Teaching Internship

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Preface

This Teaching Internship learning module is a learning resource that concentrates

on Teacher Interns' observations, analyses, and reflections on their educational experiences.

This module also serves as a guide for them to know where they should focus during their

internship. This module has eight learning tasks that cover the following topics:

Learning Task 1: Getting Ready for Teaching Internship

Learning Task 2: Classroom Observation

Learning Task 3: Classroom Management

Learning Task 4: Constructing Instructional Materials

Learning Task 5: Designing Differentiated Class Activities

Learning Task 6: Assisting And Participating In School Programs And Activities

Learning Task 7: Using Assessment In Teaching

Learning Task 8: Conducting Demonstration Lesson(s)

The information contained in this module is not solely owned by the authors of this

module. Many of these were modified from different authors' work. This learning module

was created for a flexible mode of education that allows both the teacher and the students to

adjust to the New Normal Education.

Teaching Internship
 TABLE OF CONTENTS

Learning Task Page Number

Learning Task 1: Getting Ready

for Teaching Internship...............................................................................................1
Learning Task 2: Classroom
Observation......................................................................................................................8
Learning Task 3: Classroom
Management.................................................................................................................16
Learning Task 4: Constructing
Instructional Materials................................................................................................24
Learning Task 5: Designing
Differentiated Class Activities.................................................................................32
Learning Task 6: Assisting
And Participating In School
Programs And Activities.............................................................................................41
Learning Task 7: Using Assessment
In Teaching......................................................................................................................47
Learning Task 8: Conducting
Demonstration Lesson(s)...........................................................................................54

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LEARNING
TASK GETTING READY FOR TEACHING INTERNSHIP
1

Overview
Last semester, you learned from your experiences and observations in
Field Studies 1 and 2, and now it's time to put what you've learned into practice
in the real world.
There is a need to condition and orient you about what you should expect
and anticipate in this course. Let us begin by getting you ready for your
journey. This learning task will equip you about the nature of this course as
well as what to expect from the teaching internship.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 define teaching internship;
 discuss the different phases of teaching internship; and
 show familiarity with all the expectations of IDS Colleges, Cooperating
School and Cooperating Teacher.

Recall of the Learning Essentials

What comes to mind when you hear the phrase "teaching internship?"
Some of you may consider working as a teacher or as a school aide. But,
exactly, what does an internship in teaching posit?
Teaching internship is the capstone or concluding learning experience in
the development of future teachers as reflective practitioners and emerging
leaders who behave themselves ethically and professionally, according to
Borabo and Din's book published in 2022. Meaning, a teaching internship is
a procedure that assists a student-teacher in gaining the required abilities and
values to become a teacher in the field.
Moreover, in the research published by Jogan (2019), internship is a
depth of teaching and learning new experiences for every trainee.
Internships are essential for completing professional training. As a result, it is
covered in teacher education courses. It gives students hands-on experience in
various teaching positions, such as instructing and developing topic
mastery. It also gives students the chance to use their theoretical knowledge
of techniques, methods, and instructional tools in a real-world setting.
Furthermore, as explained by Jogan (2019), practical education is
another term for internship. Interns gain more knowledge of teaching and
develop or sharpen the necessary abilities, attitudes, and values connected
with effective work performance through the internship program.

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This is a one-semester teaching internship in basic education at either

on- campus or off-campus schools, using a clinical approach and under the
supervision of a cooperating teacher.
And why are you required to participate in a Teaching Internship program?
The Significance of Teaching Internship
According to Purshotam (2019), there are four significance of attending
teaching internship:
 Career Exploration. It is an opportunity to gain firsthand knowledge of
the teaching profession and determine whether it's the perfect career
path for you. As part of this exploration, you will have the opportunity
to work alongside a professional in your chosen field during your teaching
internship. Finally, you can look about the workplace to evaluate if it meets
your needs.
 Leadership and Skill Development. This is an excellent moment to learn
new skills and broaden your knowledge base while increasing your self-
assurance. As an addition with this, there may be an opportunity to practice
communication and teamwork skills because even some classes may be
held in virtual settings, you will use platforms like Zoom and Google Meet in
meeting your Cooperating Teacher and students. It will demonstrate that
you are self- motivated, dependable, and have a sense of accountability.
Furthermore, contributing to the partnering school where you will be
placed will offer you a sense of success.
 Networking and Establishing Mentors and References. While
enrolled in the teaching internship program, you will have the opportunity
to meet new people and practice networking skills while building a
network. It will provide you with a network of professional contacts,
mentors, and references, as well as advice on the next steps to take on your
career path.
Knowing how essential Teaching Internship is should motivate you to be
the finest student intern possible. In your journey you should also know whom
you are working with, right? These are the key people you are going to work
within your Teaching Internship:
a) Cooperating Principal;
b) Cooperating Teacher;
c) College Supervisor; and
d) Sometimes a Master Teacher or Subject Area Coordinator/Chair
Perhaps you'll wonder, "How can I meet these people?" And having
orientation is the key to that.

Orientation
In Teaching internship there are three orientations that you may
encounter and attend [Link] first orientation session will be with your
College Supervisor, who will go over things like CHED policies and terms used in
teaching internships, your school's policies on teaching internships, intern
discipline, grading, dialogue and conference schedules, and subject
requirements, among other things.
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The Cooperating School Head/Principal will hold a second orientation

session with you in your Cooperating School. This session covers your
Cooperating School's Vision, Mission, Goals, and Core Values, as well as school
rules and procedures, particularly those pertaining to student attendance and
punctuality, school activities, and intern expectations, among other topics.
Your Cooperating Teacher will lead the third orientation session. He or
she will go through the topic's material, lesson exemplars, grading system,
subject requirements, paperwork to complete, and anything else they think
you'll need to do your job properly. Moreover, all the said orientation
sessions will be held via Zoom or Google Meet, to ensure the safety of
everyone.
You can anticipate what will be asked of you with the help of the
orientations, but what do you expect from this journey? Let's see if your
expectations are met during the Teaching Internship phases.
The Five Phases of Teaching Internship
Teaching Internship has five phases, look at the illustration below:

Phase 1: Phase 2: Phase 3: Phase 4: Phase 5:

Final
Orientation Observation and On-site Evaluation
demonstrations
Session Relationship- of Teaching
Task accomplishing
Building exit forms Internship
Source: Teaching Internship, 2022

Phase 1. Orientation sessions are held with the following: College Supervisor,
Cooperating School Head/Principal, and Cooperating Teacher
Phase 2. The Cooperating teacher(s) will ask you to observe her or his
classes online so that you can learn about her or his students'
classroom routines, subjects, teaching strategies, and so on.
Phase 3. Your Cooperating Teacher(s) will assign various on-site activities,
such as assisting in teaching-related tasks, checking seat works
and performance tasks, assisting in the completion of school
forms, and so on.
Phase 4. Before you leave your Cooperating School, you must plan your
final demonstration lesson and complete your exit forms.
Phase 5. You are asked to assess the Teaching Internship's progress in
order to ensure that it continues to develop.

OBSERVE:

What are some of your expectations now that you've attended the
orientation with your Teaching Internship Teacher?

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Teaching Internship Expectations Teaching Internship Expectations

BEFORE Attending the Orientation AFTER Attending the Orientation

1.
2.
3.
4.
5.

ANALYZE
1. Examine the five phases of teaching internship in detail.
What will be your responsibilities in each phase?

.
2. Now that you understand the importance of teaching
internships, you understand why you should take this course
seriously. What are the other benefits of a teaching internship, in
your opinion? Explain.

REFLECT

Given that you are aware of the IDSC’s expectations on you as you
heard from the orientation, how do you intend to make this journey valuable
and interesting?

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My Proof of Learning
Paste photos/screenshots from your orientation sessions. Label them.

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RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern Date Submitted:
Year and Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

COMMENT/S Rating:
Over-all score (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

Signature of Instructor/Professor above Printed Name Date

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References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc
Jogan, S.N. 2019. Evaluating the Effectiveness of a School Internship.
International Journal for Social Studies, 5(2), 227-235.
[Link]
Purshotam. 2019. IMPORTANCE OF INTERNSHIP PROGRAMMES IN
TEACHER EDUCATION. Scholarly Research Journal for Humanity
Science & English Language, 8(38), 10024-10026.
[Link]
%20Purshotam%[Link]

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LEARNING
TASK CLASSROOM OBSERVATION
2

Overview
How does it feel to be observed by your teacher while you were in
elementary or high school? Some are nervous, and some are excited. Now that
you've chosen to become a teacher, it's time for you to watch a class so you can
learn how to manage a classroom in the reality. Is observation, on the other
hand, a simple task? Even if you are merely observing the class, there are many
things you should be aware of, and this learning task will assist you.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 explain the importance of classroom observations;
 identify the different focus of observation; and
 discuss plans on observing classes.

Recall of the Learning Essentials

Classroom observation is one of the most common ways for studying
and assessing teaching, i.e., determining the quality and efficacy of instruction.
Evidence from other sources, such as student assessments or performance,
inspection of instructional materials, administrative reviews, the instructor's
own self-assessment, and so on, is generally reinforced with data acquired via
classroom observations. Classroom observation, on the other hand, is the
assessment approach that provides the most direct information regarding the
teacher's teaching act.
To be more explicit, classroom observation in a teaching internship refers
to the process of sitting in your Cooperating Teacher's class to observe,
learn, and reflect. Classroom routines, use of time, schedule, class
participation, teaching strategies, classroom management strategies, student
engagement, instructional materials, differentiated activities, value
integration, modes of assessment, types of assignment, and many other
aspects of the class can be investigated.
Let us now see how important classroom observation for Teacher Intern
like you?

Importance of Classroom Observation

In the book of Teaching Internship by Borabo and Din (2021), they
elaborate the importance of classroom observation for the Practice Teacher
and Cooperating Teacher:

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Practice Teacher Cooperating Teacher

Observes a diverse range of Allows you to observe different classes
innovative techniques, strategies, through the perspective of someone
concepts, and educational materials else
Obtains information on the level of Examines one's class from a different
student angle
engagement
Obtains responses from a variety of Obtains feedback from a mentee
students
Mentoring and coaching help to build a professional learning community
Provides opportunities for personal and professional development

Can you add some, aside from the obvious necessity of classroom
observation? Let's move on to the "how" now that you know the "what" and
"why" of classroom observation.

Classroom Observation: What to Look For

You should concentrate on some components of the teaching-learning
process in order to get the most out of your classroom observations. This will
assist you in gathering data and information for your sessions with your
cooperating teacher (CT). Your CT will conduct a Pre-Observation Conference
with you to discuss the focus of your observation and the processes you will use
to capture your observations. A checklist, completion of a matrix, completion
of a structured frame, narrative summary, field notes, usage of a rubric, tallying
of frequency, recording anecdotal records, writing of reflections, and other
methods can be used to complete the procedure. The characteristics or
emphasis of observation may be suggested by your cooperating teacher, or
you may be given the option to select what you want to observe. To give
yourself more time to seek for important details and to have a thorough
observation of the process, you should usually concentrate on only one or two
areas of observation. Some aspects to be examined are simple and may be
completed right away, while others require more time to study and will take
longer.
These are some things you can observe during the observation.
Focus/Aspects of
Things to Observe Tips
Observation
1. Intended Intended Learning Make sure that the ILO
Outcome specified in the is SMARTLY (specific,
Learning Outcomes Learning Plan measurable, realistic
and time bound) stated
2. Organization/Structure Opening of the lesson Maintain
of the Lesson
Development of
coherence throughout
the
parts of the lesson, and
lesson
make sure they're all
Closing the lesson connected with the
learning
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Appropriateness of objectives.
the
teaching-learning
activities (TLA)
Links and Transition of
TLA
3. Classroom Time Management Establish a set of
Management classroom rules and
Classroom Routines
standards at the start of
Order and Discipline in the year. When this is
the Class clearly stated, standards
are established, and
Setting of Groups
students are aware of
Physical Aspects of the how they should
Classroom conduct

Management of the themselves during the

Learning Management school day.
System (LMS)

4. Teaching- Variety of TLA Always prioritize the

Learning activities interests, needs and
Use of
(TLA) abilities of your students
Differentiated
in making TLA.
Instruction
Constructive Alignment
5. Teaching Approaches, Always prioritize the
interests, needs and
Approaches, Methods, Methods, and Strategies abilities of your students
and Strategies used in choosing approaches,
methods, and strategies
in teaching.
6. Instructional Materials Selection,Development, Make IMs and resources
and Resources and Use of Instructional which are interactive
Materials/Resources and engaging
including the use of ICT
7. Student Engagement Degree of attention Always motivate the
of students in students to participate
class in class
Curiosity in learning
Interest in the lesson
Commitment to do the
tasks
8. Student Interaction Types of Class Look on how the
Interaction interaction can be
improved
Learner-Content
Interaction
Learner-Learner
Interaction

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Learner-Teacher
Interaction
9. Questioning Types/level of Question Makesure that
Techniques the questioning
Questioning
techniques used
Techniques Reacting enhance
the Higher-
Techniques
Order-Thinking- Skills of
students
10. Integration of Values Integration of Values in The values integrated
the lesson should be realistic and
can be applied in real-
world
11. Modes of Assessment Types of Assessment Objectives and
assessment used should
be aligned from one
another.
12. Assignment Types of Assignment Assignment given
should reinforce the
learning of the student
13. Use of language Appropriateness of Use language to
the reinforce learning and
language encourage responses
Use of medium
of instruction
Use of verbal and non-
verbal communication
Use of feedback
14. Personal qualities Personal Grooming Teacher should be an
of the exemplary model to
Attendance
Teachers his/her students.
Punctuality
Voice
Personal Graciousness

In a nut shell, this is the process on how you will observe a class:

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OBSERVE:

Let us take a look back at your FS 1 and FS 2 observations,

and provide a brief summary of what you saw based on the discussed
focus/aspects of classroom observation.

Focus/Aspects of Description (What I

Observation observed when I was in FS 1
and FS 2?)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

ANALYZE

1. Based on the focus/aspects addressed, what changes will you make in

classroom observation as a teacher intern now?

.
2. How important is classroom observation to you as a teacher intern?

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REFLECT

Make a plan for how you will perform your classroom observation at your
Cooperating School.

What role does it play

Focus/Aspects of
What will I do? in my development as
Classroom
a teacher intern?
Observation
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

My Proof of Learning
Paste pictures/screenshots that will support your answer in “observation”.
For example when you answer about Classroom Management as the focus,
make sure to attach screenshots of how the Teacher you observed in FS
1 and 2 manage his/her class.

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RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern Date Submitted:
Year and Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

COMMENT/S Rating:
Over-all (Based on
score transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.225 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
Below

Signature of Instructor/Professor above Printed Name Date

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References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc

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LEARNING
TASK CLASSROOM MANAGEMENT
3

Overview
This learning task will teach you about the importance of classroom
management in building a suitable learning environment. You will also discover
various techniques and tactics for managing student diversity, resulting in
good and efficient learning transfer across students.

Intended Learning Outcomes

At the end of this learning task, I should be able to:

● familiarize myself with the classroom structure;

● design effective classroom routines for daily classroom life; and

● demonstrate good, non-violent discipline in managing student

behavior.

Recall of the Learning Essentials

Classroom management is crucial when it comes to creating a learning
atmosphere. It is made up of established routines of various strategies and
processes that teachers employ to create an instruction-friendly environment.
A classroom environment that fosters and supports learning is essential for
success. A well-managed classroom does not arise out of nowhere; it is the
result of a teacher's education and mastery of key skills.
Let us now see the importance of classroom management for Teacher
Intern like you?

Importance of Classroom Management

Classroom management employs established efficient routines to make
it easier for students to learn. Classroom routine is simply a well-practiced
response to a teacher's instruction.
Managing classroom routines varies depending on the school's learning
modality. Face-to-face classroom management takes into account the physical
structure and environment, which should allow for maximum teacher-student
interaction with minimal distractions, whereas online classroom management
is based on the technological tools available to students as well as the physical
learning environment in which they are located, such as at home or in an
internet shop. Some components of teaching and learning, on the other
hand, are easily adjustable. The content delivery or class scheduling may take
place in a variety of ways:
a. Fully synchronous- a meeting with students is set up in a fixed
schedule. Synchronous meeting is used to deliver lectures,
promote

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discussions, respond to students’ queries, and provide instructions

and reminders.
b. Blended- allows students to complete tasks independently and submit
their work on a specified time via email or any of the learning
management platforms (LMP) like Google Classroom, Schoology,
Moodle, Canvas, etc.; and strategically design synchronous
meetings for more important information to be communicated face-to-
face.
c. 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.
d. Modular- form of distance learning which uses Self-Learning Modules
(SLM) based on the most essential learning competencies provided by
the Department of Education. This is the ideal delivery for students
who have limited or no access to computers or the internet.
In the book of Teaching Internship, Borabo and Din (2021), t h e y
provided tips for face-to-face or online classroom structure and classroom
routines.
Tips for Providing Structure in the Face-to-Face or Online
Classroom
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, interests, 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.

Necessary Classroom Routines and Structure

Face-to-Face Classroom Online/Virtual Classroom
A. Beginning of the Day A. Preparing for Class
1. Ask the students to line up 1. Provide the class with
properly and enter the room meeting codes, usernames,
quietly. and passwords.
2. Instruct them to sit at their 2. Encourage students to have a
designated seats and refrain quiet learning space; free
from touching unnecessary from distractions.
objects. 3. Prepare necessary
3. Move on to the homeroom materials before the
routines (like saying a prayer, class begins
greetings, checking of (notebooks,
attendance, submission of headphones/earphones,
workbooks, etc.) microphones, cameras, etc.)
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B. Communication with Parents

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B. Participating in or Guardians
Class 1. Provide open
Discussions communication/access
1. Instruct students to raise through emails, phones, text
their hands when they want messages and
to say something or answer a social
question. networking apps.
2. During small group tasks, 2. Establish consultation hours.
bring only what is necessary C. Coming to Class
and listen to the directions 1. Encourage students to log-in
given by the teacher. at least 5 minutes before the
3. Remind students class begins so that they
to accomplish have time to ease into the
assigned tasks on the internet connection, check if
amount of time given and to the audio and video are
make sure that their work is working properly.
properly labeled. 2. Make sure students know
C. When Leaving the Classroom how to turn their
1. Make sure that students ask microphones on and off as
permission when going out of directed.
the classroom and take 3. Make sure students know
necessary pass. how to make their presence
D. Ending the Day known (example: by typing
1. Make sure students clear out their full name in the char
their desks, push back their boxes) once signed in.
chairs and take with them all D. Participating in Class
necessary items. 1. Set expectations for both
2. Encourage them to refrain synchronous and
from leaving trash under asynchronous participation.
their desks and chairs. 2. Remind the students to
3. Ask them to return borrowed refrain from using other
items. devices during class.
4. Facilitate the lining-up 3. Have clear rules and policies
routine and ask the students when using the chat rooms or
to leave the classroom chat boxes during small
quietly. group works.
4. Model how to post on
discussion forums and offer
feedbacks by writing
comments; asking the
students to identify “helpful”
and “unhelpful” comments.
5. Give students reasonable
time to
complete
asynchronous tasks and
explain how these tasks are
to be assessed.
E. Leaving Class
1. Discourage students
from leaving
the class early.
2. Encourage the students
to ask questions
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or raise
concerns before they

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 P a g e | 22

disconnect.
3. Remind students to sign-out
properly to protect their
privacy.

OBSERVE:

Observe and assist your cooperating teacher, and list down

some routines that he or she has done for classes in the learning
modality to ensure that the class is managed properly. Include some
suggestions for improvement that you believe will be useful
throughout the class.
Observation Log
Cooperating Teacher: Date:
Grade/Year Level: Time: Subject:
Topic:
Suggestions for
Cooperating School Activities/Strategies
Improvement
1. Beginning
the Class Routines:

2. Class Discussion/
Participation:

3. Ending the Class

Routines

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ANALYZE
Narrate three (3) situations you encountered while assisting
your cooperating teacher in facilitating the class. Suggest ways to
address the situation in a positive and non-violent way.

Classroom Situation Suggestion

Situation 1

Situation 2

Situation 3

REFLECT

Reflect on the experience you gain while assisting your cooperating

teacher on holding classes through distance learning modalities. Write how
important it is to establish effective classroom management.

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My Proof of Learning
Paste pictures/screenshots of classroom routines that you
have established in facilitating the class. Label them.

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RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern Date Submitted:
Year and Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

COMMENT/S Rating:
Over-all (Based on
score transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.22 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
Below

Signature of Instructor/Professor above Printed Name Date

Teaching Internship
 P a g e | 26

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc

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 P a g e | 27

LEARNING
TASK CONSTRUCTING INSTRUCTIONAL MATERIALS
4

Overview
As teacher intern, it is vital that you know your students. Without
knowing your students, you cannot provide personalized instruction. Highly
effective teachers create and design instructional materials that can be used in
teaching and learning process which are suitable to all types of learners.
In this learning task, we will explore different resources available to
construct quality instructional materials to use during the conduct of learning
sessions.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 identify different criteria for the selection of instructional
materials regardless of the format (print, non-print or electronic);
 determine best options for curating instructional materials
suitable to all learners; and
 construct and design instructional materials that can be used in
teaching and learning process.

Recall of the Learning Essentials

Instructional materials are specially designed classroom tools used in
educational lessons. They may be categorized as print, non-print or electronic
materials. These materials are also referred to as teaching aids since they
assist teachers in making the teaching and learning process more efficient.
Print materials may include books, dictionaries, encyclopedias,
newspapers, etc.
Non-print materials may include microscope slides, models, rocks,
field visits, etc.
Electronic materials may be slide presentations, videos, augmented
realities, virtual realities, online content, live
streams, etc.
When selecting and designing instructional materials, some
characteristics should be taken into account. Consider the following:
 aligned with the vision, mission and goals of the school
 suited for the students age, developmental aptitude, interests,
and cognitive capacity
 diverse in terms of difficulty and must appeal to various points
of views
 must show quality of materials used and contain factual content

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 encourage students utilize higher-order thinking skills

The teaching-learning process is aided by the effective use of Information
Communications Technology (ICT). In the teaching-learning process,
educational ICT tools can provide a number of benefits. Some of them are:
 enhances teacher-student interaction and active student
participation
 ensures that complex instructions are understood
 mobile learning is available at any time and from any location
 opens avenue for innovative teaching methods
 helps teachers in reducing their paperwork
 allows parents to closely work with the teacher
 permits for greater collaboration between and among teachers
and administrators
Some challenges that teachers may face when integrating ICT in their
classes:
 limited accessibility and poor network connection
 lack of sufficient training
 inadequate technical support from schools
The study on “How Teachers Judge the Quality of Instructional Materials”
by Bugler, Dan, [Link], a table was presented to show the criteria for determining
the quality of instructional materials.
Teacher’s Criteria for Determining the Quality of Instructional Materials

 No errors; correct information

Accuracy, visual appeal  Well-written

 Strong visual appeal

 Aligned to standards
Alignment to standards, depth of  Efficiently addresses standards
knowledg
e  Appropriate depth of
knowledge, questions
and activities
 Easy for teachers, students and
parents to use

 Complete set of instructions,

Ease of use, support
materials, activities, assessment
and answers

 Appropriate support for

new teachers

 Engagement: sparks student

interest; relevant

 Differentiation: appropriate
Engagement, ability to meet student
materials by skill level, language
needs
ability, cognitive capability and

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learning style
 Cultural and
background
knowledge: culturally relevant;
aligns with prior background
knowledge
 Diverse activities: group and
individual, hands-on, requires
movement, longer investigations

Contextualized Instructional Materials

Contextualized instructional materials are improvised teaching aids
which help increase students’ confidence and enthusiasm to learning.
Teachers need to contextualize the learning materials to increase
student motivation, activate learners’ prior knowledge and promote more
effective problem-solving. Using materials such as actual objects, pictures,
gestures or language and others ensure active engagement whereby students
utilize materials which promotes a higher level of comprehension. By
contextualizing the instructional materials, students get more involved in their
learning and are able to attain the mastery of the content of the lesson.
The instructional materials used to aid the teaching and learning process
are always evolving and improving, the changes and transitions of instructional
materials from traditional to ICT tools are inevitable. Here are some examples
of time-tested materials and ICT tools.

Time-Tested Materials ICT Tools

blackboards, whiteboards, chalks and
computer, laptops, tablets
markers
Interactive whiteboards, webboards,
textbooks, storybooks, encyclopedias
audiobooks
Spreadsheets (Google Sheets, MS
charts, posters, pictures
Excel)
maps, globes, atlases, almanac Presentation Softwares (Google Slides,
PowerPoint, Prezi)
flashcards and worksheets Video Conferencing Softwares (Zoom,
Google Classroom, Microsoft Teams)
Laboratory apparatuses and Social Networking Sites (Facebook,
equipment Twitter, WikiSpaces)
toys, models, blocks

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OBSERVE:

While assisting your cooperating teacher in the preparation and

presentation of instructional materials used during class sessions, observe how
he/she utilized different IMs and ICT tools during five teaching days. List down
the said materials and identify its advantages and disadvantages.
Observation Log
Cooperating Teacher: Date:
Grade/Year Level: Time: Subject:
Topic:
Daily Lesson IMs/ICT Tools Advantages Disadvantages
Day 1 Lesson:

Day 2 Lesson:

Day 3 Lesson:

Day 4 Lesson:

Day 5 Lesson:

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ANALYZE
Analyze the disadvantages of using IMs/ICT tools you stated on
the above observation log. Suggest ways to improve the said
IMs/ICT tools.
IMs/ICT Tools Used in Daily Suggestions for Improvement
Lesson
Day 1:

Day 2:

Day 3:

Day 4:

Day 5:

REFLECT

Write how important it is to choose appropriate instructional materials

best suited to the learning styles of your students.

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.

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My Proof of Learning
Paste pictures/screenshots of instructional materials you listed in the
above observation log.
IMs/ICT Tools Used in Daily Pictures/Screenshots
Lesson
Day 1:

Day 2:

Day 3:

Day 4:

Day 5:

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RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern Date Submitted:
Year and Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tasks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

COMMENT/S Rating:
Over-all (Based on
score transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.22 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
Below

Signature of Instructor/Professor above Printed Name Date

Teaching Internship
 P a g e | 35

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc

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 P a g e | 36

LEARNING
TASK DESIGNING DIFFERENTIATED CLASS
ACTIVITIES
5

Overview
Because you will be a teacher, you must have a clear understanding
of how to create differentiated classroom activities. The depth of your effective
teaching and learning skills will be improved. This section will go over some
of the various design class activities that will be beneficial to you as a future
teacher.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
• assist the Cooperating Teacher in preparing class activities;
• facilitate LDM class activities with minimum supervision from
the Cooperating Teacher;
• design contextualized learning activities aligned with the most
essential learning competencies; and
• use professional reflection and learning to improve practice.
Recall of the Learning Essentials
The students in the class show a variety of learning styles. They may be
of various ages, genders, learning styles, interests, and learning
preferences, among other things. Learners of all abilities and backgrounds
are included in the diversity. Teachers must be aware of these differences in
order to provide a pleasant and effective learning environment.
The following are some areas where students may differ:
• Experiences
• Cultural background
• Race
• Gender
• Strength
• Interest
• Needs
• Socio-Economic Status
• Giftedness/talents
• Learning Modalities/Styles: (a) Visual, (b) Auditory, (c) Kinesthetics and
(d) Tactile

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• Multi Intelligence: (a) Spatial, (b) Verbal/ Linguistic, (c) Musical, (d)
Intrapersonal, (e) Interpersonal, (f) Bodily/Kinesthetics, (g) Naturalistic, (h)
Existential, and (i) Logical/Mathematical
• Brain-Based Learning: (a) Right Brain and (b) Left Brain
According to Carol Ann Tomlinson, differentiated instruction is “giving students
multiple options for taking in information. “Teachers must be able to observe
and understand the differences and similarities among students and use
these to plan for instruction. It involves these three instructional components:
• Content
• Process
• Product
Advantages of Differentiated Instruction
• Effective for variety of learners
• Can make students responsible for their own learning
• More options on learning different materials
• Less discipline problems in the classroom
• Provides more opportunities for equity and acknowledges
differences Disadvantages of Differentiated Instruction
• Requires more work in lesson planning and lesson execution
• Needs more time in preparation [of instructional materials and
instructional activities
• More resource-intensive
• Does not coincide with standardized tests
As practice teachers, you must demonstrate knowledge and comprehension of
the diversity of learners as well as the use of differentiated activities to meet
individual differences.
Suggested Classroom Strategies for Varied Types of
Learners Interpersonal Intelligence (People Smart)
• Conducting Role Playing
• Having a Class review
• Having a Team Pair-Solo
• Playing Domino
• Playing Jigsaw
• Cooperative games
• Using a board game
Intrapersonal Intelligence (Self-
Smart)
• Using Novelty

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• Reciting a Monologue related to the topic

• Conducting Hot Seat
• Playing Bingo based on the topic
• Answering What if Questions
• Giving Personal opinions
Verbal-Linguistics Intelligence (Word Smart)
• Creating jingles
• Writing Essay
• Radio Newscast
• Writing Poetry
• Writing stories
• Writing News
• Conducting speech choir
• Conducting Television newscast
• Conducting Panel interview
• Conducting structured and unstructured Interviews
Musical Intelligence ( Music Smart)
• Organizing an Orchestra
• Creating Parody
• Writing simple songs related to the
lesson Naturalist Intelligence (Nature
Intelligence)
• Showing videos, films or documentaries related to nature
• Nature trip/walk
• Using Travelouge
Visual-Spatial Intelligence (Art Smart)
• Putting a museum/Exhibit
• Creating Cartoons
• Making Comic strip
• Using graphic organizers
• Making Pictographs
Bodily Kinesthetic Intelligence (Body Smart)
• Playing Human Domino
• Playing Human Scrabble
• Tossing Quadrant

