PracticeTeaching Module

PRACTICE TEACHING MODULE
A Guide for Teachers and Students
ANGELICA O. CORTEZ, Ed.D.

REYNALDO A. CABUAL, Ph.D.
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UNIT I – ORIENTATION SESSIONS
Overview
The culmination of all 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 be a 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.
Learning Objectives
At the end of the Unit, I am able to:
At the end of the chapter, the students should be able to:
1. Discuss and explain the importance of Teaching Internship Program (1.1.1);
2. Discuss the specific responsibilities required of teacher interns (1.1.1);
3. Discuss the relationship of the school’s vision-mission, goals and graduate
attribute (1.1.1);
4.Demonstrate awareness of existing laws that apply to the teaching profession
and responsibilities specified in the Code of Ethics for Professional Teachers
(6.3.1);
5. Describe the roles of the cooperating schools that nurtures and inspires
learner participation (1.5.1); and
6. Demonstrate understanding on the Teaching Internship guidelines (2.2.1).
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Setting Up
Name: ______________________________________ Date: __________________

Course and Section: ______________________ Score: ________________
Direction: Review your past experiences in your first day exposure in your Field
Study before. Read the following questions and answer them by relating this to
the first meeting you have had with the teacher you worked with in FS.
1. Can you consider the Field Study a part of the Practice Teaching? Why?
_____________________________________________________________________________________________
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2. How would you describe the goals and objectives of Practice Teaching?
_____________________________________________________________________________________________
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3. What are your expectations in Practice Teaching?
_____________________________________________________________________________________________
part of the
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Lesson Proper
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
http://docshare.tips/html, the goals and objectives will . . .
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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.
3. Assist the Practice Teacher in understanding the organizational structure

and the respective roles of the administrative, faculty, and staff personnel of
secondary school.
4. Provide the Practice Teacher with opportunities to participate in the

application and evaluation of specific theories and techniques studied
previously in campus-based professional education subjects under the
supervision of a Cooperating Teacher who is knowledgeable and
experienced in those particular theories and techniques.
5. Provide observation, guidance and evaluation for Practice teacher from

both the Cooperating Teacher and the College Dean.
6. Provide Practice Teachers with the opportunity to demonstrate subject

matter competence by planning and presenting lessons and assessing
student learning using a variety of strategies and tools (including
technology).
7. Enable Practice Teachers to participate fully in the life of the school to

which they have been assigned.
8. Provide opportunities for the Practice Teacher to plan, organize, manage,

and evaluate the complete daily schedule of a classroom for a specified
period of at least eighteen (18) weeks of consecutive class days.
9. Provide an opportunity for Practice Teachers to reflect upon their entire

professional preparation including their daily practice teaching experiences
by preparing a portfolio to demonstrate their achievement and the
achievement of their students.
Guidelines in the deployment of the pre-service teachers on experiential

learning: practice teaching
DepEd ORDER No. 3, s. 2007 retrieved from https://doku.pub/documents/fs4-edited-

1q7jv5zeg5qv on July 27, 2020, which is also known as the guidelines in the deployment of
the pre-service teachers on experiential learning issued this circular to all higher
education institutions across the country. The ideas presented below were lifted
from such circular.
The Experiential Learning Courses (ELC) are indispensable components of the

New Teacher Education Curriculum, per CMO No. 30 s., 2004. This is pursuant to the
National Competency Based Teacher Standards (NCBTS), core of the Teacher
Education and Development Program (TEDP) of the government.
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
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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 (https://chedmemorandumantonettepajo13.blogspot.com/2013/09/commission-
on-higher-education.html) 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.html) the future teachers, the Basic Education Schools (BES) provide the
Teacher Education Institutions
(https://www.scribd.com/document/420686889/journal )
(TEIs) the authentic environment to implement the teacher education curriculum;
the TEIs in turn provide schools with competent teachers steeped in both theory
and practice.
The Commission on Higher Education (CHED) through the TEIs 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. (https://www.scribd.com/document/420686889/journal)
The TEIs 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. (https://www.scribd.com/document/420686889/journal )
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://www.scribd.com/document/420686889/journal)
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 TEIs. The MOA shall stipulate the administrative and technical support
including the flexible incentive system. (https://www.scribd.com/document/420686889/journal)
I. DEFINITION OF TERMS
For a better understanding about the experiential learning on practice

teaching, the following terms are defined:
Authentic School Setting/Learning Environment refers to the real

school environment in basic education.
College Supervisor refers to the faculty member of the Teacher

Education Institution (TEI) in charge of Experiential Learning Courses (Field
Studies and/or Practice Teaching), who teachers the course and oversees the
various activities. It also refers to the University/College Learner Teaching
Supervisor/Director/Coordinator.
Cooperating School/Internship School/Practicum Site/Partner Public

School refers to the school where the field observers and learner teachers
undergo observation and practice teaching.
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Experiential Learning Courses refer to the required subjects in the pre-
service education curricula that include Field Study Courses and Practice
Teaching.
Flexible Incentive System refers to the manually-agreed upon monetary

e.g., honoraria, and non-monetary incentives, e.g., scholarships, tuition
discounts, free training, seminars, access to library and other school facilities,
distinctions and honorific titles, etc.
Portfolio is both a product and process; purposeful collection of

pertinent learner teaching materials such as lesson plans, documented
evidences of community outreach, reflections and others.
Cooperating teacher/Cooperating Teacher refers to the teacher who is

assigned to guide the learner teacher in the development of professional
competencies, attitudes and behaviors.
Cooperating teacher refers to a nurturing process in which a highly-

skilled or more experienced person provides support and encouragement to a
less experienced person.
Pre-service teacher refers to the learner enrolled in the BEEd, BSEd, and
other related teacher education programs.
Resource teacher refers to the resource facilitator in the Field Study

Courses.
Learner Teacher refers to the learner who undergoes practice teaching.
II. Role of DepEd and CHED on Practice Teaching
Regional Offices
The Regional Directors shall jointly:
1. Ensure quality assurance of the Experiential Learning courses;

2. Set the parameters of the MOAs between the SDS and TEIs or group of
TEIs; determine and articulate the human resource requirements for
basic education and TEIs 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 TEIs as regards
to experiential learning.
Schools Division Offices
The SDS, in collaboration with the TEI and school principals, shall:
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1. Forge a MOA with TEIs 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;
3. Coordinate with the college supervisor of the learner teacher;
4. 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.
Resource Teachers and Cooperating Teachers/Cooperating teachers
1. Observe cooperating teacher-mentee relationship;

2. Assist the learner teachers in honing their skills through:
i. Regular class observation and post conference;
ii. Lesson planning;
iii. Use of varied strategies/approaches/techniques;
iv. Classroom management;
v. Assessment of learning outcomes;
vi. Questioning techniques;
vii. Preparation of instructional materials
3. Observe, coach/cooperating teacher and evaluate the performance of
the learner teacher;
4. Keep a record of observations and post conferences made with the
learner teacher;
5. Model effective teaching and management techniques;
6. Provide the learner teacher the opportunity to teach independently
and collaboratively;
7. Allow the learner teacher to participate in co-curricular and
school/community activities;
8. Complete a set of summative evaluation reports for each learner
teacher; and
9. Recommend a PASS or FAIL standing for the learner teacher for the
practicum.
III. ROLE OF THE Teacher Education Institution (TEI)
The TEI Dean shall:
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1. Initiate conferences with the Regional Directors, Schools Division
Superintendents (SDS)/Private School Principals in selecting
cooperating schools;
2. Prepare a MOA between the TEI and the Division Officer (DO) to be
signed by the College/University President and the SDS;
3. Coordinate with the SDS in the selection of cooperating schools;
4. Prepare a formal communication to the school principal relative to the
deployment of FSS and Learner Teachers;
5. Ensure that the College Supervisor deploy pre-service teachers to
schools as arranged with the Schools Division Superintendent (SDS);
6. Provide flexible incentive system to personnel (cooperating teachers,
school principals, department heads, and supervisors) involved in
learner 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;
2. 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
c. Solutions/actions taken to solve the problem
9. Conduct debriefing sessions, interview/case studies of learner
teachers.
III. SELECTION OF COOPERATING SCHOOLS

