Learning Task 1 Realizing What Teaching Internship is All About

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

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

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

Teacher Education

CFSAT Competency 3.b.1 Acquire mastery of the subject matter

Framework for Southeast 3.b.7 Contextualize teaching to local situation
Asian Teachers for the 21st
Century

Desired Learning Outcomes

 Define teaching internship
 Explain the different phases of teaching internship
 Demonstrate awareness of existing laws and regulations that apply to the teaching
profession, and responsibilities specified in the code of ethics for professional teachers.

Essential Questions
 Why is Teaching Internship important?
 What are the important phases of internship?
 What are the existing laws and regulations that I must know, understand and apply in the
teaching profession?

Understandings
 Teaching internship plays a vital role to your success as a professional teacher.
 It gives you the opportunities to apply what you have learned in actual classroom practice.
 It provides you roles and functions to perform effectively in various settings.
 It empowers you to perform your roles in your respective level, subject area and discipline
as well as to prepare you for personal and professional advancement.
 It gives you the chance to work under a second teacher who shall serve as your mentor.
 It allows you to interact with professionals which shall give you more insights in the field of
teaching.
Phase 1 Orientation Sessions
 With the Practicum Supervisor
 With the Cooperating Principal
 With the Cooperating Teacher
Phase 2 Observation and Building Relationship
 Observation of Classes
 Building Relationship with your Cooperating Teacher, Learners and Other
Teaching Support Personnel.
Phase 3 On Site Tasks
 Writing Learning Plans
 Creating Instructional Materials
 Constructing Assessment Tools
 Participating in School Activities/Programs
 Doing Daily Teaching Tasks
Phase 4 Final Demonstrations and Accomplishing Exit Forms
 Executing Final Demonstration Lessons
 Accomplish Evaluation Forms and Exit Clearance

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

Resolution No.435, 1997 Code of Ethics for Professional Teachers

RA 10627 Anti-bullying Act of 2013
RA 7877 Anti Sexual Harassment Act of 1995
RA 4670 The Magna Carta for Public School Teachers
DepEd 40 s.2012 Child Protection Policy
My Performance Tasks
Performance Task 1 Complete the structured frame.
I need to undergo teaching internship because
_________________________________________________________________
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_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Performance Task 2 Among the 4 phases of internship, which seems difficult? Why?

_______________________________

___________________________________________

___________________________________________________

___________________________________________________________
__________________________________________________________________

Performance Task 3 Research on following legal documents that apply to the teaching
profession. Write your insights on the spaces provided.

Existing Laws in the Teaching Insights

Profession ( How will you apply this to your profession? )

Resolution 435 s. 1997 Code of

Ethics for Professional Teachers

RA 10627, Antibullying Act of 2013

RA 7877, Anti Sexual Harassment

Act of 1995

RA 4670, Magna Carta for Public

School Teacher
DepEd 40, s.2012, Child Protection
Policy

My Assessment Tasks
Choose the letter of the correct answer.
1. Why is teaching internship important?
A. It culminates the years of a four-year study.
B. It provides a wide array of teaching experiences in real classroom
setting.
C. It gives the students opportunity to enjoy practicing the teaching
profession.
D. It allows them to work with various stakeholders.

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

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

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

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

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

5. Which law protects the value and dignity of every individual, enhance the
development of human resources, guarantee full respect for human rights,
 and uphold the dignity of workers, employees, applicants for employment,
students or those undergoing training instructions or education?
A. Republic Act 7877 C. Republic Act 4670
B. Republic Act 7836 D. Republic Act 10627

My Learning Artifact(s)

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 Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.
 MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

Learning Task 2 Going to My Cooperating School, My Second Home

PPST Domain 2 Domain 2. The Learning Environment
Strands 2.4.1 Demonstrate understanding of supportive learning
environments that nurture and inspire learner
participation.

CFSAT Competency 2.D.1 Foster a safe clean and orderly learning environment
Framework for 2.D.2 Promote a caring and learning friendly environment
Southeast Asian 2.D.6 Maintain a collaborative learning environment
Teachers for the
21st Century

Desired Learning Outcomes

 Describe the characteristics of the cooperating school that nurtures and inspire learner
participation
 Give examples and situations on how the vision, mission, goals, core values and
expected graduate attributes be integrated in the daily lessons
 Demonstrate understanding of supportive learning environments that nurture and
inspire learner participation

Essential Questions
 What is a cooperating school?
 What are the characteristics of the cooperating school that will nurture and inspire
learner participation?
 How do I cascade the school’s vision, mission, goals, core values and expected graduate
attributes in the daily lessons?
Understandings
 Cooperating School refers to the public or private elementary / high school where the
teaching intern undergoes off campus teaching under a cooperating teacher who assists
him/her teaching stint.
 The cooperating school serves as a training ground or laboratory of teaching.
The prospective teacher gets the “feel” of the school and the “feel” of being a “real”
teacher.
 A teacher training program greatly depends on how well the internship programs is
carried out in the cooperating schools.

The characteristics of cooperating school that nurture and inspire learner

participation:

friendly atmosphere where the learners and other members of the

community live in love, care and understanding.
safe and secure environment where the learners and other members of the
community are free from hazards, accidents and other calamities.
positive and non-threatening environment where respect, fairness, support
and communication are present in the entire school system.

The Schools’ Vision / Mission

A clear vision and a common mission identity the learning to be aligned and
achieved to help the school, its staff and students on target.
 Vision statement describes the school as it would appear in the future.
 Mission statements are the how to “statements” or action plans that help
the school achieve its vision. They prompt change and growth.
Peterson,
1995
 Goals are statements of what needs to be accomplished to implement the
strategy.
 Core Values are the fundamental beliefs of a person, school or
organization. These guiding principles dictate behavior and help people to
 understand right or wrong. These create an unwavering guide to determine
if they are on the right path in fulfilling their goals.
 Graduate attributes are the qualities, skills and understandings a
school/university community agrees its student should develop during their
time with the institution.

My Performance Tasks
Performance Task 1 Artifact of one’s cooperating school

Describe your cooperating school by supplying the needed information.

(Put the picture of your cooperating school)

Name of the school/institution_____________________________________________________

Address_______________________________________________________________________
Phone and fax number/URL website________________________________________________
Name of School Principal_________________________________________________________
AcademicOfferings:______________________________________________________________
______________________________________________________________________________
No. of faculty members___________________________________________________________
No. of staff_____________________________________________________________________
No. of students_________________________________________________________________

Write what is asked about your cooperating school.

