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Teaching Internship Learning Module

This document outlines the key aspects of a teaching internship program, including: 1) The teaching internship consists of 8 learning tasks that cover topics like classroom observation, management, instructional design, and assessment. 2) The internship has 5 phases - orientation, observation, on-site tasks, demonstrations, and evaluation. During orientation, interns meet supervisors and teachers. 3) The internship allows students to gain hands-on experience, explore teaching as a career, and develop skills through supervised work in schools. It is a crucial part of teacher training programs.

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Jovielyn Davoc

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100% found this document useful (1 vote)

7K views63 pages

Teaching Internship Learning Module

Uploaded by

Jovielyn Davoc

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

Learning Task 1: Getting Ready for Teaching Internship
Preface
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)

Teaching Internship

Page |1

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

Teaching Internship
Page |1

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. However, because the pandemic is still here, you'll be
practicing your chosen profession in a virtual setting. Isn't it challenging?
As a result, 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 a virtual 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 NEUST-COED, 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.

Teaching Internship
Page |2

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, it is an opportunity to practice
communication and teamwork skills because even it will be done in virtual
setting, 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.

Teaching Internship
Page |3

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- accomplishing of Teaching
Task Internship
Building exit forms
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 virtual
orientation with your Teaching Internship Teacher?

Teaching Internship
Page |4

Teaching Internship Expectations Teaching Internship Expectations

BEFORE Attending the Virtual AFTER Attending the Virtual
Orientation 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 NEUST-COED's expectations on you as

you heard from the virtual orientation, how do you intend to make this journey
valuable and interesting?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Teaching Internship
Page |5

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

Teaching Internship
Page |6

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

__________________________________ _________________
Signature of Instructor/Professor above Printed Name Date

Teaching Internship
Page |7

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]

Teaching Internship
Page |8

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:

Teaching Internship
Page |9

Practice Teacher Cooperating Teacher

Observes a diverse range of innovative Allows you to observe different classes
techniques, strategies, concepts, and through the perspective of someone
educational materials else
Obtains information on the level of Examines one's class from a different
student engagement angle
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 Learning Intended Learning Make sure that the ILO
Outcomes Outcome specified in the is SMARTLY (specific,
Learning Plan measurable, realistic
and time bound) stated
2. Organization/Structure Opening of the lesson Maintain coherence
of the Lesson throughout parts of the
Development of the
lesson, and make sure
lesson
they're all connected
Closing the lesson with the learning

Teaching Internship
P a g e | 10

Appropriateness of the objectives.

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 themselves
during the school day.
Management of the
Learning Management
System (LMS)
4. Teaching-Learning Variety of TLA Always prioritize the
activities (TLA) interests, needs and
Use of Differentiated
abilities of your students
Instruction
in making TLA.
Constructive Alignment
5. Teaching Approaches, Approaches, Methods, Always prioritize the
Methods, and Strategies and Strategies used interests, needs and
abilities of your students
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 of Always motivate the
students in class students to participate
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

Teaching Internship
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Learner-Teacher
Interaction
9. Questioning Types/level of Question Make sure that the
Techniques questioning techniques
Questioning Techniques
used enhance the
Reacting Techniques Higher-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 ofthe Use language to
language reinforce learning and
encourage responses
Use of medium of
instruction
Use of verbal and non-
verbal communication
Use of feedback
14. Personal qualities of Personal Grooming Teacher should be an
the Teachers exemplary model to
Attendance
his/her students.
Punctuality
Voice
Personal Graciousness
In a nut shell, this is the process on how you will observe a class:

Teaching Internship
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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 Observation Description (What I 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?
________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________.

Teaching Internship
P a g e | 13

REFLECT

Make a plan for how you will perform your classroom observation at your
Cooperating School.
(Note: Make it in a virtual setting.)
What role does it play
Focus/Aspects of
What will I do? in my development as a
Classroom Observation
teacher intern?
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 virtual class.

