TEACHING INTERNSHIP

__________
Supervising Instructor:
Joanna Marie C. Laurel, M.A.Ed.
TEACHING INTERNSHIP | 2024
 Learning Episode 2
Doing Observation of Classes, Pre-Observation and
Post-Observation Conferences
Domain 1. Content Knowledge and Pedagogy
Domain 2. Learning Environment
PPST Domain(s) Domain 3. Diversity of Learners
Domain 7. Personal Growth and Professional Development
1.1.1 Demonstrate content knowledge and its application within and
across curriculum teaching areas.
1.7.1 Demonstrate an understanding of the range of verbal and non-
verbal communication strategies that support learner understanding,
participation, engagement and achievement
2.3.1 Demonstrate knowledge of managing classroom structure that
engage learners, individually, or in groups, in meaningful exploration,
discovery and hands-on activities within available learning
Strands environments.
3.4.1 Demonstrate understanding of special education 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.
7.4.1 Demonstrate an understanding of how professional reflection and
learning can be used to improve practice
6.2.b Demonstrate mastery of subject matter and discipline
6.2.c Facilitate learning using a wide array of teaching methodologies
and delivery modes appropriate to specific learners and their
environments.
Program Outcomes 6.2. d Develop innovative curricula, instructional plans, teaching
of Teacher approaches and resources for diverse types of learners
6.2.e Apply skills in the development and utilization of ICT to promote
Education quality, relevant, and sustainable and educational practices
6.2 f Demonstrate a variety of thinking skills in planning, monitoring,
assessing and reporting learning processes and outcomes.

1. Deepen and broaden my knowledge on what I teach

2. Understand education trends, policies and curricula

CFSAT 2.1 Know my students

(Competency Framework 2.2 Use the most effective teaching and learning strategy
for Southeast Asian 2.3 Assess and give feedback how my students learn
Teachers for the 21
st
3.3 Encourage and respect diversity
Century) 4.1 Know myself and others
4.2 Practice human goodness in my life and work
4.3 Master my teaching practice
 Target My Intended Learning Outcomes
At the end of this learning task, I should be able to:
 give the importance of classroom observations. (1.1.1)
 identify the different focus of observation (1.7.1)
 observe classes assigned by the Cooperating Teacher. (2.3.1, 3.4.1, 3.5.1))
 use professional reflection and learning to improve practice. (7.4.1)

CLARIFYING MY TASK
Classroom Observation plays a central role in Teaching Internship. It is an
important process of learning how to teach. Pre-service teachers need to observe many
classes through classroom visits or through video-taped lessons in order to learn more
about the instructional cycle. Classroom observation provides a wide array of
opportunities to see real-life teachers in actual teaching situations. These observations
will influence the way you plan and teach. Observing the classes of your Cooperating
Teacher will give you the time to reflect and make decisions on how you will teach your
lessons. This means that observation is very important in every stage of your career as a
teacher.
Classroom observation describes the practice of sitting in your Cooperating
Teacher’s classes to observe, learn, and reflect. Various aspects of the class can be
examined such as classroom routines, use of time, schedule, class participation, teaching
strategies, classroom management strategies, student engagement, instructional
materials, differentiated activities, integration of values, modes of assessment, types of
assignment and many more.
After the orientation sessions, your Teaching Internship will begin with a series
of observations in the classes of your Cooperating Teacher. The number of observations
and the duration of these observations will depend on your Teaching Internship
requirements. Your Cooperating Teacher may give you some opportunities to observe
other levels and subject areas based on the availability of other teachers’ schedules. You
might also be allowed to observe the classes of other interns to learn more on the
teaching-learning process.

IMPORTANCE OF CLASSROOM OBSERVATION

Classroom Observations involve the sharing of material and non-material
resources, techniques and strategies of both the observer and the one being observed.
By allowing you to observe your Cooperating Teaching in actual classroom setting or
online allows you to do self-reflection for your own growth and development.

ADVANTAGES OF CLASSROOM OBSERVATION FOR

THE PRACTICE TEACHER
  Observes a wide array of new techniques, strategies, ideas and instructional resources
 Gains insights on the degree of student engagement
 Gets student reactions from various perspectives
 Creates a professional learning community through mentoring and coaching
 Provides for personal professional development and growth

ADVANTAGES OF CLASSROOM OBSERVATION FOR

THE COOPERATING TEACHER
 Allows one to see different classes through someone else’s eyes
 Assesses one’s class from a different perspective
 Receives inputs (suggestions, ideas, resources) from a mentee
 Creates a professional learning community through mentoring and coaching
 Provides for personal professional development and growth

THE FOCUS OF CLASSROOM OBSERVATION

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

consider during the observation.

