Learning Task 10-18

Learning Task 10: Visiting the School’s Learning Resource Center
PPST Domain 4: Curriculum and Planning

Strands
4.5.1 Show skills in the selection, development and using a variety of
teaching and learning resources including ICT to address learning goals.
Program Outcomes of Teacher Education
6.2. d Develop innovative curricula, instructional plans, teaching approaches,
and resources for diverse learners
CFSAT Competency Framework for Southeast Asian Teacher for the 21 st
Century
4. C.6 Determine appropriate learning resources available for teaching and
learning
6. E.1 Acquire knowledge and skills in the use of teaching and learning
resources
6. E.2 Develop teaching and learning resources appropriate for the lesson
6. E.3 Utilize appropriate teaching and learning resources for the lesson
6. E.4 Integrate use of ICT in teaching and learning
Desired Learning Outcomes

 Visit the schools’ learning resources
 Show skills in the selection, development and use of a variety of teaching
and learning resources including ICT to address learning goals
 Choose ICT Materials available to enrich classroom instruction
Essential Questions
 What is a Learning Resource Center?
 Why is a Learning Resource Center important in teaching and learning?
Understandings
A Learning Resource Center is a school facility which contains teaching-
learning materials which the teachers use to enrich classroom instruction.
The Learning Resource Center contains print, non-print and electronic

materials. The purpose of this facility is to enhance the learning experiences of the
learner and the teachers in any educational sector. Each teacher needs a wide
range of instructional tools to support and enrich student learnings. Teachers use a
wide array of teaching resources to make the instructional process more stimulating
and exciting.
The resource materials used are aligned with the curriculum to ensure that
outcomes are attained. The Learning Resource Center has instructional space to
encourage students to perform some activities and to make learning more
meaningful.
My Performance Tasks
Performance Task 1
Visit the school’s Learning Resource Center. Select the resource materials
you can use to enrich ONE of the lessons assigned for you to TEACH.
Resource Materials in How/Where will I use these?
LRC
Printed Materials Gumagamit ako ng printed materials upang mas

 Textbooks madaling maunawaan ng mga mag-aaral ang
 Workbooks aming talakayan. Ang aking tinuturuan ay mga
 Diagrams, mag-aaral sa Baitang-8 kaya naman mas gusto
maps, at charts kong gumagamit ako ng mga ito upang
 Worksheets and makasunod sila sa aming talakayan. At,
handout napansin ko na mas ginaganahan ang mga mag-
aaral kapag makukulay na larawan ang kanilang
nakikita.
Non-Printed Materials Sa pagtuturo, gumagamit ako ng manila paper
 Manila Paper para makita at mabasa ng mga mag-aaral ang
aming leksyon. Dahil hindi lahat ng silid-aralan
ay may telebisyon at may tatlong projector
lamang ang JHS. Madalas ginagamit ng mga
guro ang mga projector ngunit hindi ito hadlang
upang hindi maging masaya at aktibo ang klase.
Electronic Materials Gumagamit ako ng mga elektronikong
 Projector materyales sa pagtuturo dahil isa rin ito sa mga
 Computers bagay na makakapagpalago ng kaalaman ng
 Speakers mga mag-aaral.
 Television set,
audio at video
clips
Performance Task 2
Create a PowerPoint presentation for your lesson. Paste the printed
presentation on the space given below.
Document attached at the back…
Performance Task 3
A. Write a reflective narrative why you need to use learning resource materials
in your teaching
Sa pagtuturo, kailangang gumamit ng mga kagamitang panturo sapagkat isa
ito sa napaka-epektibong paraan upang makuha ang atensyon ng mga mag-
aaral, maging masaya at buhay ang talakayan, at higit sa lahat hinuhubog din
ito ang iba’t ibang kakayahan ng mga mag-aaral.
Bilang nagsasanay guro, nakatutulong din ang mga kagamitang panturo
upang makamit ang layunin ng tatalakayin. Dagdag pa rito, ang paggamit ng
mga kagamitang panturo ay talagang nakakatulong upang mas mapadali ang
pagkatuto. Ang mga mag-aaral ngayon ay visual learners kaya naman hindi na
epektibo ang makalumang paraan ng pagtuturo na puro pasalitang talakayan.
Kailangan nilang makakita ng mga halimbawa katulad ng mga larawan, short
clips, mga bidyo, at iba pang kagamitan upang mas makasunod at maunawaan
ng mga mag-aaral ang nais mong ipahayag.
B. How did my cooperating teacher rate the instructional materials I prepared in

the classroom. Use the scale given below:
5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Fair
1 Needs Improvement
Are my instructional materials 5 4 3 2 1
1. Appropriate to the development of the learners?

2. Aligned with the learning outcomes?
3. Easy to prepare?
4. Durable / sturdy?
5. Appealing to the learners?
6. Highly interactive?
7. Colorful?
8. Easy to manipulate?
9. Practical / useful?
10. Not very expensive/economical?
Total Score: ___________ Average
(Total Score ÷ 10)
My Assessment Tasks
Encircle the letter of the correct answer.
1. Which school facility contains instructional materials for enhancing the teaching-
learning process?
A. Learning Materials Corner
B. Learning Kits Corner
C. Learning Log Template
D. Learning Resource Center
2. Books, magazines, journals, manuals are examples of __.
A. Printed materials
B. Non-printed materials
C. Electronic materials
D. Supplementary materials
3. Dioramas, models, realia are examples of __.
D. Supplementary materials
4. If the intended materials are not available, which materials may be used?
D. Improvised materials
5. The instructional materials selected must be ___.
A. SMART
B. Varied
C. In 3 domains
D. Aligned with the outcomes
My Learning Artifacts
Take a picture of the School’s Learning Resource Center
What is the impact

of the Learning
Resource Center to
students’ learning?
 Nakatutulong
ang Learning Resource Center sa mga mag-aaral sa pamamagitan ng
paggabay sa pagproseso ng kaalaman ng mga mag-aaral. Ang tungkulin
nito ay magpakilala, magtaguyod at mapalawak ang kaalaman ng mga mag-
aaral, at maaaring maging school-community based. Ang mga center na ito
ay maaaring magbigay ng access sa learning materials o maging peer
learning center.
My Scoring Rubric
Meets Approaching Meets Does Not Meet
Standard Standard Acceptable Acceptable
INDICATOR
of of Standard Standard
S
Excellenc Excellence
e
CRITERIA 4 3 2 1
Performance Has all the Has some Has minimal No aspect of
Tasks aspects of aspects of aspects of work meets
work that work that work that level of
exceed exceed level meet level expectations.
level of of of
expectatio expectation. expectation.
n.
Has errors,
Demonstrate
omissions and
Shows s solid
With some misconceptions
exemplary performance
errors and
performan and
MASTERY
ce understandin
is not
g
thorough
Assessment With 5 With 4 correct With 3 With less than
Tasks correct answers correct 3 correct
answers answers answers
Learning The The piece/s The piece/s The piece/s of

Artifacts piece/s of of evidence of evidence evidence of
evidence of learning of learning learning is/are
of learning is/are aligned is/are NOT aligned
is/ are with SOME of aligned with with the
aligned the learning ONE of the learning
with outcomes. learning outcomes.
learning outcomes.
outcomes.
Creativity and The The learning The learning The learning

Resourcefuln learning tasks are tasks are tasks are poorly
ess tasks are done done quite done and need
done very creatively and creatively improvement.
creatively resourcefully. and
and resourcefull
resourceful y.
ly.
Submission The The assigned The The assigned
of assigned learning tasks assigned learning tasks
Requirement learning are submitted learning are submitted 3
s tasks are a day after tasks are days or more
submitted the deadline. submitted 2 after the
on or days after deadline.
before the the
deadline. deadline.
MY TOTAL SCORE
_________________________________________
Signature of Practicum Supervisor
Learning Task 11: Creating Instructional Materials

PPST Domain 1: Content Knowledge and Pedagogy
Strands
1.3.1 Show skills in the positive use of ICT to facilitate the teaching and
learning process
6.2.d Develop resources for diverse learners
6.2.e Apply skills in the developing and utilization of ICT to promote quality,
relevant and sustainable educational practices
CFSAT: Competency Framework for Southeast Asian Teacher for the 21 st
Century
6.E.1 Acquire knowledge and skills in the use of teaching and learning
resources
6.E.2 Develop teaching and learning resources appropriate for the lesson
6.E.3 Utilize appropriate teaching and learning resources for the lesson
6.E.4 Integrate use of ICT in teaching and learning