A school may be selected if:
a. It is 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
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 Good image in the community
b. It has master teachers/effective teachers who can provide the best
cooperating teacher to the learner teachers; is accessible to the
learner teachers; and
c. Itis managed by a full-time and competent administrator.
IV. SELECTION OF RESOURCE TEACHERS AND COOPERATING TEACHERS
He/she:
a. Has at least 3 years of teaching experience;
b. Performs satisfactorily in accordance with NCBTS;
c. Is a major of the learning area the learner teachers will practice in
(for secondary level);
d. Is willing to take responsibility for training/cooperating teacher the
learner-teacher;
e. Has been (or is) a demonstration teacher at the least, on the school
level; and
f. Is a regular teacher, not a substitute or a para teacher.
V. DUTIES AND RESPONSIBILITIES OF PRE-SERVICE TEACHERS
The Learner Teacher shall:

a. Participate actively in school-related activities, however, priority
should be given to the academic related activities;
b. Notify the cooperating teacher in case of absences;
c. Consider/be open to constructive criticisms;
d. Respect the dignity and rights of children;
e. Come prepared at all times;
f. Secure clearance from the cooperating school;
g. Accomplish the internship portfolio;
h. Project a good image as a teacher at all times by observing:
 Code of Ethics
 Proper dress code
 Punctuality in all activities of the internship
What is teaching internship/practice teaching?
Teaching internship is the placement in a work environment of an aspiring

teacher to enable them to gain professional experience. This was cited by Jurix
Cabuyao in his presentation at https://www.slideshare.net/JurixCabuyao/what-is-teaching-internship .
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. (https://careers.uiowa.edu/students/benefits-internship)
Importance of teaching internship/practice teaching
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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. (https://www.slideshare.net/JurixCabuyao/what-is-teaching-internship )
3. It provides you roles and functions to perform effectively in various
settings.
(https://www.slideshare.net/JurixCabuyao/what-is-teaching-internship )
4. It empowers 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. (https://www.slideshare.net/JurixCabuyao/what-is-teaching-
internship)
6. It allows you to interact with professionals which shall give you more
insights in the field of teaching.
(https://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/https://onlinenotebank.wordpress.com/2019/05/31/phases-of-teaching/.
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
-With the assigned cooperating teacher
Phase 2: Observation and building relationship – Week 2
-Observation of Classes
-Building relationship with your cooperating teacher, learners and
other teaching support personnel.
Phase 3: On site tasks – Week 3-4
-Writing Learning Plans

-Creating instructional materials
-Constructing assessment tools
-Participating in school activities
-Doing Daily teaching tasks
Phase 4: Final Demonstration and accomplishing exit forms – Week 5-18
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-Executing Final Demonstration Lessons
-Accomplish Evaluation forms and exit Clearance
The Interactive Phase of Teaching
This process refers to the pre-active execution of the program. This is

real teaching in the classroom. In this phase, the practice teacher provides the
learning experiences to the learners through some appropriate modes.
Practice teachers in this phase, provide a predetermined environment for

the learners. S/He communicates with learners so that the learners can make
desired changes.
So learning is directed toward achieving predetermined goals in

predetermined directions. In this process, the teacher in practice provides
verbal stimulation to the learners.
This stimulation can be of various kinds. Some of the examples are:

 asking questions
 listening to the answer of learners
 offering guidance
 making remarks, etc.
Operations of Teaching at Interactive Phase
This phase of teaching:

 contains all the tasks that teachers use when they enter the classroom.
 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:
(1) Setting up the class refers to the activity of perceiving the due size
of the class, getting the feel of the mood of learners
(https://physicscatalyst.com/graduation/phases-of-teaching/). 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 (https://educheer.com/term-paper/sudent-
teaching/https://www.studymode.com/essays/Student-Teaching-55686051.html ). It is
done after preserving the class size. For this, teacher can start by
knowing the abilities, interests, attitudes and academic backgrounds
of the 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.
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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.
The post-active phase of teaching is the process of teaching evaluation.

It comes up when the teacher has left the class and is trying to look back on
what happened in the class. The following activities concern this process.
(a) Evaluation Activities
These activities are performed in various ways, e.g.,
 tests or quizzes;
 by observing learner’s reactions to questions; and
 instructional situations and comments, etc.
(b) Summing up teaching tasks

To summarize, the teacher asks the learners' questions, either
verbally or inwriting. The learner's behaviors are also measured to
assess their achievements. The entire learning process may be
incomplete, in the absence of all these evaluative tasks.
Activities/operations at the post-active phase
(1) Determining the exact dimensions of behavior changes
The teacher compares the real changes in learners' actions with their
predicted changes in behavior. If expected behavioral improvements
are identified in the highest level, then it implies very successful
teaching strategies.
(2) Selection of testing devices and techniques
To compare desired and actual changes in behavior, the teacher must

select suitable, valid and reliable test devices. Tests are more
preferred for that criterion than performance tests.
(3) Changing strategies of testing

The evaluation outcome from the learner is often used to assess
curriculum efficacy and teaching methods. It should provide a basis
for improving the teaching and changing teaching strategies.
Importance of operations in different phases of teaching
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1. It focuses on bringing into the learners desired changes in
behavior.
2. It offers the theoretical groundwork for designing successful
teaching instructions.
3. With this context. the teaching and interaction in the classroom
can be made successful.
4. In the end, teaching operations establish the correct learning
conditions for achieving the desired goals.
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 III 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.
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Role of Cooperating Schools in Teaching Internship (Refer to deped Order No.
3, s. 2007)
Integrating the school’s vision, mission, goals, values and expected graduate
attributes
It is important that you are deliberate about how you work with learners and
what you hope they will gain from your academic advising experience. Below is a
philosophy for what you hope to achieve with the learners:
Statement of Vision refers to your ability to close your eyes and imagine a
future that does not yet exist. It's the ability to see beyond the mess that might be
before you, abstract from it, clean it up and see a (hopefully better) future that
doesn't exist yet. It's also the ability to imagine or plan the future with wisdom or
imagination.
The vision promotes the progress of learners through excellent instructional
development based on learner’s learning and involvement, and aspires to provide
leadership advice at local, regional, and national level.
Mission statement refers to a phrase describing the function, markets and
competitive advantages of a company/school; a short-written statement of the
business goals and philosophies of each. A statement of mission defines what an
organization is, why it exists, its raison d'être.
A goal is an idea of the future or desired outcome that a person or group of
people imagine, plan and commit to attain. People strive to achieve goals by setting
deadlines within a finite time frame.
Graduate attributes are the qualities, abilities and understandings that a
university community agrees with its students, who should develop with the
institution during their time. These attributes include but go beyond the disciplinary
expertise or technical knowledge that has traditionally formed the core of most
courses at universities. Bowden, Hart, King, Trigwell & Watts (2000)
The Mission, Vision, Values & Graduate attribute statements, the Nueva Ecija
University of Science and Technology (NEUST) way.
NEUST Vision and Mission

Under the vision and mission of Nueva Ecija University of Science and
Technology, the College of Education responds to the commitment of being a model
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
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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
N ationalism
E xcellence
U nity
S pirituality
T ransparency
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?
Patriotism is both militarily and spiritually protective by definition. On the

other hand, nationalism is inseparable from the will for power.
Excellence is the quality of being excellent; the eminent state of possessing

good qualities; the exalted merit; the virtue of superiority.
The 8 Keys of Excellence
According to the Learning Forum International, there are 8 keys of excellence

that can help administrators and teachers to be connected with one another and
thus, they will be able to enthusiasts for learning. They are as follows:
(1) INTEGRITY – Match behavior with values

Demonstrate your positive personal values in all you do and say. Be
sincere and real.
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Living in integrity means that whatever we say and whatever we do is a
true reflection of what we value, what matters to us. Think about what it
says about you and your actions. Is that explicitly demonstrating what you
owe to others? Do you present yourself as honest and committed, or as
dishonest and indifferent? Do you spend your time with the people and
things that you enjoy, or are you focused elsewhere?
(2) FAILURE LEADS TO SUCCESS – Learn from mistakes
See failures as feedback giving you the information you need to learn,
grow and succeed.
Learning from our mistakes isn't the only possible disappointment. The
key to success is to look carefully at what went wrong, change what we did
the first time and try believing what we are capable of doing.
(3) SPEAK WITH GOOD PURPOSE – Speak honestly and kindly
Think before you speak. Make sure your intention is positive and your
words are sincere.
Good-purpose communication is the foundation of good ties. This Key

encourages a positive emotional environment in which people are happier,
more productive and more likely to succeed.
(4) THIS IS IT! –Make the most of every moment
Focus your attention on the present moment. Keep a positive attitude.
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.
16 | P a g e
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.
Unity is the process of uniting various areas or groups to create a single nation
or organization. In trade and industry, support is provided for economic unity to
promote growth and prosperity. It is a term used to refer for harmony.
Spirituality means knowing that our lives have significance in a context

beyond a mundane everyday existence at the level of biological needs that drive
selfishness and aggression. It means knowing that we are a significant part of a
purposeful unfolding of LIFE in our universe. In general, it includes a sense of
connection to something bigger than ourselves, and it typically involves a search for
meaning in life. As such, it is a universal human experience -something that touches
us all. Spirituality involves the recognition of a feeling or sense or belief that there is
something greater than myself, something more to being human than sensory
experience, and that the greater whole of which we are part is cosmic or divine in
nature. It encourages the practice of the love, grace and compassion of Jesus; and
provides opportunities for students and staff to develop a relationship with God
through prayer, worship, fellowship, study of Scripture, Sabbath rest and service
(https://www.avondale.edu.au/about/mission-vision-values-attributes/) .
Transparency is used in politics as a way to keep elected officials accountable
and to prevent corruption. It is seen as transparent when the meetings of a
government are open to the press and the public, its budgets can be reviewed by
anyone and its laws and decisions are open to debate.
Graduate Attributes
The following are examples of graduate attributes in the Higher Education
Institution. Let us take the case of the Avondale’s Higher Education. This was
retrieved on July 27, 2020 from
(https://www.avondale.edu.au/about/mission-vision-values-attributes/ ). Study how the graduate
attributes have been stated and the values for each attribute by using the following
questions as your guide and be ready to express your opinion when online (OL) is
scheduled:
1. Do you think that the graduate attributes have been clearly stated?
2. Are the values at par with the stated graduate attribute?
3. Can the values be measured by applying the S-M-A-R-T principle?
4. Can you relate the vision-mission and goals to the graduate attributes?
5. How do you see yourself as a graduate of the university, five years after
graduation?
17 | P a g e
Table 1. The Avondale’s higher education coursework graduates have
demonstrated:
Graduate Attributes Avondale Values
1. The ability to reflect constructively on Christian values; Spirituality

Nurture
Balance
2. An orientation to service; Service

Nurture
Spirituality
3. The capacity to respond ethically and legally in various Spirituality

situations and contexts; Nurture
Balance
Service
4. An informed respect for individual worth, cultural and Spirituality

social diversity, and environmental sustainability; Nurture
Service
Balance
5.The facility to lead and to work collaboratively in Excellence

professional and community contexts; Service
Spirituality
6. Relevant professional employability skills and literacies; Excellence

Balance
Service
7. The aptitude for critically-informed professional practice; Excellence

Balance
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.
18 | P a g e
References
Book
Babbie Earl, 8. E. (1998). An Evaluation Of Teaching Practice: Practicum, Pak. J.

Commer. Soc. Sci. 2011 Vol. 5 (2), 302-318 The Practice Of Social Research.
International Thomson Publishing Service Ltd.
Borabo, Milagros & Borabo, Heidi Grace (2015).My Practice Teaching

Handbook. Lorimar Publishing, Incorporated, Quezon City.
ROSENSHINE, BARAK V. 1987. "Explicit Teaching." In Talks to Teachers, ed.

David C. Berliner and Barak V. Rosenshine. New York: Random House.
Journal
Huba, M. E. and Freed, J. E. (2000). Learner-Centered Assessment on College

Campuses -- Shifting the Focus from Teaching to Learning. Boston, Allyn and
Bacon.
Murtaza, Ali, Iqbal, Javed, & Khaleeq, Abdul Rehman (2016). Practicum
portfolio assessmentand professional development of pre-service teachers. Center for
Promoting Ideas, USA.
Murtaza, and el. 2013, Lesson Delivery in Classroom, Bulletin of Education And
Research August 2013, Vol. 35, No. 2 (Special Issue) IER, P.U. Lahore.
Nguyen, H. T. M. (2008). Mentoring beginning EFL teachers at tertiary level in

Vietnam. The Asian EFL Journal, 10(1), 111–132.
S. L. (,2014). Using Portfolio Assessment As An Innovation To Assess Problem-

Based Learning In Hong Kong.
Teacher Education Practicum Handbook. https://concordia.csp.edu/teachered/
Webliography
Bhatnagar, Suresh. Learning and Teaching B.Ed. books
Mangal, S.K. Teaching and Learning. https://classicalacademy.com/academics/8-

keys-excellence/
8 Keys of Excellence.https://learningforum.org/communities-of-excellenc e.aspx#
DepEd ORDER No. 3, s. 2007 GUIDELINES IN THE DEPLOYMENT OF THE PRE-

SERVICE TEACHERS ON EXPERIENTIAL LEARNING: PRACTICE TEACHING
19 | P a g e
Assessing Learning
Activity 1
Name: ______________________________________ Date: _____________________
Course and Section: ______________________ 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)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
20 | P a g e
Activity 2
Name: ______________________________________ Date: _____________________
Direction: Discuss the following questions to a maximum of five (5) sentences only. Write
legibly.
1. What are the salient points in DepEd Order No. 3, s. 2007. (Five points)
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
2. Show the relationship of the school’s vision-mission, goals and graduate

attribute through a diagram? (Five points)
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Activity 3
Name: ______________________________________ Date: _____________________
Direction: Encircle the letter of the correct answer. Two (2) points credit for each
number.
Multiple Choice
1. Why is teaching internship important?
a) It culminates the year of four years study.
b) It provides a wide array of teaching experiences in real classroom
setting.
c) It gives the learners an opportunity to enjoy practicing the teaching
profession
d) It allows them to work with various stakeholders.
2. Which act strengthens the regulation and supervision of the practice of
teaching in the Philippine?
a) RA 7877
b) RA 7832
c) RA 7836
d) RA 7830
3. Which is issued to protect Children in school from abuses, violence,
exploitation, discrimination and other forms of abuse?
a) DepEd Order 30 s. 2012
b) DepEd Order 40 s. 2012
c) DepEd Order 69 s. 2013
d) DepEd Order 58 s. 2017
4. Which act shall promote and improve the social and economic status of
public school teachers living and working condition?
a) RA 7836
b) RA 10627
c) RA 7877
d) RA 4670
5.Which law protects the value and dignity of every individual, enhance the
development of human resources and guarantee full respect of human
rights, and uphold the dignity of workers, employees, applicants for
employment, learners or those undergoing training instruction or
Education?
a) RA 7877
b) RA 7836
c) RA 4670
d) RA 10627
22 | P a g e
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. It is
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.
Learning Objectives
1. Familiarize and demonstrate knowledge with the policies, rules and practices
of the cooperating school, its teaching and non-teaching personnel and
learners (2.1.1);
2. Listen and respond effectively to the expectations of the cooperating
teacher/school on teaching internship (1.7.2);
3. Observe classes focusing on classroom management strategies and
questioning techniques (2.2.1); and
4. Become adapted with the new school setting, the cooperating teacher and
other school personnel and the learners (2.2.1).
23 | P a g e
Setting Up
Name: ______________________________________ Date: __________________

Direction: Think of the professional subjects that you have enrolled from previous
years. From which professional subjects would the following
statements be applied and discuss why?
4. Introducing oneself to a school official with courtesy. Why?
____________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________________________
5. Familiarizing with the school rules, policies, and guidelines. Why?
____________________________________________________________________________________________
__________________________________________________________________________________________
________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
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
24 | P a g e
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.
Investigate the range of teacher responsibilities and available teaching

materials. In this process, you need to apply initiative and being resourceful. Focus
on what you can do to be of help to your cooperating teacher and students.
Meeting the school principal
This would fall under Domain #6 - Community Linkages and Professional

Engagement of the Philippine Professional Standards for Teachers (PPST)
downloaded from http://euacademic.org/UploadArticle/1333.pdf.
The School Principal is the highest-ranking administrator in an elementary or

secondary school. Principals typically report directly to the school superintendent,
but may report to the superintendent's designee, usually an assistant
superintendent, in larger school districts. S/He exercises five (5) essential
responsibilities in the school, namely; creating a positive school culture; creating a
long-term plan for student academic success; cultivating leadership in others;
managing people, data, and processes; and improving school leadership.
Since the principal is a very busy person in the school community, you need to
consider the following rules upon your visit to his/her office:
Rule #1 Determine the Appropriateness of Your Visit
Be mindful that there is a booked agenda with your school principal. S/He is
responsible for molding the culture and intellectual vision of the school. S/He wants
plenty of time to concentrate on as a school leader, such as professional
development of teachers. She also designs and implements initiatives in the school,
updates policies and procedures, oversees various committees and, of course, deals
with student’s discipline.
You come to his/her office not to chat or discuss anything that goes under the
sun. Simple greetings of saying hi and hello and a little introduction about yourself
and the reasons why you were there will suffice your visit.
Rule #2 Show Common Courtesy
The school principal is a professional with years of experience under his/her
belt. You have to show high respect. Talk to him/her in a well-spoken, calm, and
mannered voice. Be conscious of the time spent by the principal.
25 | P a g e
Rule #3 Demonstrate Gratitude
Express appreciation for the time s/he invested. You are developing a long-
term relationship with the leader of your cooperating school community, and taking
the initiative to recognize his/her commitment would go a long way.
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 (PPST)
downloaded from http://euacademic.org/UploadArticle/1333.pdf.
The cooperating teacher shall supervise the routine of your daily activities in
practice 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
(https://study.com/blog/strategies-for-getting-to-know-your-students.html) 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) downloaded from http://euacademic.org/UploadArticle/1333.pdf.
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
One thing you can do is familiarize yourself with your students prior to the
first day of school. You can do so by reading the school records of the students and
talking to their former teachers. This will give you a snapshot of the academic
strengths and weaknesses of students, as well as a head-up to any personal concerns
they might have. Of course, student study may not be completely practical if you are
teaching a very large number of students during the day (as in higher grade levels),
26 | P a g e
but it may be useful for lower grade levels where you are responsible for one group
of students all day.
Day One 'Web' Introductions