Focus / Aspects of Observation Things to Observe Questions to Consider
1. Intended Learning Outcomes Intended Learning How were these outcomes made known
Outcomes specified in the to the students?
Learning Plan
Were they SMARTLY (specific,
measurable, realistic and time bound)
stated?
Focus / Aspects of Observation Things to Observe Questions to Consider
Were they achieved at the end of the
lesson?

Were the teaching-learning activities


2. Organisation/Structure of the
Lesson
3. Classroom Management
4. Teaching-Learning Activities
(TLA’s)
Opening / Introduction of the
lesson
Development of the Lesson
Closing of the lesson
Appropriateness of the
teaching-learning activities
Links and Transition of the
teaching-learning activities
Time Management
Classroom Routines
Order and Discipline in the
Class
Setting of Groups
Physical Aspects of the
Classroom (Ventilation,
Sound, Lighting, Seating
Arrangement) if done face-to-
face
Management of the Learning
Management System (if done
Virtually)
Variety of Teaching-Learning How varied are the teaching-learning
Activities activities?
 Whole class
 Pair
 Individually
Use of Differentiated
Instruction
Alignment of Teaching-
Learning Activities to the
outcomes and modes of
assessment
aligned to the objectives and the
assessment?
How did the teacher introduce the
lesson?
How was the lesson developed/
organized?
Are the lessons systematically/
sequentially organized?
Are the lessons arranged from simplest
to complex?
How did the teacher synthesize the
lessons?
Are the activities sufficient and
appropriate for the lesson?
Were the links and transitions smooth
and properly executed?
Did the teacher begin and end classes on
time?
Were the task given on time?
Were there established classroom
routines?
Was the class functionally in order?
Were the rules in group work explained?
Were the physical aspects of the room
checked when done
face-to-face/virtually?
 Whole class
 Pair
 Individually
Were there differentiated instruction for
the varied types of learners?
Are the teaching-learning activities
aligned to the outcomes and mode of
assessments?
5. Teaching Approaches,
Methods and Strategies
Focus / Aspects of Observation
6. Instructional Materials (IM’s
Resources)
7. Student Engagement
8. Student Interaction
9. Questioning Techniques
10. Integration of Values
11. Mode of Assessment
Approaches, Methods
Strategies Used
Things to Observe
Selection, Development and
Use of Instructional
Materials/ Resources
including the use of ICT
 Printed
 Non-printed
 Electronic
 Open online
resources
Degree of Attention of
Students in Class
Curiosity in learning
Interest in the lesson
Passion to learn
Commitment to do the tasks
Types of Class Interaction
 Teacher-Student
Interaction
 Student-Student
Interaction
 Student-Instructional
Materials
 Student-Technology
Types/levels of Questions
Questioning Techniques
Reacting Techniques
Values Integration in the
lesson
Types of Assessment
and What Approach was used in the lesson?
What method was employed?
What strategies were utilized?
Were all these appropriate to attain the
learning outcomes?
Questions to Consider
What instructional materials/resources
were used in the lessons?
Were they appropriate, interactive and
innovative?
Did they make the class highly
engaging?
Were they varied? Do they cater to the
individual differences?
How focused are the students?
What is the degree of curiosity of the
students?
Were the students interested in the
lesson?
How eager and passionate are the
students to learn?
How committed are they in doing their
tasks?
Were the types of interaction evident in
the class?
Which one needs to be improved?
What levels/types of questions were
formulated/raised?
What questioning techniques were
utilized?
What reacting techniques were
employed by the teacher?
What values were integrated in the
lesson?
How were the values concretized in the
lesson?
Were these values applied in real life
situations?
What assessments were utilized to find
out if the outcomes were realized/
attained?
Were the assessments aligned to the
learning outcomes and learning
activities?

12. Assignment
13. Use of Language
14. Personal Qualities of the
Teacher
15. Other things to observe
especially for those teaching
learners with special needs and
those teaching in challenged
areas?
REVISITING THE INFOGRAPHICS
Steps in Classroom Observation
Types of Assignment
Appropriateness of the
language
Use of the medium of
instruction to facilitate
teaching and learning
Use of verbal and non-verbal
Communication
Use of Positive
reinforcements/ feedback
techniques
Personal Grooming
Attendance
Punctuality
Voice
Personal Graciousness
Strategies used to respond to
the given situations:
 geographic isolation
 chronic illness
 displacement due to
armed conflict
 urban resettlement or
disasters,
 child abuse and child
labor practices
Strategies used for inclusive
learners and from indigenous
groups
Were the results satisfactory?
What assignment was given to the class?
Does the given assignment
improve/reinforce learning?
Is the assignment doable? realistic?
Is the language appropriate to the age
level of the students?
Is the medium of instruction correctly
used in the subject area?
Do the verbal and non-verbal
communication support student
understanding and participation?
What positive reinforcements/ feedbacks
were used to boost the students’ morale?
What are the personal qualities of the
teacher which are evident in the class
which improve the teaching-learning
process?
How do the teachers respond to the
needs of learners in difficult
circumstances such us geographic
isolation, chronic illness, displacement
due to armed conflict, urban resettlement
or disasters, child abuse and child labor
practices?
What strategies were used for inclusive
learners and from indigenous groups?
 Performance Task 1

Observing the teaching-learning process in Flexible Learning and different

Distance Learning Delivery Modes (online, radio-based instructions, television-
based instruction, and other modalities) focusing on the development of the
MELCs and reflecting on these processes

Based on the Pre-Observation conference with your Cooperating Teacher, complete the matrix
based on your scheduled classes of observation. The observation may be done face-to face or through
different Distance Learning Delivery Modes (online, radio-based instructions, television-based
instruction, and other modalities). Take note that your focus of observation is based on the results of
your pre-conference with your Cooperating Teacher. Make sure that you also need to focus on the
development of the MELCs and reflecting on the different processes.
If your observation is more than a week, please copy the given template.

Grade Level / Observation

Date Subject Time Focus of Observation Insights
Section Notes
2/22/24 TLE 4–5 PM 8– DOING I noticed The other
6–7PM TOURMALINE PERFORMANCE that all the students are
8 - TURQUOISE TASK #2 IN students are not finished,
EMBROIDERY working on but it will be
something passed until
else, but tomorrow.
they seem
to be
lacking the
necessary
materials
2/23/24 TLE 4-5PM 8- CATCH – UP Reading, We will be
5-6PM TOURMALINE FRIDAY and give a able to
8- DIAMOND reflection distinguish
what they between those
understand. who read fast
and those who
read slowly
and words
correctly.
2/26/24 TLE 4 - 7PM 8- TEACHING Some They need to
TOURMALINE PRINCIPLES OF students do be able to
8 – DIAMOND DESIGN IN not know execute the
8 - TURQUOISE EMBROIDERY familiar topics in
with how to terms of
do embroidery
embroidery and the
designs in children need
principles to have
activities
when they are
engaged in the
exercises
2/27/24 TLE 5 - 7PM 8 – DIAMOND TEACHING Some of After topic,
8 - TURQUOISE ELEMENTS OF the students they will give
DESIGN AND understand a seatwork if
COLORS the topic. they
While other understand a
students are lesson.
absent.
2/28/24 TLE 5 - 7PM 8- COLORS AND Make an All of the
TOURMALINE CREATE A activity and students are
8 – DIAMOND COLOR WHEEL bring all of finished and
8 - TURQUOISE IN BOND PAPER students the they passed it
materials correctly.
needed.
2/29/24 TLE 5 - 7PM 8– LECTURE Most of the After topic,
TOURMALINE ABOUT students are they give an
8 - TURQUOISE PRINCIPLES OF writing, but assignment
DESIGN AND some other about the
ELEMENTS OF students are topic and
DESIGNS tardy. bring those
materials that
are going to
activity in the
next.
3/1/24 TLE 5 - 7PM 8 – DIAMOND CATCH UP Reading, We will be
 8 - TURQUOISE FRIDAY and give a able to
reflection distinguish
what they between those
understand. who read fast
and those who
read slowly
and words
correctly.
3/4/24 TLE 4 - 7PM 8- TOPIC ABOUT Most of the All of the
TOURMALINE RECYCLING students to students who
8 – DIAMOND know that understand the
8 - TURQUOISE is recycling recycling and
in our daily how will
lives and maintain
how to cleanliness I
prevent our planet.
garbage
disposal.

Performance Task 2

Attending pre-observation and post-observation conferences with the

Cooperating Teacher and the College Supervisor

After your observation schedule has been finalized, you are now ready to attend the pre-
observation and post-observation conferences with the Cooperating Teacher and College Supervisor.

Notes on the Pre-Observation

Date (s) Plans of Action / Action Taken
Conference
2/16/24 we observed before entering the
classes, the rules and regulations
were explained to us as a teacher.
and how to maintain the behavior of
a child.
3/15/24 We learned how to make lesson
plans, lesson logs, and how to
deliver our final demo from the
master teachers. Additionally, they
demonstrated for us how to organize
the class and impart knowledge and
ideas to our pupils.
Performance Task 3

Keeping a daily reflection journal.

Reflection journals are personal accounts or records of all your learning experiences. These are
your insights and learnings gained in the teaching-learning processes. These are records of events which
are pleasant or unpleasant that you can reflect on and learn from. It can help you assess the important
learning events that happened in your teaching which can direct you to improve your professional
career. Your reflection briefly summarizes your ideas, thoughts, feelings and emotions which will lead
you to analyse and improve on your decisions and actions. You need to write your reflections regularly
to motivate you to learn and enjoy the process of learning.

As you move on with your task as Practice Teacher, you need to write your daily reflection
journal.

You may now start writing your reflection.

WRITING MY REFLECTION:
After observing the classes of your Cooperating Teacher whether in face-to-face or in
distance delivery mode, what aspects in the instructional cycle do you think you are now
capable of doing and the areas you still need to improve on?
 I make notes about my cooperating teacher's demonstration techniques based on what I
have seen in him. I concentrate on the processes and actions that make up the class's flow as
well as lesson planning techniques. I want to learn how to better manage my time when
putting a lesson together and enhance my classroom management abilities.

CHECKING FOR MASTERY:

Encircle the letter of the correct answer.
1.Which is a blueprint of the daily instructional activities of the teacher?
A. Learning Plan
B. Learning Content
C. Learning Procedures
D. Learning Materials

2.Which refers to the materials used to enrich classroom instructions?

A. Learning Plan
B. Learning Procedures
C. Learning Content
D. Learning Resources

3.Which can be given as optional activity to reinforce students’ learning?

A. Artwork
B. Activities
C. Assignment
 D. Assessment

4.Why is a Learning Plan important?

A. It keeps the teacher on cue.
B. It is a requirement of the profession.
C. It enables the teachers to do what is next.
D. It guides the teachers in her/his daily activities.

5.Which plan is used by teachers who are new in the service or those who have less than a
year of teaching experience?
A. Daily Lesson Log
B. Daily Lesson Plan
C. Detailed Lesson Plan
D. Daily Learning Activities

6.Which assessment task is aligned to this competency: “identify classroom routines”?

A. Is classroom routine necessary for class order and discipline?
B. Give an example of a classroom routine.
C. What is meant by classroom routine?
D. What is a disadvantage of a classroom routine?

Working on My Learning Artifacts

Paste pictures/screenshots of the orientation sessions that you
have attended. Label them.
 Scoring Rubric for the Teaching-Learning Activities
INDICATORS Meets Standard Approaching Meets Does Not Meet
 Standard of Acceptable Acceptable
of Excellence
Excellence Standard Standard
CRITERIA 4 3 2 1
Have all the Have some Have minimal
aspects of work aspects of work aspects of work No aspect of work
that exceed level that exceed level that exceed level meets level of
of expectation. of expectation. of expectation. expectations.
Performance
Tasks Show exemplary Demonstrate solid With some Have errors,
performance performance and errors and omissions and
understanding mastery is not misconceptions
thorough.
Checking for With 5 correct With 4 correct With 3 correct With less than 3
Mastery answers answers answers correct answers
All the pieces of The pieces of The pieces of The pieces of
evidence of evidence of evidence of evidence of
Learning learning are learning is/are learning is/are learning is/are not
Artifacts aligned with aligned with some aligned with one aligned with the
learning of the learning of the learning learning outcomes.
outcomes. outcomes. outcomes.
The learning The learning tasks The learning The learning tasks
tasks are done are done tasks are done are poorly done
Creativity and
very creatively creatively and quite creatively and need
Resourcefulness and resourcefully and improvement
resourcefully. resourcefully
The assigned The assigned The assigned The assigned
learning tasks learning tasks are learning tasks learning tasks are
Submission of
are submitted on submitted a day are submitted 2 submitted 3 days
Requirements or before the after the days after the and more after the
deadline. deadline. deadline. deadline.
MY TOTAL
SCORE