TEACHING INTERNSHIP MODULE Ms

Teaching Internship
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1
Preface
This Teaching Internship learning module is a learning resource that concentrates
on Teacher Interns' observations, analyses, and reflections on their educational experiences.
This module also serves as a guide for them to know where they should focus during their
internship. This module has eight learning tasks that cover the following topics:
Learning Task 1: Getting Ready for Teaching Internship
Learning Task 2: Classroom Observation
Learning Task 3: Classroom Management
Learning Task 4: Constructing Instructional Materials
Learning Task 5: Designing Differentiated Class Activities
Learning Task 6: Assisting And Participating In School Programs And Activities
Learning Task 7: Using Assessment In Teaching
Learning Task 8: Conducting Demonstration Lesson(s)
The information contained in this module is not solely owned by the authors of this
module. Many of these were modified from different authors' work. This learning module
Teaching Internship
was created for a flexible mode of education that allows both the teacher and the students to
adjust to the New Normal Education.
TABLE OF CONTENTS
Learning Task Page Number
Learning Task 1: Getting Ready

for Teaching Internship ……………………………………………………………..1
Learning Task 2: Classroom
Observation …………………………………………………………………………….8
Learning Task 3: Classroom
Management ………………………………………………………………………….16
Learning Task 4: Constructing
Instructional Materials ……………………………………………………………..24
Learning Task 5: Designing
Differentiated Class Activities …………………………………………………….32
Learning Task 6: Assisting
And Participating In School
Programs And Activities …………………………………………………………….41
Learning Task 7: Using Assessment
In Teaching …………………………………………………………………………….47
Learning Task 8: Conducting
Demonstration Lesson(s) ……………………………………………………………54
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LEARNING
TASK GETTING READY FOR TEACHING INTERNSHIP
1
Overview
Last semester, you learned from your experiences and observations in
Field Studies 1 and 2, and now it's time to put what you've learned into practice
in the real world. However, because the pandemic is still here, you'll be
practicing your chosen profession in a virtual setting. Isn't it challenging?
As a result, there is a need to condition and orient you about what you
should expect and anticipate in this course. Let us begin by getting you ready
for your journey. This learning task will equip you about the nature of this
course as well as what to expect from a virtual teaching internship.
Intended Learning Outcomes

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

What comes to mind when you hear the phrase "teaching internship?"
Some of you may consider working as a teacher or as a school aide. But, exactly,
what does an internship in teaching posit?
Teaching internship is the capstone or concluding learning experience in
the development of future teachers as reflective practitioners and emerging
leaders who behave themselves ethically and professionally, according to Borabo
and Din's book published in 2022. Meaning, a teaching internship is a
procedure that assists a student-teacher in gaining the required abilities and
values to become a teacher in the field.
Moreover, in the research published by Jogan (2019), internship is a
depth of teaching and learning new experiences for every trainee. Internships
are essential for completing professional training. As a result, it is covered in
teacher education courses. It gives students hands-on experience in various
teaching positions, such as instructing and developing topic mastery. It also
gives students the chance to use their theoretical knowledge of techniques,
methods, and instructional tools in a real-world setting.
Furthermore, as explained by Jogan (2019), practical education is another
term for internship. Interns gain more knowledge of teaching and develop or
sharpen the necessary abilities, attitudes, and values connected with effective
work performance through the internship program.
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This is a one-semester teaching internship in basic education at either

oncampus or off-campus schools, using a clinical approach and under the
supervision of a cooperating teacher.
And why are you required to participate in a Teaching Internship program?
The Significance of Teaching Internship
According to Purshotam (2019), there are four significance of attending
teaching internship:
 Career Exploration. It is an opportunity to gain firsthand knowledge of the
teaching profession and determine whether it's the perfect career path for
you. As part of this exploration, you will have the opportunity to work
alongside a professional in your chosen field during your teaching internship.
Finally, you can look about the workplace to evaluate if it meets your needs.
 Leadership and Skill Development. This is an excellent moment to learn
new skills and broaden your knowledge base while increasing your
selfassurance. As an addition with this, it is an opportunity to practice
communication and teamwork skills because even it will be done in virtual
setting, you will use platforms like Zoom and Google Meet in meeting your
Cooperating Teacher and students. It will demonstrate that you are
selfmotivated, dependable, and have a sense of accountability. Furthermore,
contributing to the partnering school where you will be placed will offer you a
sense of success.
 Networking and Establishing Mentors and References. While enrolled in
the teaching internship program, you will have the opportunity to meet new
people and practice networking skills while building a network. It will provide
you with a network of professional contacts, mentors, and references, as well
as advice on the next steps to take on your career path.
Knowing how essential Teaching Internship is should motivate you to be
the finest student intern possible. In your journey you should also know whom
you are working with, right? These are the key people you are going to work
within your Teaching Internship: a) Cooperating Principal;
b) Cooperating Teacher;
c) College Supervisor; and
d) Sometimes a Master Teacher or Subject Area Coordinator/Chair
Perhaps you'll wonder, "How can I meet these people?" And having
orientation is the key to that.
Orientation
In Teaching internship there are three orientations that you may
encounter and attend to.The first orientation session will be with your College
Supervisor, who will go over things like CHED policies and terms used in
teaching internships, your school's policies on teaching internships, intern
discipline, grading, dialogue and conference schedules, and subject
requirements, among other things.
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The Cooperating School Head/Principal will hold a second orientation

session with you in your Cooperating School. This session covers your
Cooperating School's Vision, Mission, Goals, and Core Values, as well as school
rules and procedures, particularly those pertaining to student attendance and
punctuality, school activities, and intern expectations, among other topics.
Your Cooperating Teacher will lead the third orientation session. He or
she will go through the topic's material, lesson exemplars, grading system,
subject requirements, paperwork to complete, and anything else they think
you'll need to do your job properly. Moreover, all the said orientation sessions
will be held via Zoom or Google Meet, to ensure the safety of everyone.
You can anticipate what will be asked of you with the help of the
orientations, but what do you expect from this journey? Let's see if your
expectations are met during the Teaching Internship phases.
The Five Phases of Teaching Internship
Teaching Internship has five phases, look at the illustration below:
Phase 1: Phase 2: Phase 3: Phase 4: Phase 5:

Final
Orientation Observation and On-site Evaluation
demonstrations
Session Relationship- accomplishing of Teaching
Task Internship
Building exit forms
Source: Teaching Internship, 2022
Phase 1. Orientation sessions are held with the following: College Supervisor,
Cooperating School Head/Principal, and Cooperating Teacher
Phase 2. The Cooperating teacher(s) will ask you to observe her or his
classes online so that you can learn about her or his students'
classroom routines, subjects, teaching strategies, and so on.
Phase 3. Your Cooperating Teacher(s) will assign various on-site activities,
such as assisting in teaching-related tasks, checking seat works
and performance tasks, assisting in the completion of school
forms, and so on.
Phase 4. Before you leave your Cooperating School, you must plan your final
demonstration lesson and complete your exit forms.
Phase 5. You are asked to assess the Teaching Internship's progress in order
to ensure that it continues to develop.
OBSERVE:
What are some of your expectations now that you've attended the virtual
orientation with your Teaching Internship Teacher?
Teaching Internship Teaching Internship Expectations

Expectations AFTER Attending the Virtual
BEFORE Attending the Virtual Orientation
Orientation
1. Teacher call for the student to Audio visual with voice over
Teaching Internship
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pray.
2. Teach on time Wait for some student to join before
to start because it might have poor
connection to others
3. Teach them with my own Gather reliable data to have more

knowledge accurate learning outcomes
4. No motivation Be creative to do a motivation to
catch the attention of the student
5. My CT is the one in charge in I will create the evaluation in order

evaluation to know if the learners understand
the topic.
ANALYZE
1. Examine the five phases of teaching internship in detail. What
will be your responsibilities in each phase?
In Phase 1, you need to hear and write down all the important details about
orientation. This orientation helps prepare for an educational internship. In
Phase 2, attend a class of cooperating teachers, observe the class, see your
daily lesson life, get to know your students, get to know the subject, and get
ready when it's your turn. I will teach the students. My responsibility in
Phase 3 is to complete all assignments assigned by the cooperating teachers,
create detailed lesson plans and presentations according to the cooperating
teachers' instructions, with students, cooperating teachers and supporting
activities. Discuss lessons about implementing evaluations. Moderate
students. In Phase 4, you need to select a class, plan a schedule, and
prepare the class materials needed for the final demonstration. Finally,
Phase 5 consists of using and adapting all learning from my teaching
practice experience to further improve myself as a future educator.
2. Now that you understand the importance of teaching

internships, you understand why you should take this course
seriously. What are the other benefits of a teaching internship, in
your opinion? Explain.
As a student teacher, the internship gives me the experience of working in
the real world. It helps me build my communication, knowledge , confidence
and practical practice as a future teacher. Internships offer opportunities for
professional exploration and development, as well as learning new skills. You
can connect with your students and build confidence. This experience will
help me become a better teacher and improve my teaching methods and also
it will lead to be a good teacher in the future.
REFLECT
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Given that you are aware of the NEUST-COED's expectations on you as

you heard from the virtual orientation, how do you intend to make this journey
valuable and interesting?
I know I face many challenges not only me but the others interns also,
but I think I can do my best to confront and overcome them all becasuse I know
I have a family that always there to support me and God that will guide me in
every step in my life . I actively participate in school-related activities, especially
in academic fields. Knowing that this is in my own interest, I accept and always
accept constructive criticisms from cooperating teachers. Dignity and his rights,
as well as cooperating teachers, are respected by my students and I make sure
they are well prepared each time. We also project a good image as a teacher's
intern by observing ethical code, proper dress code and punctuality.
My Proof of Learning
Paste photos/screenshots from your orientation sessions. Label them.
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RUBRIC TO EVALUATE PERFORMANCE TASK
Name of Teacher Intern : ANGELA R. DIZON Date Submitted:MAY 19, 2022
Year and Section: BTLED 4B Course: TLE
Learni Excelle Very Satisfacto Needs Improvement 1

ng nt 4 Satisfactory 3 ry 2
Episode
s
All observation One (1) to two (2) Three (3) Four (4) or more
questions/tasks observation observation observation
Accomplish completely questions/tasks not questions/tasks not questions/tasks not
ed answered/ answered/ answered/ answered/
Observation accomplished. accomplished. accomplished. accomplished.
Sheet
All questions All questions were Questions were not Four (4) or more
were answered answered answered observation questions
completely; completely; completely; were not answered;
answers are answers are clearly answers are not answers not connected
Analysis with depth and connected to clearly connected to theories; more than
are thoroughly theories; grammar to theories; one (1) four (4) grammatical
grounded on and spelling are to three (3) error/spelling errors
theories; free from error. grammatical
grammar and error/spelling
spelling are free errors
from error.
Portfolio Portfolio is Portfolio is not Portfolio is not

is reflected on in the reflected on in the reflected on in the
reflected on in context of the context of the context of the
the context of learning learning outcomes. learning outcomes.
Proof of the learning outcomes. Complete; not incomplete; not
Learning outcomes. Complete; well- organized, relevant organized, not
Complete, well- organized, very to the learning relevant.
organized, relevant to the outcomes
highly relevant learning outcome
to the learning
outcome
Submission Submitte Submitte on the Submitted a Submitted two
d before the d day after the days or more after
deadline deadline deadline the deadline
COMMENT/S Rating: (Based on

Over-all score transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below
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Signature of Instructor/Professor above Printed Name Date References:

Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc
Jogan, S.N. 2019. Evaluating the Effectiveness of a School Internship.
International Journal for Social Studies, 5(2), 227-235.
https://files.eric.ed.gov/fulltext/ED593865.pdf
Purshotam. 2019. IMPORTANCE OF INTERNSHIP PROGRAMMES IN
TEACHER EDUCATION. Scholarly Research Journal for
Humanity Science & English Language, 8(38), 10024-10026.
https://www.srjis.com/pages/pdfFiles/159024052917.%20Dr.
%20Purshotam%201.pdf
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LEARNING
TASK CLASSROOM OBSERVATION
2
Overview
How does it feel to be observed by your teacher while you were in
elementary or high school? Some are nervous, and some are excited. Now that
you've chosen to become a teacher, it's time for you to watch a class so you can
learn how to manage a classroom in the reality. Is observation, on the other
hand, a simple task? Even if you are merely observing the class, there are many
things you should be aware of, and this learning task will assist you.

 explain the importance of classroom observations;
 identify the different focus of observation; and discuss
plans on observing classes.

