TI Portfolio PDF

A Learning Packet
TEACHING INTERNSHP Page |0

CONTENTS FOR THE TEACHING INTERNSHIP
PORTFOLIO
Page
• Title Page
• BISU VMGO
• Student Intern’s Prayer
• Table of Contents
• Introduction
• Acknowledgments
• Curriculum Vitae of the Student Intern
• Certificate of Completion
• Learning Tasks
1 – Attending Face-to-Face or Virtual Orientation Sessions
2 – Doing Observation of Classes, Pre-Observation and Post-
Observation Conferences
3 – Managing My Classroom Structure and Routines
4 – Creating Instructional Materials
5 – Designing Differentiated Class Activities
6 – Assisting and Participating in School Programs and Activities
7 – Using Assessment Practices
8 – Conducting Demonstration Lesson/s
9 – Assisting My Cooperating Teacher/s in Accomplishing School
Forms
10 – Building Networking and Linkages
11 – Designing My Teaching Internship Portfolio
12 – Accomplishing My Exit and Evaluation Forms
• Appendices
➢ Daily Attendance Sheet
➢ Accomplishment Report
➢ Daily Time Record
➢ Lesson Critiquing Form
➢ Rating Sheet
➢ Sample of Students’ Comments

ATTENDING FACE-TO-FACE
OR VIRTUAL ORIENTATION
SESSIONS
1
TARGET MY INTENDED LEARNING OUTCOMES
At the end of this learning task, I should be able to:
❖ give the importance of teaching internship;

❖ explain the different phases of teaching internship;
❖ review the existing laws and regulations that apply to the teaching
profession and responsibilities specified in the Code of Ethics for Professional
Teachers;
❖ demonstrate familiarity with all the expectations of my Teacher Education
Institution (TEI), Cooperating School and Cooperating Teacher; and
❖ use professional reflection and learning to improve practice.
CLARIFYING MY TASK
Teaching Internship is the capstone or culminating learning experience in the

preparation of future teachers as reflective practitioners and emerging leaders who
conduct themselves ethically and professionally.
Importance of Teaching Internship
• provides you with many opportunities within diverse classroom settings to refine
your knowledge, skills and dispositions which you have developed in your Teacher
Education Institution (TEI)
• plays a vital role to your success as a Professional Teacher
• gives you the opportunity to apply what you have learned in actual classroom
practice
• offers you roles and functions to perform effectively in various learning modalities:
on campus, online or situated
• empowers you to perform your roles in your respective level, subject area and
discipline as well as to prepare you in your personal and personal advancement
• enables you to integrate theory and practice and begin to utilize your knowledge
of current research on teaching and learning
• grants you the opportunity to engage in critical reflection as you create meaning
out of your learning experiences and attempt to discover your own identity as
teachers
• gives you the chance to work with your Cooperating Teacher/s who shall serve
as your mentor/s
• permits you to interact with other professionals which shall give you more insights
in the field of teaching.

The key people you are going to work within your Teaching Internship are the
Cooperating Principal, Cooperating Teacher, and College Supervisor. Sometimes, a
Master Teacher or Subject Area Coordinator/Chair is assigned to you based on your
subject area specialization.
Orientation sessions are conducted to prepare you for Teaching Internship. These
are conducted by the College Supervisor, Cooperating School with the Cooperating
School Head/Cooperating School Principal, and your Subject Area Coordinator and/or
Cooperating Teacher.
As a Practice Teacher, I must review the different legal documents and CHED
policies pertinent to Teaching Internship:
➢ RA 7836 The Philippine Teachers Professionalization Act of 1994

➢ RA 10627 Anti Bullying Act of 2013
➢ RA 7877 Anti Sexual Harassment Act of 1995
➢ RA 4670 The Magna Carta for Public School Teachers
➢ CHED Memorandum Order (CMO) No. 104, series of 2017 and the Guidelines on
the Required Health Standards in Basic Education Offices and School per DepEd
Order No. 014, series of 2020.
➢ Dep Ed 40 s 2012 Child Protection Policy
➢ DOH Administrative Order No. 2020-0015 Guidelines on the Risk-based Public
Health Standards for Covid 19 mitigation
➢ Others (which are deemed necessary)
REVISITING THE INFOGRAPHICS
Phase 1
Orientation Sessions
Phase 2
Observation and
building relationship
Phase 4
Phase 5
Phase 3 Final demonstrations
Evaluation of
On site tasks accomplishing exit
Teaching Internship
forms
FIVE PHASES OF TEACHING INTERNSHIP
Phase 1 Orientation sessions are held with the following: College Supervisor,
Cooperating Principal, Cooperating Teacher and Master Teacher/Subject
Area Coordinator.
Phase 2 Observation and building relationship

The Cooperating Teacher/s shall request you to observe her/his classes in
order that you will become familiar with her/his students’ classroom
routines, subjects, teaching strategies and others.
Phase 3 Different on-site tasks will be given by your Cooperating Teacher/s: assisting
in teaching-related tasks, checking of seat-works and performance tasks,
assisting in accomplishing of school forms, etc.
Phase 4 The final demonstration lesson shall be scheduled and exit forms are
accomplished before you leave your Cooperating School.
Phase 5 You are requested to evaluate the Teaching Internship progress for its
continuous improvement.
PERFORMING MY TEACHING-LEARNING ACTIVITIES
Performance Task 1
After attending the face-to-face/virtual orientation sessions, list down the

expectations of the following in the given matrix.
Expectations KNOWLEDGE SKILLS VALUES
What do you need What SKILLS do you What VALUES do

to KNOW in order to need to acquire to you need to
perform your tasks perform your tasks possess to perform
efficiently? effectively? your tasks well?
College Supervisor
Cooperating
Principal/School
Head/Master
Teacher
Cooperating
Teacher/s

Performance Task 2
After reviewing the laws, policies and documents pertinent to Teaching Internship,
choose three (3) and write one (1) important provision for that law or policy and state its
application in your life as a Practice Teacher.
Title of Law/CHED Cite one (1) important How will you apply this in
Policy/Department Order provision your profession?
1.
2.
3.
Performance Task 3
From among the five phases of Teaching Internship, which seems to be difficult?
Why?
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WRITING MY REFLECTION
How can I enjoy my Teaching Internship to the fullest?

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WORKING ON MY LEARNING ARTIFACTS
Paste pictures/screenshots of the orientation sessions that you have attended.

Label them.

DOING OBSERVATION OF
CLASSES, PRE-OBSERVATION
AND POST-OBSERVATION
2
CONFERENCES

❖ give the importance of classroom observations;

❖ identify the different focus of observation;
❖ observe classes assigned by the Cooperating Teacher; and
CLARIFYING MY TASK
Classroom observation plays a central role in Teaching Internship. It is an important

process of learning how to teach. Pre-Service teachers need to observe many classes
through classroom visits or through video-taped lessons in order to learn more about the
instructional cycle. Classroom observation provides a wide array of opportunities to see
real-life teachers in actual teaching situations. These observations will influence the way
you plan and teach. Observing the classes of your Cooperating Teacher will give you the
time to reflect and make decisions on how you will teach your lessons. This means that
observation is very important in every stage of your career as a teacher.
Classroom observation describes the practice of sitting in your Cooperating

Teacher’s classes to observe, learn and reflect. Various aspects of the class can be
examined such as classroom routines, use of time, schedule, class participation, teaching
strategies, classroom management strategies, student engagement, instructional
materials, differentiated activities, integration of values, modes of assessment, types of
assignment and many more.
After the orientation sessions, your Teaching Internship will begin with a series of
observations in the classes of your Cooperating Teacher. The number of observations and
the duration of these observations will depend on your Teaching Internship requirements.
Your Cooperating Teacher may give you some opportunities to observe other levels and
subject areas based on the availability of other teachers’ schedule. You might also be
allowed to observe the classes of the other interns to learn more on the teaching-learning
process.

