TEACHING INTERNSHIP

LEARNING TASK

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LEARNING TASK 1
REALIZING WHAT TEACHING INTERNSHIP IS ALL ABOUT

Performance Task 1
Complete the Structure Frame

I need to undergo teaching internship because

______________________________________________________________

______________________________________________________________

Performance Task 2 Among the 4 phases of internship, which seems difficult? Why?

________________________________

______________________________________

____________________________________________

________________________________________________________

______________________________________________________________

____________________________________________________________________

________________________________________________________________________________

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Performance Task 3
Research on the following legal documents that apply to the teaching profession. Write
your insights on the spaces provided.

Existing Laws in the Teaching Profession Insights

(How will you apply this in your profession?)

Resolution 435 s. 1997 Code of Ethics

for Professional Teachers

RA 10627, Antibullying Act of 2013

RA 7877, Anti Sexual Harassment Act of 1995

RA 4670, Magna Carta for Public

School Teacher

DepEd 40, s. 2012, Child Protection Policy

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Performance Task 4
Write your vision statement.
Project what you will be 5 to 10 years from now. Focus on your big dream towards success.
Use the present tense. Write in clear simple language. Be directional, descriptive. Make sure that
your vision has the following: destination, purpose, and values. State your vision in not more
than 15 words.

Paste Your Picture Here

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LEARNING TASK 2
GOING TO MY COOPERATING SCHOOL, MY SECOND HOME
AND MEETING THE SCHOOL COOPERATING PRINCIPAL

Performance Task 1
Describe your cooperating school by supplying the needed information.

(Put the picture of your cooperating school)

Name of the Cooperating School

Address

Phone and fax number/URL website

Name of School Principal

Academic Offerings

No. of Faculty Members

No. of Staff

No. of Students

Write what is asked about your cooperating school

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School’s Vision
Statement

School’s Mission
Statement

School’s Goals

Graduate Attributes

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Performance Task 2
Write 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 I Need to What Do I Need To Do?

Comply With

Performance Task 3
Compose an acronym on the word PRINCIPAL. You may emphasize on his/her attributes/roles
or importance on the Teaching Internship Program.

Given the chance to become a principal someday, what qualities/attributes must you possess?

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LEARNING TASK 3
GETTING ACQUAINTED WITH MY COOPERATING TEACHER

Performance Task 1
Complete the matrix given below. Choose only three (3) of the most important expectations
given by your Cooperating Teacher.

Name of Cooperating Teacher

Degree

Area of Specialization

Years of Teaching Experience

Expectations of My Cooperating Teacher My Responsibilities

What is the impact of these expectati ons tome as a teaching intern?

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Performance Task 2
Cite the three (3) most important policies and procedures given by your CT to provide safe
and secure learning environments to your learners.

Policies and Procedures How Do I Respond to These? My Plans

of Action

1.

2.

3.

4.

5.

What is the impact of these policies and procedures to student learning?

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Performance Task 3
Write an appreciation letter to your cooperating teacher for accepting you as his or her
teaching intern. Let him/her read this and request him/her to sign your letter.

A Letter to my Cooperating Teacher

Signature of Cooperating Teacher

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What is the impact of this letter tome as a teaching intern?

What was the reaction of my CT to this letter? (you may ask her/him to write on the space
provided)

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LEARNING TASK 4
UNDERSTANDING MY LEARNERS, THEIR STRENGTHS, NEEDS, INTERESTS
AND EXPERIENCES

Performance Task 1
There are different learners based on learning modalities. They are auditory, visual and
tactile learners. Cite applications on how you can stimulate their strengths, needs and
experiences based on their learning modalities.

Types of Learners How Shall I Stimulate Learning Through Their Learning

Based on Learning Modalities?
Modalities

Visual

Auditory

Tactile

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Performance Task 2
Create a matrix of differentiated teaching based on the various intelligences of learners.

Intelligences Strategies Application To My

Subject Area

Word Smart (Linguistic

Intelligence)

Number Smart
(Logical/Analytical
Intelligence)
People Smart (
Interpersonal Intelligence)

Self-Smart
(Intrapersonal
Intelligence)

Music Smart ( Musical

Instrument)

Art Smart (
Visual/Spatial
Intelligence)
Body Smart
(Bodily/Kinesthetic
Intelligence)
Life Smart (Existential
Intelligence)

Nature Smart
(Naturalist Intelligence)

How do these strategies contribute to my learning? Write a one-liner statement.

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LEARNING TASK 5
FORMULATING MY CLASSROOM RULES

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

Paste the Picture Here

Name and Signature of Student

Paste the Picture Here

Name and Signature of Teacher

Paste the Picture Here

Name and Signature of Administrator

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Performance Task 2
Interview your Cooperating Teacher and ask her/him the RULES which he/she formulated
in her/his classes to create an atmosphere of fairness, respect and care.

