SURIGAO STATE COLLEGE OF TECHNOLOGY

Narciso Cor Magallanes Sts., Surigao City

LEARNING MODULES
in

EDUC 11- TEACHING INTERNSHIP

(2nd Semester, AY 2021-2022)

Prepared by:

Marivel M. Catacutan, MA
Merlyn L. Estoque, PhD
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TITLE 1: TEACHING INTERNSHIP
TOPIC 1.1 Practice Teaching
TOPIC 1.2 Laws and Regulations in the Teaching Profession

TIME FRAME: 9 hrs

INTRODUCTION
Practice Teaching deals with the theory and practice through total immersion in
actual classroom teaching in cooperating schools. In this activity students are expected to
apply all the theories learned in the content and theory courses into actual teaching, master
the competencies needed as stipulated in the national Competency-Based teacher
Standards (NCBTS) and in line with the Philippine Professional Standards for Teachers
(PPST), and demonstrate and practice the professional and ethical requirements in the
teaching profession.
Why is there a need for students to undergo Practice Teaching? Are the professional
subjects in education during their stay in the tertiary not enough to prepare them for the future
teaching job?
Moreover, future teachers should also know, understand and apply the existing laws
and regulations in the teaching profession as they practice their teaching job. This laws and
regulations are stipulated in RA 4670- Magna Carta for Public School Teachers, Resolution
435, 1997- Code of Ethics for Professional Teachers, DepEd Order No. 14, s.2015- Hiring
Guidelines for Teacher 1 positions Effective SY 2015-2016, and DepEd Order No. 42.
S.2017- National Adoption and Implementation of the Philippine Professional Standards for
Teachers.

INTENDED LEARNING OUTCOMES/ OBJECTIVES

In the course of the discussion, students are expected to:
1. define teaching internship;
2. explain the different phases of internship; and
3. demonstrate awareness on existing laws and regulations that apply to the teaching
profession and responsibilities specified in the Code of Ethics for Professional teachers.

PRETEST
Essay: Briefly answer the following essential questions : (5 pts each: 3-content; 2- organization)

1. Why is teaching Internship important?

2. What are the important phases of internship?
3. Why are laws and regulations important in the exercise of the teaching profession?

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LEARNING ACTIVITIES

1. Teaching Internship/ Practice Teaching

Teaching Internship plays a vital role to your success as a

professional teacher. It gives you the opportunities to apply what you
have learned in actual classroom practice. It provides you roles and
functions to perform effectively in various settings; it empowers you to
perform your roles in your respective level, subject area and discipline
as well as to prepare you for personal and professional advancement.
It gives you the chance to work under a second teacher who shall
serve as your mentor; and it allows you to interact with professionals
which shall give you more insights in the field of teaching (Lim-
Borabo,2018).

Practice Teaching is an important component towards becoming a teacher. It

provides experiences to student-teachers in the actual teaching and learning environment.
During teaching practice, a student-teacher is given the opportunity to try the art of teaching
before actually getting into the real world of the teaching profession. Student-teachers also
know the value of teaching practice and they perceive it as the important aspect of their
preparation for the teaching profession since it provides for the real interface between
studenthood and membership of the profession (Rakesh Ranjan, 2013, as cited by
files.eric.ed.gov/fulltext/ EJ1103037.pdf).

Activity 1: Complete the Structured Frame (10 pts: Content- 7, organization-3)

I need to undergo teaching internship because _______________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

2. The 4 Phases of Internship

Phase 1- Orientation Sessions: With practicum supervisor, cooperating teacher

and principal

 In this phase, the orientations deal with identifying expectations of the

school and that of the cooperating school. The practicum supervisor,
cooperating teacher or principal introduce to the practice teachers the school

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 rules and policies, facilities and resources, school forms, school personnel
and other matters related to school operations.

Phase 2- Observation and Building Relationships: Observation of classes,

Building relationship with cooperating teacher, learners and other
teaching support staff.

 This phase includes meeting with the cooperating teachers and

learners, identifying expectations of the cooperating teacher, observing how
the learners interact with the teachers, and establishing good relationship
with the cooperating teachers, students and other support staff in school. In
this phase, the practice teacher extend assistance in the day’s activities.

Phase 3- On Site Tasks: Writing Learning/Lesson Plans, Creating instructional

materials, Constructing assessment tools, Participating in school
activities/programs, Doing daily teaching tasks

 In this phase, practice teachers are made to do activities such as

observing classes, writing lesson plans or daily lesson logs, preparing
instructional materials for classroom instruction, preparing assessment
tools/ tests/ examinations, helping cooperating teachers in their classes,
substituting classes with CT’s supervision and mentoring, designing
instructional/bulletin boards; joining in school curricular or non-curricular
activities, and any other daily routinary tasks. Here, practice teachers
work well with the cooperating teachers.

Phase 4- Final Demonstration and Accomplishing Exit Forms: Executing final

demonstration lesson and accomplishing evaluation forms and exit
clearance

 This final phase aims at engaging practice teachers in classroom

demonstration and in doing tasks related to conclusion of internship.
Practice teachers prepare lesosn plans/ daily lesson log for specific or grand
classroom demonstration, which is considered to be the culminating activity
on classroom teaching. Evaluation of the exposure/ immersion is also done
here. Documents and forms are finalized; Teaching Portfolios are organized
and submitted to the PT coordinators for recording/grading purposes.

Activity 2: Among the 4 phases of internship, which do you think is difficult?

Why? (5 pts)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________
________________________________________________________________________
____________________________________________________________________

3. Laws and Regulations in the Teaching Profession

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Activity 3: Download and read the full texts of the following existing laws in the Teaching
Profession. Excerpts are provided as preliminary information.