Importance of Classroom Observation
Classroom observations involve the sharing of material and non-material

resources, techniques and strategies of both the observer and the one being observed.
By allowing you to observe your Cooperating Teacher in actual classroom setting or
online allows you to do self-reflection for your own growth and development.
Advantages of Classroom Observation for the Practice Teacher

• Observes a wide array of new techniques, strategies, ideas and instructional
resources
• Gains insights on the degree of student engagement
• Gets student reactions from various perspectives
• Creates a professional learning community through mentoring and coaching
• Provides for personal professional development and growth
Advantages of Classroom Observation for the Cooperating Teacher

• Allows one to see different classes through someone else’s eyes
• Assesses one’s class from a different perspective
• Receives inputs (suggestions, ideas, resources) from a mentee
• Creates a professional learning community through mentoring and coaching
• Provides for personal professional development and growth
The Focus of Classroom Observation

In order to help you get the best learnings/insights from your classroom
observations, you need to focus on some aspects in the teaching-learning process. This
will help you collect some data and information which you will need in the conferences
with your Cooperating Teacher. A Pre-Observation Conference will be conducted by
your Cooperating Teacher so that you can discuss the focus of your observation and the
procedures you will do to record your observations. The process can be done through a
checklist, accomplishment of a matrix, completion of a structured frame, narrative
summary, field notes, making use of a rubric, tallying of frequency, recording anecdotal
records, writing of reflections and the like. Your Cooperating Teacher may suggest the
aspects or focus of observation or you may be given the opportunity to suggest the things
that you wish to observe. Usually, you need to focus on only one or two aspects of
observation of the process. Some aspects to be observed are quite easy and can be
accomplished immediately but others need more time to analyze and will need a longer
period of time.

Things can be Observed and Questions Need to be Considered During Observation
Focus/Aspects of Things to Observe Questions to Consider

Observation
1. Intended Learning Intended Learning Outcomes How were these outcomes
Outcomes specified in the Learning Plan made known to students?
Were they SMARTly

(specific, measurable,
realistic, and time-bound)
stated?
Were they achieved at the

end of the lesson?
Were the teaching-

learning activities aligned
to the objectives and the
assessment?
2. Organization/ Opening/introduction of the How did the teacher
Structure of the lesson introduce the lesson?
Lesson
Development of the lesson How was the lesson
developed/organized?
Are the lessons

systematically/sequen-
tially organized?
Are the lessons arranged

from simplest to complex?
Closing of the lesson How did the teacher

synthesize the lessons?
Appropriateness of the Are the activities sufficient

teaching-learning activities and appropriate for the
lesson?
Links and transition of the Were the links and

teaching-learning activities transitions smooth and
properly executed?
3. Classroom Time management Did the teacher begin and
Management end classes on time?
Were the tasks given on

time?
Classroom routines Were there established

classroom routines?
TEACHING INTERNSHP P a g e | 10
Order and discipline in the Was the class functionally in
class order?
Setting of groups Were the rules in group
work explained?
Physical aspects of the
classroom (ventilation, sound, Were the physical aspects
lighting, seating of the room checked when
arrangement) if done face- done face-to-
to-face face/virtually?
Management of the Learning

Management System (if done
virtually)
4. Teaching-Learning Variety of Teaching-Learning How varied are the
Activities (TLA’s) Activities teaching-learning
• whole class activities?
• pair • whole class
• individually • pair
• individually
Use of differentiated
instruction Were there differentiated
instruction for the varied
types of learners?
Alignment of Teaching-
Learning Activities to the Are the teaching-learning
outcomes and modes of activities aligned to the
assessment outcomes and mode of
assessments?
5. Teaching Approaches, methods and What approach was used
Approaches, strategies used in the lesson?
Methods and
Strategies What method was
employed?
What strategies were

utilized?
Were all these appropriate

to attain the learning
outcomes?
6. Instructional Selection, development and What instructional
Materials (IM’s use of instructional materials/resources were
Resources) materials/resources including used in the lessons?
the use of ICT
• printed Were they appropriate,
• non-printed interactive and
• electronic innovative?
• open online resources
Did they make the class
highly engaging?
Were they varied? Do they
cater to the individual
differences?
7. Student Engagement Degree of attention of How focused are the

students in class students?
Curiosity in learning What is the degree of

curiosity of the students?
Interest in the lesson Were the students

interested in the lesson?
Passion to learn How eager and passionate

are the students to learn?
Commitment to the tasks How committed are they in

doing their tasks?
8. Student Interaction Types of Class Interaction Were the types of

• teacher-student interaction evident in the
interaction class?
• student-student
interaction Which one needs to be
• student-instructional improved?
materials
• student-technology
9. Questioning Types/levels of questions What levels/types of
Techniques questions were
formulated/raised?
Questioning techniques What questioning

techniques were utilized?
Reacting techniques What reacting techniques

were employed by the
teacher?
10. Integration of Values Values integration in the What values were
lesson integrated in the lesson?
How were the values

concretized in the lesson?
Were these values applied

in real life situations?
11. Modes of Assessment Types of assessment What assessments were
utilized to find out if the
outcomes were
realized/attained?
Were the assessments
aligned to the learning
outcomes and learning
activities?
Were the results

satisfactory?
12. Assignment Types of assignment What assignment was
given to the class?
Does the given assignment

improve/reinforce
learning?
Is the assignment doable?

Realistic?
13. Use of Language Appropriateness of the Is the language
language appropriate to the age
level of the students?
Use of medium of instruction Is the medium of instruction

to facilitate teaching and correctly used in the
learning subject area?
Use of verbal and non-verbal Do the verbal and non-

communication verbal communication
support student
understanding and
participation?
Use of positive What positive

reinforcements/feedback reinforcements/feedbacks
techniques were used to boost
students’ morale?
14. Personal Qualities of Personal grooming What are the personal
the Teacher qualities of the teacher
Attendance which are evident in the
class which improve the
Punctuality teaching-learning process?
Voice
Personal graciousness
15. Other thigs to observe Strategies used to respond the How do the teachers
especially for those given situations: respond to the needs of
teaching learners • geographic isolation learners in difficult
with special needs • chronic illness circumstances such as
and those teaching in • displacement due to geographic isolation,
challenged areas earned conflict chronic illness,
• urban displacement due to
resettlement/disasters earned conflict, urban
resettlement/disasters,
• child abuse and child child abuse and child labor
labor practices practices?
Strategies used for inclusive What strategies were used

learners and from indigenous for inclusive learners and
groups from indigenous groups?
1. Planning
2.
5. Reflection
Observation
4. Feedback 3. Analysis
Steps in Classroom Observation
Performance Task 1
Observing the teaching-learning process in Flexible Learning and different

Distance Learning Delivery Modes (online, radio-based instruction, television-based
instruction, and other modalities) focusing on the development of the MELCS and
reflecting on these processes
Based on the Pre-Observation conference with your Cooperating Teacher,

complete the matrix based on your scheduled classes of observation. The observation
may be done face-to-face or through different Distance Learning Delivery Modes
(online, radio-based instruction, television-based instruction, and other modalities). Take
note that your focus of observation is based on the results of your pre-conference with
your Cooperating Teacher. Make sure that you also need to focus on the development
of the MELCS and reflecting on the different processes.
If your observation is more than a week, please copy the given template.
Date Subject Time Grade Focus of Observation Insights
Level/Section Observation Notes
Performance Task 2
Attending pre-observation and post-observation conferences with the

Cooperating Teacher and the College Supervisor
After your observation schedule has been finalized, you are now ready to attend
the pre-observation and post-observation conferences with the Cooperating Teacher
and the College Supervisor.
Date Notes on the Pre- Notes on the Post- Plans of

Observation Observation Action/Action
Conference Conference Taken
Performance Task 3
Keeping a Daily Reflection Journal
Reflection journals are personal accounts or records of all your learning

experiences. These are your insights and learnings gained in the teaching-learning
processes. These are records of events which are pleasant and unpleasant that you can
reflect on and learn from. It can help you assess the important learning events that
happened in your teaching which can direct you to improve your professional career.
Your reflection briefly summarizes your ideas, thoughts, feelings and emotions which will
lead you to analyze and improve on your decisions and actions. You need to write your
reflections regularly to motivate you to learn and enjoy the process of learning.
As you move on with your task as Practice Teacher, you need to write your daily
reflection journal.
p
After observing the classes of your Cooperating Teacher,

what aspects in the instructional cycle do you think you are
now capable of doing and the areas you still need to improve
on?
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Paste pictures of the classes that you have observed.
MANAGING MY CLASSROOM
STRUCTURE AND ROUTINES

3
❖ identify the different class structures and routines during face-to-face

and/or virtual classes;
❖ discuss the importance of establishing good classroom structure and
routines in everyday class;
❖ design effective face-to-face and virtual classroom routines;
❖ demonstrate positive and non-violent discipline in the management of
learner’s behavior; and
CLARIFYING MY TASK
Classroom routine is simply a well-rehearsed response to a teacher’s directive.