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

In the book of Teaching Internship by Borabo and Din (2021), they
elaborate the importance of classroom observation for the Practice Teacher and
Cooperating Teacher:
Practice Teacher Cooperating Teacher
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Observes a diverse range of innovative Allows you to observe different classes

techniques, strategies, concepts, and through the perspective of someone
educational materials else
Obtains information on the level of Examines one's class from a different
student engagement angle
Obtains responses from a Obtains feedback from a mentee
variety of students
Mentoring and coaching help to build a professional learning community
Provides opportunities for personal and professional development
Can you add some, aside from the obvious necessity of classroom
observation? Let's move on to the "how" now that you know the "what" and
"why" of classroom observation.
Classroom Observation: What to Look For

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

teaching-learning
activities (TLA)
Links and Transition of
TLA
3. Classroom Time Management Establish a set of
Management classroom rules and
Classroom Routines
standards at the start of
Order and Discipline the year. When this is
clearly stated, standards
the Class Setting of in
are established, and
Groups students are aware of
Physical Aspects how they should
conduct themselves
of Classroom the
during the school day.
Management of
Learning Managemthe
System (LMS) ent
4. Teaching-Learning Variety of TLA Always prioritize the
activities (TLA) interests, needs and
Use of Differentiated
abilities of your students
Instruction in making TLA.
Constructive Alignment
5. Teaching Approaches, Approaches, Methods, Always prioritize the
Methods, and Strategies and Strategies used interests, needs and
abilities of your students
in choosing approaches,
methods, and strategies
in teaching.
6. Instructional Materials Selection,Development, Make IMs and resources
and Resources and Use of Instructional which are interactive
Materials/Resources and engaging
including the use of ICT
7. Student Engagement Degree of Always motivate the
attention of students to participate
in class
students in class
Curiosity in learning
Interest in the lesson
Commitment to do the
tasks
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8. Student Interaction Types of Class Look on how the

Interaction interaction can be
improved
Learner-Content
Interaction
Learner-Learner
Interaction
Learner-Teacher
Interaction
9. Questioning Types/level of Question Make sure that the
Techniques questioning techniques
Questioning Techniques
used enhance the
Reacting Techniques Higher-Order-Thinking-
Skills of students
10. Integration of Values Integration of Values in The values integrated
the lesson should be realistic and
can be applied in
realworld
11. Modes of Assessment Types of Assessment Objectives and
assessment used should
be aligned from
one another.
12. Assignment Types of Assignment Assignment given should
reinforce the learning of
the student
13. Use of language Appropriateness of the Use language to
language of reinforce learning and
on- encourage responses
Use of medium
instruction
Use of verbal and n
verbal communication
Use of feedback
14. Personal qualities of Personal Grooming Teacher should be an
the Teachers exemplary model to
Attendance
his/her students.
Punctuality
Voice
Personal Graciousness
In a nut shell, this is the process on how you will observe a class:
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OBSERVE:
Let us take a look back at your FS 1 and FS 2 observations,

and provide a brief summary of what you saw based on the discussed
focus/aspects of classroom observation.
Focus/Aspects of Observation Description (What I observed
when I was in FS 1 and FS 2?)
Assignment The assignment is given by the
teacher after the class, he/she will give
the direction to the students
Questioning Techniques When the teacher ask a questions
during discussion he/she make sure
that the question is to enhance the
Higher-Order-Thinking- Skills of
students
Organization/Structure of the Lesson The flow of the whole discussion is
organized from the start up to the end,
and there is connection in learning
Modes of Assessment The assessment used by the teacher to
evaluate the students is connected on
the learning objectives
Classroom Management The teacher set a virtual class rules to
manage the whole class
Student Engagement The teacher gives motivation to the
class before he/she start the class
Integration of Values During the discussion the teacher
always give real-life situation or
realistic example to the students
Student Interaction The students are actively participating
when the teacher ask a question.
Teaching Approaches, Methods, The methods and strategies used by
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and Strategies the teacher is based on the interests

and learning style of the students
ANALYZE
1. Based on the focus/aspects addressed, what changes will you make in

classroom observation as a teacher intern now?
I was particularly interested in how my cooperating teacher taught her
students, as well as the instructional tools she utilized and the students'
interactions. Observing the entire class will help me prepare for my
internship where I will supervise the class and support learners.
2. How important is classroom observation to you as a teacher intern?
Its really important to know what you should do in your first day of teaching ,
you can knowledge and strategies that you can use to your teaching time .
and also because of observation you know the proper way of teaching and you
can adapt that in your real teaching demonstration.
REFLECT
Make a plan for how you will perform your classroom observation at your
Cooperating School.
(Note: Make it in a virtual setting.)
Focus/Aspects of Classroom Observation
What will I do?
What role does it play in my development as a teacher intern?
1. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
liti groo can
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the and me, to
Te voice beco
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teache in
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stude
nts.
2. Take This
Instruc look is to
a
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tional of my devel
Materi coope op my
als and rating skills
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Power ng my
Point instru
Prese ctiona
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like my
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prese
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P a g e | 15
SMA
RT
5. This
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teache will
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7. It
Modes Assist will
of my be my
Assess coope guide
ment rating when
teache I am
r in the
Teaching Internship
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creati one
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them
activit
Teaching Internship
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ies
10. I can
Studen Obser use
t ve this to
Engag what motiv
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ation my
gives stude
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2. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
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the and me, to
Te voice beco
ach of my me
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2. Take This
Instruc look is to
a
tional of my devel
Materi coope op my
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Point instru
Prese ctiona
ntatio l
n and mater
other ials
instru and to
ctiona be
l prepa
materi red
als for
Teaching Internship
P a g e | 18
like my
video class.
prese
ntatio
n and
image
s
3.
Classr Reme When
oom mber I am
Manag the the
ement rules one
of my who
coope will
rating teach
teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
mana
ge my
class
4. See if I will
Intend the of make
ed learni sure
ng that
Learni object my
ng ives object
Outco set by ives
mes my or
coope learni
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teache outco
r is me in
meet every
by the discus
stude sion
nts. is
SMA
RT
5. This
Questi Listen will
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Techni coope me to
ques rating devel
teache op in
r creati
when ng a
he/she critica
ask l
the questi
stude on for
nts my
and stude
Teaching Internship
P a g e | 19
see if nts
the durin
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cing
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Highe
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-
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8. This
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Appro strate me as
aches, gies teach
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Teaching Internship
P a g e | 21
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Teaching Internship
P a g e | 22
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of
Teaching Internship
P a g e | 23
stude
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Teaching Internship
P a g e | 24
effecti ng
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Teaching Internship
P a g e | 25
punct practi
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Teaching Internship
P a g e | 26
ed learni sure
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ment oping
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Teaching Internship
P a g e | 27
if my
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Learni rating me to
Teaching Internship
P a g e | 28
ng teache devel
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2. Take This
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Materi coope op my
Teaching Internship
P a g e | 29

Resour teache in
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Point instru
Prese ctiona
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SMA
RT
Teaching Internship
P a g e | 30
5. This
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Teaching Internship
P a g e | 31
assess will
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10. I can
Teaching Internship
P a g e | 32
Studen Obser use

t ve this to
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Teaching Internship
P a g e | 33
video for
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Teaching Internship
P a g e | 34
the durin
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Teaching Internship
P a g e | 35
ds, and metho er

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Teaching Internship
P a g e | 36
his/he sion
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Teaching Internship
P a g e | 37
rating teach
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Skills
Teaching Internship
P a g e | 38
of
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Teaching Internship
P a g e | 39
d is ng
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Teachi my will
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Teaching Internship
P a g e | 40
the and me, to

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Teaching Internship
P a g e | 41
Learni object my
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Teaching Internship
P a g e | 42
nts
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Teaching Internship
P a g e | 43
es facilit chara
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Teaching Internship
P a g e | 44

ces r in
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5. This
Teaching Internship
P a g e | 45
Questi Listen will

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Teaching Internship
P a g e | 46
ment do an
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gy and
and metho
metho d in
d is teachi
effecti ng
ve to that
the will
stude be
nts effect
ive
for
my
stude
nts
9. Help This
Teachi my will
ng- coope help
Learni rating me to
ng teache devel
activiti r in op
es facilit my
ating chara
the cter
stude as a
nts in facilit
giving ator
activit to my
ies. stude
nts
when
I give
them
activit
ies
Teaching Internship
P a g e | 47
10. I can
Studen Obser use
t ve this to
Engag what motiv
ement motiv ate
ation my
gives stude
by my nts
coope and
rating give
teache them
r to intere
motiv sting
ate discus
his/he sion
r
stude
nts
before
10. Pers As a
onal Obser teach
ve the er
qualities perso intern
of nal this
the groo can
Teacher ming, be
s punct practi
uality ce for
and me, to
voice beco
of my me
coope prese
rating ntable
teache in
r front
of my
stude
nts.
2. Take This
tional of my devel
Materi coope op my
Resour teache in
ces r creati
Power ng my
Point instru
Prese ctiona
ntatio l
n and mater
other ials
instru and to
ctiona be
l prepa
materi red
als for
Teaching Internship
P a g e | 48
like my
video class.
prese
ntatio
n and
image
s
3.
Classr Reme When
oom mber I am
Manag the the
ement rules one
of my who
coope will
rating teach
teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
mana
ge my
class
4. See if I will
Intend the of make
ed learni sure
ng that
Learni object my
ng ives object
Outco set by ives
mes my or
coope learni
rating ng
teache outco
r is me in
meet every
by the discus
stude sion
nts. is
SMA
RT
5. This
Questi Listen will
oning to my help
Techni coope me to
ques rating devel
teache op in
r creati
when ng a
he/she critica
ask l
the questi
stude on for
nts my
and stude
Teaching Internship
P a g e | 49
see if nts
the durin
questi g my
on is discus
enhan sion.
cing
the
Highe
r-
Order
-
Think
ing-
Skills
of
stude
nts
6. It can
Assign Obser help
ment ve the me
assign devel
ment oping
given an
by my assign
coope ment
rating that
teache will
r show
if my
stude
nts
can
think
critica
lly.
7. It
Modes Assist will
of my be my
Assess coope guide
ment rating when
teache I am
r in the
creati one
ng an who
assess will
ment do an
to assess
evalu ment
ate for
the my
stude stude
nts nts.
8. This
Teachi Analy is
ng ze impor
what tant to
Appro strate me as
aches, gies teach
Teaching Internship
P a g e | 50
Metho and er
Strateg ds becau
ies used se I
by my need
coope to set
rating my
teache own
r and strate
if this gy
strate and
gy metho
and d in
metho teachi
d is ng
effecti that
ve to will
the be
stude effect
nts ive
for
my
stude
nts
9. Help This
Teachi my will
ng- coope help
Learni rating me to
ng teache devel
activiti r in op my
es facilit chara
ating cter
the as a
stude facilit
nts in ator
giving to my
activit stude
ies. nts
when
I give
them
activit
ies
10. I can
Studen Obser use
t ve this to
Engag what motiv
ement motiv ate
ation my
gives stude
by my nts
coope and
rating give
teache them
r to intere
motiv sting
ate discus
his/he sion
Teaching Internship
P a g e | 51
r
stude
nts
before
Personal qualities of the Teachers

