Compiled Portfolio

Learning Task 1 Realizing What Teaching Internship is All
About
PPST Domain 1 and Domain 1. Content Knowledge and Pedagogy

6
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 6.2.b Demonstrate mastery of subject matter

of Teacher discipline.
Education
CFSAT 3.b.1 Acquire mastery of the subject matter

Competency
Framework for 3.b.7 Contextualize teaching to local situation
Southeast 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 Demonstration 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 3.2012 Child Protection Policy

My Performance Tasks
Performance Task 1 Complete the structured frame.
I need to undergo teaching internship because
through internship program, interns acquire more
knowledge of teaching and learn or sharpen the
needed skills, attitudes and values associated with
efficient performance of our job. Teaching
internship has a significant role on my
performance as a future teacher because
internship provides the teaching experience that
can help me as a student-teacher put my
education into practice. Moreover, learning to
become a skilled educator can take years of
practice and student teaching is necessary and
helpful to gain the skills and experience required
to be a teacher. Student teaching provides me
with the pedagogical tools and experience necessary to connect practice and
theory. I strongly believe that internship is the most important part of any
teacher education program. It is the actual experience in teaching and I can
learn a lot from it. Students and teachers that I encounter during the teaching
internship has a big impact on me as they help me and inspire me to be better
in everything I do.
Among the 4 phases of internship, which

Performance Task 2
seems difficult? Why?
Phase 4
Final demonstrations
Phase 3 accomplishing exit
Phase 2
On site forms
Observation tasks
Phase 1
and building
Orientation relationship
sessions
Among the 4 phases of internship, the most difficult for me is the phase
4 particularly the final demonstrations. It is the most difficult for me because
firstly, we don’t have enough time to prepare because of the limited time we
have. Secondly, the preparation of instructional materials and other needed
was not easy and requires enough time but due to lack of time, we need to
rush things and do it in a simple way. Lastly, the set up before the
demonstration teaching was online and modular while our final demonstration
was conducted face-to-face. The problem is it is the first time we met our
students personally and we are not used to the teaching learning process
through face-to-face. That is just some of the reason why among the 4
phases of internship, phase 4 is the most difficult. It is the phase where it
requires a lot of effort, time and patience but it is also the most satisfying,
overwhelming and memorable thing that I did during my internship.
Research on the following legal documents that

Performance Task 2
apply to the teaching profession. Write
your insights on the spaces provided.
Existing Laws in the Teaching Insights

Profession (How will you apply this in 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 an 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
B. RA 7832
C. RA 7836
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

B. DepEd Order 40 s. 2012
C. DepEd Order 69 s. 2013
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

B. Republic Act 10627
C. Republic Act 7877
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 instruction or education?
A. Republic Act 7877

B. Republic Act 7836
C. Republic Act 4670
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
Paste your picture here
following:
 destination
 purpose
 values
My Scoring Rubric
Does Not
Meets Approaching Meets
INDICATOR Meet
Standard of Standard of Acceptabl
S Acceptable
Excellence Excellence e Standard
Standard
CRITERIA 4 3 2 1
Has
minimal
 Has all aspects
 Has some
the of work
aspects of  No aspect
aspects that
work that of work
of work meet
exceed meets level
that level of
level of of
exceed expectat
Performance expectatio expectation
level of ion.
Tasks n. .
expectati  With
 Demonstr  Has errors,
on. some
ates solid omissions
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
With 5 With 3 With less than
Assessment With 4 correct
correct correct 3 correct
Tasks answers
answers answers answers
Learning The piece/s The piece/s The piece/s The piece/s of

Artifacts of evidence of evidence of evidence evidence of
of learning of learning of learning learning is/are
is/are is/are aligned is/are NOT aligned
aligned with with SOME of aligned with with the
ONE of the
learning the learning learning
learning
outcomes outcomes outcomes
outcomes
The
The learning
learning
tasks are The learning The learning
Creativity tasks are
done very tasks are tasks are
and done quite
creatively done poorly done
Resourceful creatively
and creatively and and need
ness and
resourcefull resourcefully improvement
resourcefull
y
y
The
The
assigned The assigned
Submission learning learning tasks
learning learning tasks
of tasks are are submitted
tasks are are submitted
Requirement submitted 2 days or more
submitted a day after
s days after after the
on or before the deadline
the deadline
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 2.D.1 Foster a safe clean and orderly learning

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

school where the teaching intern undergoes off campus teaching under
o cooperating teacher who assists him/her in his/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
program 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 identify 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.
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

_________________________________________________
Academic Offerings:
_____________________________________________________
______________________________________________________________
________
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 the 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
1. Which the statement tells the direction of the school in the future?
A. Goals
B. Graduate Attributes
C. Mission
D. Vision
2. Which are action plans or things to do to achieve the vision?
A. Goals
B. Vision
C. Graduate attributes
D. Mission
3. To be competent and productive professionals, efficient and proficient

communicator, caring and trustworthy citizen are examples of
____________________.
A. goals
B. mission
C. vision
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
B. mission
C. vision
D. graduate attributes
5. There is a need to concretize the school's VMG through

_________________.
A. instructional outcomes
B. instructional activities
C. modes of assessment
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 the syllabi of the program
D. align the schools VMG and core values in the 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. Request permission from the designated authority.
My Scoring Rubric
Does Not
INDICATOR Meet
S Acceptable
Standard
CRITERIA 4 3 2 1
Has
minimal
 Has all aspects
 Has some
the of work
aspects that
work that of work
of work meet
exceed meets level
that level of
level of of
exceed expectat
level of ion.
Tasks n. .
expectati  With
on. some
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
Tasks answers

ONE of the
learning
outcomes
The
The learning
learning
and done quite
ness and
resourcefull
y
y
The
The
the deadline
the deadline
deadline
MY TOTAL SCORE
__________________________________
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 social
community.
Program Outcomes of 6.2.11 Pursue lifelong learning and ethical

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

CFSAT Competency Frame- J.1 Enhance public relations
work for Southeast Asian
Teachers for the 21 st Century J.3 Share the responsibility of educating
students with the
community
______________________________________________________________
________
 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.
Performance
PerformanceTask
Task 11 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 school
community.
School rules and policies I need to What do I need to do?
comply with
Performance Task 3 What tools do I need to bring in terms of KASH
(Knowledge, Attitude, Skills, and Habits) to
prepare myself in the wonderful world of teaching
and learning?
E
A
T
S
My Assessment Tasks
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 foster 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 teachers?
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
Compose an acronym on the word PRINCIPAL. You may emphasize
on his/her attributes/roles or importance on the Teaching Internship
Program.
C
I
Given the chance to become a principal someday, what

qualities/attributes must you possess?
My Scoring Rubric
INDICATOR Meets Approaching Meets Does Not

