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Essential Questions
Understandings
The following are the legal documents that apply to the teaching
profession.
Performance TaskComplete
1 the structured frame.
Performance TaskAmong
2 the 4 phases of internship, which seems difficult?
Why?
OrientationObservationOn site tasksFinal Phase 1Phase 2Phase 3Phase 4
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MY VISION
Where am I going?
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Essential Questions
Understandings
Cooperating School refers to the public or private elementary /
high school where the teaching intern undergoes off campus
teaching under a cooperating teacher who assists him/her in
his/her teaching stint.
The cooperating school serves as a training ground or
laboratory of teaching. The prospective teacher gets the “feel”
of the school and the “feel of being a “real” teacher.
A teacher training program greatly depends on how well the
internship program is carried out in the cooperating schools.
The characteristics of cooperating school that nurture and inspire
learner participation:
My Performance Tasks
School’s Goals
Graduate attributes
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Performance TaskComplete
2 the structured frame.
How can you concretize the school’s vision, mission, goals and
expected graduate attributes in your lessons?
Performance Task 3
Get a sample lesson that shows how the VMS was integrated in
the learning plan.
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Essential Questions
Understandings
Teaching interns are placed in the real world of work called
Cooperating Schools. They are placed under the tutelage of the expert
teachers in the school community.
The Cooperating Principal has expectations of and from
prospective teachers who are placed in their school for teaching
internship.
The role of the Cooperating Principal is to oversee the effective
implementation of the teaching internship program. The orientation
with the Cooperating Principal is a must for him/her to discuss the
school’s policies and procedures to be followed to foster harmonious
relationship with the wider school community.
My Performance Tasks
Performance TaskBased
1 on the orientation conducted by the
Cooperating Principal, complete the matrix given
below.
______________________________________________
Expectations My Responsibilities
Performance TaskWrite
2 the school policies and procedures that
you need to comply with as a teaching intern to
foster harmonious relationship with the wider
school community.
School rules and policies What do I need to do?
to comply with
Performance TaskWhat
3 tools do I need to bring in terms of KASH
(Knowledge, Attitudes, Skills and Habits) to
prepare myself in the wonderful world of
teaching and learning?
K
N
O
W
L
E
D
G
E
A
T
T
I
T
U
D
E
S
S
K
I
L
L
S
H
A
B
I
T
S
My Learning Artifact(s)
Make an acronym on the word PRINCIPAL. You may
emphasize on his/her attributes / roles or importance on the
Teaching internship Program.
P
R
I
N
C
I
P
A
L
Given the chance to become a principal someday, what
qualities /attributes must you possess?
_____________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Essential Questions
What is the role of my mentor in my internship program?
2.
3.
Application Application
Picture of your CT
Application
Virtue
Application
Virtue
Application
Virtue
My Learning Artifacts
Write an appreciation letter to your mentor for accepting you as
his/her teaching intern. Let him/her read this and request him/her to
sign your letter.
________________________________
Signature of Mentor
Teacher
What is the impact of this letter to me as a teaching
intern?
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Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
MY TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Understanding Learners, Their Strengths, Needs,
Learning Task 5
Interests and Experiences
PPST Domains 1 and 6 Domain 1.3 Diversity of Learners
3.1.1 Demonstrate knowledge and understanding of differentiated teaching
Strands
to suit learners, gender, needs, strengths, interests and experiences.
Program Outcomes of
6.2.C Facilitate learning using a wide range of teaching methodologies and
CMO
Teacher Education delivery modes appropriate to specific learners and their environments
Competency Framework for 3.B.2 Employ strategies that cater to students learning styles and to elicit
CFSAT Southeast Asian Teachers active learning
for the 21st Century
Essential Questions
What is meant by diversity of learners?
How do learners differ?
What differentiated activities must be applied to suit learners’
needs, strengths interests and experiences?
Understandings
Diversity of learners refers to the differences among students
most especially in the way they learn in a variety of settings, through a
variety of processes with varied outcomes.
Teacher can facilitate the learning process among diverse
learners by first recognizing and respecting individual differences, then
using the knowledge about students’ differences to design
differentiated learning activities to ensure that all students can attain
desired learning goals. (PPST Domain 3)
Code of Ethics for Professional Teachers, Article VIII Sec.3 Dictates
that “Under” no circumstance shall a teacher be prejudiced nor
discriminatory against any learner.”
Visual
Auditory
Tactile
Performance Task 3Create a teaching matrix of differentiated teaching
based on the various intelligences of learners.
Application to
Intelligences Strategies
subject area
Word
Smart
(Linguistic 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
(Naturalist Intelligence)
Title
Researcher(s)
Abstract
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Essential Questions
What is the importance of having an organized and systematic
classroom and routines?
As a teaching intern, what classroom routines shall you establish
to ensure a positive and non-violent discipline way of managing
learners’ behavior?
Understandings
Observation Log
Name of Cooperating Teacher ____________________________ Date _______________
Time _________________________________________________ Subject _____________
Performance TaskHave
2 some photographs of classroom structure /
design that creates a positive classroom
atmosphere.
Performance Task Design
3 your classroom routines to ensure an
effective classroom structure.
My Classroom Routines
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Learning Artifacts
Conduct an interview to students. Ask them why positive and non-
violent discipline is effective in the management of learner behavior.
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_________________________________________________
_________________________________________________
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Name of Student
_________________________________________________
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_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Name of Student
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
Name of Student
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
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 students?
What must teacher do to motivate learners to work productively and
to make them responsible for their own learning?
Understandings
How to create classroom rules?
must be KNOWN by everyone.
R -
- must be EASY to UNDERSTAND.
focus on the POSITIVE.
U
-
- are PRECISE
- are related to a VALUE
L - must be CONSISTENTLY IMPLEMENTED.
- must be definable.
Performance Tasks
Performance Task Conduct
1 an interview with a learner, a teacher and an
administrator and ask them why rules are IMPORTANT.
______________________________________________________
______________________________________________________
______________________________________________________
Name of Student
______________________
Signature
______________________________________________________
______________________________________________________
______________________________________________________
Name of Teacher
______________________
Signature
______________________________________________________
______________________________________________________
______________________________________________________
Name of Administrator
______________________
Signature
Performance TaskInterview
2 your Cooperating Teacher and ask
his/her RULES which he/she formulated in her/his
classes to create an atmosphere of fairness,
respect and care?
___________________________
Signature of Cooperating
Teacher
Performance TaskFormulate
3 CLASSROOM RULES to ensure better
classroom discipline.
CLASSROOM RULES
Performance TaskComplete
4 the matrix and cite positive and non-
violent ways of solving the following misdemeanors
in class.
Positive and Non-Violent Ways of
Situations
Solving Misdemeanor
Littering in class
Non-submission of assignments
Tardiness
Absences
Lacks focus/attention
Learning Artifacts
Take snapshots of Classroom Rules displayed on bulletin boards or
around the school campus.
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Strands 4.1.1 Prepare 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 6.2.f Demonstrate a variety of thinking skills in planning, monitoring, assessing,
CMO Teacher Education and reporting learning processes and outcomes
Competency Framework for
3.B.1 Acquire mastery of subject matter
CFSAT Southeast Asian Teachers 3.B.3 Communicate at learners’ level
for the 21st Century 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 methodologies according to subjects and learners’ level
Essential Questions
What are the important considerations 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
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 lessons
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 opportunity to ask questions
about the lesson
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
Teachers who have been in the service for at least on (1) year,
handling learner areas with available LMS and TGs provided by the
DepEd shall not be required to the DLP instead they shall be required
to fill out a weekly Daily Lesson Log (DLL).
Performance Tasks
Performance Task Request
1 a sample lesson 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.
Subject Area:
TOPIC/Learning Content:
Learning Competencies
Learning Outcomes What to attain or realize?