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Performance Task 3
Formulate your VIRTUAL/ACTUAL CLASSROOM RULES to ensure better
classroom discipline.

VIRTUAL/ACTUAL CLASSROOM RULES

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

Situation Positive and Non-Violent Ways of

Solving Misdemeanor

Littering in Class

Unruly Behavior of Learners

Non-Submission of Assignments

Tardiness

Absences

Too Much Talking

Lacks Focus/Attention

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LEARNING TASK 6
WRITING MY FIRST LEARNING PLAN AND SEEKING ADVICE FROM
MY
COOPERATING TEACHER TO ENRICH MY TEACHING PRACTICE

Performance Task 1
Request a sample lesson plan or a Daily Learning Plan (DLP) from your CT. Study each
part carefully. Paste ithere.

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Is the learning plan developmentally sequenced to meet curriculum requirements? Explain.

Insights on the Daily Learning Plan.

What is the impact of this tome as a teaching interns?

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Performance Task 2
Write your Daily Learning Plan (DLP). Get your topic/content from your Cooperating
Teacher. Follow the DLP format. Write your plan on the space provided.

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Performance Task 3
After several days/weeks of internship, seek advice from your CT in the areas of improvement
in the delivery of instruction.

Areas of Improvement in the Delivery What to Do

of Instruction.

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Performance Task 4
Get three (3) topics from your subject area. List them down. Seek advice from your CT on
what strategies may still be employed.

Learning Content My Strategies My CT’s Advice/Suggestions

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LEARNING TASK 7
CREATING INSTRUCTIONAL MATERIALS AND UTILIZING VARIOUS
TEACHING STRATEGIES TO PROMOTE HIGHER ORDER THINKING SKILLS

Performance Task 1
List down (5) topics in your content area and search materials which you can use
from
www.slideshare.net

Topics Possible Slide Share Lessons

The 10 ESSENTIALS ICT TOOLS

• Google groups • Jamuse, Mussewory

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

Source:https:// www. slideshare. net. ICT_ AdvisorICT toolsppt

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Performance Task 2
Create a PowerPoint Presentation for your lesson. Paste the printed presentation on the space
given below.

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Performance Task 3
Get the topic you are assigned to teach. Write higher-order thinking questions that you used
in the discussion of the content.

Content/Topic Questions

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Performance Task 4
A.) Enumerate the non-verbal cues you used to support learner’s participation and engagement.

Non-verbal Cues Purpose(s)

1.

2.

3.

4.

B.) Cite the verbal communication strategies that you used in class to support
learner understanding, participation and engagement.

Verbal Communication Strategies Used Cite How It Supported the Learners

in Instruction

1.

2.

3.

4.

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Performance Task 5
Paste student work samples/projects accomplished in the discussion of your content.

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LEARNING TASK 8
EXPLORING MORE INTERACTIVE AND INNOVATIVE TEACHING
STRATEGIES FOR DIVERSE LEARNERS

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

Learners Activities Employed

Gender

Needs

Strengths

Interests

Experiences

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

Aspects How Did You Address

Linguistic

Cultural

Socio-Economic

Religious Background

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Performance Task 3
Write or paste your Learning Plan which provides differentiated activities to address diversity
of learners.

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LEARNING TASK 9
WRITING CONTINGENCY LESSON PLANS/LEARNING PLANS

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

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Performance Task 2
Watch a film clip or video of teaching in an indigenous group and list the teaching strategies
that
are inclusive of learners from indigenous groups.

Strategies Used Insights

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

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

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

based instructions?

_________________________ __________________________

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 _________________________ ___________________________

_________________________ ___________________________

Performance Task 4
Write a contingency Lesson Plan/Learning Plan in any of given difficult circumstances to
assist
learners.

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LEARNING TASK 10
CONSTRUCTING VARIOUS ASSESSMENT TOOLS

Performance Task 1
Get one sample each of the following: diagnostic, formative and summative tests. Paste ithere
and write your insights (Use additional sheet if necessary)

Insights

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Performance Task 2
Interview your Cooperating Teacher or any teacher and ask the following
questions 1. Why is there a need to monitor and evaluate learners’ progress?

2. What strategies are used to communicate learners’ needs, progress and achievement?

3. What assessment data are used to improve student performance?

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Performance Task 3
Research on the fifty ( 50 ) ways to praise a child/ student. ( reference. mps. milwaukee.k12. wi. us)

1. 26.

2. 27.

3. 28.

4. 29.

5. 30.

6. 31.

7. 32.

8. 33.

9. 34.

10. 35.

11. 36.

12. 37.

13. 38.

14. 39.

15. 40.

16. 41.

17. 42.

18. 43.

19. 44.

20. 45.

21. 46.

22. 47.

23. 48.

24. 49.

25. 50.

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Performance Task 4
Paste the various assessment tools you have constructed during your teaching internship.

What is the impact of these to students’ learning?

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LEARNING TASK 11
PARTICIPATING IN THE SCHOOL’S LEARNING PROGRAMS AND ACTIVITIES

Performance Task 1
List down the relevant school programs celebrated by your Cooperating School. Complete
the matrix below.

School Programs/Activities Learning Outcomes

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

Academic Programs Desired Learning Outcomes

How do these programs impact student learning?

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

I. Title of the Learning Program

II. Rationale

______________________________________________________________________________

III. Specific Objectives

______________________________________________________________________________

IV. Conditions which Prompted You to Design the Program

______________________________________________________________________________

______________________________________________________________________________

V. Persons Responsible/ Duties and Responsibilities

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 Person Responsible Duties/Responsibilities

VI. Program of Activities

______________________________________________________________________________

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

______________________________________________________________________________

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Performance Task 4
Make a collage of the school’s learning programs and activities where you participated.

Insights

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LEARNING TASK 12
EXECUTING MY DEMONSTRATION LEARNING PLAN

Performance Task 1
Write your Learning Plan for your demonstration lesson using the Daily Lesson Plan
format prescribed by DepEd. Make sure to incorporate the strategies that will promote
literacy and numeracy skills. Employ individual and group activities to ensure learner
engagement. Provide hands-on activities to make the class more enjoyable.

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Performance Task 2
Write your BEFORE, DURING and AFTER teaching strategies that you will do in
your demonstration lesson.

Teaching Strategies

BEFORE

DURING

AFTER

Performance Task 3
Make a photo collage of the demonstration lesson you have conducted in your cooperating
school. Make areflective journal, too.

Photo Collage

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Reflective Journal

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LEARNING TASK 13
ARTICULATING MY PERSONAL PHILOSOPHY OF TEACHING

Performance 1
Observe your cooperating teacher for several weeks and months.

How does she/he exhibit the qualities of caring, respect and integrity?

As a teaching intern, how did you exhibit the qualities of caring, respect and integrity?

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Performance Task 2
A. Cite specific instances on how you establish professional links with your colleagues.

B. Interview your CT, ask him/her how she/he establishes professional links with colleagues.

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Performance Task 3
Write your personal philosophy of teaching.

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 APPENDICES
Appendix A

SCORING RUBRIC FOR LEARNING TASKS

INDICATORS Meets Approaching Meets Does Not Meet

Standard of Standards of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 9 - 10 6-8 3-5 0-2

Has all the Has some Has minimal No aspect of

aspects of work aspects of work aspects of work meets level
Performance that exceed that exceed work that meet of expectations.
Task level of level of level of
expectation. expectation expectation. Has errors,
omissions and
Shows Demonstrate With some misconceptions
exemplary solid errors and
performance performance and Mastery is not
understanding thorough

The piece/s of The piece/s of

The piece/s of evidence of evidence of
evidence of learning is/are The piece/s of learning is/are
leaning is/are aligned with evidence of aligned with
aligned with SOME of the learning is/are NOT of the
learning learning aligned with learning
outcomes outcomes ONE of the outcomes.
learning
outcomes.

Creativity and The learning The learning The learning The learning
Resourcefulness tasks are done tasks are done tasks are done tasks are poorly
very creatively creatively and quite done and need
and resourcefully creatively and improvement
resourcefully resourcefully

Submission of The assigned The assigned The assigned The assigned

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

MY TOTAL SCORE

Name and Signature of Practicum Supervisor/Date

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Appendix B

LESSON CRITIQUING FORM FOR TEACHING INTERNSHIP

Student Intern
Year/Course
Subject Taught
Grade Level
Date and Time
Announced Observation
Type of Lessons Observed
Unannounced Observation