Meet
S Acceptable
Standard
CRITERIA 4 3 2 1

Has
minimal
 Has all aspects
 Has some
the of work
aspects that
work that of work
of work meet
exceed meets level
that level of
level of of
exceed expectat
level of ion.
Tasks n. .
expectati  With
on. some
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
Tasks answers
The piece/s The piece/s The piece/s The piece/s of

of evidence of evidence of evidence evidence of
Learning
Artifacts
learning the learning ONE of the learning
outcomes outcomes learning outcomes
outcomes
The
The learning
learning
and done quite
ness and
resourcefull
y
y
The
The
the deadline
the deadline
deadline
MY TOTAL SCORE
__________________________________
Learning Task 4 Getting Acquainted with My Cooperating
Teacher
PPST Domains 1 and 6 Domain 2. 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
 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 environment
Essential Questions
 What is the role of the cooperating teacher in my internship program?

 What expectations of me are given by my cooperating teacher?
 How shall I respond effectively to these expectations?
 What are the policies and procedures given by my CT on providing
safe and secure learning environment?
Understanding
Name of Cooperating Teacher

_______________________________________
Degree
_________________________________________________________
Area of Specification
______________________________________________
Years of Teaching Experience
_______________________________________
The Cooperating Teacher plays a very vital role in the successful

implementation of the 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.
Performance Task 1 Complete the matric 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….
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
Application Application
Application
Application
Virtue
Picture of your CT
Application
Virtue
My Assessment Tasks
1. Who us 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 the internship program
3. Which are other activities that the CT can provide?

I. Visit other classes at the same level
II. Get to know other teachers in the level
III. Get to know the school staff and becomes familiar with
the schools resources
A. I only B. II only C. III only D. I, II, and III
4. Which is the most important area where my CT can be of help in my

internship program?
A. Honing my skills as a teacher
B. Ensuring good classroom management
C. Providing a safe and secure learning environment
D. Developing my personal and professional competencies
5. To assess my performance as an intern, my CT shall ___________.

I. Rate my teaching performance
II. Evaluate my personal qualities
III. Assess my communication skills
A. I only B. II only C. III only D. I, II, and III
My Learning Artifacts
Write an appreciation letter to your cooperating teacher for accepting you

as his/her teaching intern. Let him/her read this and request him/her to sign
your letter.
A Letter to my Cooperating Teacher
What is the impact of this letter to me as a teaching intern?
What was the reaction of my CT to this letter? (you may ask him/her to write
on the space provided)
Signature of Cooperating Teacher

My Scoring Rubric
Does Not
Meet
INDICATORS Standard of Standard of Acceptable
Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
 Has
minimal
 Has all aspects
 Has some
the of work
aspects that
work that of work
of work meet
exceed meets level
that level of
level of of
exceed expectat
level of ion.
Tasks n. .
expectati  With
on. some
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
Tasks answers
The piece/s
The piece/s The piece/s of The piece/s of
of evidence
of evidence evidence of evidence of
of learning
of learning learning is/are learning is/are
Learning is/are
is/are aligned with NOT aligned
Artifacts aligned with
aligned with SOME of the with the
ONE of the
learning learning learning
learning
outcomes
The
The learning learning
The learning The learning
Creativity tasks are tasks are
tasks are tasks are
and done very done quite
done poorly done
Resourceful creatively creatively
creatively and and need
ness and and
resourcefully improvement
resourcefully resourcefull
y
The
The
submitted on a day after
or before the the deadline
the deadline
deadline
deadline
MY TOTAL SCORE
__________________________________
Learning Task 5 Understanding My Learners, Their Strengths, Needs, Interests an
Experiences
PPST Domains 1 Domain 1.3. Diversity of Learners
and 6
Strands 3.1.1 Demonstrate knowledge and understanding of differentiate

teaching to suit learners; gender, needs, strengths, interests an
experiences.
CMO Program 6.2.C Facilitate learning using a wide range of teaching methodologie
Outcomes of and delivery modes appropriate to specific learners and the
Teacher Education environments.
CFSAT Competency 3.B.2 Employ strategies that cater to students learning styles to elic
Framework for active learning.
Southeast Asian
Teachers of the 21st
Century
 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 circumstance 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 Task 1
✔ My Performance Task
Make infographics on diversity of learners

(these are graphic visual representations of
information, data or knowledge intended to
present information quickly and clearly.
(Wikipedia)
Performance Task 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 experiences
based on their learning modalities.
Types of Learners based How I shall stimulate learning through their

on Learning Modalities learning modalities?
Visual
Auditory
Tactile
Performance Task 3 Create a teaching matrix of differential 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 contribute to my learning? Write a one-liner statement.
______________________________________________________________
______________________________________________________________
________________
My Assessment Task
1. Which group of students learns the 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 to hands-on activity like, exploring the

world around them?
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?
C. Tactile Learners
D. Visual Learners
Go to the library and get a research abstract on a student diversity.
Title
Research
Abstract
My Scoring Rubric
INDICATORS Meets Approaching Meets Does Not

Standard of Standard of Acceptable Meet
Excellence Excellence Standard Acceptable
Standard
CRITERIA 4 3 2 1
 Has
minimal
 Has all aspects
 Has some
the of work
aspects that
work that of work
of work meet
exceed meets level
that level of
level of of
exceed expectat
level of ion.
Tasks n. .
expectati  With
on. some
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
Tasks answers
The piece/s
The piece/s The piece/s of The piece/s of
of evidence
of evidence evidence of evidence of
of learning
of learning learning is/are learning is/are
Learning is/are
is/are aligned with NOT aligned
aligned with SOME of the with the
ONE of the
learning learning learning
learning
outcomes
Creativity The learning The learning The The learning

learning
tasks are tasks are
tasks are tasks are
and done very done quite
done poorly done
Resourceful creatively creatively
creatively and and need
ness and and
resourcefully resourcefull
y
The
The
submitted on a day after
or before the the deadline
the deadline
deadline
deadline
MY TOTAL SCORE
__________________________________
Learning Task 6 Managing My Classroom Structure and Routines
PPST Domains 1 Domain 2. Learning Environment

and 6
Strands 2.6.1 Demonstrate positive and non-violent discipline in th

management of learner behavior
Program Outcomes 6.2.C Facilitate learning using a wide range of teaching methodologie
of Teacher and delivery modes appropriate to specific learners and the
Education environments.
CFSAT Competency 2.D.2 Promote a caring and learning environment
Framework for
Southeast Asian 2.D.6 Maintain a collaborative learning
Teachers of the 21st 3.B.8 Manage classroom environment activities
Century
 Identify classroom structure / routines

 Discuss the importance of good classroom structure / routines in class
 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 labors - 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
Observe your teacher.

Performance Task 1
Tae down some
important notes on how he/she manages his/her
class. What are his/her positive and non-violent
disciplinary practices in the management of
learners’ behavior?
Observation Log
Name of Cooperating Teacher _________________________ Date____________
Time______________________________________________Subject__________
Take some photographs of classroom
Performance Task 2
structure/design that creates a positive classroom
atmosphere.
Design your classroom routines to ensure an
Performance Task 3
effective classroom structure.
My Classroom Routines
What is the impact of these classroom routines to the 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. These things can be routinized EXCEPT

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
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 Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard
CRITERIA 4 3 2 1
 Has
 Has some
 Has all the minimal
aspects of
aspects of aspects of
work that  No aspect of
work that work that
exceed level work meets
exceed meet level
of level of
Performance level of of
expectation. expectation.
Tasks expectation expectatio
 Demonstrate  Has errors,
. n.
s solid omissions and
 Show  With some
performance misconception
exemplary errors and
and s.
performanc MASTER
understandin
e. Y is not
g.
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

The piece/s of The piece/s of
evidence of of evidence of
evidence of evidence of
learning is/are learning
Learning learning is/are learning is/are
aligned with is/are aligned
Artifacts aligned with NOT aligned with
SOME of the with ONE of
learning the learning
outcomes outcomes
outcomes outcomes
Creativity and The learning The learning The learning The learning
Resourcefulne tasks are done tasks are done tasks are tasks are poorly
ss very creatively creatively and done quite done and need
and creatively and
resourcefully resourcefully resourcefully improvement
The assigned The assigned The assigned The assigned

learning tasks learning tasks learning tasks learning tasks are
Submission of
are submitted are submitted a are submitted submitted days or
Requirements
on or before day after the 2 days after more after the
the deadline deadline the deadline deadline
MY TOTAL SCORE
__________________________________
Learning Task 7 Formulating My Classroom Rules
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 to Southern
Asian Teacher for the 21st 2.D.5 Respect diversity of learners
Century 2.D.6 Maintain a collaborative learning environment
 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 learn
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 an
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
- are related to a VALUE.
L -
-
must be CONSISTENTLY IMPLEMENTED.
must be definable.
E -
-
must be enforceable.
must be expansive.
S - must be strategically posted in the classroom.
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 Task 2 Interview your Cooperating Teacher and ask his/her the
RULES which he/she formulated in her/his classes to create an atmosphere
of fairness, respect and care?
___________-
_______________
Signature of
Cooperating Teacher
Performance Task 3 Formulate your CLASSROOM RULES to ensure better

classroom discipline.
CLASSROOM RULES
Performance Task 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

Lacks focus/attention
My Assessment Tasks
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. At the end of the 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 the class
5. Rules must be consistently implemented _________.
A. for everyone to see
B. for everyone to enjoy
C. for everyone to follow/comply
D. for everyone to know that they are important
Take snapshots of Classroom Rules displayed on bulletin boards or

around the school campus.
What is the importance of these rules to students learning?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________
My Scoring Rubric
Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
CRITERIA 4 3 2 1
 Has
 Has some
 Has all the minimal
aspects of
aspects of aspects of
work that  No aspect of
work that work that
exceed level work meets
exceed meet level
of level of
Performance level of of
expectation. expectation.
Tasks expectation expectatio
 Demonstrate  Has errors,
. n.
s solid omissions and
 Show  With some
performance misconception
exemplary errors and
and s.
performanc MASTER
understandin
e. Y is not
g.
thorough.
Assessment With 5 correct With 4 correct With 3 correct With less than 3
Learning The piece/s of The piece/s of The piece/s The piece/s of

evidence of of evidence of
evidence of evidence of
learning is/are learning
learning is/are learning is/are
aligned with is/are aligned
Artifacts aligned with NOT aligned with
SOME of the with ONE of
outcomes outcomes
outcomes outcomes

Creativity and tasks are done tasks are
tasks are done tasks are poorly
Resourcefulne very creatively done quite
creatively and done and need
ss and creatively and
resourcefully resourcefully
The assigned The assigned The assigned The assigned

learning tasks learning tasks learning tasks learning tasks are
Submission of
are submitted are submitted a are submitted submitted days or
Requirements
on or before day after the 2 days after more after the
the deadline deadline the deadline deadline
MY TOTAL SCORE
__________________________________
Learning Task 8 Writing My First Learning PLAN
PPST Domain 4 Curriculum and Planning
Strands 4.1.1 Prepare developmentally sequenced teaching and learning

process to meet curriculum requirements.
Program Outcomes of 4.2.1 Identify learning outcomes that are aligned with learning
Teacher Education competencies.
6.2.1 Demonstrate a variety of thinking skills in planning, monitoring,

assessing, and reporting learning processes and outcomes
CFSAT Competency 3.B.1 Acquire mastery of subject mater
Framework to Southern
Asian Teacher for the 21st 3.B.3 Communicate at learner’s level
Century 3.B.8 Manage classroom activities
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

leaners' level
 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 sense of direction in relation to the curriculum mop and.

teaching guides prepared for the subject.
 It also serves as practical and useful basis for future plans.
 It gives the teacher more confidence in carrying out the daily tasks,
Parts of the 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. Procedures:
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 students 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
- Formative 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 teacher use to log parts of their daily lesson.
Teachers who have been in the service for at least one (1) 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).
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 teaching 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 Before the lesson. What to do?

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
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 B. Activities
C. Assignment D. Assessment
4. Why is Learning Plan important?

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

dailyactivities.
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?
Request three (3) samples of Learning Plans from various schools with
different formats. You may also wish to surf the net for some samples.
Acknowledge the source.
My Scoring Rubric
Does Not
INDICATOR Meet
S Acceptable
Standard
CRITERIA 4 3 2 1
Has
minimal
 Has all aspects
 Has some
the of work
aspects that
work that of work
of work meet
exceed meets level
that level of
level of of
exceed expectat
level of ion.
Tasks n? .
expectati  With
on. some
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
Tasks answers

is/are
is/are is/are aligned NOT aligned
aligned with
aligned with with SOME of with the
ONE of the
learning
outcomes
The
The learning
learning
and done quite
ness and
resourcefull
y
y
The
The
the deadline
the deadline
deadline
MY TOTAL SCORE
__________________________________

Learning Task 9 Seeking Advice from MY CT to
Enrich My Teaching Practice
Strands 4.4.1 Seek advice concerning

strategies that can enrich teaching
practice

 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?
 What other innovations may be explored to enrich teaching practice?
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 the 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.
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 Plans 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
My Assessment Tasks
1. Which is the best time to seek advice from one's CT?
A. When in doubt B. When in trouble
C. When confronted by someone 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 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 B. friend C. mentor 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
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
Does Not
INDICATOR Meet
S Acceptable
Standard
CRITERIA 4 3 2 1
 Has
minimal
 Has all aspects
 Has some
the of work
aspects that
work that of work
of work meet
exceed meets level
that level of
level of of
exceed expectat
expectatio expectation
Performance level of ion.
n? .
Tasks expectati  With
on. some
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
Tasks answers
The piece/s
The piece/s The piece/s The piece/s of
of evidence
of evidence of evidence evidence of
of learning
of learning of learning learning is/are
Learning is/are
ONE of the
learning
outcomes
The
The learning
learning
and done quite
ness and
resourcefull
y
y
The
The
the deadline
the deadline
deadline
MY TOTAL SCORE
__________________________________
Learning Task Visiting the School's Learning
Resource Center
Strands 4.5.1 Show skills in the selection,

development and using a variety of
teaching and learning resources
including ICT to address learning
goals.
Program Outcome of Teacher 6.2.d Develop innovative curricula,

Education instructional plans, teaching
approaches, and resources for
diverse learners
CFSAT Competency Framework for 4.C.6 Determine appropriate

Southeast Asian learning resources available for
teaching and learning
6.E.1 Acquire knowledge and skills

in the use of teaching and 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
 Visit the schools' learning resources.
 Show skills in the selection, development and use of a variety of

teaching and learning resources including ICT to address learning
goals
 Choose ICT Materials available to enrich classroom instruction
Essential Questions
 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 experiences
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.
Teachers 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 Learning Resource Center has instructional
space to encourage students to perform some activities and to make learning
more meaningful.
My performance tasks
Performance task 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 How/Where will use these?
LRC
Printed Materials
Non-Printed Materials.
Electronic Materials
Teaching Internship
Performance Task 2 Create a PowerPoint presentation for your lesson. Paste
the printed presentation on the space given below.
Learning Task 10 – Visiting the School’s Resource Center
Performance Task 2
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 the 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
1. Which school facility contains instructional materials for enhancing the

teaching-learning process?
2. Books, magazines, journals, manuals are example of ___.
3. Dioramas, models, realia are examples of __.
4. If the intended materials are not available, which materials may be used?
5. The instructional materials selected must be __.
My Learning
Teaching Artifacts
Internship
Take a picture of the School's Learning Resource Center
What is the impact of the Learning Resource Center to the students' learning?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
________________________________
My Scoring Rubric
Does Not
INDICATOR Meet
S Acceptable
Standard
CRITERIA 4 3 2 1
Has 
minimal
 Has all aspects
 Has some
the of work
aspects that
work that of work
of work meet
exceed meets level
that level of
level of of
exceed expectat
level of ion.
Tasks n? .
expectati  With
on. some
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
Assessment With 5 With 4 correct With 3 With less than
Tasks answers
The piece/s
of evidence
of learning
Learning is/are
ONE of the
learning
outcomes
The
The learning
learning
and done quite
ness and
resourcefull
y
y
The
The
the deadline
the deadline
deadline
MY TOTAL SCORE
__________________________________
Learning
Teaching Creating Instructional Materials
Task 11
Internship
Content
PPST Domain 1 knowledge and pedagogy
1.3.1 Show skills in the positive use of ICT to facilitate the

Strands
teaching and learning process
6.2.d Develop resources for diverse learners

Program Outcomes of
6.2.e Apply skills in the developing and utilization of ICT to
Teacher Education
promote quality, relevant and sustainable educational practices
6.E.1 Acquire knowledge and skills in the use of teaching and

learning resources
Competency 6.E.2 Develop teaching and learning resources appropriate for
Framework for the lesson
Southeast Asian6.E.3 Utilize appropriate teaching and learning resources for the
Teacher for thelesson
21st
Century 6.E.4 Integrate use of ICT in teaching and learning
•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 comprehensive of complex instructions
Learning
- creates interactive classes and lessons are more Task 11 – Creating
enjoyable Instructional Materials
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
My performance Tasks
Performance task 1List 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

•Blogs •Mussewory
•Google Docs •Google Maps
•Slide Share •Virtual Earth
•Wikis •Book marking
•Free Mind
Source: https: www.slideshare.net.ICT_Advisor ICT toolsppt

Performance Task 2
Teaching Internship
Surf more on ICT in Education. Take down notes and write them here/ or print
and attach them on these pages.
Learning Task 11 – Creating Instructional Materials

Performance Task 3
Surf on the present status on ICT Education in the Philippines Take down
notes and write your insights on this page.
Teaching Internship
My Assessment Tasks
1. What must the number one consideration in preparing your instructional

materials?
2. You prepared a PowerPoint presentation on verbs for your English class

however there was a power cut off. Which should you do?
3. Ms. Rufo is teaching in a multi-grade class. What materials must she

employ?
4. What is one of the disadvantages in using ICT in education among senior