 Prepare PowerPoint presentation aligned with the learning outcomes
 Show skills in the positive use of ICT to facilitate the teaching and learning
process
Essential Questions
 What are instructional materials?
 Why are instructional materials needed in the teaching-learning process?
Understandings
Instructional materials are tools used in instructional activities. They may
either be print, non-print or electronic materials.
The positive use of Information Communications Technology (ICT) facilitates
the teaching-learning process. Educational ICT tools can be divided into three (3)
categories: input source, output source or others.
Researchers have shown that the use of ICT contributes to improve teaching
methods and strategies.
Advantages of the use of ICT in Education
- Improves learners’ concentration and retention
- Ensures comprehension of complex instructions
- Creates interactive classes and lessons are more enjoyable and entertaining
Disadvantages of ICT tools in Education
- Very costly
- Can be very troublesome in setting up the device
- Very difficult for teacher to use due to lack of experience/expertise
Source: elmoglobal.com
Performance Task 1
Topics Possible slide share lessons
1. Mga Uri ng https://www.slideshare.net/princesslorendomer/tayutay?
Tayutay qid=7995e302-f923-4ea3-8f78-
0a99361ed9&v=&b=&from_search
2. Talasalitaan https://www.slideshare.net/daniholic/talasalitaan-32599746?
next_slideshow
3. Nobela https://www.slideshare.net/daniholic/talasalitaan-32599746?
next_slideshow=1
4. Maikling Kuwento https://www.slideshare.net/LoUrdRaivenzestJakaZ/
maikling-kwento-30658994?qid=35f96cd8-1cbe-4927-96aa-
8349e47fa372&v=&b=&from_search=2
5. Mga Uri ng https://www.slideeshare.net/denzelmathewbuenaventura/
Pangungusap group-3-uri-ng-pangungusap-ayon-sa-gamit?qid=4efef0a2-
7c2d-4490-a613-a1d49cec7577&v=&b=&from_search=1
6. Bahagi ng https://www.slideshare.net/edtechred/presentation1-
Pananalita 12067187?qid=a6200524-76dc-4b11-acf7-
de0747503c5b&v=&b=&from_se&arch=1
7. Teoryang https://www.slideshare.net/GinoongGood/teoryang-
Pampanitikan pampanitikan-36790003?qid=b1492bbf-a669-4f89-8ea2-
232ea394ebf3&v=&b=&from_se&arch=4
8. Ang Tula https://www.slideshare.net/jmpalero/filipino-9-tula?
qid=d0429ce0-c907-431e-a5e8-
0b0b1bf66738&v=&b=&from_search=6
9. Komunikasyong https://www.slideshare.net/MinnieRose/uri-ng-
Berbal at Di- komunikasyon-verbal-at-diverbal
berbal
10. Batayang Uri ng https://www.slideshare.net/diocylannrequillo/filipino-
Diskurso batayang-uri-ng-diskurso-1
List down (10) topics in your content area and search materials which you can use
from www.slideshare.net
The 10 ESSENTIALS ICT TOOLS
- Google groups
- Blogs
- Google Docs
- Slide share
- Wikis
- Jamuse, Mussewory
- Google Maps
- Virtual Earth
- Book marking
- Free mind
Source: https://www.slideshare.net.ICT_AdvisorICTtoolsppt
Performance Task 2
Surf more on ICT in Education. Take down notes and write them here/ or
print and attach them on these pages.
Information and Communications Technology (ICT) can impact student
learning when teachers are digitally literate and understand how to integrate
it into curriculum.
Schools use a diverse set of ICT tools to communicate, create, disseminate, store,
and manage information.(6) In some contexts, ICT has also become integral to the
teaching-learning interaction, through such approaches as replacing chalkboards
with interactive digital whiteboards, using students’ own smartphones or other
devices for learning during class time, and the “flipped classroom” model where
students watch lectures at home on the computer and use classroom time for more
interactive exercises.
When teachers are digitally literate and trained to use ICT, these approaches can
lead to higher order thinking skills, provide creative and individualized options for
students to express their understandings, and leave students better prepared to
deal with ongoing technological change in society and the workplace.(18)
ICT issues planners must consider include: considering the total cost-benefit
equation, supplying and maintaining the requisite infrastructure, and ensuring
investments are matched with teacher support and other policies aimed at effective
ICT use.(16)
Issues and Discussion
Digital culture and digital literacy: Computer technologies and other aspects of
digital culture have changed the ways people live, work, play, and learn, impacting
the construction and distribution of knowledge and power around the world.(14)
Graduates who are less familiar with digital culture are increasingly at a
disadvantage in the national and global economy. Digital literacy—the skills of
searching for, discerning, and producing information, as well as the critical use of
new media for full participation in society—has thus become an important
consideration for curriculum frameworks.(8)
In many countries, digital literacy is being built through the incorporation of
information and communication technology (ICT) into schools. Some common
educational applications of ICT include:
 One laptop per child: Less expensive laptops have been designed for use in
school on a 1:1 basis with features like lower power consumption, a low cost
operating system, and special re-programming and mesh network functions.
(42) Despite efforts to reduce costs, however, providing one laptop per child
may be too costly for some developing countries.(41)
 Tablets: Tablets are small personal computers with a touch screen, allowing
input without a keyboard or mouse. Inexpensive learning software (“apps”)
can be downloaded onto tablets, making them a versatile tool for learning.(7)
(25) The most effective apps develop higher order thinking skills and provide
creative and individualized options for students to express their
understandings.(18)
 Interactive White Boards or Smart Boards: Interactive white boards allow
projected computer images to be displayed, manipulated, dragged, clicked,
or copied.(3) Simultaneously, handwritten notes can be taken on the board
and saved for later use. Interactive white boards are associated with whole-
class instruction rather than student-centred activities.(38) Student
engagement is generally higher when ICT is available for student use
throughout the classroom.(4)
 E-readers: E-readers are electronic devices that can hold hundreds of books
in digital form, and they are increasingly utilized in the delivery of reading
material.(19) Students—both skilled readers and reluctant readers—have
had positive responses to the use of e-readers for independent reading.
Features of e-readers that can contribute to positive use include their
portability and long battery life, response to text, and the ability to define
unknown words.
 Flipped Classrooms: The flipped classroom model, involving lecture and
practice at home via computer-guided instruction and interactive learning
activities in class, can allow for an expanded curriculum. There is little
investigation on the student learning outcomes of flipped classrooms.(5)
Student perceptions about flipped classrooms are mixed, but generally
positive, as they prefer the cooperative learning activities in class over
lecture.(5)(35)
Performance Task 3
Surf on the present status on ICT Education in the Philippines. Take down
notes and write your insights on this page.
1. A nation’s ability to adopt new technologies is paramount, it is a building
block to achieve advancement and prosperity in all aspects. As reported by
National Competitiveness Council Philippines, the Philippines climbed two
notche from 74th to 76th out of the 143 economies assessed by the World
Economic Forum (WEFO) for the Global Information Technology Report
2015, as the country continued to show improvements in terms of leveraging
the benefits of information and communications technologies (ICT).
 Hindi na nagpapahuli ang Pilipinas pag dating sa ICT. Simula noong naging
anim na taon na ang high school sinikap ng ating bansa na matuto at
magkaroon ng sapat na kaalaman pagdating sa mga teknolohiya. Mula sa
ulat na ito, minsan ay maaaring magbunga ng pinagsanib na pagsisikap ng
gobyerno at iba pang industriya upang mapakinabangan ang
pagsasamantala ng teknolohiya sa bansa.
2. According to DepEd’s Bureau of Curriculum Development Dir. Jocelyn DR.
Andaya, “ICT is the first step to enhance[e]ing the quality of education in the
Philippines.” As such, the department had created its DepEd
Computerization Programme (DCP) to provide schools with computer
packages and IT equipment. The Department also developed a Learning
Resources (LR) portal to provide digitized educational materials with more
than 4,000 learning resources available online.
 Ang mga ahensya ng pangangasiwa ng Sistema ng Edukasyon sa Pilipinas
ay may pananaw na lumikha ng isang sistemang pang-edukasyon na
pinapagana ng ICT na nagpapabago sa mga mag-aaral na maging mga
dynamic na life-long learner at values-centered, produktibo at responsableng
mamamayan. Ang Kagawaran ng Edukasyon, isa sa pinakamalaking
ahensya ng gobyerno ay nagkaroon ng pinakamalaking hamon sa
pagpapanatili ng bilis at mga pagbabago sa paghahatid ng de-kalidad na
edukasyon sa mabilis na pagbabago ng mundong ito.
My Assessment Tasks
1. What must be the number one consideration in preparing your instructional
materials?
A. The learners
B. The cost
C. The learning content
D. The objectives
2. You prepared a PowerPoint presentation on verbs for your English class
however there was a power cut off. Which should you do?
A. Go to another lesson.
B. Use the available materials in class.
C. Borrow learning materials from another teacher.
D. Give a seatwork instead.
3. Ms. Rufo is teaching in a multi-grade class. What materials must she employ?
A. Less-costly materials
B. Electronic materials
C. Differentiated materials
D. Commercially-made materials
4. What is one of the disadvantages in using ICT in education among senior
teachers?
A. It is costly.
B. It is complicated.
C. It is very troublesome.
D. It is difficult to use due to lack of expertise.
5. What does research show on the use of ICT?
A. It is easy to use.
B. It is accessible.
C. It is costly.
D. It ensures interactive classes.
My Scoring Rubric
INDICATOR
S
e
CRITERIA 4 3 2 1
level of of of
n.
Has errors,
Demonstrate
omissions and
Shows s solid
errors and
performan and MASTERY
ce understandin is not
g thorough


learning outcomes.
outcomes.

and resourcefull
resourceful y.
ly.
before the the
deadline. deadline.
MY TOTAL SCORE
_________________________________________

Learning Task 12: Utilizing Various Teaching Strategies to Promote Higher
Order Thinking Skills
PPST Domain 1: Content Knowledge and Pedagogy
Strands
1.3.1 Demonstrate content knowledge and its application within and/or
across curriculum teaching areas.
1.5.1 Apply teaching strategies that develop critical and creative thinking,
and/or other higher- order-thinking skills.
1.7.1 Demonstrate an understanding of the range of verbal and non-verbal
classroom communication strategies that support learner understanding,
participation, engagement and achievement.
6.2.b Demonstrate mastery of subject matter/discipline
6.2.c Facilitate learning using a wide range of teaching methodologies
appropriate to specific learners and their environments
6.2.d Develop innovative curricula, instructional plans, teaching approaches,
Century
2.D.3 Motivate active learning
3.B.2 Employ strategies that cater to students’ learning styles and to elicit
active learning
3.B.4 Promote students’ participation and collaboration
3.B.6 Integrate HOTS in the lesson
3.B.8 Manage classroom activities
4.C.4 Consider diversity of learners in preparing lesson plans
4.C.5 Select the right methodologies according to subject and learners’ level

 Apply teaching strategies that develop critical and creative thinking and/or
other higher order thinking skills
 Demonstrate content knowledge and its application within and/or across
curriculum teaching areas
 Communication strategies that support learner understanding, participation,
engagement and achievement.
 Demonstrate an understanding of the range of verbal and non-verbal
classroom communication strategies that support learner understanding
participation, engagement and achievement
Essential Questions
 What are teaching strategies?
 What is integrative learning?
 What are higher-order thinking skills?
 What are the verbal and non-verbal communication strategies?
Understandings
Teaching Strategies are ways and means by which you implement a
method. These are used to help the students to achieve the desired learning
outcomes by learning the desired course content.
Integrative Learning helps the students make connections and relevance
between and among subjects. It allows the learners to engage in purposeful,
relevant learning. It encourages the learners to see the interconnectedness and
interrelationships between the curriculum areas rather than focusing in isolated
curriculum areas.
According to Pigdon and Woolley (1992) in an integrated curriculum, all
activities contain opportunities for learners to learn more about content through
purposeful activities.
Higher-Order Thinking Skills

Higher order thinking skills known also as HOTS imply that some types of
learning require higher cognitive processes than others. Skills in analyzing,
evaluating and creating are thoughts of higher order than learning facts or
concepts.
Bloom’s Taxonomy
Create
Produce new or original work: Design, assemble, construct, conjecture,
develop, formulate, author, investigate
Evaluate
Justify a stand or decision: appraise, argue, defend, judge, select, support,
value, critique, weigh
Analyze
Draw connections among ideas: differentiate, organize, relate, compare,
contrast, distinguish, examine, experiment, question, test
Apply
Use information in new situations: execute, implement, solve, use,
demonstrate, interpret, operate, schedule, sketch
Understand
Explain Ideas or concepts: classify, describe, discuss, explain, identity,
locate, recognize, report, select, translate
Remember
Recall facts and basic concepts: define, duplicate, list, memorize, repeat,
state
(Source:https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Blooms Taxonomy-
650x366.jpg)
Verbal and Non-verbal communication

