Modules in Field Study 2

(Participation and Teaching Assistantship)

Module Title: Module 1

Module Introduction:
Field Study 2 is an endeavor to be experienced by the student interns in their experiential learning that they have started
in Field Study 1. Its program provides for outcome-based experiential tasks that prospect teachers go through increasing
opportunities for experience from simple observation until assistantship will happen. The Field Study Program draws its
rationale from the Philippine Professional Standards for Teachers (PPST). This module focuses on the beginning and learning
journey that starts with the end in mind. The expected outcomes will be attained through a set of experiential tasks and
reflection triggers that prospect you as student intern is going to have hand-on tasks and activities to be undertaken.
Reflection triggers serve as jump-off point and provide structure for you to process the learning experience starting from
simple to complex tasks. They further motivate you as student intern to exert more effort in making full use of the field-learning
experience through assistantship.
In this module, there are lesson presentations divided into three that each presentation has tasks to be accomplished
until the end of this module. This is a good start in your part as student intern as you travel for your experiential learning.

Lesson Presentation 1:

My Learning Journey in Field Study 2: Beginning with the end in mind

Learning outcome 1 - search for appropriate and effective instructional materials

Learning outcome 2 - prepare instructional materials to support teaching and learning
engagement
Learning outcome 3 - assist in making creative and interactive bulletin board and learning
station displays
Learning outcome 4 - assist in assessing learning performance
Learning outcome 5 - sustain and monitor established routines
Learning outcome 6 - accurate recording of learners’ assessment results
Learning outcome 7 - participate in promoting wholesome and safe learning environment
Learning outcome 8 - establish instructional routine to assist learners in gaining academic success
Learning outcome 9 - establish management routines for ensuring smooth functioning of the classroom
Learning outcome 10 - participate in meeting the short term and the long term needs of students for order, safety and
positive development during instruction and co- curricular
activities
Learning outcome 11 - participate in implementing smooth transition and group activities.
Learning outcome 12 - carry out intervention activities for students with learning needs
Learning outcome 13 - make responsible supervision of co-curricular activities
Learning outcome 14 - develop a working knowledge about classroom-based action research as a tool to solve or
mitigate teaching-learning problems
Learning outcome 15 - identify problems in the classroom, and determine the “best” or the “appropriate” action that
will help solve the problem
Learning outcome 16 - apply the mechanics of writing a proposal for classroom-based action research.
Experiential Landscape of Field Study 2: Participation & Teaching Assistantship
Course Intended Learning Outcome:
At the end of Field Study 3, the Teacher Education students will have documented the application of educational theories,
principles and teaching and learning strategies in the field through participation and teaching assistantship.

Learning Intended ACTIVITIES

Experience Learning
Outcome
Exposure Participatio Identification Internalizatio Disseminatio
n n n

Part 1 Learning -Teaching Through Assisting

1. Search for Search for Examine Identify the Consider the Apply Present
instructional appropriate & instructional purposes of different guidelines in appropriate
materials effective materials instructional principles in selecting instructional
instructional from the materials selecting instructional “better this
materials school’s instructional materials time”
 resource or materials
through
technology
or digital
resource.

2. Prepare Prepare Define Gather Plan for Prepare Utilize

instructional instructional instructional instructional utilization instructional instructional
materials Materials to materials for materials materials for For actual materials for
Teaching & various from various actual use teaching & specific
learning purposes in resources learning objectives/ac
engagement the tivities
classroom.

3. Assist in Assist in Get ready Identify Determine the Make a lay Instructional
preparing making with appropriate guidelines on out of display
Bulletin board creative & materials for instructional structuring bulletin making
& learning interactive making materials for bulletin board & board &
station bulletin board classroom bulletin learning stations learning
displays & learning displays board & stations
station learning
displays station
according to
purpose

4. Assess Assist in Define the Familiarize Recognize the Categorize Snapshots of

Learner’s assessing parameters with rubrics importance of learning my assessing
performance learning of learners’ or scoring good outputs of learning
performance performance guides assessment performance
practices

5. Assist in Sustain & Monitor the Identify Recognize Practise Design an

establishing monitor implementa effective consequences classroom organized
routines established tion of transition of transition routines & happy
routines classroom routines& periods procedures classroom
routines activities