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

My Scoring Rubric
Teaching Internship
Does Not
INDICATOR Meet
S Acceptable
Standard
CRITERIA 4 3 2 1
 Has
minimal
 Has all aspects
 Has some
the of work
aspects that
work that of work
of work meet
exceed meets level
that level of
level of of
exceed expectat
expectatio expectation
Performance level of ion.
n? .
Tasks expectati  With
on. some
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
Tasks answers
The piece/s
of evidence
of learning
Learning is/are
ONE of the
learning
outcomes
The
The learning
learning
and done quite
ness and
resourcefull
y
y
The
The
the deadline
the deadline
deadline
MY TOTAL SCORE
__________________________________
Utilizing Various Teaching Strategies to Promote Higher

Learning Task 12 Order Thinking Skills
Content Knowledge and Pedagogy
1.3.1 Demonstrate content knowledge and Its application within and/or across curriculum
PPST Domain 1
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 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
2.D.3 Motivate Active Learning

Competency Framework
3.B.2 Employ strategies that cater to students' learning styles and to elicit active learning
for Southeast Asian
• Apply 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 Woolley (1992) in an 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 than others. Skills in analyzing.
evaluating and creating are thoughts of higher order than learning facts or
Produce new or original work.
concepts.
Design, assemble, construct, conjecture, develop, formulate,
author, investigate
create Justify a stand or decision

Appraise, argue, defend, judge, select, support, value, critique,
evaluate weigh
Draw connections among ideas
Differentiate, organize, relate, compare, contrast, distingu
analyze examine, experiment, question, test
apply Use information in new situations

Execute, implement, solve, use, demonstrate
Explain ideas or concept

understand
Classify, describe, discuss, explain, identify
remember Recall facts and basic concepts

Define, duplicate, list, memorize
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 relationships which are vital in the teaching-learning process. Strong
communication skills are very important in the instructional process
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 subjects 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
learners' 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.
Verbal Communication Strategies Cite how it supported the learners in

Used instruction
My Assessment Tasks
1. Which includes a wink, a simple nodding of heads of a wave?

A. Gesture
B. Facial expression
C. Verbal communication
D. Non-verbal communication
2. Which refers to the use 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
Paste student work samples/projects accomplished in the discussion of your
content.
My Scoring Rubric
INDICAT Meets Approaching Meets Does Not Meet
ORS Standard of Standard of Acceptable Acceptable
CRITERI 4 3 2 1
A
Performa  Has all  Has  Has  No

nce the some minim aspect
Tasks aspect aspects al of work
s of of work aspec meets
work that ts of level of
that exceed work expectat
excee level of that ions.
d level expecta meet  Has
of tion? level errors.
expect  Demon of omission
ation. strates expec s and
 Shows solid tation. misconc
exemp perform  With eptions
lary ance some
perfor and errors
mance underst and
anding MAST
ERY
is not
thorou
gh
Assessm with 5 correct With 4 correct With 3 With less than
ent Tasks answers answers correct 3 correct
answers answers
Learning The piece/s The piece/s of The piece/s The piece/s of

Artifacts of evidence evidence of of evidence evidence of
of learning is/ learning is/are of learning learning is/are
are aligned aligned with is/are NOT aligned
with learning SOME of the aligned with with the
outcomes. learning ONE of the learning
outcomes. learning outcomes.
outcomes.
Creativity The learning The learning The learning The learning

and tasks are tasks are done is done quite tasks are
Resource done very creatively and creatively poorly done
fulness creatively resourcefully. and and need
and resourcefully improvement.
resourcefully. .
Submissi The assigned The assigned The The learning

on of learning learning tasks assigned tasks are
Requirem tasks are are submitted learning poorly done
ents submitted on a day after the tasks are and need
or before the deadline. submitted 2 improvement.
deadline. days after
the deadline.
MY TOTAL
SCORE
_____________________________
Signature of a Practicum Supervisor
Learning Task 13 Exploring More Interactive and Innovative Teaching
Strategies for Diverse Learners
OPST Domain 3 Diversity of Learners
Strands
3.1.1 Demonstrate knowledge and understanding of differentiated teaching to
suit the learners gender, needs, strengths, Interests and experiences 3.3.1
Use strategies responsive to learners with disabilities, giftedness and talents
3,2.1 Implement teaching strategies that are responsive to the learners'

linguistic, cultural, socio-economic and religious backgrounds
Outcomes of Teacher Education

6.2.c Facilitate learning using a wide range of teaching methodologies and
delivery appropriate to specific learners and their environments modes
6.2.d Develop innovative curricula, instructional plans, teaching approaches,

and resources for diverse learners
6.2.e Apply skills in the development sustainable educational practices
CFSAT Competency Framework for Southeast Asian Teacher for the 21 st

century
2.D.3 Motivate active learning
2.D.5 Respect diversity of learners
4.C.2 Formulate specific learning objectives Incorporating knowledge, skills,
attitudes and utilization of ICT to promote quality, relevant, and alues, if
applicable
4.C.3 Prepare lesson plan based on syllabus and time frame
4.C.5 Select the right methodologies according to subjects and learners' level
Consider diversity of learners in preparing lesson plans
4.C.6 Determine appropriate learning resources available for teaching and
learning

• 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 the 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 a 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 levels 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
Performance Task 1 Observe your cooperating teacher. Write the
differentiated activities employed to address the following:
Learners Activities employed
Gender
Needs
Strengths
Interests
Experiences
Performance Task 2 In your daily teaching, how did you address the
following aspects to be responsive to the varied characteristics of learners.
Aspects
Linguistic
Cultural
Socio-economic
Religious Background
Performance Task 3 What strategies have you applied to respond to the
learners with disabilities, giftedness and talents?
Activities Employed for Learners Activities Employed for Gifted

with Special Needs Learners
My Assessment Tasks
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
3. Which activities make the curriculum seamless and borderless?