3.1 Resolution 435, 1997 Code of Ethics for Professional Teachers

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf

Excerpts from Resolution 435:

PREAMBLE: Teachers are duly licensed professionals who possesses dignity and
reputation with high moral values as well as technical and professional competence in the
practice of their noble profession, they strictly adhere to, observe, and practice this set of
ethical and moral principles, standards, and values

The Code of Ethics for Professional Teachers serves as guide for teachers specifically
to new teachers for them to exhibit proper behavior to the learning community at all times.
It is imperative that teachers observe and practice this set of ethical and moral principles,
standards, and values. (https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/

3.2 Republic Act 10627 Anti-bullying Act of 2013

https://depedtambayan.net/republic-act-no-10627/

Excerpts from RA 10627:

SEC. 2. Acts of Bullying. For purposes of this Act, “bullying” shall refer to any severe
or repeated use by one or more students of a written, verbal or electronic expression, or
a physical act or gesture, or any combination thereof, directed at another student that
has the effect of actually causing or placing the latter in reasonable fear of physical or
emotional harm or damage to his property; creating a hostile environment at school for
the other student; infringing on the rights of the other student at school; or materially and
substantially disrupting the education process or the orderly operation of a school; such
as, but not limited to, the following:

a. Any unwanted physical contact between the bully and the victim like punching,
pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing,
fighting and the use of available objects as weapons;

b. Any act that causes damage to a victim’s psyche and/or emotional well-being;

c. Any slanderous statement or accusation that causes the victim undue emotional
distress like directing foul language or profanity at the target, name-calling, tormenting
and commenting negatively on victim’s looks, clothes and body; and

d. Cyber-bullying or any bullying done through the use of technology or any

electronic means.

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 (Read more of these from the website above.)

3.3 Republic Act 7877 Anti-Sexual Harassment Act of 1995

https://www.officialgazette.gov.ph/1995/02/14/republic-act-no-7877/
Excerpts from RA 7877:
SEC. 3. Work, Education or Training-related Sexual Harassment Defined. – Work,
education or training-related sexual harassment is committed by an employer, employee,
manager, supervisor, agent of the employer, teacher, instructor, professor, coach,
trainor, or any other person who, having authority, influence or moral ascendancy over
another in a work or training or education environment, demands, requests or otherwise
requires any sexual favor from the other, regardless of whether the demand, request or
requirement for submission is accepted by the object of said Act.
(Read more of these from the website above.)

3.4 Republic Act 4670 The Magna Carta for Public School Teacher
https://depedclub.com/the-magna-carta-for-public-school-teachers/

Excerpts from RA 4670:

Sec. 1. Declaration of Policy. It is hereby declared to be the policy of this Act to promote
and improve the social and economic status of public school teachers, their living and
working conditions, their terms of employment and career prospects in order that they
may compare favorably with existing opportunities in other walks of life, attract and retain
in the teaching profession more people with the proper qualifications, it being recognized
that advance in education depends on the qualifications and ability of the teaching staff
and that education is an essential factor in the economic growth of the nation as a
productive investment of vital importance.

(Read more of these from the website above.)

3.5 DepEd 40 s.2012 Child protection Policy

https://depedtambayan.net/deped-child-protection-policy/
Excerpts from DepEd 40 s 2012:

Section 2. – Statement of Policy. Pursuant to the 1987 Constitution, the State shall defend
the right of children to assistance, including proper care and nutrition, and special
protection from all forms of neglect, abuse, cruelty, exploitation and other conditions
prejudicial to their development (Article XV, Section 3 [2]).

(Read more of these from the website above.)

Activity 4: Write your insights on the following laws in the teaching profession on the spaced
provided. (5 points each)

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 Laws and Regulations in the Teaching Insights
Profession (How will you apply this in your profession?)

Resolution 435, 1997 Code of Ethics for

Professional teachers

Republic Act 10627 Anti-bullying Act of 2013

Republic Act 7877 Anti-Sexual Harassment

Act of 1995

Republic Act 4670 The Magna Carta for

Public School Teacher

DepEd 40 s.2012 Child protection Policy

REVIEW OF CONCEPTS

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 1. Teaching Internship plays a vital role to your success as a professional teacher. It gives
you the opportunities to apply what you have learned in actual classroom practice. It
provides you roles and functions to perform effectively in various settings; it empowers you
to perform your roles in your respective level, subject area and discipline as well as to
prepare you for personal and professional advancement. It gives you the chance to work
under a second teacher who shall serve as your mentor; and it allows you to interact with
professionals which shall give you more insights in the field of teaching.

2. Phases of Internship:

Phase 1- Orientation Sessions: With practicum supervisor, cooperating teacher

and principal
Phase 2- Observation and Building Relationships: Observation of classes,
Building relationship with cooperating teacher, learners and other
teaching support staff.
Phase 3- On Site Tasks: Writing Learning/Lesson Plans, Creating instructional
materials, Constructing assessment tools, Participating in school
activities/programs, Doing daily teaching tasks
Phase 4- Final Demonstration and Accomplishing Exit Forms: Executing final
demonstration lesson and accomplishing evaluation forms and exit
clearance
3. The existing Laws, Regulations and Policies in the Teaching Profession are guideposts of
teachers in the exercise of their profession. As guideposts, the laws are meant to be
implemented and followed.

SELF-EVALUATION: In 2-3 sentences, answer the following essay questions: (5 pts.each)

1. Because of the pandemic, practice teachers are not allowed to get exposed to the
cooperating schools for their internship. With this situation, how can you make the best
of this PT course to make yourself prepared/ready for the future teaching job?