Using the first day (or first few days) of class as a starting point for building
the relationship between student-teacher and student-student. Although there are
many ways to do this, one popular approach is to make everyone assemble in a
circle, either in desks or on the carpet. Begin the 'social site' by introducing yourself
and an interesting tidbit about your life by carrying a big ball of yarn. So hang on to
the end of the yarn ring, and throw it in the circle to a student. Have them introduce
and share something about themselves and then, still holding onto the yarn, throw it
to another student. Repeat the process until each student has introduced themselves
and a 'web' is formed with the yarn.
Each activity helps to convey to your students that they are all related as a
team, even though everyone is different. This also allows you to get to learn more
about and of your students right away without prying.
Give a Questionnaire
Another technique for getting to know the students during the first week of
class is to send them a standardized questionnaire. Have it asks simple questions
that induce students to think about their answers. Though questions can need to be
tailored to degree level, some examples include:
1. What is your full name?
2. When and where were you born?
3. Do you have a nickname?
4. Do you have any brothers or sisters?
5. What are your hobbies?
6. What is your favorite food?
7. What scares you about school?
8. What is your favorite subject and why?
Without digging too deep, these types of questions prompt answers that give
you an idea of where kids stand in regards to their home life as well as how they feel
about school. Through asking for a written answer to the questionnaires or holding
a 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
27 | P a g e
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 in a 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
teacher, you may want to check out veteran teacher, Julia G. Thompson's book,
The First-Year Teacher's Survival Guide.
Observing classroom management strategies
Domain #2 – Learning Environment, and Domain #3 – Diversity of Learners of

the Philippine Professional Standards for Teachers (PPST) downloaded from
https://www.teacherph.com/philippine-professional-standards-for-teachers/.
Observe the classroom environment, management, student to student

interaction, teacher to student interaction, lesson planning and observations,
transitional periods from one subject to another or one classroom to another.
Look into the activities of your cooperating teacher, and observe the manner
on how s/he manages the following:
1. collecting teaching materials/aids;

2. assisting with clubs;
3. drama groups, music groups, etc.;
4. demonstrating specific subject matter;
5. working with individual students;
6. putting information on chalkboards/whiteboards;
7. assisting with lunchroom/playground supervision;
8. arranging bulletin boards;
9. assisting with reading groups;
10. completing housekeeping duties;
28 | P a g e
11.helping plan classroom work;
12. assisting with testing and scoring;
13. assist with study groups; and
14. reviewing library, and media resources
Observing questioning as a teaching-learning tool
Domain #1 – Content, Knowledge and Pedagogy; Domain #2 – Learning

Environment, and Domain #3 – Diversity of Learners of the Philippine Professional
Standards for Teachers (PPST) downloaded from
There are some things that you can look for while you are doing successful
questioning:
Why do you ask questions?
When you were young, you ask questions frequently – in this way, you learn
the best. As you get older-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:
1. assessing what they heard;

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:
29 | P a g e
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;
7. Notice the response by the teacher to the answers; and
8. For your reflections: How is the effect on asking questions from each of
teacher’s decision?
Popular mistakes you can spot in question, shared at

(http://www.sharonwilliamseducational.co.uk/blog/how-to-observe-what-good-questioning-looks-like), which
may serve as a reminder for you in asking good questions:
1. Asking so many questions straight away;

2. Ask a question, and answer it by yourself;
3. Ask just the best or most likable questions;
4. Too early to ask a serious question;
5. Asking uncomfortable questions;
6. Still ask the same questions;
7. Leading questions in a threatening way;
8. Not to indicate a change in question type;
9. Do not use test answers;
10. Do not give students time to think;
11. Failing to see the implications of the responses; and
12. Not relying on responses.
Observing execution of a full lesson
Domain #7 - Personal Growth and Professional Development of the Philippine

Professional Standard for Teachers downloaded from
This part was lifted from an article, titled, “Components of a Well-Written

Lesson Plan” by Lewis, Beth downloaded from https://www.thoughtco.com/components-of-a-
well-written-lesson-plan-2081871.
Whether you are working on your teaching certificate or being checked by an

official, during your teaching career you will also have to carry out a lesson plan.
Many teachers consider lesson plans to be valuable resources for planning the
classroom experience, from beginning teachers (who are often expected to have
comprehensive lesson plans approved by supervisors) all the way to the most
experienced veterans who use them as a way to keep on track and make sure the
learning atmosphere is efficient and thorough for each course.
No matter what your level of experience or the purpose you need a lesson
plan, when it's time to develop one, make sure it contains the eight important
components and you'll be on your way to achieving the goal of each teacher:
measurable learning for students. Writing a good lesson plan would also allow you
to easily update lessons for future classes, ensuring that your content stays
important year after year without having to reinvent the wheel completely every
time.
Objectives and Goals
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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. It lets 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
It is 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
In the section on closure, explain how you can tie up the lesson by giving your
students extra meaning to the lesson concepts. Closure is the moment when you
finalize the lesson and help students organize the knowledge in their minds into
concrete meanings. The closing process may involve engaging the students in a
group discussion about the main topics of the lesson or asking individual students to
summarize what they have learned.
Independent Practice
The students will show by homework assignments or other individual tasks
that they have grasped the learning goals of the lesson. Common independent
practice activities include worksheets for homework or community projects at
home. Through independent practice, students have the ability to develop the skills
31 | P a g e
and synthesize their new knowledge by completing a task on their own and away
from the guidance of the teacher.
Required Materials and Equipment
Here, you must decide what resources are needed to help your students
achieve the specified objectives of the lesson plan. The section of materials needed is
not addressed directly to students, but instead is written for the teacher's own
reference and as a checklist before the lesson begins. That's part of your own
planning.
Assessment and Follow-Up
The lesson doesn't end until the students have completed a worksheet. One of
the most critical aspects of every lesson plan is the Evaluation portion. It is where
you determine the final result of the lesson, and how far the learning goals have
been achieved. For most cases, the assessment would take the form of an exam or a
quiz, but assessments may also involve for-depth class discussions or presentations.
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References
Books
GALTON, MAURICE. 1988. "Structured Observation Techniques." In

Educational Research, Methodology and Measurement: An International Handbook,
ed. John P. Keeves. Oxford: Pergamon.
GOOD, TOM L. 1988. "Observational Research … Grounding Theory in

Classrooms." Educational Psychologist 25:375–379.
GOOD, TOM L., and BROPHY, JERE E. 2000.Looking in Classrooms, 8th edition.
New York: Longman.

WAXMAN, HERSH C. 1995. "Classroom Observations of Effective Teaching." In

Teaching: Theory into Practice, ed. Allan C. Ornstein. Needham Heights, MA: Allyn
and Bacon.
Webliography
Classroom Observation - Purposes of Classroom Observation, Limitations of
Classroom Observation, New Directions- Students, Research, Teachers, and Teaching -
StateUniversity.com https://education.stateuniversity.com/pages/1835/Classroom-
Observation.html#ixzz6Sw8K261c
Lewis, Beth. "Components of a Well-Written Lesson Plan." ThoughtCo, Feb. 11,

2020, thoughtco.com/components-of-a-well-written-lesson-plan-2081871.
Teacher Education Council (2017. The Philippine Professional Standards for Teachers
(PPST)
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Assessing Learning
Activity 4
Name: ______________________________________ Date: _____________________
Directions: Discuss to a maximum of five (5) sentences only. Utilize only the
spaces
provided for each item. Write legibly.
3. Describe your cooperating school as to philosophy, vision, mission, goals

and objectives. Seven (10 points)
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4. What rules should you consider in meeting with your cooperating principal,
teachers, and non-teaching staff? List down at least three (3) for each
category. (10 points)
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Activity 5
Name: ______________________________________ Date: _____________________
Direction: Utilize only the spaces provided for each item. Write legibly.
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)
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2. What classroom management techniques and strategies were executed by your

cooperating teacher? Were they easy to apply? How? Seven (7) points
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Activity 6
Name: ______________________________________ Date: _____________________
Directions: Write a reflection on the ideal classroom that is “Conducive for
Learning.” You may use illustration/sketch/diagram. (10 points)
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UNIT III. ON SITE TASKS
Overview
The pinnacle of all the Experiential Learning Courses is the Teaching
Internship. It's the prospective teacher's complete absorption into the actual life of
being a teacher. The pre-service teacher learns the fundamentals of teaching during
practice teaching in a cyclical cycle of preparation, real teaching and learning
assessment. The pre-service teacher, who may be called an apprentice or an intern,
walks the entire teaching cycle with a cooperating teacher, who is often known as
the cooperating teacher. There, the pre-service teacher brings into action all that has
been learned in the context of curriculum and theory, techniques or teaching
methods, as well as putting to the test the pedagogical material skills gained in
relevant courses prior to practice teaching.
For the last course of field study, the student should be given every
opportunity to bring out the best of any prospective teacher. It is important in the
mastery of the requisite skills as clearly stated in National Competency-Based
Teachers Standards and CMO 30, s. 2004.
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.
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Table 2 presents the Matching of the National Competency Based-Standards
(NCBTS) with the Competency Standards downloaded from the Department of
Education (DepEd) at https://idoc.pub/documents/a-narrative-comprehensive-report-of-student-teaching-
experiencesdocx-on235mwdw3l0
Table 2. Matching the NCBTS Domains and the Competency Standards
NCBTS Domains Competency Standards (CMO # 30, s. 2004)