6. Record Accurate Collect & Get Collect, Recognize Prepare &

learner’s recording of safe keep of acquainted organize,& the record
assessment learner’s academic with record practices importance strategies
results assessment outputs & learners’ of learners’ & difficulties
results. performance outputs & performance in recording
tasks performance outputs learning
task outputs &
performance
tasks

7. Maintain Participate in Give Walk Participate in Create Demonstrate

wholesome & promoting attention to through the maintaining wholesome my skills in
safe learning wholesome & basic safety classroom wholesome, & safe assisting in
environment safe learning issues appearance comfortable & environment the
environment safe classroom promotion of
wholesome
& safe
environment

Part 2 Learning -Teaching Through Participating

8. Participate Establish Know & Observe Do instructional Reflect on Create

in maintaining instructional understand instructional routines the instructional
instructional routine to instructional routines at usefulness of routines for
routines assist learners routines work instructional useful
in gaining routines teaching-
learning
9. Participate Establish Note down Categorize Participate in Review Commit to
in maintaining management classroom classroom implementing & success & adopt
management routines for managemen managemen maintaining failure of management
routines ensuring t routines t routines management management routine
smooth routines of routines strategies for
functioning of a smooth
the classroom sailing
teaching-
learning
events

10. Participate Participate in Review Record rules Participate in Infer the Design a
in maintaining meeting the classroom in observing benefits of flowchart of
order during short term & instruction & maintaining classroom maintaining instructional
instructional long-term co-curricular order during standards order during & co-
& co- needs of acclivities instruction & during instruction & curricular
curricular students for co-curricular instruction & co-curricular rules for an
activities order, safety activities co-curricular activities orderly
& positive activities classroom
development
during
instruction &
co-curricular
activities.

11. Participate Participate in Observe Walk Chart transition Put Make my

in guiding implementing transitions & through the & group activity transitions at own creative
learners smooth group transition & by class work transfer of
during transition & activities group episodes understandin
transition or group activities g
group activities.
activities

12. Participate Carry out List learners Get Determine the Participate in Learn
in conducting intervention who exhibit acquainted importance of doing insights from
intervention activities for academic, with academic intervention participation
activities students with social intervention intervention activities in the
learning Participation strategies activities conduct of
needs. & behavioral intervention
struggles activities

13. Participate Make Familiarize Identify Facilitate Plan for Secure the
in learners in responsible with co- variations supervision of appropriate experiences
co-curricular supervision of curricular among co- co-curricular & through
activities. co-curricular activities curricular activities responsible insightful
activities. activities supervision sharing of
of co- thoughts
curricular
activities

Part 3 Learning –Teaching Through Classroom –Based Action Research

14. Develop a Read an Analyze the Develop an Identify the Share &
Introduction working example of sample awareness & different discuss the
to Action knowledge classroom- classroom- understanding processes processes &
Research about based action based action of the different involved in the
classroom- research research processes implementin important
based action involved in g a concepts of
research as a implementing a classroom- classroom-
tool to solve classroom- based action based action
or mitigate based action research research
teaching- research
learning
problems.
 14. Search Identify Review the Get the feel Identify the Determine Share with
problems for problems in previous of the classroom the “best” to co-student
classroom- the classroom learning existence of problem solve the teachers &
based action & determine experiences a classroom problem CT on the
research the “best” or & classroom problem problems
the “most observation identified &
appropriate notes correspond
“action that action/s to
will help solve solve them
the problem

15. Write a Apply the Familiarize Determine Identify what Write an Share &
classroom- mechanics of oneself with the important example of present an
based action writing a examples of characteristi content an action action
research proposal for completed cs & parts of material research research
classroom- classroom- a completed comprises an proposal proposal
based action based action classroom0b action research
research research ased action proposal
research

Key words:

1. Classroom-Based
2. Action research
3. Experiential landscape
4. Assistantship
5. Learning-teaching

Lesson Presentation 2:

1. Learning Teaching through Assisting in Searching for Instructional Materials

2. Learning Teaching through Assisting in Preparing Instructional Materials

Lesson Outcomes: The learners are expected to have;

1. Searched instructional materials in assisting the learning teaching.

2. Prepared instructional materials in assisting learning and teaching process.

Getting Ready for Field Study 2

The learning experiences of FS 2 will guide you to internalize learning after you have collected some data, analyzed and
translated them to information or knowledge a future teacher needs. The information does not remain as they are. Completion
of experiential learning requires further reflection and sharing of this knowledge with your peers, your mentors, and your future
co-workers in your world of work. This step leads you to becoming a professional teacher.

A learning tool most apt to lead you in performing this role is through the portfolio preparation. It will also be through this
technique that assessment of your course performance will be done. Preparation of a portfolio for Field Study 2 is a requirement
of the course.

You have encountered portfolio assessment in your assessment of learning course as an authentic method to effectively
assess performance. Here are some key ideas you must have learned about portfolio assessment:

1. Its basic tool is a portfolio, which is a purposeful documentation and collection of students’ works and other pieces of
evidence of accomplishments in a pre-determined area for a given period.

2. It involves both cognitive & non-cognitive measures of student learning. It assesses authentic performances involving higher
order thinking such as analysis, application, synthesis, evaluation and creativity.
3. A portfolio is more than just an artistic collection of work samples and artifacts. It requires personal reflection on works
completed, description of processes followed, observations made and the emotions and impressions invoked.

4. The process of documentation or collection is guided by the person’s motive for undertaking a portfolio

5. The learner’s purpose defines what entries to be included in the portfolio and how they will be displayed. One’s purpose can
be any one or be a blend of the following:

a. To provide pieces of evidence of what have been accomplished in a course

b. To exhibit an organized collection of work samples and products

c. To have the opportunity to display ones best

d. To demonstrate one’s progress from start to completion in a field of work

e. To communicate the learning processes adapted to show improvement

f. To exhibit the initiatives of the learner o achieve his/her goals

Guidelines in the Preparation of your Portfolio for FS 2

a. as Field Study 2 student, the basic entries for your portfolio are your reflection papers describing what you have learned, and
its effect on you as a future teacher. To be included, too, are your plans for sharing the ideas you have gained to your peers,
mentors, and future co-workers. These two aspects are found in the Internalization and Dissemination component of each
Learning Experience of this module.

b. Your outputs for the other components (ex. exposure, participation, and identification) which are written in your FS module
need not be included unless they are necessary to highlight some of your reflections. There may also be some artifacts you may
want to use as evidence or illustrations for your dissemination component.

c. Assessment of the course is evidenced-based using your portfolio. A rubric for each learning experience is provided, which
uses a criterion relevant to the intended learning objective. Some criteria included for assessment are:

i. Depth of reflection

ii. Clarity of understanding

iii. Value of learning

iv. Relevance of exemplification

v. Clarity of purpose

vi. Appropriateness of application

d. FS 2 student decides on the form of your portfolio. The basic entries are those you have produced in the Internalization and
Dissemination components of each episode and which are collected as part of the module. You may organize separately your
portfolio in a clear folder, an album, etc. Preliminary pages must include a Table of Contents and your portfolio objectives. The
concluding pages can include an overall impression of your Field Study 1 experience and future plans.

e. You will submit your portfolio to your FS coordinator at the program’s completion. Your portfolio may be subjected to an
overall assessment using organization and clarity of purpose as a criterion. Expected performance is satisfactory organization of
your entries guided by a clear purpose for your portfolio.

Searching and Preparing for Instructional Materials

Educational resources are very important tools used by every teacher to improve the teaching-learning process. Effective
use of instructional materials can assure a teacher for an active and productive learning and assessment.

Students of the 21st century are considered visual & manipulative learners. They learn best if they have direct learning
experiences of the teaching-learning process. They find the learning experiences meaningful if they are supplemented with
instructional materials for their reading, listening, viewing & creating activities.

Your task as a teacher intern is vital in assisting your cooperating teacher (CT) to search appropriate instructional
materials. The activity here will build your competency in choosing instructional materials that meet the needs of the individual
learners.

Prepares FS2 Students for PPST: Your Intended Learning Outcomes:

Domain: Curriculum and Planning 1. Search for appropriate & effective instructional
 Strand: Teaching and Learning resources including ICT materials

2. Prepare instructional materials to support teaching

& learning engagement

Your Experiential Tasks Your Reflection trigger

1.1. Exposure – Why should a teacher spend time in searching for

appropriate instructional materials?
Examine instructional materials from the school’s
resources or through technology or digital resources.

Define instructional materials for various purposes in

the classroom.

1.2 Participation –
How can the teacher’s use of instructional materials
Identify the purposes of instructional materials. stimulate meaningful and lasting learning?

Gather instructional materials from various resources

1.3 Identification –

Consider the different principles in selecting

instructional materials.

Plan for utilization of materials for actual use.

1.4 Internalization –

Apply guidelines in selecting instructional materials.

Prepare instructional materials for actual teaching &

learning

1.5 Dissemination –

Present appropriate instructional materials “Better

This Time”.

Utilize instructional materials for specific

objectives/activities

One of the things that your Cooperating Teacher (CT) needs assistance from you is your skill inn searching for
instructional materials. You may also be requested to search for information or do PowerPoint presentation for instructional
materials generated from the internet. The importance of producing instructional materials is to facilitate the teaching-learning
process. Instructional materials must be utilized for an effective, meaningful, and interactive teaching-learning engagements.

Purposes of the Utilization of the Instructional materials.

1. The instructional materials capture the learners’ interest.

2. The instructional materials contribute in the realization of the leaning objectives.
3. The instructional materials motivate the learners to be engaged in the teaching-learning process.
4. The instructional materials contribute in making difficult concepts easy to understand.
5. The instructional materials concretize abstract ideas or make concepts realistic to the learners.
6. The instructional materials afford degree of retention of concepts or ideas.
7. The instructional materials make learning more real and meaningful.
8. The instructional materials stimulate self- activity on the part of the learners.
9. The instructional materials address different learning styles and needs of the learners.
Principles in Selecting Instructional Materials
1. Principle of appropriateness (appropriate to the intended learning objectives and level of the learners)
2. Principle of authenticity (present, accurate, up to date, and dependable information)
3. Principle of cost (economical and easy manipulate)
4. Principle pf interest (power to encourage creativity and imaginative response among the learners)
5. Principle of organization and balance (clarity & in accordance with the principles of learning such as reinforcement or transfer)
Key Words:
1. Instructional materials
2. Cooperating Teacher (CT)
3. Philippine Professional Standards for Teachers (PPST)
4. Principles
5. Portfolio

Lesson Presentation 3:

1. Learning Teaching through Assisting in Preparing Bulletin board & Learning Stations Displays
2. Learning Teaching through Assisting in Establishing Routines

Lesson Outcomes: The learners are expected to have;

1. Prepared bulletin boards and learning stations displays

2. Established classroom routines in assisting learning teaching

Assisting in Preparing Bulletin Board & Learning Station Displays and Establishing Routines

Another way of assisting your CT is using your own creativity in making effective, attractive, and powerful bulletin board
& learning station displays. Listen to your CT’s instruction on how you can assist him/her make bulletin board displays &
structure learning stations by knowing the various uses and importance of bulletin board displays & learning stations as you
assist you CT.

Prepares FS 2 Students for PPST: Your Intended Learning Outcome:

Domain : Learning environment Assist in making creative and interactive bulletin board
and learning station displays.
Strands: Management of classroom structure and
activities Sustain and monitor established routines.

Promotion of purposive learning

Your Experience Tasks Your Reflection Triggers

1. Exposure-

Get ready with materials for making classroom displays

Monitor the implementation of classroom routines

2. Participation-

What is a good bulletin board and learning stations?

Identify appropriate instructional materials for bulletin
board & learning station according to purpose

Identify the effective strategies for transition routines &

activities

Identification-

Determine the guidelines in structuring bulletin board &

learning stations What can make a positive classroom atmosphere?

Recognize consequences of transition periods

Internalization-

Make a layout of bulletin board & learning stations

Practice classroom routines & procedures

 Dissemination-

Display the bulletin board & learning stations

Design an organized and happy classroom

Bulletin boards have four general purposes:

1. Decorative – they offer visual information stimulation and appeal to the aesthetics. They set the social and
psychological atmosphere of the school.

2. Motivational – they encourage students to perform better and have greater confidence. An example would be the
display of students’ outputs that show that each output is recognized and valued.

3. Informational – they are used as a strategy to disseminate information.

4. Instructional – they invite students to respond and participate through interactive displays.

Set of criteria for bulletin board displays are: effective communication, attractiveness, balance, unity, interactivity, legibility,
correctness, and durability.

Other than bulletin board displays and learning stations, your CT also needs your assistance in enhancing the classroom
environment. Assist your CT in structuring learning spaces in the classroom that allow the learners easy access in an interesting
& productive manner to a variety of learning materials. Assist your CT in structuring any of the following:

1. Mini library

2. Science corner

Classroom Routines

A classroom routine is simply a well-rehearsed response to a teacher's directive. The alternative is usually noise, milling
around, and time wasting on the part of students, as well as nagging on the part of the teacher. A classroom routine is,
therefore, one of a teacher's primary laborsaving devices.

When routines and procedures are carefully taught, modeled, and established in the classroom, children know what is
expected of them and how to do certain things on their own. Having these predictable patterns in place allows teachers to
spend more time in meaningful instruction.

Routines allow students to quickly accomplish day-to-day tasks that are required of both the teacher and students.
Routines also help to create smoother transitions between activities and therefore allow fewer opportunities for disruptions to
occur (Burden, 2003; Docking, 2002).

Maintaining positive classroom atmosphere in order to achieve learning goals is one of the biggest challenges of teachers.
Teachers employ various strategies to keep a positive learning environment and establishing classroom routines is one of the
teacher’s laborsaving strategies.

Transition strategies are techniques used to support individuals with ASD during changes in or disruptions to activities,
settings, or routines. The techniques can be used before a transition occurs, during a transition, and/or after a transition, and
can be presented verbally, auditory, or visually. Transitions give students an opportunity to stretch their bodies and take a break
from learning – both incredibly important for maintaining concentration throughout the school day. Classroom transitions can
also be used to minimize disruption from restless students when timed appropriately. Classroom transitions are the time
between activities in the classroom. They start as students arrive and complete their morning routines. They can include the
time moving from one activity to the next (ex: moving from a reading lesson to a math lesson.

Four main areas of development that transitions can affect:

1. Emotional.
2. Physical.
3. Intellectual.
4. Physiological.
Watch on classroom transition management on this link. (https://www.youtube.com/watch?v=Nnv2bU9NLj8)

The following classroom routines strategies can be effective in assisting your CT during transition.

1. Use hand signals.

2. Be a good observer.
Key words:

1. Classroom routine

2. Bulletin board

3. Assisting

4. Learning station

5. Classroom transitions

Module Title: Module 2

Topics:
Topic: Learning Teaching Through Participating

1. Participating in Maintaining Instructional Routines

2. Participating in Maintaining Management Routines
3. Participating in Maintaining Order During Instructional & Co- Curricular Activities
4. Participating in Guiding Learners during Transitions or Group Activities
5. Participating in Conducting Intervention Activities
6. Participating in Supervising Learners in Co- Curricular Activities

Module Introduction:
Field Study 2 is an endeavor to be experienced by the teacher interns in their experiential learning that they have
started in Field Study 1. Its program provides for outcome-based experiential tasks that prospect teachers go through increasing
opportunities for experience from simple observation until assistantship will happen. The Field Study Program draws its
rationale from the Philippine Professional Standards for Teachers (PPST). This module focuses on the learning teaching through
participating. The expected outcomes will be attained through a set of experiential tasks and reflection triggers that prospect
you as teacher intern. It has on going to have hand-on tasks and activities to be undertaken.
Reflection triggers serve as jump-off point and provide structure for you to process the learning experience starting
from simple to complex tasks. They further motivate you as student intern to exert more effort in making full use of the field-
learning experience through assistantship.
In this module, there are lesson presentations divided into three that each presentation has tasks to be accomplished
until the end of this module. This is a good start in your part as teacher intern as you travel for your experiential learning in
relation to participation inside and outside the classroom activities.

Module Outcomes: The learners are expected to;

1. Participate in maintaining instructional routines.

2. Participate in maintaining management routines.
3. Participate in maintaining order during instructional and co- curricular activities
4. Participate in guiding learners during transitions or group activities
5. Participate in conducting intervention activities
6. Participate in supervising learners in Co – curricular activities.

Lesson Presentation 1:

1. Participating in Maintaining Instructional Routines

2. Participating in Maintaining Management Routines

Lesson Outcomes: The learners are expected to have;

1. Participated in maintaining instructional routines.

 2. Participated in maintaining management routines.

The main objective of this Field Study is to expose and provide teacher interns with some authentic hands. On
participation in the teaching-learning experience in the classroom. Engaging teacher interns in classroom practices will help
them with gradual development of practical knowledge and wisdom that they bring along when they become teachers.

Successful teaching-learning events have always been every teacher’s dream yet not all of them become successful
especially if the subject or content area is difficult or less interesting for some learners.

Your task as a teacher intern is very crucial in participating in your Cooperating Teacher’s challenge of making the
learners gain academic content.

Prepares FS 2 for PPST: Your Intended Learning Outcomes:

Domain: Learning Environment Establish instructional routine to assist learners

in gaining academic success.
Strand: Management of classroom structure and activities
Establish management routines for ensuring
Support for learner participation smooth functioning of the classroom

Promotion of purposive learning

Your Experiential Tasks Your Reflection Trigger

1. Exposure

Know and understand instructional routines

Note down classroom management routines

2. Participation How do instructional routines contribute to the

students’ leaning of content areas?
Observe instructional routines at work

Categorize classroom management routines

3. Identification

Do instructional routines

Participate in implementing and maintaining management

routines

4. Internalization What management routines do I need to establish

to make a better classroom?
Reflect on the usefulness of instructional routines

Review success and failure of management of routines

5. Dissemination

Create instructional routines for useful teaching -learning

Commit to adopt management routine strategies for a smooth

sailing teaching - learning events

Instructional routines are research-based,interactive modes intended to engage students and increase their chances of
successful learning by reducing the effort required to learn a procedure that otherwise may vary by the day, teacher, or lesson.
 Here are some definitions of instructional routines:

Instructional routines or tasks enacted in classrooms that structure the relationship between the teacher and the
students around content in ways that consistently maintain high expectations of student learning while adapting to
contingencies of particular instructional interactions.

Instructional routines refer to all of the elements of teaching/learning events other than the specific content to be taught
and the specific materials used in teaching.

Here are some common instructional routines which your CT might have been doing during his/her class.

1. Buzzing Bees - students mimic the buzzing sound to find a partner in group discussion ( specific instruction will come
from your CT)

2. Think Pair Share - students individually think about an issue,then refine or broaden understanding through discussion
with a partner and then share to the big class their understanding ( specific and refinement of the routine will come from your
CT).

3. Warm up Routine- ( Who’s the Next) - students share understanding of concept by taking turns and saying: You're the
next ______( name of student).

Establishing predictable routines is a crucial part of the classroom management. Keeping good management practices
makes the class runs smoothly. A lot of the failure of the teacher to establish management routines and the failure of the
students to follow them.

Key words:

1. Instructional routines

2. Research - based

3. Interactive modes

4. Predictable routines

5. Management practices

Lesson Presentation 2:

1. Participating in Maintaining Order During Instructional & Co- Curricular Activities

2. Participating in Guiding Learners during Transitions or Group Activities

Lesson Outcomes: The learners are expected to have;

1. Participated in maintaining order during instructional and co- curricular activities

2. Participated in guiding learners during transitions or group activities

Being a teacher is very rewarding but there are times that being a teacher is also very stressful not only because of
mounting workloads but also because of the diverse learners in the classroom. The challenge of accommodating diversity and
maintaining classroom order during instruction and related activities is indeed great for every teacher.

Maximum learning and productive use of instructional time do not always come easy unless the teachers set guidelines
to keep students focused and not restless, calm and not noisy or disorganized, and learning objectives are realized.

Your task as a teacher intern is to participate with your cooperating teacher in guiding learners during transition or group
activities to increase
time for learning. Engage yourself with your Cooperating Teacher in the implementation of standards to observe your learners
during instruction and

co-curricular activities. The following can serve as your guide in keeping order during instruction and co-curricular activities.

1. Model the behavior your CT wants to achieve among the students.

2. Use positive presence by moving around and making frequent eye contact with students who show signs of misbehaving.

3. Help in enforcing the rules and students’ compliance with your CT’s directions or instructions.

4. Assist in helping students to gain confidence in doing seat work, project or activity sheets.

5. Participate in giving motivational support like stickers,points, or very good remarks during instruction or co-curricular
activities.

Prepares FS 2 students of PPST: Your Intended Learning Outcomes:

Domain: Learning Environment Participate in meeting the short term and long term needs of
students for order, safety and positive development during
Strand: Support for learner participation instruction and co-curricular activities.

Management of classroom structure and Participate in implementing smooth transition and group
activities activities

Your Experiential Tasks Your Reflection Trigger

1. Exposure

Review classroom instruction & co-curricular activities

Observe transitions and group activities

2. Participation How can I put order in my classroom so learning can take place
and co- curricular activities can be implemented?
Record rules in maintaining order during instruction and
c0-curricular activities

Walk through the transitions and group activities

3. Identification

Participate in observing classroom standards during

instruction and co- curricular activities
How can I smoothly guide my learners during transition or group
Chart transition and group activity by class episodes activities?

4. Internalization

Infer the benefits of maintaining order during instruction

and co- curricular activities

Put transitions at work

5. Dissemination

Design a flowchart of instructional and co-curricular rules

for an orderly classroom

Make my own creative transitions and group activities

Key Words:

1. Transitions

2. Diversity

3. Maximum learning

4. Transition activities

5. Co-curricular activities

Lesson Presentation 3:

1. Participating in Conducting Intervention activities

2. Participating in Supervising Learners in Co - Curricular Activities

Lesson Outcomes: The learners are expected to have;

1. Participated in Conducting Intervention activities

2. Participated in Supervising Learners in Co - Curricular Activities.

Teachers play a vital role in the learners’ academic success. The teachers’ main objectives are to make everybody
learn and to help those who need more assistance in acquiring new knowledge or in developing fluency in skills. Students’
academic success does not happen at the same time and at the same pace. Therefore, every teacher must be an interventionist
with an expertise and intentional strategies so that s/he can support learners who are demonstrating academic social, and
behavioral struggles. Intervention starts with having detailed documentation of students’ progress and an acknowledgment that
there are learners that need additional assistance.

Your role as a teacher intern is to participate in providing support to learner who have learning difficulties with
your cooperating teacher.

Students do not only learn with in the four walls of the classrooms. There are programs and learning experiences
that complement in some ways to students’ learning in the classroom. These are experiences connected to the academic
curriculum. Therefore, these are co-curricular activities because they are extension activities of the formal learning experiences
held outside the classroom or maybe outside of the school for outside school sponsored activities.

Prepares FS 2 Students for PPST: Your Intended learning Outcomes:

Domains: Diversity of Learners Carry out intervention activities for students with learning
needs.
Learners Environment

Strands: Learners with disabilities giftedness and talents

Make responsible supervision of co-curricular activities.
Learner’s gender needs, strengths,interests and
experiences

Support for learner participation

Your Experiential Tasks Your Reflection Trigger

1. Exposure

List learners who exhibit academic ,social and behavioral

struggles
 Familiarize with co-curricular activities How can I develop my skill in giving intervention activities as
a future teacher?
2. Participation

Get acquainted with intervention strategies

Identify variations among co - curricular activities

3. Identification

Determine the importance of academic intervention tasks

What character traits of a teacher do I bring when I supervise
Facilitating supervision of co-curricular activities learners for their co-curricular activities?

4. Internalization

Participate in doing intervention activities

Plan for appropriate and responsible supervision of co-curricular

activities

5. Dissemination

Learn insights from participating in the conduct of intervention

activities

Secure the experiences through insightful sharing of thoughts

Key words:

1. Participation

2. Co-curricular activities

3. Intervention activities

4. Supervision activities

5. Assistance