Southern Luzon State University

College of Teacher Education

Lucban, Quezon Province
S.Y. 2022-2023

TEACHING
INTERNSHIP
Portfolio
Submitted By:
ULLYSIS T. SATRAIN
PRACTICE TEACHER

Submitted To:
EMELITA N. CADA

1
 Introduction
I'm presenting the highlights of my experience as a student teacher in this
portfolio, along with a set of information that will help me establish my
teaching notions and tactics. This portfolio serves as an accumulation of
my numerous concepts, such as how I addressed various issues I ran into
while working in the field. It also displays my abilities as a teacher and my
awareness of my areas for progress.
As an elementary school teacher in the future, I'm going to teach to my
pupils the foundational abilities needed for success and help them evolve
as people. Situations from real life as well as those pertaining to
fundamental abilities. I put a lot of effort into improving them so that
when they transfer to another year of school, they have the foundational
skills required to think independently.

My teaching philosophies and methods covered how I organize my

classes as well as the logic behind my techniques. I also included
significant feedback from my pupils as well as instructional materials
and daily lesson plans. These proofs can be found in some of the
educational events I've taken part in, as well as how it impacted the way
I teach. Along with class activities, tests, and staff and student feedback,
I also made notes from the classes I had taught. This allows me to get in
touch with my pupils, cooperating teachers, supervisor, and other
workers at the school.
I've collated the ideas from my studies and investigation in this
compilation. These will help me identify my personal viewpoint
and objectives for turning into a teacher who are able to compete
on a global basis. It also includes my career goals and background.
Additionally, the various entries in this portfolio demonstrate
how much effort I can put out to fulfill my responsibilities,
particularly during my field experience

2
Acknowledgement
Acknowledgements are given to few people who
were supportive in completing this portfolio:

To the pupils of Grade IV-Poinsettia, Grade IV-Periwinkle,

Grade VI-Cattleya and Grade II-Tulip for allowing me to
become part of the family.

To my Cooperating Teachers, Mrs. Encarnacion L. Cortez, Mrs.

Angelina O. Nanong, Mrs. Emylyn V. Orajay and Mrs. Rosella R.
Bajar, for their support, knowledge and guidance during my
internship period.

To my Alma Mater, Southern Luzon State University for its

pursuits of excellence and as a leading institution in the
field of College of Teacher Education.

To my classmates, co-interns for their help during my stay in

Paaralang Elementarya ng Lucban 2.

To my parents and family, for their support and love they

gave me.

3
 ion al
ofe ss
Pr s
di ng
R ea

5
 Professional Reading No. 1
Blended learning effectiveness: the relationship
between student characteristics, design features and
outcomes

This paper investigates the effectiveness of a blended

learning environment through analyzing the relationship
between student characteristics/background, design
features and learning outcomes. It is aimed at determining
the significant predictors of blended learning effectiveness
taking student characteristics/background and design
features as independent variables and learning outcomes as
dependent variables. A survey was administered to 238
respondents to gather data on student
characteristics/background, design features and learning
outcomes. The final semester evaluation results were used
as a measure for performance as an outcome. We applied
the online self regulatory learning questionnaire for data
on learner self regulation, the intrinsic motivation
inventory for data on intrinsic motivation and other self-
developed instruments for measuring the other constructs.
Multiple regression analysis results showed that blended
learning design features (technology quality, online tools
and face-to-face support) and student characteristics
(attitudes and self-regulation) predicted student
satisfaction as an outcome. The results indicate that some
of the student characteristics/backgrounds and design
features are significant predictors for student learning
outcomes in blended learning.

6
 An effective blended learning environment is necessary in
undertaking innovative pedagogical approaches through the use of
technology in teaching and learning. An examination of learner
characteristics/background, design features and learning outcomes
as factors for effectiveness can help to inform the design of effective
learning environments that involve face-to-face sessions and online
aspects. Most of the student characteristics and blended learning
design features dealt with in this study are important factors for
blended learning effectiveness. None of the independent variables
were identified as significant predictors of student performance.
These gaps are open for further investigation in order to understand if
they can be significant predictors of blended learning effectiveness in
a similar or different learning setting.
In planning to design and implement blended learning, we are mindful
of the implications raised by this study which is a planning evaluation
research for the design and eventual implementation of blended
learning. Universities should be mindful of the interplay between the
learner characteristics, design features and learning outcomes which
are indicators of blended learning effectiveness. From this research,
learners manifest high potential to take on blended learning more
especially in regard to learner self-regulation exhibited. Blended
learning is meant to increase learners’ levels of knowledge
construction in order to create analytical skills in them. Learner
ability to assess and critically evaluate knowledge sources is hereby
established in our findings. This can go a long way in producing
skilled learners who can be innovative graduates enough to satisfy
employment demands through creativity and innovativeness.
Technology being less of a shock to students gives potential for
blended learning design. Universities and other institutions of
learning should continue to emphasize blended learning approaches
through installation of learning management systems along with
strong internet to enable effective learning through technology
especially in the developing world.

7
 Professional Reading No. 2
Development of Textbook Based on Character
Using Multimedia to Improve Critical Thinking
Skills for Elementary School Students
This research and development aims to produce
character-based textbooks using multimedia that are
of good quality in terms of validity, practicality, and
effectiveness that can improve students' critical
thinking skills. The research adopted the 4D model,
which consists of four stages: define, design, develop,
and disseminate. Data were collected through expert
validation questionnaires, observation sheets of
teacher and student activities, student response
questionnaires, and critical thinking tests (pretest
and posttest). The results of the study indicated that:
(1) the character-based textbooks were highly
appropriate, (2) the textbooks were found to be highly
practical based on observations of teacher and
student activities and received very positive
feedback from students, (3) the textbooks were
effective in improving critical thinking skills, as
demonstrated by the medium category of n-gain on
the critical thinking test and the posttest average
score being higher than the pretest average score.
This character-based textbook can assist teachers in
instilling character and improving critical thinking
skills in fourth grade elementary school students.

8
 Professional Reading No. 3
The Role of Technology in Learning Continuity

Technology provides innovative and resilient solutions in times

of crisis to combat disruption and helps people to communicate
and even work virtually without the need for face-to-face
interaction. This leads to many system changes in organizations
as they adopt new technology for interacting and working (Mark
and Semaan, 2008). However, technological challenges like
internet connectivity especially for places without signals can
be the greatest obstacle in teaching and learning continuity
especially for academic institutions who have opted for online
learning as a teaching modality. Thus, the alternative models of
learning during the pandemic should be supported by a well-
designed technical and logistical implementation plan (Edizon,
2020).
The nationwide closure of educational institutions in an attempt
to contain the spread of the virus has impacted 90% of the
world’s student population (UNESCO, 2020). It is the intent of
this study to look into the challenges in teaching and learning
continuity amidst the pandemic. The need to mitigate the
immediate impact of school closures on the continuity of
learning among learners from their perspectives is an important
consideration (Edizon, 2020; Hijazi, 2020; UNESCO, 2020).
Moreover, the teachers' perspectives are equally as important as
the learners since they are the ones providing and sustaining
the learning process. Teachers should effectively approach
these current challenges to facilitate learning among learners,
learner differentiation, and learner-centeredness and be ready
to assume the role of facilitators on the remote learning
platforms (Chi-Kin Lee, 2020; Edizon, 2020; Hijazi, 2020).

9
 Weekly
Journals
(REFLECTION JOURNAL PER SHIFTING)

10
 1st Shifting
Reflection Journal
It was a mix of anxiousness and excitement
during the initial week of the teaching internship.
I saw the skilled teacher's teaching abilities and
classroom management techniques as I got into
the room. I eagerly participated in class
activities, helped kids with their homework, and
eventually started to establish relationships with
them. I came to see how essential it is to create a
friendly environment where children feel free to
express themselves. I want to improve my own
teaching strategies going future by paying closer
attention to what the teacher is doing and
learning from their expertise.

Under the direction of the instructor who

mentored me, I got the chance to co-plan
and co-teach a class. I was able to apply the
theories I had learnt in class and adapt them
to fit the needs of the many students in the
classroom thanks to this practical
experience. I monitored the students'
engagement and involvement while
collaborative teaching then changed my
instructional tactics as necessary. I became
aware of the importance of extending
instruction and giving pupils a range of
entry points to help them comprehend new
ideas. My belief in the value of pupil
engagement and active learning was 11
strengthened by this encounter.
 During the small group activity,
controlling a group of energetic
children was one of my obstacles.
To address this, I set up a scoring
system where students could
receive rewards for interacting
actively and paying attention.
This encouraged them to focus
their energies on meaningful
involvement.

After spending more time in grade 4, I

concentrated on improving my classroom
management skills. I came to see that creating
certain standards, routines, and procedures from
the beginning is essential for keeping a positive
learning environment. I paid specific attention to
how pupils behaved, how activities changed
between, and how reward was used. I was also
thinking about how crucial it is to establish
relationships with pupils because doing so
improves their participation and enthusiasm to
participate. I want to improve my classroom
management strategies and establish a
welcoming environment in the classroom as I
complete my internship.