2. Is Phase 4 feasible? In what way? Give your suggestion.

3. Why should teachers take heed of the existing laws governing them?

POST-TEST
Write the letter of the correct answer.
1. Why is teaching internship important?
A. It culminates the years of a four-year study.
B. It provides a wide array of teaching experiences in real classroom setting.
C. It gives a student an opportunity to enjoy practicing the teaching profession.
D. It allows them to work with various stakeholders.
2. Which ACT strengthens the regulation and supervision of the practice of teaching in the
Philippines?
A. RA 7877 B. RA 7832 C. RA 7836 D. RA 7830

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 3. Which is issued to protect children in school from abuses, violence, exploitation,
discrimination and other forma of abuse?
A. DepEd Order 30 s.2012 C. DepEd Order 69 s.2013
B. DepEd Order 40 s.2012 D. DepEd order 58 s.2017
4. Which Act shall promote and improve the social and economic status of public school
teachers’ living and working conditions?
A. RA 7836 B. RA 10627 C. RA 7877 D. RA 4670
5. Which law protects the value and dignity of every individual, enhance the development
of human resources, guarantee full respect for human rights, and uphold the dignity of
workers, employees, applicants for employment, students or those undergoing training
instruction or education?
A. RA 7877 B. RA 7836 C. RA 4670 D. RA 10627

CASE STUDY
(https://depedtambayan.net/the-code-of-ethics-for-professional-teachers/)

Study the following cases. Guided by your understanding of the Code of Ethics for
Professional Teachers, identify the article and the provision that can guide the teacher
to come up with his best action. Write your answers on the space provided in each
number.

1. Mr. Antonio B. Baguio received a complaint from the guardian of one of his students
regarding the grade of his daughter in English. Mr. Baguio listened to the complaint of the
guardian with sympathy and referred it to the teacher concerned for clarification.

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mr. Baguio right in his action? _________________________________________
(Explain based on the provision.)

2. During barangay fiesta, Mr. Ben Y. Maya, a public school teacher, was designated as the
fiesta directorate chairman. Because of his talent, he accepted the task willingly even
without any honorarium. He facilitated the culture-based activities that resulted to a very
organized celebration of their barrio fiesta. Is it alright for Mr. Maya not to receive
payment for the services he rendered during the barrio fiesta?

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mr. Maya right in his action? _________________________________________
(Explain based on the provision.)

3. Mrs. Jenny San Jose is a new teacher in Malaban National High School. The school is
scheduled to hold its Reading Camp on a Saturday. Relative to this activity, Mrs. Josie
Rivera, the school principal, advised the faculty to attend and help the organizers to
facilitate the event.

Mrs. San Jose who is enrolled in a master’s degree program informed the principal that
she could not make it for she needs to attend her Saturday class.

9
 Is it correct not to render service on a Saturday because of her studies?

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mrs. San Jose right in her action? _____________________________________
(Explain based on the provision.)

4. Mrs. Anna Lee A. Amores does not want her student named Joel to be the highest honor
awardee but she prefers Leonard, another student to get the recognition. In order to
ensure that Leonard will get the highest honor award, she gave Joel low grades in
recitation and in performance tasks. Is it right to give Joel low grades just to make
Leonard the awardee?

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mrs. Amores right in her action? ______________________________________
(Explain based on the provision.)

5. Mr. Mario B. Reyes has been teaching for the last 15 years. Every time his principal
would ask him to attend training, he would always decline and would ask another teacher
to attend the said training. Is this proper?

Article in the Code of Ethics: ____________________________________________

Provision Statement: _____________________________________________
Is Mr. Reyes right in his action? _________________________________________
(Explain based on the provision.)

REFERENCES:
Borabo, M. (2018). Teaching Internship. (OBE-PPST-Based). Lorimar Publishing, Inc.
Cubao, Quezon City, Philippines.

Code of Ethics for Professsional Teachers

http://teachercodes.iiep.unesco.org/teachercodes/codes/Asia/Philippines.pdf
Republic Act 10627 Anti-bullying Act of 2013 https://depedtambayan.net/republic-act-no-
10627/
Republic Act 7877 Anti-Sexual Harassment Act of 1995
https://www.officialgazette.gov.ph/1995/02/14/republic-act-no-7877/
Republic Act 4670 The Magna Carta for Public School Teacherhttps://depedclub.com/the-
magna-carta-for-public-school-teachers/
DepEd 40 s.2012 Child protection Policy https://depedtambayan.net/deped-child-
protection-policy/

TITLE 2: THE LEARNERS AND THE CLASSROOM

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TOPICS 2.1: Understanding Learners
2.2 Managing Classroom Structures, Routines, and Rules

TIME FRAME 6 hrs

INTRODUCTION
Understanding Learners means seeing all the different things that touch their
motivation and aptitude to learn effectively, and then familiarizing everything and the learning
environment to suit both learners’ needs and the general characteristics of a class. Some of
the influences to consider are age, level, culture, language, strengths and weaknesses,
character, interests, motivation, learning styles and preferences, even schemata or previous
knowledge and ability to work self-reliantly.
According to Gorman (2019) when you take steps to understand your class, such as
through observation, discussion and informal chats, you are able to plan lessons that are
more effective by building on the experience, knowledge and interests that the learners bring
to the classroom. You are better able to meet your learners’ emotional needs, and by
recognising and using learners’ interests and talents you help them to develop a positive
attitude towards your subject.
Managing classroom structures, routines and rules are likewise essential in teaching
and learning to allow for more systematized and organized classroom tasks and to ensure
harmony and good relationships between and among teacher and learners in the classroom.

INTENDED LEARNING OUTCOMES/OBJECTIVES

In the course of the discussion, students are expected to:
1. identify the needs, interest and experiences of learners;
2. demonstrate knowledge and understanding of differentiated teaching to suit learners:
gender, needs, strengths, interests and experiences;
3. identify classroom structure/routines;
4. discuss the importance of good classroom structure/ routine in class; demonstrate
positive and non-violent discipline in the management of learners’ behaviors; and
5. formulate classroom rules.

PRE-TEST
Answer the following questions. Write the letter of your answer:
1. Which group of students learns best through music, songs and parodies?
a. nature smart B. music smart C. self smart D. word smart

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

11
 a. nature smart B. music smart C. people smart D. self smart
3. Why is it important to formulate classroom rules?
a. to avoid accidents
b. to avoid chaos in the classroom
c. to prevent students from doing unnecessary tasks
d. to ensure harmonious relationships inside the classroom
4. Which is the first line of defense against misbehaviour in class?
a. class schedule b. class program c. classroom rules d. classroom routines
5. 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 to the room d. talk to him/her personally

LEARNING ACTIVITIES
Activity 1: Read the following theories and concepts:
1. UNDERSTANDING LEARNERS
Diversity of Learners (Borabo, 2018)

Diversity of learners refers to the differences among students most specially 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
students’ differences to design differentiated learning activities to ensure that all students
can attain desired learning goals. (PPST Domain 3)
The Code of Ethics for professional teachers, Article VIII, Sec. 3 dictates that “under
no circumstances shall a teacher be prejudiced nor discriminatory against any learner.”
Learners’ differences stem from many factors: gender, race, ethnicity, or cultural
backgrounds (nationality, province, language, intellectual abilities, religions, sexual
preferences, and socio-economic status, needs, interests, strength and experiences.

 All learners have different ways of thinking, learning and absorbing.

 Students’ self-awareness is enhanced by diversity.
 Students’ diversity contributes to cognitive development. It can also promote
harmony.
 Learners are diverse and subjects must be taught differently to respond to their needs,
interests, strength and experiences.
 Reach every students at his/her level.
 Assist your students to grow and celebrate success.
 All learners are worthy of respect and dignity
Activity 2: Make an info-graphics of diversity of learners (Graphic-visual representations
and information, data, and knowledge.) (15 pts: Content-8; Organization 4; Creativity-3)
LEARNERS’ LEARNING STYLES : The VARK MODEL
(https://educationonline.ku.edu/community/4-different-learning-styles-to-know)

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Visual Learners

Students who best internalize and synthesize information when it is presented to

them in a graphic depiction of meaningful symbols are described as visual learners. They
may respond to arrows, charts, diagrams and other visualizations of information hierarchy,
but not necessarily to photographs or videos.

Because visual learners tend to be holistic learners who process information best
when it is presented to them as a robust whole rather than piecemeal, they tend to see
positive educational outcomes when they are presented with summarizing charts and
diagrams rather than sequential slides of information.

Auditory Learners

Auditory (or aural) learners are most successful when they are given the opportunity
to hear information presented to them vocally. Because students with this learning style may
sometimes opt not to take notes during class in order to maintain their unbroken auditory
attention, educators can erroneously conclude that they are less engaged than their
classmates. However, these students may simply have decided that note-taking is a
distraction and that their unbroken attention is a more valuable way for them to learn.

Auditory learning is a two-way street: Students who fall into this modality often find
success in group activities where they are asked to discuss course materials vocally with
their classmates, and they may benefit from reading their written work aloud to themselves
to help them think it through.

Reading/Writing Learners

Students who work best in the reading/writing modality demonstrate a strong learning
preference for the written word. This includes both written information presented in class in
the form of handouts and PowerPoint slide presentations as well as the opportunity to
synthesize course content in the completion of written assignments. This modality also lends
itself to conducting research online, as many information-rich sources on the internet are
relatively text-heavy.

Reading/writing-oriented students should be encouraged to take copious notes

during classroom lectures to help them both process information and have an easier time
recalling it later.

Kinesthetic Learners

Kinesthetic learners are hands-on, participatory learners who need to take a

physically active role in the learning process in order to achieve their best educational
outcomes. They are sometimes referred to as “tactile learners,” but this can be a bit of a
misnomer; rather than simply utilizing touch, kinesthetic learners tend to engage all of their
senses equally in the process of learning.

Because of their active nature, kinesthetic learners often have the most difficult time
succeeding in conventional classroom settings. Some educators have found success
encouraging kinesthetic learners to utilize flashcards for subjects like math and English to

13
 make rote memorization into an interactive experience. These students also often thrive in
scientific subjects with lab components, as the skills-based, instructional training that occurs
in these settings engages them in productive ways.

Assignment:
Look for 1 learner (elementary of high school) and ask him/her of at least 3 of his/her
preferred learning styles. Let him/her explain why the choices. Submit your output via
Googlemeet.

2. CLASSROOM STRUCTURES, ROUTINES AND RULES

A Classroom Structure/Routine is simply a well- rehearsed response to a teacher’s

directive. It is one of the teacher’s primary labor-saving devices.
One way to become an effective teacher is to provide a structure in the classroom. A
very structured learning environment provides many benefits for the teacher and the learners.
As structured classroom translates to a positive, safe and secure classroom. Learners enjoy
learning in a safe, friendly and non-threatening environment.
Tips for Providing Structure in the Classroom:
1. Rules and expectations must be set on the first day.
2. Set high expectations. Explain their importance.
3. Hold students accountable for their actions in all areas of life.
4. Keep your rules simple.
5. Be prepared to adjust. It is essential to understand that every class and every learner
is unique.
6. Be the primary model for your students 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.

Activity 3: Video Watch: Jessieca Bingco – Demo Teaching

Source: https://www.youtube.com/watch?v=LME2fccv3FQ

Instruction: Observe the teacher. Take down some important notes on how she
manages her class. What are her positive and non-violent
disciplinary practices in the management of learning behavior. Write
your notes in the Observation Log.

OBSERVATION LOG

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How to create classroom rules?
RULES- must be known to everyone.
-must be easy to understand
- focus on the positive. - are precise.
- are related to a value. - must be consistently implemented.
- must be definable. - must be enforceable.
- must be expansive. -must be strategically posted in the
classroom.
Sample Classroom Routines, Procedures and Rules:

15
 Activity 4: In the generalized Back-To-School Routine and Procedures below, pick
out 5 routines and make specific procedures/rules for such.

SELF-EVALUATION Ask yourself the following question. Write your answer in a half
sheet of paper.

16
 What is the importance of having an organized
and systematic classroom structure, routine and rules?

REVIEW OF CONCEPTS
 Diversity of learners refers to the differences among students most specially in the
way they learn in a variety of settings, through a variety of processes with varied
outcomes.
 Visual Learners. Students who best internalize and synthesize information when it is
presented to them in a graphic depiction of meaningful symbols are described as visual
learners. They may respond to arrows, charts, diagrams and other visualizations of
information hierarchy, but not necessarily to photographs or videos.
 Auditory Learners. They are most successful when they are given the opportunity to hear
information presented to them vocally. Because students with this learning style may
sometimes opt not to take notes during class in order to maintain their unbroken auditory
attention, educators can erroneously conclude that they are less engaged than their
classmates. However, these students may simply have decided that note-taking is a
distraction and that their unbroken attention is a more valuable way for them to learn.

 Reading/Writing Learners. Students who work best in the reading/writing modality

demonstrate a strong learning preference for the written word. This includes both written
information presented in class in the form of handouts and PowerPoint slide
presentations as well as the opportunity to synthesize course content in the completion
of written assignments. This modality also lends itself to conducting research online, as
many information-rich sources on the internet are relatively text-heavy.
 Kinesthetic Learners. They are hands-on, participatory learners who need to take a
physically active role in the learning process in order to achieve their best educational
outcomes. They are sometimes referred to as “tactile learners,” but this can be a bit of
a misnomer; rather than simply utilizing touch, kinesthetic learners tend to engage all of
their senses equally in the process of learning.
 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.

POST-TEST
A. Multiple Choice: Answer the following questions. Write the letter of your answer.
1. 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 boards
2. Which id the best way to minimize a noisy learner in class?
A. punish him/her C. bring him/her to the guidance office
B. give him/her food D. communicate with him/her
3. Which is the best way to know why a learner is always absent?
A. look at his/her facebook account C. call the parent/guardian
B. write a letter to the parent D. report to the counsellor

17
 4. Which is the best time to formulate classroom rules?
A. as the need arises C. at the end of the year
B. at the start of the year D. at the beginning of every class
5. What learning style is best manifested by learners who love to chat, send messages and
analyse written texts?
A. Visual B. Auditory C. Reading/writing D. Kinesthetic
6. Why should learners follow classroom rules?
A. because they are mandated B. because rules are rules
C. to establish harmony in class D. because some learners are naughty
7. Which of the following learners portrays a kinesthetic learning style?
A. Mariah likes watching movies and video clips.
B. Paul prefers writing his answer and thoughts on his notebook.
C. Daliah loves performing action songs and singing games.
D. Peter favors listening to reports and presentations.

B. Essay: How do you manage a class of 35 with 10 Mamanua learners and 3 foreigners?
(7 pts: Content= 5, Organization= 2)

REFERENCES
Bingco, J (2019). Teaching Demo. Retrieved from
https://www.youtube.com/watch?v=LME2fccv3FQ

Borabo, M. (2018). Teaching Internship. (OBE-PPST-Based). Lorimar Publishing, Inc.

Cubao, Quezon City, Philippines.

Gorman, M (2019. Understanding Learners. Retrieved from

https://www.teachingenglish.org.uk/sites/teacheng/files/J105_03_Understanding_learners_FINAL_0_0.pdf

VARK Model. Retrieved from https://educationonline.ku.edu/community/4-different-learning-styles-to-know

TITLE 3: PLANNING FOR INSTRUCTION

18
TOPIC Lesson Planning

TIME FRAME: 13 hrs.

INTRODUCTION
Lesson Plans are indispensable guides in the daily classroom contacts and
communications between teacher and students. They are written by the teachers
themselves as they are mandated. Teachers with less than 3 years of teaching experience
are required to make detailed lesson plans (based on DepED Order No. 70 s.2012).
There are important considerations in preparing a developmentally sequenced
teaching and learning. One of the most important thing to consider is the alignment of the
learning outcomes with the competencies to meet the curriculum requirements.
To be able to make a good Learning Plan, teachers need to have good understanding
on how learning outcomes or objectives are crafted following the 3 domains of learning and
putting in mind the SMART principle. Knowledge, understanding and skills in formulating
these objectives will lead to a more refined and well-prepared lessons for the learners in
class.

INTENDED LEARNING OUTCOMES/OBJECTIVES

In the course of the lesson, students are expected to:
1. identify learning outcomes that are aligned with the competencies stipulated in the
curriculum;
2. formulate intended learning outcomes following the 3 domains of learning; and
3. prepare developmentally sequenced lesson plan in line with the areas of specialization.

PRE-TEST Essay: Answer the following questions:

1. How are learning outcomes articulated?

2. How important is Lesson Planning before

teaching?

LEARNING ACTIVITIES

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Activity 1: Read the following concepts on Learning Outcomes/ Objectives and
Lesson Planning.

Learning Outcome/Objectives
Learning Outcomes or Objectives are the desired outcomes or the focus of the lesson.
It is through well-defined learning outcomes that a particular class attains what it intends to
learn.

In writing objectives or intended learning outcomes (ILO), it is always

recommended that more of the higher order thinking skills (hots) should be developed,
and less of the low level thinking skills (LOTS).

The 3 Learning Domains

1. The Cognitive Domain involves knowledge and the development of intellectual skills
(Bloom, 1956). This includes the recall or recognition of specific facts, procedural
patterns, and concepts that serve in the development of intellectual abilities and skills.
There are six major categories of cognitive and processes, starting from the simplest to
the most complex: (http://www.nwlink.com/~donclark/hrd/bloom.html)

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 The original version is stated as NOUNS, while the revised version is stated as
VERBS- which implies more active form of thinking. The following verbs are
used in the formulation of ILOs/objectives:

2. Affective Domain (Krathwohl, Bloom, Masia, 1973) includes the manner in which we
deal with things emotionally, such as feelings, values, appreciation,
enthusiasms, motivations, and attitudes. The five major categories are listed from the
simplest behavior to the most complex:

3. Psychomotor Domain (Simpson, 1972) includes physical movement, coordination, and

use of the motor-skill areas. Development of these skills requires practice and is
measured in terms of speed, precision, distance, procedures, or techniques in execution.

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 Thus, psychomotor skills rage from manual tasks, such as digging a ditch or washing a
car, to more complex tasks, such as operating a complex piece of machinery or dancing.
The seven major categories are listed from the simplest behavior to the most
complex:

Learning Outcomes or objectives should be formulated using the SMART principle.

Thus, check for the alignment of your learning outcomes or objectives and ask if they are:

• Specific
• Measurable
• Attainable
• Result-Oriented/Realistic/Relevant
• Time Bound

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Lesson Planning

Lesson Plan/ Learning Plan (Borabo, 2018) 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
make teachers become systematic and organized and on track/ on task while teaching, and
aid him/her to teach MORE, DO MORE and help attain the outcomes set for the day. This
will help teachers in planning differentiated activities to cater to diverse types of learners.
A lesson plan gives a sense of direction in relation to the curriculum map and teaching
guides prepared for the subject. It serves as practical and useful basis for future plans, and
gives the teacher more confidence in carrying out the daily tasks.

DepED Order No. 70 s.2012

Teachers of all public elementary and secondary schools will not be required to
prepare detailed lesson plans. They may adopt daily lesson logs which contain the needed
information and guide from the Teacher Guide (TG) and Teacher Manual (TM) reference
materials with page number, intervention given to the students and remarks to indicate how
many students have mastered the lesson or are needing remediation. However, teachers
with less than 2 years of teaching experience shall be required to prepare Daily Lesson Plans
which shall include the following:

Parts of the Daily Lesson Plan (DLP DepEd 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 lessons
 Introduce the connection between the new and past lesson
 State the new lesson objectives
 Check background knowledge of 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
B. The lesson Proper- Middle or Main part of the lesson

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 - explain, model demonstrate and illustrate concepts, ideas, skills and
processes for learners to internalize the lesson
- convey new information to the learners
- 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 was learned. (Read DepEd Order 329.2010)
VI- Remarks - This is to document specific instances that result in the continuation of
the lesson in case of re-teaching, insufficient time, transfer of lesson to
the following das as result of class suspension.
VII- Reflection - (to be filled-out after the lesson)
- to write parts of the lesson that went well or the parts that were weak.
- to share thoughts and feelings about the lesson that were
successfully implemented, need improvement and 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)

The Daily Lesson Log is a template teachers use to log parts of their daily lesson.
Teachers who have been in the service for at least 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).

Activity 2: Request a sample lesson plan or a Daily Learning Plan from a teacher-
friend assigned in the area where you live. Study each part carefully. Cut,
paste and label the parts (in bond papers).

Say something about the following:

1. Is the Learning Plan developmentally sequenced? Explain.

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________

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 2. Write your insights on the DLP.
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3. What is the impact of this DLP to me as a future teacher?

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

Performance Task for the Midterm

Make your Daily Learning Plan (DLP) outline using the given template/parts below.
Prepare a developmentally sequenced learning Plan with learning outcomes aligned with
the learning competencies, and following the 3 domains of learning and using the SMART
principle.

Lesson Plan Template

Subject Area
Topic/Learning Content
Learning Competencies
What to attain or realize?
Learning Outcomes

Content Standards
Performance Standards
Learning Resources What to use?

Procedures What to do?

Before the Lesson

Lesson Proper

After the Lesson

SELF-EVALUATION Answer the following question: (1/2 sheet of paper)

1. What do I learn about 3 Learning Domains and SMART in the

formulation of learning Outcomes/Objectives?

2. What are the important considerations in preparing a sequenced

teaching-learning plan?

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REVIEW OF CONCEPTS

 Learning Outcomes or Objectives are the desired outcomes or the focus of the lesson.
In writing objectives or intended learning outcomes (ILO), it is always recommended
that more of the higher order thinking skills (hots) should be developed, and less of
the low level thinking skills (LOTS). These learning outcomes are formulated following
the 3 domains of learning: Cognitive, Affective and Psychomotor domains.
 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 make teachers become systematic and organized and on track/ on task while
teaching.
 The Parts of the Daily Lesson Plan (DLP DepEd 42 s.2016) are as follows: Objectives,
Content, Learning Resources, Procedures ( Before the lesson – Opening of the
lesson, The lesson Proper- Middle or Main part of the lesson, and After the Lesson –
Closing or end of the lesson), Assignment (Optional), Remarks and Reflection.
 The Daily Lesson Log is a template teachers use to log parts of their daily lesson.
Teachers who have been in the service for at least 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).

POST-TEST

Multiple Choice: Read the following questions and write the letter of your answer:

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

A. Learning Plan B. Learning Content
C. learning Procedure D. Learning resources
2. Which refers to the materials used to enrich classroom instruction?
A. Learning Plan B. Learning Content
C. learning Procedure D. Learning Resources
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 the teacher on cue.
B. It is a requirement of the profession.
C. It enables the teacher to do what is next.
D. It guides the teacher in his/her 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 C. Detailed lesson Plan
B. Daily Lesson Plan D. Daily Learning Activities
6. Which assessment task is aligned to this competency: “Identify a classroom routine”?
A. Give the importance of a classroom routine.
B. Give an example of a classroom routine.
C. Give the meaning of classroom routine.
D. Give the disadvantage of classroom routine.

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 7. It is a learning domain that includes physical movement, coordination, and use of the
motor-skill areas.
A. Cognitive B. Affective C. Psychomotor
8. What leaning domain is targeted by this ILO: Execute dance steps of Carinosa.
A. Cognitive B. Affective C. Psychomotor
9. It is the WHAT of teaching.
A. Subject Area B. Content C. Objectives D. Activities
10. “Can everyone understand it?” --- This question falls under what SMART principle?
A. Specific B. Measurable C. Achievable D. Realistic

REFERENCES

Borabo, M. (2018). Teaching Internship. (OBE-PPST-Based). Lorimar Publishing, Inc.