1. Social Regard for Graduates of the BEED and BSEd programs are teachers
Learning who:
 Have a strong and principled understanding of the
learning processes and the role of the teacher in
promoting these processes in their learners
2. The Learning  Have a strong and realistic understanding of how the
Environment cycle of education relates to wider economic, monetary,
cultural and political processes
3. The Diversity of  May promote the learning of various types of learners
Learners in diverse learning settings, using a wide range of
teaching skills and expertise
4. Curriculum  Provide the basic and higher-level literacy skills needed
for higher learning, communication, numeracy, critical
thinking
 Have a simple, thorough understanding of the subject
they should be teaching
 Could apply a broad variety of teaching process skills
(including curriculum creation, lesson planning,
production of materials, education assessment, and
teaching approaches)
5. Planning, Assessing  Have direct field / classroom experience ( e.g.,

and Reporting classroom observations, teaching assistance,
instructional practice)
 Should be imaginative and inventive in thinking about
alternative teaching methods, take calculated chances
while testing out these new strategies and determine
the efficacy of these methods in enhancing learning for
learners
6. Community  Can focus on the relationships between teacher
Linkages communication abilities, learning communication in
learners, the essence of content / subject matter, and
the wider social forces that encumber school and
educational processes to continuously improve their
teaching knowledge, skills and practices
7. Personal Growth  Can demonstrate and exercise the professional and
and Professional ethical standards of the teaching profession
Development  Are ready and able to continue learning to fulfill their
mission better
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Learning Objectives
1.Identify learning outcomes that are aligned with the learning competencies
(4.2.1);
2.Prepare developmentally sequenced teaching and learning process using
different media platforms to meet curriculum requirements (4.1.1);
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
extracurricular activities in the school (2.3.1)
Setting Up
Name: ______________________________________ Date: __________________

Direction: Find a partner and exchange ideas with each other. Read the NCBTS
domains and competency standards, and answer the following
Lesson Proper
questions.
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.
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Lesson Proper
The final phase in Practice Teaching is on the “On Site Tasks”. In this final
stage, the practice teachers will be able to experience the actual activities or tasks in
teaching just like what their cooperating teachers and other professional teachers
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are doing inside the classroom and in school. This includes topics as follows and will
be described in the next pages:
1. Writing Learning Plans

2. Creating Instructional Materials
3. Constructing Various Assessment Tools
4. Participating in School Activities/Programs
5. Doing Daily Teaching Tasks
Writing learning plans
Perhaps, writing learning plans is the most difficult but one of the basic tasks
that a practice will be doing. This will require a lot of diligence, patience and
creativity to make the teaching experience a success.
Establishing a learning plan rewards both teachers and students by enabling

them to achieve more in the classroom. However, designing a learning plan
prototype does not necessarily mean tailoring a plan to fit a particular student— it
also means creating a more positive learning atmosphere in which students are
conscious that they are responsible for what they learn.
With that in mind, let's take a look at how your students can build a successful
learning program. According to Jovana Simic (2018) in his article uploaded at
https://www.classcraft.com/blog/features/how-to-create-a-learning-plan/, there are 7 steps for
creating a learning plan to make the teaching and learning effective and efficient.
Step 1: Measure and determine what needs to be learned
All of your students need different approaches to teaching that will drive them
to learn more. But before you can develop a personalized learning program, you
need to evaluate what your students already know and what they need.
Sound complicated? Because it's not! The easiest way to calculate how much
the students already learn is at the beginning of the term by administering a clear
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 students 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.
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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

procrastinate. In reality, evaluations also keep the students motivated and
interested in their own learning. More specifically, completing assessments as part
of achieving short-term goals can improve self-confidence amongst students.
Encourage your students to keep track of their own progress and compare it
with their previous achievements or milestones. In turn, empower students to
evaluate and comment on the (if any) progress they've made.
Earning higher grades will not only make students happy but will also inspire
them to continue achieving the goals they have set for your class. Good grades are
direct evidence of a student's accomplishments.
Step 5: Track progress in a student portfolio
Training can be defined more as a gradual process than as occurring instantly.

This can have a positive impact on their self-esteem as students are able to see how
they have succeeded in gaining knowledge. Portfolios give them the chance not only
to see but also to monitor their progress in learning.
Portfolios show plenty of information about your students and give you insight
into their desires and ambitions. Ask the students to think about their
accomplishments after a semester passes. Praise them for their successes, but also
be fair and mention any areas where there is space for growth.
For convenience, you can build a portfolio which both you and your student
can use and update as needed. To that end, online portfolios are particularly
convenient; there are various applications that you can use to create portfolios on
your computer and on the internet.
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You can store student portfolios in your classroom drawer if you are more
conventional, and prefer holding paper copies. That way, you can access them at any
time. And if the parents of the students want to, they can also check in on how their
children grow during parent-teacher lectures.
Step 6: Have a one-on-one conversation with each student
Once your students have taken time to reflect on what they have achieved, ask
them to describe their next learning goals and the measures they will need to take to
attain them. When your students wish to redefine their learning objectives, give
support. Have one-on-one conversations with them, because they would probably
be more open and comfortable in a private environment where their peers would
not be able to judge.
Provide valuable input to the students, remind them to follow their goals and
motivate them when they fail to achieve any of their plans. Set up clear contact with
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, it is very important to develop

instructional materials. Adam Wainwright shares his ideas on how to create an
effective instructional design published on January 14, 2015 via
https://www.litmos.com/blog/instructional-design/6-steps-better-instructional-design
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According to Wainwright (2015), the following Six Steps can help teachers to
come up with a better instructional design:
1. Begin at The End

Begin by defining what the learner should know and be able to do when the
lesson is completed as accurately as possible. This is often the most challenging
aspect of the instructional design cycle, but is the cornerstone on which the rest of
the method depends. Stop imprecise 'simple targets' using ambiguous verbs such as
'must understand.' Classify the educational goals according to the three learning
fields – cognitive, affective, and psychomotor–and seek and set targets for
demonstrable talents and behaviors.
2. Know Your Audience
In instructional design this idea is just as important as in public speaking.
Especially in a distributed learning situation, you may not have as much information
about your learners as you would like, but you should be able to determine some
vital details, such as an average level of literacy, advanced knowledge of the
educational material, level of comfort with the teaching technologies and degrees of
motivation.
3. Develop a Game Plan
Develop instructional approaches based on the learners' feedback as well as
the content of the course. It can be a relatively long step in the process because it is
so open-ended and varied. Quite different techniques will be used, for example, to
teach a psychomotor skill such as golf as opposed to the affective behaviors that
would be used to educate members of the customer service.
4. Find or Create the Instructional Materials
In the previous phase, the techniques you described will guide the process of
locating or developing your instructional materials. You can notice that there is
already material on the course that will work with just a little tweaking. Or perhaps
you should start from scratch. Often reinventing the wheel is important if the
current wheel doesn't do what's required.
You should review your learner analysis at this point and consider what kinds
of materials will be most successful. On a noisy factory floor, computer-based
lessons which would operate in an office setting may be less useful. Don't create a
barrier to learning by choosing the wrong format, above all else. Do not expect
communities with low literacy to plod through pages of written content.
5. Evaluate Your Learners
Assessing understanding of an instructional space in the artificial world can be
difficult. You will not be able to construct a highly effective evaluation method
unless the guidance only covers operational information. Possibly, presentations of
acquired skills are not possible, unless the community is small or the budget
limitless.
6. Evaluate Your Instruction
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
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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. H.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
https://www.slideshare.net/MaryGraceOrtiz/developing-classroombased-assessment-tools and
https://www.slideshare.net/Eaicz12/development-of-classroom-assessment-tools
General Principles of Testing
1. Measure all goals relevant to instruction.

2. Cover all tasks of study.
3. Using fitting test items.
4. Render clear and accurate checks.
5. Use the exam for learning more.
Principles of High-Quality Assessment

• Assessing each student's success is a very important activity for teacher in
classrooms.
• It is very critical that the evaluation method is designed correctly by the
teacher in the classroom.
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Clarity of the Learning Target
• As a teacher schedules his teaching in the classroom, the learning objective
should be explicitly defined and based on student learning objectives rather
than teacher behavior.
•Learning results have to be SMART.
Appropriateness of measurement method
1. Objective Test
2. Subjective Test
3. Performance Assessment
4. Portfolio Assessment
5. Oral Questioning
6. Observational Technique
7. Self-report
Related Assessment Quality Tool

1. Validity
2. Reliability
3. Fairness
4. Objectivity
5. Scorability
6. Adequacy
7. Administrability
8. Practical and Effective
Phase in the development of Assessment Tools
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)
• Is a 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

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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 of Test Item Number Total Points

Objectives Level
Solve worded Application Multiple- 1 and 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.
• Cognitive level refers to the intellectual skill or ability to respond correctly to a
test item using Bloom's Taxonomy of educational goals.
• Type of Test Item shows the form or type of test to which a test object belongs.
• Item Number simply defines the number of the questions as shown in the
test.
• Total Points summarize the score given for a particular exam.
Table 4. Format 2 of Table of Specification (one-way table of specification)
Contents Number Number Cognitive Level Test Item

of Class of Items Distribution
Session
K-C A HOTS
Basic Concept Fraction 1 2 1-2
Addition Fraction 1 2 3-4
Subtraction Fraction 1 2 5-6
Multiplication and 3 6 7-12
Division of Fraction
Application/Problem 4 8 13-20
Solving
Total 10 20
Table 5. Format 3 Table of Specification (two-way table of specification)
Content Class Krathwohl’s Cognitive Level

Sessions
Rem. Und. App. Eva. Creating Total Item
Items Distribution
Concept 1 2 1-2
Z-score 2 4 3-6
T-score 2 4 7-10
Stanine 3 6 11-16
Percentile 3 6 17-22
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rank
Application 4 8 23-30
Total 15 30
Construct the Test Items
Within this section, the specific target format, type of test objects, the steps
within creating objective and subjective testing, the benefit and its disadvantages
will be discussed.
General Instructions for Test Items
1. Start writing things far enough or in advance to have time to edit them.
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 to Answer

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

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• It is very important to review the test items for typographical and
grammatical errors first and make appropriate corrections if any before
reproducing the test.
Make the Answer Key
• Make sure to test the answer key so that a relatively random sequence of the
correct answers follows.
Analyze and Improve the Test Items
• Test items should be analyzed and modified after the test has been reviewed,
scored and recorded.
Different Formats of Classroom Assessment Tools
• The type of evaluation method should also be suitable for the lesson 's
objectives.
• •There are two general test element forms for use in paper and pencil test
output testing. It is classified as selection-type items and supply type items.
Selection type or Objective Test Items
• Type selection items allow students to pick the correct answer from several
choices. This is often referred to as objective test element. Selection type
items can be classified as: multiple-choice; matching type; true or false; or
interpretative exercises.
• Objective test item only requires one correct answer per item.
Kinds of Objective Type Test
A. Multiple-choice assessment is used to assess the effects of knowledge and

other learning outcomes such as understanding and applications.
Multiple choice item consists of three parts: the core, choice keyed and the
wrong choices or alternatives.
General Guidelines in Constructing Multiple-choice Test
1. Formulate an item for the students that is realistic or with application in

the real world.
2. When answering questions about specification, analyze or assess using
diagrams or drawing.
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.
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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 distractors.
4. Each distracter is chosen by at least 5% of the examinees but not more
than the key answer.
5. Revise distractors that are too enticing to the students.
Example of Multiple-choice Items
1. Knowledge Level - the students are required only to recall.
The most stable measures of central tendency is the _______.
A. Mean
B. Mean and Median
C. Median
D. Mode
2. Comprehension Level - the students are required to describe.
What statements below define normal distribution?
A. The mean is greater than the median.
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B. The mean median and mode are equal.
C. The scores are more concentrated at the other part of the distribution.
D. Most of the scores are high.
3. Application Level - the students are asked to apply.
What is the standard deviation of the 10 student quiz results in

mathematics, 10, 13, 16, 16, 17, 19, 20, 20, 25?
A. 3.90
B. 3.95
C. 4.50
D. 4.25
4. Analysis Level - the students are required to distinguish.
Which is the statistical method that is used when measuring the mean
difference between pre-and post-test?
A. Analysis of variance
B. T-test
C. Correlation
D. Regression analysis
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.
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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 (first and 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.
Advantage of Matching Type Test
1. Construction is easier than a multiple-choice type of test.

2. This eliminates the impact of guessing in relation to the multiple-choice
and true or false type of test.
3. Assessment of the relation between facts is easy to establish.
4. Gives simple, accurate, effective, objective and reliable test scores.
5. Content covered in a given set of tests may be more.
C. True or False Type
• A “force-choice test”
• The students are expected to choose the correct statement or incorrect
statement in acknowledgement of the true or false answer.
Guidelines in constructing True or False Test
1. Do not write a long sentence.

2. Unnecessary questions should be avoided.
3. It should include only one idea in each item, except for a statement
showing the cause-effect relation.
4. Can be used to assess cause and effect.
5. Avoid using opinion-based argument, which should be credited to
someone appropriately.
6. Negative or double negatives should not be used.
7. Do not use “some”, “always”, “all”, “none” and other determiners since
they tend to appear false in the statement.
8. Determiners such as “some” “sometimes,” and “may” appearing to be true
in the statement must be avoided.
9. True items and false items should be equal in number.
10. Grammatical hints leading to a correct answer such as the article (a, an,
the) should be avoided.
11. The sentence taken directly from the book should be rephrased.
12. Avoid organizing the argument in such a logical order as (TTTTT-FFFFF,
TFTFTFTF, TTFFTFFTTT)
13. Directions may indicate where students may mark their answer or how
they should answer.
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Advantage of a True or False Test
1. It covers a lot of topics within a brief period of time.

2. Similar to multiple-choice and matching type exam, it's easier to plan.
3. Rating is better, as it can be graded objectively compared to a test that
relies on the caters' judgment.
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
Guidelines in Constructing Completion Type or Short Answer Type Test
1. The item requires a single word answer only.
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2. Make sure the wording used in the declaration is precise and factual
about the subject matter being checked.
3. Just make sure to omit certain words.
4. Do not leave the blank at the start or within the sentence.
5. Direct question should be used.
6. Indicate the units in the statement that requires numerical answers.
7. Require the student to generate the answer which is factually accurate.
Essay Item
• Ability to plan and bring forth fresh ideas.
“Type of Essay Items”
• Extended response essay

• Restricted response essay
Restricted Response Essay Questions
Restricted response typically limits both content and response by

restricting the reach of the topic to be addressed. Useful for measuring
learning outcomes that involve understanding and data implementation in a
given field.
Example of Restricted Response
• Describe two conditions where the law of supply and demand is applied.
Should not use the examples that are mentioned in class.
• State the main distinctions between the Vietnam War and the previous
conflicts in which the United States took part.
Extended Response Essay Questions
Extended response question enables students to choose information they

think is important, arrange the answer according to their best judgment, and
incorporate and analyze ideas as they consider necessary. Limits on the length
or exact material to cover may not be set.
Examples of Extended Response Essay Questions
• Compare trends in foreign affairs within President William Clinton's

and President George W. Bush's administrations. If possible, give
examples.
• 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 (https://www.slideshare.net/Eaicz12/development-of-classroom-assessment-tools)
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.
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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 of a
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 https://www.slideshare.net/Eaicz12/development-of-classroom-assessment-
tools)
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
1. The planning is simpler and less time-consuming compared to other

paper and pencil tests.
2. It measures HOTS.
3. It enables the right of students to express themselves by addressing the
given question individually.
4. Students are given the ability to share their own ideas.
5. It reduces the guessing response as opposed to any of the objective test
type.
6. This provides the students with more practical activities.
7. This stresses the synthesis of concepts and their execution.
Disadvantage of Essay Test
1. It can't have an objective indicator of students’ achievement.

