
10. Enhances communication abilities

Knowing the significance of the school programs and

activities on your part as student teachers gives you an insight
of how learning takes place in a school environment. You can
assist your cooperating teacher in encouraging students to
participate and get involve with school activities in order to
develop them into a more well-rounded individual.
 OBSERVE:

Now that you are already in your teaching internship and had a glimpse of the
school environment, please observe and take note of the school programs and
activities that your cooperating school adapts and celebrates. List them down
below:

ACTIVITIES THAT SCHOOL MONTH THAT THE ACTIVITIES

CELEBRATE ARE CELEBRATED

ANALYZE:

1. Cite some examples of activities/celebrations held in your cooperating

school. What specific activities were done during the
activities/celebrations. What do you think its importance on the growth
of the students.

Activities Held Specific Activities Importance of the

Done Activities/Celebrations
 REFLECT:

Recall the activities/celebrations you participated in while you were in

elementary and/or high school. What did you gain from participating the
activity/ies. Give at least three examples.

1. How will you encourage your students to participate in school activities.

.
My Proof of Learning
 RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) observation Four (4) or more
questions/tsks observation questions/tasks not observation
Accomplished completely questions/tasks not answered/accomplish questions/tasks not
Observation answered/accompl answered/accomplish ed. answered/accomplish
Sheet ished. ed. ed.

All questions were All questions were Questions were not Four (4) or more
answered answered completely; answered completely; observation questions
completely; answers are clearly answers are not clearly were not answered;
answers are with connected to theories; connected to theories; answers not
Analysis depth and are grammar and spelling one (1) to three (3) connected to theories;
thoroughly are free from error. grammatical more than four (4)
grounded on error/spelling errors grammatical
theories; grammar error/spelling errors
and spelling are
free from error.

Profound and Clear but lacks depth; Not so clear and Unclear and shallow;
clear; supported supported by what shallow; somewhat rarely supported by
by what were were observed and supported by what what were observed
Reflection observed and analyzed were observed and and analyzed
analyzed analyzed

Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

reflected on in the on in the context of reflected on in the reflected on in the
context of the the learning outcomes. context of the learning context of the learning
learning outcomes. Complete; well- outcomes. Complete; outcomes. incomplete;
Proof of Complete, well- organized, very not organized, not organized, not
Learning organized, highly relevant to the relevant to the relevant.
relevant to the learning outcome learning outcomes
learning outcome

Submission Submitted before Submitted on the Submitted a day after Submitted two days or
the deadline deadline the deadline more after the
deadline

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship.
Lorimar Publishing Inc
 LEARNING
TASK USING ASSESSMENT IN TEACHING
7

Overview
Assessment is integral to the teaching - learning process and can take a
variety of forms. It sounds appealing and simple. However, it can be
surprisingly challenging to put into practice. As a result, it doesn’t always
have the positive impact on learning that is expected.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 Assist my cooperating teacher to create assessment materials
related to the lessons, applicable to various distance learning
modes and checking students’ output;
 design and create various assessment tools with suitable scoring
rubrics;
 use professional reflection and learning to improve practice.

Recall of the Learning Essentials

Assessment can be considered the systematic collection,
review, and use of information about educational programs
undertaken for the purpose of quality improvement, planning, and
decision-making.
There are many benefits of assessment, including:
-enhanced student learning, development, and engagement
-opportunity to make improvements based on accurate evaluations of
need
Student learning assessment involves four primary steps that
serve as a continuous cycle: Develop clearly articulated learning
outcomes; provide purposeful opportunities for students to
achieve those learning outcomes; assess students’ achievement of
the learning outcomes; and Use the results to improve teaching and
learning.
Classroom assessment is generally divided into three types:
assessment for learning, assessment as learning and assessment of
 Assessment for Assessment of learning
learning (Formative Assessment as learning (Summative
learning.
Assessment) Assessment)
During the learning A process through which Examining assessment
process, assesses a students can learn about data at the end of the
student’s knowledge and themselves as learners and teaching and learning
understanding of a skill become more aware of how process.
they learn.
Examine the student’s prior Focuses on constructive In relation to the teaching
information, beliefs, and teacher feedback for and learning process, makes
misconceptions. students to self-assess judgements about what
students
have learned.
Students reflect on their
work on a regular basis,
usually through self-
evaluation and decision-
making (often with the
assistance of the teacher.)
Throughout the learning This happens Usually completed at the end
process, this occurs. Progress when teachers use of the task unit or course
is monitored on a regular evidence of student learning
basis. to make judgements on This happens at the end of
student achievement against learning a variety of tools;
This occurs during the goals and standards.
learning process, often more
than once, rather than at the
end.
Students receive immediate Students are Provides a foundation for
feedback and direction. given discussion about placement
challenging opportunities to or promotion
become
confident,
competent self-assessors.
They are generally low stakes, They are frequently high
which means that they have stakes, which means that they
low or no point value. have a high point value

Students are given Assist students in taking

more authority over their own greater responsibility for
learning. their own learning and
monitoring
futu
re directions.
Is designed by a teacher for Is student-driven
use by students, teachers, with teacher
and parents. supervision.

Assessment as learning develops and supports students’ metacognitive skills. This form
of assessment is crucial in helping students become lifelong learners.
Assessment for learning (Formative Assessment) is ongoing
assessment that allows teachers to monitor students on a day-to-day basis
and modify their teaching based on what the students need to be
successful.
Assessment of learning (Summative Assessment) is the snapshot in the
time that lets the teacher, students and their parents know how well each
student has completed the learning task and activities.
OBSERVE:

Assist your cooperating teacher in developing assessment materials for he

lessons that are applicable to various learning modalities.
Finish the matrix by identifying the assessment modes that are
constructively aligned with the learning outcomes and teaching-learning
activities. Obtain the learning outcomes for the subjects you teach.

Teaching -Learning
Learning Outcomes Modes of Assessment
Activities
Example: Group work With a scoring rubric, play
Make a simple play based on about the given topic.
the day’s lesson.
ANALYZE

Creating templates for reflections on the teaching-learning process.

Create your weekly reflection template by including following
elements:
* Areas of Strengths
* Areas of Improvement
* Plans of Action

REFLECT

Accomplish the PLUS-MINUS-INTERESTING CHART (PMI)

PLUS (P) Describe your MINUS (M) What should Interesting (I) What
favorite aspect of the be improved in the struck me the most about
learning task learning task. this learning task.
My Proof of Learning

Paste photos/screenshots of your one (1) formative and one (1) summative
task. from your orientation sessions. Label them
 RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc. https://www.learnalberta.ca/content/mewa/html/assessment/type
s.html
 LEARNING
TASK CONDUCTING DEMONSTRATION LESSON(S)
8

Overview
The word demonstration means to give demos or to perform the
activity or concept. In demonstration method, the teaching-learning process
is a carried in a systematic way. A successful teaching demonstration
ultimately comes down to careful planning and practice.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 describe the significance of demonstration teaching.
 prepare lesson plans, study guides, modules, and teaching
materials that are relevant to the partner school’s Learning
Delivery Modality (LDM) and as required by the Cooperating
Teacher.
 conduct daily and final demonstration teaching with the
Cooperating School’ LDM.
 Use professional reflection and learning to improve practice.

Recall of the Learning Essentials

Demonstration Teaching is the process of teaching you how
to do or perform a task in a step-by-step process/logical manner. It is
the show and tell method in of teaching. Teacher demonstrations
are important because they expose you to real-world situations,
events, and processes. Your level of motivation and interest will be
heightened and sustained if you do daily demonstration lessons.
You’ve been conducting simulation classes and micro-teaching
in your Professional courses. You’ve been doing demonstration in
a variety of ways, and by this point, you’re skilled and well-
equipped to use this method effectively.
Characteristic of Good Demonstration Teaching
A successful teaching demonstration must be meticulously
planned. You must be aware of the following for your daily and final
demonstrations to be successful.
1. The demonstration should be done in a simple way.
2. In this strategy, attention is paid to all students.
3. Goals and objections of demonstration are very clear.
4. It is well-planned strategy.
5. Time is given for rehearsal before the demonstration.

Revisiting the Infographics Introduction

There are numerous methods for introducing a lesson to

make it highly interactive and innovative. These are also known as
attention getters, energizers, and tone setters. They instill a strong
sense of motivation in the students during the teaching-learning
process (stories, riddles, socialized review, songs, parody, picture
analysis, word games, charade, entry pass, etc.)
Development
To maintain their interest in the lesson, a variety of innovative
teaching strategies may be used to make a good transition from the
introduction to the development of the lesson. These are some
methods for developing learning content (diary, monologue,
dialogue, debate, panel discussion, use of organizers, infographics,
essays, poetry, and others.
Integration
This focuses on connecting relevant and meaningful
learning experiences for students to apply to practical, real-world
knowledge and broader aspects of the curriculum.
Reflection journals, structured frames, statement
completion, designing/completing matrix, checklist, rating scales,
scenario creation, value statement completion, and other
strategies may be used.
 OBSERVE:

Preparing lesson plans, study guides, modules, and teaching materials relevant to
the Cooperating School’s LDM and as required by the Cooperating Teacher.
A. Lesson Plan Exemplar is an ideal example of a teacher’s “roadmap” for
the lesson. It contains a detailed description of the steps a teacher will take to
teach a specific lesson. It is divided into the following parts:
Learning Outcomes/ Objectives, Learning Content, Learning Resources,
Learning Procedures, Remarks and Reflection.
This is a lesson exemplar that you can use to help you with your teaching
and learning.

Accomplish this task in accordance with the lesson you were taught.

Cooperating Teacher: Date: Grade/Year

Level: Time: Subject:

1. Learning Outcomes

2. Learning Content

3. Learning Resources

4. Learning Procedures

5. Remarks

6. Reflection
ANALYZE

Design instructional materials to be used in my daily/ final demonstration

teaching.
Topics Proposed Instructional Materials/
Resources
 REFLECT

After my daily/ final demonstration lessons,

These are the things I am happy about

These are the areas in which I need to improve on

These are the things I plan to do

My Proof of Learning

Paste photos/screenshot of your preparation during your demonstration teaching.

Attach also the lesson plan you used in your final demonstration teaching. Label them.