Demonstration Lesson

Learning Plan

Attainment of Outcomes

Classroom Management

Art of Questioning

Preparation of Instructional Materials

Mode of Evaluation/Assessment

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Appendix C

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

(For use of College Supervisors, Cooperating Teacher, Peer, and the Student Intern)
Name of Pre-Service Teacher
Subject Taught Date Time
Grade Level: Section: School:
Legend: 4- Outstanding 3- Very Satisfactory 2- Fair 1- Needs Improvement
4 3 2 1
I. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerisms that tend to disturb the student’s attention
C. The teacher’s personality is strong enough to command respect and attention.
D. The teacher shows dynamism and enthusiasm.
E. The teacher has well-modulated voice.
II. LESSON PLANNING
A. Lesson plan is well prepared.
B. There is congruence between:
1. objective and subject matter
2. objective and teaching procedure
3. objective and formative test
4. objective and assignment
III. CONTENT
The teacher:
A. demonstrates in depth knowledge of the subject matter
B. is able to relate lessons to actual life situations
C. keeps abreast of new ideas and understanding in the field
D. gives sufficient and concrete examples to create meaningful learning
experiences
IV. TEACHING METHODS
A. Method/sused was/were suited to the needs and capabilities of the students
B. The teacher was creative enough to adapt his/her method to the students’
capabilities.
C. Visual aids, PPTs and other examples were used to illustrate the lesson.
D. The teacher made effective use of the formative test results during teaching
V. VIRTUAL/ACTUAL CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment
3. Practice exercises
4. Group work/projects
5. Answering questions actual/online (managing chat box)
6. Correcting, distributing, and collecting paper/modules
B. Order and discipline were present in the classroom
C. Instructional materials were accessible
VI. QUESTIONING SKILLS
The teacher’s questioning skill such as the following stimulates discussion in different
ways:
1. probing for learner’s understanding
2. helping students articulate their ideas and thinking process
3. promoting risk-taking and problem solving
4. facilitating factual recall
5. encouraging convergent and divergent thinking
6. stimulating curiosity
7. helping students to ask questions

Observed/Rated by:
________________________________________

Name and Signature of Cooperating Teacher/ Date

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Appendix D

Teaching Internship Evaluation Form

(For Student Interns)

A. Respondent's Profile
Instructions: Kindly supply the data asked for and mark the appropriate information
on the blank provided for your answers will be highly appreciated.
Name
SURNAME GIVEN NAME MAIDEN/MIDDLE

Name / Address of Cooperating School

Type of School: Private Sectarian Private Non-Sectarian Public
Age:

Year Graduated:
Grade/Year Level/ Taught:

Subjects Taught:

Number of Hours Rendered

________
100 hours 200 Hours
________
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 the teaching internship. Your honest answers to this questionnaire will be
highly appreciate Please rate the items using the given scale:
5-Excellent 4-Very Good 3-Good 2-Fair 1-Needs Improvement
5 4 3 2 1
Excellent Very Good Fair Needs
Good Improve
ment

Orientation Activities
1. Orientation of the
student interns by the
practicums supervisor on
Teaching Internship
2. Orientation of the
student interns with
the Cooperating
Principal
3. Orientation of the
Student Interns by the
Cooperating Teacher

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4. Familiarization of the
students Interns with
the School
Facilities/Equipment
5. Orientation on the
School Rules and Policies
6. Familiarization of
Required Internship Forms
7.Practicum experiences of
the Student’s Interns
8.Consultation Time with
the Cooperating Teachers
9.Assistance in Writing
Learning Plans
10.Providing Feedbacks
on the Student Intern’s
Competences
11.Meeting with the
Cooperating Teachers on
scheduled basis
12. Giving Instruction
on Classroom Routines
13. Providing Assistance
in Making Instructional
Materials
14. Giving Instructions in
Checking Papers and
other Assigned Tasks
Rapport with the
School Community
15. Rapport with
School Administrators
16. Rapport with
Cooperating Teachers
17. Rapport with
Students/Pupils
18. Rapport with Parents
19. Support with Non-
Teaching Personnel
Practicum Site
20. Accessibility of
the Practicum Site
21. Safety and Security
of the Practicum Site
Ancillary Services

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 22. quality of
Ancillary Services
Rendered
Activities of the Student
23. Preparation of
Daily Lesson Plan
24. Participation in School
Activities in the Practicum
Site
25. Preparation of
Instructional Materials
26. Execution of
Demonstration Learning
Plans
27. Assistance of
Classroom Routines
28. Structuring of
Bulletin Boards
29. Preparation of Seat
works
30. Preparation of Quizzes
31. Preparation of
Other Required
Activities
32. Others (pls. specify)

Suggestions/Recommendations
____________________________________________________________________________

Concerns/Issues Encountered

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

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 Procedure on How to Obtain the Final Grade in Teaching Internship

A. Cooperating Teacher (40%)

Lesson Plan 20%
Actual Demonstration Teaching 50%
Attendance/Participation to School Activities 30%
TOTAL 100%

B. FS Supervisor (30%)
Learning Tasks 80%
Attendance 20%
TOTAL 100%

C. Professor (30%)
Portfolio 50%
Final Demonstration Teaching 50%
TOTAL 100%

D. TOTAL (100%)

• Student Interns are required to have at least five (5) Actual Demonstration Teachings.
• The Final Demonstration Teaching Rating is derived from the ratings given by the
Practicum Supervisor, Cooperating Teacher, Professor and/or other Specialized
Teachers on the Field through the use of the Pre-Service Teacher’s Actual Teaching
Observation Sheet and Rating Sheet.
• Learning Tasks Rating is derived from the student intern’s score in thirteen (13)
learning tasks through the use of the Scoring Rubric for Learning Tasks.

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