School’s Vision
Statement

School’s Mission
Statement

School’s Goals
 Graduate attributes

How does performance task 1 on knowing the school’s profile connect to the Philippine
Professional Standards for teachers?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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

What is the impact of knowing school’s information on student learning?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Performance Task 2 Complete the structured frame

 How can you concretize the school’s vision, mission, goals and expected graduate
attributes in your lessons?
I can concretize the school’s VMG by
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________

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

My Assessment Tasks
Choose in the letter of the correct answer.
1. Which the statement tells the direction of the school in the future?
A. Goals C. Mission
B. Graduate attributes D. Vision

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

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

3. To be competent and productive professionals, efficient and proficient

communicator, caring and trustworthy citizen are examples of ___________.
A. Goals C. Vision
B. Mission D. Graduate attributes

4. To promote excellence and access to quality education and to provide a choice of

educational opportunities for students are examples of ________.
A. Goals C. vision
B. Mission D. graduate attributes

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

A. Instructional outcomes C. modes of assessment
B. Instructional activities D. learning materials
 6. To integrate the vision mission, goals and expected attributes in the daily lessons,
teachers must _____________.
A. Align the outcomes with all the teaching learning activities
B. Let the students memorize the school’s vision, mission and goals
C. Include the school’s VMG in all syllabi of the program
D. Align the schools VMG and core values in daily lessons

7. To nurture and inspire learner participation, teachers_____________.

A. may utilize interactive and innovative strategies
B. employ various assessment tools
C. invite resource persons in class
D. encourage students to volunteer in class discussions

My Learning Artifact(s) (Pieces of evidence of learning, snapshots, documents and others)

List the instructional facilities of your school. You may take snapshots of these facilities
too. Requested permission from the designated authority.
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
 The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

Learning Task 3 Meeting the School Cooperating Principal

PPST Domain 6 Domain 6. Community Linkages and Professional Engagement

Strands 6.4.1 Demonstrate knowledge and understanding of school policies and

procedures to foster harmonious relationship with the wider
school community.

Program Outcomes of 6.2.11 Pursue lifelong learning and ethical teaching standards
Teacher Education standards sensitive to the local, national and global realities.

CFSAT Competency J.1 Enhance public relations

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

Desired Learning Outcomes

 Listen and respond effectively to the expectations of the school on teaching internship
 Demonstrate knowledge and understanding of school policies and procedures to foster
harmonious relationship with the wider school community

Essential Questions
  What is the role of the cooperating school principal in the teaching internship program?
 What are the school’s expectations of the teacher candidates who are placed in their
school for teaching internship?
 What tools do I need to bring in terms of KASH (Knowledge, Attitudes, Skills, and
Habits)?

Understandings

Teaching interns are placed in the real world of work called Cooperating Schools. They
are placed under the tutelage of the expert teachers in the school community.
The Cooperating Principal has expectations of and from prospective teachers who are
placed in their school for teaching internship.
The role of the Cooperating Principal is to oversee the effective implementation of the
teaching internship program. The orientation with the Cooperating Principal is a must for
him/her to discuss the school’s policies and procedures to be followed to foster harmonious
relationship with the wider school community.

My Performance Tasks

Performance Task 1 Based on the orientation conducted by the Cooperating Principal,

complete the matrix given below.

Name of Cooperating School Principal

__________________________________________________

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

S
K
I
L
L
S

H
A
B
I
T
S

My Assessment Tasks
Choose the letter of the correct answer.
1. Who oversees the effective implementation of the internship program in the 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
R
 I
N
C
I
P
A
L
Given the chance to become a principal someday, what qualities / attributes must you
possess?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
 of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

Learning Task 4 Getting Acquainted with My Cooperating Teacher

PPST Domain 1 and 6 Domain 2. The Learning Environment

Strands 2.1.1 Demonstrate knowledge of policies and procedures that provide safe and
secure learning environments

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

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

Desired Learning Outcomes
 Get acquainted with my cooperating teacher
 Listen and respond effectively to the expectations of my cooperating
teacher
 Enumerate my responsibilities based on the given expectations
 Demonstrate knowledge of policies and procedures that provide safe and
secure learning environments

Essential Questions
 What is the role of the cooperating teacher in my internship program?
 What expectations of me are given by my cooperating teacher?
 How shall I respond effectively to these expectations?
 What are the policies and procedures given by my CT on providing safe and
secure learning environments?

Understandings
Name of Cooperating Teacher
_______________________________________________________________
Degree_________________________________________________________
Area of Specialization______________________________________________
Years of Teaching Experience________________________________________

The Cooperating Teacher plays a very vital role in the successful

implementation of teaching Internship Program.
The Cooperating Teacher (CT) is defined as a teacher with a minimum of
three years of teaching experience who acts as a mentor in the teaching
internship program in the area in which the teaching intern is earning her degree.
The CT serves as a model in all aspects of teaching and learning.
- He /She engages you to work collaboratively and productively to enrich
your classroom activities
- He / She allows you to reflect critically and creatively on your learning
experiences to ensure that you accomplish more and do better in your
future activities.
- He/ She shares interactive and innovative teaching strategies and
methods you have not learned and are not familiar with to make your
classroom activities highly engaging.
- He/ She gives second advice about the good / best practices in teaching
and learning.
- He/ She gives teaching tips and how to do things in the most effective
and efficient ways.
- He/ She suggests instructional resources to make your classroom
activities more meaningful and rewarding.

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

Expectations of My Cooperating My Responsibilities

Teacher
 What is the impact of these expectations to me as a teaching
intern?
___________________________________________________
___________________________________________________
___________________________________________________
___________________________________________________
Performance Task 2 Cite the three (3) most important policies and procedures given by your CT
to provide safe and secure learning environments to your learners.

Policies and Procedures How do I respond to these? My

plans of action….
 1.

2.

3.

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

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

Performance Task 3 My cooperating teacher is my role model in the following virtues. Cite
and give situations on how these virtues are applied.
 Virtue Virtue

App

Virtue

Virtue

My Assessment Tasks
Choose the letter of the correct answer.
1. Who is expected to act as a role model and serves as a mentor of student interns
A. Cooperating teacher
 B. Cooperating principal
C. Practicum supervisor
D. Practicum trainor

2. The cooperating teacher plays a crucial role in ______________

A. Stating instructional outcomes
B. Providing classroom activities
C. Constructing modes of assessment
D. Ensuring the success of internship program

3. Which are other activities that CT can provide

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

4. Which is the most important area where my CT can be of help in my internship program
A. Honing my skills as a teacher
B. Ensuring good classroom management
C. Providing a safe and secure learning environment
D. Developing my personal and professional competencies

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

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

My learning Artifacts
Write an appreciation letter to your cooperating teacher for accepting you as his/her teaching
intern. Let him/ her read this and request him/ her to sign your letter.
 A letter to my Cooperating Teacher

__________________________________________
Signature of Cooperating Teacher

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

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

What was the reaction of my CT to this letter? (you may ask her/him to write on the space
provided)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
  Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the 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 21st
Century

Desired Learning Outcomes

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

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

Understandings
Diversity of learners refers to the differences among students most especially in the way
they learn in a variety of settings, through a variety of processes with varied outcomes.
Teachers can facilitate the learning process among diverse learners by first recognizing
and respecting individual differences, then using the knowledge about students’ differences to
design differentiated learning activities to ensure that all students can attain desired learning
goals. (PPST Domain 3)
Code of Ethics for Professional Teachers, Article VIII Sec. 3 dictates that “Under no
circumstances shall a teacher be prejudiced nor discriminatory against any learner.”
 Learners’ differences stem from many factors: gender, race, ethnicity or cultural
background (nationality, province, language) intellectual abilities, religions, sexual preferences
and socio economic status, needs, interests, strengths and experiences.
 All learners have different ways of thinking, learning, and absorbing.
 Students’ self awareness is enhanced by diversity.
 Student diversity contributes to cognitive development. It can also promote harmony
 Learners are diverse and subjects must be taught differently to respond to their needs,
interests, strengths and experiences.
 Reach every student at his/her level.
 Assist your students to grow and celebrate success.
 All learners are worthy of respect and dignity.

My performance Tasks
Performance Task 1 Make an infographics on diversity of learners (these are graphic visual
representations of information, data or knowledge intended to
present information quickly and clearly. (Wikipedia)
Performance Tasks 2 There are different learners based on learning modalities. They are
auditory, visual and tactile learners. Cite applications on how you
can stimulate their strengths, needs and experience based on their learning
modalities.

How shall I stimulate learning trough their

Types of learners based on learning Modalities learning modalities?

VISUAL

AUDITORY

TACTILE

Performance Task 3 Create a teaching matrix of differentiated teaching based on the various
intelligences of learners.
 Intelligences Strategies Application to my subject area
Word
Smart
(Linguistic
Intelligence)
Number
Smart
(Logical/Analytical
Intelligence
People
Smart
(Interpersonal
Intelligence)
Self
Smart
(Intrapersonal
Intelligence)
Music
Smart
(Musical
Intelligence)
Art
Smart
(Visual-Spatial
Intelligence)
Body
Smart
(Bodily/Kinesthetic
Intelligence)
Life
Smart
(Existential
Intelligence)
Nature
Smart
(Naturalist
Intelligence)
How do these strategies contribute to 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 of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
 Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

Learning Task 6 Managing My Classroom Structure and Routines

PPST Domain 1 and 6 Domain 2. Learning Environment
Strands 2.6.1 Demonstrate positive and non-violent discipline in the
management learning behavior

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

CFSAT Competency 2.D.2 Promote a caring and learning friendly environment

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

Desired Learning Outcomes

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

Essential Questions
 What is the importance of having an organized and systematic classroom structure and
routines?
 As a teaching intern, what classroom routines shall you establish to ensure a positive
and non-violent discipline way of managing learners’ behavior

Understandings
- A classroom routine is simply a well rehearsed response to a teacher’s directive.
It is one of the teacher’s primary labor – saving devices.

- One way to become an effective teacher is to provide a structure in the classroom. A

very structured learning environment provides many benefits for the teacher and the
learners. As structured classroom translates to a positive safe and secure classroom.
Learners enjoy learning in a very safe, friendly and non-threatening environment.
TIPS FOR PROVIDING STRUCTURE IN THE CLASSROOM (www.thoughtco.com)
1. Rules and expectations must be set on the first day
2. Set high expectations. Explain its importance.
3. Hold students accountable for their actions in all areas of life.
4. Keep your rules simple.
5. Be prepared to adjust. It is essential to understand that every class and every learner
is unique.
6. Be the primary model for your students when it comes to classroom structure.
7. Be prepared and organized for the class each day.
8. Build a good reputation / image. This becomes easier with experience.

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

Observation Log
Name of Cooperating Teacher __________________________Date_______________________
Time ______________________________________________Subject_____________________

Performance Task 2 Take some photographs of classroom structure / design that creates a
positive classroom atmosphere.
Performance Task 3 Design your classroom routines to ensure an effective classroom
structure.
 My Classroom Routines

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

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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

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

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

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

_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
Name of Student
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
Name of Student
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________
- _______________________________________________

Name of Student
My Scoring Rubric
 Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the 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 Techer
Performance Tasks 3 Formulate your CLASSROOM RULES to ensure better classroom discipline

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

Situations Positive and Non- violent ways of

solving Misdemeanor

Littering in class

Unruly behavior of learners

Non-submission of assignments

Tardiness

Absences

Too much talking

Looks focus/attention
My Assessment Tasks
Choose the letter of the correct answer.
1. Why is it important to formulate rules in the classroom?
A. To avoid accidents
B. To avoid chaos in the classroom
C. To prevent students from doing unnecessary tasks
D. To ensure harmonious relationships between the teacher and students.

2. Which is the first line of defense against misbehavior in class?

A. Class schedule
B. Class program
C. Classroom rules
D. Classroom routines

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

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

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

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

5. Rules must be consistently implemented

A. For everyone to see
B. For everyone to enjoy
C. For everyone to follow /comply
D. To that they are important
My Learning Artifacts
Take snapshots of Classroom Rules displayed on bulletin boards or around the
school campus.

What is the importance of these rules to student’s learning?

__________________________________________________________
__________________________________________________________
__________________________________________________________
_____________________________________________________________________________
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

Learning Task 8 Writing My First Learning PLAN
PPST Domain 4 Curriculum and Planning

Strands 4.1.1 Prepare developmentally sequenced teaching and process to meet

curriculum requirements

4.2.1 Identify learning outcomes that are aligned with learning competencies.

Program Outcomes 6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing,
of Teacher Education and reporting learning processes and outcomes

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

Framework for Southeast 3.B.3 Communicate at learners’ level
Asian Teacher for the 21st 3.B.8 Manage classroom activities
Century 4.C.3 Prepare lesson plan based on syllabus and time frame
4.C.4 Consider diversity of learners in preparing lesson plans
4.C.5 Select the right methodologies according to subject and learners’ level

Desired Learning Outcomes

 Identify learning outcomes that are aligned with competencies
 Prepare developmentally sequenced teaching and learning process to meet curriculum
requirements.

Essential Questions
 What are the important considerations in preparing a developmentally sequenced teaching and
learning?
 When do we say that learning outcomes are aligned with learning competencies to meet
curriculum requirements?

Understandings
Lesson Plan/Learning Plan is the blue print of the daily activities in the teaching-learning process.

 It guides the teacher on the instructional activities he/she will implement in class.
This is an important component in the instructional process.
 This will help teachers become systematic and organized and on track/on task while teaching
 This will aid the teachers to teach MORE and DO MORE and will help her/his learners attain the
outcomes set for the day.
 This will help the teachers plan differentiated activities to cater to diverse types of learners.

 This gives a senses of direction in relation to the curriculum map and teaching guides prepared
for the subject.
  It also serves as a practical and useful basis for future plans
 It gives the teacher more confidence in carrying out of daily tasks.

Parts of Daily Lesson Plan (DLP Dep Ed 42.s, 2016)

I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies

II. Content
III. Learning Resources
IV. Procedure

A. Before the lesson – Opening of the lesson

 conduct/review of the previous lesson
 clarify concepts of the previous lessons
 introduce the connection of the new and past lesson
 state the new lesson objectives
 Check background knowledge of the learners
- connect lesson to what is already known
- get learners’ interest in the new lesson, to start up and warm up
activities
- provides the learners opportunity to ask questions about the
lesson
B. The lesson proper – Middle or main part of the lesson
- explain, model, demonstrate and illustrate concepts, ideas, skills and
processes for learners to internalize the lesson
- convey new information to the learner
- provide feedback
- regularly check for learners’ understanding

C. After the lesson – Closing or end of the lesson

- do wrap-up activities
- provide summary of the lesson or ask student to summarize the
key concepts and activities
- reinforce what the teacher has taught and what the learners have
completed

Note: Assessment Methods are integrated in the DLP to regularly check the understanding of the
lesson
 - Formulate Assessment to be done before, during or after the lesson.

V. Assignment (OPTIONAL) – It should be related to the lesson. It should allow learners to master what
was learned.

N.B. Read Dep Ed Order 329 s. 2010

VI. Remarks

- This is to document specific instances that result in the continuation of the lesson in cases of:

- re-teaching
- insufficient time
- transfer of lesson to the following day as a result of class suspension

VII. Reflection (to be filled out after the lesson by the teacher intern)

 To write parts of the lesson that went well or the parts that were weak, and write briefly about
it/them
 To share their thoughts and feelings about the lesson that were successfully implemented, need
improvement or could be adjusted in the future
 To talk also to the learners who did not do well or those who need help

The Daily Lesson Log (DLL)

It is a template teachers use to log parts of their daily lesson.

Teachers who have been in the service for at least (1) one year, handling learning areas with
available LMS and TGs provided by the DepEd shall not be required to write the DLP instead they shall
be required to fill out a weekly Daily Lesson Log (DLL).

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

Insights on the Daily Learning Plan

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
__________________________________________________________________

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

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

Subject Area:

TOPIC/Learning Content:

Learning Competencies

Learning Outcomes What to attain or realize?

Content Standards

Performance Standards

Learning Resources What to use?

Procedures What to do?

Before the lesson

The lesson proper

After the lesson

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

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

A. Learning Plan C. Learning Content
B. Learning Procedures D. Learning Resources

3. Which can be given as an optional activity to reinforce students’ learning?

A. Art Work C. Assignment
B. Activities D. Assessment

4. Why is Learning Plan important?

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

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

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

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

Request three (3) samples of Learning Plans from various schools with different
formats. You may also wish to surf the net for same samples. Acknowledge the source.
My Learning Artifact(s)
My Learning Artifact(s)
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

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

Desired Learning Outcomes

 Seek advice from my CT concerning strategies that can enrich teaching practice
 Apply the tips given by the CT regarding the Learning Plan and its effective
implementation

Essential Questions

 Why is there a need to seek advice from your CT and experienced teachers?
 What were your areas of strength? areas for improvement?

Understandings

Seeking advice from seasoned and experienced teachers will hone the personal and
professional competencies of new teachers. This can provide support to simplify complicated
problems and clarify doubts as regards the implementation of the teaching-learning process.
The benefits of seeking advice…

 to attain new information and gain new perspectives;

 to assess the options, you have chosen;
 to increase likelihood of attaining your outcomes;
 to help see positive outcomes of your actions;
 to encourage you to do more;
 to confirm what is good; and
 to appreciate the values, ideas and thoughts of others.
My Performance Tasks
Performance Task 1 Reflect on your areas of strength and areas of improvement.
Complete the matrix below.

Areas of Strength Plans for further areas of growth

Areas for Improvement My Pans of Action

Performance Task 2 After several weeks/months of internship, seek advice from
seasoned/experienced teachers or from your CT, in the areas of
improvement in the delivery of instruction.

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

Learning Content My Strategies My CT’s Advice/

Suggestions

1.

2.

3.
My Assessment Tasks
Encircle the letter of the correct answer.
1. Which is the best time to seek advice from one’s CT?
A. When in doubt C. When confronted by someone
B. When in trouble D. When all options don’t work

2. In which areas may advice be sought?

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

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

I. ask for the feedback

II. ask for decisions
III. ask for better options
A. I B. II C. III D. I, II, and III

4. As a younger or less experienced person help or advice especially on work-or school-

related issues over a period of time, you are given advice by a______________.
A. coach C. mentor
B. friend D. supporter

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

A. ask questions
B. make the best decision
C. remain silent at all times
D. arrange for another schedule
My Learning Artifacts
Write an essay about your MENTOR in life? What pieces of advice were given by your
mentor to help you develop your personal and professional competencies?
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

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

Strands 4.5.1 Show skills and selection, development and using a variety of
teaching and learning resources including ICT to address learning
goals.

Program Outcome of 6.2.d Develop innovative curricula, instructional plans, teaching

Teacher Education approaches, and resources for diverse learners.

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

Desired Learning Outcomes

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

Essential Question
 What is a learning Resource Center?
 Why is a learning Resource Center important in teaching and learning?

Understandings
A learning Resource Center is a school facility which contains teaching-learning
materials which the teachers use to enrich classroom instruction.
The learning Resource Center contains print, non- print and electronic materials. The
purpose of this facility is to enhance the learning experience of the learner and the teachers in
any educational sector. Each teacher needs a wide range of instructional tools to support and
enrich student learnings. Techers use a wide array of teaching resources to make the
instructional process more stimulating and exciting.
 The resource materials used are aligned with the curriculum to ensure that outcomes
are attained. The Leaning Resource Center has instructional space to encourage students to
perform some activities and to make learning more meaningful.
My Performance Tasks

Performance Tasks 1 Visit the school’s learning Resource Center. Select the
resource materials you can use to enrich ONE of the lessons assigned for you to
TEACH.

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

Printed Materials

Non- printed Materials

Electronic Materials
Performance Tasks 2 Create a PowerPoint presentation for your lesson. Paste the printed
presentation on the space given below.
 Learning Tasks 10 – Visiting the school’s learning Resource center 77

Performance Task 2
78 Teaching Internship

Performance Task 3 A. Write a reflective narrative why you need to use learning resource
materials in your teaching

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

(Total Score ÷ 10) _________

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

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

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

3. Diorama, models, realia are examples of_______

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

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

5. The instructional materials selected must be ______

A. SMART
B. varied
C. in 3 domains
D. aligned with the outcomes.
My Learning Artifacts
Take a picture of the School’s Learning Resource Center

What is the impact of the learning Resource Center to students’ learning?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the 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 21st 6.E.2 Develop teaching and learning resources appropriate for the lesson
Century 6.E.3 Utilize appropriate teaching and learning resources appropriate for the lesson
6.E.4 Integrate use of ICT in teaching and learning
Desired Learning Outcomes

 Prepare PowerPoint presentation aligned with the learning outcomes

 Show skills in the positive use of ICT to facilitate the teaching and learning process

Essential Questions

 What are instructional materials?

 Why are instructional materials needed in the teaching-learning process?

Understandings

Instructional materials are tools used in instructional activities. They may either be print, non-
print or electronic materials.

The positive use of Information Communications Technology (ICT) facilitates the teaching-
learning process. Educational ICT tools can be divided into three (3) categories input source, output
source or others.

Researchers have shown that the use of ICT contributes to improve teaching methods and
strategies.

Advantages of the use of ICT in Education

 - improves learners’ concentration and retention
- ensures comprehension of complex instructions
- creates interactive classes and lessons are more enjoyable and entertaining

Disadvantages of ICT tools in Education

- very costly
- can be very troublesome in setting up the device
- very difficult for teacher to use due to lack of experience/expertise
source: elmoglobal.com

My Performance Tasks
Performance Task 1 List down (10) topics in your content area and search materials which you can use
from www.slideshare.net

Topics Possible slide share lessons

The 10 ESSENTIALS ICT TOOLS

  Google groups  Jamuse, Mussewory
 Blogs  Google Maps
 Google Docs  Virtual Earth
 Slide share  Book marking
 Wikis  Free mind

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

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

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

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

4. What is one of the disadvantages in using ICT in education among senior teachers?
A. It is costly.
B. It is complicated.
C. It is very troublesome.
D. It is difficult to use due to lack of expertise.

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

A. It is easy to use.
B. It is accessible.
C. It is costly.
D. It ensures interactive classes.
My Learning Artifact(s)
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the 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 21st learning
Century 3.B.4 Promote students’ participation and collaboration
3.B.6 Integrate HOTS in the lesson
3.B.8 Manage classroom activities
4.C.4 Consider diversity of learners in preparing lesson plans
4.C.5 Select the right methodologies according to subject and learners’ level

Desired Learning Outcomes

 Applying teaching strategies that develop critical and creative thinking and/or other higher
order thinking skills
 Demonstrate content knowledge and its application within and/or across curriculum teaching
areas
 Demonstrate an understanding of the range of verbal and non-verbal classroom communication
strategies that support learner understanding participation, engagement and achievement
Essential Questions

 What are teaching strategies?

 What is integrative learning?
 What are higher-order thinking skills?
 What are the verbal and non-verbal communication strategies?

Understandings

Teaching Strategies are ways and means by which you implement a method. These are used to help the
students to achieve the desired learning outcomes by learning the desired course content.

Integrative Learning helps the students make connections and relevance between and among
subjects. It allows the learners to engage in purposeful. Relevant learning. It encourages the
learners to see the interconnectedness and interrelationships between the curriculum areas
rather than focusing in isolated curriculum areas.
According to Pigdon and Wooley (1992) in a integrated curriculum, all activities contain
opportunities for learners to learn more about content through purposeful activities.
Higher – Order Thinking Skills
Higher order thinking skills known also as HOTS imply that some types of learning
require higher cognitive processes that others. Skills is analyzing, evaluating and creating are
thoughts of higher order than learning facts or concepts.

Bloom’s Taxonomy
Produce news or original work
create Design, assemble, construct, conjecture, develop, formulate, author, investigate
Justify a stand or decision
evaluate Appraise, argue, defend, judge, select, support, value, critique, weigh
Draw connections among ideas
Differentiate, organize, relate, compare, contrast, examine,
analyze experiment, question, test
apply Use information in new situations
Execute, implement, solve, use, demonstrate, interpret,
Operate, schedule, sketch
Explain ideas or concepts
understand Classify, describe, discuss, explain, identify, locate,
Recognize, report, select, translate
remember Recall facts and basic concepts
Defined, duplicate, lists, memorize, repeat, state

(Source: https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Blooms-Taxonomy-650x366.jpg)
Verbal and Non – verbal communication

Verbal communication is the use of words in expressing one’s feelings and ideas.
Non – verbal communication includes the use of body language, gesture, facial
expressions, eye contact and posture.
The use of verbal and non- verbal communication strategies is the first step in
enhancing communication and nurturing relationship which are vital in the teaching- learning
process.
Strong communication skills are very important in the instructional process
My Performance Tasks

Performance Task 1 Get the topic you are assigned to teach. Write down how you can apply
the content knowledge within or across curriculum
teaching areas. Use the curriculum web to indicate your proposed
integration. Indicate the subject in the circles and how you will
do it.

TOPIC

________________
Performance Task 2 Write higher- order thinking questions that you used in the discussion of
the content.

Content / Topic Questions

Performance Task 3 A.) Enumerate the non- verbal cues you used to support learner’s
participation and engagement?

Non- verbal Cues Purpose (s)

 1.

2.

3.

Performance Task 4 B) Cite the verbal communication strategies that you used in class to
support learner understanding, participation and
engagement.
 Cite how it supported the learners in
Verbal Communication Strategies Used instruction

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

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

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

3. Which questions call for facts and concepts?

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

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

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

My Learning Artifacts
 Paste student work samples/projects accomplished in the discussion of your content.

My Scoring Rubric
 Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

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

Strands 3.1.1 Demonstrate knowledge and understanding of differentiated teaching to

suit the learners’ gender, needs, strengths, interest and
experiences
3.2.1 Implement teaching strategies that are responsive to the learners’
linguistic, cultural, socio -economic and religious backgrounds
3.3.1 Use strategies responsive to learners with disabilities, giftedness
and talents
Program Outcomes of 6.2.c Facilitate learning using a wide range of teaching methodologies
Teacher Education and delivery modes appropriate to specific learners and their environments
6.2.d Develop innovative curricula, instructional plans, teaching approaches,
and resources for diverse learners
6.2.e Apply skills in the development and utilization of ICT to promote quality,
relevant, sustainable educational practices
CFSAT Competency 2.D.3 Motivate active learning
Framework for 2.D.5 Respect diversity of learners
Southeast Asian 4.C.2 Formulate specific learning objectives incorporating knowledge
Teacher for the skills, attitudes and values, if applicable
21st Century 4.C.3 Prepare lesson plan based on syllabus and time frame
4.C.4 Consider diversity of learners in preparing lesson plans
4.C.5 Select the right methodologies according to subjects and learners’ level
4.C.6 Determine appropriate learning resources available for
teaching and learning
Desired Learning Outcomes
 Demonstrate understanding of differentiated teaching to suit the learners’ gender,
needs, strengths, interests and experiences.
 Implement teaching strategies that are responsive to the learners’ linguistic, cultural,
socio- economic and religious backgrounds
 Use strategies responsive to learners with disabilities, giftedness and talents
Essential Questions
 What are the 31’s and 2C’s in education?
 What is differentiated instruction?
 Give examples of differentiated instruction
Understandings
There are three I’s and 2C’s in the instructional process. The teaching learning process
must be:
 Highly Interactive: All the learners must be highly engaged in all the classroom activities.
They must be able to participate in all learning processes. No one is left behind.
Highly Innovative: The use of meaningful and differentiated strategies makes learning
more fun and enjoyable. Learners will surely love participating in varied activities done and
employed by the teacher. Activities can be in the form of games, songs, rap, poems, puzzle, jazz
chants, stories, maze and the like.

Highly Integrative: Lesson and topics are interrelated within and across learning areas
without compromising the content of the lesson. This makes the curriculum borderless and
seamless.

Highly Collaborative: The learning that involves groups of students working together to
solve a problem, complete a task or create a product.

Highly Cooperative: This is strategy where groups of learners with different abilities use
varied activities to better improve the mastery of the learning content. The elements of positive
interdependence, individual accountability, equal responsibility and social roles are addressed.

Differentiated Instruction is teaching the same material to all students using a variety of
instructional strategies or may mean delivering lessons at varying level of difficulty based on the
ability of each student.

Differentiated Instruction in 4 ways:

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

Advantages of Differentiated Instruction:

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

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

Learners Activities employed

Gender

Needs

Strengths

Interests
 Experiences

Performance Task 2 In your daily teaching, how did you address the following aspects to be
responsive to the varied characteristics of learners.

Aspects

Linguistic

Cultural

Socio-economic
 Religious Background

Performance Task 3 What strategies have you applied to respond to the learners with
disabilities, giftedness and talents?

Activities Employed for Learners with Activities Employed for Gifted Learners
Special Needs
My Assessment Tasks
Encircle the letter of the correct answer.
1. Which activities make students regularly engaged in all the activities?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

2. Which activities use varied and novel strategies to make students engage in the
learning process?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

3. Which activities make the curriculum seamless and borderless?

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

4. Which activities make the class work by teams through purposeful learning?
A. Innovative
B. Integrative
C. Collaborative
 D. Cooperative

5. Which activities allow the students to solve their own problems and work on varied
tasks?
A. Interactive
B. Innovative
C. Integrative
D. Collaborative

My Learning Artifact(s)
Write or paste your Learning Plan which provides differentiated activities to address
diversity of learners.
My Learning Artifact(s)
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
 Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

Learning Task 14 Writing Contingency Lesson Plans/Learning Plans

PPST Domain 1 and 3 Domain1: Content, Knowledge and Pedagogy
Domain 3: Diversity of Learners
Strands 3.4.1 Demonstrate understanding of the special educational needs of learners in
difficult circumstances, including geographic isolation, chronic illness,
displacement due to armed conflict, urban resettlement or
disasters, child abuse and child labor practices.

3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of

learners from indigenous groups

1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and learning

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

of Teacher Education 6.2.c Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their
environments

6.2.d Develop innovative curricula, instructional plans, teaching approaches,

and resources for diverse learners

6.2.e Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices

6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing,

and reporting learning processes and outcomes

Desired Learning Outcomes

  Respond to the different special educational needs of learners
 Apply strategies that are inclusive of learners from indigenous groups
 Use Mother Tongue, Filipino and English to facilitate the teaching-learning process

Essential Questions
 How must teachers respond to the different special educational needs of learners?
 What strategies may be applied that are inclusive of the indigenous groups?
 What language must be used to facilitate the teaching-learning process?

Understandings
One of the vital facets in the teaching-learning process is the learning environment. The process
of instruction happens in a formal, non-formal or informal place. Learning may happen anytime,
anywhere and in any place. The quality of instruction depends on how well a teacher can implement the
lessons effectively. There are several factors that affect the delivery of instruction the nature of the
teacher, the nature of the learner, the utilization of methods and strategies, the learning resources
facilities, assessment and others. Teachers face some challenging issues and concerns especially in times
of providing teaching-learning beyond the classroom. Learners sometimes cannot attend to their classes
due to chronic illness isolation, geographical location, urban resettlement or disorders, armed conflict,
child abuse and child labor practices.

These events pose great concern among teachers to make instruction more accessible to all the
learners. Various strategies may be employed to respond to the needs of the learners especially when
they are not physically present in the four walls of the classroom.

1.) The use of contingency lesson or learning plans

Will be helpful to teachers and the learners especially during suspension of classes due
to rallies, strikes, fortuitous events such as fire, typhoons, floods and earthquakes. Teachers
prepare advance lessons or learning tasks which the learners can accomplish during these
occasions. Students can do this according to their own pace. They are required to submit the
tasks once they report to school.

2.) The use of consumable sheets

Teachers create consumable sheets in advance. Guide questions are formulated for
each content to ensure that learners will read and comprehend the assigned task.

3.) The creation and design of instructional modules/self learning kits (SLK)
Teachers may create self-learning kits and instructional modules for each learning
competency to provide students time to work for advancement, enrichment, and diagnostic
purposes.

4.) The use of contemporary software om teaching – learning (Power point)

The preparation of Power point for advance reading of the learners will ensure greater I interaction
during class discussion. This will also minimize mere teacher discussion. This will also minimize mere
teacher discussion and maximize hands- on activities.
 5.) The creation of social media groups. (Viber, Messengers, What’s up, etc.)
A creation of social media group per subject / class is also advantageous where the
students, may communicate through synchronous and asynchronous mode. Uploading of
learning tasks, presentation, class announcements and others may be done to keep the students
on task while on vacation during unforeseen long absence due to illness and sickness.

6.) The use of learning Management System (LMS)

This is a dynamic and tailored learning environment. This can be used for all types of learning
activities. It is a software platform to manage, monitor and assess learning programs. The digital learning
tools are very useful especially when the learners are in various geographical locations. Some examples
of LMS are schoology, canvas, moodle, Word press and others.

7.) The use of short Message Service (SMS)

This is a service for sending short message up to 160 characters. It used to send text
messages to mobile phones, This works to notify learners of lesson, content and other matters
pertinent to the course.
My Performance Tasks
Performance Task 1 As teachers, we must always be ready to respond to the special
educational needs of learner’s in difficult circumstances
(geographic, isolation, urban resettlement or disasters, child abuse and
child labor).
Cite situations on how you have addressed any of the given educational
needs of learners.

____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Performance Tasks 2 Conduct any one of these activities:
 Observation on the strategies which are used for these types of
learners. Write your insights.
 Research on teaching strategies that are inclusive of learners from
indigenous groups
 Interview a teacher in- charge of indigenous groups
 Watch a film or video of teaching in an indigenous group.

Strategies Used Insights

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

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

.
B. What are the problems encountered by teachers in implementing Mother Tongued-
based instruction?
 ___________________ ___________________

____________________ ___________________

____________________ ___________________

My Learning Artifacts(s)
Write a contingency lesson Plan/Learning Plan in any of the given difficult circumstances to
assist learners.
My learning Artifacts(s)
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
 The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the 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 needs, progress and
achievement.

5.5.1 Demonstrate an understanding of the role of assessment data as

feedback in teaching and learning practice and
programs.

Program Outcomes of 6.2.f Demonstrate a variety of thinking skills in planning, monitoring,

Teacher Education assessing, and reporting learning outcomes

CFSAT Competency 4.C.7 Construct appropriate assessment measures

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

Desired Learning outcomes

 Demonstrate knowledge of the design, selection, organization and use of diagnostic,
formative and summative assessment strategies consistent with curriculum
requirements
 Demonstrate knowledge of monitoring and evaluation of learner progress and
achievement using learner attainment data
 Demonstrate knowledge of providing timely, accurate and constructive feedback to
improve learner needs, progress and achievement
 Demonstrate an understanding of the role of assessment data as feedback in teaching
practices and programs

Essential Questions
 Differentiate diagnostic, formative and summative assessments.
 Why do we need to monitor and evaluate learner progress and achievement?
 What are some examples of constructive feedback to improve learner performance?
 Give examples of strategies for communicating learner needs, progress and
achievement.
 What is the role of assessment data in teaching and learning practices and programs?

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

Diagnostic Formative Summative

 - Conduct at the - Conducted during - Conduct after the
beginning of the school instruction instruction
year.
- Monitors students
- Allows teacher to learning to provide on- - Sums up what students
determine students’ going feedback to have learned
strength, weakness improve reading and
and skills prior to learning
instructions
- Helps students identify
- Diagnose students’ their strengths and - Finds out what concepts
difficulty weakness were learned after the
lesson
- Used to guide lessons - Used in the - Used for documenting
and curriculum information and outcomes and judging
planning revision process value

- Complete Before - Complete During - Completed After

teaching instruction Instruction
e.g. homework, graded e.g. exams, projects,
quizzes, ungraded papers
assignments

Importance of Monitoring and Evaluating Learner Progress

The monitoring of student progress is a practice that aids teachers to continuously
assess the effectiveness of their teaching and make good informed decision. To determine the
student’s performance level, the teachers must measure their progress regularly (weekly, bi-
weekly, monthly or as needed).
 Teachers must monitor the progress of the learners for the ff reasons:
 to improve instruction;
 to help teachers make better instructional decisions and change their teaching
styles;
 to ensure success and achievement for every learner;
 to identify and help students at risks; and
 to provide enrichment to gifted learners.

Use of Constructive Feedback in Classrooms

Constructive feedback is a tool to praise a performance effort or outcome. It is a
favorable judgement and supportive communication.

Tips on Giving Constructive Feedback

1. Use positive feedback.
2. Focus on the efforts/situations.
3. Use the active voice.
4. Be specific with one’s feedback.
5. Use key points in giving feedback.
6. Emphasize objective points.
7. Give specific examples and situations.
8. Connect on things/situations that can be acted upon.
9. Give suggestions/recommendations on how to improve.
10. Refrain from doing assumptions.

Some Strategies for Communicating Learner Needs, Progress and Achievement

 Conduct Parent-Teachers dialogue regularly.
 Give parents a way to keep track of learners’ progress through a communication diary or
via on line.
 Display learner’s portfolio in school.
  Develop open lines of communication especially for learners with
special needs and for students at risks.
 Explore the possibility of having a bulletin board of information.

Sources of Assessment Data as Feedback in the Teaching-Learning Process

Teachers may collect student data from the following sources to improve classroom
instruction:

 Formative assessments – e.g. quizzes, seatwork, exit slips worksheets.

 Daily Observations
 Summative Assessment – e.g. projects, essays, quarterly exams
 Cumulative Files
 Standardized Test Scores
 Students’ Records in Guidance, Health Services and the Like
 Home visitations
 Writing anecdotal records
 Conducting formal and informal interviews
 Checking students’ works, projects and portfolio

My Performance Tasks

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

Performance Task 2 Interview your Cooperating Teacher or any teacher and ask the following
questions.
A. Why is there a need to monitor and evaluate learner’s progress?
 B. Research on the fifty (50) ways to praise a child.
(ref.mps.milkwaukee.k12.wi.us)

Performance Task 3
A. What strategies are used by your cooperating school to communicate learner needs,
progress and achievement?
 B. What assessment data are used by your cooperating teacher to improve student
performance?

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

2. When is a diagnostic test given?

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

3. When is summative test given?

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

4. Which assessment data contain the grades attendance, discipline reports

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

5. When is formative test employed?

A. During the lesson
B. End of the lesson
C. End of the semester
D. Beginning of the lesson

My learning Artifacts(s)
Paste the various assessment tools you have constructed during your teaching
internship. What is the impact of these for students’ learning?
My Learning Artifacts(s)
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
  Has all the  Has some  Has  No aspect of
Performance aspects of aspects of minimal work meets
Tasks work that work that aspects of level of
exceed exceed level work that expectations.
level of of meet level  Has errors,
expectatio expectation. of omissions
n.  Demonstrat expectatio and
 Shows es solid n. misconceptio
exemplary performanc  With some ns
performan e and errors and
ce understandi MASTERY
ng 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 learning evidence of evidence of learning
Artifacts learning is/are is/are aligned with learning is/are is/are NOT aligned
aligned with SOME of the aligned with ONE with the learning
learning outcomes. learning outcomes. of the learning outcomes.
outcomes.
The learnings tasks The learning tasks The learning tasks The learning tasks are
Creativity and are done very are done creatively are done quite poorly done and
Resourcefulne creatively and and resourcefully. creatively and need improvement.
ss resourcefully. resourcefully.
The assigned The assigned The assigned The assigned learning
Submission of learning tasks are learning tasks are learning tasks are tasks are submitted 3
Requirements submitted on or submitted a day submitted 2 days days or more after
before the after the deadline. after the deadline. the deadline.
deadline.

MY TOTAL SCORE

____________________________

Learning Task 16 Participating in the School’s Learning Programs and

Activities
PPST Domain 4 Curriculum and Planning
Strands 4.3.1 Demonstrate knowledge in the implementation of relevant and
responsive learning programs.
Program Outcomes 6.2.d Develop innovative curricula, instructional plans, teaching
of Teacher Education approaches, and resources for diverse learners.

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

Framework for 10.J.3 Share the responsibility of educating student with the community
Southeast Asian 10.J.4 Participate actively in socio-civic events of the community
Teacher for the 21st 11.J.3 Share the responsibility of educating students with the community
11.J.4 Participate actively in socio–civic events of the community

Desired Learning Outcomes

 Identify the relevant and responsive learning program and activities in my Cooperating
School
 Give the benefits of participating in the school’s learning program
 Demonstrate knowledge in the implementation pf relevant and responsive learning
programs

Essential Questions
 What are the benefits of participating in the school’s learning program?
 What are the relevant and responsive learning programs in my cooperating school?

Understandings
Schools have various learning programs. These Programs provide opportunities for
teachers and learners to develop the values of cooperation, teamwork and unity. They also
reinforce the lessons taught in the classroom and provide the learners to apply what they have
learned in real world context. Participation in these learning programs also increases student
engagement and leads to success in schools.
Learning progress varies according to school profile, culture and characteristics. The
participation of the learners also varies according to students’ needs, background interest and
abilities.

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

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

How do these programs impact student learning?

____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________

Performance Task 3 Design a learning program using then given template.

I. TITLE of the learning Program ____________________________________________

II. Rationale __________________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

III. Specific Objectives _________________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

IV. Conditions which prompted you to design the program

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

V. Persons Responsible / Duties and Responsibilities

Person Responsible Duties / Responsibilities

VI. Program of Activities ___________________________________________________

_____________________________________________________________________
_____________________________________________________________________
 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

VII. Evaluation Instrument (Formulate your instrument to gauge the effectiveness of the
program).

My Assessment Tasks
Encircle the letter of the correct answer.
 1. Which benefits are derived from participating in school’s learning program?
A. Enriches classroom instruction.
B. Enhances the sense of pride.
C. Provides unity, teamwork and cooperation.
D. Allows the learners to apply what was learned in real context.

2. Which programs aid in helping learners cope with academic deficiencies?

A. Curricular programs
B. Academic programs
C. Extra curricular activities
D. Special learning programs

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

4. Which activities refer to activities and programs that complement the content areas?
A. Special program
B. Curricular programs
C. Co-curricular programs
D. Extra curricular programs

5. Which special learning program aids in developing the skills of students who can’t read.
A. Literacy program
B. Reading program
C. Iterative program
D. Language program

My Learning Artifact (s)

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

My Scoring Rubric
 Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

Learning Task 17 Executing My Demonstration Learning Plan
PPST Domains 1 and 2 Domain 1: Content, Knowledge and Pedagogy
Domain 2: Learning Environment
Strands 1.4.1 Demonstrate knowledge of teaching strategies that promote
literacy and numeracy skills
2.3.1 Demonstrate knowledge of managing classroom structure that
engages learners, individually or in a groups, in meaningful
exploration, discovery and hands-on activities within the available
physical learning environments
Program Outcomes of 6.2.b Demonstrate mastery of subject matter/discipline
Teacher Education 6.2.c Facilitate learning using a wide range of teaching methodologies
and delivery modes appropriate to specific learners and their
environments
6.2.d Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
6.2.e Apply skills in the development and utilization of ICT to
promote quality, relevant, and sustainable educational
practices