Content Standards
Performance Standards
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Strands 4.4.1 Seek advice concerning strategies that can enrich teaching practice
Essential Questions
Why is there a need to seek advice from your CT and experienced
teachers?
What were your areas of strength? Areas of improvement?
What other innovations may be explored to enrich teaching
practice?
Understandings
Performance Tasks
Performance Task Reflect
1 on your areas of strength and areas of
improvement. Complete the matrix below.
Areas WHAT TO DO
Performance TaskGet
3 three (3) topics from your subject area. List them
down. Seek advice from your CT on what strategies
may still be employed.
My CT’s Advice/
Learning Content My Strategies
Suggestions
1.
2.
3.
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
professional competencies?
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Program Outcomes of 6.2.d Develop innovative curricula, instructional plans, teaching approaches, and
CMO Teacher Education resources for diverse learners
Competency Framework for
4.C.6 Determine appropriate learning resources available for teaching and learning
CFSAT Southeast Asian Teachers 6.E.1 Acquire knowledge and skills in the use of teaching and learning resources
for the 21st Century 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
Essential Questions
What is a Learning Resource Center?
Why is a Learning Resource Center important in teaching and
learning?
Understandings
A Learning Resource Center is a school facility which contains
teaching – learning materials which the teachers use to enrich classroom
instruction.
The Learning Resource 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 Resource Center has
instructional space to encourage students to perform some activities and
to make learning more meaningful.
Performance Tasks
Performance Task Visit
1 the school’s Learning Resource Center. Select
the resource materials you can use to enrich ONE of
the lessons assigned for you to TEACH.
Printed Materials
Non – Printed Materials
Electronic Materials
Performance TaskMake
2 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.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Strands 1.3.1 Show skills in the positive use of ICT to facilitate the teaching and learning
process
6.2.d Develop resources for diverse learners
Program Outcomes of
CMO Teacher Education 6.2.e Apply skills in the developing and utilization of ICT to promote quality,
relevant and sustainable educational practice
6.E.1 Acquire knowledge and skills in the use of teaching and learning resources
Competency Framework for
Southeast Asian Teachers 6.E.2 Develop teaching and learning resources appropriate for the lesson
CFSAT
for the 21st Century 6.E.3 Utilize appropriate teaching and learning resources for the lesson
6.E.4 Integrate use of ICT in teaching and learning
Understandings
Performance TaskSurf
2 on the present status on ICT Education in the
Philippines. Take down notes and write your
insights on this page.
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Utilizing Various Teaching Strategies to
Learning Task 12
Promote Higher Order Thinking Skills
PPST Domain 1 Content Knowledge and Pedagogy
1.3.1 Demonstrate content knowledge and its application within and/or across
Strands curriculum 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 learning understanding, participation,
engagement and achievement.
Program Outcomes of 6.2.b Demonstrate mastery of subject matter/discipline
CMO 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 innovative curricula, instructional plans, teaching approaches, and resources
for diverse learner
Competency Framework for 2.D.3 Motivate active learning
CFSAT Southeast Asian Teachers 3.B.2 Employ strategies that cater to students’ learning styles and to elicit active learning
for the 21st Century
3.B.4 Promote students’ participation 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
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?
Understandings
remember
recognize, report, select, translate
(Source: https:cft.vanderbilt.edu/wp-content/uploads/sites/59/Blooms-Taxonomy-
650x366.jpg)
2.
3.
Learning Artifacts
Paste student work samples/projects accomplished in the class
discussion.
Scoring Rubric
Meets Approaching Meets Does Not
INDICATO
Standard of Standard of Acceptable Meet
RS
Excellence Excellence Standard Acceptable
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Essential Questions
What are the 3I’s and 2C’s in education?
What is differentiated instruction?
Give examples of differentiated instruction.
Understandings
There are three I’s and two C’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 is left behind.
Highly Innovative: The use of meaningful and differentiated
strategies makes learning more fun and enjoyable. Learners will surely
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 Integrative: 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 strategy where groups of learners
with different abilities use varied activities to better improve the
mastery of the learning content. The elements of positive
interdependence, individual accountability, equal responsibility and
social roles are addressed.
Differentiated Instruction is a 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.
Disadvantages:
requires more work in lesson planning
needs more time in preparation of activities
My Performance Tasks
Performance Task Observe
1 your cooperating teacher. Write the
differentiated activities employed to address the
following:
Learners Activities Employed
Gender
Needs
Strengths
Interests
Experiences
Performance Task 2In your daily teaching, how did you address the
following aspects to be responsive to the varied
characteristics of learners.
Aspects
Linguistic
Cultural
Socio-economic
Religious Background
Performance Task 3 What strategies have you applied to respond to
the learners with disabilities, giftedness and
talents?
Activities Employed for Learners Activities Employed for Gifted
with Special Needs Learners
Learning Artifacts
Write or paste your Learning Plan which provides differentiated
activities to address diversity of learners.
My Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Writing Contingency Lesson Plans/Learning
Learning Task 14
Plans
PPST Domain 1 and 3 Domain 1: Content, Knowledge and Pedagogy
Domain 3: Diversity of Learners
3.4.1 Demonstrate understanding of the special educational needs of learners in difficult
Strands 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
Essential Questions
What 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?
Understandings
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 facilities,
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.
Performance Tasks
Performance Task As
1 teachers, we must 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.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
____________________ ____________________
____________________ ____________________
Learning Artifacts
Write a contingency Lesson Plan/Learning Plan in any of the given
difficult circumstances to assist learners.
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
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?
Understandings
- Used in the
formation and - Used for
- Used to guide revision process documenting
lessons and outcomes and
curriculum judging value
planning
- Completed During
Instruction - Completed After
- Completed Before e.g. homework, instruction e.g.
teaching graded, quizzes, exams, projects,
ungraded papers
assignments
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
Performance Tasks
Performance Task Give
1 one sample in each of the following:
diagnostic, formative and summative tests.
INSIGHTS
Performance Task 2Interview your Cooperating Teacher or any teacher
and ask the following questions.
Performance Task 3
Learning Artifacts
Paste the various assessment tools you have constructed during your
teaching internship. What is the impact of these to students’ learning?
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Program Outcomes of 6.2.d Develop innovative curricula, instructional plans, teaching approaches, and resources
CMO for diverse learners
Teacher Education
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?
Understandings
Performance Tasks
Performance Task List
1 down the relevant school programs celebrated
by your Cooperating School. Complete the matrix
below:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
II. Rationale
___________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Learning Artifacts
Make a collage of the school’s learning programs and activities where
you participated.
INSIGHTS
Scoring Rubric
Does Not
Meets Approaching Meets
INDICATO Meet
Standard of Standard of Acceptable
RS Acceptable
Excellence Excellence Standard
Standard
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
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?
Understandings
Literacy Numeracy
Entry pass Independent Using number line
Exit pass Reading Looking for
First liner Think Aloud Time patterns
Jigsaw Writing Reading My Think Board
Sharing knowledge/abilities to
Practice self-control – both in get a better hold on a problem
staying focused on tasks at that they could do individually
hand to avoid turning to a
classmate or asking teacher
for the answer Holding group members
accountable and being held
Get more comfortable taking accountable in return
actions on their own
There are some strategies which shall be best for individual activities.
Performance Tasks
Performance Task Write
1 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 numerical
skills. Employ individual and group activities to
ensure learner engagement. Provide hands-on
activities to make the class more enjoyable.
BEFORE
DURING
AFTER
B. Complete the matrix by checking the areas you need to improve on:
Enrich Knowledge
Skills
Other (please specify) ________________
New Strategies
Instructional materials
Differentiated activities
Other (please specify) ________________
Experiment
Modify Attitudes
Expectations
Other (please specify) ________________
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Competency Framework for 7.G.1 Internalize teachers’ professional code of ethics as specified in one’s country
CFSAT Southeast Asian Teachers 7.G.2 Uphold and model teachers’ professional code of ethics
for the 21st Century 7.G.3 Educate learners and co-teachers with ethics and moral values
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
the Philippine Professional Standards for Teachers (PPST)?