12
 2nd Shifting
Reflection Journal

Another journey for a student teacher like

me. A new cooperating teacher, new student
faces, and yes, a new challenge for me as I
navigate the teaching profession But this
time I won't make any big adjustments
because I already met my new cooperating
teacher, which is Mrs. Emelyn Orajay, a
master teacher 1 in Paaralang Elementarya
ng Lucban 2. She handles her grade six
cattleya pupils. On my first day here in sixth
grade, I just observed the environment, the
class routine, and classroom management.
The pupils were very kind and obedient. I
hope it will stay the same until the end

I presented a sentence construction mini-lesson with

success on this experience with grade six pupils,
which was one of my successes. The cooperating
teacher gave me encouraging feedback, and I saw an
improvement in the kids' comprehension of the topic.
I saw the cooperating teacher implement
collaborative teaching methods like think-pair-
share and group discussions, which successfully
involved students in fruitful discussions and
improved their comprehension of the subject.

13
 3rd Shifting
Reflection Journal
For the whole journey of my teaching
internship, I would say that the most
memorable one was when I stayed in
Grade 2 for two weeks. I always felt
the love and sweetness of my grade 2
pupils. They are very pure and honest.
I love how they react in every
situations that we did. My cooperating
teacher also is very kind and caring.
No words can express how I am very
grateful for all my cooperating
teacher.

I had a hard time controlling the class's disruptive

behaviors. I dealt with this by putting into practice
a behavior management strategy that I came up
with with my mentor teacher. This strategy
included a warning system and a one-on-one
discussion with the pupil after class to talk about
their actions.
I had a talk with a student who was having trouble
with reading comprehension, and that exchange
really jumped out to me. During a one-on-one
session, I offered extra assistance, and the
student's comprehension abilities improved. It was
really satisfying to see them grow.

14
 Experience, Evidence,
and Reflections
on the Different
Philippine Professional
Standards for
Teachers (PPST)
domains.

15
 >DOMAIN 1 Content
Knowledge and
Pedagogy

BEEd Student
Teachers
for Teaching
Internship
Orientation at SLSU
February 14, 2023 Introduction of
students
teachers
in cooperating
school

Orientation of
Practice
Teacher with
the school
principal

16
 Daily
Lesson Plan

Power Point
Presentation

17
Reflection:
A comprehensive and continuous procedure that requires careful
evaluation of multiple factors is the development of a lesson plan and
the instructional materials. I go over the value of lesson planning and
instructional materials in this reflection and highlight critical factors for
developing them. It is vital to take the learners' various needs and
backgrounds into consideration while organizing lessons. Diverse
learning styles, capacities, and interests should be catered by using
differentiation approaches. Teachers can modify the lesson plan to fit the
specific requirements of each pupil by taking into consideration their
existing knowledge and experiences, which will increase pupil
participation and understanding. When creating instructional materials,
it is essential to make sure they give reliable and relevant details and
are in line with the class objectives. To assist students in using the
materials efficiently, instructions should be brief and clear.

18
>DOMAIN 2 Learning
Environment

Some photos of the

facilities
inside the school
19
 Reflection:

Pupils feel safer and more at home in a supportive learning

environment. Pupils are more likely to take risks, ask questions,
and engage actively in class discussions when they feel at ease
and accepted in their learning environment. This fosters a friendly,
collaborative environment where pupils may openly express their
opinions without worrying about being subjected to criticism.
Pupils are better able to focus on the lesson at hand when the
classroom is organized, peaceful, and distraction-free. Positive
relationships between teachers and pupils are encouraged in a
supportive learning environment, which also increases pupil
engagement.

20
>DOMAIN 3 Diversity of
Learners

e
is t anc
s
e d s as r. A nd
w h o ne teache
u p ils n ce of l l e d in
P e
d g uida ho exc ties.
an
u p ils w t activi
p
i f f eren
d

21
 Reflection:
Every pupil contributes a unique combination of knowledge, skills,
experiences, and perspectives, weaving together a rich tapestry of
difference that significantly impacts the learning environment. Pupils are
exposed to multiple points of view and methods of thinking by engaging
with peers from various cultural, social, and economic situations. The pupils
are more prepared for a globalized society due to this experience, which
encourages empathy, tolerance, and respect for others. Diversity among
pupils enhances innovation and creativity. Different cultural experiences
and origins give rise to a diverse number of beliefs, customs, and artistic
expressions. Pupil and the entire learning community gain greatly from the
diversity of learners that inhabit the classroom. It improves comprehension,
critical thinking, creativity, and equips pupils with the knowledge necessary
to deal with the complex issues of the real world.

22
 >DOMAIN 4 Curriculum
and
Planning

Different meetings and

seminars/conference.
23
 Reflection:

Faculty meetings, curriculum development, and planning are

important components of a successful educational institution.
Learning for a pupil is guided by the curriculum and preparation.
Pupils are exposed to a wide variety of knowledge, abilities, and
competencies when a curriculum is well-organized. By organizing,
sequencing, and connecting lessons with the curriculum, effective
planning makes sure that pupils have a cohesive and progressive
learning experience. Faculty meetings are essential for encouraging
cooperation and growth among teachers. Teachers can share ideas,
best practices, and experiences at these gatherings. They provide
chances for instructors to address problems, get feedback from their
peers, and work together to develop solutions to improve teaching.

24
>DOMAIN 5 Assessment
and
Reporting

25
 Reflection:

Assessment encourages growth and offers helpful feedback. Pupils receive

feedback on their development, strengths, and areas for improvement through
a number of assessment methods such as exams, projects, presentations, and
observations. This feedback enables pupils to establish learning objectives,
assess their present level of understanding, and identify areas in which they
need to pay greater attention. Teachers gain awareness into the effectiveness
of their teaching strategies and content choices by evaluating students'
understanding and learning results. It important to remember that assessment
and reporting requirements should be fair, reliable, and consistent with the
desired learning goals. Schools can establish a community that fosters
continuous improvement, encourages pupils to succeed, and ensures high-
quality education for all by employing effective assessment and reporting
techniques.

26
 Community
>DOMAIN 6 Linkages
and
Professional
Engagement

27
 Reflection:

The ties that are made between schools and the wider community encourage
cooperation, shared resources, and mutual learning. Partnerships to the community
give people access to a wide range of resources and expertise outside of the school
environment. This gives teachers the chance to improve their own abilities and
knowledge base while learning new things that they may use in their classroom. By
participating in community outreach campaigns, educators can link their classroom
lessons to practical situations. Teachers can get direct knowledge of present market
conditions, innovative technologies, and real-world applications of academic principles
by meeting with experts in a variety of industries. Relationships to the community in
professional development give schools the chance to learn about and use fresh
educational concepts and teaching methods. It gives users access to knowledge,
materials, and applications that are applicable. It promotes participation by pupils,
encourages collaboration and partnership, encourages community involvement and
support, and promotes cultural competence and diversity awareness. It also provides
access to knowledge, resources, and real-world applicability.

28
 Personal
>DOMAIN 7 Growth and
Professional
Development

29
30
 Reflection:

Because it affects a person's perspective, abilities, and skills, personal

growth has a significant influence on professional development. My ability to
recognize skills, interests, and beliefs and match them with my professional
goals depends on my dedication to personal growth. Self-awareness grows
with personal development. People can better understand themselves by
engaging in personal growth activities, including self-reflection, getting
feedback, and trying new things. This self-awareness carries over into one's
professional life, allowing one to identify one's assets, flaws, and areas for
potential improvement. Investing in personal development builds a solid
basis for continued professional development, allowing people to grow
professionally and make significant contributions to their professional
communities.

31
 TEACHING
PHILOSOPHY

The following ideas explain my teaching philosophy:

The student-focused approach learning: I place a high value on my pupil's
particular requirements and diversity of learning preferences. I work hard
to foster a safe space in the classroom where children can freely share
their ideas and opinions. I genuinely believe that when students actively
engage in the learning process, they learn more effectively. I support
practical learning opportunities, conversations, and group projects that
foster creativity, problem-solving, and critical thinking. Education
includes the growth of the whole person in addition to the acquisition of
knowledge. I work hard to promote my pupils' academic, social,
emotional, and ethical development. Learning is a lifetime endeavor, and
as a teacher, it is my goal to inspire in my students a love of learning. I
challenge them to be interested, explore unfamiliar ideas, and seek
information outside of the classroom. Technology is a key component of
education in the modern digital age. I support the efficient application of
technological tools and resources to raise student involvement,
teamwork, and creativity. Instead of just measuring results, assessment
should be a tool for development and progress. I evaluate pupil growth
using a variety of formative and summative assessment techniques and
give timely comments. A caring and respectful community fosters
learning. I try to build a good rapport with my pupils, their families, and
my coworkers. In order to satisfy the various requirements of my pupil's,
I constantly evolve and modify my teaching strategies. I strive to be a
facilitator, mentor, and lifelong learner myself.

32