Verbal communication is the use of words in expressing one’s feelings and
ideas.
Non-verbal communication includes the use of body language, gesture,
facial expressions, eye contact and posture.
The use of verbal and non-verbal communication strategies is the first step in
enhancing communication and nurturing relationships which are vital in the
teaching-learning process.
Strong communication skills are very important in the instructional process.
Performance Task 1
Get the topic you are assigned to teach. Write down how you can apply the
content knowledge within or across curriculum teaching areas. Use the curriculum
web to indicate your proposed integration. Indicate the subjects in the circles and
how you will do it.
PAGPILI NG
NAPAPANAHONG ISYU
SA LIPUNAN
Performance Task 2
Write higher-order thinking questions that you used in the discussion of the
content.
Content/Topic Questions
Paksa 1: KAMALAYANG 1. Ano-ano ang ibang
PANLIPUNAN (SOCIAL estratehiyang maaaring
AWARENESS CAMPAIGN gamitin upang mas mapadali
ang pagpapalaganap ng mga
impormasyon?
2. Sa pamamagitan ng isang
social awareness campaign
ano ang nais mong ipabatid
sa kapwa mo kabataan?
Paksa 2: MGA KARANIWANG URI 3. Sa papaanong paraan kaya
NG ANGGULO AT KUHA NG nakakatulong sa pagbuo ng
KAMERA pelikula ang mga uri ng
anggulo at kuha ng kamera?
4. Gaano kahalaga ang tamang
anggulo at kuha ng kamera
sa pagbuo ng isang pelikula?
Ipaliwanag.
Performance Task 3
A) Enumerate the non-verbal cues you used to support learners’
participation and engagement?
Non-verbal Cues Purpose(s)

1. Smile  Sa pagtuturo, hindi kailangan
na laging nakapokus lamang
sa pagtatalakay sa leksyon.
Minsan, nakakalimutan ng
ngumiti ng guro kaya imbes
na maganda ang daloy ng
talakayan at may
partisipasyon ang mga mag-
aaral ay kabaliktaran nito ang
nangyayari. Sa pamamagitan
ng simpleng pagngiti sa klase
(kahit paminsan-minsan)
mararamdaman nila na
madali kang lapitan at hindi
ka nakakatakot na guro.
2. Clapping  Ang pagpalakpak kapag
nakasagot ng tama ang mag-
aaral ay isang daan upang
magkaroon sila ng
kumpyansa sa sarili at hindi
mahiyang sumagot sa
talakayan.
3. Eye contact  May kasabihan na “makuha
ka sa isang tingin”. Kapag
may mga hindi nakikinig na
mag-aaral habang nagtuturo,
isang tingin palang ay alam
na nila ang gagawin.
Performance Task 4
B) Cite the verbal communication strategies that you used in class to
support learner understanding, participation and engagement.
Verbal Communication Strategies Cite how it supported the learners
Used in instruction
1. Greetings Kung papansinin, ang pagbati ay
walang kinalaman sa pagkatuto ng
mga mag-aaral ngunit, may
malaking impluwensya ito sa kanila.
Maaaring sa isang beses na hindi
mo pinansin ang pagbati ng isang
mag-aaral ay isipin nito na hindi siya
gusto o madali lamang siyang
mabalewala. Kaya bago nagsisimula
ang klase ay bumabati ang mga
guro ng “Magandang Umaga!”.
Mga salitang nagbibigay motibasyon
2. Mahusay, Tumak, Magaling at pagkilala sa kanilang ginawang
mabuti.
My Assessment Tasks
1. Which includes a wink, a simple nodding of heads or a wave?
A. Gesture
B. Facial expression
C. Verbal communication
D. Non-verbal communication
2. Which refers to the use of words to convey one’s ideas?
A. Gesture
B. Facial expression
C. Verbal communication
D. Non-verbal communication
3. Which questions call for facts and concepts?
A. Analyzing
B. Creating
C. Researching
D. Understanding
4. “Which events could have happened?” and “how was this similar to…?” are
examples of ___ questions.
A. Creating
B. Analyzing
C. Researching
D. Understanding
5. “Can you see a possible solution and how many ways can you…?” are examples
of __ questions.
A. Researching
B. Understanding
C. Analyzing
D. Creating
My Learning Artifacts
Paste student work samples/projects accomplished in the discussion of your
content.
Attached at the back…
My Scoring Rubric
INDICATOR
S
e
CRITERIA 4 3 2 1
level of of of
n.
Has errors,
Demonstrate
omissions and
Shows s solid
errors and
performan and
MASTERY
ce understandin
is not
g
thorough

learning outcomes.
outcomes.

and resourcefull
resourceful y.
ly.
before the the
deadline. deadline.
MY TOTAL SCORE
_________________________________________
Learning Task 13: Exploring More Interactive and Innovative Teaching

Strategies for Diverse Learners
PPST Domain 3: Diversity of Learners
Strands
3.1.1 Demonstrate knowledge and understanding of differentiated teaching
to suit the learners’ gender, needs, strengths, interests and experiences
3.2.1 Implement teaching strategies that are responsive to the learners’
linguistic, cultural, socio-economic and religious backgrounds
3.3.1 Use strategies responsive to learners with disabilities, giftedness and
talents
6.2.c Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments
6.2.e Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices
Century
 2.D.3 Motivate active learning
 2.D.5 Respect diversity of learners
 4.C.2 Formulate specific learning objectives incorporating knowledge, skills,
attitudes and values, if applicable
 4.C.3 Prepare lesson plan based on syllabus and time frame
 4.C.4 Consider diversity of learners in preparing lesson plans
 4.C.5 Select the right methodologies according to subjects and learners’
level 4.C.6 Determine appropriate learning resources available for teaching
and learning

 Demonstrate understanding of differentiated teaching to suit the learners’
gender, needs, strengths, interests and experiences
 Implement teaching strategies that are responsive to the learners’ linguistic,
cultural, socio-economic and religious backgrounds
 Use strategies responsive to learners with disabilities, giftedness and talents
Essential Questions
 What are the 3I’s and 2C’s in education?
 What is differentiated instruction?
 Give examples of differentiated instruction
Understandings
There are three I’s and 2C’s in the instructional process. The teaching learning
process must be:
Highly Interactive: All the learners must be highly engaged in all the
classroom activities. They must be able to participate in all the learning processes.
No one is left behind.
Highly Innovative: The use of meaningful and differentiated strategies
makes learning more fun and enjoyable. Learners will surely love participating in
varied activities done and employed by the teacher. Activities can be in the form of
games, songs, rap, poems, puzzle, jazz chants, stories, maze and the like.
Highly Integrative: Lesson and topics are interrelated within and across
learning areas without compromising the content of the lesson. This makes the
curriculum borderless and seamless.
Highly Collaborative: The learning that involves groups of students working
together to solve a problem, complete a task or create a product.
Highly Cooperative: This is a strategy where groups of learners with
different abilities use varied activities to better improve the mastery of the learning
content. The elements of positive interdependence, individual accountability, equal
responsibility and social roles are addressed.
Differentiated Instruction is teaching the same material to all students
using a variety of instructional strategies or may mean delivering lessons at varying
levels of difficulty based on the ability of each student.
Differentiated Instruction in 4 ways:
a) Content
b) Process
c) Product
d) learning environment
Advantages of Differentiated Instruction:
 Effective for varied types of learners
 Can make students responsible for their own learning
 More options on learning different materials
 Less discipline problems in the classrooms
Disadvantages:
 Requires more work in lesson planning
 Needs more time in preparation of activities
Performance Task 1 Observe your cooperating teacher. Write the differentiated
activities employed to address the following:
Learners Activities employed
Gender Pagpapabasa
Halimbawa: Mga lalaki pakibasa ang nasa screen.
Mga babae pakibasa ang sunod na talata
na nasa screen.
Needs Isinasama ng guro sa aralin, mga aktibidad na
nagtataguyod ng emosyonal na kagalingan ng mga
mag-aaral. Hinihikayat ng guro ang mga mag-aaral na
magtulungan at magsanay ng mga kasanayan sa
pakikipagkaibigan. Nagbibigay din ang guro ng mga
positibong komento kapag ipinakita ng mag-aaral ang
mga kasanayang ito
Strengths Nagbibigay ng gawain na mapapalago pa lalo ag
kanilang mga kaalaman. Ang guro ay gumagamit ng
mga senyales na " Ipinagmamalaki ko ang aking sarili
kapag ako ay..." o "Magaling ako sa bagay na…"
Interests Halimbawa:
Dula-dulaan
Experiences Halimbawa;
Pagpapasulat ng sanaysay tungkol sa mga karanasan
nila bilang isang mag-aaral
Performance Task 2 In your daily teaching, how did you address the following
aspects to be responsive to the varied characteristics of learners?
Aspects
Linguistic  Pagpapaliwanag ng isang konsepto sa
maraming paraan. Paggamit ng mga synonyms
para sa pagpapahayag ng mga ideya sa iba’t
ibang paraan.
Cultural  Ipahayag ang interes sa pinagmulang etniko ng
iyong mga mag-aaral
 I-redirect ang iyong tungkulin sa silid-aralan mula
sa tagapagturo patungo sa facilitator
Socio-economic  Magbigay ng mas madalas na papuri (maaaring
hindi o walang kaugnayan sa gawain)
 Isama ang interes ng mga mag-aaral sa
pagtuturo
Religious  Sanayin ang mga mag-aaral kung paano
Background magsalita tungkol sa relihiyon sa silid-aralan
 Ipabatid sa mga mag-aaral na kailangang
respetuhin ang relehiyon ng bawat isa.
Performance Task 3 What strategies have you applied to respond to the learners
with disabilities, giftedness and talents?
Activities Employed for Learners Activities Employed for Gifted
with Special Needs Learners
1. Pamamasyal sa parke 1. Debate

2. Pagbisita sa mga zoo o 2. Pananaliksik
aquarium 3. Explore space
3. Paglalaro sa palaruan o 4. Pagsulat ng nobela
playground 5. Work on wall sheet
4. Building with toys 6. Paggawa ng complex problem
5. Puzzles solving activities
6. Pagkukulay 7. Foster collaboration
7. Crafting Para naman sa mga gifted
8. Pagsama sa mga trips students, dahil advance sila sa
9. Baking ibang mga mag-aaral mas
Kung mapapansin, karamihan makabubuti na nasa lebel din nila
sa mga gawaing ito ay outdoor na ang mga gawaing kanilang
mga aktibidad. Mas mabilis matuto gagawin. Dito sa Pilipinas, ang
ang mga espesyal na mag-aaral isang paaralan para sa mga gifted
kapag kumportable sila sa na mag-aaral ay Headway School
environment. Hindi pwedeng pilitin for Giftedness (HSG) sa Quezon
ang mag-aaral na gawin ang isnag City.
bagay kung ayaw naman nito dahil
may masamang epekto ito.
My Assessment Tasks
1. Which activities make students regularly engaged in all the activities?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary
2. Which activities use varied and novel strategies to make students engage in the
learning process?
A. Interactive
B. Innovative
C. Integrative
3. Which activities make the curriculum seamless and borderless?

