LEARNING TASK 5 – Understanding My Learners, Their Strengths, Needs, Interests and Experiences

PPST Domain 1 and 6 : Domain 1.3. Diversity of Learners

Strands : 3.1.1 . Demonstrate knowledge and understanding of differentiated teaching to suit

learners gender, needs, interests, and experiences.

Program
Outcomes of
Teacher
Education : 6.2.C Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments

CFSAT : 3.B.2 Employ strategies that cater to students learning styles and to elicit active
learning

Desired Learning Outcome:

 Identify the needs, strenghts, interests and experiences of my learners
 Demonstrate knowledge and understandings of differentiated teaching to suit learners: gender,
needs, strenghts, interests and experiences.
 Research on one ( 1 ) study about the diversity of learners.

Essential Questions:

 What is meant by diversity of learners?

 How do learners differ?
 What differentiated activities must be applied to suit learners’ needs, strenghts, interests and
experiences?

Understanding:

Diversity of learners refers to the differences among pupils most especially in the way they learn
in a variety of settings, through a variety of processes with varied outcomes.
Teachers can facilitate the learning process among diverse learners by first recognizing and
respecting individual differences, then using the knowledge about pupils differences to design
differentiated learning activities to ensure that all pupils can attain desired learning goals.
Code of Ethics for Professional Teachers, Article VIII Sec. 3 dictates that “ under no circumstance
shall a teacher be prejudiced nor discriminatory against learner.”
Learners’ differences stem from maby factors: gender, race, ethnicity, or cultural background,
intellectual abilities, religions, sexual preferences and socio economic status, needs, interests, strenghts
and experiences.
 All learners have different ways of thinking, learning and absorbing.
 Pupils self-awareness is enhanced by diversity.
 Pupils diversity contributes to cognitive development. It can also promote harmony.
 Pupils are diverse and subjects must be taught differently to respond to their needs, interests,
strenghts and experiences.
  Reach every pupils at his/her level.
 Assist your pupils to grow and celebrate success.
 All pupils are worthy of respect and dignity.

My Performance Tasks:

Performance Task 1 – Make an infographics on diversity of learners ( these are graphic visual
representations of information, data or knowledge intended to present information quickly and clearly.
( wikipedia )
Performance Task 2 – There are different learners based on learning modalities. They are auditory,
visual, and tactile learners. Cite applications on how you can stimulate their strengths, needs, and
experiences based on their learning modalities.

Types of Learners based on Learning How shall I stimulate learning through their
Modalities learning modalities?

Visual
( seeing )

Auditory
( hearing )

Tactile
( touch )
Performance Task 3 – Create a teaching matrix of differentiated teraching based on the various
intelligencies of learners.

Intelligencies Strategies Application to my subject area

Word Smart
( linguistics intelligence )

Number Smart
( logical/analytical intelligence)

People Smart
( interpersonal intelligence )

Self Smart
( intrapersonal intelligence )

Music Smart
( musical intelligence )

Art Smart
( visual-spatial intelligence )

Body Smart
( bodily/kinesthetic intelligence)

Life Smart
( existential intelligence )

Nature Smart
( natural intelligence )
How do these strategies contribute to my learnings? Write a one – liner statement.
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My Assessment Tasks:

Choose the letter of the correct answer.

1. Which group of pupils learn best through music, songs and parodies?
A. nature smart
B. music smart
C. self- smart
D. word smart

2. Which group of learners find joy in working with others?

A. nature smart
B. music smart
C. people smart
D. self smart

1. Which group of learners need to see the teacher’s body language and facial expressions
to fully understand the lesson?
A. auditory learners
B. kinesthetic learners
C. tactile learners
D. visual learners

4. Which group of learners learn through hands – on activity like exploring the world
around them?
A. auditory learners
B. kinesthetic learners
C. tactile learners
D. visual learners

5. Which group of learners learn best through verbal lectures, discussion, talking things
through and listening to what others have to say?
A. auditory learners
B. kinesthetic learners
C. tactile learners
D. visual learners
My Learning Artifacts:

Go to the library and get a research abstract on pupils diversity.

Title

Researcher/s

Abstract
My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully
 The assigned The assigned The assigned The assigned
Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of your Cooperating Teacher

LEARNING TASK 6 – Managing My Classroom Structure and Routines

PPST Domain 1 and 6 : Domain 2. Learning Environment

Strands : 2.6.1 Demonstrate positive and non-violent discipline in the management of learner
behavior

Program
Outcomes of
Teacher
Education : 6.2.C Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments

CFSAT : 2.D.2 Promote a caring and learning environment

2.D.6 Maintain a collborative learning
3.B.8 Manage classroom environment activities

Desired Learning Outcome:

 Identify classroom structure/routines
 Discuss the importance of good classroom structure/routines in class
 Design effective classroom management routines
 Demonstrate positive and non-violent discipline in the management of learner’s behavior

Essential Questions:

 What is the importance of having an organized and systematic classroom structure and
routines?
 As a teaching intern, what c;lassroom routines shall you establish to ensure a positive and non-
violent discipline way of managing learners’ behavior

Understanding:

As a classroom routine is simply a well rehearsed response to a teacher’s directive. It is one of

the teacher’s primary labor – saving devices.
As a teaching intern, to become an effective teacher is to provide a structure inthe classroom. A
very structured learning environment provides many benefits for the teacher and the learners. As
structured classrooms translates to a positive safe and secure classroom. Learners enjoy learning in
avery safe, friendly and non – threatening environment.

TIPS FOR PROVIDING STRUCTURE IN THE CLASSROOMS

1. Rules and expectations must be set on the first day.
2. Set high expectations. Explain its importance.
3. Hold pupils accountable for their actions in all areas of life.
4. Keep your rules simple.
5. Be prepared to adjust. I t is essential to understand that every class and every learner is unique.
6. Be the primary model for your pupils when it comes to classroom structure.
7. Be prepared and organized for the class each day.
8. Build a good reputation/image. This becomes easier with experience.

My Performance Tasks:

Performance Task 1 – Observe your teacher. Take down some important notes on how he/she manages
his/her class. What are his/her positive and non – violent disciplinary practices in the management of
learner behavior?

Observation Log

Name of Cooperating Teacher:____________________________ Date: ________________________

Time:____________________________ Subject: __________________________________________

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Performance Task 2 – Take some pictures of classroom structure or design that creates a positive
classroom atmosphere.

Performance Task 3 – Design your classroom routines to ensure an effective classroom structure.

My Classroom Routines
My Assessment Tasks:

Encircle the letter of the correct answer.

1. Which terms refers to are established ways of managing a classroom to ensure an organized
and systematic structure?
A. classroom discipline
B. classroom management
C. classroom routines
D. positive discipline

2. When is the best time to establish classroom routines?

A. at the start of the school year
B. at the start of each class
C. during class discussion
D. at the end of the year

3. These things can be routinized EXCEPT _______________

A. passing of papers/books
B. checking of attendance
C. going in and out of the classroom
D. designing the bulletin board

4. Which is the best way to minimize a noisy learner in class?

A. stop him/her
B. ignore him/her
C. request him/her to go out to the room
D. talk to him/her personally
 5. Which is the best way to know why a learner is always absent in class?
A. Look at his FB account
B. Write a letter to a parent
C. call the parent or guardian
D. report to the guidance counselor

My Learning Artifacts:
Conduct an interview among pupils. Ask them why positive and non – violent discipline is
effective in the management of learner behavior.

Name of Pupil
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Name of Pupil
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Name of Pupil
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My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
 aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of your Cooperating Teacher

LEARNING TASK 7 – Formulating My Classroom Rules

PPST Domain 2 : Learning Environment

Strands : 2.2.1 Demonstrate understanding of learning environments that promote, fairness,

respect and care to encouraged learning
 : 2.5.1 Demonstrate knowledgeof learning environments that motivate learner
productively by assuming responsibility for their environment

Program
Outcomes of
Teacher
Education : 6.2.C Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments

CFSAT : 2.D.2 Promote a caring and learning environment

: 2.D.5 Respect diversity of learners
: 2.D.6 Maintain a collaborative learning environment

Desired Learning Outcome:

 Discuss the importance of classroom rules
 Give the important things to remember in formulating classroom rules
 Cite positive and non- violent ways of solving misdemeanors in class
 Demonstrate understanding of learning environments that promote fairness, respect and care
to encourage learning
 Demonstrate knowledge of learning environments that motivate learning to work productively
by assuming responsibility for their own learning

Essential Questions:

 Why are classroom rules important?

 What are the important things to consider in formulating classroom rules?
 What classroom rules are you going to formulate to ensure fairness, respect and care among the
pupils
 What must teacher do to motivate learners to work productively and to make them responsible
for their own learning

Understanding:

How to create classroom rules?

RULES
a. must be KNOWN by everyone
b. must be EASY to UNDERSTAND
c. focus on the POSITIVE
d. are PRECISE
e. are related to a VALUE
f. must be CONSISTENTLY IMPLEMENT
g. must be DEFINABLE
h. must be ENFORCEABLE
i. must be expansive
j. must be strategically posted in the classroom

My Performance Tasks:
Performance Task 1 – Conduct an interview with a learner, a teacher, an administrator and ask them
why rules are important.

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Name of Pupil/Signature

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Name of Teacher/Signature

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Name of Administrator/Signature

Performance Task 2 – Interview your cooperating teacher and ask him/her the rules he/she formulated
in his/her classes to create the atmosphere of fairness, respect and care?

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 Name of Cooperating Teacher/Signature

Performance Task 3 – Formulate a classroom rules to ensure better classroom discipline.

CLASSROOM RULES

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Performance Task 4 – Complete the matrix and cite positive and non- violent ways of solving the
following misdemeanors in class.

SITUATIONS Positive and Non – Violent Ways of Solving

Misdemeanor

Littering in class

Unruly behavior of learners

Non – submission of assignment

 Tardiness

Absences

Too much talking

Lacks focus/attention

My Assessment Tasks:

Choose the letter of the correct answer.

1. Why is it important to formulate rules in the classroom?

A. to avoid accident
B. to avoid chaos in the classroom
C. to prevent pupils from doing unnecessary tasks
D. to ensure harmonious relationships between the teacher and pupils

2. Which is the first line of defense against misbehavior in class?

A. class schedule
B. class program
C. classroom rules
D. classroom routines

3. Which is the best time to formulate classroom rules?

 A. as the needs arise
B. at the end of the year
C. at the start of the year
D. at the beginning of every class

4. When a learner misbehaves, the fisrt thing to do is ______________________________.

A. seek others help

B. stare at him or her
C. speak to him/her personally
D. separate him/her from the class

5. Rules must be consistently implemented _____________________________________.

A. for everyone to see

B. for everyone to enjoy
C. for everyone to follow
D. for everyone to know that they are important

My Learning Artifacts:
Take a snapshots of Classroom Rules displayed on bulletin boards or around the school campus.
What is the importance of these rules to pupils’ learning?
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My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer
 The piece/s of The piece/s of The piece/s of The piece/s of
evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of your Cooperating Teacher

LEARNING TASK 8 – Writing My First Learning Plan

PPST Domain 4 : Curriculum and Planning

Strands : 4.1.1 Prepared developmentally sequenced teaching and learning process to meet
curriculum requirements.

: 4.2.1 Identify learning outcomes that are aligned with learning competencies.

Program
Outcomes of
Teacher
Education : 6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing, and
reporting learning process and outcomes

CFSAT : 3.B.1 Acquire mastery of subject matter

 : 3.B.3 Communicate at learners’ level
: 3.B.8 Manage classroom activities
: 4.C.3 Prepare lesson plan based on syllabus and time frame
: 4.C.4 Consider diversity of learners in preparing lesson plans
: 4.C.5 Select the right methodoligies according to subjects and learniers’ level

Desired Learning Outcome:

 Identify learning outcomes that are alignned with competencies
 Prepare developmentally sequenced teaching and learning process to meet curriculum
requirements.

Essential Questions:

 What are the important considerattion in preparing a developmentally sequenced teaching and
learning?
 When do we say that learning outcomes are aligned with learning competencies to meet
curriculum requirements?

Understandings:

Lesson Plan/Learning Plan is the blue print of the daily activities in the teaching-learning
process.
 It guides the teacher on the instructional activities he/she will implement in class. This
is an important component in the instructional process.
 This will help teachers become systematic and organized and on track/ on task while
teaching.
 This will aid the teachers to teach MORE and DO MORE and will help her/his learners
attain the outcomes set for the day.
 This will help the teachers plan differentiated activities to cater to diverse types of
learners.
 This gives a sense of direction in relation to the curriculum map and teaching guides
prepared for the subject.
 It also serves as practical and useful basis for future plans.
 It gives the teacher more confidence in carrying out the daily tasks.

Parts of the Daily Lesson Plan (DLP - Dep Ed 42.s, 2016)

I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures:
A. Before the lesson - Opening of the lesson
 Conduct/review of the previous lesson
 Clarify concepts of the previous lesson
 Introduce the connection of the new and past lesson
  State the new lesson objectives
 Check background knowledge of the learners
- Connect lesson to what is already known
- Get learners’ interest in the new lesson, to start up and warm up activities
- Provides the learners oppurtunity to ask questions about the lesson
B. The Lesson Proper – Middle or main part of the lesson
- Explain, model, demonstrate and illustrate concepts, ideas, skills and
processes for learners to internalize the lesson
- Convey new information to the learner
- Provide feedback
- Regularly check for learners’ understanding
C. After the Lesson – Closing or end of the lesson
- do wrap-up activities
- provide summary of the lesson or ask students to summarize the key
concepts and activities
- reinforce what the teacher has taught and what the learners have
completed
Note: Assessment Methods are integrated in the DLP to regularly check the understanding of the lesson
- Formative Assessment to be done before, during or after the lesson.
V. Assignment (OPTIONAL)-It should be related to the lesson. It should allow learners to
master what wa learned.
N.B. Read De Ed Order 329 s. 2010

VI. Remarks
- This is to document specific instances that result in the continuation of the
lesson in cases of:
- Re-teaching
- Insufficient time
- Transfer of lesson to the following day as a result of class suspension
VII. Reflection (to be filled out after the lesson by the teacher intern)
 To write parts of the lesson that went well or the parts that were weak, and write
briefly about it/ them
 To share their thoughts and feelings about the lesson that were successfully
implemented, need improvement or could be adjusted in the future
 To talk also to the learners who did not do well or those who need help

The Daily Lesson Log (DLL)

It is a template teachers use to log parts of their daily lesson.
Teachers who have been in the service for at least one (1) year, handling learning areas with
available LMS and TGs provided by the DepEd shall not be required to write the DLP instead they shall
be required to fill out a weekly Daily Lesson Log (DLL).

My Performance Tasks:

Performance Task 1 – Request a samplle lessom plan or a Daily Learning Plan from your CT. Study each
part carefully. Paste it here.
Question: Is the learning plan developmentally sequenced to meet curriculum requirements? Explain.

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Insights on the Daily Learning Plan

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What is the impact of this to me as a teaching intern?

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Performance Task 2 - Make your Daily Learning Plan (DLP) outline using the given template. Prepare a
developmentally sequenced Learning Plan with learning outcomes aligned with the learning
competencies.

Subject Area:

TOPIC/Learning Content:

Learning Competencies

What to attain or realize?

Learning Outcomes
Content Standards
Performance Standards

What to use?

Learning resources

What to do?
Procedures

Before the lesson

The lesson proper

After the lesson

Performance Task 3 - Write your Daily Learning Plan. Get your topic/content from your Cooperating
Teacher. Follow the DLP format. Write your plan on the space provided.

My Assessment Tasks:

Encircle the letter of the correct answer.

1. Which is a blueprint of the daily instructionall activities of the teacher?

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

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

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

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

 A. Art work
B. Activities
C. Assignment
D. Assessment

4. Why is Learning Plan important?

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

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

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

A. Is classroom routine necessary for class order and discipline?

B. Give an example of a classroom routine.
C. What is meant by classroom routine?
D. What is a disadvantage of a classroom routine?

My Learning Artifacts:
Request three (3) samples of Learning Plans from various schools with different formats. You
may also wish to surf the net for some samples. Acknowledge the source.
My Learning Artifacts:

My Learning Artifacts:
My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

 Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of the Practicum Supervisor

LEARNING TASK 9 – Seeking Advice from MY CT to Enrich My Teaching Practice

PPST Domain 4 : Curriculum and Planning

Strands : 4.4.1 Seek advice concerning strategies that can enrich teaching practice

Desired Learning Outcome:

 Seek advice from my CT concerning strategies that can enrich teaching practice
 Apply the tips given by the CT regarding the Learning Plan and the effective implementation

Essential Questions:

 Why is there a need to seek advice from your CT and experienced teachers?
 What were your areas of strength? Areas for improvement?
 What other innovations may be explored to enrich teaching practice?

Understandings:

Seeking advice from seasoned and experienced teachers will hone the personal and profesional
competencies of new teachers. This can provide support to simplify complicated problems and clarify
doubts as regards the implementation of the teaching-learning process. The benefits of seeking advice...

 To attain new information and gain new perspectives;

 To assess the options, you have chosen;
 To increase the likelihood of attaining your outcomes;
 To help see posotive outcomes of your actions;
 To encourage you to do more;
 To confirm what is good; and
 To appreciate the values, ideas and thoughts of others.

My Performance Tasks:
Performance Task 1 – Reflect on your areas of strength and areas of improvement. Complete the matrix
below.
Areas of Strength Plans for further areas of growth
 Areas of Improvement My Plans of Action

Performance Task 2 – After several weeks/months of internship, seek advice from

seasoned/experienced teachers or from your CT, your areas of improvement in the delivery of
instruction.

Areas WHAT TO DO

Performance Task 3 – Get three (3) topics from your subject area. List them down. Seek advice from
your CT on what strategies may still be employed.

Learning Content My Strategies My CT’s Advice/ Suggestions

1.

2.
 3.

My Assessment Tasks:

Encircle the letter of the correct answer.

1. Which is the best time to seek advice from one’s CT?
A. When in doubt
B. When trouble
C. When confronted by someone
D. When all options don’t work

2. In which areas may advice be sought?

I. Delivery of the lesson
II. Stating Outcomes
III. Modes of Assessment
A. I B. II C. III D. I, II, and III

3. When seeking for advice, it is also best to ______.

I. Ask for feedback
II. Ask for decisions
III. Ask for better options
A. I B. II C. III D. I, II, and III

4. As a younger or less experienced personn, help or advice especially on work-or school-related

issues over a period of time, you are given advice by a ______.
A. Coach
B. Friend
C. Mentor
D. Supporter

My Learning Artifacts:
Write an essay about your MENTOR in life? What pieces of advice were given by your mentor to
help you develop your personal and profesional competencies?
My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard
CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

Artifacts evidence of evidence of learning evidence of evidence of
learning is/are is/are aligned with learning is/are learning is/are
aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully
 The assigned The assigned The assigned The assigned
Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of Practicum Supervisor

LEARNING TASK 10 – Visiting the School’s Learning Resources Center

PPST Domain 4 : Curriculum and Planning

Strands : 4.5.1 Show skills in the selection, development and using a variety of teaching and
learning resources including ICT to address learning goals.

Program
Outcomes of
Teacher
Education : 6.2.d Develop innovation curricula, instructional plans, teaching approaches, and
resources for diverse learners

CFSAT : 4.C.6 Determine appropriate learning resources available for teaching and learning
: 6.E.1 Acquire knowledge and skills in the use of teaching and learning resources
: 6.E.2 Develop teaching and learning resources appropriate for the lesson
: 6.E.3 Utilize appropriate teaching and learning resources for the lesson
: 6.E.4 Integrate use of ICT in teaching and learning

Desired Learning Outcome:

 Visit the schools’ learning resources
 Show skills in the selection, development and use of a variety of teaching and learning resources
including ICT to address learning goals
 Choose ICT materials available to enrich classroom instruction

Essential Questions:

 What is a Learning Resources Center?

 Why is a Learning Resources Center important in teaching and learning?

Understanding:
 A Learning Resource Center is a school facility which contains teaching-learning materials which
the teachers use to enrich classroom instruction.

The Learning Resources Center contains print,, non-print and electronic materials. The purpose
of this facility is to enhance the learning experiences of the learner and the teachers in any educational
sector. Each teacher needs a wide range of instructional tools to support and enrich student learnings.
Teachers use a wide array of teaching resources to make the instructional process more stimulating and
exciting.

The resource materials used are aligned with the curriculum to ensure that outcomes are
attained. The Learning Resources Center has instructional space to encourage students to perform some
activities and to make learning more meaningful.

My Performance Tasks:

Performance Task 1 – Conduct an interview with a learner, a teacher, an administrator and ask them
why rules are important.

Resource Materials in LRC How/Where will I use there?

Printed Materials

Non-Printed Materials

Electronic Materials

Performance Task 2 –Create a PowerPoint presentation for your lesson. Paste the printed presentation
on the space given below.
Performance Task 3 – A. Write a reflective narrative why you need to use learning resource materials in
your teaching.
 B. How did my cooperating teacher rate the instructional materials I prepared in the
classroom. Use the scale given below:
5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Fair
1 Needs Improvement

Are my instructional materials 5 4 3 2 1

1. Appropriate to the development of the learners?

2. Aligned with the learning outcomes?

3. Easy to prepare?

4. Durable/sturdy?

5. Appealing to the learners?

6. Highly interactive?
7. Colorful?

8. Easy to manipulate?
9. Practical/useful?
10. Not very expensive/economical?

Total Score: ___________ Average

(Total Score divided by 10) ________________________

My Assessment Tasks:
Encircle the letter of the correct answer.

1. Which school facility contains instructional materials for enhancing the teaching-learning
process?
A. Learning Materials Corner
B. Learning Kits Corner
C. Learning Log Template
D. Learning Resource Center

2. Books, magazines, journals, manuals are examples of __________.

A. Printed materials
B. Non-printed materials
C. Electronic materials
D. Supplementary materials

3. Dioramas, models, realia are examples of _______.

A. Printed materials
B. Non-printed materials
C. Electronic materials
D. Supplementary materials

4. If the intended materials are not available, which materials may be used?
A. Printed materials
B. Non-printed materials
C. Electronic materials
D. Improvised materials

5. The instructional materials selected must be ___________.

A. SMART
B. Varied
C. In 3 domains
D. Aligned with the outcomes

My Learning Artifacts:
 Take a picture of the School’s Learning Resource Center

What is the impact of the Learning Resource Center to students’ learning?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_________________________________________________________________________

My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer
 The piece/s of The piece/s of The piece/s of The piece/s of
evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of Practicum Supervisor

LEARNING TASK 11 – Creating Instructional Model

PPST Domain 1 : Content Knowledge and Pedagogy

Strands : 1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning
process

Program
Outcomes of
Teacher
Education : 6.2.d Develop resources for diverse learners
: 6.2.e Apply skills in the developing and utilizing of ICT to promote quality, relevant
and sustainable educational practices

CFSAT : 6.E.1 Acquire knowledge and skills in the use of teaching and learning resources
: 6.E.2 Develop teaching and learning resources appropriate for the lesson
: 6.E.3 Utilize appropriate teaching and learning resources for the lesson
: 6.E.4 Integrate use of ICT in teaching and learning

Desired Learning Outcome:

 Prepare Powepoint presentation aligned with the learning outcomes
  Show skills in the positive use of ICT to facilitate the teaching and learning process

Essential Questions:

 What are instructional materials?

 Why are instructional materials needed in the teaching-learning process?

Understanding:

Instructional materials are tools used in instructional activities. They may either be print, non-
print or electronic materials.
The positive use of Information Communications Technology (ICT) facilitates the teaching-
learning process. Educational ICT tools can be divided into three (3) categories input source, output
source otothers.
Researchers have shown that the use of ICT contributes to improve teaching methods and
strategies.
Advantages of the use of ICT in Education
-improves learners’ concentration and retention
-ensures comprehension of complex instructios
-creates interactive classes and lessons are more enjoyable and entertaining

Disadvantages of ICT tools in Education

-very costly
-can be very troublesome in setting up the device
-very difficult for teacher to use due to lack of experience/expertise

My Performance Tasks:

Performance Task 1 – List down (10) topics in your content area and search materials which you can use
from www.slideshare.net

Topics Possible slide share lessons

The 10 ESSENTIAL ICT TOOLS

  Google groups  Slide share  Google Maps
 Blogs  Wikis  Free mind
 Google Docs  Jamuse, Mussewory

 Book marking

Performance Task 2 – Surf more on ICT in Education. Take down notes and write them here/or print
and attach them on these pages.

Performance Task 3 – Surf on the present status on ICT Education in the Philippines. Take down
notes and write your insights on this page.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

My Assessment Tasks:

Encircle the letter of the correct answer.

 1. What must be the number one consideration in preparing your instructional materials?
A. The Learners
B. The cost
C. The learning content
D. The objectives
2. You prepared a Powerpoint presentation on verbs for your English class however there was
a power cut off. Which should you do?
A. Go to another lesson.
B. Use the available materials in class.
C. Borrow learning materials from another teacher.
D. Give a seatwork instead.
3. Ms. Rufo is teaching in a multi-grade class. What materials must she employ?
A. Less-costly materials
B. Electronic materials
C. Differentiated materials
D. Commercially-made materials
4. What is one of the disadvantages in using ICT in education among senior teachers?
A. It is costly.
B. It is complicated.
C. It is very troublesome.
D. It is difficult to use due to lack of expertise.
5. What does research show on the use of ICT?/
A. It is easy to use.
B. It is accessible.
C. It is costly.
D. It ensures interactive classes.

My Learning Artifacts:
What is the impact of ICT to you as an intern in terms of sourcing out learning information?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
 that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of Practicum Supervisor

LEARNING TASK 12 – Utilizing Various Teaching Strategies to Promote Higher Order Thinking Skills

PPST Domain 1 : Content Knowledge and Pedagogy

Strands : 1.3.1 Demonstrate content knowledge and its application within and/or across
currriculum teaching areas.

: 1.5.1 Apply teaching strategies that develop critical and creative thinking, and/or
other higher-order-thinking skills.
 : 1.7.1 Demonstrate an understanding of the range of verbal and non-verbal
classroom communication strategies that support learner understanding, participation, engagement
and achievement.

Program
Outcomes of
Teacher
Education : 6.2.b Demonstrate mastery of subject matter/discipline
: 6.2.c Facilitate learning using a wide range of teaching methodoligies and delivery
modes appropriate to specific learners and their environments
: 6.2.d Develop innovative curricula, instructional plans,, teaching approaches, and
resources for diverse learners

CFSAT : 2.D.3 Acquire knowledge and skills in the use of teaching and learning resources
: 3.B.2 Employ strategies that cater to students’ learning styles and to elicit active
learning
: 3.B.4 Promote students’ paticipation and collaboration
: 3.B.6 Integrate HOTS in the lesson
: 3.B.8 Manage classroom activities
: 4.C.4 Consider diversity of learners in preparing lesson plans
: 4.C.5 Select the right methodologies according to subject and learners’ level

Desired Learning Outcome:

 Apply teaching strategies that develop critical and creative thinking and/or other higher
order thinking skills
 Demonstrate content knowledge and its application within and/or across curriculum to
teaching areas
 Demonstrate an understanding of the range of verbal and non-verbal classroom
communication strategies that support learner understanding participation, engagement
and achievement

Essential Questions:

 What are teaching strategies?

 What is integrative learning?
 What are higher-order thinking skills?
 What are the verbal and non-verbal communication strategies?

Understanding:

Teaching Strategies are ways and means by which you implement a method. These are used
to help the students to achieve the desired learning outcomes by learning the desired course
content.

Integrative Learning helps the students make connections and relevance between and
among subjects. It allowas the learners to engage in purposeful, relevant learning. It encourages the
learners to see the interconnectedness and interrelationships between the curriculum areas rather
than focusing in isolated curriculum areas.
 According to Pigdon and woolley (1992) in an integrated curriculum, all activities contain
oppurtunities for learners to learn more about content through purposeful activities.
Higher-Order Thinking Skills
Higher order thinking skills known also as HOTS imply that some types of learning require
higher cognitive processes than others. Skills in analyzing, evaluating and creating are thoughts of
higher order than learning facts or concepts.

Bloom’s Taxonomy

Produce new or original work

Design, assemble, connstruct, conjecture, develop, formulate, author, investigate
Create
Justify a stand or decision
Evaluate
Appraise, argue, defend, judge, select, support, value, critique, weigh

Draw connections among ideas

Analyze Differentiate,organize,relate,compare,contrast,
distinguish,examine,experiment,question, test

Apply Use of information in new situations

Execute,implement,solve,use,demonstrate,interpret,operate,schedule,sketc
h

Understand Explain ideas or concepts

Classify,describe,discuss,explain,identify,locate,recognize,,report,
select,translate

Remember
Recall facts and basic concepts
Define,duplicate,list,memorize,repeat,state

(Source:
https://cft.vanderbilt.edu/wp-content/uploads/sites/59/Blooms-Taxonomy-650x366.jpg)

Verbal and Non-verbal communication

Verbal communication is the use of words in expressing one’s feelings and ideas.

Non-verbal communication includes the use of body language,gesture, facial expressions,

eye contact and posture.

The use of verbal and non-verbal communication strategies is the first step in enhancing
communication and nurturing relationships which are vital in the teaching-learning process.
Strong communication skills are very important in the instructional process.
My Performance Tasks:

Performance Task 1 – Get the topic you are assigned to teach. Write down how you can apply the
content knowledge within or across curriculum teaching areas. Use the curriculum web to indicate
your proposed integration. Indicate the subjects in the circles and how you will do it.

topic
Performance Task 2 – Write higher-order thinking questions that you used in the discussion of the
content.

Content/Topic Questions
Performance Task 3 – A. Enumerate the non-verbal cues you used to support learners’ participation
and engagement?

Non-verbal Cues Purpose(s)

1.

2.

3.
Performance Task 4 B) Cite the verbal comunication strategies that you used in class to support
learner understanding, participation and engagement.

Cite how it supported the learners in

Verbal Communication Strategies Used
instruction

My Assessment Tasks:

Encircle the letter of the correct answer.

1. Which includes a wink, a simple nodding of heads or a wave?

A. Gesture
B. Facial Expression
C. Verbal communication
D. Non-verbal communication
2. Which refers to the use of words to convey one’s ideas?
A. Gesture
B. Facial Expression
C. Verbal communication
D. Non-verbal communication
3. Which questions call for facts and concepts?
A. Analyzing
B. Creating
C. Researching
D. Understanding
 4. “Which events could have happened?” and “how was this similar to...?” are examples of ___
questions.
A. Creating
B. Analyzing
C. Researching
D. Understanding
5. “Can you see a possible solution and how many ways can you...?” are examples of _____
questions.
A. Researching
B. Understanding
C. Analyzing
D. Creating

My Learning Atifacts

Paste student work samples/projects accomplished in the discussion of your content.

My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline
 MY TOTAL SCORE

_______________________________

Signature of Practicum Supervisor

LEARNING TASK 13 – Exploring More Interactive and Innovative Teaching Strategies for Diverse
Learners

PPST Domain 3 : Diversity of Learners

Strands : 3.1.1 Demonstrate knowledge and understanding of differentiated teaching to

suit the learners’ gender, needs, strengths, interests and experiences

: 3.2.1 Implement teaching strategies that are responsive to the learners’

linguistic, cultural, socio-economic and religious backgrounds

: 3.3.1 Use strategies responsive to learners with disabilities, giftedness and

talents

Program
Outcomes of
Teacher
Education : 6.2.c Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments
: 6.2.d Develop innovation curricula, instructional plans, teaching approaches,
annd resources for diverse learners
: 6.2.e Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices

CFSAT : 2.D.3 Motivvate active learning

: 2.D.5 Respect diversity of learners
: 4.C.2 Formulate specific learning objectives incorporating knowledge, skills,
attitudes and values, if applicable
: 4.C.3 Prepare lesson plan based on syllabus and time frame
: 4.C.4 Consider diversity of learners in preparing lesson plans

: 4.C.5 Select the right methodologies according to subjects and learners’ level

: 4.C.6 Determine appropriate learning resources available for teaching and

learning

Desired Learning Outcome:

 Demonstrate understanding of differentiated teaching to suit the learners’ gender, needs,
strengths, interests and experiences
 Implement teaching strategies that are responsive to the learners’ linguistic, cultural, socio-
economic and religious backgrounds
  Use strategies responsive to learners with disabilities, giftedness and talents

Essential Questions:

 What are the three I’s and 2C’s in education?

 What is differentiated instruction?
 Give examples of differentiated instruction

Understandings:

There are three I’s and 2C’s in the instructional process. The teaching learning process must
be:
Highly Interactive: All the learners must be highly engaged in all the classroom activities.
They must be able to participate in all the learning processes. No one isleft behind.

Highly Innovative: The use of meaningful and differentiated strategies makes learning more
fun and enjoyable. Learners will sruely love participating in varied activities done and employed by
the teacher. Activities can be in the form of games, songs, rap, poems, puzzle, jazz chants, stories,
maze and the like.

Highly Intergrative: Lesson and topics are interrelated within and across learning areas
without compromising the content of the lesson. This makes the curriculum borderless and
seamless.

Highly Collaborative: The learning that involves groups of students working together to
solve a problem, complete a task or create a product.

Highly Cooperative: This is a startegy where groups of learners with different abilities use
varied activities to better imptove the mastery of the learning content. The elements of positive
inteerdependence, individual accountability, equal responsibility and social roles are addressed.

Differentiates Instruction is teaching the same material to all students using a variety of
instructional strategies or may mean delivering lessons at varying levels of difficulty based on the
ability of each student.

Differentiated instruction in 4 ways:

a) Content
b) Process
c) Product
d) Learning environment

Advantages of Differentiated Instruction:

 Effective for varied types of learners

 Can make students responsible for their own learning
 More options on learning different materials
 Less discipline problems in the classrooms
Disadvantages:

 Requires more work in lesson planning

 Needs more time in preparation of activities

My Performance Tasks:
Performance Task 1 – Observe your cooperating teacher. Write the differentiated activities
employed to address the following:

Learners Activities employed

Gender

Needs

Strengths

Interests

Experiences

Performing Task 2 - In your daily teaching, how did you address the following aspects to be
responsive to the varied characteristics of learners.

Aspects

Linguistics

Cultural
 Socio-economic

Religious background

Performance Task 3 - What strategies have you applied to respond to the learners with disabilities,
gifted, and talents?

Activities Employed for Learners with Special

Activities Employed for Gifted Learners
Needs

My Assessment Tasks:

Encircle the letter of the correct answer.

1. Which activities make students regularly engaged in all activities?

A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary
2. Which activities use aried and novel strategies to make students engage in the learning
process?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary
3. Which activities make the curriculum seamless and borderless?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary
4. Which activities make the class work by teams through purposeful learning?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary
 5. Which activities allow the students to solve their own problems and work on varied tasks?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

My Learning Artifacts:
Write or paste your Learning Plan which provides differentiated activities to addresss
diversity of learners.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

My Learning Artifacts:
My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline
 MY TOTAL SCORE

_______________________________

Signature of Practicum Supervisor

LEARNING TASK 14 – Writing Contingency Lesson Plans/ Learning Plans

PPST Domain 1 and 3 : Domain 1: Content, Knowledge and Pedagogy

: Domain 3: Diversity of Learners

Strands : 3.4.1 Demonstrate understanding of the special educational needs of learners in

difficult circumstances, including geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement or disasters, child abuse and child labor practices.

:3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of

learners from indigenous groups

: 1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and learning

Program
Outcomes of
Teacher
Education : 6.2.b Demonstrate mastery of subject matter/discipline
: 6.2.c Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments
: 6.2.d Develop innovation curricula, instructional plans, teaching approaches,
annd resources for diverse learners
: 6.2.e Apply skills in the developing and utilizing of ICT to promote quality,
relevant and sustainable educational practices
: 6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing,
and reporting learning process and outcomes

Desired Learning Outcome:

 Respond to the different special educational needs of learners
 Apply strategies that are inclusive of learners from indigenous groups
 Use Mother Tongue, Filipino and English to facilitate the teaching-learning process

Essential Questions:

 How must teachers respond to the different special educational needs of learners?
 What strategies may be applied that are inclusive of the indigenous groups?
 What language must be used to facilitate the teaching-learning process?

Understanding:

One of the vital facets in the teaching-learning process is the learning environment. The
process of instruction happens in a formal, non-formal or informal place. Learning may happen
anytime, anywhere and in any place. The quality of instruction depends on how well a teacher can
implement the lessons effectively. These are several factors that affect the delivery of instruction:
the nature of the teacher, the nature of the learner, the utilization of methods and strategies, the
learning resources facilitaties, assessment and others. Teachers face some challenging issues and
concerns especially in times of providing teaching-learning beyond the classroom. Learners
sometimes cannot attend to their classes due to chronic illness isolation, geographical location,
urban resettlement or disorders, armed conflict, child abuse and child labor practices.

These events pose great concern among teachers to make instruction more accessible to all
the learners. Various strategies may be employed to respond to the needs of the learners especially
when they are not physically present in the four walls of the classroom.

1) The use contingency lesson or learning plans

Will be helpful to teachers and the learners especially during suspension of classes
due to rallies, strikes, fortuitous events such as fire, typhoons, floods and earthquakes.
Teachers prepare advance lessons or learning tasks which the learners can accomplish
duting these occasions. Students can do this according to their own pace. They are required
to submit the tasks once they report to school.
2) The use of consumable sheets
Teachers create consumable sheets in advance. Guide questions are formulated for
each content to ensure that learners will read and comprehend the assigned task.
3) The creation and design of instructional modules/self learning kits (SLK)
Teachers may create self-learning kits and instructional modules for each learning
competency to provide students time to work for advancement, enrichment, and diagnostic
purposes.
4) The use of contemporary software on teaching-learning (PowerPoint)
The Preparation of PowerPoint for advance reading of the learners will ensure
greater interaction during class discussion. This will also minimize mere teacher discussion
and maximize hands-on activities.
5) The creation of social media groups. (Viber, Messengers, What’s Up, etc.)
A creation of social media group per subject/class is also advantageous where the students
may communicate through synchronous and asynchronous mode. Uploading of learning
tasks, presentation, class announcements and others may be done to keep the students on
task while in vacation during unforeseen long absence due to illness and sickness.
6) The use of Learning Management System (LMS)
This is a dynamic and tailored learning environment. This can be used for all types of
learning activities. It is a software platform to manage, monitor and assess learning
programs. The digital learning tools are very useful especially when the learners are in
various geographical locations. Some examples of LMS are schoology, canvas, moodle, Word
Press and others.
7) The use of Short Message Service (SMS)
This is a service for sending short message up to 160 characters. It is used to send text
messages to mobile phones. This works to notify learners of lessons, content and other
matters pertinent to the course.

My Performance Tasks
Performance Task 1 – As teachers, we must always be ready to respond to the special educational
needs of learner’s in difficult circumstances (geographic, isolation, chronic illness, displacement due
to aimed conflict, urban resettlement or disasters, child abuse and child labor).
Cite situations on how you have addressed any of the given educational needs of learners.

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________

Performance Tasks 2 - Conduct any one of these activities:

 Observation on the strategies which are used for these types of learners. Write your insights.
 Research on teaching strategies that are inclusive of learners from indigenous groups.
 Interview a teacher in-charge of indigenous groups
 Watch a film clip or video of teaching in an indigenous group.

Strategies Used Insights

Performance Task 3 - The use of mother tongue emphasizes the development of the skills in
speaking, reading and writing from Grades 1 to 3. As a medium of instruction, mother tongue is used
in all learning areas from Kinder to Grade 3 except in Filipino and in the English subjects.

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

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

instruction?

____________________________ _____________________

___________________________ _____________________

___________________________ ____________________

My Learning Artifact(s)
Write a contingency Lesson Plan/Learning Plan in any of the given difficult circumstances to
assist learners.
My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
 deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of Practicum Supervisor

LEARNING TASK 15 – Constructing Various Assessment Tools

PPST Domain 5 : Assessment and Reporting

Strands : 5.1.1 Demonstrate knowledge of the design, selection, organization and use of
diagnostic, formative and summative assessment strategies consistent with curriculum
requirements.
: 5.2.1 Demonstrate knowledge of monitoring and evaluation of learner progress
and achievement using learner attainment data.
: 5.3.1 Demonstrate knowledge of providing timely, accurate and constructive
feedback to improve learner performance.
: 5.4.1 Demonstrate familiarity with a range of strategies for communicating
learner needs, progress and achievement.
: 5.5.1 Demonstrate an understanding of the role of assessment data as feedback
in teaching and learning practices and programs.
Program
Outcomes of
Teacher
Education : 6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing,
and reporting learning process and outcomes

CFSAT : 4.C.7 Construct appropriate assessment measures

: 4.C.8 Utilize results of learner assessment and teacher’s reflection in developing
lesson plans

Desired Learning Outcome:

 Demonstrate knowledge of the design, selection, organization and use of diagnostic,

formative and summative assessment strategies consistent with curriculum requirements.
 Demonstrate knowledge of monitoring and evaluation of learner progress and achievement
using learner attainment data.
 Demonstrate knowledge of providing timely, accurate and constructive feedback to improve
learner performance.
 Demonstrate familiarity with a range of strategies for communicating learner needs,
progress and achievement.
 Demonstrate an understanding of the role of assessment data as feedback in teaching and
learning practices and programs.

Essential Questions:
  Differentiate diagnostic, formative and summative assessments.
 Why do we need to monitor and evaluate learner progress and achievement?
 What are some examples of constructive feedback to improve learner performance?
 Give examples of strategies for communicating learner needs, progress and achievement.
 What is the role of assessment data in the teaching and learning practices and programs?

Understanding:

Assessment refers to the wide variety of methods or tools that teachers use to measure,
evaluate document the learners’ performance. These are some examples of assessment tools:

Diagnosis Formative Summative

 Conducted at the  Conducted during  Conducted after

beginning of the instruction the instruction
school year.
 Sums up what
 Allows teacher to  Monitors student students have
determine students’ learning to provide learned
strengths, on-going feedback to
weaknesses improve reading and
knowledge and skills learning
prior to instruction  Finds out what
concepts were
 Diagnoses students’  Helps students learned after the
difficulty identify their lesson
stengths and
weaknesses
 Used for
 Used to guide lessons documenting
and curriculum  Used in the outcomes and
planning formation and judging value
revision process

 Completed Before  Completed After

teaching  Completed During Instruction e.g.
Instruction e.g. exams, projects,
homework, graded, papers
quizzes, upgraded
assignments

Importance of Monitoring and Evaluating Learner Progress

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

Use of Constructive Feedback in Classrooms

Constructive feedback is a tool use to praise a performance effort or outcome. It is a

favorable judgement and supportive communication.

TIPS on Giving Constructive Feedback

1. Use positive feedback.

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

Some Strategies for Communicating Learner Needs, Progress and Achievement

 Conduct Parent-Teachers dialogue regularly.

 Give parents a way to keep track of learners’ progress through a communication diary or via
on line.
 Display learners’ portfolio in school.
 Develop open lines of communication especially for learners with special needs and for
students at risks.
 Explore the possibility of having a bulletin board of information.

Sources of Assessment Data as Feedback in the Teaching-Learning Process

Teachers may collect student data from the following sources to improve classroom
instructions:

 Formative assessment- e.g. quizzes, seatworks, exit slips worksheets.

 Daily Observations
 Summative Assessment- e.g. projects, essays, quarterly exams
 Cumulative Files
 Standardized Test Scores
 Students’ Records In Guidance, Health Services and the Like
 Home visitations
 Writing anecdotal records
 Conducting formal and informal interviews
  Checking students’ works, projects and portfolio

My Performance Tasks

Performance Task 1 – Get one sample each of the following: diagnosis, formative and summative
tests.

Diagnostics_________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Formative__________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Summative_________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Your INSIGHTS
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Performance Task 2 – Interview your Cooperating Teacher or any teacher and ask the following
questions.

A. Why is there a need to monitor and evaluate learners’ progress?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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

(ref.mps.milwaukee.k12.wi.us)

Performance Task 3

A. What strategies are used by your cooperating school to communicate learner needs,
progress and achievement?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 B. What assessment data are used by your cooperating teacher to improve student
performance?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

My Assessment Tasks

Encircle the letter of the correct answer.

1. Why is there a need to monitor student progress?

A. To improve instruction
 B. To improve assessment
C. To improve student learning
D. To continously assess teachers’ effectiveness

2. When is a diagnostic test given?

A. During the lesson
B. At the end of the year
C. At the end of the period
D. At the beginning of the year

3. When is a summative test given?

A. At the end of the period
B. At the beginning of the year
C. At the beginning of the semester
D. At the completion of instruction

4. Which assessment data contain the grades attendance, discipline reports and other
information of the learner?
A. Portfolio folder
B. Assessment folder
C. Cumulative folder
D. Standardized folder

5. When is formative test employed?

A. During the lesson
B. End of the lesson
C. End of the semester
D. Beginning of the lesson

My learning Artifact(s)

Paste the various assessment tools you have constructed during your teaching internship. What is
the impact of these to students’ learning?
My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard
 CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of Practicum Supervisor

LEARNING TASK 16 – Participating in the School’s Learning Programs and Activities

PPST Domain 4 : Curriculum and Planning

Strands : 4.3.1 Demonstrate knowledge in the implementation of revelant and responsive
learning programs

Program
Outcomes of
Teacher
Education : 6.2.d Develop innovation curricula, instructional plans, teaching approaches, and
resources for diverse learners

CFSAT : 3.B.4 Promote students’ participation and collaboration

: 10.J.3 Share the responsibility of educating students with the community
: 10.J.4 Participate actively in socio-civic events of the community
: 11.J.3 Share the responsibility of educating students with the community
: 11.J.4 Participate actively in socio-civic events of the community

Desired Learning Outcome:

 Identify the relevant and responsive learning program and activities in my Cooperating
School
 Give the benefits of participating in the school’s learning program
 Demonstrate knowledge in the implementation of relevant and responsive learning
programs

Essential Questions:

 What are the benefits of participating in the school’s learning program?

 What are the relevant and responsive learning programs in my cooperating school?

Understanding:

Schools have various learning programs. These programs provide oppurtunities for teachers
and learners to develop the values of cooperation, teamwork and unity. They also reinforce the
lessons taught in the classroom and provide the learners to apply what they have learned in real
world context. Participation in these learning programs also increases student engagement and
leads to success in schools.

Learning progress varies according to school profile, culture and characteristics. The
participation of the learners also varies according to students’ needs, background interest and
abilities.

My Performance Tasks

Performance Task 1 – List down the relevant school programs celebrated by your Cooperating
School. Complete the matrix below:
 School Programs/Activities Learning Outcomes

Performance Task 2 – What are other learning programs designed by the school to assist students in
their academic success?

Academic Programs Desired learning Outcomes

How do these programs impact student learning?

Performance Task 3 - Design a learning program using the given template.

I. TITLE of the Learning Program _____________________________________________

II. Rationale
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
III. Specific Objectives
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
IV. Conditions which prompted you to design the program
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
V. Persons Responsible/ Duties and Responsibilities

Person Responsible Duties/ Responsibilities

VI. Program of Activities

________________________________________________________________________
 ________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

VII. Evaluation Instrument (Formulate your instrument to gauge the effectiveness of the
program)
My Assessment Tasks

Encircle the letter of the correct answer.

1. Which benefits are derived from participating in school’s learning program?

A. Enriches classroom instruction
B. Enhances the sense of pride
C. Provides unity, teamwork and cooperation
D. Allows the learners to apply what was learned in real context

2. Which programs aid in helping learners cope with academic deficiencies?

A. Curricular pprograms
B. Academic programs
C. Ectra currricular programs
D. Special learning programs

3. Which programs are done after classes that fall outside the realm of regular curriculum and
is voluntary in nature?
A. Special program
B. Curricular program
C. Academic program
D. Extra - curricular program

4. Which activities refer to activities and programs that complement the content areas?
A. Special program
B. Curricular programs
C. Co-curricular programs
D. Extra curricular programs

5. Which special learning program aids in developing the skills of pupils who can’t read.
A. Literacy program
B. Reading program
C. aIternative program
D. Language program

My Learning Artifact(s)
Make a collage of the school’s learning programs and activities where you participated.

Your Insights
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________

My Scoring Rubric:
 Approaching Meets Does not Meet
INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of Practicum Supervisor

LEARNING TASK 17 – Executing My Demonstration Learning Plan

PPST Domain 1 and 2 : Domain 1: Content, Knowledge and Pedagogy
Domain 2: Learning Environment

Strands : 1.4.1 Demonstrate knowledge of teaching strategies that promote literacy and
numeracy skills
: 2.3.1 Demonstrate knowledge of managing classroom structure that engages
learners, individually or in groups, in meaningful exploration, discovery and hands-on activities
within the available physical learning environments

Program
Outcomes of
Teacher
Education : 6.2.b Demonstrate mastery of subject matter/discipline
: 6.2.c Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments
: 6.2.d Develop innovation curricula, instructional plans, teaching approaches,
annd resources for diverse learners
: 6.2.e Apply skills in the developing and utilizing of ICT to promote quality,
relevant and sustainable educational practices

CFSAT : 3..B.1 Acquire mastery of subject matter

: 3.B.2 Employ strategies that cater to students’ learning styles and to elicit active
learning
: 3.B.3 Communicate at learners’ level
: 3.B.4 Promote students’ paticipation and collaboration
: 3.B.6 Integrate HOTS in the lesson
: 3.B.8 Manage classroom activities
: 4.C.2 Formulate specific learning objectives incorporating knowledge, skills,
attitudes and values, if applicable.

Desired Learning Outcome:

 Demonstrate knowledge of teaching strategies that promote literacy and numeracy skills
 Demonstrate knowledge of managing classroom structure that engages learners, individually
or in groups, in meaningful exploration, discovery and hands-on activities within the
available physical learning environments

Essential Questions:
 What strategies may be used to promote literacy and numeracy skills?
 What strategies may be employed to engage learners
2.1 individually?
2.2 in groups?
 what strategies may be designed for meaningful exploration, discovery and hands on
activities within the available physical learning environment?

Understanding:
 Literacy skills are those gained through reading as well as using media and technology. The
new ways to read and write have also introduced new skills:

-consuming information
- producing information

Numeracy skills- using numbers to perform calculating and estimating tasks, such as
handling cash, budgeting, measuring and analyzing.

Some Strategies to Promote Literacy and Numeracy Skills

Literacy Numeracy

 Entry pass  Using number line

 Exit pass  Looking for patterns
 First liner  My Think Board
 Jigsaw  A Hundred Plus Chart
 Inquiry chart  Using Reflection Sheets
 Listen Read Discuss (LDR)  Using Conversion Tables
 Partner Reading  Assessment Checklist
 Reading Guide  Using Cards
 Reciprocal Teaching  Using Numerical Charts/
 Story Maps Diagrams
 Story Sequence  Strike It Out
 Visual Imaging  Dicey Operation
 Independent Reading
 Think About Time
 Writing Reading
 Challenge Log
 Matching Books to Phonics
 Alphabet Matching
 Anticipation Guides
 Concept Sort
 Directed Reading
Thinking Activity (DRTA)
 Question the Author
 Reading Guide

Individual Work Group Work

  Gain independence to think through  Listening to and respecting other ideas
their own

 Improve confidence in working through  Thinking about one’s problem in variety

problem, even when they don’t feel of way
certain about every step

 Work at their own level rather than  Getting to a deeper level understanding
having to adapt to suit their group through having to explain a perspective
members and discuss it with others with different
perspectives

 Practice self-control- both in staying  Sharing knnowledge/ abilities to get a

focused on tasks at hand to avoid better hold on a problem that they
turning to a classmate or asking teacher could do individually
for the answer

 Get more comfortable taking actions on  Holding group members accountable

their own and being held accountable in return

 Gain creativity and effective thinking

processes that can apply to problem
solving across a range of subjects and
types of issues

The following teaching strategies may be used for group activities:

  Think Pair Share
 Group Mapping Activities
 Team Games Tournament (TGT)
 Simple Roound Robin Brainstorming
 Agreement Circle
 Round robin
 Stir the Teams
 Circle the Sage
 Numbered Heads Together (NHT)
 Round table
 Milling Around
 Jigsaw
 Tea party

These are some strategies which shall be best for individual activities.

 Monologue
 Story telling
 Puppetry
 Newscast
 Sketch to stretch
 Letter writing
 Reflection log
 Diary
 Poetry writing
 Essay writing

Hands-on activities – provide the learners to explore and discover learning and keep them actively
engaged in the activities. Through these activities they retain the information longer and accurately
remember the things they learned. They, also find the activities more meaningful, enjoyable and
rewarding.

Some hands-on activities are: number maker, play the bag game, algebra tic-tac-toe, human knot game,
verbs relay race, toss and blend, compare fractions, card game, cause and effect cards, conconant blend,
scavenger hunt, multiplication table games, sight words memory game and the like.

My Performance Tasks

Performance Task 1 – Write your Learning Plan for your demonstration lesson using the Daily Lesson
Plan format prescribed by DepEd. Make sure to incorporate the strategies that will promote literacy and
numeracy skills. Employ individual and group activitiesto make the class more enjoyable.
Performance Task 2

Write your BEFORE, DURING and AFTER teaching strategies that you will do in your demonstration
lesson.

Teaching Strategies

BEFORE
 DURING

AFTER

Performance Task 3 - Execute your Learning Plan. You will be rated by your Cooperating Teacher. College
Supervisor.

Pre-Service Teacher’s Actual Teaching Observation and Rating Sheet

(For use of College Supervisor, Cooperating Teacher) Peer, and the Student Intern)

Name of Mentee_________________ Name of Mentor _____________________

Subject Taught __________________ Date _________ Time ___________
School __________________________________
Legend: 4- Outstanding 3- Very Satisfactory 2- Fair 1- Needs Improvement
4 3 2 1
 I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to
disturb the student’s attention.
C. The teacher’s personality is strong enough to
command respect and attention.
D. The teacher shows dynamism and ethusiasm.
E. The teacher has well modulated voice.
II. LESSON PLANNING
A. Lesson plan is weel prepared.
B. There is congruence between:
1. Objective and subject matter
2. Objective and teaching procedure
3. Objective and formative test
4. Objective and assignment
III. CONTENT
The teacher:
A. Demonstrates in depth knowledge of the
subject matter
B. Is able to relate lessons to actual life situations
C. Keeps abreast of new ideas and understanding in
the field
D. Gives sufficient and concrete examples to create
meaningful learning experiences.
IV. TEACHING METHODS
A. Method/s used was/ were suited to the needs
and capabilities of the students.
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities.
C. Visual aids and other examples were used to
illustrate the lesson.
D. The teacher made effective use of the formative
test results during teaching/
V. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework/Agreement
3. Practice exercise
4. Group work/projects
5. Passing in and out of the room.
6. Correcting, disturbing, and collecting paper
B. Order and discipline were present in the
classroom.
C. Instructional materials were within easy reach of
the teacher during his/her teaching.
VI. QUESTIONING SKILLS
 The teacher’s questionning skill such as the following
stimulates discussion in different ways:
1. Probing for learner’s understanding
2. Helping students articulate their ideas and thinking
process
3. Promoting risk-taking and problem solving
4. Facilitating factual recall
5. Encouraging convergent and divergent thinking
6. Stimulating curiosity
7. Hellping students to ask questions

Performance Task 4 - Answer the following questions briefly.

A. After the demonstration lesson. I felt

______________________________________________________________________________
________________________________________________________________________

B. Complete the matrix by checking the areas you need to improve on:

Improve - Learning Outcomes

- Learning environmental
- Strategies
- Instructional Materials
- Modes of assessment
Enrich - knowledge
- Skills
- Others (pls. specify) _______________________
Experiment - new strategies
- Instructional materials
- Differentiated activities
- Others (pls. specify) ________________________
Modify – attitudes
- Expectations

Learn – new subject matter

- Varied learning styles of learners

- New innovations
- Current issues

My Assessment Tasks

Encircle the letter of the correct answer.

1. Which activities promote the use of numbers through estimating, calculating, budgeting, analyzing?
 A. Media
B. Literacy
C. Numeracy
D. Information

2. Which activities develop reading as well as the use of media and technology?

A. Media
B. Literacy
C. Numeracy
D. Information

3. Which activities allow the learners to explain and discover the learning concepts through its
application in the real world context?

A. Musical activities
B. Performance tasks
C. Hands-on activities
D. Real work activities

4. Which strategies include group work and collaboratio?

A. Team teaching
B. Team work strategies
C. Cooperative strategies
D. Collaborative strategies

5. Hands-on activities are provided to learners in order to ________________.

A. To develop self-esteem
B. To promote independence
C. To ensure teamwork and unity
D. To let them enjoy and learn at the same time.

My Learning Artifact(s)

Make a photo collage of the demonstration lesson you have conducted in your cooperating school.
Make a reflective journal, too.
My Scoring Rubric:
 Approaching Meets Does not Meet
INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

_______________________________

Signature of Practicum Supervisor

LEARNING TASK 18 – Articulating My Personal Philosophy of Teaching

PPST Domain 7 : Personal Growth and Professional Development

Domain 2: Learning Environment

Strands : 7.1.1 Articulate a personal philosophy of teaching that is learner-centered

: 7.2.1 Demonstrate behaviors that upload the dignity of teaching as a profession by
exhibiting qualities such as caring attitude, respect and integrity.
: 7.3.1 Seek oppurtunnities to establish professional links with colleagues
: 7.5.1 Demonstrate motivation to realize professional development goals based on
the Philippine Professional Standards for Teachers

Program
Outcomes of
Teacher
Education : 6.2.g Practice professional and ethical teaching standards sensitive to the local,
national, and global realities
: 6.2.h Pursue lifelong learning for personal and professional growth through varied
experiential and field-based oppurtunities

CFSAT : 7.G.1 Internalize teachers’ professional code of ethics as specified in one’s country
: 7.G.2 Uphold and model teachers’ professional code of ethics
: 7.G.3 Educate learners and co-teachers with ethics and moral values

Desired Learning Outcome:

 Articulate a personal philosophy of teaching that is learner-centered
 Demonstrate behaviors that upload the dignity of teaching as a profession by exhibiting qualities
such as caring attitude, respect and integrity.
 Seek oppurtunnities to establish professional links with colleagues
 Demonstrate motivation to realize professional development goals based on the Philippine
Professional Standards for Teachers

Essential Questions:
 What is your personal philosophy of teaching?
 What behaviors must be exhibited by professional teachers?
 How do we establish professional links with colleagues?
 How can you concretize the professional development goals based on this Philippine
Professional Standards for Teachers (PPST)?

Understanding:

A personal teaching philosophy is a statement of beliefs and attitudes relative to purpose of education
and role of teaching.
According to Stephen Brookkfiel in his book The Skillful Teacher (1990) the development of a teaching
philosophy can be used for several purposes.

 Personal Purpose- A clean picture of why you are doing what you see are doing that you can
call at points of crisis. This is crucial to your personal sanity and morals.
 Pedagogical Purpose- Knowing clearly what kind of dent/niche you want to make in the world
that you must continually ask yourself. The fundamental evaluative questions of all: “What
effect am I having on students and their learning?”

TIPS ON WRITING Personal Teaching Philosophy

 There is no required content or set format.

 It is 1-2 pages in length.
 Use present tense.
 Avoid technical terms.
 Include teaching strategies and methods to help people “sell” in the classroom.
 Make it memorable and unique.
 Own your philosophy.

Source: Brookfield. S. (2006). The skillful teacher teacher, San Francisco: Jossey – Bass ucat.osu.edu.

Things to Remember When Writing a Philosophy Statement

 Reasons why you want to become a teacher

 Duties and responsibilities of an effective teacher
 Beliefs about how student learn
 Approaches methods and strategies which are needed in effective teaching
 Views of different stakeholders in teaching and Learning
 Theories or philosophies of teaching and learning thatt are similar to your ideas
 Reasons why teaching is the most important profession
 Challenges/obstacles of teaching which you want to overcome

Source: Wiltz, Nancy W. Et al. (2013). Developing and presenting a professional portfolio in early
childhood Educ. Pearson educ. Inc.

My Performance Tasks

Performance Task 1 – Observe your cooperating teacher for several weeks and months. How does
she/he exhibit the qualities of caring, respect and integrity?

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As a teaching intern, how did you exhibit the qualities of caring, respect and integrity. Cite specific
situations or instances.

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Performance Task 2

A. Cite specific instances on how you establish professional links with your colleagues.
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B. Interview your CT, ask him/her how she/he establishes professional links with colleagues.
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Performance Task 3

A) Read the Philippine Professional Standards (PPST) for Beginning Teachers. Explain how you will
realize the professional development goals using these standards.
My Assessment Tasks

Encircle the letter of the correct answer.

1. Which is a personal statement of your objectives and ideas of teaching?

A. Philosophy of learning
B. Philosophy of education
C. Philosophy of teaching
D. Philosophy of instruction

2. Why is it important for you as a teacher to have a philosophy of education?

I. To guide you in your career
II. To make you reflective in the field of education
III. To identify your beliefs i the teaching profession
A. I only B. II only C. III only D. I, II and III

3. From where does one’s philosophy of statement evolve?

A. The learning outcomes
B. The facilities/resources
C. The different educational curriculum
D. The different theories of teaching and learning

4. Which PPST domain includes five strands that emphasizes on the management of the teaching-
learning processes, resources and professional collaboration among teachers?
 A. Diversity of learners
B. Learning environment
C. Curriculum and planning
D. Content, Knowledge and pedagogy

5. Which are seven domains and thirty seven (37) indicators that embody the standards to ensure
effective measures of professional learning, competent practice and effective engagement?
A. National Competency Based Teachers Standards (NCBTS)
B. Philippine Professional Standards for Teachers (PPST)
C. Competency Standards for Professionals (CSP)
D. Standards for Pre-Service Teachers (SPST)

My Learning Artifact(s)

Write your personal philosophy of teaching

My Scoring Rubric:

Approaching Meets Does not Meet

INDICATORS Meets Standard Standard of Acceptable Acceptaable
of Excellence Excellence Standard Standard

CRITERIA 4 3 2 1
Has all the Has some aspects of Has minimal No aspects of
aspects of work work that exceed aspects of work work meets
that exceed level level of expectation that meet level level of
of expectation of expectation expectation
Performance
Tasks
Shows Demonstrates solid With some Has errors,
exemplary performance and errors and omission and
performance undersdtanding mastery is not misconceptions
enough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answer answer answer correct answer

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

evidence of evidence of learning evidence of evidence of
 Learning learning is/are is/are aligned with learning is/are learning is/are
Artifacts aligned with some of the learning aligned with not aligned with
learning outcomes one learning the learning
outcomes outcomes outcomes

The learning The learning tasks The learning The learning

Creativity and tasks are done are done creatively tasks are done tasks are poorly
Resourcefulness very creatively and resourcefully quite creatively done creatively
and resourcefully and and
resourcefully resourcefully

The assigned The assigned The assigned The assigned

Submission of learning tasks are learning tasks are learning tasks learning tasks
Requirements submitted on or submitted a day are submitted 2 are submitted 3
before the after the deadline days after the days after the
deadline deadline deadline

MY TOTAL SCORE

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Signature of Practicum Supervisor