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

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

Desired Learning Outcomes

 Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills
 Demonstrate knowledge of managing classroom structure that engages learners, individually or
in groups, in meaningful exploration, discovery and hands-on activities within the available
physical learning environments

Essential Questions
 What strategies may be used to promote literacy and numeracy skills?
 What strategies may be employed to engage learners
2.1 individually?
2.2 in groups?
 What strategies may be designed for meaningful exploration, discovery and hands on activities
within the available physical learning environment?
Understandings
Literacy Skills are those gained through reading as well as using 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

Literacy Numeracy

 Entry pass  Independent Reading  Using number line

 Exit pass  Think Aloud Time  Looking for patterns

 First liner  Writing Reading  My Think Board

 Jigsaw  Challenge Log  A Hundred Plus Chart

 Inquiry chart  Matching Books to Phonics  Using Reflection Sheets

 Listen Read Discuss  Alphabet Matching  Using Conversion

(LRD) Tables
 Anticipation Guides
 Partner Reading  Assessment Checklist
 Concept Sort
 Reading Guide  Using Cards
 Concept Maps
 Reciprocal Teaching  Using Numerical
 Directed Reading Charts/Diagrams
 Story Maps
 Thinking Activity  Strike It Out
 Story Sequence (DRTA)
 12 Pointed Star Game
 Visual Imaging  Question the Author
 Dicey Operation
 Reading Guide
 Teachers employ varied strategies to cater to diverse types of learners. Some
learners work best when working alone, while others find joy working with others. These are
the advantages of individual and group work for students.

Individual Work Group Work

  Gain independence to think  Listening to and respecting other
through their own ideas

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

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

 Practice self-control-both in  Sharing knowledge/abilities to get

staying focused on tasks at hand a better hold on a problem that
to avoid turning to a classmate or they could do individually
asking teacher for the answer

 Get more comfortable taking  Holding group members

actions on their own accountable in return

 Gain creativity and effective

thinking processes that can apply
to problem solving across a range
of subjects and types of issues

The following teaching strategies may be used for group activities:

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

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

Hands-on activities – provide the learners to explore and discover learning and keep them
actively engaged in the activities. Through these activities they retain the information longer
and accurately remember the things they learned. They also find the activities more
meaningful, enjoyable and rewarding.

Some hands-on activities are: number maker, play the bag game, algebra tic-tac-toe, human
knot game, verbs relay race, toss and blend, scavenger hunt, multiplication table games, sight
words memory game and the like.

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

Performance Task 2 Write your BEFORE, DURING, and AFTER teaching strategies
that you will do in your demonstration lesson.
Teaching Strategies
BEFORE

DURING

AFTER

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

Performance Task 4 Answer the following briefly.

A. After the demonstration lesson, I felt_________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

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

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

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

Modify
 Attitudes
 Expectations
 Other (pls. Specify) ___________
Learn
 New subject matter.
 Varied learning styles of learners
 New innovations
 Current issues
 Other pls. specify __________

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

2. Which activities develop reading as well as the use of media and

technology?
A. Media
B. Literacy
C. Numeracy
D. Information

3. Which activities allow the learners to explain and discover the learning
concepts through its application in the real, world context?
A. Musical activities
B. Performance tasks
C. Hands – on activities
D. Real work activities

4. Which strategies include group work and collaboration?

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

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

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

My learning Artifacts(s)
Make a photo collage of the demonstration lesson yo0u have conducted in
your cooperating school. Make a reflection journal, too.
My learning Artifacts (s) - cant’
My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence

CRITERIA 4 3 2 1
  Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

____________________________

Signature of Practicum Supervisor

Learning Tasks 18 Articulating My Personal Philosophy of Teaching

PPST Domain 7 Personal Growth and Professional Development
Strands 7.1.1 Articulate a personal philosophy of teaching that is learner-centered
7.2.1 Demonstrate behaviors that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude, respect
and integrity 7.3.1 Seek opportunities to establish professional links with
colleagues
7.5.1 Demonstrate motivation to realize professional development goals
Based on Philippine Professional Standards for Teachers
Program Outcomes of 6.2.g Practice professional and ethical teaching standards sensitive to the local,
Teacher Education national, and global realities
6.2.h Pursue lifelong learning for personal and professional growth
through varied experiential and field-based opportunities

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

Desired Learning Outcomes

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

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

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

TIPS ON WRITING Personal Teaching Philosophy

 There is no required content or set format.
 It is 1-2 pages in length.
 Use present tense.
 Avoid technical terms.
 Include teaching strategies and methods to help people “sell” in the
classroom.
 Make it memorable and unique.
 Own your philosophy.

Source Brookfield, s. (2006). The skillful teacher, San Francisco: Jossey – Bass. Ucat.osu.edu

Things to Remember When Writing a Philosophy Statement

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

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

portfolio in early childhood Educ. Pearson Educ. Inc.

My Performance Tasks

Performance Task 1
 Observe your cooperating teacher for several weeks and months. How does
she/he exhibit the qualities of caring, respect integrity?

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

As a teaching intern, how did you exhibit the qualities of caring, respect and
integrity. Cite specific situations or instances.

__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________

Performance Task 2
A. Cite specific instances on how you establish professional links with your
colleagues.
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B. Interview your CT, ask him/her how she/he establishes professional links
with colleagues.

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 ________________________________________________________________________

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

Encircle the letter of the correct answer.

1. Which is a personal statement of your objectives and ideas of teaching?
 A. Philosophy of learning C. Philosophy of teaching
B. Philosophy of education D. Philosophy of instruction

2. Why is it important for you as a teacher to have a philosophy of education?

I. To guide you in your career
II. To make you reflective in the field of education
III. To identify your beliefs in the teaching profession

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

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

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

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

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

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

My Learning Artifact(s)

Write your personal philosophy of teaching.

My Scoring Rubric
Meets Standard of Approaching Meets Acceptable Does Not Meet
INDICATORS Excellence Standard of Standard Acceptable Standard
Excellence
 CRITERIA 4 3 2 1
 Has all the  Has some  Has minimal  No aspect of
Performance aspects of aspects of aspects of work meets
Tasks work that work that work that level of
exceed level exceed level meet level expectations.
of of of  Has errors,
expectation. expectation. expectation. omissions and
 Shows  Demonstrates  With some misconceptions
exemplary solid errors and
performance performance MASTERY is
and not
understandin thorough
g
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 evidence
Learning evidence of learning evidence of learning evidence of learning of learning is/are NOT
Artifacts is/are aligned with is/are aligned with is/are aligned with aligned with the
learning outcomes. SOME of the learning ONE of the learning learning outcomes.
outcomes. outcomes.
The learnings tasks The learning tasks are The learning tasks The learning tasks are
Creativity and are done very done creatively and are done quite poorly done and need
Resourcefulness creatively and resourcefully. creatively and improvement.
resourcefully. resourcefully.

The assigned The assigned learning The assigned The assigned learning
Submission of learning tasks are tasks are submitted a learning tasks are tasks are submitted 3
Requirements submitted on or day after the submitted 2 days days or more after the
before the deadline. deadline. after the deadline. deadline.

MY TOTAL SCORE

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Signature of Practicum Supervisor