Understandings
A personal teaching philosophy is a statement of beliefs and
attitudes relative to purpose of education and role of teaching.
According to Stephen Brookfield 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 are doing that you can call up 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?”
Performance Tasks
Performance Task 1
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Performance Task 2
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Performance Task 3
CRITERIA 4 3 2 1
Performanc Has all the Has some Has No aspect of
e Tasks aspects of aspects of minimal work meets
work that work that aspects of level of
exceed exceed level work that expectations
level of of meet level .
expectatio expectation. of Has errors,
n. Demonstrat expectatio omissions
Shows es solid n. and
exemplary performance With some misconcepti
performanc and errors and ons
e. understandi MASTERY
ng. is not
thorough.
Assessment With 5 correct With 4 correct With 3 With less than 3
Tasks answers answers correct correct answers
answers
Learning The piece/s of The piece/s of The piece/s The piece/s of
Artifacts evidence of evidence of of evidence evidence of
learning is/are learning is/are of learning learning is/are
aligned with aligned with is/are aligned NOT aligned
learning SOME of the with ONE of with the
outcomes. learning the learning learning
outcomes. outcomes. outcomes.
Creativity The learning The learning The learning The learning
and tasks are done tasks are done tasks are tasks are poorly
Resourceful very creatively and done quite done and need
ness creatively and resourcefully. creatively improvement.
resourcefully. and
resourcefully.
Submission The assigned The assigned The assigned The assigned
of learning tasks learning tasks learning learning tasks
Requireme are submitted are submitted a tasks are are submitted 3
nts on or before day after the submitted 2 days or more
the deadline deadline. days after after the
the deadline. deadline.
TOTAL SCORE
___________________________
Signature of Practicum
Supervisor
Name
_________________________________________________________________
Surname Given Name
Maiden/Middle
Name / Address of Cooperating School
____________________________________
Type of School: Private Sectarian ______ Private Non-Sectarian ____
Public _____
Age
___ 19 ___ 21 ___ over 22
___ 20 ___ 22
Year Graduated
___ 1980 – 1985 ___ 1991 – 1995 ___ 2001 – 2005 ___
2011-2015
___ 1986 – 1990 ___ 1996 – 2000 ___ 2006 – 2010 ___
2016- 2020
Others please specify: _____________
Grade/Year Level/ Taught
___ Pre-School ___ High School
___ Elementary ___ Special Education
Others, please specify __________________
Subjects Taught
___ Filipino ___ All subjects in Pre-elem
___ English ___ Others (pls. specify)
___ Science
___ Math
___ Araling Panlipunan
Number of Hours Rendered
___ 100 hours ___ 200 hours (please specify)
___ 150 hours ___ more than 200 hours (please specify)
B. Practicum Experiences
Instructions: The purpose of this evaluation is to gain feedback
regarding the quality of your teaching internship. The concerns noted
will initiate corrective actions to improve the quality of teaching
internship. Your honest answers to this questionnaire will be highly
appreciated. Please rate the items using the given scale:
5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1- Needs
Improvement
5 Ex 4 3 2 1
celle Very Goo Fair Needs
nt Goo d Improv
d e
ment
Orientation Activities
1.Orientation of the student
interns by
The practicum supervisor on
Teaching
Internship
2. Orientation of the student
interns
With the cooperating Principal
3.Orientation of the Student
Interns by the Cooperating
Teacher
4. Familiarization of the Student
Interns with the School
Facilities/Equipment
5. Orientation of the School
Rules and Policies
6. Familiarization of required
teaching Internship Forms
7. Practicum Experiences of the
Student Interns
8. Consultation time with the
cooperating teachers
9.