A. Interactive B. Innovative
C. Integrative
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
Write or paste your Learning Plan which provides differentiated
activities to address diversity of learners.
My Scoring Rubric
INDICATOR Meets Standard Approaching Meets Does Not Meet

S of Excellence Standard of Acceptable Acceptable
Excellence Standard Standard
CRITERIA 4 3 2 1
Performanc  Has all the  Has some  Has  No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed work that expectations.
level of level of meet level  Has errors.
expectatio expectation of omissions
n. ? expectatio and
 Shows  Demonstrat n. misconceptio
exemplary es solid  With ns
performan performanc some
ce e and errors and
understandi MASTER
ng Y is not
thorough
Assessment with 5 correct With 4 correct With 3 correct With less than 3
Learning The piece/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of evidence of evidence of learning
learning is/ are learning is/are learning is/are is/are NOT aligned
aligned with aligned with SOME aligned with with the learning
learning of the learning ONE of the outcomes.
outcomes. outcomes. learning
outcomes.
Creativity The learning The learning tasks The learning is The learning tasks
and tasks are done are done creatively done quite are poorly done and
Resource very creatively and resourcefully. creatively and need improvement.
fulness and resourcefully.
resourcefully.
Submission The assigned The assigned The assigned The learning tasks
of learning tasks learning tasks are learning tasks are poorly done and
Requiremen are submitted on submitted a day are submitted 2 need improvement.
ts or before the after the deadline. days after the
deadline. deadline.
MY TOTAL
SCORE
_____________________________
Signature of a Practicum Supervisor
Learning Task 14 Writing Contingency Lesson Plans/Learning Plans
Domain 1: Content, Knowledge and Pedagogy

PPST Domain 1 and 3
Domain 3: Diversity of Learners
3.5.2 Demonstrate understanding of the special educational

Strands learners in difficult circumstances, including geographic isolation, chronic illness
dis placement due to armed conflict, urban resettlement or disasters, child abus
and child labor practices.
3.5.1. Demonstrate knowledge of teaching strategies that are inclusive of learne
from indigenous groups
1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching
and learning.
6.2.b Demonstrate mastery of subject matter/discipline
6.2.c Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
Program Outcomes of 6.2.d Develop innovative curricula, instructional plans, teaching
Teacher Education 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 process and 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 much 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?
Understanding
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 learners, 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
108 Teaching attend to their classes due to chronic illness isolation,
Internship
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 plan
Will be helpful to teachers and the learners especially during
suspension of classes due to rallies, strikes, and 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 instructional modules/self-learning kits
(SLK)
Teachers may create self-learning kids 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 on teaching-learning (PowerPoint)
The preparation of PowerPoint for advance reading of the learners
will ensure greater interaction during class discussion. This will also minimize
mere teacher discussion and maximize hands-on activities.
5) The creation of social media groups (Viber, messenger, 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 task, presentation, class
announcement and others may be done to keep the students on task while on
vacation during unforeseen long absent 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 is
used to send text messages to mobile phones. This works to notify learners of
lessons, content and other matters pertinent to the course.
Learning Task 14-Writing Contingency Lesson Plans/Learning Plans 109

My Performance Task
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,
chronic illness, displacement due to aimed conflict,
urban resettlement, or disaster, child abuse and
child labor).
Cite situation on how you have addressed any of

the given educational needs of learners.
110 Teaching Internship
Performance Task 2
Conduct any of these activities:
 Observation on the strategies which are

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

Learning Task 14-Writing Contingency Lesson Plans/Learning Plans
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 all 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
Tongue-based instruction?
______________________
_____________________
______________________
_____________________
_____________________
_____________________
112Teaching Internship
Write a contingency Lesson Plan/Learning Plan in any of the given

difficult circumstances to assist learners.
Learning Task 14-Writing Contingency Lesson Plans/Learning Plans 113
114 Teaching Internship
My Scoring Rubric
Does Not
INDICATOR Meet
S Acceptable
Standard
CRITERIA 4 3 2 1
Performance  Has all  Has some  Has  No aspect

Tasks the aspects of minimal of work
aspects work that aspects meets level
of work exceed of work of
that level of that expectation
exceed expectatio meet .
level of
expectat
level of ion.
n?
expectati  With
on. some
 Show errors
performan and
exemplar and
ce and misconcept
y MASTE
understan ions.
performa RY is
ding.
nce. not
thoroug
h.
Tasks answers
The piece/s
of evidence
of learning
Learning is/are
ONE of the
learning
outcomes
The
The learning
learning
and done quite
ness and
resourcefull
y
y
Submission The The assigned The The assigned

of assigned learning tasks assigned learning tasks
Requirement learning are submitted learning are submitted
s tasks are a day after tasks are days or more
submitted 2
submitted
days after after the
the deadline
the deadline
deadline
MY TOTAL SCORE
__________________________________
Learning Task 15 Constructing Various Assessment Tools

PPST Domain 5 Assessment and Reporting
5.1.1 Demonstrate knowledge of the design, selection, organization and

use of diagnostic, formative and summative assessment strategies
Strands consistent with curriculum requirements.
5.2.1 Demonstrate knowledge of monitoring and evaluation of learner
progress and achievement using learner achievement 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 communicati
learner needs, progress and achievement.
5.5.1 Demonstrate understanding of the role of assessment data as
Program Outcomes of feedback in teaching and learning practices and programs.
Teacher Education
6.2.f Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes outcomes
CFSAT Competency
Framework of Southeast 4.C.7 Construct appropriate assessment measures
Asian Teacher for the 21st 4.C.8 Utilize results of learner assessment and teacher’s reflection in
Century developing lesson plans
 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 performance.
 Demonstrate familiarity with a range of strategies for communicating
learner needs, progress and achievement.
 Demonstrate an understanding of the role of assessment data as
feedback in teaching and learning 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 the teaching and learning
practices and programs?
Understanding
Assessment refers to the wide variety of methods or tools that teachers
use to measure, evaluate document the learner’s performance. These are
some examples of assessment tools:
Diagnostic Formative Summative
- Conducted at the - Constructed - Conducted after

beginning of the during the instruction
school year instruction
- Sums up what
- Allows teacher to - Monitors student students have
determine learning to learned
student’s provide on-going
strengths, feedback to
weaknesses, improve reading - Finds out what
knowledge and and learning concepts were
skills prior to learned after the
instruction lesson
- Helps students
identify their - Used for
- Diagnoses strength and documenting
students’ weaknesses outcomes and
difficulty judging value
- Used in the
- Used to guide formation and
lessons and revision process - Completed After
curriculum instruction
mapping e.g. exams,
- Completed projects, papers
During
- Completed Instruction
Before teaching e.g. homework,
graded, quizzes,
ungraded
assignments
Importance of Monitoring and Evaluating Learner Progress
The monitoring of student progress is a practice that aids teachers to

continuously assess the effectiveness of their teaching and make good
informed decision. To determine the student’s performance level, the
teachers must measure their progress regularly (weekly, bi-weekly, monthly
or as needed).
Teachers must monitor the progress of the learners for the following
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.
Used of Constructive Feedback in Classrooms
Constructive feedback is a tool use to praise a performance effort or

outcome. It is a favourable 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 Learners Needs, Progress and

Achievement
 Conduct Parent-Teachers dialogue regularly.

 Give parents a way to keep track of learner’s progress through a
communication diary or via on line.
 Display learners’ 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, seat works, exit slips worksheets.
Daily Observations
Summative Assessments – e.g. projects, essays, quarterly exams
Cumulative Files
Standardized Test Scores
Student’s Records in Guidance, Health Services and the Like
Home visitations
Writing anecdotal records
Conducting formal and informal interviews
Checking students’ works, projects and portfolio

Get one sample each of the following: diagnostic,

Performance Task 1
formative and summative tests.
Performance Task 1
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.milwaukee.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 answer 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 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 a 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

Paste the various assessment tools you have constructed during your
teaching internship. What is the impact of these to students’ learning?
My Scoring Rubric
INDICATOR Meets Approaching Meets Does Not Meet

S Standard of Standard of Acceptable Acceptable
CRITERIA 4 3 2 1
Performance  Has all the  Has some  Has  No aspect

Tasks aspects of aspects of minimal of work
work that work that aspects of meets level
exceed exceed level work that of
level of of expectation. meet level expectation
expectatio  Demonstrates of s.
n. solid expectatio  Has errors,
 Shows performance n. omissions
exemplary and  With some and
performanc understanding errors and misconcepti
e . MASTERY ons.
is not
thorough
Assessment With 5 correct With 4 correct With 3 correct With less than
Tasks answers answers answers 3 correct
answers

Artifacts evidence of evidence of evidence of evidence of
learning is/are learning is/are learning is/are learning is/are
aligned with aligned with aligned with NOT aligned
learning SOME of the ONE of the with the
outcomes. learning learning learning
outcomes. outcomes. outcomes.

and tasks are done tasks are done tasks are done tasks are
Resourceful very creatively creatively and quite poorly done
ness and resourcefully. creatively and and need
resourcefully. resourcefully. improvement.
Submission The assigned The assigned The assigned The assigned

of learning tasks learning tasks are learning tasks learning tasks
Requirement are submitted submitted a day are submitted are submitted 3
s on or before after the deadline. 2 days after days or more
the deadline. the deadline. after the
deadline.
MY TOTAL SCORE
__________________________________
Learning Task 16 Participating in the School’s Learning
Programs and Activities
Strands 4.3.1 Demonstrate knowledge in the
implementation of relevant and responsive
learning programs.
Program Outcomes of Teacher Education 6.2.d Develop innovative
curricula, instructional plans, teaching
approaches, and resources for diverse
learners
Competency Framework for Southeast
CFSAT 3.B.4 Promote students’ participation and
collaboration
Asian Teacher for the 21st Century
10.J.3 Share the responsibility of educating
students with the community
10.J.4 Participate actively in socio-civic
events of the community
11.J.3 Share the responsibility of educating
students with the community
11.J.4 Participate actively in socio-civic
events of the community
 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 of 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 ideas 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
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 the 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
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. Curriculum 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 program
C. Academic program
D. Extra-curricular program
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
Make a collage of the school’s learning programs and activities where

you participated.
My Scoring Rubric
INDICATOR Meets Approaching Meets Does Not Meet

S Standard of Standard of Acceptable Acceptable
CRITERIA 4 3 2 1
Performance  Has all the  Has some  Has  No aspect

Tasks aspects of aspects of minimal of work
work that work that aspects of meets level
exceed exceed level work that of
level of of expectation. meet level expectation
expectatio  Demonstrates of s.
n. solid expectatio  Has errors,
 Shows performance n. omissions
exemplary and  With some and
performanc understanding errors and misconcepti
e . MASTERY ons.
is not
thorough
Assessment With 5 correct With 4 correct With 3 correct With less than
Tasks answers answers answers 3 correct
answers

Artifacts evidence of evidence of evidence of evidence of
learning is/are learning is/are learning is/are learning is/are
aligned with aligned with aligned with NOT aligned
learning SOME of the ONE of the with the
outcomes. learning learning learning
outcomes. outcomes. outcomes.

and tasks are done tasks are done tasks are done tasks are
Resourceful very creatively creatively and quite poorly done
ness and resourcefully. creatively and and need
resourcefully. resourcefully. improvement.
Submission The assigned The assigned The assigned The assigned

of learning tasks learning tasks are learning tasks learning tasks
Requirement are submitted submitted a day are submitted are submitted 3
s on or before after the deadline. 2 days after days or more
the deadline. the deadline. after the
deadline.
MY TOTAL SCORE
__________________________________
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 groups, in
meaningful exploration, discovery and hands-on
activities within the available physical
learning environments
Program Outcomes of Teacher Education 6.2.b Demonstrate mastery of
subject matter/ discipline
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 Framework for Southeast 3.B.1 Acquire mastery of subject matter
Asian Teacher for the 21st Century
3.B.2 Employ strategies that cater to
students’ learning styles and to elicit active
learning
3.B.3 Communicate at learner’s level
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

 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

media and 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  Using number

 Exit pass Reading line
 First liner  Think Aloud Time  Looking for
 Jigsaw  Writing Reading patterns
 Inquiry chart  Challenge Log  My Think Board
 Listen Read  Matching Books  A hundred Plus
Discuss (LRD) to Phonics Chart
 Partner  Alphabet  Using Reflection
Reading Matching Sheets
 Reading Guide  Anticipation  Using Conversion
 Reciprocal Guides Tables
Teaching  Concept Sort  Assessment
 Story Maps  Concept Maps Checklist
 Story  Directed Reading  Using Cards

Sequence Thinking Activity  Using Numerical
 Visual Imaging (DRTA) Charts/ Diagrams
 Question the  Strike It Out
Author  12 Pointed star
 Reading Guide Game
 Dicey Operation
Teachers employ varied strategies to cater to diverse types of learners.
Some learners work best when working alone, while others find joy working
with others. These are the advantages of individual and group work for
students.
Individual Work Group work
 Gain independence to think  Listening to and respecting

through their own other ideas
 Improve confidence in  Thinking about one’s problem
working through problem, in variety of ways
even when they don’t feel
certain about every step
 Getting to a deeper level
 Work at their own level rather
understanding through having
than having to adapt to suit
to explain a perspective and
their group members
discuss it with others with
different perspectives
 Sharing knowledge/ abilities

 Practice self-control – both in
to get a better hold on a
staying focused on tasks at
problem that they could do
hand to avoid turning to a
individually
classmate or asking teacher
for the answer
 Get more comfortable taking
actions on their own  Holding group members
 Gain creativity and effective accountable and being held
thinking processes that can accountable in return
apply to problem solving

across a range of subjects
and types of issues
 Stir the Teams
 Think Pair Share  Circle the Sage
 Group Mapping Activities  Numbered Heads Together
 Team Games Tournament (NHT)
(TGT)  Round table
 Simple Round Robin  Milling Around
Brainstorming Session  Jigsaw
 Simultaneous Round Robin  Tea party
Brainstorming Session
 Agreement Circle
 Round robin
The following teaching strategies may be used for group activities:
These are some strategies which shall be best for individual activities.
 Monologue  Letter writing

 Story telling  Reflection log
 Puppetry  Diary
 Newscast  Poetry writing
 Sketch to stretch  Essay writing
Hand-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,
compare fractions, card game, cause and effect cards, consonant blend,
scavenger hunt, multiplication table games, sight words memory game and
the like.
Performance Task 3 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. TEACHER’S 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 assessment
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 experience.
IV. TEACHING METHOD
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 are 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. assignments/homework/agreement
3. practice exercise
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
VI. 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

PERFORMANCE TASK 4: Answers the following questions 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
EXPERIMENT
 New strategies
 Instructional materials
 Differentiated activities
MODIFY
 Attitudes
 Expectations
LEARN
 New subject matter
 Varied learning styles of learners
 New innovations
 Current issues
MY ASSESSMENT TASKS
1. Which activities promote the use of numbers through estimating,

calculating, budgeting, analysis?
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. Collaborative 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 ARTIFACT(S)
Make a photo collage of the demonstrative lesson you have conducted

in your cooperating school. Make a reflective journal, too.
MY LEARNING ARTIFACT(S) – cont'
MY SCORING RUBRIC
(Pakicopy paste nalang yung rubric sa ibang pages kasi inaantok napo
ako salamat)
Learning Task 18 Articulating My Personal Philosophy of Teaching
PPST Domain 7 Personal Growth and Personal 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 the 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’
Framework for Southeast 7.G2 Uphold and model teachers’
professional code of ethics
Asian Teachers for the 21st 7.G3 Educate learners and co-teachers
with ethics and moral values
century
DESIRED LERANING 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 professional links with
colleagues
 Demonstrate motivation to realize professional development
goals based on the Philippine Professional Standards for
Teachers
ESSENTIAL QUESTIONS
 What is your personal philosophy of teaching?

 What behaviors must be exhibited links with colleagues?
 How do we establish professional links with colleagues?
 How can you concretize the professional development goals
based on the Philippines Professional Standards for Teachers
(PPST)?
UNDERSTANDING
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 a 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/niche 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.

 If 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
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
MY PERFORMANCE TASKS
PERFORAMANCE TASK 1
Observe your cooperating teacher for several weeks and months. How
does she/he exhibit the qualities of caring, respect and integrity?
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________
As a teaching intern, how did you exhibit the qualities of caring, respect
and integrity? Cite specific situations or instances.
______________________________________________________________
______________________________________________________________
______________________________________________________________
_____________________
PERFORMANCE TASK 2
A. Cite specific instances on how you establish professional links with

your colleagues.
________________________________________________________
________________________________________________________
________________________________________________________
_______________________________________
B. Interview your CT, ask him/her how she/he establishes professional
links with colleagues.
 ___________________________________________________
_____________________
 ___________________________________________________
_____________________
 ___________________________________________________
_____________________
PERFORMANCE TASK 3
A) READ THE Philippines Professional Standards (PPST) for Beginning

Teachers. Explain how you will realize the professional development
goals using these standards.
MY ASSESSMENT TASK
1. Which is personal statement of your objectives and ideas of teaching?

a. Philosophy of learning
b. Philosophy of education
c. Philosophy of teaching
d. Philosophy of instruction
2. Why is it important for you as a teacher to have a philosophy at
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
d. Standards for Pre-Service Teachers (SPST)
MY LEARNING ARTIFACT(S)
Write your persona philosophy of teaching.

MY SCORING RUBRIC
(Pakicopy paste nalang po yung rubric sa ibang pages kasi

nagmamadali ako mag encode, ayoko kasing magcompile hehez)

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Learning Task 1 Realizing What Teaching Internship is All

PPST Domain 1 and Domain 1. Content Knowledge and Pedagogy

Strands 1.2.1 Demonstrate an understanding of research-

6.3.1 Demonstrate awareness of existing laws and

Program Outcomes 6.2.b Demonstrate mastery of subject matter

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

Desired Learning Outcomes

 Define teaching internship

 Explain the different phases of teaching internship

 Why is Teaching Internship Important?

 What are the important phases of internship?

 Teaching internship plays a vital role to your success as a professional

 It provides you roles and functions to perform effectively in various

 It empowers you to perform your roles in your respective level, subject

 With the Practicum Supervisor

 With the Cooperating Principal

 With the Cooperating Teacher

Phase 2 Observation and Building Relationship

 Building Relationship with your Cooperating Teacher, Learners and

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 Demonstration and Accomplishing Exit Forms

 Executing Final Demonstration Lessons

 Accomplish Evaluation Forms and Exit Clearance

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 3.2012 Child Protection Policy

Performance Task 1 Complete the structured frame.

I need to undergo teaching internship because

through internship program, interns acquire more

knowledge of teaching and learn or sharpen the

needed skills, attitudes and values associated with

efficient performance of our job. Teaching

internship has a significant role on my

performance as a future teacher because

internship provides the teaching experience that

can help me as a student-teacher put my

education into practice. Moreover, learning to

become a skilled educator can take years of

practice and student teaching is necessary and

helpful to gain the skills and experience required

to be a teacher. Student teaching provides me

teacher education program. It is the actual experience in teaching and I can

Among the 4 phases of internship, which

Research on the following legal documents that

Existing Laws in the Teaching Insights

RA 10627, Antibullying Act of

RA 7877, Anti Sexual

RA 4670, Magna Carta for

Choose the letter of the correct answer.

1. Why is teaching internship important?

A. It culminates the years of a four-year study.

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

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