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Logical-Mathematical Intelligence (Number Smart)

• Playing with blocks and shape
• Drawing maps
• Solving problems
• Solving mysteries using deductive reasoning
• Creating visual Diagrams
• Using Number Codes

The 3I’s and 2C’s in Education

Innovative- an innovation in learning occurs in a specific teach- ing and
learning context, improving upon the implementation of the standard practice
or introducing a new practice, thus achieving greater learning outcomes.
Teacher’s must use a wide array of instructional strategies to make the
students highly engaged in the teaching-learning process. The strategies to be
used must cater to the diversity of learners.
Interactive- is a holistic methodology that has both online and offline
components, which together make a complete educational experience.
Teachers must ensure that there is meaningful student engagement in
the class. All students must participate in all the teaching-learning activities.
Integrative- Integrative learning is an approach where the learner brings
together prior knowledge and experiences to support new knowledge and
experiences. By doing this, learners draw on their skills and apply them to new
experiences at a more complex level.
Curriculum is seamless and borderless. Teachers must see to it that all
the learnings gained in the classroom must have a unifying process. Each
subject complements the lessons learned in the various disciplines.
Collaborative- is the process of working together to achieve a common
goal. In teaching, the common goal is always improved learner outcomes.
Teacher collaboration involves: debating, planning, and problem-solving
together. ... actively contributing to a respectful and supportive learning
environment.
Cooperative- is a structured method of combining classroom-based
education with practical work experience. A cooperative education experience,
commonly known as a "co-op", provides academic credit for structured job
experience. Wikipedia
The use of cooperative strategies in classes will promote unity,
cooperation and teamwork between and among classes.

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OBSERVE:

Cooperating Teacher: Teacher’s Signature:

School: Subject Area: Date:

Activity 1
Write your observation regarding differentiated activities. You may
paste pictures or screenshots to support your observation.

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ANALYZE
As you assist your cooperating teacher in planning out the
activities for differentiated instruction, address the given diversities and
analyze the strengths and weaknesses of the said activities.

Activities Employed Strengths and Weaknesses of

the Planned Activities

REFLECT

Write your reflections on the following.

1. How does differentiated instruction benefit your students?

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.
2. As a future teacher, how can you employ the following
strategies in your class?

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RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern Date Submitted:
Year and Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

COMMENT/S Rating:
Over-all score (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.22 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
Below

Signature of Instructor/Professor above Printed Name Date

Teaching Internship
 P a g e | 44

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc
Jogan, S.N. 2019. Evaluating the Effectiveness of a School Internship.
International Journal for Social Studies, 5(2), 227-235.
[Link]
Purshotam. 2019. IMPORTANCE OF INTERNSHIP PROGRAMMES IN
TEACHER EDUCATION. Scholarly Research Journal for Humanity
Science & English Language, 8(38), 10024-10026.
[Link]
%20Purshotam%[Link]

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LEARNING ASSISTING AND PARICIPATING IN

TASK SCHOOL PROGRAMS AND ACTIVITIES
6

Overview
School programs and activities are part of the learning development of
the learners. They give the students opportunity to participate in the school life
which help them develop into well-rounded individuals. They also help the
students to develop good human relationships as they interact with other
students whose interests may be similar or different from them. Thus there is
diversity of experiences where students may learn from.
Participating in various school programs and activities will also promote
the development and strengthening the students’ sense of responsibility,
resourcefulness, collaboration, unity, and cooperation with the larger
community.
Students' activities are organized in various ways by schools. Nearly
every month, schools are holding several activities and implement some
programs that the schools should follow and observe.
Student activities should be a fundamental part of the school day, with
students participating in one or more of them for them to get leadership
experience that helps them develop into well-rounded adults.
As student teachers, you should be aware of the school activities and
programs that your cooperating school celebrates and adapts.
Intended Learning Outcomes
At the end of the learning task, I should be able to:
 identify the relevant and responsive learning programs and
activities in my Cooperating School

 Discuss the importance of the school programs and activities

.
 use professional reflection and learning to improve practice

Recall of the Learning Experiences

Most of you are aware of the school programs and activities that your
former school held. Do you know its importance and why it should be a part in
providing knowledge and skills to students.

Common activities include student government, honor societies, arts

organization (band, choral, theater) academic debate, academic competitions,
celebrations related to culture, awareness week and many more.

The following are some of the importance of School Programs and

Activities:

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1. Encourages collaboration, teamwork, and togetherness.

2. Boosts one's self-esteem
3. Promote opporturnities for self-development.
4. Builds and improves one’s potentials
5. Improve formative abilities.
6. Strengthen harmonious relationships
7. Enhances existing abilities
8. Promotes and maintains one’s well-being.
9. Educates students on how to plan and lead.
10. Enhances communication abilities

Knowing the significance of the school programs and activities on your

part as student teachers gives you an insight of how learning takes place in a
school environment. You can assist your cooperating teacher in encouraging
students to participate and get involve with school activities in order to
develop them into a more well-rounded invididuals.

OBSERVE:

Now that you are already in your teaching internship and had a glimpse
of the school environment, please observe and take note of the school
programs and activities that your cooperating school adapts and celebrates.
List them down below:

ACTIVITIES THAT MONTH THAT THE ACTIVITIES

SCHOOL ARE CELEBRATED
CELEBRATE

ANALYZE:

1. Cite some examples of activities/celebrations held in your cooperating

school. What specific activities were done during the
activities/celebrations. What do you think its importance on the growth of
the students.

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Activities Held Specific Importance of

Activities the
Done Activities/Celebration
s

REFLECT:

1. Recall the activities/celebrations you participated in while you were in

elementary and/or high school. What did you gain from participating
the activity/ies. Give at least three examples.

2. How will you encourage your students to participate in school activities.

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My Proof of Learning

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RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern Date Submitted:
Year and Section: Course:
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) observation Four (4) or more
questions/tsks observation questions/tasks not observation
Accomplished completely questions/tasks not answered/accomplish questions/tasks not
Observation answered/accompl answered/accomplish ed. answered/accomplish
Sheet ished. ed. ed.

All questions were All questions were Questions were not Four (4) or more
answered answered completely; answered completely; observation questions
completely; answers are clearly answers are not clearly were not answered;
answers are with connected to theories; connected to theories; answers not
Analysis depth and are grammar and spelling one (1) to three (3) connected to theories;
thoroughly are free from error. grammatical more than four (4)
grounded on error/spelling errors grammatical
theories; grammar error/spelling errors
and spelling are
free from error.

Profound and Clear but lacks depth; Not so clear and Unclear and shallow;
clear; supported supported by what shallow; somewhat rarely supported by
by what were were observed and supported by what what were observed
Reflection observed and analyzed were observed and and analyzed
analyzed analyzed

Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

reflected on in the on in the context of reflected on in the reflected on in the
context of the the learning outcomes. context of the learning context of the learning
learning outcomes. Complete; well- outcomes. Complete; outcomes. incomplete;
Proof of Complete, well- organized, very not organized, not organized, not
Learning organized, highly relevant to the relevant to the relevant.
relevant to the learning outcome learning outcomes
learning outcome

Submission Submitted before Submitted on the Submitted a day after Submitted two days or
the deadline deadline the deadline more after the
deadline

COMMENT/S Rating:
Over-all score (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

Signature of Instructor/Professor above Printed Name Date

Teaching Internship
 P a g e | 50

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc

Teaching Internship
 P a g e | 51

LEARNING
TASK USING ASSESSMENT IN TEACHING
7

Overview
Assessment is integral to the teaching - learning process and can take a
variety of forms. It sounds appealing and simple. However, it can be
surprisingly challenging to put into practice. As a result, it doesn’t always have
the positive impact on learning that is expected.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 Assist my cooperating teacher to create assessment materials related to
the lessons, applicable to various distance learning modes and checking
students’ output;
 design and create various assessment tools with suitable scoring rubrics;
 use professional reflection and learning to improve practice.

Recall of the Learning Essentials

Assessment can be considered the systematic collection, review, and
use of information about educational programs undertaken for the purpose
of quality improvement, planning, and decision-making.
There are many benefits of assessment, including:
-enhanced student learning, development, and engagement
-opportunity to make improvements based on accurate evaluations of need
Student learning assessment involves four primary steps that serve as a
continuous cycle: Develop clearly articulated learning outcomes; provide
purposeful opportunities for students to achieve those learning outcomes;
assess students’ achievement of the learning outcomes; and Use the results to
improve teaching and learning.
Classroom assessment is generally divided into three types: assessment for
learning, assessment as learning and assessment of learning.

Assessment for Assessment as Assessment of

learning (Formative learning learning (Summative
Assessment) Assessment)
During the learning A process through which Examining assessment
process, assesses a students can learn about data at the end of the
student’s knowledge and themselves as learners and teaching and learning
become more aware of how

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understanding of a skill they learn. process.

Examine the student’s Focuses on constructive In relation to the teaching
prior information, beliefs, teacher feedback for and learning process,
and misconceptions. students to self-assess makes judgements about
what students have
learned.

Students reflect on their

work on a regular basis,
usually through self-
evaluation and decision-
making (often with the
assistance of the teacher.)

Throughout the learning This happens when Usually completed at the

process, this occurs.
teachers use evidence of end of the task unit or
Progress is monitored on a
student learning to make course
regular basis. judgements on student
This happens at the end of
achievement against goals
This occurs during the learning a variety of tools;
and standards.
learning process, often
more than once, rather
than at the end.

Students receive Students are given Provides a foundation for

immediate feedback and challenging opportunities discussion about
direction. to become placement or promotion

confident, competent self-

assessors.
They are generally low They are frequently high
stakes, which means that stakes, which means that
they have low or no point they have a high point
value. value

Students are given Assist students in taking

more authority over their greater responsibility for
own learning. their own learning and
monitoring future
directions.

Is designed by a teacher for Is student-driven with

use by students, teachers, teacher supervision.
and parents.

Assessment as learning develops and supports students’

metacognitive skills. This form of assessment is crucial in helping students
become lifelong learners.
Assessment for learning (Formative Assessment) is ongoing
assessment that allows teachers to monitor students on a day-to-day basis and
modify their teaching based on what the students need to be successful.
Assessment of learning (Summative Assessment) is the snapshot in
the time that lets the teacher, students and their parents know how well each
student has completed the learning task and activities.

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OBSERVE:

Assist your cooperating teacher in developing assessment materials

for the lessons that are applicable to various learning modalities.
Finish the matrix by identifying the assessment modes that are
constructively aligned with the learning outcomes and teaching-learning
activities. Obtain the learning outcomes for the subjects you teach.

Learning Outcomes Teaching -Learning Modes of Assessment

Activities
Example: Group work With a scoring rubric,
play about the given
Make a simple play
topic.
based on the day’s
lesson.

ANALYZE

Creating templates for reflections on the teaching-learning process.

Create your weekly reflection template by including following
elements:
* Areas of Strengths
* Areas of Improvement
* Plans of Action

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REFLECT

Accomplish the PLUS-MINUS-INTERESTING CHART (PMI)

PLUS (P) Describe your MINUS (M) What should Interesting (I) What
favorite aspect of the be improved in the struck me the most
learning task learning task. about this learning task.

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My Proof of Learning
Paste photos/screenshots of your one (1) formative and one (1) summative
task. from your orientation sessions. Label them.

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RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern Date Submitted:
Year and Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

COMMENT/S Rating:
Over-all score (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.0 2.22 2.50 2.7 3.00 3.5 5.00
0 5 5
99 96 93 90 87 84 81 78 75 72 71-
Below

Signature of Instructor/Professor above Printed Name Date

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References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc
[Link]
[Link]

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LEARNING
TASK CONDUCTING DEMONSTRATION LESSON(S)
8

Overview
The word demonstration means to give demos or to perform the activity
or concept. In demonstration method, the teaching-learning process is a
carried in a systematic way. A successful teaching demonstration ultimately
comes down to careful planning and practice.

Intended Learning Outcomes

At the end of this learning task, I should be able to:
 describe the significance of demonstration teaching.
 prepare lesson plans, study guides, modules, and teaching materials
that are relevant to the partner school’s Learning Delivery Modality (LDM)
and as required by the Cooperating Teacher.
 conduct daily and final demonstration teaching with the Cooperating
School’ LDM.
 Use professional reflection and learning to improve practice.

Recall of the Learning Essentials

Demonstration Teaching is the process of teaching you how to do or
perform a task in a step-by-step process/logical manner. It is the show and tell
method in of teaching. Teacher demonstrations are important because they
expose you to real-world situations, events, and processes. Your level of
motivation and interest will be heightened and sustained if you do daily
demonstration lessons.
You’ve been conducting simulation classes and micro-teaching in your
Professional courses. You’ve been doing demonstration in a variety of ways,
and by this point, you’re skilled and well-equipped to use this method
effectively.

Characteristic of Good Demonstration Teaching

A successful teaching demonstration must be meticulously planned. You
must be aware of the following for your daily and final demonstrations to be
successful.
1. The demonstration should be done in a simple way.
2. In this strategy, attention is paid to all students.
3. Goals and objections of demonstration are very clear.
4. It is well-planned strategy.
5. Time is given for rehearsal before the demonstration.

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How to Deliver an Outstanding Demonstration Lesson

What Should You Do? What to Do?

[Link] and organize your Lesson Plan Make a copy of your lesson
lesson in accordance with plan/observation
Instructional materials
the learning Modality
Delivery (LDM) of your Learning Activity form sheets and distribute
Cooperating School. Sheets (LAS) them to your observers.
Prepare and organize all
instructional materials
accordance with the
lesson’s sequence.
Prepare consumables if
needed (face-to-face) and
powerpoint (if done
online).
Use a cue card to help you
remember the logical
steps of your lessons.

Before the actual demo,

practice and time your
lesson.

2. Be the BEST! Proper attire Always keep a positive

(without attitude and be self-
Practicum uniform) assured.
Proper grooming
Maintain eye contact.
Modulate your voice
Be articulate and
spontaneous in your
thoughts and ideas.

Be as natural as can be

3. Manage your class well. Seat Plan (when done face Begin with your classroom
to face especially if you routines.
have not memorized the
names of your students) (prayer, greetings,
attendance and so on).
List of names for reference You used a variety of
(if done online especially if teaching strategies to
their names are not shown keep all your students
on camera) interested.

Take a look at your

learning environment.

Start and end classes on

time.

Make adjustments if
needed.

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4. Others (list what else is
necessary).

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Revisiting the
Infographics Introduction
There are numerous methods for introducing a lesson to make it
highly interactive and innovative. These are also known as attention getters,
energizers, and tone setters. They instill a strong sense of motivation in the
students during the teaching-learning process (stories, riddles, socialized
review, songs, parody, picture analysis, word games, charade, entry pass, etc.)
Development
To maintain their interest in the lesson, a variety of innovative teaching
strategies may be used to make a good transition from the introduction to the
development of the lesson. These are some methods for developing learning
content (diary, monologue, dialogue, debate, panel discussion, use of
organizers, infographics, essays, poetry, and others.
Integration
This focuses on connecting relevant and meaningful learning experiences
for students to apply to practical, real-world knowledge and broader aspects of
the curriculum.
Reflection journals, structured frames, statement completion,
designing/completing matrix, checklist, rating scales, scenario creation, value
statement completion, and other strategies may be used.

OBSERVE:

Preparing lesson plans, study guides, modules, and teaching materials

relevant to the Cooperating School’s LDM and as required by the Cooperating
Teacher.
A. Lesson Plan Exemplar is an ideal example of a teacher’s “roadmap” for
the lesson. It contains a detailed description of the steps a teacher will
take to teach a specific lesson. It is divided into the following parts:
Learning Outcomes/ Objectives, Learning Content, Learning
Resources, Learning Procedures, Remarks and Reflection.
This is a lesson exemplar that you can use to help you with your
teaching and learning.
Accomplish this task in accordance with the lesson you were
taught. Subject Grade level/ Section Time

1. Learning Outcomes

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2. Learning Content

3. Learning Resources

4. Learning Procedures

5. Remarks

[Link]

ANALYZE

Design instructional materials to be used in my daily/ final demonstration

teaching.
Topics Proposed Instructional
Materials/
Resources

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REFLECT

After my daily/ final demonstration lessons,

These are the things I am happy about

These are the areas in which I need to improve

on

These are the thins I plan to do

My Proof of Learning
Paste photos/screenshot of your preparation during your demonstration
teaching. Attach also the lesson plan you used in your final demonstration
teaching. Label them.

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RUBRIC TO EVALUATE PERFORMANCE TASK

Name of Teacher Intern Date Submitted:
Year and Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episodes 4 3 2 1

All observation One (1) to two (2) Three (3) Four (4) or more
questions/tsks observation observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accomplis answered/accomplis answered/accomplis
Sheet plished. hed. hed. hed.
All All questions were Questions were not Four (4) or more
questions were answered answered observation
answered completely; answers completely; answers questions were not
completely; are clearly are not clearly answered; answers
Analysis answers are with connected to connected to not connected to
depth and are theories; grammar theories; one (1) to theories; more than
thoroughly and spelling are free three (3) four (4) grammatical
grounded on from error. grammatical error/spelling errors
theories; error/spelling errors
grammar and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; somewhat rarely supported by
by what were what were observed supported by what what were observed
Reflection observed and and analyzed were observed and and analyzed
analyzed analyzed
Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Proof of outcomes. Complete; well- Complete; not incomplete; not
Learning Complete, well- organized, very organized, relevant organized, not
organized, highly relevant to the to the learning relevant.
relevant to the learning outcome outcomes
learning
outcome
Submission Submitted Submitted on the Submitted a day Submitted two days
before the deadline after the deadline or more after the
deadline deadline

COMMENT/S Rating:
Over-all score (Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13- 11 10 9-8 7-below
12
Grade 1.0 1.25 1.5 1.75 2.0 2.22 2.50 2.7 3.00 3.5 5.00
0 5 5
99 96 93 90 87 84 81 78 75 72 71-
Below

Signature of Instructor/Professor above Printed Name Date

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 P a g e | 65

References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc

Teaching Internship