According to Linda Shalaway, “Routines are the backbone of daily classroom life. They
facilitate teaching and learning. Routines don’t just make your life easier; they save
valuable classroom time. And what’s most important, efficient routines make it easier for
students to learn and achieve more.”
A structured learning environment provides many positive benefits for both

students and teachers. A structured class translates to a positive, safe and secure
classroom. Learners enjoy learning when they feel safe and not threatened. Class
structure includes but is not be limited to the physical environment.
An ideal face-to-face classroom set-up allows for fluid traffic patterns, wherein the
students can freely move around without bumping one another or something. The
physical structure of the classroom should also allow for maximum teacher-student
interactions with very minimal distractions.
In an online classroom environment, structure may be dependent on the

technological tools available to the students and the physical learning environment that
students are in. It can easily change from home to an internet café or even a coffee
shop. But some aspects of teaching and learning are easily adaptable. The actual
delivery of the content or scheduling of the class may happen in different ways:
a. Fully synchronous – a fixed schedule is set up to meet with students. This is a

time to do lectures, facilitate discussions, give instructions, answer questions
and give reminders.
b. Blended – allow 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.
Tips for Providing Structure in the Classroom (Face-to-Face or Online)

1. Rules and expectations must be given on the first day.
2. Set high expectations and explain it 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.
Here are some of the classroom routines and structures necessary for face-to-face
and online classrooms:
Face-to-Face Classroom Online/Virtual Classroom

A. Beginning of the Day A. Preparing for Class
1. Ask the students to line up properly 1. Provide the class with meeting
and enter the room quietly. codes, usernames, passwords.
2. Instruct them to sit at their 2. Encourage students to have a quiet
designated seats and refrain from learning space; free from
touching unnecessary objects. distractions.
3. Move on to the homeroom routines 3. Prepare necessary materials before
(like saying a prayer, greetings, the class begins (notebooks,
checking of attendance, submission headphones/earphones,
of workbooks, etc.) microphones, cameras, etc.)
B. Participating in Class Discussions B. Communication with Parents or

1. Instruct students to raise their hands Guardians
when they want to say something or 1. Provide open communication/
answer a question. access through emails, phones, text
2. During small group tasks, bring only messages and social networking
what is necessary and listen to the apps.
directions given by the teacher. 2. Establish consultation hours.
3. Remind students to accomplish C. Coming to Class
assigned tasks on the amount of 1. Encourage students to log-in at least
time given and to make sure that 5 minutes before the class begins so
their work is properly labeled. that they have time to ease into the
internet connection, check if the
C. When Leaving the Classroom audio and video are working
1. Make sure that students ask properly.
permission when going out of the 2. Make sure students know how to turn
classroom and take necessary their microphones on and off as
pass. directed.
3. Teach the students how to make
their presence known (example: by
D. Ending the Day
typing their full name in the chat
1. Make sure students clear out their
boxes) once signed in.
desks, push back their chairs and
take with them all necessary items.
2. Encourage them to refrain from D. Participating in Class
leaving trash under their desks and 1. Set expectations for both
chairs. synchronous and asynchronous
3. Ask them to return borrowed items. participation.
4. Facilitate the lining-up routine and 2. Remind the students to refrain from
ask the students to leave the using other devices during class.
classroom quietly. 3. Have clear rules and policies 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 concerns before
they disconnect.
3. Remind students to sign-out properly
to protect their privacy.
Performance Task 1
Being oriented on protocols for classes in the learning modality employed by the
school.
Observe/Assist your Cooperating Teacher. List down some routines that he/she has
done for classes in the learning modality employed by your Cooperating School to make
sure that the class is managed well. Include some notes or points of improvement which
you think will have worked during the class.
Observation Log
Cooperating Teacher: _______________________________ Date: _________________________
Garde Level: _________________ Time: _________________ Subject: _______________________
Topic: ______________________________________________________________________________
Cooperating School Activities/Strategies Notes/Points for

Improvement
1. Beginning the Class
Routines
2. Class
Discussion/Participation
3. Ending the Class

Routines
Performance Task 2
Assisting the Cooperating Teacher in the preparation and implementation of class

guidelines for holding classes through distance learning modalities.
During asynchronous or modular class sessions, what routines can you suggest to
the parents so that their children will have more effective learning outcomes? Design an
effective class routine outline which parents can use at home.
Performance Task 3
Read the different situations below and suggest a positive and non-violent way
to address the student’s behavior.
Case No. 1
Jacob is a new student in

your school. He does not seem
to fit well with the other
students who have already
established friendships with
other students. This results in
Jacob being aloof and
withdrawn. He does not
practice in class discussions
and seems uncomfortable
during group activities. You
know he is smart because his
written works are almost always
done perfectly. How will you
help Jacob?
Case No. 2
Mia is a smart student,

but is very talkative. She is
always talking out of turn and
this results in disruptions during
class. She usually tells her
seatmates stories which are
irrelevant from the topic being
discussed. How will you help
Mia?
Complete the statement:
Having effective class routines and sound class structure

is important because:
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Paste pictures/ screenshots of classroom routines that you have established and
implemented in face-to-face or virtual mode. Label them.
4
CREATING INSTRUCTIONAL
MATERIALS
❖ select, develop and use of variety of teaching-learning resources including
ICT to address learning goals;
❖ show skills in the positive use of ICT to facilitate the teaching and learning
process; and
❖ use professional reflection and learning to improve practice
CLARIFYING MY TASK
Instructional materials are tools used in instructional activities. They may either be
print, non-print or electronic materials. These materials are sometimes called teaching
aids since they assist the teachers in facilitating the teaching-learning process.
Print materials – include books, dictionaries, encyclopedias, newspapers, etc.
Non-print materials – include microscope slides, models, rocks, field visits, etc.
Electronic materials – may be slide presentations, videos, augmented realities,
virtual realities, online content, live streams, etc.
Some criteria may be considered in choosing and developing instructional

materials. The following may be considered:
• aligned with the vision, mission and goals of the school

• appropriate for age, developmental ability, interests and cognitive ability of the
students
• diverse in terms of difficulty and must appeal to various points of views
• must present quality of materials used and contain factual content
• help students utilize higher-order thinking skills
The positive use of Information Communication Technology (ICT) facilitates the

teaching-learning process. Educational ICT tools can have several advantages in the
teaching-learning process. Some of them are:
• improves teacher-student interaction and active student engagement

• ensures comprehension of complex instructions
• mobile learning is accessible, anytime and anywhere
• opens avenue for new techniques in teaching
• helps teachers to decrease 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
Teachers’ Criteria for Determining the Quality of Instructional Materials
Accuracy, visual appeal • no errors; correct form

• 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, ability to meet student • Engagement: sparks student interest;
needs relevant
• Differentiation: appropriate materials by
skill level, language ability, cognitive
capability and 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
These are improvised learning materials which facilitate instruction.
Teachers need to contextualize the learning materials for the students 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.
With the many challenges and transitions in our everyday life, the instructional
materials used to enhance the teaching-learning process also undergo constant
improvement and development. There are countless benefits of traditional or “old
school” materials.
Time-Tested Materials blackboards, whiteboards, chalks and markers textbooks,

storybooks, encyclopedias
charts, posters, pictures
maps, globes, atlases, almanacs
flashcards and worksheets
laboratory apparatuses and equipment
toys, models, blocks
ICT Tools computers, laptops, tablets

interactive whiteboards, webboards, audiobooks
spreadsheets (google sheets, MS excel)
presentation softwares (google slides, powerpoint, prezi)
video conferencing softwares (zoom, google classroom,
microsoft teams)
social networking sites (facebook, twitter, wikispaces)
Performance Task 1
Assisting the Cooperating Teacher in the preparation of presentations and

learning materials to be used in classes.
Observe your Cooperating Teacher for five days (start of the week is
advisable). List down the instructional materials or ICT tools that he/she has utilized
during the week. Identify the advantages and disadvantages of the said
materials.
Observation Log
Cooperating Teacher: ____________________________ Date: ____________________________

Grade Level: _____________ Time: __________________ Subject: __________________________
Instructional Strengths and

Materials/ICT Tools Weaknesses of the
IM’s/ICT Tools
Day 1
Topic: _________________
Day 2
Topic: _________________
Day 3
Topic: _________________
Day 24
Topic: _________________
Day 5
Topic: _________________
Performance Task 2
Developing contextualized instructional materials appropriate for the

demonstration teaching modality.
Choose a topic from the list of lessons of your Cooperating Teacher and
collaborate with him/her in designing and creating contextualized instructional materials
for the class. You may also surf the net for samples to better guide you in preparing these
materials. Provide photos, paste and label them on “Working on My Learning Artifacts.”
Topic:______________________________________________ Grade/Year Level:____________
Contextualized Instructional Materials How These Will Be Used
Performance Task 3
Visit the website listed below. This contains list of online teaching tools that can
help facilitate the teaching and learning process.
https:en.todaysteachingtools.com/list-of-ict-tools.html
Choose 1 of the featured online teaching-learning tools and list down some
important take-away. You may list down some advantages and disadvantages of your
chosen tool.
Name of the Online Teaching Tool: __________________________________________________
Short Description:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
_______________________________.
Advantages Disadvantages
How do instructional materials and ICT tools help students learn more
effectively and efficiently?
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______________________________________________________________________________
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____________________________________
Paste pictures/ screenshots of the instructional materials and resources that you
have designed and used in your lessons. Label them.
5
DESIGNING DIFFERENTIATED
CLASS ACTIVITIES

❖ 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
CLARIFYING MY TASK
The class is made up of different kinds of learners. They may have different ages,
gender, learning styles, interest, learning preferences and others. Diversity includes
learners of all abilities and backgrounds. Teacher must understand these differences in
order to provide for a learning environment that is both inclusive and effective.
Students may differ in:
• gender
• needs
• strengths
• interests
• experiences
• socio-economic status
• race
• creed/religious background
• cultural background
• giftedness/talents
• learning modalities/styles: (a) visual, (b) auditory, (c) kinesthetic and (d) tactile
• multiple intelligences: (a) visual-spatial (art smart), (b) verbal/linguistic (word
smart), (c) musical (music smart), (d) intrapersonal (self-smart), (e)interpersonal
(people smart), (f) bodily/kinesthetic (body smart), (g) naturalistic (nature smart),
(h) existential, and (i) logical/mathematical (number smart)
• brain-based learning: (a) right brain and (b) left brain
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 (3) instructional components:
1. content
2. process
3. product
Advantages of Differentiated Instruction
1. effective for varied types of learners

2. can make students responsible for their own learning
3. more options on learning different materials
4. less discipline problems in the classroom
5. provides more opportunities for equity and acknowledges differences
Disadvantages of Differentiated Instruction
1. requires more work in lesson planning and lesson execution

2. needs more time in preparation of instructional materials and instructional
activities
3. more resource-intensive
4. does not coincide with standardized tests
As Practice Teachers, you are expected to demonstrate knowledge and

understanding of the diversity of learners and to use differentiated activities to cater to
individual differences.
Innovative
Cooperative
Integrative
3 I’s 2 C’s
Collaborative
Interactive
Three I’s and two C’s in the Instructional Process
3 I’s
1. Innovative: Teachers 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.
2. Interactive: Teachers must ensure that there is meaningful student engagement in

the class. All students must participate in all the teaching-learning activities.
3. Integrative: 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.
2 C’s
1. Cooperative: The use of cooperative strategies in classes will promote unity,
cooperation and teamwork between and among classes.
2. Collaborative: Teachers must plan together and must articulate the lessons
vertically and horizontally to ensure that there are smooth transitions, no glaring
gaps and deficiencies in the subjects.
Performance Task 1
Assist your Cooperating Teacher in planning out activities for differentiated

instruction to address the given diversities. Include some notes on the strengths and
weaknesses of the said activities.
Cooperating Teacher: _________________________________ Date: ________________________

Grade Level: ________________________ Time: ____________ Subject: _____________________
Learning Styles Activities Employed Strengths and Weaknesses

of the Planned Activities
Multiple Intelligences
Brain-Based Learning
Interests
Gender
Performance Task 2
Surf the internet for some subject-specific strategies that you can use in facilitating
the class activities. Remember to include your sources.
Name of Teacher: __________________________________ Grade Level: ___________
Subject Differentiated Activities References
Performance Task 3
Write a lesson plan using contextualized learning activities addressing the different
strengths and needs of your students. Make sure that these activities are aligned with the
Most Essential Learning Competencies (MELC) prescribed by the Department of
Education. You may paste/attach your encoded lesson plan on the space provided
below.
Complete the statements.
Differentiated instruction benefits our learners because

______________________________________________________________________
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___________________________________________________________________.
As a future teacher, I can employ the following strategies in my classes

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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
___________________________________________________________________.
Paste pictures/ Screenshots of the differentiated activities you employed to

address diversity of learners. Label them.
ASSISTING AND
6
PARTICIPATING IN SCHOOL
PROGRAMS AND ACTIVITIES

❖ identify the relevant and responsive learning programs and activities in my

Cooperating School;
❖ prepare materials needed in the school activities;
❖ assist and participate in school programs and activities;
❖ join my Cooperating Teacher and my class in school programs and
activities; and
CLARIFYING MY TASK
Participating in the different school programs and school activities in my

Cooperating School will help develop and strengthen my responsibility, resourcefulness,
teamwork, unity and cooperation with the wider school community.
Schools have various learning programs. These reinforce the lessons taught in the
classroom and provide the learners to apply what they have learned in real-world
context. Participation in these learning programs also increases student engagement.
The participation of the students depends on their needs, interest, abilities and
background.
Importance of School Programs and Activities
1. Allows opportunities for growth

2. Develops new skills
3. Enhances formative skills
4. Strengthens harmonious relationships
5. Enriches existing skills
6. Sustains one’s health
7. Improves communication skills
8. Boosts one’s morale
9. Promotes unity, teamwork and cooperation
10. Teaches planning and leadership skills
Performance Task 1
List down the relevant school programs celebrated by your Cooperating School.
Complete the matrix below:
School Programs/Activities Learning Outcomes
Performance Task 2
What are the other learning programs designed by the school to assist students in
their academic success?
Academic Programs Desired Learning Outcomes
How do these programs impact student learning?
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
Performance Task 3
Design a learning program using the given template.
I. TITLE of the Learning Program ________________________________________________

II. Rationale ___________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
III. Specific Objectives _________________________________________________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
IV. Conditions which prompted you to design the program ______________________

________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
V. Persons Responsible/Duties and Responsibilities
Persons Responsible Duties/Responsibilities
How did I
feel?
before the activity
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
after the activity
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
After the
activity, I
learned that:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Paste pictures/screenshots of the school programs, celebrations and activities

where you participated and label them.
USING ASSESSMENT
PRACTICES
7
❖ assist my Cooperating Teacher to create assessment materials related to

the lessons, applicable to various distance learning delivery models;
❖ design templates for various assessment tools with suitable scoring rubrics;
❖ create templates for reflection activities on the teaching-learning process;
❖ assist my Cooperating Teacher in checking student’s outputs; and
CLARIFYING MY TASK
Assessment is very important in the teaching-learning process. The primary

purpose of assessment is to promote learning.
It provides information on how students are performing in class as well as their

achievement at the end of the year.
It is a means of helping students to learn, a way of informing student progress and

for improving the teaching-learning progress. There are three phases of assessment:
assessment for learning, assessment as learning and assessment of learning.
Well-constructed and designed assessments promote active learning especially

when the delivery is highly innovative, interactive and integrative. Using self-assessment,
peer and group assessments can develop and strengthen a number of critical and
creative skills, such as reflection, and self-awareness as well as giving students many
insights into the assessment process.
Assessment for Learning Assessment as Learning Assessment of Learning
(Formative Assessment (Summative Assessment)
Assess a student’s A process where students Looking at assessment
comprehension and learn about themselves as information at the end of
understanding of a skill or learners and become the teaching and learning
lesson during the learning aware of how they learn process
and teaching process.
Assesses student’s prior Focuses on constructive Makes judgments about

knowledge, perceptions feedback from teachers for what students have
and misconceptions students to self-assess learned in relation to
teaching and learning
goals
Students reflect on their

work on a regular basis,
usually through self and
peer assessment and
decide (often with the help
of the teacher)
Occurs throughout the Occurs when teachers use Mostly done at the end of
learning process. Frequent evidence of student the task unit or course
progress monitoring is done learning to make
judgments on student Occurs at the end of a
Happens during the achievement against goals learning cycle using a
learning, often more than and standards variety of tools
once, rather than at the
end
Provides immediate Challenging opportunities Provides the foundation for

feedback and direction to are given to students to discussions on placement
students become confident, or promotion
competent self-assessors
Generally low stakes, which Often high stakes, which

means that they have low means that they have a
or no point value high point value
Students are given more Helps students to take more

control of their own responsibility for their own
learning learning and monitoring
future directions
Is teacher-driven for Is student-driven with

student, teacher, and teacher guidance
parent use
Assessment for Learning

(Formative Assessment)
Three Types of
Assessment
Assessment as Assessment of Learning

Learning (Summative Assessment)
Assessment as learning – indicates that assessment itself is already an opportunity to

learn. It is learning by itself when students engage in self-assessment, reflect on their
assessment results and make necessary improvements to ensure learning.
Assessment for learning – is also called formative assessment, which indicates that it is at
the service of learning. This aims to ensure learning while instruction is in progress.
Remedial steps are done through formative assessment tasks.
Assessment of learning – is also called summative assessment. It refers to strategies

designed to confirm what students know, demonstrate whether or not they have
met learning outcomes.
Performance Task 1
Assisting the Cooperating Teacher to create assessment materials related to the lessons,
applicable to various learning modalities
Complete the matrix by identifying the modes of assessment which are

constructively aligned with the learning outcomes and teaching-learning activities. Get
the learning outcomes from the subjects you are teaching.
Learning Outcomes Teaching-Learning Modes of Assessment
Activities
Example:
Create a simple play Group work Play about the given topic
about the lesson for the with scoring rubric
day
Performance Task 2
Designing templates for various assessment tools with suitable scoring rubrics
Design an original template of a scoring rubric for a simple play performance using
the given template.
Descriptors/Items/Criteria Excellent Very Satisfactory Fair Needs

Satisfactory Improvement
5 4 3 2 1
Performance Task 3
Designing templates for reflection activities on the teaching-learning process
Design your weekly reflection template by incorporating the following:
• Areas of Strengths
• Areas of Improvement
• Plans of Action
Performance Task 4
Assisting the Cooperating Teacher in checking students’ outputs
Your Cooperating Teacher might request you to assist in checking some students’
outputs, what do you need to consider and remember?
Things to Consider and Remember When Checking Students’ Outputs
Paste screenshots of sample students’ outputs that you have checked.
Accomplish the PLUS – MINUS – INTERESTING CHART (PMI)
PLUS (P) MINUS (M) INTERESTING (I)

What you liked best in this What needs to be improved What struck me most in this
learning task? in this learning task? learning task?
Place or put a screenshot of your one (1) formative and one (1) summative task.
8
CONDUCTING
DEMONSTRATION LESSON(S)

❖ explain the importance of demonstration teaching;

❖ prepare lesson plans, study guides, modules, and teaching materials
relevant to Learning Delivery Modality (LDM) of the partner school and as
required by the Cooperating Teacher;
❖ conduct daily and final demonstration teaching using the LDM of the
Cooperating School; and
❖ explain the importance and contents of various school forms, and;
CLARIFYING MY TASK
Demonstration teaching is the process of teaching you how to do or perform tasks

in a step-by-step process/logical manner. It is the show and tell method in teaching.
Teacher demonstrations are important because they provide you with experiences of
real situations, events and processes. By doing daily demonstration lessons, your level of
motivation and interests will be heightened and sustained.
You have been conducting simulation classes, micro-teaching in your Professional

courses. You have been doing demonstration in various ways and this time you are now
adept and well equipped in performing your teaching-learning tasks. Let us review the
advantages and disadvantages of demonstration so you can best utilize this method.
•Provides in-depthmastery of the subject
matter
• Makes students highly engaged in the
process
• Leads to self-reflection
Advantages of • Sustains the interest of the learners
Demonstration • Arouses self-discovery among the learners
Classes • Attains maximum learning through
constant practice
• Enables you to improve on your
weaknesses
• Leads to practical application of theories
• Paves the way for effective mentoring and
coaching
• Entails much expenses especially in the

preparation of materials and resources
Disadvantages of
• Consumes time due to tedious preparation
Demonstration • Needs to rehearse when deemed necessary
Classes
Characteristics of Good Demonstration Teaching
A successful teaching demonstration must be carefully planned. You need to be

aware of the following in order that your daily and final demonstration will be
implemented well.
1. The steps must be followed logically and systematically.

2. Much attention is given on the performance of students.
3. The learning outcomes are well-known to the students and teacher.
4. Rehearsals are conducted to better prepare you in the teaching-learning process.
5. Time is given for rehearsal before the demonstration (if deemed necessary).
Tips in Conducting an Excellent Demonstration Lesson
What to Prepare What to Do?

1. Plan and organize your Lesson Plan Reproduce and provide
lesson based on the copies of your lesson
Learning Modality Instructional materials plan/observation
Delivery (LDM) of your form/sheets to your
Cooperating School. Learning Activity Sheets observers.
(LAS)
Prepare and arrange all
instructional materials
based on the sequence of
the lesson.
Prepare consumables if
needed (face-to-face)
and powerpoint (if done
online).
Have a cue card to remind

you of the logical steps of
your lessons.
Rehearse/time your lesson

before the actual demo.
2. Be the BEST! Proper attire (without Smile and be confident at

Practicum uniform) all times.
Proper grooming Maintain eye contact.
Modulate your voice.
Be articulate and
spontaneous of your
thoughts and ideas.
Be as natural as can be.
3. Manage your class well. Seat plan (when done Start with your classroom
face-to-face especially if routines (prayer, greetings,
you have not memorized attendance and others).
the names of your students)
Utilize varied teaching
List of names for reference strategies to keep all your
(if done on line especially if students highly engaged.
their names are not shown
on camera) Check your learning
environment.
Handy clock for ready
reference Begin and end classes on
time.
Make adjustments if
needed.
4. Others (list what else is

necessary)
1. Introduction
2. Development
3. Integration
Steps in Demonstration Teaching
Introduction
There are many ways of introducing a lesson in order to make it highly interactive,
innovative and interactive. These are also called attention getters, energizers and tone
setters. They make the students highly motivated in the teaching-learning process (stories,
riddles, socialized review, songs, parody, picture analysis, word games, charade, entry
pass, etc.)
Development
To make a good transition from the introduction to the development of the lesson,
varied innovative teaching strategies may be employed to sustain their interest in the
lesson. These are ways to develop learning content (diary, monologue, dialogue,
debate, panel discussion, use of graphic organizers, infographics, essays, poetry and
others).
Integration
This focuses on making connections for students to apply the relevant and
meaningful learning experiences to practical, real-life knowledge and to the broader
aspects of the curriculum.
The following strategies may be used: reflection journal, structured frames,

completing statements, designing/completing matrix, checklist, rating scales, creating
scenarios, completing value statements and others.
Performance Task 1
Preparing Lesson plans, study guides, modules, and teaching materials relevant to
LDM of the Cooperating School 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 detailed description of the steps a teacher will perform to teach a
particular lesson. It contains the following parts: Learning Outcomes/Objectives,
Learning Content, Learning Resources, Learning Procedures, Remarks and
Reflection.
This is a lesson exemplar which you can use to guide you in your teaching and
learning. Accomplish this based on the lesson given to you.
Subject: __________________________ Grade Level/Section: ________ Time: _______
1. Learning Outcomes/Objectives
2. Learning Content
3. Learning Resources
4. Learning Procedures
5. Remarks
6. Reflection
B. Template of Learning Activity Sheet (LAS)
Prepare one (1) Learning Activity Sheet (LAS) on the subject area assigned to you
which you will use in your daily/final demonstration lesson. To better prepare you in
designing the LAS, surf the internet for samples based on the topic assigned to you. You
may also request your Cooperating Teacher for a sample LAS. Always remember to make
provisions for face-to-face or online modality.
SUBJECT (Uppercase and Bold)
Name of Learner/Pangalan: __________________________________________________________
Grade Level/Lebel: ______ Section/Seksiyon: _____________ Date/Petsa: _________________
LEARNING ACTIVITY SHEET/GAWAING PAGKATUTO

Title
Background Information for Learners/Panimula (Susing Konsepto)

(Brief discussion of the lesson, if possible, cite examples)
Learning Competency with Code/Kasanayang Pampagkatuto at Koda
Directions/Instructions/Panuto
Exercises/Activities/Pamaraan
Guide Questions (if necessary)
Rubric for Scoring/Rubrik sa Pagpupuntos (if necessary)
Reflection/Pangwakas
References for Learners/Mga Sanggunian
Answer Key/Susi sa Pagwawasto
Performance Task 2
Design instructional materials to be used in my daily/final demonstration teaching.
Topics Proposed Instructional Materials/Resources
Performance Task 3
Conducting daily and final demonstration teaching using the Learning Delivery Modality
(LDM) of your Cooperating School
Get a copy of the lesson plan template that you are expected to use from your
Cooperating Teacher.
Samples of the Detailed Lesson Plan (DLP) or Daily Lesson Log (DLL) may also be
downloaded from the internet.
Some schools have their lesson template which they will request you to use.
Have a Pre-Conference with your CT on the most essential learning competencies

that you need to discuss.
Make sure that you have alternate provisions to conduct this lesson face-to-face,
virtually or through video-taped demonstration lesson.
Write your lesson plan and show that to your Cooperating Teacher for comments,
suggestions and revisions.
Prepare your instructional materials based on the Learning Delivery Modality (LDM)
of your Cooperating School.
The Department of Education has issued Department Order 42 s 2016, Policy

Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.
These are the templates for the Detailed Lesson Plan (DLP) and Daily Lesson Log
(DLL).
Instructional Planning
(The process of systematically planning, developing, evaluating and managing the
instructional process by using principles of teaching and learning – D.O. 42, s. 2016)
Detailed Lesson Plan (DLP) Format
School Grade Level

Teacher Learning Area
Time and Date Quarter
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC code for
each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of
the new lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
Source: https://www.deped.gov.ph/2016/06/17/do-42-s-2016-policy-guidelines-on-daily-
lesson-preparation-for-the-k-to-12-basic-education-program/
After my daily/final demonstration lessons,
These are the things I am happy about _____________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
These are the things I need to improve on ________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
These are the things I plan to do _________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_____________________
Paste/screenshot the observation forms accomplished by your observers.
ASSISTING MY COOPERATING
TEACHER/S IN
ACCOMPLISHING 9
SCHOOL FORMS

❖ define school forms;

❖ explain the importance and contents of various school forms;
❖ accomplish school forms required by the cooperating teacher;
❖ submit required forms on time; and
CLARIFYING MY TASK
Teachers perform various roles and responsibilities in school. They don’t only teach
but they also do related tasks in teaching and learning. They are also required to
accomplish and submit different forms to ensure the quality, accuracy and consistency
of learners and school information which are vital and critical to school operations.
School forms need to be revised and updated regularly to provide reliable data
and information. Some school forms are done at the beginning of the year. Other forms
are done during the year and the rest are accomplished at the end of the school year.
The data collected in school forms are used for instructional purposes, research, survey,
school management operations, continuous improvement, promotions, transfer
credentials and the like.
School forms are very important since these contain student and school records
and must be kept highly confidential and can be released only whenever necessary and
approved by school authorities. As teachers, we need to be guided by the Republic Act
No. 10173, otherwise known as the Data Privacy Act, a law that seeks to protect all forms
of information, be it private, personal, or sensitive. It is meant to cover both natural and
juridical persons involved in the processing of personal information.
To ensure the quality, accuracy, relevance and timeliness of school forms,

teachers need to be oriented on the forms that they need to accomplish and submit,
the frequency, duration and deadline of submission. Proper management of school
records will ensure the reduction on the resources spent for records management.
Schools now have digitized some school forms for easy access, storage and
retrieval. This is response of becoming a paperless society. The demands of time have
become different especially because of environmental transitions brought about by the
global crisis and health concerns. Online school forms are the better ways forward since
they meet numerous advantages for the various stakeholders. Digitization of forms ensure
the most efficient use of time, simplification of process of critical tasks, easy retrieval,
storage and retention, better compliance for submission during quality assurance
mechanisms, builds a more efficient management information system, better for
environmental concerns, increased customer satisfaction improved safety and security
and many more.
As Pre-Service Teachers you need to be aware of these school forms so that you
will be ready to accomplish and submit them when the right time come.
For details, please refer to DepEd Order no. 14, s. 2021 dated March 26, 2021, titled
Interim Guidelines on the Preparation, Submission, and Checking of School Forms for the
School Year 2020-2021. INTERIM GUIDELINES ON THE PREPARATION, SUBMISSION, AND
CHECKING OF SCHOOL FORMS FOR THE SCHOOL YEAR 2020-2021.
Different School Forms
Code and Title of Description To be Prepared Mode of Schedule

Forms by Preparation
SF 1 – School Master list of class Class adviser LIS Beginning
Register enrolment of school
year (BoSY)
and as
needed
SF 2 – Learner’s Recording of Class adviser Partially Daily
Daily Class attendance, absence, through LIS
Attendance or tardiness (template and manual
with name of learners)
SF 3 – Books List of books (by title) Class adviser Partially BoSY and
Issued and issue to/returned by through LIS end of
Returned learners and manual school year
(EoSY)
SF 4 – Summary Enrolment count, School head LIS Monthly
Enrolment and transferred in/out and
Movement of dropout by grade level
Learners (Summary of SF 2)
SF 5 – Report on List of Class adviser LIS EoSY
Promotion promoted/retained by
class
Sf 6 – Summary Number of School head LIS EoSY
Report on promoted/retained by
Promotion grade level (Summary
of SF 5)
SF 7 – Inventory of List of school personnel School head Manual BoSY and as
School Personnel with basic profile and (originally needed
teaching designed in
load/assignment Human
Resource
Information
System)
SF 8 – Learner Per learner assessment Class LIS BoSY and
Basic Health of Body Mass Index adviser/MAPEH EoSY
Profile teachers
SF 9 – Learner Individual academic, Class adviser Manual Quarterly
Progress Report behavioral and
Card attendance report by
quarter (formerly Form
138)
SF 10 – Learner’s Individual academic Class adviser Manual EoSY
Permanent record by quarter and
Academic SY (simplified and
Record standardized from
former Form 137)
SHS forms (new) SFs 1-7 customized to fit Class LIS and Semestral
SHS requirement adviser/School manual
head
Source: https://www.deped.gov.ph/wp-content/uploads/2018/09/School-forms-
matrix.docx
Performance Task 1
Assisting the Cooperating Teacher in Accomplishing School Form 1 (Class Register)
This is the DepEd Template of SF 1 – School Register. Study how it is accomplished

by requesting your Cooperating Teacher to show you a sample. Put at least five (5) entries
into the template.
Performance Task 2
Assisting the Cooperating Teacher in Accomplishing School Form 2 (Learner’s Daily

Attendance)
This is the DepEd Template of SF 2 – Learner’s Daily Attendance. Study how it is

accomplished by requesting your Cooperating Teacher to show you a sample. Put at
least five (5) entries into the template.
Performance Task 3
Assisting the Cooperating Teacher in Accomplishing Required School Forms
As Pre-Service teacher, you might not be allowed to accomplish all the forms yet,
however, there might be some instances that you are requested to assist in preparing
some school forms. Make sure that you do it accurately and legibly (if done manually)
and encode properly (if done online). Review all entries/have it checked by your
Cooperating Teacher before you finally submit. It is best to have a receiving copy (if done
manually) and save the file (if done online).
Put a copy of the school form that you were requested to do/accomplish and
have it signed by your Cooperating Teacher.
It is best if you can get her comments/remarks and suggestions.
Read and analyze the salient provision of Republic Act No. 10173,
otherwise known as the Data Privacy Act. Cite three (3) implications of
these in accomplishing school forms.
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Put your accomplished school forms.
BUILDING NETWORKING
AND LINKAGES

10
❖ assist the CTs in parent-teacher conferences;

❖ provide support by being volunteer tutors as part of auxiliary service in
partner schools;
❖ participate in local and international webinars and other online professional
activities; and
CLARIFYING MY TASK
Domain 6 of the Philippine Professional Standards for Teachers (PPST) emphasizes

the need of strengthening community linkages and professional advancement. It consists
of four strands:
• demonstrate an understanding of knowledge of learning environments that are
responsive to community contexts;
• seek advice concerning strategies that build relationships with parents/guardians
and the wider community;
• demonstrate awareness of existing laws and regulations that apply to the
teaching profession; and
• demonstrate knowledge and understanding of school policies and procedures.
It is really very important to have strong networking and linkages in the school
community. When various stakeholders of the community work together to support the
teaching-learning process, students will learn more, do more and stay longer in school. It
can help the teachers give better service to students and the other stakeholders.
Teachers are more motivated to teach and they can provide more information to share
with the students. Research revealed that school community partnerships strengthen,
support and even transform stakeholders which result to improved program quality, more
efficient use of resources and better alignment of goals and curricula.
Professional Advancement/Development are continuous learning opportunities

for teaching and learning.
The professional development activities enhance teachers’ professional

competence and maximize their potentials.
Some of professional activities include pursuance of graduate studies,

attendance to short-term courses and trainings, seminars/webinars, conferences and
workshops, enlistment to professional organizations, participation in learning action cells
(LAC), reading of professional books and articles, acceptance of invitation as resource
speaker, facilitator, moderator, judge, coach, mentor and the like, writing of books,
conducting researches, joining study tours and being a member of a professional
community.
As Pre-Service Teachers, you also need to know the salient provisions of Republic
Act No. 10912, otherwise known as the “Continuing Professional Development (CPD) Act
of 2016”. It is an act that requires CPD as the mandatory requirement for the renewal of
Professional Identification Card. It is the inculcation of advanced knowledge, skills and
ethical values in a post-licensure specialization or an inter-or multidisciplinary field of study
for assimilation into professional practice, self-directed research and/or lifelong learning.
Improve
school
Complement the culture and
academic
community
curriculum with a
image Enrich the
wide range of
services and teaching and
activities learning
process
Improve the Maximize the

quality of use of human
programs and material
and services resources
Importance of Community Linkages
Foster better Help prevent

harmonious or minimize
relationships future
problems
Develop better Facilitate a wide

understanding access of
of roles and information and
responsibilities other related
Promote effective documents
communication
among all the
sectors of the
school community
Keeps you abreast with Leads you to increased
the changing times personal confidence,
commitment and love for the
profession
Enhances your knowledge

and skills Gives you a deeper
understanding of what it
Importance of means to be a professional
Ensures your meaningful PROFESSIONAL
contribution to the ADVANCEMENT Allows you to appreciate
teaching profession your work and your
contribution to society
Helps you stay relevant and Opens you to greater and

up to date with the teaching new possibilities and
profession challenges
Performance Task 1
Assisting my Cooperating Teacher in Parent-Teacher Conferences
A parent-teacher conference is a meeting between a student’s parents and

teacher or teachers to discuss the child’s academic performance and other areas for
improvement. This conference is held every quarter or may be done as needed. Parents
may also request for the conference especially if there are matters to discuss to improve
their children’s performance in school.
Your Cooperating Teacher might request you to assist him/her in a Parent Teacher
Conference.
Confer with your CT and write down the things that you need to prepare and the
things to do.
Things to Prepare Things to Do
Performance Task 2
Providing Support by being volunteer tutors as part of auxiliary service in partner schools
Aside from your teaching duties whether face-to-face or virtually, you need to
render auxiliary services.
You may be requested to volunteer as a tutor to students who need help to cope
with their academic work.
Record in the logbook the details of what you have done to assist the student
assigned to you.
Name of Student: ___________________________________________________________________
Grade and Section: _____________ Subject: ____________________________________________
Date/Time Skills/Areas of Focus Teaching-Learning Activities
Performance Task 3
Participating in local and international webinars and other online professional activities
A. Write the insights you gained from participating in local and international
webinars.
B. Attach a copy or screenshot your Certificate of Participation in a local or
international seminar or webinar.
I need to write my Individual Personal and Professional

Development Plan (IPPDP) because
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Accomplish your Individual Personal and Professional Development Plan (IPPDP)

using this template. Put at least four (4) targeted skills.
Targeted Developmental Desired Start/ Remarks

Competencies Activities/ Outcomes Completion
/Skills Training Date
Example: Attend speech Improved August 2021 – Received a
Communication communication communication December certificate
skills workshops skills 2021 of
completion
of the
program
DESIGNING MY TEACHING
INTERNSHIP PORTFOLIO
11
• design my Teaching Internship Portfolio;

• compile all learning artifacts on Teaching Internship; and
• use professional reflection and learning to improve practice.
CLARIFYING MY TASK
A student portfolio is a compilation of pieces of evidence of learning, learning

artifacts, academic work and other forms of educational pieces of evidence compiled
for the purpose of (1) evaluating course work quality, learning progress and academic
achievement; (2) determining whether students have met learning standards or other
academic requirements for courses, grade-level.
The learning portfolio may be in physical form or electronic or digital form. Online
portfolios are often called digital portfolios or e-portfolios. Portfolios may also be
presented publicly or privately to various stakeholders: parents, teachers, and community
members as part of a demonstration of learning, exhibit, capstone project or a
culminating activity.
There are many different types and uses of learning portfolio. It showcases
student’s work as part of the requirement of the course. Some portfolios are only intended
to evaluate learning progress and achievement in a specific subject area while the rest
evaluate the acquisition of skills that students can apply in all subject areas.
These are some learning artifacts which may be included in your physical or digital
portfolio. You may add more to the list.
Physical Portfolio Digital Portfolio
➢ written assignments ➢ digital archives

➢ journal entries ➢ powerpoint presentations
➢ completed tests ➢ blogs
➢ artwork ➢ screenshots
➢ lab reports ➢ student-created videos
➢ dioramas ➢ multi-media presentations
➢ models ➢ spread sheets
➢ certificates ➢ websites
➢ recommendations ➢ blogs
➢ certifications ➢ online journals
➢ letters ➢ electronic stories
➢ written evaluations ➢ electronic flashcards
➢ cards ➢ music
➢ self-reflections ➢ online reflections
➢ pictures/photographs ➢ other digital artifacts of learning
➢ others ➢ others
Competence Portfolio Project Portfolio

Growth Portfolio
includes proofs of exhibits works from
shows the progress of
qualifications, certificates, individual or group
learning progress
badges, honors received learning
Achievement Portfolio
Document Portfolio Assessment Portfolio
showcaeses what
lists down learning measures student's
students have achieved
artifacts accountability
overtime
Celebration Portfolio
Process Portfolio
Showcase Portfolio highlights occasions,
demonstrates steps on
displays best student's activities, events,
how learning outcomes
output happenings of great
were achieved
importance
Types of Portfolio
Performance Task 1
Write your Teaching Philosophy
A teaching philosophy statement is a written description of your values, goals and

beliefs regarding teaching and learning and uses evidence from your teaching. To help
you in writing your own Teaching Philosophy, you need to do these through the years:
actualize your teaching beliefs in your subjects/courses, record your teaching practices,
enrich your teaching practices, and incorporate new innovations in teaching. To write
your teaching philosophy, remember the following:
✓ Make it brief, concise and well-written and not longer than 5 pages.
✓ Use narrative, personal, reflective, first-person approach.
✓ Describe concrete and specific examples.
✓ Narrate how you progress in the field of teaching.
✓ Use simple terms which are easily understood.
✓ Be sincere and humble in narrating your passion in teaching.
✓ Revise your teaching philosophy as needed.
MY TEACHING PHILOSOPHY
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In order to effectively create my learning portfolio, I need to do the

following:
Things To Do/Things To
Accomplish
Before
During
After
Take pictures of some contents of your physical portfolio. Label them.
ACCOMPLISHING MY EXIT
AND EVALUATION FORMS
12
• confer with the Cooperating Teacher regarding the forms and other
requirements to be submitted;
• prepare all the exit requirements;
• submit all the forms/requirements properly before leaving my Cooperating
School;
• accomplish exit forms on time; and
• use professional reflection and learning to improve practice.
CLARIFYING MY TASK
As pre-service teacher, we need to accomplish exit and evaluation forms after

the Teaching Internship. this will ensure that when you leave the school, you are cleared
from all responsibilities and accountabilities. These are the things you need to do:
• Confer with the Cooperating Teacher regarding the documents and forms you
need to submit
• Prepare all the documents/forms required
• Submit all the requirements and forms needed
• Have all the clearance, documents and forms signed by the designated authority
• Extend your gratitude and appreciation to the Cooperating Principal,
Cooperating Teacher, Other School Heads, School Personnel and your students
• Give the Certificate of Appreciation to your Cooperating School, Cooperating
Principal and Cooperating Teacher
These are some forms, requirements and documents that you need to accomplish
and submit.
Forms/Documents Required Date Actions Taken Signature

Submitted
1. Narrative Report required
by the Cooperating School
2. Requirements Assigned by
the Cooperating Teacher
3. Instructional Materials
required by the
Cooperating Teacher
4. Accomplished Daily Time
Record/Proofs of Daily
Attendance
5. Accomplished Classroom
Observation form/s
6. Other requirements as
deemed necessary.
List them down.
1. Assesses the over- 5. Provides

all internship constructive
experience feedback in the
2. Improves the 6. Serves as a review

relationship Importance of of existing
between the Accomplishing Exit and agreements and
Teaching Internship
3. Plays essential role Evaluation Forms 7. Resolves open
in improving the issues, if there
implementation of are any
4. Fosters positive 8. Assesses

relationships organization
among the environment and
culture
Performance Task 1
Some Cooperating Schools will require a narrative report manually or digital form.
This might be different from the learning Portfolio that your College Professor may require
or it may be the same with few or added components. Make sure that you compile all
the needed forms, documents and other artifacts to ensure that you have the proper
documentation of your Teaching Internship.
The format and components of the Narrative Report may vary. This depends on
the template that your Cooperating School will require.
This is a sample format.
I. Preliminary Pages
• Title Page
• Acknowledgment
• Dedication
• Table of Contents
II. Brief History of the School

• Vision, Mission, Goals of the School
• List of Administrators and Faculty
• School Facilities
III. Narrative Experiences (These may be done by weeks or as required.)

• Introduction
• Observation and Activities
• Actual Teaching Activities
• Ancillary Services and Other School Activities
IV. Evaluation of Experiences

• Insights Gained from all the Phase of Teaching Internship
• Problems Encountered in Teaching Internship
• Suggestions, Reactions and Recommendations
V. References
VI. Appendices
VII. Curriculum Vitae
VIII. Certificate of Completion
Note: Other parts may be added or deleted by your College Supervisor and Cooperating
Teacher
Performance Task 2
Accomplish your exit clearance form and paste it here.
Performance Task 3
Accomplish the Teaching Internship Evaluation form and submit to your Teaching
Internship Supervisor.
Teaching Internship Evaluation Form

(For Practice Teacher’s Use)
A. Respondent’s Profile
Instructions: Kindly supply the data asked and mark the appropriate information on the
blank provided. Your answers will be highly appreciated.
Name_______________________________________________________________________________
SURNAME GIVEN NAME MIDDLE INITIAL
Grade / Year Level Taught
Pre School High School
Elementary Special Education
Other, please specify
Subjects Taught
____________ Filipino
____________ English
____________ Science
____________ Mathematics
____________ Social Studies
____________ All subjects in Pre-elem
____________ Others, (please specify)
Number of Hours Rendered

____________ 100 – 150 hours ____________ 251 – 300 hours
____________ 151 – 200 hours ____________ Others, please specify.
____________ 201 – 250 hours
B. Practicum Experiences
Instruction: The purpose of this evaluation is to gain feedback regarding the quality of
your teaching internship. The concern noted will initiate corrective action to
improve the quality of the learning experiences. Your honest answers to this
questionnaire will be highly appreciated. Please rate the items using the given
scale:
5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Needs Improvement
Orientation Activities 5 4 3 2 1
1 Orientation of the Student Intern/Practice Teacher
by the Teaching Internship Supervisor
2 Orientation of the Practice Teacher with the
Cooperating Principal
3 Orientation of the Practice Teacher by the
Cooperating Teacher
4 Familiarization of the Practice Teacher in the
School Facilities/Equipment
5 Orientation on the School Rules and Policies
6 Required Practicum Student Forms
7 Practicum Experiences of the Student Interns
8 Consultation time with the Cooperating Teachers
9 Assistance in Writing Lesson Plans
10 Providing feedbacks on the student intern’s
competencies
11 Meeting with the Cooperating Teachers on
scheduled basis
12 Giving instructions on classroom routines
13 Providing assistance in making instructional
materials
14 Giving instructions in checking papers and other
assigned tasks
Rapport with the School Community
15 Rapport with School Administrators
16 Rapport with Cooperating Teachers
17 Rapport with students/pupils
18 Rapport with parents
Practicum Site
19 Accessibility of the practicum site/Cooperating
School
20 Safety and security of the practicum
site/Cooperating School
Auxiliary Activities
21 Quality of Auxiliary Services Rendered
Activities of the Student Intern
22 Preparation of daily lessons
23 Participation in school activities in the practicum
site
24 Preparation of instructional materials
25 Conducting of Demonstration Lessons
26 Assistance in Classroom Routines
27 Structuring of Bulletin Boards
28 Preparation of Seatworks
29 Preparation of Quizzes
30 Preparation of other required activities
31 Others (pls specify)
Suggestions/ Recommendations
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__________________________________________.
Problems Encountered
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How did I feel after rendering ____ hours of my teaching internship?

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Paste picture/screenshot of your certificate of completion.

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A Learning Packet

TEACHING INTERNSHP Page |0

TEACHING INTERNSHP Page |1

❖ give the importance of teaching internship;

Teaching Internship is the capstone or culminating learning experience in the

Importance of Teaching Internship

TEACHING INTERNSHP Page |2

➢ RA 7836 The Philippine Teachers Professionalization Act of 1994

REVISITING THE INFOGRAPHICS

FIVE PHASES OF TEACHING INTERNSHIP

Phase 2 Observation and building relationship

PERFORMING MY TEACHING-LEARNING ACTIVITIES

After attending the face-to-face/virtual orientation sessions, list down the

Expectations KNOWLEDGE SKILLS VALUES

What do you need What SKILLS do you What VALUES do

TEACHING INTERNSHP Page |4

TEACHING INTERNSHP Page |5

How can I enjoy my Teaching Internship to the fullest?

TEACHING INTERNSHP Page |6

Paste pictures/screenshots of the orientation sessions that you have attended.

TEACHING INTERNSHP Page |7

TARGET MY INTENDED LEARNING OUTCOMES

❖ give the importance of classroom observations;

Classroom observation plays a central role in Teaching Internship. It is an important

Classroom observation describes the practice of sitting in your Cooperating

TEACHING INTERNSHP Page |8

Classroom observations involve the sharing of material and non-material

Advantages of Classroom Observation for the Practice Teacher

Advantages of Classroom Observation for the Cooperating Teacher

The Focus of Classroom Observation

TEACHING INTERNSHP Page |9

Focus/Aspects of Things to Observe Questions to Consider

Were they SMARTly

Were they achieved at the

Were the teaching-

Are the lessons

Are the lessons arranged

Closing of the lesson How did the teacher

Appropriateness of the Are the activities sufficient

Links and transition of the Were the links and

Were the tasks given on

Classroom routines Were there established

Management of the Learning

What strategies were

Were all these appropriate

7. Student Engagement Degree of attention of How focused are the

Curiosity in learning What is the degree of

Interest in the lesson Were the students

Passion to learn How eager and passionate

Commitment to the tasks How committed are they in

8. Student Interaction Types of Class Interaction Were the types of

Questioning techniques What questioning

Reacting techniques What reacting techniques

How were the values

Were these values applied

Were the results

Does the given assignment

Is the assignment doable?

Use of medium of instruction Is the medium of instruction

Use of verbal and non-verbal Do the verbal and non-

Use of positive What positive

Strategies used for inclusive What strategies were used

REVISITING THE INFOGRAPHICS

Cooperating Teacher: Date:

Topic:__________________________________ Grade/Year Level:

Cooperating Teacher: _________ Date: