PROFED EL3 PRACTICE  Gives you the opportunity to College Supervisor who shall  RA 4670 The Magna Carta
l  RA 4670 The Magna Carta for
TEACHING
MODULE 1: Attending Face to
Face or Virtual Orientation
Sessions
Learning Outcomes:
At the end of this lesson, the student
should be able to:
1. give importance of teaching
internship
2. explain the different phases of
teaching internship
3. review the existing laws and
regulations that apply to the
teaching profession and
responsibilities specified in the
Code of Ethics for Professional
teachers
TEACHING INTERNSHIP
Is the capstone or culminating
learning experience in the
preparation of future teachers as
reflective practitioners and
emerging leaders who conduct
themselves ethically and
professionally.
Importance of Teaching Internship
 Provides you with many
opportunities within diverse
classroom settings to refine
your knowledge , skills and
dispositions which you have
developed in your Teacher
Education Institution(TEI)
 Plays a vital role to your
success as a Professional
Teacher
apply what you have learned in
actual classroom practice
 Offers you roles and functions
to perform effectively in
various learning modalities on
campus, online or situated.
 Empowers you to perform your
roles in your respective level,
subject area and discipline as
well as to prepare you in your
personal advancement.
 Enables you to integrate theory
and practice and begin to utilize
your knowledge pf current
research on teaching and
learning.
 Grants you the opportunity to
engage in critical reflection as
you create meaning out of your
learning experiences and
attempt to discover your own
identity as teachers
 Gives you a chance to work
with your Cooperating
Teacher(s) who shall serve as
your mentor(s).
 Permits you to interact with
other professional which shall
give you more insights in the
field pf teaching.
KEY PEOPLE
 Cooperating Principal
 Cooperating Teacher
 College Supervisor
 You, Practice Teacher
  RA 10627 Anti Bullying Act of
Orientation Sessions
FIRST ORIENTATION SESSION
discuss the following: CHED Public School Teachers
policies and terms used in Teaching  CHED Memorandum
Internship, Policies of your School, Order(CMO) No. 104, series of
the conduct of discipline of Interns, 2017 and the Guidelines on the
manner of grading, schedules of Required Health Standards in
dialogue and conferences and basic Education Offices and
subject requirements. School per DepEd Order No.
014,series of 2020
SECOND ORIENTATION  DepEd 40 s 2012 Child
SESSION Protection Policy
The Cooperating School  DOH Administrative Order No.
Head/Principal will cover the 2020-0015 Guidelines on the
Vision, Mission, Goals and Core risk-based Public Health
Values of your Cooperating School, Standards for Covid19
the school rules and policies mitigation
especially in dealing with student’s
attendance and punctuality, school FIVE PHASES OF TEACHING
activities , expectations of the INTERNSHIP
interns.  Orientation Sessions
THIRD ORIENTATION  Observation and Building
SESSION Relationship
The Subject Area Coordinator and  On Site Task
Cooperating Teacher will discuss  Final demonstration
the content of the subject area, accomplishing exit forms
lesson exemplars, grading system,  Evaluation of Teaching
subject requirements, forms to Internship
accomplish and others which they
deem necessary for you to perform PHASE 1
your tasks well. Orientation sessions are held with
the following College Supervisor,
LEGAL documents and CHED Cooperating Principal, Cooperating
Policies pertinent to Teaching Teacher, and Master
intership: Teacher/Subject Area Coordinator.
 RA 7836 The Philippine
Teachers Professionalization PHASE 2
Act of 1994 Observation and building
relationship
2013 The Cooperating Teacher(s) shall
 RA 7877 Anti Sexual request you to observe her/his
harassment Act of 1995 classes in order that you will
become familiar with her/his
students classroom routines, video-taped lessons in order to learn  Provides for Personal
subjects, teaching strategies and more about instructional cycle. Professional Development and Students May differ in the
others. growth. following :
Various aspects of the class can be  Gender
PHASE 3 examined such as: Advantages of Classroom  Need
Different on-site task will be given  classroom routines Observation for  Strengths
by your CT assisting in teaching  use of time and schedule COOPERATING TEACHER  Interests
related tasks, checking of seat-  class participation  Allows one to see different  Experiences
works and performance task,  teaching strategies classes through someone else’s
assisting in accomplishing of school  classroom management eyes May differ in the following :
forms, etc. strategies  Assesses one’s class from a 1. Socio Economic Status
PHASE 4  student engagement different perspective 2. Race
The final demonstration lesson shall  instructional materials  Receives inputs(suggestions, 3. Creed/ Religious Background
be scheduled and exit forms are  differentiated activities, ideas, resources) from a mentee 4. Cultural Background
accomplished before you leave your integration of values  Creates a professional learning 5. Giftedness/Talents
Cooperating School.  modes and types of assessment community through mentoring 6. Learning Styles - Visual,
and coaching Auditory, Kinesthetic, Tactile
PHASE 5 Importance of Classroom  Provides for personal 7. Brain Based Learning - Right
You are requested to evaluate the Observation professional development and brain and Left brain
Teaching internship progress for its It involve the sharing of material growth.