Cubao, Quezon City, Philippines.

Clark, D (2015). Bloom’s taxonomy of Learning Domains. Retrieved from

http://www.nwlink.com/~donclark/hrd/bloom.html

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TITLE 4 ASSESSMENT STRATEGIES AND INSTRUCTIONAL MATERIALS

TOPIC 1. ASSESSMENT STRATEGIES AND TOOLS

TIME 10 hrs

INTRODUCTION

Assessment of student learning is at the core of teaching. Facilitating learners’ performance,

analyzing what was done well, what has yet to be improved, and giving specific feedback to learners
have the possibility to increase Music learning in meaningful ways. Assessment data can become
an essential component of enabling any Music endeavour if it addresses the intended learning
outcomes and objectives that are clear and focuses on students’ performances.

INTENDED LEARNING OUTCOMES/OBJECTIVES

In the course of the lesson, students will be able to:

1. differentiate formative assessment and summative assessments;
2. explain the relevance of assessment in the classroom; and
3. create a sample assessment technique that you will use to assess students’ learning in
any area of specialization.

PRE-TEST
Say something about the following terms on Assessment: (5pts each)
1. Formative Assessment
2. Summative Assessment
3. Portfolio
4. Projects
5. Self-Assessment

LEARNING ACTIVITIES

Activity 1: Review of Terms: Read the following terminologies on Assessment:

1. Assessment is the overall process of making analytical judgments about student learning.
2. Test is a task or series of tasks used to obtain systematic observations presumed to be
representative of students’ learning.
3. Measurement is a process that assigns numbers and/or attributes to characteristics of
student learning according to specific formulations or rules.
4. Evaluation is the process through which a value judgment or decision is made with the
measures taken.
5. Grading refers to reporting results of evaluations to students, parents, and community.

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https://petemiksza.files.wordpress.com/2014/01/imea-2014-assessment-for-developing-educators-presentation-slides-for-web.pdf

Activity 2: Read the following concepts on Assessment:

A. Formative vs Summative Assessments

Formative Assessment is an ongoing, flexible, and more informal diagnostic tool. The goal
of formative assessment is to monitor student learning to provide ongoing feedback that can be used
by instructors to improve their teaching and by students to improve their learning. More
specifically, formative assessments: help students identify their strengths and weaknesses and
target areas that need work; and help faculty recognize where students are struggling and address
problems immediately. (https://www.cmu.edu/teaching/assessment/basics/formative-summative.html)

Examples of formative assessments include asking students to:

o draw a concept map in class to represent their understanding of a topic
o submit one or two sentences identifying the main point of a lecture
o objective quiz on a certain topic

Formative Assessment:
 Ongoing and flexible evaluation which is incorporated into the lesson
 Informal process, designed to give feedback and affect lesson
 Focuses on the individual performance and needs of students
 Produces feedback to meet those needs; and
 Opens communication and focuses on growth, not grades

Summative Assessment, on the other hand, is, as the word implies, an evaluation of the sum
product of the lesson. They are more formal, structured, and often used to normalize performance
so they can be measured and compared. In other words, Summative assessment occurs at the
conclusion of the learning process to evaluate learners’ achievement on the learning
objectives/competencies. Data gained from summative assessment is a way to summarize student
learning and is usually formal. It also frequently serves as a baseline to set future goals. Assessment
tools that work well for the summative assessment of Music performance are checklists and rating
scales.

Summative assessment:
 Fixed, end of lesson/module/course evaluation
 A formal process, which is highly structured
 Normalizes scores for comparison against a pre-decided standard
 Evaluates the end result, not the process
 Produces a grade

Activity 3: How similar and different are the Formative and Summative assessments?
Organize your understanding by creating a Venn Diagram on this. (10 pts.)

B. Ways to Assess Class Progress

1. Teacher Designed Tasks and Tests

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 This is where the teacher can set a range of different tasks or tests for the class in order to
assess learners’ progress. This should be treated in the same way that you as a teacher would set
tasks to assess progress within any other subject.These teacher-designed tasks need rubric to
assess learners’ performances/ outputs.

2. Work Samples and Portfolios

By creating a portfolio of work over time, it creates a record for each learner and the teacher to
measure that learner’s progress over time. The items within the portfolio should represent the
different activities covered within the core strands of the curriculum. All outputs of learners in all
class activities should be contained in this portfolio.

3. Projects

An important part of making outputs is working in collaboration with others. Assessing how
learners interact with one another while they are doing a task will give a good insight into their level
of understanding and will hopefully encourage each learner to feel like they can put forward their
own ideas for their group work.

If portfolios aim to highlight the work of an individual’s progress, projects are a good way to
assess the progress of a learner in a shared group environment.

Like both teacher designed tests and tasks along with portfolios, projects are also a summative
assessment which will allow you as a teacher to draw on these and on your own records in deciding
an overall grade or score for a pupil. Again, these projects need rubrics as assessment tool for
rating learners’ performances/ outputs.

5. Self-Assessment

Self-assessment provides learners the opportunity to self-assess. This can be done at the
group or individual level. Self-assessment provides them with guided opportunities to measure their
own learning in relation to the learning outcomes/objectives. Another benefit is that learners are able
to more clearly articulate course goals and requirements. Peer assessment can also be helpful when
you structure the feedback to be positive and constructive.

Have learners complete a one minute paper or an exit slip that has them reflect on their
learning. Learners answer questions such as:

1. What was the most important thing you learned today?

2. What questions do you have?
3. What was the one thing that helped you learn the most this week?
4. What is the one thing in class that is least helpful to your learning?
5. Which musical passage do you struggle with most?

6. Performance Assessment

Performance Assessment is done when learners perform a skill/ complete a task. This is not
a test on vocabulary, facts, or other knowledge, but of a particular skill.

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 7. Other Measure and Item Types
In addition to rubrics, there are many other assessment tools that could be used to assess
learners. These could include multiple-choice questions, true/false questions, matching, short
answer, reflective writing, exit slips, reports and more. Many concepts can be assessed more easily
using one of these item types.

The learning competencies that are stipulated in the K-to-12 Curriculum may be assessed
through item types mentioned above. The teacher may just design them in such a way as to measure
the specific competencies. Example, if you want the learners to identify the difference between
sound and silence, an essay test, short answer or reflective writing may be used to assess the
learners. Concept recall may be done through the following test types: identification, illustration,
multiple choice, modified true or false or enumeration.

SELF-EVALUATION

Create an assessment technique for a particular lesson in your area of specialization.

Include your instruction for such test. (10 pts.)

REVIEW OF CONCEPTS

 Assessment is the overall process of making analytical judgments about student

learning.
 Formative Assessment is an ongoing, flexible, and more informal diagnostic tool.
 Summative assessment occurs at the conclusion of the learning process to evaluate
learners’ achievement on the learning objectives/competencies. Data gained from
summative assessment is a way to summarize student learning and is usually formal.
 The following are the ways by which Music learning is assessed: Teacher
Observation, Teacher Designed Tasks and Tests, Work Samples and Portfolios,
Projects, Self-Assessment, Performance Assessment, LET’S Assessment Techniques
and Other Measure and Item Types that are traditionally used in the classroom, such as
identification, multiple-choice, essay, matching-type, true or false, and many others.

POST-TEST

In your own words, ideas and opinions, answer the following: (5pts.each)

1. Differentiate Formative and Summative assessments.

2. Why should a teacher assess his/her class?
3. Rated Self-Evaluation Activity

REFERENCES
Difference Between Formative and Summative Assessment. Retrieved from
https://www.cmu.edu/teaching/assessment/basics/formative-summative.html

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TOPIC 2. PREPARATION OF INSTRUCTIONAL MATERIALS

TIME 10 hrs

INTRODUCTION

INTENDED LEARNING OUTCOMES/OBJECTIVES

1. prepare instructional materials for classroom instruction;

2. demonstrate creativity and resourcefulness in preparing instructional materials;
3. take snap shots of various instructional materials used in the classroom;
4. construct improvised instructional materials in the classroom;
5. prepare powerpoint presentation aligned with the learning outcomes; and
6. show skills in the positive use of ICT to facilitate the teaching-learning process.

PRE-TEST

Essay: Answer the following essential questions:

1. What are instructional materials?
2. Why are IMs needed in the teaching-learning process?

LEARNING ACTIVITIES

Instructional Materials

Instructional materials refer to all materials that are designed for use by pupils and
their teachers as a learning resource and help pupils acquire facts, skills, or opinions or
develop cognitive processes.

Instructional Materials are tools used in instructional activities. They may either be
print, non-print or electronic materials. The positive use of Information Communication
Technology (ICT) facilitates the teaching-learning process.

Advantages of the Use of ICT in Education

1. improves learners’ concentration and retention
2. ensures comprehension of complex instructions
3. creates interactive classes and lessons making them more enjoyable and
entertaining

Disadvantages of ICT tools in Education

1. very costly
2. can be very troublesome in setting up the device
3. very difficult for teacher who lack experience /expertise (elmoglobal.com)

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 1o Essential ICT Tools

Google groups Jamuse, Mussewory

Blogs Google maps
Google Docs Virtual Earth
Slide share Book marking
Wikis Free mind

Instructional Material Theory

For many years, educators have theorized about how the human brain and the
memory function during the communicative process. There is general agreement about
certain theoretical factors that seem pertinent to understanding the use of instructional aids.

1. During the communicative process, the sensory register of the memory acts as a filter.
As stimuli are received, the individual's sensory register works to sort out the
important bits of information from the routine or less significant bits. Within seconds, what is
perceived as the most important information is passed to the working or short-term memory
where it is processed for possible storage in the long-term memory. This complex process is
enhanced by the use of appropriate instructional aids that highlight and emphasize the main
points or concepts.

2. The working or short-term memory functions are limited by both time and capacity.
Therefore, it is essential that the information be arranged in useful bits or chunks for
effective coding, rehearsal, or recording. The effectiveness of the instructional aid is critical
for this process. Carefully selected charts, graphs, pictures, or other well-organized visual
aids are examples of items that help the student understand, as well as retain, essential
information.

3. Ideally, instructional materials/ aids should be designed to cover the key points and
concepts.
In addition, the coverage should be straightforward and factual so it is easy for
students to remember and recall. Generally, instructional materials/aids that are relatively
simple are best suited for this purpose.

Criteria for Selection of IM:

1. Are the materials well-designed? Are they physically presentable?

2. Are the materials suited to the reading level of the learners?
3. Does the difficulty level of the materials match the abilities of the students?
4. Is there a need for the materials? Do they contribute to the meaningful content of the
lesson?
5. Are the materials learner-centered? Do they encourage student participation?
6. Do the materials help in the realization of the goals/objectives of a specific lesson?

SELF-EVALUATION

List down 10 topics in your content area and search materials which you can use
from www.slideshare.net.

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 Topics Possible Slide share lessons

REVIEW OF CONCEPTS
 Instructional materials refer to all materials that are designed for use by pupils and their
teachers as a learning resource and help pupils acquire facts, skills, or opinions or
develop cognitive processes.


POST-TEST

REFERENCES
Antofina, V. (2016). Teaching-Learning Materials. Retrieved from
https://www.slideshare.net/En_Teng/teaching-and-learning-materials

MIDTERM EXAMINATION

(Second part of the semester is for Practice Teaching episodes in the

online classroom.)

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