2. The grading and preparation of scoring criteria takes too much time.
3. The ratings are generally not accurate without requirements for scoring.
4. It tests usually small quantities of content and targets.
5. Low scores indicator.
6. Bluffing is generally promoted.
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Suggestions for Grading Essay Test
1. Decide on a procedure to deal with inaccurate, unnecessary or unlawful

reactions.
2. Keep off sight scores of previous read pieces.
3. The student's identity will remain anonymous when grading his / her
paper.
4. Read and review the answer given by each student to the same question
before classifying the next question.
5. Provide general ranking requirements to students under which they will
be assessed before the test.
6. Using holistic scoring or performance analytics.
7. Answer yourself the test question by writing the ideal answer to it so you
can build the scoring criteria from your response.
8. Write your comments on their articles.
Participating in School Activities/Programs

The role of the practice teachers in this regard, will also depend on the tasks
assigned to you by your cooperating teachers. You have to put in mind that your
exposure as practice teachers will include assisting your students in the activities
and support your cooperating teachers in motivating your learners to actively
involved in the different activities that your cooperating school will conduct. You
need to be there all the time as requested by your cooperating school or in your own
volition. It is 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
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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 https://www.thoughtco.com/top-teacher-
tasks-8422, identified six (6) main categories of teaching duties:
Planning, Developing, and Organizing Instruction

Lesson planning is a critical aspect of teaching that frequently occurs days
before a lesson is given. Planning, designing, and arranging instruction are some of
the job's most important duties.
The day-to-day teaching activities are much simpler and more efficient when
you prepare lessons effectively. Many teachers feel they have no time to dedicate
themselves to careful planning of the lessons. Know that lesson preparation is worth
the effort if that is true for you, as it simplifies your teaching in the long term.
Implementing Assessment
Evaluation should be done regularly in your classroom, whether it is formative
or summative. If you don't test student comprehension regularly, you won't be able
to tell if your instruction is working. As you sit down to develop a lesson, you will
also need to include systems to measure how well students have achieved their
learning objectives. Do likewise for whole units and subjects.
Assessments are not only a indicator of the teacher performance but a tool that
can be used for outstanding preparation. Focus on your assessments and review
their results to decide how to continue after a lesson –are there students you need
to meet? Is the entire class ready for moving on?
Researching the Newest Teaching Methods
Research is an often overlooked teaching task which makes all the difference
between a good teacher and a great one. Teachers must make determinations as to
what best suits their classroom in terms of lesson delivery, accommodations and
modifications for students with different skills, work structures for students, and
more.
Successful teachers also study and remain open-minded to make educated
decisions on these matters. You have to keep up with the latest technologies and
search for new tools to boost your teaching practice.
Classroom Management
Most new teachers consider this environment very daunting to teach. But with
a few strategies and a little practice using them, you can build a realistic strategy for
handling classrooms to help keep your classroom under control.
A strong stance on discipline is a perfect starting point. Posting rules for
student behavior — and the implications of violating them— for us to see
somewhere in the classroom. Enforce these equally and regularly in the
development of a practical classroom management program.
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Other Professional Obligations
Depending on their school, district, state, and area of credential, each teacher
must fulfill certain professional obligations. They range from menial tasks such as
hall 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.
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References
Books
GALTON, MAURICE. 1988. "Structured Observation Techniques." In

Educational Research, Methodology and Measurement: An International Handbook,
ed. John P. Keeves. Oxford: Pergamon.
GOOD, TOM L. 1988. "Observational Research … Grounding Theory in

Classrooms." Educational Psychologist 25:375–379.
GOOD, TOM L., and BROPHY, JERE E. 2000. Looking in Classrooms, 8th edition.
New York: Longman.

WAXMAN, HERSH C. 1995. "Classroom Observations of Effective Teaching." In

Teaching: Theory into Practice, ed. Allan C. Ornstein. Needham Heights, MA: Allyn
and Bacon.
Journal
GOOD, TOM L., and BROPHY, JERE E. 1974. "Changing Teacher and Student
Behavior: An Empirical Investigation." Journal of Educational Psychology 66:390–
405.
GOOD, TOM L.; SLAVINGS, R. L.; and MASON, D. A. 1988. "Learning to Ask
Questions: Grade and School Effects." Teaching and Teacher Education 4:363–378.
HUANG, SHWU-YONG L., and WAXMAN, HERSH C. 1996. "Classroom

Observations of Middle School Students' Technology Use in Mathematics." School
Science and Mathematics 96 (1):28–34.
WALBERG, HERBERT J. 1991. "Productive Teaching and Instruction: Assessing

the Knowledge Base." In Effective Teaching: Current Research, ed. Hersh C. Waxman
and Herbert J. Walberg. Berkeley: McCutchan.
WAXMAN, HERSH C., and HUANG, SHWU-YONG L. 1997. "Classroom

Instruction and Learning Environment Differences between Effective and Ineffective
Urban Elementary Schools for African American Students." Urban Education 32
(1):7–44.
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WAXMAN, HERSH C., and HUANG, SHWU-YONG L. 1999. "Classroom
Observation Research and the Improvement of Teaching." In New Directions for
Teaching Practice and Research, ed. Hersh C. Waxman and Herbert J. Walberg.
Berkeley, CA: McCutchan.
Webliography
Internet Sources:
Future Business Leaders of America–; Phi Beta Lamda. 2002. <www.fbla-

pbl.org>.
Future Farmers of America. 2002. <www.ffa.org>.
Key Club International. 2002. <www.keyclub.org/index.htm>.

National Beta Club. 2002. <www.betaclub.org>.
National Honor Society and National Junior Honor Society. 2002.

<http://dsa.principals.org/nhs>.
Rotary International: Interact. 2002. <www.rotary.org/programs/interact/>.
https://www.academia.edu/27158440/
TOOLS_and_TECHNIQUES_FOR_CLASSROOM_ASSESSMENT/VenpakalPrasanth/
https://www.encyclopedia.com/social-sciences-and-law/sociology-and-
social-reform/sociology-general-terms-and-concepts/school
Kelly, Melissa. "Important Daily Teaching Tasks." ThoughtCo, Feb. 11, 2020,
thoughtco.com/top-teacher-tasks-8422.Here are the six main categories of teaching
duties:
https://www.academia.edu/27158440/TOOLS_and_TECHNIQUES_FOR_CLASSROOM_
ASSESSMENT/VenpakalPrasanth/
Classroom Observation Form based on Tomlinson:

https://tinyurl.com/Tomlinson-observation-form
Differentiated Instruction Observation Look-Fors (Tomlinson)
https://tinyurl.com/tomlinson-look-fors
Differentiated Instruction Checklist (Univ. of Texas) https://tinyurl.com/texas-

checklist
Diagnoseinstrumente zur Gender und Diversitätskompetenten

Unterrichtsreflexion. Handreichung des BMB https://tinyurl.com/gender-BMB
Read more: Classroom Observation - Purposes of Classroom Observation,

Limitations of Classroom Observation, New Directions - Students, Research,
Teachers, and Teaching - StateUniversity.com
https://education.stateuniversity.com/pages/1835/Classroom-
Observation.html#ixzz6Sw5UAaji
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Assessing Learning
Activity 7
Name: ______________________________________ Date: _____________________
Directions: Write a reflection on “What makes an effective teacher?” (10 points)
60 | P a g e
Activity 8
Name: ______________________________________ Date: _____________________
Directions: Write an essay on “My Best Learning Experience in Practice Teaching”
At least 75 words to a maximum of 150 words only. (10 points)
_____________________________________________________________________
_____________________________________________________________________
___________________________ __________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
__________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
61 | P a g e
Activity 9
Name: ______________________________________ Date: _____________________
Directions: Create and submit your Practice Teaching Portfolio?” (100 points)
It should contain the following parts:
CHAPTER DESCRIPTION PAGE

I. Cover Page i
II. Approval Sheet ii
III. Table of Contents iii-iv
Statement of Purpose
My Prayer
My Practice Teaching Site
Let’s Explore HNVHS (A Description)
Photos of the School
Various Emotions/Feelings and What if” questions
at School Site (A Reflection)
IV. Lesson Plan Writing
Lesson Plan Writing: My Daily Map (A Description)
Lesson Planning: Teacher’s Light in darkness (A
Reflection)
V. My Best Lesson Plan and IM’s
Sample of Lesson Plan
Photos of IM’s
Best Lesson Plan: The Fun was priceless (A Reflection)
VI. Learners’ Work and Feedback
Samples of Learners’ Work and Feedback
Learners’ Work: Give and Take Relationship (A Reflection)
VII. Community Involvement
Community Involvement: A Harmonious Collaboration (A
Description)
Photos about the Community Involvement
Community Involvement: Lifelong Investment (A
Reflection)
VIII. Observation and Evaluation Forms
Samples of Observation and Evaluation Forms
Developing my strengths and weaknesses (A Reflection)
62 | P a g e
Activity 9
Name: ______________________________________ Date: _____________________
Directions: Create and submit your Practice Teaching Portfolio?” (100 points)
It should contain the following parts:
IX.Professional Readings
Professional Reading No. 1 (Journal Article) Real-time
teacher-student interactions: A Dynamic Systems
approach
A Dynamic Systems approach (A Summary)
I truly Believe (A Reflection)
Professional Reading No. 2 (Online Article) Math Tech
Improves Student Performance
Math tech improves student performance (A Summary)
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
XII. Miscellaneous
Certificates
School Forms
Programmes
Other Stuff (Photos)
63 | P a g e
NUEVA ECJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Sumacab, Cabanatuan City
College of Education
MY PRACTICE TEACHING PORTFOLIO
Presented to:
The Administration, Faculty and Staff of the