continous improvement. and non-material resources, Multiple Intelligences
techniques and strategies of both STEPS IN CLASSROOM 1) Spatial
MODULE 2: Doing Observation the observer and the one being OBSERVATION 2) Verbal/Linguistic
of Classes, Pre-Observation, Post- observed. It allows you to do self- 1. Planning 3) Musical
Observation Conferences reflection for your own growth and 2. Observation 4) Intrapersonal
Learning Outcomes: development. 3. Analysis 5) Interpersonal
 Give the importance of 4. Feedback 6) Bodily Kinesthetic
classroom observations Advantages of Classroom 5. Reflection 7) Naturalistic
 Identify the different focus of Observation for 8) Existential
observation PRACTICE TEACHER MODULE 3: Designing 9) Logical Mathematical
 Observe classes assigned by the  Observes a wide array of new Differentiated Class Activities
CT techniques, strategies, ideas and Learning Outcomes: According to Carol Ann
 Use professional reflections instructional resources A. Assist the Cooperating Teacher Tomlinson, Differentiated
and learning to improve  Gains insights on the degree of in Preparing class activities instruction is “ giving students
practice student engagement B. Design contextualized learning multiple options for taking in
 Gets student reactions from activities aligned with the most information.” Teacher must be able
CLASSROOM OBSERVATION various perspectives essential learning competencies to observe similarities and
Plays a central role in Teaching  Creates a professional learning C. Use professional reflection and differences among students and use
Internship. It is an important community through mentoring learning to improve practice these to plan for instruction.
process of learning how to teach. and coaching
Pre-service teachers need to observe “Diversity includes learners of all It involves these (3) instructional
through classroom visits or through abilities and backgrounds”. components:
 CONTENT
 PROCESS
 PRODUCT
Advantages of Differentiated
Instruction
1. Effective for varied types of
learners
2. Can make students responsible
for their own learning
3. More options on learning
different materials
4. Less discipline problems in the
classroom
5. Provides more opportunities for
equity and Effective for varied
types of learners
Disadvantages of Differentiated
Instruction
1. Requires more work in lesson
planning and lesson execution
2. Needs more time in preparation
of instructional materials and
instructional activities
3. More resource-intensive
4. Does not coincide with
standardized tests
Suggested Classroom Strategies
for Varied Type of Learners
Verbal Linguistic Intelligence
 Conducting structured and
unstructured interviews
 Conducting Panel interview
 Writing Poetry
 Writing Essay
 Radio Newscast
 Conducting Television
newscast
 Writing stories
 Writing news
 Conducting Debate
 Creating Ads
 Using classroom podcast
 Playing Bingo
 Conducting speech choir
 Creating jingles/rhymes
 Making acrostics
 Writing letter to the editor
 Writing feature articles
 Writing recipes/menu
 Using thinking caps
 Writing the author
Logical Mathematical Intelligence
 Solving puzzles
 Solving mysteries using
deductive reasoning
 Making analogies
 Making solutions of verbal
problems
 Use of Socratic questions
 Conducting Finance Planning
Activities
 Playing computer programming
activities
 Creating timelines
 Drawing maps
 Creating visual diagrams
 Using number code
 Playing with blocks and shape
 Answering the question…
 What shape are you at the end
of the lesson? Why?
Interpersonal Intelligence (People
Smart)
 Think Pair Share
 Role Playing
 Having Inner-Outer Circle
 Simulation
 Playing Domino
 Cooperative Games
 Having a Participative /
Interactive story
 Playing Mix and Match
 Playing jigsaw
 Playing Pick your Spot
 Creating group Yell
 Designing Class Magazine
 Using of Clothesline
 Using board games
 Having a class review
Intrapersonal Intelligence
 Monologue
 Giving personal opinions
 Declamation
 Writing Learning Journals
 Recitation Log
 Three to Five minute Writing
 Elocution
 Answering… What if
questions?
Musical Intelligence (Music
Smart)
 Creating Parody
 Writing Simples Songs
 Organizing an Orchestra
Visual –Spatial Intelligence (Art
Smart)
 Creating cartoon
 Having a class Graffiti
 Making Comic strip
 Putting a museum or exhibit
 Using graphic organizers
 Conducting virtual gallery
 Making Pictographs
 Answering the question.. What
 Using sketch to sketch
 color are you at the end of the
lesson?
 Using group Mapping
Bodily Kinesthetic Intelligence
 Playing Human Scrabble
 Playing Human Domino
 Playing Quadrant
 Tossing the ball
 Having a walking Gallery
Naturalist
 Using Travelogue
 Nature trip/walk
 Showing videos, films or
documentaries related to nature
There are 3 I’s and 2C’s in
Education:
Innovative : Teacher’s must use a
wide array of instructional
strategies to make the students
highly engaged in the teaching-
learning process
Interactive: Teachers must ensure
that there is meaningful student
engagement in the class
Integrative: Curriculum is
seamless and borderless. Teachers
must see to it that all the learnings
gained in the classroom must have a
unifying process.
Collaborative: Teachers must plan
together and must articulate the
lessons vertically and horizontally
to ensure smooth transitions, no
glaring gaps and deficiency in the
subjects.
Cooperative: The use of
cooperative strategies in classess
will promote unity, cooperation and
teamwork between and among
students
 Module 4: Managing My
Classroom Structure And
Routines
Learning Outcomes:
1. Identify the different structures
and routines during face-to-face
and/or virtual classes.
2. Discuss the importance of
establishing good classroom
structure and routines in everyday
class.
3.Demonstrate positive and non-
violent discipline in the
management of learner’s behavior
CLASSROOM ROUTINES
A simply a well-rehearsed response
to a teacher’s directive. According
to Linda Shalaway “Routines are
the backbone of daily classroom
life.” They facilitate teaching and
learning. Routines don’t make life
easier, they save valuable classroom
time.” A structured class translates
to a positive benefits for both
students and teachers. A positive ,
safe and secure classroom is one of
the most evident advantage. In an
online classroom environment,
structure may be dependent on the
technological tools available to the
students and the physical learning
environment that students are in.
The actual delivery of the content or
scheduling of the class may happen
in different ways:
FULLY SYNCHRONOUS
A fixed schedule is set up to meet
with students. This is a time to do
lectures, facilitate discussions, give
instructions, answer questions and
give reminders.
BLENDED
Allow students to complete tasks
independently and submit their
work on a specified time via email
or any of the learning management
platforms (LMP)
FULLY ASYNCHRONOUS
The teacher designs all curriculum
to be delivered through the platform
with work submitted online.
Consultation hours may be given
for students to ask questions and
clarify instructions.
MODULAR
Form of distance learning which
uses Self-Learning Modules(SLM)
based on most essential learning
competencies provided by the
DEPEd. This is ideal delivery for
students who have limited or no
access to computers or the internet.
Tips for Providing Structure in
the Classroom (Face-to-Face or
Online)
1. Rules and expectations must be
given on the first day.
2. Set high expectations and explain
its importance
3. Hold students accountable for
their actions (absences, tardiness,
failure to submit requirements, etc.)
4. Keep your rules clear and simple
5. Be prepared to adjust. It is
essential to understand that every
class and every learner are unique
in their abilities, interest, limitations
and circumstances.
6. Be the primary model for your
students when it comes to structure.
7. Be prepared and organized for
the class each day.
8. Build a good reputation / image.
FACE TO FACE CLASSROOM
Here are some of the classroom
routines and structures necessary
for face to face and online
classroom:
A. Beginning of the Day
1. Ask the students to line up
properly and enter the room
quietly.
2. Instruct them to sit at their
designated seats and refrain
from touching unnecessary
objects.
3. Move on the homeroom
routines (like saying a prayer,
greetings, checking of
attendance, submission of
workbooks etc.)
B. Participating in Class
Discussions
1. Instruct students to raise their
hands when they want to say
something or answer a question.
2. During small group tasks, bring
only what is necessary and listen to
the directions given by the teacher.
3. Remind students to accomplish
assigned tasks on the amount of
time given and to make sure that
their work is properly labeled.
C. When Leaving the Classroom
1. Make sure students ask
permission when going out of the
classroom and take necessary pass.
D. Ending the Day
1. Make sure students clear out their
desks, push back their chairs and
take with them all necessary items.
2. Encourage them to refrain from
leaving trash under their desks and
chairs.
3. Ask them to return borrowed
items.
4. Facilitate the lining-up routine
and ask the students to leave the
classroom quietly.
ONLINE/VIRTUAL
CLASSROOM
Here are some of the classroom
routines and structures necessary
for face to face and online
classroom:
A. Preparing for Class
1. Provide the class with meeting
codes, usernames, passwords.
2. Encourage students to have a
quiet learning space; free from
distractions.
3. Prepare necessary materials
before the class begins (notebooks,
headphones, earphones,
microphones, camera, etc.)
B. Communication with Parents or
Guardians
1. Provide open communication/
access through emails, phones, text
messages, and social networking
apps.
2. Establish consultation hours.
C. Coming to Class MODULE 5: CREATING  Diverse in terms of difficulty Blackboards whiteboards, chalks
1. Encourage students to log-in at INSTRUCTIONAL and must appeal to various and markers textbooks, storybooks
least 5 minutes before the class MATERIALS point of views encyclopedias, charts, posters
begins so that they have time to Learning Objectives:  Quality of materials - contain pictures, maps globes, atlases,
ease into the internet connections, At the end of this learning task, the factual content almanacs, flashcards worksheets,
check if the audio and video are student should be able to:  Utilize higher-order thinking laboratory aparratuses, toys,
working properly.  Select, develop, and use variety skills models, blocks
2. Make sure students know how to of teaching –learning resources
make their presence known including ICT to address ADVANTAGES OF ICT Tools (hardware and software)
(example: by typing their full name learning goals INFORMATION Computer, laptops, tablets,
in the chat boxes) once signed in.  Show skills in the positive use COMMUNICATIONS interactive whiteboards, web
of ICT to facilitate the teaching TECHNOLOGY boards, audiobooks, spreadsheets,
D. Participating in Class and learning process  Improves teacher –student presentation software, Social
1. Set expectations for both  Use professional reflection and interaction and active student networking sites
synchronous and asynchronous learning to improve practice engagement
participation.  Ensure comprehension of MODULE 6: Assisting and
2. Remind the students to refrain INSTRUCTIONAL MATERIALS - complex instructions Participating in School Program
from using other devices during are tools used in instructional  Mobile learning is accessible and Activities
class. activities. anytime and anywhere Learning Outcomes:
3. Have clear rules and policies PRINT MATERIALS - Books,  Opens avenue for new  Identify the relevant and
when using the chat rooms or chat dictionaries, encyclopedias, techniques in teaching responsive learning programs
boxes during small group works. newspapers, etc.  Allow parents to closely work and activities in my
4. Model how to post on discussion NON-PRINT MATERIALS - with the teacher Cooperating School
forums and offer feedback by Microscope, slides, models, rocks,  Permits collaboration with  Prepare materials needed in the
writing comments; asking the field visits, etc. teachers and administrations school activities
students to identify “helpful” and “ ELECTRONIC MATERIALS -  Assist and participate in school
unhelpful” comments. Slide presentation, videos, CHALLENGES OF programs and activities
5. Give students reasonable time to augmented realities, virtual INTEGRATING ICT
complete asynchronous tasks and realities, online content, live  Limited accesibility and poor Schools have various learning
explain how these tasks are to be streams, etc. connection programs, these help students apply
assessed.  Lack of sufficient training what they have learned in real-
CRITERIA IN CHOOSING AND  Inadequate technical support world context. As pre service
E. Leaving Class DEVELOPING from schools teachers it will help you develop
1. Discourage students from leaving INSTRUCTIONAL and strengthen resourcefulness,
the class early. MATERIALS Contextualized Instructional responsibility , teamwork, unity and
2. Encourage the students to ask  Aligned with the vision, Materials cooperation when participating or
questions or raise concerns before mission and goals of the school These are improvised learning helping your Cooperating Teacher.
they disconnect.  Appropriate for materials which facilitate
3. Remind students to sign-out DEVELOPMENTAL instruction. Some School Activities and
properly to protect their privacy. ABILITY, INTERESTS, celebration / Observances:
COGNITIVE ABILITY, AGE Time-Tested Materials
Months Activities
August  Buwan ng 2. Develop new skills
Wikang 3. Enhance formative skills
Pambansa 4. Strengthen harmonious
 ASEAN relationship
Month 5. Improve communications
 National 6. Sustain one’s health
Adolescent 7. Boosts one’s morale
Immunization 8. Enriches existing skills
Month 9. Promotes unity and teamwork,
 National and cooperation
Breast Feeding 10. Teaches planning and
Awareness leadership skills
Month
 National Lung
Month
 Sight Saving
Month
 Philippine
History Month
September  Oplan
Kalusugan sa
DepEd
October  World
Teacher’s Day
 United Nation
Nation’s Day
November  Araw ng
Pagbasa
December  Christmas
January  New Year
February  National
Dental/ Oral
Health Week
March  Fire Prevention
Month
April Holy Week

IMPORTANCE OF SCHOOL
PROGRAMS AND ACTIVITIES

1. Allows opportunities for growth