Observe the personal grooming, punctuality and voice of my cooperating teacher
As a teacher intern this can be practice for me, to become presentable in front of my students.
2. Instructional Materials and Resources
Take a look of my cooperating teacher PowerPoint Presentation and other instructional materials
like video presentation and images
This is to develop my skills in creating my instructional materials and to be prepared for my class.
3. Classroom Management
Remember the rules of my cooperating teacher for the management of the class
When I am the one who will teach my students I can use this rules to manage my class
4. Intended Learning Outcomes
See if the of learning objectives set by my cooperating teacher is meet by the students.
I will make sure that my objectives or learning outcome in every discussion is SMART
5. Questioning Techniques
Listen to my cooperating teacher when he/she ask the students and see if the question is enhancing
the Higher-Order-Thinking- Skills of students
This will help me to develop in creating a critical question for my students during my discussion.
6. Assignment
Observe the assignment given by my cooperating teacher
It can help me developing an assignment that will show if my students can think critically.
7. Modes of Assessment
Assist my cooperating teacher in creating an assessment to evaluate the students
It will be my guide when I am the one who will do an assessment for my students.
Teaching Internship
P a g e | 52
8. Teaching Approaches, Methods, and Strategies

Analyze what strategies and methods used by my cooperating teacher and if this strategy and
method is effective to the students
This is important to me as teacher intern because I need to set my own strategy and method in
teaching that will be effective for my students
9. Teaching-Learning activities
Help my cooperating teacher in facilitating the students in giving activities.
This will help me to develop my character as a facilitator to my students when I give them
activities
10. Student Engagement
Observe what motivation gives by my cooperating teacher to motivate his/her students before
I can use this to motivate my students and give them interesting discussion
11. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
liti groo can
es ming, be
punct practi
of uality ce for
the and me, to
Te voice beco
ach of my me
ers coope prese
rating ntable
teache in
r front
of my
stude
nts.
2. Take This
tional of my devel
Materi coope op
als and rating my
ces r in
Power creati
Point ng
Prese my
ntatio instru
n and ctiona
other l
instru mater
ctiona ials
l and to
materi be
als prepa
like red
Teaching Internship
P a g e | 53
video for
prese my
ntatio class.
n and
image
s
3.
Classr Reme When
oom mber I am
Manag the the
ement rules one
of my who
coope will
rating teach
teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
mana
ge my
class
4. See if I will
Intend the of make
ed learni sure
ng that
Learni object my
ng ives object
Outco set by ives
mes my or
coope learni
rating ng
teache outco
r is me in
meet every
by the discus
stude sion
nts. is
SMA
RT
5. This
Questi Listen will
oning to my help
Techni coope me to
ques rating devel
teache op in
r creati
when ng a
he/she critica
ask l
the questi
stude on for
nts my
and stude
see if nts
Teaching Internship
P a g e | 54
the durin
questi g my
on is discus
enhan sion.
cing
the
Highe
r-
Order
-
Think
ing-
Skills
of
stude
nts
6. It can
Assign Obser help
ment ve the me
assign devel
ment oping
given an
by my assign
coope ment
rating that
teache will
r show
if my
stude
nts
can
think
critica
lly.
7. It
Modes Assist will
of my be my
Assess coope guide
ment rating when
teache I am
r in the
creati one
ng an who
assess will
ment do an
to assess
evalu ment
ate for
the my
stude stude
nts nts.
8. This
Teachi Analy is
ng ze impor
what tant
Appro strate to me
aches, gies as
Metho and teach
Teaching Internship
P a g e | 55
ds, and metho er

Strateg ds intern
ies used becau
by my se I
coope need
rating to set
teache my
r and own
if this strate
strate gy
gy and
and metho
metho d in
d is teachi
effecti ng
ve to that
the will
stude be
nts effect
ive
for
my
stude
nts
9. Help This
Teachi my will
ng- coope help
Learni rating me to
ng teache devel
activiti r in op
es facilit my
ating chara
the cter
stude as a
nts in facilit
giving ator
activit to my
ies. stude
nts
when
I give
them
activit
ies
10. I can
Studen Obser use
t ve this to
Engag what motiv
ement motiv ate
ation my
gives stude
by my nts
coope and
rating give
teache them
r to intere
motiv sting
ate discus
Teaching Internship
P a g e | 56
his/he sion
r
stude
nts
before

6. Assignment
Teaching Internship
P a g e | 57
activities
12. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
liti groo can
es ming, be
punct practi
of uality ce for
the and me, to
Te voice beco
ach of my me
ers coope prese
rating ntable
teache in
r front
of my
stude
nts.
2. Take This
tional of my devel
Materi coope op my
Resour teache in
ces r creati
Power ng my
Point instru
Prese ctiona
ntatio l
n and mater
other ials
instru and to
ctiona be
l prepa
materi red
als for
Teaching Internship
P a g e | 58
like my
video class.
prese
ntatio
n and
image
s
3.
Classr Reme When
oom mber I am
Manag the the
ement rules one
of my who
coope will
rating teach
teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
mana
ge my
class
4. See if I will
Intend the of make
ed learni sure
ng that
Learni object my
ng ives object
Outco set by ives
mes my or
coope learni
rating ng
teache outco
r is me in
meet every
by the discus
stude sion
nts. is
SMA
RT
5. This
Questi Listen will
oning to my help
Techni coope me to
ques rating devel
teache op in
r creati
when ng a
he/she critica
ask l
the questi
stude on for
nts my
and stude
Teaching Internship
P a g e | 59
see if nts
the durin
questi g my
on is discus
enhan sion.
cing
the
Highe
r-
Order
-
Think
ing-
Skills
of
stude
nts
6. It can
Assign Obser help
ment ve the me
assign devel
ment oping
given an
by my assign
coope ment
rating that
teache will
r show
if my
stude
nts
can
think
critica
lly.
7. It
Modes Assist will
of my be my
Assess coope guide
ment rating when
teache I am
r in the
creati one
ng an who
assess will
ment do an
to assess
evalu ment
ate for
the my
stude stude
nts nts.
8. This
Teachi Analy is
ng ze impor
what tant to
Appro strate me as
aches, gies teach
Teaching Internship
P a g e | 60
Metho and er
Strateg ds becau
ies used se I
by my need
coope to set
rating my
teache own
r and strate
if this gy
strate and
gy metho
and d in
metho teachi
d is ng
effecti that
ve to will
the be
stude effect
nts ive
for
my
stude
nts
9. Help This
Teachi my will
ng- coope help
Learni rating me to
ng teache devel
activiti r in op my
es facilit chara
ating cter
the as a
stude facilit
nts in ator
giving to my
activit stude
ies. nts
when
I give
them
activit
ies
10. I can
Studen Obser use
t ve this to
Engag what motiv
ement motiv ate
ation my
gives stude
by my nts
coope and
rating give
teache them
r to intere
motiv sting
ate discus
his/he sion
Teaching Internship
P a g e | 61
r
stude
nts
before
13. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
liti groo can
es ming, be
punct practi
of uality ce for
the and me, to
Te voice beco
ach of my me
ers coope prese
rating ntable
teache in
r front
of my
stude
nts.
2. Take This
tional of my devel
Materi coope op
als and rating my
ces r in
Power creati
Point ng
Prese my
ntatio instru
n and ctiona
other l
instru mater
ctiona ials
l and to
materi be
als prepa
like red
video for
prese my
ntatio class.
n and
image
s
3.
Classr Reme When
oom mber I am
Manag the the
ement rules one
of my who
coope will
rating teach
Teaching Internship
P a g e | 62
teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
mana
ge my
class
4. See if I will
Intend the of make
ed learni sure
ng that
Learni object my
ng ives object
Outco set by ives
mes my or
coope learni
rating ng
teache outco
r is me in
meet every
by the discus
stude sion
nts. is
SMA
RT
5. This
Questi Listen will
oning to my help
Techni coope me to
ques rating devel
teache op in
r creati
when ng a
he/she critica
ask l
the questi
stude on for
nts my
and stude
see if nts
the durin
questi g my
on is discus
enhan sion.
cing
the
Highe
r-
Order
-
Think
ing-
Skills
of
Teaching Internship
P a g e | 63
stude
nts
6. It can
Assign Obser help
ment ve the me
assign devel
ment oping
given an
by my assign
coope ment
rating that
teache will
r show
if my
stude
nts
can
think
critica
lly.
7. It
Modes Assist will
of my be my
Assess coope guide
ment rating when
teache I am
r in the
creati one
ng an who
assess will
ment do an
to assess
evalu ment
ate for
the my
stude stude
nts nts.
8. This
Teachi Analy is
ng ze impor
what tant
Appro strate to me
aches, gies as
Metho and teach
ds, and metho er
Strateg ds intern
ies used becau
by my se I
coope need
rating to set
teache my
r and own
if this strate
strate gy
gy and
and metho
metho d in
d is teachi
Teaching Internship
P a g e | 64
effecti ng
ve to that
the will
stude be
nts effect
ive
for
my
stude
nts
9. Help This
Teachi my will
ng- coope help
Learni rating me to
ng teache devel
activiti r in op
es facilit my
ating chara
the cter
stude as a
nts in facilit
giving ator
activit to my
ies. stude
nts
when
I give
them
activit
ies
10. I can
Studen Obser use
t ve this to
Engag what motiv
ement motiv ate
ation my
gives stude
by my nts
coope and
rating give
teache them
r to intere
motiv sting
ate discus
his/he sion
r
stude
nts
before
14. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
liti groo can
es ming, be
Teaching Internship
P a g e | 65
punct practi
of uality ce for
the and me, to
Te voice beco
ach of my me
ers coope prese
rating ntable
teache in
r front
of my
stude
nts.
2. Take This
tional of my devel
Materi coope op my
Resour teache in
ces r creati
Power ng my
Point instru
Prese ctiona
ntatio l
n and mater
other ials
instru and to
ctiona be
l prepa
materi red
als for
like my
video class.
prese
ntatio
n and
image
s
3.
Classr Reme When
oom mber I am
Manag the the
ement rules one
of my who
coope will
rating teach
teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
mana
ge my
class
4. See if I will
Intend the of make
Teaching Internship
P a g e | 66
ed learni sure
ng that
Learni object my
ng ives object
Outco set by ives
mes my or
coope learni
rating ng
teache outco
r is me in
meet every
by the discus
stude sion
nts. is
SMA
RT
5. This
Questi Listen will
oning to my help
Techni coope me to
ques rating devel
teache op in
r creati
when ng a
he/she critica
ask l
the questi
stude on for
nts my
and stude
see if nts
the durin
questi g my
on is discus
enhan sion.
cing
the
Highe
r-
Order
-
Think
ing-
Skills
of
stude
nts
6. It can
Assign Obser help
ment ve the me
assign devel
ment oping
given an
by my assign
coope ment
rating that
teache will
r show
Teaching Internship
P a g e | 67
if my
stude
nts
can
think
critica
lly.
7. It
Modes Assist will
of my be my
Assess coope guide
ment rating when
teache I am
r in the
creati one
ng an who
assess will
ment do an
to assess
evalu ment
ate for
the my
stude stude
nts nts.
8. This
Teachi Analy is
ng ze impor
what tant to
Appro strate me as
aches, gies teach
Metho and er
Strateg ds becau
ies used se I
by my need
coope to set
rating my
teache own
r and strate
if this gy
strate and
gy metho
and d in
metho teachi
d is ng
effecti that
ve to will
the be
stude effect
nts ive
for
my
stude
nts
9. Help This
Teachi my will
ng- coope help
Learni rating me to
Teaching Internship
P a g e | 68
ng teache devel
activiti r in op my
es facilit chara
ating cter
the as a
stude facilit
nts in ator
giving to my
activit stude
ies. nts
when
I give
them
activit
ies
10. I can
Studen Obser use
t ve this to
Engag what motiv
ement motiv ate
ation my
gives stude
by my nts
coope and
rating give
teache them
r to intere
motiv sting
ate discus
his/he sion
r
stude
nts
before

Teaching Internship
P a g e | 69
6. Assignment
activities
15. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
liti groo can
es ming, be
Teaching Internship
P a g e | 70
punct practi
of uality ce for
the and me, to
Te voice beco
ach of my me
ers coope prese
rating ntable
teache in
r front
of my
stude
nts.
2. Take This
tional of my devel
Materi coope op
als and rating my
ces r in
Power creati
Point ng
Prese my
ntatio instru
n and ctiona
other l
instru mater
ctiona ials
l and to
materi be
als prepa
like red
video for
prese my
ntatio class.
n and
image
s
3.
Classr Reme When
oom mber I am
Manag the the
ement rules one
of my who
coope will
rating teach
teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
mana
ge my
class
4. See if I will
Intend the of make
Teaching Internship
P a g e | 71
ed learni sure
ng that
Learni object my
ng ives object
Outco set by ives
mes my or
coope learni
rating ng
teache outco
r is me in
meet every
by the discus
stude sion
nts. is
SMA
RT
5. This
Questi Listen will
oning to my help
Techni coope me to
ques rating devel
teache op in
r creati
when ng a
he/she critica
ask l
the questi
stude on for
nts my
and stude
see if nts
the durin
questi g my
on is discus
enhan sion.
cing
the
Highe
r-
Order
-
Think
ing-
Skills
of
stude
nts
6. It can
Assign Obser help
ment ve the me
assign devel
ment oping
given an
by my assign
coope ment
rating that
teache will
r show
Teaching Internship
P a g e | 72
if my
stude
nts
can
think
critica
lly.
7. It
Modes Assist will
of my be my
Assess coope guide
ment rating when
teache I am
r in the
creati one
ng an who
assess will
ment do an
to assess
evalu ment
ate for
the my
stude stude
nts nts.
8. This
Teachi Analy is
ng ze impor
what tant
Appro strate to me
aches, gies as
Metho and teach
ds, and metho er
Strateg ds intern
ies used becau
by my se I
coope need
rating to set
teache my
r and own
if this strate
strate gy
gy and
and metho
metho d in
d is teachi
effecti ng
ve to that
the will
stude be
nts effect
ive
for
my
stude
nts
9. Help This
Teachi my will
ng- coope help
Teaching Internship
P a g e | 73
Learni rating me to
ng teache devel
activiti r in op
es facilit my
ating chara
the cter
stude as a
nts in facilit
giving ator
activit to my
ies. stude
nts
when
I give
them
activit
ies
10. I can
Studen Obser use
t ve this to
Engag what motiv
ement motiv ate
ation my
gives stude
by my nts
coope and
rating give
teache them
r to intere
motiv sting
ate discus
his/he sion
r
stude
nts
before

Teaching Internship
P a g e | 74

6. Assignment
activities
16. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
liti groo can
Teaching Internship
P a g e | 75
es ming, be
punct practi
of uality ce for
the and me, to
Te voice beco
ach of my me
ers coope prese
rating ntable
teache in
r front
of my
stude
nts.
2. Take This
tional of my devel
Materi coope op my
Resour teache in
ces r creati
Power ng my
Point instru
Prese ctiona
ntatio l
n and mater
other ials
instru and to
ctiona be
l prepa
materi red
als for
like my
video class.
prese
ntatio
n and
image
s
3.
Classr Reme When
oom mber I am
Manag the the
ement rules one
of my who
coope will
rating teach
teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
mana
ge my
class
4. See if I will
Teaching Internship
P a g e | 76
Intend the of make

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Teaching Internship
P a g e | 77
r show
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Teaching Internship
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Teaching Internship
P a g e | 79
tional of my devel
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Teaching Internship
P a g e | 80
SMA
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Assess coope guide
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Teaching Internship
P a g e | 81
creati one
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assess will
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to assess
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stude stude
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Teachi Analy is
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nts
when
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Teaching Internship
P a g e | 82
them
activit
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Studen Obser use
t ve this to
Engag what motiv
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ation my
gives stude
by my nts
coope and
rating give
teache them
r to intere
motiv sting
ate discus
his/he sion
r
stude
nts
before

Teaching Internship
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6. Assignment
activities

Teaching Internship
P a g e | 84

6. Assignment
activities
18. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
Teaching Internship
P a g e | 85
liti groo can

es ming, be
punct practi
of uality ce for
the and me, to
Te voice beco
ach of my me
ers coope prese
rating ntable
teache in
r front
of my
stude
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tional of my devel
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ces r in
Power creati
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Prese my
ntatio instru
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3.
Classr Reme When
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Manag the the
ement rules one
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coope will
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teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
mana
ge my
class
Teaching Internship
P a g e | 86
4. See if I will
Intend the of make
ed learni sure
ng that
Learni object my
ng ives object
Outco set by ives
mes my or
coope learni
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5. This
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6. It can
Assign Obser help
ment ve the me
assign devel
ment oping
given an
by my assign
coope ment
rating that
Teaching Internship
P a g e | 87
teache will
r show
if my
stude
nts
can
think
critica
lly.
7. It
Modes Assist will
of my be my
Assess coope guide
ment rating when
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ve to that
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stude be
nts effect
ive
for
my
stude
nts
9. Help This
Teaching Internship
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Teachi my will
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Learni rating me to
ng teache devel
activiti r in op
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ating chara
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stude as a
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motiv sting
ate discus
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r
stude
nts
before

Teaching Internship
P a g e | 89
6. Assignment
activities
Teaching Internship
P a g e | 90

6. Assignment
Teaching Internship
P a g e | 91

activities
19. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
liti groo can
es ming, be
punct practi
of uality ce for
the and me, to
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ach of my me
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stude
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prese my
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3.
Classr Reme When
oom mber I am
Teaching Internship
P a g e | 92
Manag the the

ement rules one
of my who
coope will
rating teach
teache my
r for stude
the nts I
mana can
geme use
nt of this
the rules
class to
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ge my
class
4. See if I will
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SMA
RT
5. This
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and stude
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questi g my
on is discus
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cing
the
Highe
r-
Order
Teaching Internship
P a g e | 93
-
Think
ing-
Skills
of
stude
nts
6. It can
Assign Obser help
ment ve the me
assign devel
ment oping
given an
by my assign
coope ment
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Strateg ds intern
ies used becau
by my se I
coope need
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teache my
r and own
if this strate
Teaching Internship
P a g e | 94
strate gy
gy and
and metho
metho d in
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stude be
nts effect
ive
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Teachi my will
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motiv sting
ate discus
his/he sion
r
stude
nts
before
Teaching Internship
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6. Assignment
Teaching Internship
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activities

6. Assignment
Teaching Internship
P a g e | 97
activities
20. Per As a
son Obser teach
al ve the er
perso intern
qua nal this
liti groo can
es ming, be
punct practi
of uality ce for
the and me, to
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ach of my me
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tional of my devel
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als and rating my
ces r in
Power creati
Point ng
Prese my
ntatio instru
n and ctiona
Teaching Internship
P a g e | 98
other l
instru mater
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l and to
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als prepa
like red
video for
prese my
ntatio class.
n and
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s
3.
Classr Reme When
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Manag the the
ement rules one
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r for stude
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ge my
class
4. See if I will
Intend the of make
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Outco set by ives
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SMA
RT
5. This
Questi Listen will
oning to my help
Techni coope me to
ques rating devel
teache op in
r creati
when ng a
Teaching Internship
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he/she critica
ask l
the questi
stude on for
nts my
and stude
see if nts
the durin
questi g my
on is discus
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cing
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ment ve the me
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r show
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Assess coope guide
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r in the
creati one
ng an who
assess will
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to assess
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ate for
the my
stude stude
nts nts.
Teaching Internship
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8. This
Teachi Analy is
ng ze impor
what tant
Appro strate to me
aches, gies as
Metho and teach
ds, and metho er
Strateg ds intern
ies used becau
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ive
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9. Help This
Teachi my will
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Learni rating me to
ng teache devel
activiti r in op
es facilit my
ating chara
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nts
when
I give
them
activit
ies
10. I can
Studen Obser use
t ve this to
Engag what motiv
ement motiv ate
ation my
gives stude
Teaching Internship
P a g e | 101
by my nts
coope and
rating give
teache them
r to intere
motiv sting
ate discus
his/he sion
r
stude
nts
before
Paste pictures/screenshots that will support your answer in “observation”.
For example when you answer about Classroom Management as the focus, make
sure to attach screenshots of how the Teacher you observed in FS 1 and 2 manage
his/her virtual class.
Name of Teacher Intern ANGELA R. DIZON Date Submitted:___________
Year and Section:BTLED 4B Course: TLE
Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1
All observation One (1) to two (2) Three (3) Four (4) or more questions/tsks
observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks
not
Observation answered/accom answered/accomplis answered/accomplis
answered/accomplis
Sheet plished. hed. hed. hed.
All questions All questions were Questions were not Four (4) or more were
answered answered answered observation
completely; completely; answers completely; answers questions were not
answers are with are clearly are not clearly answered; answers
Analysis depth and are connected to connected to not connected to thoroughly theories;
grammar theories; one (1) to theories; more than grounded on and spelling are
free three (3) four (4) grammatical
theories; from error. grammatical error/spelling errors
grammar and error/spelling errors spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow; clear;
supported depth; supported by shallow; somewhat rarely supported by by what
were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not
Portfolio is not reflected on in on in the context of reflected
on in the reflected on in the the context of the learning context of
the context of the the learning outcomes. learning
Teaching Internship
P a g e | 102
outcomes. learning outcomes. Proof of outcomes.

Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not organized, highly
relevant to the to the learning relevant.
relevant to the learning
outcome outcomes learning outcome
Submission Submitted Submitted on the Submitted a day Submitted two
days
before the deadline after the deadline or more
after the deadline deadline COMMENT/S Rating:
Over-all 13- 11 10 9-8 7-below
score 12
2.50 2.75 3.00 3.5 5.00
81 78 75 72 71-
Score 20 19-18 17 16 15 14
Belo
Grade 1.0 1.25 1.5 1.75 2.00 2.225
99 96 93 90 87 84 w
_________________
_________________________________
_
(Based on transmutation)
Signature of Instructor/Professor above Printed Name Date References:

Publishing Inc
Teaching Internship
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LEARNING
TASK CLASSROOM MANAGEMENT
3
Overview
This learning task will teach you about the importance of classroom
management in building a suitable learning environment. You will also discover
various techniques and tactics for managing student diversity, resulting in good
and efficient learning transfer across students.

● familiarize myself with the classroom structure;
● design effective classroom routines for daily classroom life; and
● demonstrate good, non-violent discipline in managing

student behavior.

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

Classroom management employs established efficient routines to make it
easier for students to learn. Classroom routine is simply a well-practiced
response to a teacher's instruction.
Managing classroom routines varies depending on the school's learning
modality. Face-to-face classroom management takes into account the physical
structure and environment, which should allow for maximum teacher-student
interaction with minimal distractions, whereas online classroom management is
based on the technological tools available to students as well as the physical
learning environment in which they are located, such as at home or in an
internet shop. Some components of teaching and learning, on the other hand,
are easily adjustable. The content delivery or class scheduling may take place in
a variety of ways:
a. Fully synchronous- a meeting with students is set up in a fixed
schedule. Synchronous meeting is used to deliver lectures, promote
Teaching Internship
P a g e | 104
discussions, respond to students’ queries, and provide instructions and

reminders.
b. Blended- allows students to complete tasks independently and submit
their work on a specified time via email or any of the learning
management platforms (LMP) like Google Classroom, Schoology,
Moodle, Canvas, etc.; and strategically design synchronous meetings
for more important information to be communicated face-to-face.
c. Fully Asynchronous- the teacher designs all curriculum to be delivered
through the platform with work submitted online. Consultation hours
may be given for students to ask questions and clarify instructions.
d. Modular- form of distance learning which uses Self-Learning Modules
(SLM) based on the most essential learning competencies provided by
the Department of Education. This is the ideal delivery for students
who have limited or no access to computers or the internet.
In the book of Teaching Internship, Barobo and Din (2021), provide tips for
face-to-face or online classroom structure and classroom routines.
Tips for Providing Structure in the Face-to-Face or Online Classroom
1. Rules and expectations must be given on the first day.
2. Set high expectations and explain its importance.
3. Hold students accountable for their actions (absences, tardiness, failure to
submit requirements, etc.)
4. Keep your rules clear and simple.
5. Be prepared to adjust. It is essential to understand that every class and
every learner are unique in their abilities, interests, limitations and
circumstances.
6. Be the primary model for your students when it comes to structure.
7. Be prepared and organized for the class each day.
8. Build a good reputation/image.
Necessary Classroom Routines and Structure
Face-to-Face Classroom Online/Virtual Classroom
A. Beginning of the Day A. Preparing for Class
1. Ask the students to line up 1. Provide the class with
properly and enter the room meeting codes, usernames,
quietly. and passwords.
2. Instruct them to sit at their 2. Encourage students to have a
designated seats and refrain quiet learning space; free
from touching unnecessary from distractions.
objects. 3. Prepare necessary materials
3. Move on to the homeroom before the class begins
routines (like saying a prayer, (notebooks,
greetings, checking of headphones/earphones,
attendance, submission of microphones, cameras, etc.)
workbooks, etc.) B. Communication with Parents
Teaching Internship
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B. Participating in Class or Guardians

Discussions 1. Provide open
1. Instruct students to raise communication/access
their hands when they want through emails, phones, text
to say something or answer a messages and social
question. networking apps.
2. During small group tasks, 2. Establish consultation hours.
bring only what is necessary C. Coming to Class
and listen to the directions 1. Encourage students to log-in
given by the teacher. at least 5 minutes before the
3. Remind students to class begins so that they have
accomplish assigned tasks on time to ease into the internet
the amount of time given and connection, check if the audio
to make sure that their work and video are working
is properly labeled. properly.
C. When Leaving the Classroom 2. Make sure students know
1. Make sure that students ask how to turn their
permission when going out of microphones on and off as
the classroom and take directed.
necessary pass. 3. Make sure students know
D. Ending the Day how to make their presence
1. Make sure students clear out known (example: by typing
their desks, push back their their full name in the char
chairs and take with them all boxes) once signed in.
necessary items. D. Participating in Class
2. Encourage them to refrain 1. Set expectations for both
from leaving trash under their synchronous and
desks and chairs. asynchronous participation.
3. Ask them to return borrowed 2. Remind the students to
items. refrain from using other
4. Facilitate the lining-up devices during class.
routine and ask the students 3. Have clear rules and policies
to leave the classroom quietly. when using the chat rooms or
chat boxes during small
group works.
4. Model how to post on
discussion forums and offer
feedbacks by writing
comments; asking the
students to identify “helpful”
and “unhelpful” comments.
5. Give students reasonable
time to complete
asynchronous tasks and
explain how these tasks are
to be assessed.
E. Leaving Class
1. Discourage students from
leaving the class early.
2. Encourage the students to
ask questions or raise
Teaching Internship
P a g e | 106
concerns before they

disconnect.
3. Remind students to sign-out
properly to protect their privacy.
OBSERVE:
Observe and assist your cooperating teacher, and list down

some routines that he or she has done for classes in the learning
modality to ensure that the class is managed properly. Include some
suggestions for improvement that you believe will be useful throughout
the class.
Observation Log
Cooperating Teacher: NORILYN TORRES Date:__________________
Grade/Year Level: GRADE 9 Time: 1:00 PM to 3:00 pm Subject: ICT
Topic:_____________________________________________
Cooperating School Activities/Strategies Suggestions for
Improvement
1. Beginning the Ma’am Norie start the In the new learning style
Class Routines: lesson with the opening it’s very difficult to all the
prayer using audio learners and teacher to
visual and followed by adapt to new normal but
the motivation where the the teachers do all their
student can boost their best to give the
attention. knowledge effectively.
2. Class Discussion/ In terms of discussion I It is ideal for students to

Participation: notice that ma’am Norie be visible when
always ask his/her participating in an online
student if they have any class discussion by
question regarding to simply opening their
discussed topic. Its more camera when answering
effective learning style a question.
because its can catch the
attention of your
student.
3. Ending the Class At the end of lesson There is no need to

Routines ma’am norie will ask the improve
student related to the
lesson that they tackle.
it’s a good strategy to
recap and determine if
the learner if truly
understand .
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ANALYZE
Narrate three (3) situations you encountered while assisting
your cooperating teacher in facilitating the class. Suggest ways to
address the situation in a positive and non-violent way.
Classroom Situation Suggestion

Situation 1 Provide a recorded video discussion for them
When some of the student can’t join the meeting
because of poor internet connection
Situation 2
There are some students late in submitting Consider some kids who have a solid explanation
assignment, activity because poor internet and tell them that they should be more responsible
connection and other personal reason next time.
Situation 3 Before the discussion, remind your students to select

Distraction of the noise in the a comfortable and quiet location.
surroundings .
REFLECT
Reflect on the experience you gain while assisting your cooperating teacher
on holding classes through distance learning modalities. Write how important it
is to establish effective classroom management.
Teachers and students both find online classes tough, and we must make
numerous adjustments. Communication is the most critical factor in building
good classroom management, according to my observations and experiences in
this new form of teaching and learning. Communication skills are especially
important when it comes to motivating kids to learn, building supportive
connections with encouragement and empathy, managing the classroom, and
providing feedback. As a student teacher, it is our responsibility to gather
essential information that we can properly communicate to our pupils.
Communication can help us build meaningful relationships with our kids and
help them improve their academic abilities, as well as their social and emotional
growth.
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Paste pictures/screenshots of classroom routines that you have
established in facilitating the class. Label them.
Name of Teacher Intern ANGELA R. DIZON Date Submitted: MAY 19, 2022
Learnin Excelle Very Satisfacto Needs

g nt 4 Satisfactory 3 ry 2 Improvement 1
Episode
s
All One (1) to two (2) Three (3) Four (4) or more
Accomplish observation questions/tasks not questions/tasks not questions/tasks not
ed questions/tasks answered/accompli answered/accomplis answered/accompli
Observation completely s hed. hed. s hed.
Sheet answered/acco
m plished.
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were answered answered answered observation
completely; completely; completely; questions were not
answers are answers are answers are not answered;
Analysis with depth clearly clearly answers not
and connected to connected connected
are theories; grammar to to theories;
thoroughly and spelling are theories; one (1) to more than four (4)
grounded free from error. three grammatical
on (3) error/spelling
theories; grammatical errors
grammar error/spelling
and errors
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; somewhat shallow; rarely
by what were by what were supported by what supported by what
Reflection observed and observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Learni outcomes. Complete; well- organized, relevant organized, not
ng Complete, well- organized, very to the learning relevant.
to the learning
outcome

Over-all transmutation)
score
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.22 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
Below
Signature of Instructor/Professor above Printed Name Date
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LEARNING
TASK CONSTRUCTING INSTRUCTIONAL MATERIALS
4
Overview
As teacher intern, it is vital that you know your students. Without knowing
your students, you cannot provide personalized instruction. Highly effective
teachers create and design instructional materials that can be used in teaching
and learning process which are suitable to all types of learners.
In this learning task, we will explore different resources available to
construct quality instructional materials to use during the conduct of learning
sessions.

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

Instructional materials are specially designed classroom tools used in
educational lessons. They may be categorized as print, non-print or electronic
materials. These materials are also referred to as teaching aids since they assist
teachers in making the teaching and learning process more efficient.
Print materials may include books, dictionaries,
encyclopedias, newspapers, etc.
Non-print materials may include microscope slides, models, rocks, field
visits, etc.
Electronic materials may be slide presentations, videos, augmented
realities, virtual realities, online content, live streams,
etc.
When selecting and designing instructional materials, some characteristics
should be taken into account. Consider the following:
• aligned with the vision, mission and goals of the school

• suited for the students age, developmental aptitude, interests, and
cognitive capacity
• diverse in terms of difficulty and must appeal to various points of
views
• must show quality of materials used and contain factual content
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• encourage students utilize higher-order thinking skills

The teaching-learning process is aided by the effective use of Information
Communications Technology (ICT). In the teaching-learning process, educational
ICT tools can provide a number of benefits. Some of them are:
• enhances teacher-student interaction and active student

participation
• ensures that complex instructions are understood
• mobile learning is available at any time and from any location
• opens avenue for innovative teaching methods
• helps teachers in reducing their paperwork
• allows parents to closely work with the teacher
• permits for greater collaboration between and among teachers and
administrators
Some challenges that teachers may face when integrating ICT in their
classes:
• limited accessibility and poor network connection

• lack of sufficient training
• inadequate technical support from schools
The study on “How Teachers Judge the Quality of Instructional Materials”
by Bugler, Dan, et.al, a table was presented to show the criteria for determining
the quality of instructional materials.
Teacher’s Criteria for Determining the Quality of Instructional Materials
Accuracy, visual appeal  No errors; correct information
 Well-written
 Strong visual appeal
Alignment to standards, depth of  Aligned to standards

knowledge
 Efficiently addresses standards
 Appropriate depth of knowledge,

questions and activities
Ease of use, support  Easy for teachers, students

and parents to use
 Complete set of instructions,

materials, activities, assessment
and answers
 Appropriate support for new

teachers
 Engagement: sparks student

interest; relevant
 Differentiation: appropriate
Engagement, ability to materials by skill level, language
meet student needs ability, cognitive capability and
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 learning style
 Cultural and background

knowledge: culturally relevant;
aligns with prior background
knowledge
 Diverse activities: group and

individual, hands-on, requires
movement, longer investigations
Contextualized Instructional Materials

Contextualized instructional materials are improvised teaching aids which
help increase students’ confidence and enthusiasm to learning.
Teachers need to contextualize the learning materials to increase student
motivation, activate learners’ prior knowledge and promote more effective
problem-solving. Using materials such as actual objects, pictures, gestures or
language and others ensure active engagement whereby students utilize
materials which promotes a higher level of comprehension. By contextualizing
the instructional materials, students get more involved in their learning and are
able to attain the mastery of the content of the lesson.
The instructional materials used to aid the teaching and learning process
are always evolving and improving, the changes and transitions of instructional
materials from traditional to ICT tools are inevitable. Here are some examples of
time-tested materials and ICT tools.
Time-Tested Materials ICT Tools

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

and presentation of instructional materials used during class sessions, observe
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how he/she utilized different IMs and ICT tools during five teaching days. List
down the said materials and identify its advantages and disadvantages.
Observation Log
Cooperating Teacher: Norielyn Torres Date:__________________
Grade/Year Level: GRADE 9 Time:_________ Subject:_______________
Topic:_____________________________________________
Daily Lesson IMs/ICT Tools Advantages Disadvantages
Day 1 Lesson: Video lesson Actual Gain move data
Install network demonstration because its video .
Powerpoint
cables to add more
Smartphone/Laptop knowledge.
Some of student
It more
have slow / poor
efficient to
internet
have PPT to
connection .
take note the
important
detail in the
lesson .
Is also can cause of
To easy to
a distraction to
communicate.
others.
Day 2 Lesson: Power point It is easy to There have a lot of

Setting up present the lesson struggle or
Smart phone
computer servers for students distraction when it
/Laptop
comes to online
To easy to
Video lesson class the most
communicate
resdon why student
Google form
Actual cant join in online
demonstration class is because of
to add more poor connection.
knowledge
To easy to
communicate
Day 3 Lesson: Ms Teams When we're in When it comes to

Maintaining and a new mode of online classes,
PPT
reparing computer learning, the there is a lot of
system and Video presentation students learn struggle or
networks. to adapt to a distraction. The
Smartphone/laptop
new setting most common
Google form and teaching reason why
style. students cannot
Students can participate in online
really benefit classes is because
from Google of a poor
Meet to brush connection.
up on the
lesson and the
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PowerPoint.
ANALYZE
Analyze the disadvantages of using IMs/ICT tools you stated on
the above observation log. Suggest ways to improve the said IMs/ICT
tools.
IMs/ICT Tools Used in Daily Lesson Suggestions for Improvement
Day 1: Have an announcement the day before
Internet Connection class in order to have a prepation to
their internet connection .
Day 2: There have a lot of background noise

Ms Teams that can lead to a distraction to others
in order to prevent it is . always tell to
the student to have a place when they
have an online class.
Day 3: Remind the student about the
Google Form direction and the time that their need
to accomplish .
REFLECT
Write how important it is to choose appropriate instructional materials

best suited to the learning styles of your students.
As a teacher intern, I must use instructional resources to give learning to my students, and selecting
good instructional materials is critical. It is critical to select instructional resources that are most
suited to my students' learning styles since they help both the teacher and the students avoid an
overemphasis on recitation and rote learning, which can easily dominate a session. Learners can
use resource materials to acquire hands-on experience that will help them develop skills and
concepts, as well as work in a variety of methods. Instructional materials aid in improving the
teaching/learning process by displaying information needed to obtain knowledge and skills.
Paste pictures/screenshots of instructional materials you listed in the
above observation log.
IMs/ICT Tools Used in Daily Lesson Pictures/Screenshots
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Day 1:
Ms teams
Laptop/ Smartphone
Video lesson
Google form
Day 2:
Ms teams
Laptop/ Smartphone
Video lesson
Google form
Day 3:
Ms teams
Laptop/ Smartphone
Video lesson
Google form
Name of Teacher Intern : ANGELA R. DIZON Date Submitted: MAY 19, 2022

Episode
s
ed questions/tasks answered/accompli answered/accomplis answered/accompli
Sheet answered/acco
m plished.
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and errors
spelling are free
from error.
to the learning
outcome

Over-all transmutation)
score
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.22 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
Below
LEARNING DESIGNING DIFFERENTIATED CLASS

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TASK
ACTIVITIES
5
Overview
Because you will be a teacher, you must have a clear understanding of
how to create differentiated classroom activities. The depth of your effective
teaching and learning skills will be improved. This section will go over some of
the various design class activities that will be beneficial to you as a future
teacher.

• assist the Cooperating Teacher in preparing class activities;
• facilitate LDM class activities with minimum supervision from
the Cooperating Teacher;
• design contextualized learning activities aligned with the most essential
learning competencies; and
• use professional reflection and learning to improve practice.
The students in the class show a variety of learning styles. They may be of
various ages, genders, learning styles, interests, and learning preferences,
among other things. Learners of all abilities and backgrounds are included in
the diversity. Teachers must be aware of these differences in order to provide a
pleasant and effective learning environment.
The following are some areas where students may differ:
• Experiences
• Cultural background
• Race
• Gender
• Strength
• Interest
• Needs
• Socio-Economic Status
• Giftedness/talents
• Learning Modalities/Styles: (a) Visual, (b) Auditory, (c) Kinesthetics and
(d) Tactile
• Multi Intelligence: (a) Spatial, (b) Verbal/ Linguistic, (c) Musical, (d)
Intrapersonal, (e) Interpersonal, (f) Bodily/Kinesthetics, (g) Naturalistic, (h)
Existential, and (i) Logical/Mathematical
• Brain-Based Learning: (a) Right Brain and (b) Left Brain
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According to Carol Ann Tomlinson, differentiated instruction is “giving students

multiple options for taking in information. “Teachers must be able to observe
and understand the differences and similarities among students and use these
to plan for instruction. It involves these three instructional components:
• Content
• Process
• Product
Advantages of Differentiated Instruction
• Effective for variety of learners
• Can make students responsible for their own learning
• More options on learning different materials
• Less discipline problems in the classroom
• Provides more opportunities for equity and acknowledges differences
Disadvantages of Differentiated Instruction
• Requires more work in lesson planning and lesson execution
• Needsmore time in preparation [of instructional materials
and instructional activities
• More resource-intensive
• Does not coincide with standardized tests
As practice teachers, you must demonstrate knowledge and comprehension of
the diversity of learners as well as the use of differentiated activities to meet
individual differences.
Suggested Classroom Strategies for Varied Types of Learners
Interpersonal Intelligence (People Smart)
• Conducting Role Playing
• Having a Class review
• Having a Team Pair-Solo
• Playing Domino
• Playing Jigsaw
• Cooperative games
• Using a board game
Intrapersonal Intelligence (Self-Smart)
• Using Novelty
• Reciting a Monologue related to the topic
• Conducting Hot Seat
• Playing Bingo based on the topic
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• Answering What if Questions

• Giving Personal opinions
Verbal-Linguistics Intelligence (Word Smart)
• Creating jingles • Writing Essay
• Radio Newscast
• Writing Poetry
• Writing stories
• Writing News
• Conducting speech choir
• Conducting Television newscast
• Conducting Panel interview
• Conducting structured and unstructured Interviews
Musical Intelligence ( Music Smart)
• Organizing an Orchestra
• Creating Parody
• Writing simple songs related to the lesson
Naturalist Intelligence (Nature Intelligence)
• Showing videos, films or documentaries related to nature
• Nature trip/walk
• Using Travelouge
Visual-Spatial Intelligence (Art Smart)
• Putting a museum/Exhibit
• Creating Cartoons
• Making Comic strip
• Using graphic organizers
• Making Pictographs
Bodily Kinesthetic Intelligence (Body Smart)
• Playing Human Domino
• Playing Human Scrabble
• Tossing Quadrant
Logical-Mathematical Intelligence (Number Smart)
• Playing with blocks and shape
• Drawing maps
• Solving problems
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• Solving mysteries using deductive reasoning

• Creating visual Diagrams
• Using Number Codes
The 3I’s and 2C’s in Education

Innovative- an innovation in learning occurs in a specific teaching and
learning context, improving upon the implementation of the standard practice or
introducing a new practice, thus achieving greater learning outcomes.
Teacher’s must use a wide array of instructional strategies to make the
students highly engaged in the teaching-learning process. The strategies to be
used must cater to the diversity of learners.
Interactive- is a holistic methodology that has both online
and offline components, which together make a complete educational
experience.
Teachers must ensure that there is meaningful student engagement in the
class. All students must participate in all the teaching-learning activities.
Integrative- Integrative learning is an approach where the learner brings
together prior knowledge and experiences to support new knowledge and
experiences. By doing this, learners draw on their skills and apply them to new
experiences at a more complex level.
Curriculum is seamless and borderless. Teachers must see to it that all
the learnings gained in the classroom must have a unifying process. Each
subject complements the lessons learned in the various disciplines.
Collaborative- is the process of working together to achieve a common goal.
In teaching, the common goal is always improved learner outcomes. Teacher
collaboration involves: debating, planning, and problem-solving together. ...
actively contributing to a respectful and supportive learning environment.
Cooperative- is a structured method of combining classroom-based
education with practical work experience. A cooperative education experience,
commonly known as a "co-op", provides academic credit for structured job
experience. Wikipedia
The use of cooperative strategies in classes will promote unity, cooperation
and teamwork between and among classes.
OBSERVE:
Cooperating Teacher: NORIELYN TORRES Teacher’s Signature: ______

School: CAMP TINIO Subject Area: ______________Date: ___________
Activity 1
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Write your observation regarding differentiated activities. You may paste

pictures or screenshots to support your observation.
When I starting my class , I will great them with the because, in my experience,
if you greet them enthusiastically, they will be more attention to the class. After
that, have a student lead the prayer. Following that, the attendance is checked.
Assign leaders to each group to keep track of their members' attendance. This
method of monitoring attendance can help you save time. The virtual class
management comes next. This is critical to execute in the classroom in order to
effectively manage the entire class. Now that the preliminary exercises have
been completed, the following activity is a review of the previous lesson. I ask
the students about the last lesson and what they learned or remembered
throughout this activity. For inspiration, I show them a film or give them a little
task in the form of a game. According to my observations, when I motivate them
by playing a movie instead of a game, kids come up with a lot of ideas. Let's get
to the generalization now. In this activity, I pose a question to the learner that
will help them develop higher-order thinking skills, and then I give them a short
activity in the form of a game. When I give them a creative game in application, I
notice that they are highly attentive. Finally, they take notes on my directions
for an exam, activity, or task that I will provide them after evaluation and
assignment.
ANALYZE
As you assist your cooperating teacher in planning out the
activities for differentiated instruction, address the given diversities and analyze
the strengths and weaknesses of the said activities.
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Activities Employed Strengths and Weaknesses of the

Planned Activities
At the end of a class, students

demonstrate what they have learned in
a formative evaluation. Students can
Asynchronous Activity assess the desired learning outcomes.
Because someone was unable to
attend the meeting at the outset of the
discussion, the availability of the
students' connection is a concern.
Discussion When it comes to discussions, the

students' eagerness to learn is applied.
The students are actively participating,
which is a positive aspect. It also
improves their knowledge of the
subject. The contact between students
and teachers is a good example of how
to learn, and it can also help them
gain confidence in dealing with
communication.
Application Performance assessment allows

students to play an active role in the
assessment process, which experts
have found increases their engagement
and, in turn, enhances their learning.
Assessments can be designed so that
students choose their topic or select
the best way to demonstrate their
understanding. Many students find
performance assessment appealing
because it allows them to take
ownership of their learning.
REFLECT
Write your reflections on the following.

1. How does differentiated instruction benefit your students?
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Different activity instructions can help pupils attain their full potential, such as
group work for developing interpersonal skills and tests for improving cognitive
ability .
2. As a future teacher, how can you employ the following strategies in your
class?
As a future teacher, I intend to use a variety of tactics in my classroom by
planning and organizing the materials I will use throughout class time. I will
ensure that my students are actively engaged in the learning process in order to
attain a successful conclusion. Every lesson provides an opportunity for
students and teachers to form genuine bonds. Being authentic necessitates
creating lessons that encourage students to interact with one another. I will
encourage my students to express themselves and laugh with them in positive
ways. Personal experiences should be acquired, as should connections with and
learning from people in the classroom.
Name of Teacher Intern: ANGELA R. DIZON Date Submitted: MAY 19, 2022

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Episode
s
ed questions/tsks answered/accompli answered/accomplis answered/accompli
Sheet answered/acco
m plished.
and errors
spelling are free
from error.
to the learning
outcome


Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.22 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
Below
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Jogan, S.N. 2019. Evaluating the Effectiveness of a School Internship.

International Journal for Social Studies, 5(2), 227-235.
https://files.eric.ed.gov/fulltext/ED593865.pdf
Purshotam. 2019. IMPORTANCE OF INTERNSHIP PROGRAMMES IN
TEACHER EDUCATION. Scholarly Research Journal for
Humanity Science & English Language, 8(38), 10024-10026.
https://www.srjis.com/pages/pdfFiles/159024052917.%20Dr.
%20Purshotam%201.pdf
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LEARNING ASSISTING AND PARICIPATING IN SCHOOL

TASK PROGRAMS AND ACTIVITIES
6
Overview
School programs and activities are part of the learning development of the
learners. They give the students opportunity to participate in the school life
which help them develop into well-rounded individuals. They also help the
students to develop good human relationships as they interact with other
students whose interests may be similar or different from them. Thus there is
diversity of experiences where students may learn from.
Participating in various school programs and activities will also promote
the development and strengthening the students’ sense of responsibility,
resourcefulness, collaboration, unity, and cooperation with the larger
community.
Students' activities are organized in various ways by schools. Nearly every
month, schools are holding several activities and implement some programs that
the schools should follow and observe.
Student activities should be a fundamental part of the school day, with
students participating in one or more of them for them to get leadership
experience that helps them develop into well-rounded adults.
As student teachers, you should be aware of the school activities and
programs that your cooperating school celebrates and adapts.
At the end of the learning task, I should be able to:
• identify the relevant and responsive learning programs and activities in

my Cooperating School
• Discuss the importance of the school programs and activities

.
• use professional reflection and learning to improve practice
Recall of the Learning Experiences
Most of you are aware of the school programs and activities that your
former school held. Do you know its importance and why it should be a part in
providing knowledge and skills to students.
Common activities include student government, honor societies, arts

organization (band, choral, theater) academic debate, academic competitions,
celebrations related to culture, awareness week and many more.
The following are some of the importance of School Programs and

Activities:
1. Encourages collaboration, teamwork, and togetherness.
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2. Boosts one's self-esteem

3. Promote opporturnities for self-development.
4. Builds and improves one’s potentials
5.Improve formative abilities.
6. Strengthen harmonious relationships
7. Enhances existing abilities
8. Promotes and maintains one’s well-being.
9. Educates students on how to plan and lead.
10. Enhances communication abilities
Knowing the significance of the school programs and activities on your

part as student teachers gives you an insight of how learning takes place in a
school environment. You can assist your cooperating teacher in encouraging
students to participate and get involve with school activities in order to
develop them into a more well-rounded invididuals.
OBSERVE:
Now that you are already in your teaching internship and had a glimpse of
the school environment, please observe and take note of the school programs
and activities that your cooperating school adapts and celebrates. List them
down below:
ACTIVITIES THAT SCHOOL MONTH THAT THE ACTIVITIES
CELEBRATE ARE CELEBRATED
ANALYZE :
1. Cite some examples of activities/celebrations held in your cooperating

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

Done Activities/Celebrations
REFLECT:
1. Recall the activities/celebrations you participated in while you were

in elementary and/or high school. What did you gain from participating
the activity/ies. Give at least three examples.
Cooking Festival, Nutrition Month, Christmas Party, Buwan ng Wika, and

Dance Recital, and sports (try out in badminton) are all events that take place
during my high school days. All of these were my activities when I was in junior
high and senior high school. I've learned a lot, particularly in terms of
cooperation and camaraderie.
2.How will you encourage your students to participate in school activities.
Let them know that taking part in that activity is fun and makes them happy
Extracurricular activities are also provided to assist students improve their
social skills and learn how to work together to accomplish a shared goal. These
activities allow kids to follow their many interests, boost their self-esteem,
develop leadership abilities, and even improve their academic achievement while
having fun.
Name of Teacher Intern: ANGELA R. DIZON Date Submitted: MAY 19, 2022
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Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1
All observation One (1) to two (2) Three (3) observation Four (4) or more questions/tsks
observation questions/tasks not observation
Accomplished completely questions/tasks not answered/accomplish questions/tasks not
Observation answered/accompl answered/accomplish ed. answered/accomplish
Sheet ished. ed. ed.
All questions were All questions were Questions were not Four (4) or more answered answered
completely; answered completely; observation questions completely; answers are clearly
answers are not clearly were not answered; answers are with connected to theories; connected
to theories; answers not
Analysis depth and are grammar and spelling one (1) to three (3) connected to theories;
thoroughly are free from error. grammatical more than four (4) grounded on error/spelling
errors grammatical
theories; grammar error/spelling errors and spelling are free from error.
Profound and Clear but lacks depth; Not so clear and Unclear
and shallow; clear; supported supported by what shallow;
somewhat rarely supported by by what were were observed
and supported by what what were observed
Reflection observed and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfoliois reflected Portfoliois not Portfolio

is not reflected on in the on in the context of reflected on in the
reflected on in the context of the the learning outcomes. context of
the learning context of the learning learning outcomes. Complete; well- outcomes.
Complete; outcomes. incomplete; Proof of Complete, well- organized,
very not organized, not organized, not Learning organized, highly
relevant to the relevant to the relevant. relevant to the learning
outcome learning outcomes
learning outcome
Submission Submitted before Submitted on the Submitted a day after Submitted two days or
the deadline deadline the deadline more after the
deadline
COMMENT/S Rating:
Over-all score (Based on
transmutation)
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
____________________________________________________ ___________
References:
Publishing Inc
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LEARNING
TASK USING ASSESSMENT IN TEACHING
7
Overview
Assessment is integral to the teaching - learning process and can take a
variety of forms. It sounds appealing and simple. However, it can be surprisingly
challenging to put into practice. As a result, it doesn’t always have the positive
impact on learning that is expected.

 Assist my cooperating teacher to create assessment materials related to the
lessons, applicable to various distance learning modes and checking
students’ output;
 design and create various assessment tools with suitable scoring rubrics;
use professional reflection and learning to improve practice.

Assessment can be considered the systematic collection, review, and use
of information about educational programs undertaken for the purpose of
quality improvement, planning, and decision-making.
There are many benefits of assessment, including:
-enhanced student learning, development, and engagement
-opportunity to make improvements based on accurate evaluations of need
Student learning assessment involves four primary steps that serve as a
continuous cycle: Develop clearly articulated learning outcomes; provide
purposeful opportunities for students to achieve those learning outcomes;
assess students’ achievement of the learning outcomes; and Use the results to
improve teaching and learning.
Classroom assessment is generally divided into three types: assessment for
learning, assessment as learning and assessment of learning.
Assessment for learning Assessment as learning Assessment of learning

(Formative Assessment) (Summative
Assessment)
During the learning A process through which Examining assessment
process, assesses a students can learn about data at the end of the
student’s knowledge and themselves as learners and teaching and learning
become more aware of how
understanding of a skill they learn. process.
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Examine the student’s prior Focuses on constructive In relation to the teaching

information, beliefs, and teacher feedback for and learning process,
misconceptions. students to self-assess makes judgements about
what students have
learned.
Students reflect on their

work on a regular basis,
usually through
selfevaluation and
decisionmaking (often with
the
assistance of the teacher.)
Throughout the learning This happens when Usually completed at the
process, this occurs. teachers use evidence of end of the task unit or
Progress is monitored on a student learning to make course
regular basis. judgements on student
achievement against goals This happens at the end of
This occurs during the and standards. learning a variety of tools;
learning process, often
more than once, rather
than at the end.
Students receive immediate Students are given Provides a foundation for
feedback and direction. challenging opportunities to discussion about placement
become confident, or promotion
competent self-assessors.
They are generally low They are frequently high

stakes, which means that stakes, which means that
they have low or no point they have a high point
value. value
Students are given Assist students in
more authority over their taking greater
own learning. responsibility
for their own
learning and
monitoring future
directions.
Is designed by a teacher for Is student-driven
use by students, teachers, with teacher
and parents. supervision.
Assessment as learning develops and supports students’ metacognitive

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

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

Activities
Example: Group work With a scoring rubric,
play about the given
Make a simple play
topic.
based on the day’s
lesson.
Wiring using rj45 cross over and straight Create the cross over
thru and straight thru
cable
Business plan Business plan Create their own

business plan.
ANALYZE
Creating templates for reflections on the teaching-learning process.

Create your weekly reflection template by including following elements:
* Areas of Strengths
* Areas of Improvement
* Plans of Action
REFLECT
Accomplish the PLUS-MINUS-INTERESTING CHART (PMI)
PLUS (P) Describe your MINUS (M) What should Interesting (I) What
favorite aspect of the be improved in the struck me the most
learning task learning task. about this learning task.
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My favourite task that I think the way I deliver Learning activities are
my student do is when i the instruction is the significant in instructional
assign to them in things that I need to contexts because they serve as
creating the cabling improve in able to them an interface between students
cross over and straight to understand easly. and the material available in
thru cable because I the classroom
notice that they have an
excitement in their eyes
because is more fun and
exciting
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Paste photos/screenshots of your one (1) formative and one (1) summative task. from
your orientation sessions. Label them.
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Name of Teacher Intern : Angela R. Dizon Date Submitted: MARCH 19 , 2022

Episode
s
ed questions/tsks answered/accompli answered/accomplis answered/accompli
Sheet answered/acco
m plished.
and errors
spelling are free
from error.
to the learning
outcome


Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.22 2.50 2.75 3.00 3.5 5.00
Teaching Internship
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5
99 96 93 90 87 84 81 78 75 72 71-
Below
LEARNING
TASK CONDUCTING DEMONSTRATION LESSON(S)
8
Overview
The word demonstration means to give demos or to perform the activity or
concept. In demonstration method, the teaching-learning process is a carried in
a systematic way. A successful teaching demonstration ultimately comes down
to careful planning and practice.

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

Demonstration Teaching is the process of teaching you how to do or
perform a task in a step-by-step process/logical manner. It is the show and tell
method in of teaching. Teacher demonstrations are important because they
expose you to real-world situations, events, and processes. Your level of
motivation and interest will be heightened and sustained if you do daily
demonstration lessons.
You’ve been conducting simulation classes and micro-teaching in your
Professional courses. You’ve been doing demonstration in a variety of ways, and
by this point, you’re skilled and well-equipped to use this method effectively.
Characteristic of Good Demonstration Teaching

A successful teaching demonstration must be meticulously planned. You
must be aware of the following for your daily and final demonstrations to be
successful.
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1. The demonstration should be done in a simple way.

2. In this strategy, attention is paid to all students.
3. Goals and objections of demonstration are very clear.
4. It is well-planned strategy.
5. Time is given for rehearsal before the demonstration.
How to Deliver an Outstanding Demonstration Lesson
What Should You Do? What to Do?

1.Plan and organize your Lesson Plan Make a copy of your lesson
lesson in accordance with plan/observation form
Instructional materials
the learning Modality sheets and distribute them
Delivery (LDM) of your Learning Activity Sheets to your observers.
Cooperating School. (LAS)
Prepare and organize all
instructional materials
accordance with the
lesson’s sequence.
Prepare consumables if
needed (face-to-face) and
powerpoint (if done online).
Use a cue card to help you

remember the logical steps
of your lessons.
Before the actual demo,

practice and time your
lesson.
2. Be the BEST! Proper attire (without Always keep a positive
Practicum uniform) attitude and be
selfassured.
Proper grooming
Maintain eye contact.
Modulate your voice
Be articulate and
spontaneous in your
thoughts and ideas.
Be as natural as can be
3. Manage your class well. Seat Plan (when done face Begin with your classroom
to face especially if you routines. (prayer,
have not memorized the greetings, attendance and
names of your students) so on).
List of names for reference You used a variety

(if done online especially if of teaching
their names are not shown strategies to keep all
on camera) your students
interested.
Take a look at
your learning
environment.
Start and end classes on

time.
Teaching Internship
P a g e | 138
Make adjustments if
needed.
4. Others (list what else is
necessary).
Revisiting the Infographics Introduction

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

relevant to the Cooperating School’s LDM and as required by the Cooperating
Teacher.
A. Lesson Plan Exemplar is an ideal example of a teacher’s “roadmap” for
the lesson. It contains a detailed description of the steps a teacher will
take to teach a specific lesson. It is divided into the following parts:
Learning Outcomes/ Objectives, Learning Content, Learning
Resources, Learning Procedures, Remarks and Reflection.
This is a lesson exemplar that you can use to help you with your
teaching and learning.
Accomplish this task in accordance with the lesson you were taught.
Subject_____________________________ Grade level/ Section ________ Time_______
1. Learning Outcomes -Define the profit margin

- Disscuss the five Simple Steps to Check Your
Numbers
- Follow the business expenses step by step
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2. Learning Content Entrepreneur
3. Learning Resources Power point , smartphone/laptop , Google form ,
4. Learning Procedures 1. Prayer

2. Greetings
3. Checking of Attendance
4. Review of Classroom Rules
5. Motivation
6. Assessment of Prior Knowledge
7. Application
8. Generalization
9. Evaluation
10. Assignment
5. Remarks The class ended with a assignment . The teacher
reminded the class to ready for the next class.
6.Reflection After my discussion I am grateful because my

students are cooperative and participating in
every activities. I know they acquired knowledge
in my lesson. As well they shared their ideas to
expand their understanding. It was a pleasure
seeing my students learned and enhance their
skills.
ANALYZE
Design instructional materials to be used in my daily/ final demonstration

teaching.
Topics Proposed Instructional Materials/
Resources
Business plan Google zoom , powerpoint , google
form , smart phone , earphone , and
laptop
REFLECT
After my daily/ final demonstration lessons,

These are the things I am happy about
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I am thankful that my student cooperate during the class , they are active and
willingly to answer if they been ask . and I am also thankful to my Cooperating
teacher to guide me during my intership and the advices that she teach me that
I can used in the future.
These are the areas in which I need to improve

On
I think the things that I need to improve is the time management and the way I
speck because I know I am a speed voice it can cause of poor learning outcomes
that why I need to more aware the way I speak .
These are the things I plan to do

I plan to have more efficient energizer in order to catch their attention.
I plan to improve my speaking skills .
I plan to be a good teacher in the future
Paste photos/screenshot of your preparation during your demonstration
teaching. Attach also the lesson plan you used in your final demonstration
teaching. Label them.
Teaching Internship
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Name of Teacher Intern Angela R. Dizon Date Submitted: MAY 19, 2022
Very Needs
Learning Excellent 4 Satisfactory 2
Satisfactory Improvement
Episodes
3 1
One (1) to two Three (3) Four (4) or more
All observation
(2) observation observation observation tasks/
tasks/questions
Accomplish tasks/ questions tasks/questions questions were
were completely
ed were not were not not
answered or
Observatio answered or answered or answered or
accomplished.
n Sheet accomplished. accomplished. accomplished.
All questions Four (4) or more
All questions Questions were
were answered observation
were answered not answered
completely; questions were
completely; completely;
answers are with not answered;
answers are answers are not
depth and are answers not
clearly clearly
thoroughly connected to
connected to connected to
grounded on theories; more
theories; theories; one (1)
Analysis theories; than four (4)
grammar and to three (3)
grammar and grammatical
spelling are free grammatical and
spelling are free and spelling
of error. spelling errors
of error. errors
Not so clear and
Clear but lacks Unclear and
Profound and shallow;
depth; shallow; rarely
clear; supported somewhat
supported by supported by
by what was supported by
what was what was
observed and what was
Reflection observed and observed and
analyzed observed and
analyzed analyzed
analyzed
The portfolio is The portfolio is The portfolio is
reflected in the reflected in the not reflected in The portfolio is
context of the context of the the context of not reflected in
learning learning the learning the context of
outcomes. outcomes. outcomes. the learning
Complete, well- Complete; well- Complete; not outcomes.
Proof of organized, organized, very organized, incomplete; not
Learning highly relevant relevant to the relevant to the organized, not
to the learning learning learning relevant.
outcome outcome outcomes
Submitted Submitted a day
Submitted on the Submitted two
Submission before the after the
deadline days or more
deadline deadline
after the
deadline
COMMENT/S: Rating:
Over-all score (Based on
transmutation)
Teaching Internship
P a g e | 142
TRANSMUTATION OF SCORE TO
GRADE/RATING
13-
Score 20 19-18 17 16 15 14 12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
Teaching Internship

TEACHING INTERNSHIP MODULE Ms

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Teaching Internship

This Teaching Internship learning module is a learning resource that concentrates

on Teacher Interns' observations, analyses, and reflections on their educational experiences.

Learning Task 1: Getting Ready for Teaching Internship

Learning Task 2: Classroom Observation

Learning Task 3: Classroom Management

Learning Task 4: Constructing Instructional Materials

Learning Task 5: Designing Differentiated Class Activities

Learning Task 6: Assisting And Participating In School Programs And Activities

Learning Task 7: Using Assessment In Teaching

Learning Task 8: Conducting Demonstration Lesson(s)

adjust to the New Normal Education.

Learning Task Page Number

Learning Task 1: Getting Ready

Intended Learning Outcomes

Recall of the Learning Essentials

This is a one-semester teaching internship in basic education at either

The Cooperating School Head/Principal will hold a second orientation

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

Teaching Internship Teaching Internship Expectations

3. Teach them with my own Gather reliable data to have more

5. My CT is the one in charge in I will create the evaluation in order

2. Now that you understand the importance of teaching

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

RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern : ANGELA R. DIZON Date Submitted:MAY 19, 2022

Year and Section: BTLED 4B Course: TLE

Learni Excelle Very Satisfacto Needs Improvement 1

Portfolio Portfolio is Portfolio is not Portfolio is not

COMMENT/S Rating: (Based on

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of Instructor/Professor above Printed Name Date References:

Intended Learning Outcomes

plans on observing classes.

Recall of the Learning Essentials

Importance of Classroom Observation

Practice Teacher Cooperating Teacher

Observes a diverse range of innovative Allows you to observe different classes

Classroom Observation: What to Look For

Appropriateness of the objectives.

8. Student Interaction Types of Class Look on how the

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

and Strategies the teacher is based on the interests

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

als and rating skills

Studen Obser use

ds, and metho er

the and me, to

Resour teache skills

Questi Listen will

Personal qualities of the Teachers

8. Teaching Approaches, Methods, and Strategies

ds, and metho er

Personal qualities of the Teachers

Personal qualities of the Teachers

Personal qualities of the Teachers

2. Instructional Materials and Resources

Intend the of make

Personal qualities of the Teachers

Personal qualities of the Teachers

2. Instructional Materials and Resources

liti groo can