In Partial Fulfillment of the Course Requirements

in Educ 14 (Practice Teaching)
YOUR NAME
Bachelor of (YOUR PROGRAM) Education
(YOUR AREA/FIELD OF SPECIALIZATION)
(Date: Month and Year)
64 | P a g e
NUEVA ECJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Sumacab, Cabanatuan City
APPROVAL SHEET
This portfolio on Practice Teaching Experiences prepared and submited by
(YOUR COMPLETE NAME) is hereby accepted in partial fulfillment of the course
requirements in Educ 14 (Pracice Teaching).
(NAME OF SUPERVISOR)
Practice Teaching Supervisor
(Date-Month, Day, & Year)
Accepted as partial fulfillment of the course requirements in Educ 14

(Practice Teaching).
(NAME OF DEAN)
Dean, College of Educaion
_____________________________
Date
65 | P a g e
Parts of Practice Teaching Portfolio
CHAPTER DESCRIPTION PAGE
I. Cover Page i
II. Approval Sheet ii
III. Table of Contents iii-iv
Statement of Purpose
My Prayer
My Practice Teaching Site
Let’s Explore HNVHS (A Description)
Photos of the School
Various Emotions/Feelings and What if” questions
at School Site (A Reflection)
IV. Lesson Plan Writing
Lesson Plan Writing: My Daily Map (A Description)
Lesson Planning: Teacher’s Light in darkness (A Reflection)
V. My Best Lesson Plan and IM’s
Sample of Lesson Plan
Photos of IM’s
Best Lesson Plan: The Fun was priceless (A Reflection)
VI. Learners’ Work and Feedback
Samples of Learners’ Work and Feedback
Learners’ Work: Give and Take Relationship (A Reflection)
VII. Community Involvement
Community Involvement: A Harmonious Collaboration (A
Description)
Photos about the Community Involvement
Community Involvement: Lifelong Investment (A Reflection)
VIII. Observation and Evaluation Forms
Samples of Observation and Evaluation Forms
Developing my strengths and weaknesses (A Reflection)
IX.Professional Readings
Professional Reading No. 1 (Journal Article) Real-time
teacher-student interactions: A Dynamic Systems approach
A Dynamic Systems approach (A Summary)
I truly Believe (A Reflection)
Professional Reading No. 2 (Online Article) Math Tech
Improves Student Performance
Math tech improves student performance (A Summary)
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
XII. Miscellaneous
Certificates
School Forms
Programmes
Other Stuff (Photos)
66 | P a g e
Guide in the observance of Practice Teaching
Week 1
INITIAL OBSERVATIONS
Observations in the classroom provide the opportunity for Practice Teacher to

acquire insight for working with students. The first week in the classroom should
include 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.
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5) Learn to use the computer in the classroom (if any) and any special
software used by the teacher. Assist the cooperating teacher in doing
his/her tasks.
6) Work with individuals and small groups for enrichment, remediation, and
on special projects or assignments.
7) Grade papers using the Cooperating Teacher’s rubrics. Compare your
grading with the Cooperating Teacher’s grading to develop analytical skills
consistent with his/hers.
Weeks 2-4
1. Assume responsibility for planning, preparation, organization,

implementation, and assessment/evaluation of one class, one period, or
one-year level.
2. Collaborative planning between the Cooperating Teacher and the Practice
Teacher initially building to Practice Teacher responsibility for planning.
3. The Cooperating Teacher coaches the Practice Teacher to improve
professional skills.
Weeks 5-7
1. Gradually assume responsibilities for additional classes. The Practice

Teacher should be teaching no more than half of the day.
2. The Practice Teacher is given the responsibility for planning, preparation,
organization, implementation, and assessment/evaluation of the classes
s/he is teaching.
3. The Cooperating Teacher and Program adviser receive the lesson plans or
unit one week in advance.
4. The Cooperating Teacher and Program adviser review the lesson plans to
give positive reinforcement and suggestions for improvement.
5. Accomplishing the Practice Teaching Evaluation Form.
Weeks 8-12
1. Assume responsibility for planning, preparation, organization,

implementation, and assessment/evaluation for teaching all classes.
2. Ask maybe another teacher to assess your teaching skills. This evaluation
should be included in your teaching portfolio.
Weeks 13-15
1. Gradually reduce the Practice Teachers’ teaching responsibilities for a

smooth transition back to the Cooperating Teacher.
2. Practice Teacher finishes grading all projects, papers, and tests.
Final Week
68 | P a g e
The final week of practice teaching is reserved for observation of additional
observers/evaluators. The Cooperating Teacher can assist in identifying and
scheduling these visits.
Other Assignments: Practice Teachers may assist their cooperating teachers in any
extra-curricular activities held in the school campus.
69 | P a g e
APPENDICES
APPENDIX A
70 | P a g e
APPENDIX B
71 | P a g e
APPENDIX C
72 | P a g e
APPENDIX D
73 | P a g e
APPENDIX E
74 | P a g e
APPENDIX F
75 | P a g e
APPENDIX G
76 | P a g e
APPENDIX H
77 | P a g e

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PRACTICE TEACHING MODULE

A Guide for Teachers and Students

ANGELICA O. CORTEZ, Ed.D.

This includes discussions about the essence and significance of practice

Name: ______________________________________ Date: __________________

This unit will cover the following topics:

1. Goals and Objectives of Teaching Internship

Goals and objectives of teaching internship

What are the goals and objectives of Teaching Internship?

3. Assist the Practice Teacher in understanding the organizational structure

4. Provide the Practice Teacher with opportunities to participate in the

5. Provide observation, guidance and evaluation for Practice teacher from

6. Provide Practice Teachers with the opportunity to demonstrate subject

7. Enable Practice Teachers to participate fully in the life of the school to

8. Provide opportunities for the Practice Teacher to plan, organize, manage,

9. Provide an opportunity for Practice Teachers to reflect upon their entire

Guidelines in the deployment of the pre-service teachers on experiential

DepEd ORDER No. 3, s. 2007 retrieved from https://doku.pub/documents/fs4-edited-

The Experiential Learning Courses (ELC) are indispensable components of the

As key interdependent stakeholders in the development of

The Experiential Learning Courses Handbook is provided to ensure that the

For a better understanding about the experiential learning on practice

Authentic School Setting/Learning Environment refers to the real

College Supervisor refers to the faculty member of the Teacher

Cooperating School/Internship School/Practicum Site/Partner Public

Flexible Incentive System refers to the manually-agreed upon monetary

Portfolio is both a product and process; purposeful collection of

Cooperating teacher/Cooperating Teacher refers to the teacher who is

Cooperating teacher refers to a nurturing process in which a highly-

Resource teacher refers to the resource facilitator in the Field Study

Learner Teacher refers to the learner who undergoes practice teaching.

II. Role of DepEd and CHED on Practice Teaching

The Regional Directors shall jointly:

1. Ensure quality assurance of the Experiential Learning courses;

Schools Division Offices

Cooperating School’s duties and responsibilities for Practice Teachers

1. Assign a learner teacher to a qualified cooperating teacher in

Resource Teachers and Cooperating Teachers/Cooperating teachers

1. Observe cooperating teacher-mentee relationship;

III. ROLE OF THE Teacher Education Institution (TEI)

The TEI Dean shall:

The TEI College Supervisor shall:

1. Orient the pre-service teachers on the rationale and procedures of the

III. SELECTION OF COOPERATING SCHOOLS

a. It is an above average performing school in academics as evidenced by

IV. SELECTION OF RESOURCE TEACHERS AND COOPERATING TEACHERS

V. DUTIES AND RESPONSIBILITIES OF PRE-SERVICE TEACHERS

The Learner Teacher shall:

What is teaching internship/practice teaching?

Teaching internship is the placement in a work environment of an aspiring

1. Plays a vital role to your success as a professional teacher.

Phases of teaching internship/practice teaching

Phase 1: Orientation Sessions – Week 1

-With the practice teaching supervisor(s)

Phase 2: Observation and building relationship – Week 2

Phase 3: On site tasks – Week 3-4

-Writing Learning Plans

Phase 4: Final Demonstration and accomplishing exit forms – Week 5-18

The Interactive Phase of Teaching

This process refers to the pre-active execution of the program. This is

Practice teachers in this phase, provide a predetermined environment for

So learning is directed toward achieving predetermined goals in

Name: ____________________ Date:

Name: ____________________ Date: