UNIT I - ORIENTATION SESSIONS Overview The culmination of al the forms of experiential learning is the practice teaching/ internship in education. It's the prospective teacher's complete absorption into the everyday life of being a teacher. The pre-service teacher learns the rudiments of teaching through practice teaching as part of a cyclical cycle of preparation, real teaching and learning assessment. The pre-service teacher, who could be considered a trainee or intern learner, walks the entire teaching cycle with a supervising teacher, who is sometimes called the cooperating teacher. There, the pre-service teacher brings into effect all that was learned in the curriculum and theory classes, strategies, techniques or teaching methods as well as putting to the test the experience of the pedagogical concepts gained in similar courses prior to the practice teaching, This includes discussions about the essence and significance of practice teaching, and its implementations of the various techniques they have learned in the first three years of their university studies. Prior to the actual exposure of the pre-service teachers to the real word of actual teaching, there should bea series of orientation programs to acquaint and equip them with the pros and cons of practice teaching that will culminate in the Pinning and Send-Off ceremony which signals their readiness to be deployed in their respective cooperating principal, and cooperating teacher. 2|PagePart of the Lesson Proper SS This unit will cover the following topics: 1. Goals and Objectives of Teaching Internship 2. Guidelines in the Deployment of Pre-Service Teachers 3. What is Teaching Internship? 4. Phases of Teaching Internship 5. Existing Laws in the Existing Profession 6. Role of Cooperating Schools in Teaching Internship 7. Integrating The School's Vision, Mission, Goals, Values and Expected Graduate Attributes Goals and objectives of teaching internship What are the goals and objectives of Teaching Internship? For a practice teacher to become an effective and efficient, the following goals can be of great help for their development. According to Joseph A. Villar in his final portfolio uploaded in the goals and objectives will... 7 1, Provide opportunities for the Practice Teacher to observe the application of instructional and management techniques as modeled by a cooperating teacher. 2. Assist the Practice Teacher in making the transition from the role of student to that of a professional educator by assuming all of the daily responsibilities of a classroom teacher, 4|Page‘The ELC are intended to provide learners with actual learning experiences in which they can observe, verify, reflect on, and practice the different components of the teaching - learning processes in a variety of authentic school settings. Such experiences, which are built around cooperating teachers, will begin with field observation and (hups://chedmemorandumantonettepajo13 blogspot.com/2013/09/commission: cn-higher-educationhtm)) will gradually intensify into participation until learners undertake practice teaching, As key interdependent stakeholders in the development of ‘https://chedmemorandum-antonettepajo13.blogspot.com/2013/09/commission-on-higher- education.heml) the future teachers, the Basic Education Schools (BES) provide the Chstps://wvww scribd com/document/sz06n6889/iournal) Teacher Education Institutions (TEIs) the authentic environment to implement the teacher education curriculum; the TEls in turn provide schools with competent teachers steeped in both theory and practice. The Commission on Higher Education (CHED) through the TEls and the Department of Education (DepEd) through the regional and division officers and cooperating BES shall provide a collaborative support system to the experiential learning courses. chitns://mow scribe. com/document/420686089/iournal) The TEls shall be responsible for the learners who were allowed to participate as Pre-Service Teachers under the Experiential Learning Courses in accordance with pertinent laws, rules and regulations. (jetps-//www sori com /document/420686889 urna ‘The Experiential Learning Courses Handbook is provided to ensure that the pre- service teachers get maximum benefits from their experiential learning courses. The roles and responsibilities of the DepEd regional directors, school's division superintendents, supervisors, principals/head teachers, resource teachers and cooperating teachers; and CHED regional directors, the TEI deans/heads, college supervisors, and field study learners/learner teachers, are likewise provided in the Handbook. (https://wmwsscribd.com/document/420686889/iournal) The DepEd and the CHED Regional Offices shall set the parameters for the Memorandum of Agreement (MOA) between the SDS and the individual TEI or a group of TEls. The MOA shall stipulate the administrative and technical support including the flexible incentive system. (ii://wwuscrifdcom/ocument/420686089/iournal} I. DEFINITION OF TERMS For a better understanding about the experiential learning on practice teaching, the following terms are defined: 6|PageIL. Role of DepEd and CHED on Practice Teaching Regional Offices The Regional Directors shall jointly: 1, Ensure quality assurance of the Experiential Learning cours: 2. Set the parameters of the MOAs between the SDS and TEIS or group of Els; determine and articulate the human resource requirements for basic education and TEls of the region; 3. Conduct regular monitoring and evaluation of the ELC, utilize and disseminate results; 4, Undertake researches related to the improvement of ELC; and 5. Provide recognition and reward system to performing TEls as regards to experiential learning. Schools Division Offices The SDS, in collaboration with the TE and school principals, shall: 1, Forge a MOA with TEls on the deployment of pre-service teachers on experiential learning courses; 2, Review and subsequently approve, requests for cooperating schools; 3, Conduct orientation on field study and practice teaching with the TEIs and cooperating staff; and 4, Monitor and evaluate the capacity of the cooperating schools. Cooperating School's duties and responsibilities for Practice Teachers 1. Assign a learner teacher to a qualified cooperating teacher in coordination with the school department head chairman and with the University /College Learner Teaching Supervisor/Director; 2. Conduct regular conference with the cooperating teacher in coordination with the school supervisor /director; Coordinate with the college supervisor of the learner teacher; a See to it that learner teachers are not allowed to substitute for teachers who are on leave; and 5. Prepare required reports to the SDS. 8|Page6. Provide flexible incentive system to personnel (cooperating teachers, school principals, department heads, and supervisors) involved in Jearner teaching as stipulated in the Memorandum of Agreement; and 7. Provide a functional space for Experiential Learning Courses. The TEI College Supervisor shall: 1, Orient the pre-service teachers on the rationale and procedures of the experiential learning courses; Conduct orientation meetings in order that expectations of both parties are made clear to all concerned; 3. Determine the readiness and ability of the pre-service teachers to undergo practice teaching; and 4. Coordinate with the cooperating school head regarding the activities and practice teaching needs of the learner teachers; 5. Orient the learner teachers for their off-campus work; 6. Conduct regular observation and evaluation of the practice teaching performance of learner teachers; 7. Coordinate regularly with the cooperating school principal/head teacher, and cooperating teacher regarding the performance of the learner teachers; 8, Submit written reports to the College Dean, copy furnished the school principal and the SDS, at least twice a month regarding the: a. Progress/performance of the learner teachers b. Problems/difficulties met by the learner teachers ¢. Solutions/actions taken to solve the problem 9. Conduct debriefing sessions, interview/case studies of learner teachers. 2. II]. SELECTION OF COOPERATING SCHOOLS A school may be selected if: a, Itis an above average performing school in academics as evidenced by its: Performance in division, —_ regional and __ national examinations /competitions ‘*Performance of graduates in admission tests in prestigious schools *Good image in the community 10|PageThey are sent to a private or public school to gain an in-depth knowledge and apply what they have acquired and learned in their previous studies. An internship is an opportunity to incorporate career-related experience through involvement in scheduled, supervised instruction into an undergraduate education. In this sense, it is the actual process of going into the real world of teaching, just like their cooperating teachers. Teaching internship thus, helps teachers aspire for their future careers. @ . Importance of teaching internship/practice teaching The International Journal on New ‘Trends in Education and Their Implications/www.ijonte.org identified some key elements of _ practice teaching/internship program for education students, as follows: 1. Plays a vital role to your success as a professional teacher. (https://www.scribd.com/document/416855445/My-Portfolio-in-PT) 2. It gives you the opportunities to apply what you have learned in actual classroom practice, nw es 3. Itprovides you roles and functions to perform effectively in various settings. share ne Hi * 4, Itempowers you to perform your rules in your respective level, subject area and discipline as well as to prepare you for personal and professional advancement. 5. It gives you the chance to work under a second teacher who shall serve as your cooperating teacher. (itox//msliesharenet/ureCubyre /what-isteaching= internship) 6. Itallows you to interact with professionals which shall give you more insights in the field of teaching. (hetps://www.scribd.com/document/416855445/My- Portfolio-in-PT) Phases of teaching internship/practice teaching The phases of teaching internship/practice teaching was lifted from Learning and Teaching by Suresh Bhatnagar; teaching and learning B.Ed. books; Learning and Teaching by S.k.Mangal/nttos://onlinenotebank:wordpresscom/2019/05/31/phases-of eachina/, For the practice teaching to be successful, the practice teacher must be able to observe the following phases of the practice teaching/internship: Phase 1: Orientation Sessions - Week 1 -With the practice teaching supervisor(s) -With the respective cooperating principal 12|Page+ requires real in-class instruction. There is face-to - face encounter with the learners in this phase. The teacher uses some of the planned first-phase techniques, aids, and materials that help the teacher meets the specific goals that have already been set. The teacher undertakes the following operations: (4) Setting up the class refers to the activity of perceiving the due size of the class, getting the feel of the mood of learners (httes://ohysicscutalyst.com/ornduation/phuses-ofteachiag/) In here, teacher should be aware of: * how many students are attentively engaged? + how many of them are not interested? © who are fast learners? © who are troublemakers, etc.? (2) Knowing the learners means to know about the previous knowledge of the = new learners (hips //educheet.com/term-panen/sudent: teachina/htins.//www.studvmore.com/essays/Student-Teaching-S368605Lhim)). It is done after preserving the class size. For this, teacher can start by knowing the abilities, interests, attitudes and academic backgrounds ofthe new learners. (3) Starting teaching At this stage, the teacher starts teaching. This is done after diagnosing by questioning, Here, two types of activities are involved. 1. Initiation 2. Response The initiation and response are known as ‘verbal interaction’. The interactive teaching phase is the interaction between teacher and learner during the classroom. The interplay can be verbal or nonverbal. At this stage, interaction is the most important. This is the interchange of initiation or response operations between teacher and learner. In this step, all the tasks a teacher carries out when s/he enters the classroom are combined. Such tasks concerned the class material presentation of contents that should be delivered in class. 14|Page5. Teaching can be efficiently coordinated at different levels through the use of suitable teaching activities, Consequently. the teaching process begins even before the teacher enters the classroom. It continues in the form of assessment, feedback, and, after classroom interaction. All three phases of teaching interrelate. Growing Each of the three phases helps change the other so as to make teaching more effective and efficient. Existing laws in the existing profession The Philippine Constitution of the country protects the rights of every citizen. Such rights are guaranteed in the Bill of Rights under Article Ill of the Philippine Constitution. The following are the legal documents that apply to the teaching profession: > Resolution No. 435, 1997 - Code of Ethics for Professional Teacher > RA 10627 - Anti Bullying Act of 2013 aims to protect children enrolled in kindergarten, elementary, and secondary schools and learning centers (collectively, "Schools”) from being bullied. It requires schools to adopt policies to address the existence of bullying in their respective institutions. > RA 7877 - Anti Sexual Harassment Act of 1995 protects the value and dignity of every individual, enhance the development of human resources and guarantee full respect of human rights, > RA 4670 - The Magna Carta for Public Teachers promotes and improves the social and economic status of public-school teachers living and working condition. “© DepEd 40 s.2012 - Child Protection Policy protects children in school from abuses, violence, exploitation, discrimination and other forms of abuse. > RA 7836 ~an act to strengthen the regulation and supervision of the “practice of teaching in the Philippines and prescribing a licensure examination for teachers and for other purposes. 16|Pageof excellence by producing teachers who are very knowledgeable and reflective professionals with the ability to facilitate and modify educational processes. VISION NEUST is a locally responsive and internationally relevant and recognized University of Science and Technology. MISSION To develop new knowledge and technologies and transform human resources into productive citizenry to bring about development impact to local and international communities, CORE VALUES Nationalism Excellence Unity Spirituality Transparency TAGLINE “Transforming Communities through Science and Technology” Nationalism is the belief that your country is better than everybody else. Nationalism also makes citizens unable to collaborate with other countries to solve common problems. Patriotism in your country is a healthy pride that brings about feelings of loyalty and a desire to help other citizens. Nationalism claims that each country should rule itself, free from outside intervention (self-determination), that a country is a natural and ideal base for politics, and that the nation is the only valid source of political power (popular sovereignty). How does patriotism differ from nationalism? 18|PageWe do have power when we live in the NOW! We make the current "it" mentality and discover happy moments we would otherwise have missed! (5) COMMITMENT - Make your dreams happen ‘Take positive action, Follow your vision without wavering, The decisive act of making a commitment - when we decide to do "whatever it takes" to reach a goal - sets a field of energy in motion that propels us on our path forward. Our determination encourages us to take constructive steps and overcome challenges at any step along the way, and drives us on until we "make it happen.” (6) OWNERSHIP - Take responsibility for actions Be responsible for your thoughts, feelings, words, and actions. “Own” the choices you make and the results that follow. Ownership is our ability to take responsibility for our decisions. When we take responsibility for our decisions, others are assured that they can count on us and we earn their respect. (7) FLEXIBILITY ~ Be willing to do things differently Recognize what's not working and be willing to change what you're doing to achieve your goal, Flexibility is the willingness to try something else when we realize that the things we do are not working. Several times, in a day we are confronted with situations that differ from what we originally had planned. One way to deal with these situations is to be rigid and keep doing things the same way over. and over, moving forward to challenging situations. (8) BALANCE - Live your best life Be mindful of self and others while focusing on what's meaningful and important in your life. Inner happiness and fulfillment come when your mind, body, and emotions are nurtured by the choices you make, Balance is about remembering everything that is significant and important to us while making decisions about how we're spending our time and energy. When we reach the right equilibrium - we are happy, safe, efficient, and fulfilled, 20|PageTable 1. The Avondale’s higher education coursework graduates have demonstrated: Spirituality Nurture Balance Service Nurture Spirituality service; 2. An orientation to 3. The capacity to respond ethically and legally in various _| Spirituality | situations and contexts; Nurture Balance | | Service I a | 4-An informed respect for individual worth, cultural and | Spirituality social diversity, and environmental sustainability; Nurture Service Balance | S.The facility to lead and to work collaboratively in | Excellence professional and community contexts; | Service | Spirituality | 7. The aptitude for critically-informed professional practice; 8. A capacity for reflective and research-informed life-long | Excellence learning. | Balance Avondale Research Higher Degree graduates have demonstrated the command of a subject of specialized knowledge with high levels of autonomy and research sophistication. 22|PageDepEd ORDER No. 3, s. 2007 GUIDELINES IN THE DEPLOYMENT OF THE PRE- SERVICE TEACHERS ON EXPERIENTIAL LEARNING: PRACTICE TEACHING Assessing Learning rocco 1 " Name: ' Course and Sectio Date: Score: Directions: For #1, write an essay by completing the sentence; and for #2, discuss to a maximum of five (5) sentences only. Utilize only the spaces provided for each item, Write legibly. | 1, Write an essay by completing the phrase “I need to undergo teaching internship because......” (Five points) 2. What are the expectations of the cooperating teacher/school from you, as a practice teacher? (Five points) 24|PagePeewee ee ee ee ee ee eee ee 1 Bw i EP activity 3 | Name: Course and Section i ' 1 I ' ' Direction: Encircle the letter of the correct answer. Two (2) points credit for each ' number, I ; ‘Muiltiple Choice : 1 1. Why is teaching internship important? \ 1 a) It culminates the year of four years study. yb) Itprovides a wide array of teaching experiences in real classroom ' i setting, ' } ©) Itgives the learners an opportunity to enjoy practicing the teaching 1 profession 1 t 4) It allows them to work with various stakeholders. I ' ' ' l ' 1 ' ' j 2: Which act strengthens the regulation and supervision of the practice of teaching in the Philippine? a) RA 7877 ' py RA7832 | RA7836 I d)RA7830 t 3. Which is issued to protect Children in school from abuses, violence, exploitation, discrimination and other forms of abuse? © a) DepEd Order 30 s. 2012 Ib) DepEd Order 40 s. 2012 1 ¢) DepEd Order 69 s. 2013 1 1 ' d) DepEd Order 58 s. 2017 t | 4, Which act shall promote and improve the social and economic status of 1 | public school teachers living and working condition? 1 I a)RA7836 1 1b) RA 10627 i | )RA7877 i 1 d)RA4670 i I | 5.Which law protects the value and dignity of every individual, enhance the i development of human resources and guarantee full respect of human 1 rights, and uphold the dignity of workers, employees, applicants for t | employment, learners or those undergoing training instruction or t 1 Education? : 1 @)RA7877 1») RA7836 ' ) RA4670 I " @Ra10627 1 I I Ieee = -= 26|PageUNIT II. OBSERVATION AND BUILDING RELATIONSHIPS Overview Practice teaching which is the very crucial part of all students in the College of Education is both a challenge and an opportunity. It is a challenge because they have to face the real world of handling classes which their respective cooperating teacher will assign to them, Part of the challenge is on how to handle the uniqueness and individuality of every learner. The bigger the number of learners per class, the wider the challenge. In this case, they will be adjusting themselves to these learners. Itis for this reason that they were prepared by the College to face all these adversities that they will encounter in teaching. Likewise, it is an opportune time for these practice teachers to apply what they have acquired and learned in their first three-years of studying the different principles and methodologies in teaching, assessment of learning, and the use of technology to add more life in the delivery of their teaching and learning activities. This unit will be a measure of their dynamism, agility, enthusiasm, and diligence in performing their tasks as a para teacher. This will also test their endurance in upholding the ideals that the university inculcates to them to contribute to nation- building by being locally responsive to the needs of the local community, at first. The Phase II of Practice Teaching shall deal with the practice teacher's part, particularly on the familiarizing himself/herself with the cooperating school where s/he will be working with, working with the administrator of the school, getting acquainted with his/her cooperating teacher and the learners, observing the classroom environment that would focus on the management techniques and strategies, questioning techniques and observing the execution of a full lesson demonstrated by his/her cooperating teacher. 28|PageLesson Proper Before being able to master a craft, s/he must be able to watch and observe first; try it or somehow experiment on it. A lot of successful people in the world before they became successful have tried/experimented on what they want master or specialize. Just like in practice teaching, one has to undergo the apprenticeship program so that in the end, s/he will be able to gain confidence and can proudly say, "I am now a real teacher”. Phase II of the Practice Teaching includes the following topics: 1. Knowing My Cooperating School 2, Meeting the School Principal 3. Getting Acquainted with the Cooperating Teacher and the Learners 4, Getting Acquainted with the Classroom 5. Observing Classroom Management Strategies 6. Observing Questioning as a Teaching-Learning Tool 7. Observing Execution of a Full Lesson Knowing my cooperating school Familiarize yourself with the building focusing on the library, reading corners, canteen, the administration building where the school principal and other officials hold office, classrooms, laboratories ~ such as physics lab, chemistry lab, computer lab, food lab, simulation lab, the restrooms for faculty and students, faculty rooms, and if there is a quarter for practice teachers. When you introduce yourself to the teaching staff, support staff, and administrators, observe proper decorum by being courteous and polite. Remember their positions held in school because you will be working with them during the entire practice teaching. Recognize the school and community culture as to its philosophy, goals, mission, vision, history, and organizational structure. It is important that you will be able to. connect the philosophy, vision-mission, goals and objectives of your own university. Do not compare but rather observe on how your cooperating school manages its own activities. 30|PageGetting acquainted with the cooperating teacher and the learners Domain #2 - Learning Environment, and Domain #3 ~ Diversity of Learners of the Philippine ‘Professional ~—‘Standards._—for Teachers (Pst) downloaded from htty://euacademicora/UploadArticle/1333.pdt The cooperating teacher shall supervise the routine of your dally activities in teaching and provide you with access to teaching resources. You need to establish rapport and camaraderie because you will be dealing with him/her during the entire internship program. Your acquaintance with your cooperating teacher shall focus on matters related to your practice teaching, such as learning experiences, dealing with students, classroom management techniques, teaching strategies, lesson plan consultation, constructing test questions, and the like, Personal matters may be shared but you have to be cautious and properly observe your privacy. Set limits n sharing your personal information to your cooperating teacher and to any teacher in the school community. ‘Take a look at your class list, you might wonder how you can get to know every student personally in your teaching world, Out of all the things you're responsible for as a practice teacher, knowing your students on a personal level is probably one of the most important. According to a Responsive Classroom interview with veteran educator and author Caltha Crowe, getting to know your students helps you identify their individual needs, teach them in the most (hups://udy.com/bloa/strotepiesforueting-to- Inowsourstulentshtm) beneficial ways possible, and establish a trusting relationship with each and every student. There is some fun, easy, and effective strategies for getting acquainted with your students which you will discover as you along with your practice teaching. Getting acquainted with the classroom Domain #2 - Learning Environment of the Philippine Professional Standards for Teachers (PPST) downloased from h emiicora/UploadArticle/1333.pde At the beginning of each class, you could ask a few students to introduce themselves - no advance notice, let them think on their feet. To get to know more about them, ask students to raise their hands if their answer is yes to questions you pose - and if they feel comfortable sharing information with the entire class, Let's take a look at some teacher-approved strategies that can help you achieve these goals in your classroom, They are as follows: Familiarize Yourself Before School Starts 32|Pageshort meeting with each student reviewing their answers, you may also take this approach a step further. This will show your students that you are genuinely interested in getting to know them individually and may help facilitate teacher- student relationships. You can also take this strategy a step further by asking for a written response to the questionnaires or having a brief meeting with each student discussing their responses. This will show your students that you are genuinely interested in getting to know them individually and may help facilitate teacher-student relationships. Be the Quiet Observer According to Scholastic, simply observing students is a great, informal way to gain valuable information about them. For example, while students are working independently on an assignment, look for signs of frustration or boredom. Frustration may indicate that a student is struggling with the content, while boredom can be a warning that the material is too simplistic. This can help you differentiate instruction for your students and ensure that each is learning to their own individual capability. Another method of observation to look for, is how students interact with their peers during group assignments or just in day-to-day classroom functions. This allows you to learn a lot about behaviors and personalities. For example, people with problems of frustration or aggression may need more one-on-one counseling or even therapies to help them get to the right track. + Get Parents Involved You will learn a lot about your students by (even briefly) engaging with their Parents or guardians. At the start of the school year (or perhaps during orientation), give parents a short survey asking questions like: 1. What are your child's strengths and weaknesses? 2. What goals would you like your child to reach this school year? 3. Do you have any academic or behavioral concerns about your child? The responses will provide you with useful knowledge that will help you get to know your students over the year and optimize their learning ability, The Final Word While all of these strategies can help you get to know your students, always remember that simply talking to each and every one of your students ina non- judgmental manner may be the best way to learn new information and keep lines of communication open. For more advice on your endeavors as a new 34|Page‘When you were young, you ask questions frequently - in this way, you learn the best. As you get oider-perhaps because you're sick of addressing people around you, you just stop asking. Asking questions in the classroom is the best way to promote learning - this must be the goal to encourage the students to ask the questions! In the end, your job is to prepare for this to happen. Why do you need to ask questions to your learners? What impact might you have to them? Seemingly, you ask questions because you want: assessing what they hea 2. To build the skills to think; 3. To promote discussions about learning; 4. To model the methods used in questioning; 5. For further clarification; 6. To allow the students to discuss their attitudes/feelings; 7. Helping students see a new perspective; 8. Asking one student to refine an idea; 9. Directing students to respond to each other; 10. To inspire students to study an outcome; 11. Asking students to forecast those results; 12. To encourage students to interact and organize the information; and 13. To ask students to offer an example of a definition Good questioning can. 1. Have a lot of students interested (more students included; more students are learning!); 2. Spark off dialog and critical thought; 3. inspire deeper learning; 4. ignite creativity; 5. generate enthusiasm; and 6. Give fast and clear change. When you are observing, look out for the following: 1. Note how the teacher sets out the questions; 2, List the questions asked; 3. Observe if there is a gender bias in the questions 4, Remember interactions while creating answers; 5. Remember voice tone; 6. Report on question distinction; 36|Pagefor future classes, ensuring that your content stays important year after year without having to reinvent the wheel completely every time. Objectives and Goals The goals of the lesson need to be clearly established and in accordance with the local and/or state educational standards. The reason you set targets and objectives is, to make sure you know what you are trying to accomplish within the class. Itets you decide what the students are expected to take away from the lesson, and how you are going to make sure they learn the content at hand. For example, the aim of a digestion lesson may be for students to recognize the body parts related to the digestion Process, as well as to understand how the food they eat is converted into energy. Anticipatory Set Before you dig into the meat of your lesson, it's essential to set the stage for your students by tapping into their prior knowledge and setting a framework for the objectives. You explain what you are going to say and/or pose to your students in the anticipatory section before the direct instruction portion of the lesson begins. It is a perfect way for you to make sure that you are able to present the content and can do it in such a way that your students can easily relate to it. During a rainforest lesson, for example, you might ask the students to lift their hands and name the plants and animals that live in the rainforest and then write them on the board. Direct Instruction Itis the segment where you will specifically delineate how you will explain the concepts of the lesson to your students. Your direct instruction methods may involve reading a book, displaying diagrams, displaying real-life examples of the subject matter or using props. Consideration of the various learning styles within your class is critical in deciding which teaching strategies can better resonate. Often, imagination will work well to get students interested and help them understand the content. Guided Practice Very simply, this is the moment that you are supervising and directing the students to practice what they have learned so far. Under your guidance, students are given the opportunity to practice and apply the skills that you taught them through direct training. For example, students might work together in small groups to solve word problems similar to a word problem that you discussed during the lesson's direct instruction. Guided practice activities can be described as learning, either individually or in cooperation. Closure 38|PageName: 1. List down at least five (5) important things you have observed in the classroom and discuss its relevance to your practice teaching. (10 points) i 4 i 1 i I 1 ' Il ' 1 i 1 i I! ' 1 ' 4 ' I I! I I! 4 2: What classroom management techniques and strategies were executed by your | | ©00perating teacher? Were they easy to apply? How? Seven (7) points I I l I! ' i1 1 Name: | Course and Sectios " Directions: Write a reflection on the ideal classroom that is “Conducive for l 1 I 1 L 1 ' t l t 1 l 1 1 1 L 4 Learning." You may use illustration/sketch/diagram. (10 points) -----------|To achieve this aim, Practice Teaching should be a joint initiative of the Teacher Training Institutions, where the content and strategy courses are first taught, and the Department of Education's Participating Schools, where much of the Practice ‘Teaching experience is performed, Where learning environment has expanded beyond the classroom alone, the demands of learner diversity are high, the learning complexity becomes very daunting, and the teacher's position has expanded to a global community, a new dimension has been reached in the Practice Teaching aspect of the current Teacher Education Curriculum. ‘The material and activities suggested in the syllabi are a reference for teacher educators and teachers in action. To all stakeholders, the resources are provided as useful examples. They can all be changed, enhanced, extended or strengthened to fit the particular nature of the teacher education programmes. As there may be specific modalities in the delivery of Practice Teaching in various institutions such as on-campus and off-campus arrangements, or in all on- campus arrangements, the syllabi shall serve as a reference. It should be noted, however, that skills learned through this course should complement those of the NCBTS and CMO 30, s. 2004. ‘Table 2 presents the Matching of the National Competency Based-Standards (NCBTS) with the Competency Standards downloaded from the Department of Education (DepEd) at httos://idoc.pub/documents/o-narrative-comprohensive-report-of student-teaching- sexpeciencesdocs-on2aSruyntw3l0 Table 2. Matching the NCBTS Domains and the Competency Standards NCBTS Domains Competency Standards (CMO # 30, s. 2004) 46|Pagei 1 LED Learning objectives 4 at the end of the Unit, 1am able to: 4 Lidentify learning outcomes that are aligned with the learning competencies 1 (4.2.1); 1 2.Prepare developmentally sequenced teaching and learning process using 1 _ different media platforms to meet curriculum requirements (4.1.1); 1 3. Apply teaching strategies that develop learners’ higher order thinking skills; (1.5.1); ' 4. Appraise students’ performance and progress using authentic assessments (1.4.1); and " 5. involve oneself responsibly in the learning program and co-curricular and 1 extracurricular activities in the school (23.0, Setting Up Se 4) Name: || Course and Section: " Direction: Find a partner and exchange ideas with each other. Read the NCBTS | ' domains and competency standards, and answer the following | t questions. L 6. Can apply a wide range of teaching process skills (including curriculum |! development, lesson planning, materials development, educational assessment, and teaching approaches) would fall under what category. Discuss. ' 2. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills. 3. Discuss the importance of competency standards with your partner. Learn to listen with each other. baw nnn nnn ann nnn nna n------ gy eee eee aevaluation. Ideally, this review will cover all of your course's prerequisites: this will give you insight into which topics your students have already learned. ‘Step 2: Set achievable goals with your students You should speak to them after deciding what your studénts need to know, and help them set different personal learning goals. Help them think about both the short- term and long-term goals that suit their personalities and interests. Many kids, for example, would ace any assignment you give them, while others may lose interest in your lessons. Then there are students who will listen carefully to you and always give their best during the school year, but they may also struggle to attain those learning objectives. Setting ambitious goals is powerful — it motivates students to accomplish what they think they can do, and actually do it. And typically, short-term goals will act as stepping stones to help students accomplish more meaningful goals in the long run. Step 3: Let students choose how they will learn You won't even mention that every one of your students is unique — you know that already. Yet, your students also prefer different styles of learning, Developing teaching approaches that incorporate multiple learning styles includes a highly innovative approach. Any of your students, for example, benefit from your presentations, including videos, diagrams or labs. Other students may, on the other hand, like to take notes about anything you say. Some may prefer to listen to your lectures and discuss problems with you. Kinesthetic learners like to act (and even if they can't reach the learning object, they like to feel it-such as playing games). Experiment with one of those classes you are teaching, Take a closer look at each student to find out how they will learn in your class. Learn how the students learn when they're at home. Talk to them about their interests — ask them about spending time after school or whether they have hobbies. Talk of the strengths. Tell them to tell a life story. Think about their talents. Ask them to share a story from their lives, With a bit of imagination, you'll be able to recognize the needs of your students effectively so that you can tailor your lessons to help them learn better. Step 4: Assess frequently, evaluate, and reflect Frequent reviews leave no room for the students to be unproductive or proctastinate. In reality, evaluations also keep the students motivated and interested s0|Pagethe students. Do not make decisions for them-rather, direct them in designing individual strategies that contribute to their own learning success. Repeating this phase, especially after students achieve each of their goals, will create it as a natural part of their learning routine. It will also assist them in developing important goal-oriented skills and healthy learning habits. Step 7: Encourage students to collaborate Creating custom learning plans doesn’t mean that your students should stop learning together and focus on themselves alone. Encourage the students to be each other's greatest supporters. When one student is struggling with a specific goal, others can jump in and lend a helping hand. Teaching others is a great way of learning, after all. Don't be afraid to collaborate with your students, Often, teachers are students’ biggest role models, Share with them your personal academic and life experiences as. this will help to inspire them to achieve their own goals. You also tell them stories of how you learned important lessons from the goals you struggled to achieve — and be sure to take note of how you converted the failure into success. Your stories can help your students appreciate the versatility of their personalized lesson plans which can be adapted to their evolving learning needs. Engage the students to be actively interested in their own learning. You can do a lot, as a teacher, to ensure the success of your students. In your classroom, you can change how things work, and make learning more successful. And part of that means designing meaningful lesson plans that will enable students to set specific goals and track their own progress. When you help the students take responsibility for their learning today, they'll be more deeply engaged in their learning tomorrow. Creating instructional materials In the teaching profession practice, itis very important to develop instructional materials. Adam Wainwright shares his ideas on how to create an effective instructional design published on January = 14, -2015_—svia ‘According to Wainwright (2015), the following Six Steps can help teachers to come up with a better instructional design: 1. Begin at The End 52|PageUpon first use of the instructional material, look at it as critically as possible. What went wrong, and what didn’t? Question about all aspects of the instruction-the delivery method and instruction environment as well as the content. Ask the students for feedback, and keep the questions as open as possible. Feedback forms which depend on answers ‘yes’ and 'no' are worth very little. After the instruction, following the output can yield useful information but it takes time. Surveys which measure the learner's perception of the instruction ‘s value can be given after the instruction at set periods. Learning is a continuous process and the importance of the training is often not immediately apparent. For any problem man has ever faced, at least part of the solution requires in some way, education or training. Luckily, enormous resources are available for this critical mission. Instruction is a privilege and a duty, both necessary for the human race's continued existence. 1.G, Wells (1866-1946) put it very well when he said that “Human history is becoming a battle between education and catastrophe". Constructing various assessment tools According to Venpakal, Prasanth, assessment is a structured method of gathering knowledge about what a student knows, can do and learns to do. Assessment knowledge for teaching and learning provides the basis for decision- making and preparation. Assessment is an integral part of instruction which enhances, empowers and celebrates the learning of students. Using a range of evaluation methods, teachers collect information about what students know and are capable of doing, and provide students with constructive, encouraging feedback. Often, they use this knowledge to identify individual needs and develop their learning plans, which in turn allows students to learn more. Assessment must be addressed when determining the learning outcomes and teaching strategies during the planning stage of instruction. It is a constant operation, not something that can only be dealt with at the end of a study unit. Students should be made aware of the anticipated outcomes of the course and the methods to be used to assess success according to the learning results. To develop lifelong learning skills, students can slowly become more actively involved in the assessment process. Assessment applies to the decision- making that follows assessment. The following topics were derived from Mary Grace Ortiz’ developing classroom based-assessment uploaded on slideshare at tens 1A likeshure net Marytinuceldtiz/develoning-lassruumnbused-assessmenttouls and soso lideshare net Euler /development-of classroom -assessinent-toals General Principles of Testing 54|Page1. Examine the instructional goals of previously explored subjects. 2, Prepare a table of specification (TOS). 3. Formulate the test items. 4. Organize the test items. 5. Review the organized test items. 6. Write down directions, 7. Get the answers key ready. 8. Analyze the test items and reconstruct if necessary. Examine the Instructional Objectives of the Topics Previously Discussed * The first step in creating a test for achievement is to review and refer to the instructional objectives so that you can fit the test items to be created. Table of Specification (TOS) + Isa chart or table that details the content and level of cognitive level assessed on a test as well as the types and emphases of test items (Gareis and Grant, 2008). * Provides a way for the test constructor to ensure that the evaluation is based on the learning outcomes expected. Preparing a Table of Specification A. Choose the learning outcomes that need to be evaluated, B. Create a drawing of the subject to be covered in the study. C. Decide how many things are per subtopic. D. Render the two-way chart as seen in a Specification Table format 2 and Format 3, E, Construct the test items. Various Table of Specification Formats Table 3. Format 1 of Table of Specification | Specific Cognitive Type ofTest | Item Number | Total Points Objectives Level Solve worded | Application | Multiple- land 2 4 points problems in choice successive integer numbers. * Specific Objectives apply to the expected learning results as defined instructional target covering a particular test subject. 56|Page2. Match item to expected outcomes to provide accurate measurement of instructional goals at an acceptable level of difficulty. 3. Be sure that each element covers a significant aspect of the content area and not trivia, 4. Be sure to be transparent and vague about the issue. 5. Please make sure the object is independent of all the other items. 6. Make sure the item has one or the other response the experts can agree on. 7. Preventing unintended hints to a statement or question. 8. Avoid duplication of the textbook in writing test items; do not quote the textual materials directly. 9. Set aside trick or catch questions in a measure of achievement. 10. Try writing items which require HOTS. Table 6. Determining the Number of Test Items Assessment Format = Average Time True-False 30 seconds Multiple-choice (60 seconds Multiple-choice of higher-level learning objectives | 90 seconds _ - Short Answer 120 seconds ‘Completion [60 seconds Matching = 30 seconds per response Short Essay 10-15 minutes Extended Essay 30 minutes Visual Image '30 seconds Guidelines on Organizing the Test Items ‘A. Combine test items using similar format. B, Arrange test items from simple to challenging. C.Place the test items to make comprehension easier. D. Put items and options in a single list. E. Place the illustrations close to the description. F. Check key answer. G. Decide where to record the answer. Write Directions + Check the test directions for each element format to make sure the students understand it clearly. Check the Assembled Test Items 58|Page3. Present specific quotes from secondary sources, such as published books or magazines, when asked to explain or analyze quotes. 4. Using tables, figures, or charts to interpret a question. 5. Require students to apply ideas and values by using pictures, if possible. 6. Line up the choices / options vertically. 7. Avoid unnecessary questions. 8. Using only one appropriate answer. 9. Use three to five choices to avoid guessing. 10. Be sure the distractors are plausible and effective. 11. Increase the similarity of choices for increasing the item's difficulty. 12. Don't use ‘none of the above' choices when seeking the best response. 13. Avoid using ‘all of the options above.’ Guidelines in Constructing the Stem 1. The stem should be written or completed in question form. 2, Do not live the blank at the start or middle of the stem by using a multiple- choice type of test completion method. 3. The stem should be entirely presenting the issue. 4. The stem is intended to be simple and descriptive. 5. Avoid using the words in the stem unnecessarily and meaninglessly. 6, State the stem positively. 7. In the correct answer, avoid the grammatical clues. Guidelines in Constructing Options 1. Every element should have one correct answer. 2. List choices under the stem in vertical order and not in horizontal order. 3. Place the options vertically and use capital letters to indicate each option such as A, B,C, D, E. 4, No overlap options; keep it separate. 5. To maximize an item's complexity, all the choices must be homogeneous in quality. 6. The length of the choices must be the same or equal to as much as possible. 7. Do not use ‘all of the above’ expression. 8, Use of the expression ‘none of the above’ or ‘I don’t know’ should be avoided. Guidelines in Constructing the Distracters 1. There should be plausibility for the distractors. 2. Equally common with all examinees, should be the distractors. 3. It is not recommended that you use noisy distractor. 60|PageAdvantage of Multiple-choice Test 1, Measure the learning results from level of knowledge to level of assessment. 2. Scoring is very objective, quick and accurate, 3. Scores are more accurate than type of subjective test. 4. Measures board content samples within a limited time period. 5, Distractors may provide details about the diagnosis. 6. Analysis of items can show an item 's complexity, and can differentiate between good and bad performance of students. Disadvantage of Multiple-choice Test 1, Time consuming to create a successful item. 2, Hard to find some powerful and logical distractors. 3. Scores may be affected by examinees’ reading ability. 4. In certain cases there are more than one right answer that is justifiable. 5. Ineffective when evaluating the students’ problem-solving abilities. 6. Not relevant to evaluating the capacity of the students to coordinate and communicate ideas. B. Matching Type Test * Matching Type Test has two columns, column A which contains the definition and which must be placed on the left side, while column B contains choices and is placed on the right. Guidelines in constructing Matching Type of Test 1. The definition and choices need to be concise and homogenous. 2. The definition has to be written on the left side and marked with Column A, and the choices have to be written on the right side and marked with Column B to save the examiners time. 3. There should be more options than descriptions or indicate in directions that each option can be used more than once to diminish guessing chances. 4, Matching directions will identify the matching bases, 5, Many correct answers are unnecessary, 6.To prevent ambiguities, always use the full name (firstand surname) when using names. 7. Using the definition numbers and letters for the choices to prevent confusions for students who have a trouble reading. 8, Arrange the possibilities into a linear or alphabetical order. 9. The definitions and choices have to be on the same tab. 10. A minimum of three items for the primary level and a limit of seventeen items for secondary and tertiary level items. 62|Page4. It’s helpful because there are just two alternatives. 5. The score is more accurate than essay test. Disadvantages of True or False Test 1, Restricted only to low levels of thinking skills such as intelligence and comprehension, or information memory or recall. 2. High probability of predicting the right answer (50 percent) compared to four choices (25 percent) in multiple-choice type. Supply Type or Subject Type of Test Items + Require students to develop and provide their own response, or perform a particular task to demonstrate mastery of knowledge or skills. + Often popularly referred to as the constructed response test. Constructed response tests are classified as: A. Short answer or completion type B. Essay type items (restricted or extended response) Subjective Test Items + Requires the student to prepare and submit an original response (essay test) and perform a task to demonstrate mastery of learning (performance-based evaluation and portfolio assessment) or include a word or phrase to response a specific question (completion or short test item type). Essay test «Is a subjective kind of test type. « Measures diverse cognitive competences. Kinds of Subjective Type Test Item Completion Method or Short Answers Test - is an alternate form of evaluation, as the examinee must provide or produce correct phrases, symbols or numbers to answer a question or complete a sentence. Two Ways of Constructing Completion Type or Short Answer Type Test + Question form; and + Complete the statement form 64|Page+ Imagine creating a magic wand for you and a friend. Write a story about an adventure with the magic wand, which you and your friend had. Table 7. Types of complex outcomes and related terms for writing essay questions (iins.//uww.tideshare net/Eaice12/develonment-ofcossroom-assestment-to0!) Outcomes Sample Verb ‘Sample Questions Comparing | Compare, clarify, | Differentiate condition and variations of describe Phil. Educ. and Singapore Educ. System. Interpreting | convert, draw, Summarizes briefly the content of second estimate, ‘SONA of the present President. summarizes Inferring Derive, draw, Using facts presented, what is most likely estimate to happen when__? ‘Applying Arrange, compute, | Solve the solution set of the equation describe, solve X2+3X-24=0 using factoring method. Analyzing | Breakdown, List and describe the characteristics ofa describe, good assessment instrument. differentiate, list Creating Compose, design, _ | Formulate a hypothesis about draw, formulate __| “Mathematics Attitude” Synthesizing | Arrange, combine, _ | Design a scoring guide in evaluating design portfolio assessment. Generalizing | Construct, develop, | Explain the function of assessment of explain learning. Evaluating | Appraise, criticize, | Describe the strengths and weaknesses of describe using performance Source: Mary Grace Ortiz at httos//uwwslideshare.net/Faicz12/development-of-classroom-assescment- sols Guidelines in constructing essay test items 1. Construct essay question that is used only to calculate complex learning outcomes. 2. Relate explicitly to the observable learning outcomes. 3. Formulate essay questions which pose a simple task to be carried out. 4, State precisely the items. 5. All students are expected to answer the same question. 6. The number of points and the time it takes to respond to the question must be indicated in each item. 7. Specify the number of answering words, paragraphs or sentences. 8. The scoring system must be discussed with students or explained to them. Advantage of Essay Test 66 |Pageall the time as requested by your cooperating school or in your own volition. Itis a matter of exercising your own initiative to contribute to the success of holding the activities. Schools arrange events for the students in various ways. Some principal think student events should be an important part of the school day and all students should engage in one or more events. As a consequence, meetings occur at a specified time during school day. Club day may be the first and third Tuesday of each month, for example, the time depends on the negotiated schedule. All students are required to take part in a total of one operation. Other administrators believe events should be extracurricular and occur outside of the day of instruction. One aim of student activities is to provide opportunities to involve students in the school life, Students encounter opportunities for leadership that help them develop into well-rounded adults, Activities expand student interactions, which are likely to interact with others that are different from them. The opportunities for experiencing diversity are thus enhanced, Types of events for students vary from school to school. Here are some of the student activities that students can be interested in, namely: educational, civic participation, diversity / cultural, honor societies, service clubs, associations, literacy publication, government / council students, and others. Student participation plays a major function in helping schools grow well-rounded students. Doing daily teaching tasks Nearly every task to be performed on a daily basis by a teacher falls into one of six categories. Some of these duties—such as lesson planning, classroom management, and evaluation—are so critical that they are used by teacher evaluation tools to assess the effectiveness of teachers. Others are more fundamental organizational and operational duties. If you are just beginning or considering teaching, it helps you to understand what your responsibilities will include. Find out if there are any other school-specific tasks you're supposed to perform as well. Kelly, Melissa (2020) in her "Important Daily Teaching Tasks", which was published by ThoughtCo, Feb. 11, 2020, at hetps://www.thoughtco.com/top-teacher- tasks-8422, identified six (6) main categories of teaching duties: Planning, Developing, and Organizing Instruction 68} Page:nd area of credential, each teacher De Pe epending on their school, district, state, a Tasks such as hall must fulfill certain professional obligations. They range from mental . duty during a planning cycle or after school to more active activities such as those required to fulfill recertification requirements (professional development, college courses, etc). Teachers may also go beyond sponsoring a club, chairing a committee, or even holding post-school study sessions in their classroom, While these are not necessarily necessary, sacrifices are often strongly encouraged. Paperwork For many teachers, the most disturbing aspect is the amount of paperwork that comes with the job. All required evils are the need to spend time participating, reporting grades, making copies and tracking student progress. Such activities in housekeeping and record keeping are just a part of the job description. Regardless of how you feel about them, it says a lot about your organizational skills how you handle these tasks. Set up systems to make these tedious processes more efficient so you can spend more time teaching and interacting with students and less paperwork time. 70|PageFPactivity 8 Name: Course and Section: Directions: Write an essay on “My Best Learning Experience in Practice Teaching” Atleast 75 words to a maximum of 150 words only. (10 points) 75 [Page‘Activity 9 Name: —— Date: Course and Section: Score: Directions: Create and submit your Practice Teaching Portfolio?” (100 points) Itshould contain the following parts: ' ' 'y, ' 1 ' ! 1 i IX. Professional Readings 1 Professional Reading No. 1 (Journal Article) Real-time i teacher-student interactions: A Dynamic Systems t approach A Dynamic Systems approach (A Summary) ' truly Believe (A Reflection) 1 Professional Reading No. 2 (Online Article) Math Tech ' Improves Student Performance 1 Math tech improves student performance (A Summary) 1 ' ' ' ! ' ! ' I 1 ' i L ‘The Advantages and Disadvantages View (A Reflection) Professional Reading No. 3 (Book Article) Deeper Learning (Helping Children Succeed: What Works and Why by Paul Tough) Deeper Learning (A Summary) A Big Opportunity (A Reflection) X. Career Development Plan XI. Resumé XI. Miscellaneous Certificates School Forms Programmes Other Stuff (Photos) 77 [PageNUEVA ECJA UNIVERSITY OF SCIENCE AND TECHNOLOGY ‘Sumacab, Cabanatuan City College of Education APPROVAL SHEET This portfolio on Practice Teaching Experiences prepared and submited by qu PLETE is hereby accepted in partial fulfillment of the course requirements in Educ 14 (Pracice Teaching). (NAMI ERVI Practice Teaching Supervisor (Date-Month, Day, & Year) Accepted as partial fulfillment of the course requirements in Educ 14 (Practice Teaching). \ME Dean, College of Educaion Date 791 PageGuide in the observance of Practice Teaching Week 1 INITIAL OBSERVATIONS Observations in the classroom provide the opportunity for Practice Teacher to juauite insight for working with students. The first week in the classroom should {hdlude significant observation opportunities, paying particular attention to the following: Students 1, Attention spans. 2. Temperaments and personalities. Grouping 1. Students who work together well and ones who don't. 2, Types of group arrangements, Teacher - Students 1. Nature of teacher-student relationships. 2. How the teacher delegates responsibility. Learning 1. Learning rates, 2. Interests, abilities, and skills. 3. Preparation and experience. 4. Circumstances that facilitate learning. 5. Environment: bulletin boards, displays, general arrangement Instructional Methodologies 1. Planning used in the classroom. 2. Variety of instruction strategies used. 3. Use of questioning, 4. Instructional media used. 5. Instructional materials and resources used. 6. Motivational techniques used. 3. Discussion techniques. 4, Integration of content areas In addition to observation during Week One, the Practice Teacher should: 1) Submit a weekly schedule of your Cooperating Teacher(s) to your Program Adviser. 2) Study the seat plan to memorize the students’ names. Be with students before and after class to develop rapport. Take attendance daily. 3) Between lessons, as time permits, briefly review class activities and procedures. 4) At the end of the day, clarify the day's activities and plan for the following day. 811 Pageion of additional The final week of practice teaching is reserved for cheeratn a eee 4 observers/evaluators, The Cooperating Teacher can assist in i scheduling these visits, ir in any Other Assignments: Practice Teachers may assist their cooperating teachers in any extra-curricular activities held in the school campus. 83|Page