Teaching Internship
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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

__________________________________ _________________
Signature of Instructor/Professor above Printed Name Date

Teaching Internship
P a g e | 15

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

Teaching Internship
P a g e | 16

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

Teaching Internship
P a g e | 17

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, Barobo and Din (2021), provide 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 materials
3. Move on to the homeroom before the class begins
routines (like saying a prayer, (notebooks,
greetings, checking of headphones/earphones,
attendance, submission of microphones, cameras, etc.)
workbooks, etc.) B. Communication with Parents

Teaching Internship
P a g e | 18

B. Participating in Class or Guardians

Discussions 1. Provide open
1. Instruct students to raise communication/access
their hands when they want through emails, phones, text
to say something or answer a messages and 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 to class begins so that they have
accomplish assigned tasks on time to ease into the internet
the amount of time given and connection, check if the audio
to make sure that their work and video are working
is properly labeled. properly.
C. When Leaving the Classroom 2. Make sure students know
1. Make sure that students ask how to turn their
permission when going out of microphones on and off as
the classroom and take directed.
necessary pass. 3. Make sure students know
D. Ending the Day how to make their presence
1. Make sure students clear out known (example: by typing
their desks, push back their their full name in the char
chairs and take with them all boxes) once signed in.
necessary items. D. Participating in Class
2. Encourage them to refrain 1. Set expectations for both
from leaving trash under their synchronous and
desks and chairs. asynchronous participation.
3. Ask them to return borrowed 2. Remind the students to
items. refrain from using other
4. Facilitate the lining-up devices during class.
routine and ask the students 3. Have clear rules and policies
to leave the classroom quietly. when using the chat rooms or
chat boxes during small
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 or raise
concerns before they

Teaching Internship
P a g e | 19

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

Teaching Internship
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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.

Teaching Internship
P a g e | 21

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

Teaching Internship
P a g e | 22

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

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 | 23

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

Teaching Internship
P a g e | 24

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
knowledge
 Appropriate depth of knowledge,
questions and activities

 Easy for teachers, students and

parents to use

Ease of use, support  Complete set of instructions,

materials, activities, assessment
and answers

 Appropriate support for new

teachers

 Engagement: sparks student

interest; relevant

Engagement, ability to meet student  Differentiation: appropriate

needs materials by skill level, language
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 Lesson Suggestions for Improvement
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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My Proof of Learning
Paste pictures/screenshots of instructional materials you listed in the
above observation log.
IMs/ICT Tools Used in Daily Lesson Pictures/Screenshots
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 questions All questions were Questions were not Four (4) or more
were answered answered answered observation
completely; completely; answers completely; answers questions were not
answers are with are clearly are not clearly answered; answers
Analysis depth and are connected to connected to not connected to
thoroughly theories; grammar theories; one (1) to theories; more than
grounded on and spelling are free three (3) four (4) grammatical
theories; from error. grammatical error/spelling errors
grammar and error/spelling errors
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

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

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P a g e | 32

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 teaching 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

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

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LEARNING ASSISTING AND PARICIPATING IN SCHOOL

TASK 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
[Link] 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 SCHOOL MONTH THAT THE ACTIVITIES

CELEBRATE ARE CELEBRATED

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 Activities Importance of the

Done Activities/Celebrations

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

____________________________________________________ ___________
Signature of Instructor/Professor above Printed Name Date

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

Teaching Internship
P a g e | 47

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 learning Assessment as learning Assessment of learning

(Formative Assessment) (Summative
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 prior Focuses on constructive In relation to the teaching

information, beliefs, and teacher feedback for and learning process,
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 [Link] 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 immediate Students are given Provides a foundation for

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

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 | 53

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

Teaching Internship
P a g e | 54

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.