A. Interactive
B. Innovative
C. Integrative
4. Which activities make the class work by teams through purposeful learning?
A. Innovative
B. Integrative
C. Collaborative
D. Cooperative
5. Which activities allow the students to solve their own problems and work on
varied tasks?
A. Interactive
B. Innovative
C. Integrative
D. Collaborative
My Learning Artifact(s)
Write or paste your Learning Plan which provides differentiated activities to
address diversity of learners.
My Scoring Rubric
INDICATOR
S
e
CRITERIA 4 3 2 1
level of of of
n.
Has errors,
Demonstrate
omissions and
Shows s solid
errors and
performan and
MASTERY
ce understandin
is not
g
thorough

learning outcomes.
outcomes.
and resourcefull
resourceful y.
ly.
before the the
deadline. deadline.
MY TOTAL SCORE
_________________________________________
Learning Task 14: Writing Contingency Lesson Plans/Learning Plans

PPST Domain 1 and 3
Domain 1: Content, Knowledge and Pedagogy
Domain 3: Diversity of Learners
Strands
3.4.1 Demonstrate understanding of the special educational needs of
learners in difficult circumstances, including geographic isolation, chronic
illness, displacement due to armed conflict, urban resettlement or disasters,
child abuse and child labor practices.
3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of
learners from indigenous groups
1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and
learning
6.2.f Demonstrate a variety of thinking skills in planning, monitoring,
assessing and reporting learning processes and outcomes

 Respond to the different special educational needs of learners
 Apply strategies that are inclusive of learners from indigenous groups
 Use Mother Tongue, Filipino and English to facilitate the teaching-learning
process
Essential Questions
 How must teachers respond to the different special educational needs of
learners?
 What strategies may be applied that are inclusive of the indigenous groups?
 What language must be used to facilitate the teaching-learning process?
Understandings
One of the vital facets in the teaching-learning process is the learning
environment. The process of instruction happens in a formal, non-formal or
informal place. Learning may happen anytime, anywhere and in any place.
The quality of instruction depends on how well a teacher can implement the
lessons effectively. There are several factors that affect the delivery of instruction:
the nature of the teacher, the nature of the learner, the utilization of methods and
strategies, the learning resources facilities, assessment and others.
Teachers face some challenging issues and concerns especially in times of
providing teaching- learning beyond the classroom. Learners sometimes cannot
attend to their classes due to chronic illness isolation, geographical location, urban
resettlement or disorders, armed conflict, child abuse and child labor practices.
These events pose great concern among teachers to make instruction more
accessible to all the learners. Various strategies may be employed to respond to
the needs of the learners especially when they are not physically present in the four
walls of the classroom.
10. The use of contingency lesson or learning plans

Will be helpful to teachers and the learners especially during suspension of
classes due to rallies, strikes, fortuitous events such as fire, typhoons, floods and
earthquakes. Teachers prepare advance lessons or learning tasks which the
learners can accomplish during these occasions. Students can do this according to
their own pace. They are required to submit the tasks once they report to school.
11. The use of consumable sheets
Teachers create consumable sheets in advance. Guide questions are
formulated for each content to ensure that learners will read and comprehend the
assigned task.
12. The creation and design of instructional modules/self learning kits (SLK)
Teachers may create self-learning kits and instructional modules for each
learning competency to provide students time to work for advancement,
enrichment, and diagnostic purposes.
13. The use of contemporary software on teaching-learning (PowerPoint)

The Preparation of PowerPoint for advance reading of the learners will
ensure greater interaction during class discussion. This will also minimize mere
teacher discussion and maximize hands-on activities.
14. The creation of social media groups. (Viber, Messengers, What’s Up, etc.)
A creation of social media group per subject / class is also advantageous
where the students may communicate through synchronous and asynchronous
mode. Uploading of learning tasks, presentation, class announcements and others
may be done to keep the students on task while on vacation during unforeseen long
absence due to illness and sickness.
15. The use of Learning Management System (LMS)
This is a dynamic and tailored learning environment. This can be used for all
types of learning activities. It is a software platform to manage, monitor and assess
learning programs. The digital learning tools are very useful especially when the
learners in various geographical locations. Some examples of LMS are schoology,
canvas, moodle, Word Press and others.
16. The use of Short Message Service (SMS)

This is a service for sending short message up to 160 characters. It is used
to send text messages to mobile phones. This works to notify learners of lessons,
and other matters pertinent to the course.
Performance Task 1
As teachers, we must always be ready to respond to the special educational
needs of learner’s in difficult circumstances (geographic, isolation, chronic illness,
displacement due to aimed conflict, urban resettlement or disasters, child abuse
and child labor).
Cite situations on how you have addressed any of the given educational
needs of learners.
 Child abuse. May dalawa akong estudyante na biktima ng child abuse. Ang
isa, nakakulong na ang umabuso sa kanya pero sa isa hindi pa. Hanggang
ngayon ay on-going pa rin ang kaso niya. Simula ng nalaman ko na may
estudyante akong may ganoong karanasan, nililimitahan ko ang aking sarili
na magbigay ng mga halimbawa na matri-trigger ang kanilang mga trauma.
Naka-usap ko na rin naman sila, na kung may nais silang sabihin ay handa
akong makinig at magbigay ng payo mula sa aking mga karansan. Minsan,
hindi ka lang isang guro, magiging kaibigan at magulang ka rin sa mga
estudyante. At napatunayan ko ito.
Performance Task 2
Conduct any one of these activities:
 Observation on the strategies which are used for these types of learners.
Write your insights.
 Research on teaching strategies that are inclusive of learners from
indigenous groups.
 Interview a teacher in-charge of indigenous groups
 Watch a film clip or video of teaching in an indigenous group.
Strategies Used Insights
1. Develop a cultural  Ang mga istratehiyang

understanding ginagamit para sa mga
2. Teach meaningful content ganitong uri ng mga mag-
3. Promote Indigenous aaral ay mukhang
culture napakaepektibo. ang mga
guro ay matiyaga at mukhang
bihasa sa paksa.
 Sila ay mahusay sa pagtiyak
na ang mga mag-aaral ay
nakikibahagi at nauunawaan
ang materyal. Ang mga
estratehiya, sa aking palagay,
ay napaka epektibo at dapat
gamitin nang mas madalas
Performance Task 3
The use of mother tongue emphasizes the development of the skills in speaking,
reading and writing from Grades 1 to 3. As a medium of instruction, mother tongue
is used in all learning areas from Kinder to Grade 3 except in Filipino and in the
English subjects.
 Sa Hapid National High School, ang ginagamit nilang dayalekto sa
pakikipag-usap ay Ilocano. Karamihan sa mga mag-aaral ay Ifugao (Tuwali,
Ayangan) at iilan ang mga Ilocanong mag-aaral ngunit dahil nakasanayan na
nilang gamitin sa pakikipagtalastasan ay ito na ang kanilang ginagamit. Hindi
man ito ang mother tongue nila napapalago parin nito ang kanilang
kakayahan sa pakikipag-usap.
A. Research/Observe the teaching strategies used in teaching Mother Tongue.
Narito ang ilang estratehiyang ginamit sa pagtuturo gamit ang mother

tongue: pagsasalin ng target na wika sa mother tongue, paggamit ng
multilingguwal na pagtuturo, paggamit ng lingua-franca, improvisasyon ng
kagamitang panturo na nakasulat sa mother tongue, remediation ng
pagtuturo, at paggamit ng literacy piece na nakasulat sa mother tongue
bilang motibasyon.
B. What are the problems encountered by teachers in implementing Mother

Tongued-based instruction?
 Ang ilan sa mga problemang kinaharap ng mga guro sa pagpapatupad ng

Mother Tongue ay: kawalan ng aklat na nakasulat sa katutubong wika,
kakulangan ng bokabularyo, at kawalan ng pagsasanay ng guro.
https://iafor.org/journal/iafor-journal-of-language-learning/volume-1-issue-1/
article-4/
Write a contingency Lesson Plan/Learning Plan in any of the given difficult
circumstances to assist learners.
My Scoring Rubric
INDICATOR
S
e
CRITERIA 4 3 2 1
level of of of
n.
Has errors,
Demonstrate
omissions and
Shows s solid
errors and
performan and
MASTERY
ce understandin
is not
g
thorough

learning outcomes.
outcomes.

and resourcefull
resourceful y.
ly.
before the the
deadline. deadline.
MY TOTAL SCORE
_________________________________________
Learning Task 15: Constructing Various Assessment Tools

PPST Domain 5: Assessment and Reporting
Strands
5.1.1 Demonstrate knowledge of the design, selection, organization and use
of diagnostic formative and summative assessment strategies consistent
with curriculum requirements
5.2.1 Demonstrate knowledge of monitoring and evaluation of learner
progress and achievement using learner attainment data
5.3.1 Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance
5.4.1 Demonstrate familiarity with a range of strategies for communicating
learner needs, progress and achievement
5.5.1 Demonstrate an understanding of the role of assessment data as
feedback in teaching and learning practices and programs

6.2.f Demonstrate a variety of thinking skills in planning, monitoring,
assessing, and reporting learning processes and outcomes
CFSAT Competency Framework for Southeast Asian Teacher for the 21 st
Century
4.C.7 Construct appropriate assessment measures
4.C.8 Utilize results of learner assessment and teacher’s reflection in
developing lesson plans

 Demonstrate knowledge of the design, selection, organization and use of
diagnostic, formative and summative assessment strategies consistent with
curriculum requirements
 Demonstrate knowledge of monitoring and evaluation of learner progress
and achievement using learner attainment data
 Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance
 Demonstrate familiarity with a range of strategies for communicating learner
needs, progress and achievement
 Demonstrate an understanding of the role of assessment data as feedback
in teaching and learning practices and programs
Essential Questions
 Differentiate diagnostic, formative and summative assessments.
 Why do we need to monitor and evaluate learner progress and
achievement?
 What are some examples of constructive feedback to improve learner
performance?
 Give examples of strategies for communicating learner needs, progress and
achievement.
 What is the role of assessment data in the teaching and learning practices
and programs?
Understandings
Assessment refers to the wide variety of methods or tools that teachers use
to measure, evaluate document the learners’ performance. These are some
examples of assessment tools:
Diagnostic Formative Summative
Conducted at the Conducted during Conducted after the
beginning of the school instruction instruction
year.
Monitors student Sums up what students
Allows teacher to learning to provide on- have learned
determine students’ going feedback to
strengths, weaknesses improve reading and
knowledge and skills learning
prior to instruction
Diagnoses students’ Helps students identify Finds out what

difficulty their strengths and concepts were learned
weaknesses after the lesson
Used to guide lessons Used in the formation Used for documenting

and curriculum planning and revision process outcomes and judging
value
Completed Before Completed During Completed After

teaching Instruction e.g. Instruction e.g. exams,
homework, graded, projects, papers
quizzes, ungraded be
assignments
Importance of Monitoring and Evaluating Learner Progress

The monitoring of student progress is a practice that aids teachers
continuously assess the effectiveness of their teaching and make good informed
decision. To determine the student’s performance level, the teachers must measure
their progress regularly (weekly, bi-weekly, monthly or as needed).
Teachers must monitor the progress of the learners for the following
reasons:
 To improve instruction;
 To help teachers make better instructional decisions and change their
teaching styles;
 To ensure success and achievement for every learner;
 To identify and help students at risks; and
 To provide enrichment to gifted learners.
Use of Constructive Feedback in Classrooms

Constructive feedback is a tool use to praise a performance effort or
outcome. It is a favorable judgment and supportive communication.
TIPS on Giving Constructive Feedback

1. Use positive feedback.
2. Focus on the efforts/situations.
3. Use the active voice.
4. Be specific with one’s feedback.
5. Use key points in giving feedback.
6. Emphasize objective points.
7. Give specific examples and situations.
8. Connect on things/situations that can be acted upon.
9. Give suggestions/recommendations on how to improve.
10. Refrain from doing assumptions.
Some Strategies for Communicating Learner Needs, Progress and

Achievement
- Conduct Parent-Teachers dialogue regularly.
- Give parents a way to keep track of learners’ progress through a
communication diary or via on line.
- Display learners’ portfolio in school.
- Develop open lines of communication especially for learners with special
needs and for students at risks.
- Explore the possibility of having a bulletin board of information.
Sources of Assessment Data as Feedback in the Teaching-Learning Process
Teachers may collect student data from the following sources to improve
classroom instruction:
- Formative assessments – e.g. quizzes, seat works, exit slips worksheets.
- Daily Observations
- Summative Assessment – e.g. projects, essays, quarterly exams
- Cumulative Files
- Standardized Test Scores
- Students’ Records in Guidance, Health Services and the Like
- Home visitations
- Writing anecdotal records
- Conducting formal and informal
interviews
- Checking students’ works, projects
and portfolio
Performance Task 1
Get one sample each of the following:
diagnostic, formative and summative tests.
INSIGHTS
Ang pagtataya o assessment ay isang makabuluhang gawain sa loob ng
klase kung saan natutulungan nito ang guro na alamin ang estado ng kanyang mga
mag-aaral. Magagamit ng guro ang datos mula sa assessment upang sukatin ang
lalim ng natutunan ng kanyang mga estudyante sa mga nakalipas na aralin.
Ginagamit din ang assessment upang malaman kung may background
knowledge ang mga mag-aaral sa paksang kanilang pag-aaralan. Magagamit ng
guro ang datos na ito sa pagpili ng estratehiya na naaangkop sa lebel ng mga
estudyante.
Malawak ang sakop ng pagtataya. Pagsusulit ang kadalasang persepsyon
ng mga mag-aaral kapag kanilang naririnig ang salitang assessment. Ngunit, ito ay
porsyento lamang ng buong kahulugan ng pagtataya dahil marami pa itong ibig
sabihin.
May tatlong pagtataya na nabanggit sa learning task na ito: diagnostic,
formative, at summative.
Diagnostic o Pre-assessment: isinasagawa sa unang araw ng klase, o sa unang
oras ng pagbibigay ng lecture sa klase. Isa itong uring ng pre-assessment, o
yaong mga uri ng pagtataya na ginagawa upang masukat ang kasalukuyang
kakayahan ng mag-aaral sa paksang ibabahagi sa klase. Magagamit ng guro ang
datos mula sa diagnostic assessment upang pag-aralan ang kalakasan at
kahinaan ng mga estudyante. Magagamit rin niya ang impormasyong ito para
alamin kung angkop ba ang estratehiyang gagamitin niya sa klase.
Formative assessment: isang uri ng pagtataya na sumusukat sa

kakayahan ng mga estudyante sa paksang kasalukuyang ibinabahagi sa klase.
Ang formative assessment ay maaaring maisagawa sa pamamagitan ng
pagbabato ng katanungan sa kalagitnaan ng lecture, o pagbibigay ng gawain
bilang panukat sa lalim ng pang-unawa ng mga mag-aaral sa paksa.
Summative assessment: kadalasang ginagawa sa huling parte ng yunit,

klase o ng kwarter. Ito ay ginagawa upang sukatin ang lalim ng pang-unawa ng
mag-aaral sa mga nakalipas na paksa. Madalas ginagamit sa summative
assessment ay ang tradisyunal na pen and paper exam kung saan ang
estudyante ay sasagot ng mga katanungan na isinulat sa estruktura ng multiple
choice na uri ng eksam, fill in the blanks, true or false at marami pang iba.
Sa paggawa at paggamit ng iba’t ibang assessment tools, kinakailangang

bigyang pansin kung masusukat ba nito ang kakayahan at kaalaman ng mga mag-
aaral. Maaaring gamitin ang mga tool sa pagtatasa upang tumulong sa pagsuporta
sa aktibong pag-aaral, pangangasiwa sa mga aktibidad sa pagbuo ng pangkat, at
pagpapayaman sa pag-aaral ng peer-to-peer. Nagbibigay din ang mga ito ng mga
alternatibong pamamaraan ng pagtatasa at maaaring magamit upang suriin ang
pag-aaral ng mag-aaral sa loob ng silid-aralan.
Performance Task 2
Interview your Cooperating Teacher or any teacher and ask the following
questions.
A. Why is there a need to monitor and evaluate learners’ progress?
 Kailangang pagtuunan ng pansin at tayahin ang pag-unlad ng mag-aaral
dahil dito makikita kung may natutunan ba ang mga mag-aaral sa mga
leksyong natalakay, saan nahihirapan ang mga mag-aaral, o hindi ba
makasunod sa talakayan. Ang mga quizzes, pre-test at posttest, at
summative exams ay ilan lamang sa mga halimbawa kung paano makikita
ng guro ang kaalamang mayroon ang mga mag-aaral. Kung may mababa sa
nakuha nilang iskor, aaksyonan ito ng guro.
B. Research on the fifty (50) ways to praise a child.

(ref. mps.milwaukee.k12.wi.us)
1. Good
2. You’ve got it right
3. That’s right
4. Super
5. That’s good
6. You’re really working hard today
7. You are very good at that
8. That’s coming along nicely
9. Good work
10. That’s much better
11. Exactly right
12. You just about have it
13. That’s it
14. You are doing a good job
15. That’s quite an improvement
16. Great
17. I knew you could do it
18. Congratulations!
19. Not bad
20. Now you have it
21. Good for you
22. I couldn’t have done it better
23. That’s the way to do it
24. You’re on the right track now
25. Nice going
26. Keep up the good work
27. Sensational!
28. You’ve got your brain in gear
29. That was first class work
30. Excellent!
31. Perfect!
32. That’s better than ever
33. Much better
34. Wonderful!
35. You must have been practicing
36. You did that very well
37. Nice going
38. Outstanding
39. Fantastic
40. That’s the way to handle it
41. That’s great
42. Right on!
43. Superb!
44. You did a lot of work today
45. That’s it
46. Thank you
47. Good thinking
48. You outdid yourself today
49. Good attempt
50. You figured that out fast
Performance Task 3
A. What strategies are used by your cooperating school to communicate learner
needs, progress and achievement?
 Sa pamamagitan ng Homeroom PTA Meeting kada grading period. Ito ay
upang ipakita sa mga mag-aaral at mga magulang o guardian ang
performans ng kanilang mga anak. Sa paraang ito, mabibgyang pansin kung
may pagbabago sa kanilang mga grado, tumaas ba o bumaba. Kung
bumaba, bakit? Ano kaya ang maaaring dahilan? Mabibigyang linaw ito hindi
lamang sa harap ng mga mag-aaral kundi pati narin sa parte ng mga
magulang.
B. What assessment data are used by your cooperating teacher to improve
student performance?
 Sa pagsusuri naman ng performans ng mga mag-aaral, gumamit ang CT ko
ng summative assessment: indibidwal na grado sa mga takdang-aralin,
sanaysay, at mga pagsusulit. Ang mga datos ay nagbibigay impormasyon
tungkol sa indibidwal na kakayahan at performans sa silid-aralan, at
maaaring makatulong sa ating mga guro kung anong estratehiya ang
kailangan i-apply.
My Assessment Tasks
1. Why is there a need to monitor student progress?
A. To improve instruction
B. To improve assessment
C. To improve student learning
D. To continuously assess teachers’ effectiveness
2. When is a diagnostic test given?

A. During the lesson
B. At the end of the year
C. At the end of the period
D. At the beginning of the year
3. When is a summative test given?

A. At the end of the period
B. At the beginning of the year
C. At the beginning of the semester
D. At the completion of instruction
4. Which assessment data contain the grades attendance, discipline reports and
other information of the learner?
A. Portfolio folder
B. Assessment folder
C. Cumulative folder
D. Standardized folder
5. When is formative test employed?

A. During the lesson
B. End of the lesson
C. End of the semester
D. Beginning of the lesson
Paste the various assessment tools you have constructed during your
teaching internship. What is the impact of these to students’ learning?
My Scoring Rubric
INDICATOR
S
e
CRITERIA 4 3 2 1
level of of of
n.
Has errors,
Demonstrate
omissions and
Shows s solid
errors and
performan and
MASTERY
ce understandin
is not
g
thorough

learning outcomes.
outcomes.

and resourcefull
resourceful y.
ly.
before the the
deadline. deadline.
MY TOTAL SCORE
_________________________________________
Learning Task 16: Participating in the School’s Learning Programs and

Activities
PPST Domain 4: Curriculum and Planning
Strands
4.3.1 Demonstrate knowledge in the implementation of relevant and
responsive learning programs.
Century
3.B.4 Promote students’ participation and collaboration
10.J.3 Share the responsibility of educating students with the community
10.J.4 Participate actively in socio-civic events of the community
11.J.3 Share the responsibility of educating students with the community
11.J.4 Participate actively in socio-civic events of the community

 Identify the relevant and responsive learning program and activities in my
Cooperating School
 Give the benefits of participating in the school’s learning program
 Demonstrate knowledge in the implementation of relevant and responsive
learning programs
Essential Questions
 What are the benefits of participating in the school’s learning program?
 What are the relevant and responsive learning programs in my cooperating
school?
Understandings
Schools have various learning programs. These programs provide
opportunities for teachers and learners to develop the values of cooperation,
teamwork and unity. They also reinforce the lessons taught in the classroom and
provide the learners to apply what they have learned in real world context.
Participation in these learning programs also increases student engagement and
leads to success in schools.
Learning progress varies according to school profile, culture and
characteristics. The participation of the learners also varies according to students’
needs, background interest and abilities.
Performance Task 1
List down the relevant school programs celebrated by your Cooperating
School. Complete the matrix below:
School Programs/Activities Learning Outcomes
1. Valentine’s Day  Ang mga aktibidad na ginawa

2. Women’s Month ay walang kaugnayan sa
3. Students Fashion akademikong pagkatututo
Show (LGBT) ngunit napalago naman nila
4. Dental check-up and ang kanilang kaalaman
Blood Typing tungkol sa madaming bagay.
5. Student’s Day Katulad ng sportsmanship,
6. Teacher’s Day pagrespeto sa iba’t ibang
7. Intramurals kasarian (pantay na pagtingin
sa kanila), mga batas na may
kaugnayan sa Child
Protection, pagpapahalaga sa
mental na kalagayan ng mga
mag-aarala at guro, at
pagdiriwang sa kalagayan ng
kanilang mga puso.
Performance Task 2
What are other learning programs designed by the school to assist students
in their academic success?
Academic Programs Desired learning Outcomes
Seminars:
 Journalism  Mapalawak ang kaalaman sa
 Science Centrum iba’t ibang asignaturang may
kaugnayan sa mga
isinagawang seminar.
 Child Protection: Anti-child  Ipaalam at turuan ang mga

Awareness, Juvenile Justice, mag-aaral tungkol sa
Anti-bullying Act, Teenage proteksyon ng bata at upang
Pregnancy, and Deceptive mabuhay bilang may
Recruitment kamalayan na mabawasan
 Child Protection: Anti-rape ang mga rate ng pang-
Law, Illegal Drugs, and aabuso sa mga target na
Municipal Ordinances. lugar
How do these programs impact student learning?
 Sa pamamagitan ng ganitong programa, napapalawak ang kaalaman

ng mga mag-aaral ng Hapid National High School. Lumalabas sila sa
kanilang comfort zone, nakakapag-explore sila at dahil doon natututo
sila. Madaming talentadong mag-aaral sa Hapid NHS kaya naman
isnag malaking tulong ang mga ganitong programa sa kanila.
Mapapaunlad ang kanilang kritikal na pag-unawa, kuryusidad, at
maibabahagi nila ito sa kanilang mga kamag-aral.
Performance Task 3
Design a learning program using the given template.
I. TITLE of the Learning Program: Virtual Orientation and Workshop (for single
mothers)
II. Rationale: Ang programang ito ay para sa mga single na nanay na nais kumita
kahit nasa bahay.
III. Specific Objectives: Isang libre at makabuluhang oryentasyon para sa mga
nanay na hindi makapagtrabaho dahil may mga
responsibilidad sa bahay. Sila ang target na tulungan ng
pprogramang ito. Tuturuan sila kung paano mag-online
selling at magluto ng mga meryenda.
IV. Conditions which prompted you to design the program:
 Mga nanay na nagpupursiging makaraos sa buhay
 Walang suportang nakukuha galing sa ibang tao
V. Persons Responsible / Duties and Responsibilities
Person Responsible Duties / Responsibilities
1. Online Facilitator  Tuturuan at gagabayan ang

mga single mothers na
dumiskarte kahit nasa bahay
sila.
2. Single Mothers  Mga matapos ang workshop

na nakalaan para sa kanila
VI. Program of Activities

VII. Evaluation Instrument (Formulate your instrument to gauge the effectiveness of
the program).
My Assessment Tasks
1. Which benefits are derived from participating in school’s learning program?
A. Enriches classroom instruction.
B. Enhances the sense of pride.
C. Provides unity, teamwork and cooperation.
D. Allows the learners to apply what was learned in real context.
2. Which programs aid in helping learners cope with academic deficiencies?

A. Curricular programs
B. Academic programs
C. Extra-curricular activities
D. Special learning programs
3. Which programs are done after classes that fall outside the realm of regular
curriculum and is voluntary in nature?
A. Special program
B. Curricular program
C. Academic program
D. Extra-curricular program
4. Which activities refer to activities and programs that complement the content
areas?
A. Special program
B. Curricular programs
C. Co-curricular programs
D. Extra-curricular programs
5. Which special learning program aids in developing the skills of students who
can’t read.
A. Literacy program
B. Reading program
C. Iterative program
D. Language program
Make a collage the school’s learning programs and activities where you
participated.
INSIGHTS
Bilang isang nagsasanay guro, mahalagang lumahok sa mga aktibidad sa
paaralan upang maging huwaran para sa mga mag-aaral at magkaroon ng
positibong relasyon sa komunidad ng paaralan. Sa pamamagitan ng pakikilahok sa
mga aktibidad, maipapakita ng mga guro sa mga estudyante na sila ay interesado
sa kanilang paaralan at nagmamalasakit sa kanilang edukasyon. Bukod pa rito, ang
pakikilahok sa mga aktibidad ay makakatulong sa mga guro na mas makilala ang
kanilang mga mag-aaral at bumuo ng ugnayan.
Ang pakikilahok sa iba't ibang mga programa at aktibidad ng paaralan ay
magtataguyod din ng pag-unlad at pagpapalakas ng pakiramdam ng mga mag-
aaral sa responsibilidad, pagiging maparaan, pagtutulungan, pagkakaisa, at
pakikipagtulungan sa mas malaking komunidad.
Ang mga aktibidad ng mag-aaral ay dapat na isang pangunahing bahagi
ng araw ng pag-aaral, kasama ang mga mag-aaral na nakikilahok sa isa o higit pa
sa mga ito para magkaroon sila ng karanasan sa pamumuno na tumutulong sa
kanila na umunlad bilang mga may sapat na gulang. Bilang mga guro ng mag-
aaral, dapat nating malaman ang mga aktibidad at programa sa paaralan na
nagdiriwang at nakikibagay ang pakikipagtulungang paaralan.
My Scoring Rubric
INDICATOR
of of Standard
S Excellenc Excellence Standard
e
CRITERIA 4 3 2 1
level of of of
n.
Has errors,
Demonstrate
omissions and
Shows s solid
errors and
performan and
MASTERY
ce understandin
is not
g
thorough

learning outcomes.
outcomes.

and resourcefull
resourceful y.
ly.
before the the
deadline. deadline.
MY TOTAL SCORE
_________________________________________
Learning Task 17: Executing My Demonstration Learning Plan

PPST Domains 1 and 2
Domain 1: Content, Knowledge and Pedagogy
Domain 2: Learning Environment
Strands
1.4.1 Demonstrate knowledge of teaching strategies that promote literacy
and numeracy skills
2.3.1 Demonstrate knowledge of managing classroom structure that
engages learners, individually or in groups, in meaningful exploration,
discovery and hands-on activities within the available physical learning
environments

Century
3.B.1 Acquire mastery of subject matter
3.B.2 Employ strategies that cater to students’ learning styles and to elicit
active learning
3.B.3 Communicate at learners’ level
3.B.4 Promotes students’ participation and collaboration
3.B.6 Integrate HOTS in the lesson
3.B.8 Manage classroom activities
4.C.2 Formulate specific learning objectives incorporating knowledge, skills,
attitudes and values, if applicable

 Demonstrate knowledge of teaching strategies that promote literacy and
numeracy skills
 Demonstrate knowledge of managing classroom structure that engages
learners, individually or in groups, in meaningful exploration, discovery and
hands-on activities within the available physical learning environments
Essential Questions
 What strategies may be used to promote literacy and numeracy skills?
 What strategies may be employed to engage learners
2.1 individually?
2.2 in groups?
 What strategies may be designed for meaningful exploration, discovery and
hands on activities within the available physical learning environment?
Understandings
Literacy skills are those gained through reading as well as using media and
technology. The new ways to read and write have also introduced new skills:
- Consuming information
- Producing information
Numeracy skills – using numbers to perform calculating and estimating tasks,

such as handling cash, budgeting, measuring and analyzing.
Some Strategies to Promote Literacy and Numeracy Skills
Literacy Numeracy
 Entry pass  Using number line

 Independent Reading  Looking for
 Exit pass patterns
 Think Aloud Time  My Think Board
 First liner  A Hundred Plus
 Writing Reading Chart
 Jigsaw  Using Reflection
 Challenge Log Sheets
 Inquiry chart  Using Conversion
 Matching Books to Phonics Tables
 Listen Read Discuss (LRD)  Assessment
 Alphabet Matching Checklist
 Partner Reading  Using Cards
 Anticipation Guides  Using Numerical
Charts/Diagrams
 Reading Guide
 Strike It Out
 Concept Sort
 12-Pointed Star
 Reciprocal Teaching
Game
 Concept Maps
 Dicey Operation
 Story Maps
 Directed Reading
 Story Sequence
 Thinking Activity (DRTA)
 Visual Imaging
 Question the Author
 Reading Guide
Teachers employ varied strategies to cater to diverse types of learners.

Some learners work best when working alone, while others find joy working with
others.
These are the advantages of individual and group work for students.
Individual Work Group Work
• Gain independence to think • Listening to and respecting other

through their own ideas
• Improve confidence in working • Thinking about one’s problem in

through problem, even when they variety of ways
don’t feel certain about every step
• Getting to a deeper level
• Work at their own level rather than understanding through having to
having to adapt to suit their group explain a perspective and discuss it
members with others with different
perspectives
• Practice self-control – both in
staying focused on tasks at hand to • Sharing knowledge/abilities to get a
avoid turning to a classmate or better hold on a problem that they
asking teacher for the answer could do individually
• Get more comfortable taking • Holding group members

actions on their own accountable and being held
accountable in return
• Gain creativity and effective
thinking processes that can apply to
problem solving across a range of
subjects and types of issues
Source: shmoop.com
The following teaching strategies may be used for group activities:

Think Pair Share
Group Mapping Activities
Team Games Tournament (TGT)
Simple Round Robin Brainstorming Session
Simultaneous Round Robin Brainstorming Session
Agreement Circle
Round robin
Stir the Teams
Circle the Sage
Numbered Heads Together (NHT)
Round table
Milling Around
Jigsaw
Tea Party
These are some strategies which shall be best for individual activities.
• Monologue
• Story telling
• Puppetry
• Newscast
• Sketch to stretch
• Letter writing
• Reflection log
• Diary
• Poetry writing
• Essay writing
Hands-on activities – provide the learners to explore and discover learning

and keep them actively engaged in the activities. Through these activities they
retain the information longer and accurately remember the things they learned.
They also find the activities more meaningful, enjoyable and rewarding.
Some hands-on activities are: number maker, play the bag game, algebra
tic-tac-toe, human knot game, verbs relay race, toss and blend, compare fractions,
card game, cause and effect cards, consonant blend, scavenger hunt, multiplication
table games, sight words memory game and the like.
Performance Task 1
Write your Learning Plan for your demonstration lesson using the Daily
Lesson Plan format prescribed by DepEd. Make sure to incorporate the strategies
that will promote literacy and numeracy skills. Employ individual and group activities
to ensure learner engagement. Provide hands-on activities to make the class more
enjoyable.
Performance Task 2
Write your BEFORE, DURING, and AFTER teaching strategies that you will
do in your demonstration lesson.
Teaching Strategies
BEFORE Diskusyon o talakayan
DURING Kolaborasyon
AFTER Diskusyon o talakayan
Performance Task 3
Execute your Learning Plan. You will be rated by your Cooperating Teacher,
College Supervisor.
Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet

(For use of College Supervisor, Cooperating Teacher, Peer, and the Student Intern)
Name of Mentee: KRIS B. TUPAZ Name of Mentor: BENILYN G. PUMMAR
Subject Taught: FILIPINO Date: Time: 1:30-2.30
School: HAPID NATIONAL HIGH SCHOOL
Legend: 4-Outstanding 3- Very Satisfactory 2-Fair 1- Needs Improvement
4 3 2 1
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to

disturb the student’s attention.
C. The teacher’s personality is strong enough to
command respect and attention
D. The teacher shows dynamism and enthusiasm.

E. The teacher has well-modulated voice.
II. LESSON PLANNING
A. Lesson plan is well prepared.
B. There is congruence between:

1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the subject
matter.
B. Is able to relate lessons to actual life situations
C. keeps abreast of new ideas and understanding in
the field.
D. Gives sufficient and concrete examples to create
meaningful learning experiences
IV. TEACHING METHODS
A. Method’s used was/were suited to the needs and

capabilities of the students.
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities.
C. Visual aids and other examples were used to
illustrate the lesson.
D. The teacher made effective use of the formative test
results during teaching.
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework/Agreement
3. Practice exercises
4. Group work/projects
5. Passing in and out of the room.
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom.
C. Instructional materials were within easy reach of the
teacher during his/her teaching.
VI. QUESTIONING SKILLS
The teacher’s questioning skill such as the following

stimulates discussion in different ways:
8. Probing for learner’s understanding
9. Helping students articulate their ideas and
thinking process
10. Promoting risk-taking and problem solving
11. facilitating factual recall
12. Encouraging convergent and divergent
thinking
13. Stimulating curiosity
14. helping students to ask questions
Source: Experiential Learning Courses Handbook 4 Project of the Teacher

Education Council (TEC) of Education (DepEd) Commission on Higher Education
(CHED), 2007.
Performance Task 4
Answer the following questions briefly.
A. After the demonstration lesson, I felt
B. Complete the matrix by checking the areas you need to improve on:
Improve
o Learning Outcomes
o Learning environment
o Strategies
o Instructional materials
o Modes of assessment
o Others (pls. specify) ________
Enrich
o Knowledge
o Skills
o Others (pls. specify) ___________
Experiment
o New strategies
o Instructional Materials
o Differentiated activities
o Others (pls. specify) _________
Modify
o Attitudes
o Expectations
o Others (pls. specify) _________
Learn
o New subject matter
o Varied learning styles of learners
o New innovations
o Current issues
o Others (pls. specify)
My Assessment Tasks
1. Which activities promote the use of numbers through estimating, calculating,
budgeting, analyzing?
A. Media
B. Literacy
C. Numeracy
D. Information
2. Which activities develop reading as well as the use of media and technology?
A. Media
B. Literacy
C. Numeracy
D. Information
3. Which activities allow the learners to explain and discover the learning concepts
through its application in the real-world context?
A. Musical activities
B. Performance tasks
C. Hands-on activities
D. Real work activities
4. Which strategies include group work and collaboration?

A. Team teaching
B. Team work strategies
C. Cooperative strategies
D. Collaborative strategies
5. Hands-on activities are provided to learners in order to _____.

A. To develop self-esteem
B. To promote independence
C. To ensure teamwork and unity
D. To let them enjoy and learn at the same time
Make a photo collage of the demonstration lesson you have conducted in
your cooperating school. Make a reflective journal, too.

My Scoring Rubric
INDICATOR
S
e
CRITERIA 4 3 2 1
level of of of
n.
Has errors,
Demonstrate
omissions and
Shows s solid
errors and
performan and
MASTERY
ce understandin
is not
g
thorough

learning outcomes.
outcomes.

and resourcefull
resourceful y.
ly.
before the the
deadline. deadline.
MY TOTAL SCORE
_________________________________________
Learning Task 18: Articulating My Personal Philosophy of Teaching

PPST Domain 7
Personal Growth and Professional Development
Strands
7.1.1 Articulate a personal philosophy of teaching that is learner-centered

7.2.1 Demonstrate behaviors that uphold the dignity of teaching as a
profession by exhibiting qualities such as caring attitude, respect and
integrity
7.3.1 Seek opportunities to establish professional links with colleagues the
7.5.1 Demonstrate motivation to realize professional development goals
based on Philippine Professional Standards for Teachers
6.2.g Practice professional and ethical teaching standards sensitive to the
local, national, and global realities
6.2.h Pursue lifelong learning for personal and professional growth through
varied experiential and field-based opportunities
Century
7.G.1 Internalize teachers’ professional code of ethics as specified in one’s
country
7.G.2 Uphold and model teachers’ professional code of ethics
7.G.3 Educate learners and co-teachers with ethics and moral values

 Articulate a personal philosophy of teaching that is learner-centered.
 Demonstrate behaviors that uphold the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect and integrity
 Seek opportunities to establish professional links with colleagues.
 Demonstrate motivation to realize professional development goals based on
the Philippine Professional Standards for Teachers
Essential Questions
 What is your personal philosophy of teaching?
 What behaviors must be exhibited by professional teachers?
 How do we establish professional links with colleagues?
 How can you concretize the professional development Philippine
Professional Standards for Teachers (PPST)?
Understandings
A personal teaching philosophy is a statement of beliefs and attitudes
relative to purpose of education and role of teaching.
According to Stephen Brookfield in his book The Skillful Teacher (1990),
the development of a teaching philosophy can be used for several purposes.
 Personal Purpose A clean picture of why you are doing what you are doing
that you can call up at points of crisis. This is crucial to your personal sanity
and morals.
 Pedagogical Purpose – Knowing clearly what kind of dent/niche you want
to make in the world that you must continually ask yourself. The fundamental
evaluative questions of all: “What effect am I having on students and their
learning?”
TIPS ON WRITING Personal Teaching Philosophy
 There is no required content or set format.

 It is 1-2 pages in length.
 Use present tense.
 Avoid technical terms.
 Include teaching strategies and methods to help people “sell” in the
classroom.
 Make it memorable and unique.
 Own your philosophy.
Source: Brookfield, S. (2006). The skillful teacher, San Francisco: Jossey-

Bass.Ucat.osu.edu.
Things to Remember When Writing a Philosophy Statement

• Reasons why you want to become a teacher
• Duties and responsibilities of an effective teacher
• Beliefs about how students learn
• Approaches methods and strategies which are needed in effective teaching
• Views of different stakeholders in teaching and Learning
•Theories or philosophies of teaching and learning that are similar to your
ideas
• Reasons why teaching is the most important profession
• Challenges/obstacles of teaching which you want to overcome
Source: Wiltz, Nancy W. et al. (2013). Developing and presenting a Professional

portfolio in early childhood Educ. Pearson Educ. Inc.
Performance Task 1
Observe your cooperating teacher for several weeks and months, how does
she/he exhibit the qualities of caring, respect and integrity?
 Sa ilang buwan na namalagi ako sa Hapid NHS ay hindi ko ipagkakaila na
humahanga ako sa CT ko. Ang tinuturuan niya ay Gade 9 na may dalawang
section at ang isang section doon ay advisory class niya. Siguro, dahil halos
dalawang taon ang online kaya ibang iba ang pag-uugali ng mga mag-aaral.
Laging may napupunta sa disciplinarian dahil laging late, may mga ginawang
labag sa rules and regulation ng paaralan, at madalas cutting classes. Tama
nga sila, kapag guro dapat mahaba ang pasensya. Ang mga mag-aaral na
makulit sa kanyang klase ay hinddi niya pinapahiya bagkus lagi niyang
pinapaalala ang paghihirap ng kanilang mga magulang upang magkaroon
sila ng motibasyon na pagbutihin ang kanilang pag-aaral. At, hindi ko
makakalimutan ang sinabi ng CT ko sakin, “Wag mong piliing maging
katulad ng iba na pinapabayaan ang mga bata kapag hindi mo sila
makontrol”.
As a teaching intern, how did you exhibit the qualities of caring, respect and
integrity? Cite specific situations or instances.
 Ang tinuturuan ko ay mga Grade 8 na may dalawang section. Iba’t iba din
ang mga ugali pero sumusunod naman sila. Ang estratehiya na ginagawa ko
sa klase namin, pagpasok ko palang bibigyan ko sila ng dalawang minuto
upang gawin ang mga nais gawin. Pagkatapos ng dalawang minuto, alam na
nila na ako naman. Sa akin naman ang kanilang atensyon. Hindi sa
sinasanay ko sila pero ayaw kong magalit pagkapasok ko palang sa loob ng
silid-aralan. Give-and-take lamang. Sa pamamagitan nito, nirerespeto ko sila
at nirerespeto nila ako.
Kung pagkalinga naman ang usapan, hindi mawawala ang kamustahan sa
klase namin. Marahil sa ibang guro ay aksaya sa oras ito ngunit para sa
akin, isa ito sa pamamaraan ko upang magkaroon ng komportable at
malaman ko kung ano ang kanilang mood sa araw na iyon. Sa ganitong
paraan, makakaisip ako upang gawing masaya ang klase namin.
Performance Task 2
A. Cite specific instances on how you establish professional links with your
colleagues.
 Kilalanin ang iyong mga kasamahan o team mates. Hindi ko masyadong
kilala ang aking mga kapwa pre-service teachers noon, ngunit dahil nasa isa
kaming paaralan kailangan kong makilala at makisama sa kanila.
 Manage your boundaries.
B. Interview your CT, ask him/her how she/he establishes professional links
with colleagues.
 Work not to earn, but to build trust. Ang tiwala ay ang pangunahing
pundasyon ng anumang relasyon upang lumago at mamulaklak. Ito ang
unang antas ng isang malusog na relasyon. Kaya naman, dapat matutong
magtiwala, kahit na sa mga taong nahihirapan ka.
 Speak positively. Dapat magsalita nang positibo tungkol sa iba, lalo na
tungkol sa mga katrabaho, sa kanilang lahat. Nagdudulot ito ng possitive
vibes sa lugar ng trabaho. Magbigay ng kalidad na feedback tungkol sa
lahat. Mababalik nito ang kalidad ng mga relasyon at sa gayon ay
makakatulong upang magsikap para sa isang healthy environment sa lugar
ng trabaho.
 Share. May kasabihan na “sharing is caring”. Ibahagi ang kaalaman sa

ibang tao sa trabaho. Hindi lamang nito papayagan ang iyong relasyon na
lumiwanag, ngunit magtatakda din ng landas sa paglalakbay patungo sa
pagbibigay-kapangyarihan sa kaalaman, sa positibong paraan.
Performance Task 3
A) Read the Philippine Professional Standards (PPST) for Beginning
Teachers. Explain how you will realize the professional development
goals using these standards.
 Ang kahalagahan ng PPST ay upang matiyak ang mas mahusay na
pananagutan - ang paghawak sa mga guro at paaralan na
responsable sa kung ano ang nangyayari sa mga silid-aralan. Ang
pagsasanay ng pag-align ng pag-aaral sa mga pamantayan ay
nakakatulong din na matiyak na ang isang mas mataas na antas ng
pagkatuto ay makakamit, gagabay sa mga guro sa proseso ng
pagtatasa at tumutulong na panatilihin ang mga ito sa track. Ang
empowerment ay nagmumula sa paghahanap ng maraming paraan
upang ipakita sa mga estudyante na ang teknolohiya ay
makakatulong sa kanila na marahil ay matuto nang mas madali at sa
mas mataas na antas. Ito naman ay nakakatulong sa kanila na
magkaroon ng sariling pagmamahal sa panghabambuhay na pag-
aaral.
Ang PPST ay karaniwang may kaugnayan sa Teknolohiya para sa
Pagtuturo at Pag-aaral sa pamamagitan ng pagtatakda ng malinaw na
mga inaasahan ng mga guro kasama ang mahusay na tinukoy na
mga yugto ng karera ng propesyonal na pag-unlad mula sa simula
hanggang sa natatanging kasanayan. Upang hikayatin ang mga guro
na aktibong yakapin ang patuloy na pagsisikap sa pagkamit ng
kasanayan. At maglapat ng pare-parehong panukala upang masuri
ang pagganap ng guro, tukuyin ang mga pangangailangan, at
magbigay ng suporta para sa propesyonal na pag-unlad.
My Assessment Tasks
1. Which is a personal statement of your objectives and ideas of teaching?

A. Philosophy of learning
B. Philosophy of education
C. Philosophy of teaching
D. Philosophy of instruction
2. Why is it important for you as a teacher to have a philosophy of education?

I. To guide you in your career
II. To make you reflective in the field of education
III. To identify your beliefs in the teaching profession
A. I only
B. II only
C. III only
D. I, II and III
3. From where does one’s philosophy of statement evolve?

A. The learning outcomes
B. The facilities / resources
C. The different educational curriculum
D. The different theories of teaching and learning
4. Which PPST domain includes five strands that emphasizes on the management
of the teaching-learning processes, resources and professional collaboration
among teachers?
A. Diversity of learners
B. Learning environment
C. Curriculum and planning
D. Content, knowledge and pedagogy
5. Which are seven domains and thirty-seven (37) indicators that embody the
standards to ensure effective measures of professional learning, competent
practice and effective engagement?
A. National Competency Based Teachers Standards (NCBTS)
B. Philippine Professional Standards for Teachers (PPST)
C. Competency Standards for Professionals (CSP)
D. Standards for Pre-Service Teachers (SPST)
Write your personal philosophy of teaching.
Naniniwala ako na ang bawat mag-aaral ay may kakayahang matuklasan
ang kakanyahan ng kaalaman sa kanilang buhay. Sa pamamagitan ng
makatotohanang diskarte, ang pag-aaral ng nilalaman ay hindi lamang sapat, ang
isa ay dapat ding mahanap ang koneksyon ng aralin sa tunay na buhay upang
maging aplikasyon. Sa pamamagitan nito, nagbibigay-kaalaman ang mga proseso,
nagiging makabuluhan din at nagiging isang makatotohanang paraan ito. Ang mga
mag-aaral ay dapat bigyan ng paraan sa pagtuklas ng koneksyon sa kanilang sarili,
tulad na bilang isang guro, nandiyan ako bilang taga-gabay o facilitator at sila
bilang sentro ng proseso ng pagtuturo-pagkatuto.
Naniniwala ako na ang bawat mag-aaral ay may kani-kaniyang hilig sa
pag-aaral sa kani-kanilang paraan, kaya upang mabisang maihatid ang
kakanyahan ng paksa bilang isang guro ay dapat isaisip ang mga angkop na
estratehiya sa pagpapakilala ng paksa. Ang proseso ng pagtuturo-pagkatuto ay
dapat isulong at ipakilala sa paraang kaakit-akit para sa mga mag-aaral at naaayon
sa kanilang interes na gawin itong mas mahalaga at epektibo. Sa pamamagitan
nito, dapat makatiyak na ang bawat pangangailangan ng mga mag-aaral ay
makatarungang natutugunan at binibigyan sila ng pantay na pagkakataon na
ipahayag ang kanilang mga sarili sa paraang tuklasin ang mundo ng kaalaman
kasama ang paglalakbay ng may kasiyahan tungo sa pag-aaral nito. Walang
magiging pagkiling sa mga tuntunin ng kanilang lahi, etnisidad, kultura, pamilya,
pinagmulan o background, relasyon, pisikal na anyo sa ganitong paraan; magiging
mas makabuluhan at maayos ang pagkatuto.

Naniniwala ako na ang mga mag-aaral ay dapat na hubugin at paunlarin
sa kabuuan. Ang pag-aaral ay hindi lamang dapat tungkol sa pag-target sa
cognitive domain kundi pati na rin sa affective at psychomotor dahil ang 21st
century na mag-aaral ay isang taong may kaalaman, nilagyan ng mga
kinakailangang kasanayan at naglalaman ng mga halaga upang tumayo bilang
isang modelo sa lipunan. Ang pagtulong sa mga mag-aaral na bumuo ng kanilang
mga kasanayan sa komunikasyon ay makakatulong sa kanila na maitatag ang
kanilang boses sa kanilang komunidad. Sa ganoong paraan, ito ay hindi lamang
tungkol sa mga grado, ngunit ang pinakamahalaga sa pagbuo ng mga kasanayang
kailangan upang maging pandaigdigang mapagkumpitensya, upang magsalita para
sa kanilang sarili at ang Socratic na paraan ng pagtuturo ay mangunguna sa
tagumpay ng naturang layunin.
Panghuli, naniniwala ako na ang kapaligiran ng pag-aaral sa parehong
panloob at panlabas ay dapat na isinasagawa dahil ito ay gagawing mas mahusay
at epektibo ang proseso ng pagtuturo-pagkatuto. Ang mga mag-aaral ay dapat
maging komportable upang maibahagi ang kanilang mga saloobin nang malaya at
makabumuo ng isang interactive at kaaya-ayang relasyon sa pagitan ko, bilang
guro bago ang serbisyo at aking mga mag-aaral.
My Scoring Rubric
INDICATOR
S
e
CRITERIA 4 3 2 1
level of of of
n.
Has errors,
Demonstrate
omissions and
Shows s solid
errors and
performan and
MASTERY
ce understandin
is not
g
thorough

learning outcomes.
outcomes.

and resourcefull
resourceful y.
ly.
before the the
deadline. deadline.
MY TOTAL SCORE
_________________________________________

Learning Task 10-18

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Learning Task 10-18

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Learning Task 10: Visiting the School’s Learning Resource Center

PPST Domain 4: Curriculum and Planning

Desired Learning Outcomes

The Learning Resource Center contains print, non-print and electronic

Printed Materials Gumagamit ako ng printed materials upang mas

B. How did my cooperating teacher rate the instructional materials I prepared in

Are my instructional materials 5 4 3 2 1

1. Appropriate to the development of the learners?

What is the impact

Learning The The piece/s The piece/s The piece/s of

Creativity and The The learning The learning The learning

Signature of Practicum Supervisor

Learning Task 11: Creating Instructional Materials

Desired Learning Outcomes

Assessment With 5 With 4 correct With 3 With less than

Learning The The piece/s The piece/s The piece/s of

Creativity and The The learning The learning The learning

Signature of Practicum Supervisor

Desired Learning Outcomes

Higher-Order Thinking Skills

Verbal and Non-verbal communication

Non-verbal Cues Purpose(s)

Learning The The piece/s The piece/s The piece/s of

Creativity and The The learning The learning The learning

Signature of Practicum Supervisor

Learning Task 13: Exploring More Interactive and Innovative Teaching

Desired Learning Outcomes

 Needs more time in preparation of activities

1. Pamamasyal sa parke 1. Debate

3. Which activities make the curriculum seamless and borderless?

Learning The The piece/s The piece/s The piece/s of

Signature of Practicum Supervisor

Learning Task 14: Writing Contingency Lesson Plans/Learning Plans

Desired Learning Outcomes

10. The use of contingency lesson or learning plans

13. The use of contemporary software on teaching-learning (PowerPoint)

16. The use of Short Message Service (SMS)

Strategies Used Insights

1. Develop a cultural  Ang mga istratehiyang

A. Research/Observe the teaching strategies used in teaching Mother Tongue.

Narito ang ilang estratehiyang ginamit sa pagtuturo gamit ang mother

B. What are the problems encountered by teachers in implementing Mother

 Ang ilan sa mga problemang kinaharap ng mga guro sa pagpapatupad ng

Learning The The piece/s The piece/s The piece/s of

Creativity and The The learning The learning The learning

Signature of Practicum Supervisor

Learning Task 15: Constructing Various Assessment Tools

Program Outcomes of Teacher Education

Desired Learning Outcomes

Diagnoses students’ Helps students identify Finds out what

Used to guide lessons Used in the formation Used for documenting

Completed Before Completed During Completed After

Importance of Monitoring and Evaluating Learner Progress

Use of Constructive Feedback in Classrooms

TIPS on Giving Constructive Feedback

Some Strategies for Communicating Learner Needs, Progress and

Formative assessment: isang uri ng pagtataya na sumusukat sa

Summative assessment: kadalasang ginagawa sa huling parte ng yunit,

Sa paggawa at paggamit ng iba’t ibang assessment tools, kinakailangang

B. Research on the fifty (50) ways to praise a child.

2. When is a diagnostic test given?

3. When is a summative test given?

5. When is formative test employed?

Learning The The piece/s The piece/s The piece/s of