Teaching Internship
P a g e | 55

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 form
Instructional materials
the learning Modality sheets and distribute them
Delivery (LDM) of your Learning Activity Sheets to your observers.
Cooperating School. (LAS)
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 (without Always keep a positive

Practicum uniform) attitude and be self-
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. (prayer,
have not memorized the greetings, attendance and
names of your students) so on).
List of names for reference You used a variety of
(if done online especially if teaching strategies to keep
their names are not shown all your students
on camera) interested.
Take a look at your
learning environment.
Start and end classes on
time.
Make adjustments if
needed.

4. Others (list what else is

necessary).

Teaching Internship
P a g e | 56

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

Teaching Internship
P a g e | 57

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

Teaching Internship
P a g e | 58

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.

Teaching Internship
P a g e | 59

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

Teaching Internship
P a g e | 60

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

Teaching Internship

Teaching Internship
TABLE OF CONTENTS
Learning Task
Page Number
Learning Task 1: Getting Ready
for Teaching Internship ………………

P a g e | 1
Teaching Internship
Overview
Last semester, you learned from your experiences and observations in
Field Studies 1

P a g e | 2
Teaching Internship
This is a one-semester teaching internship in basic education at either on-
campus or off-cam

P a g e | 3
Teaching Internship
The Cooperating School Head/Principal will hold a second orientation
session
with
you
in
your

P a g e | 4
Teaching Internship
Teaching Internship Expectations
BEFORE Attending the Virtual
Orientation
Teaching Internship

P a g e | 5
Teaching Internship
______________________________________________________________________________
______________

P a g e | 6
Teaching Internship
RUBRIC TO EVALUATE PERFORMANCE TASK
Name of Teacher Intern _________________________
Date Sub

P a g e | 7
Teaching Internship
References:
Borabo, M.L. & Din, H.G. B. (2022). Teaching Internship. Lorimar
Publishing Inc
J

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Teaching Internship Learning Module

Uploaded by

Teaching Internship Learning Module

Uploaded by

Teaching Internship

This Teaching Internship learning module is a learning resource that concentrates

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

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)

adjust to the New Normal Education.

Learning Task Page Number

Learning Task 1: Getting Ready

Intended Learning Outcomes

Recall of the Learning Essentials

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

The Cooperating School Head/Principal will hold a second orientation

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

Teaching Internship Expectations Teaching Internship Expectations

Given that you are aware of the NEUST-COED's expectations on you as

RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Intended Learning Outcomes

Recall of the Learning Essentials

Importance of Classroom Observation

Practice Teacher Cooperating Teacher

Classroom Observation: What to Look For

Appropriateness of the objectives.

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

Focus/Aspects of Observation Description (What I observed

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

RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Intended Learning Outcomes

● familiarize myself with the classroom structure;

● design effective classroom routines for daily classroom life; and

● demonstrate good, non-violent discipline in managing student

Recall of the Learning Essentials

Importance of Classroom Management

discussions, respond to students’ queries, and provide instructions

Necessary Classroom Routines and Structure

B. Participating in Class or Guardians

Observe and assist your cooperating teacher, and list down

3. Ending the Class

Classroom Situation Suggestion

Reflect on the experience you gain while assisting your cooperating

RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Intended Learning Outcomes

Recall of the Learning Essentials

 encourage students utilize higher-order thinking skills

 No errors; correct information

 Strong visual appeal

 Easy for teachers, students and

Ease of use, support  Complete set of instructions,

 Appropriate support for new

 Engagement: sparks student

Engagement, ability to meet student  Differentiation: appropriate

 Cultural and background

 Diverse activities: group and

Contextualized Instructional Materials

Time-Tested Materials ICT Tools

While assisting your cooperating teacher in the preparation and

Write how important it is to choose appropriate instructional materials

RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Intended Learning Outcomes

• Reciting a Monologue related to the topic

Logical-Mathematical Intelligence (Number Smart)

The 3I’s and 2C’s in Education

Cooperating Teacher: ___________________________Teacher’s Signature: ______

Activities Employed Strengths and Weaknesses of the

Write your reflections on the following.

RUBRIC TO EVALUATE PERFORMANCE TASK

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Cooperating Teacher: _____________________Teacher’s Signature: