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Republic of the Philippines

University of Southeastern Philippines

COLLEGE OF EDUCATION

Obrero Campus, Davao City

EDUC 421
Course Pack Modules

In Fulfillment of the Course Requirement for the Subject

Educ 421-Teaching Internship

Presented to:

JENNIFER P. DEQUITO
Practicum Supervisor

Presented by:
ELAINE MITCHZ N. OCAMPO

BECEd 4

May 2023
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Reflective Journal 1:
Planning and Implementation of Learning Programs

1. Do your lesson plans contain all essential elements? What are

these elements? What do you do to consider the learners' needs
and capacity, available resources and your teaching skills?

A well-designed lesson plan would have to have–first and

foremost, clearly designed learning objectives to be guided with what the
students are supposed to know, learn, or be able to do by the end of the
lesson; anticipatory and engaging activities that will capture the students’
attention and connects their prior knowledge to the upcoming lesson; a
comprehensive list of the materials and resources to be used during the
lesson; a step-by-step outline of the lesson, including the order of
activities, tasks, and content delivery; instructional strategies and
pedagogy used to convey the lesson content; methods of assessment
and formative feedback; an activity or summary that would wrap up the
entire lesson; and lastly, a section for the teacher to reflect on
themselves on the effectiveness of the lessons and identify areas for
improvement on the methods used. As critical as it may, these stated
above are the most essential parts of a lesson plan and what all
teachers, as well as me, strives to always integrate in our lesson-plan
making. As we are only humans however, we do tend to commit mistakes
sometimes. But by the help of our experience, we made good things in
our own learning. Of course, we must first consider the learner’s needs
and capacity as well as the available resources for teaching and also our
own capabilities as a teacher in order for us to make a lesson plan that
is not only well-designed but also viable, relevant and appropriate. In my
case, I tend to make a list of the crucial considerations I have to make
before starting the lesson planning. I also would assess and re-evaluate
each student and make a mental note on their individual learning styles.
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2. How do you ensure that your learning activities are relevant to the
topic? What factors do you consider?

Relevance is a critical aspect of effective learning activities. To

design meaningful and relevant learning activities, we must consider
alignment with learning objectives, authenticity and real-world
connections, student interests and prior knowledge, differentiated
instruction, integration of technology, and continuous assessment and
feedback. By addressing these factors, I believe can create engaging
and purposeful learning experiences that promote deeper
understanding, student engagement, and a lasting impact on learners'
lives.

3. To what extent do you participate in and/or cooperate with your

cooperating teacher in the planning and implementing of the
classroom activities that contribute to the development of your
learners? Provide two examples.

During my internship period, my CT gave me the opportunity and

free reign in planning and making the lesson as well as implementing it
to the class. According to her, the best way to learn is to experience it.
She would also let me help her in making the instructional materials as
well as organize and input students’ data in the record book. I am very
thankful to my CT for letting me experience these vital aspects of
teaching personally during my stay in her classroom.
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Reflective Journal 2:
Using Instructional Materials

1. How often do you make use of available instructional materials in

teaching? What evidences would show that these materials
contribute to the attainment of your lessons' objectives?
Teachers have a lot of responsibility inside and even outside the
classroom. And so, whether or not teachers like to create original
instructional materials for themselves, tailored-fit to their lesson, it is not
always achievable every time. Hence why educational system provides
teachers with readily available instructional materials that can be used
by educators everywhere. During my internship period, I, for one, have
also gotten to use these materials in my lessons as provided by my CT.
In all honestly, readily available materials are most often used by
teachers in reality. Even though these materials are quite universal
rather than unique, they still prove to be efficient inside the classroom. I
can say this because positive effects can be seen with the students’
performances and progress as well as looking into direct or indirect
feedback from the students. I believe that though original materials may
spark curiosity and enthusiasm in the students, but really, it won’t matter
if the materials are generic as long as you, as a teacher, have studied it
well on how to effectively use it with your lesson. Also, the use of
instructional materials that are available to all teachers makes learning
equal and ubiquitous to all learners.

2. Are your instructional materials interesting enough to arouse and

sustain the interest of the learners? What evidences would show
that you have been successful in ensuring their effectiveness?

In my final teaching demonstration, I made use of a crafted

shadow theatre as an instructional material in starting my lesson. It isn’t
entirely a unique project, but it was certainly new to my students.
Needless to say, they were oozing with excitement and thrill with the
presentation. The moment I turned off the lights in the classroom and
started with my shadow play, the students were glued to the activity
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along with their frequent ‘wow’s and ‘woah’s. The motivational activity
definitely did its purpose and enthralled the students with the lesson
which consequently allowed them to be more attentive and present
during the entirety of the discussion. And with that, the students’ whole
performance in their individual works, group activities, formative
assessments, and evaluation were considerably very good. That, in
itself, are evidence enough to prove that the instructional materials were
effective and successful.
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Reflective Journal 3:
Actual Teaching

1. Cite evidences that would show the relevance of learning activities

to lessons' objectives.

Ensuring the relevance of learning activities to lesson objectives

is essential for effective instruction. Student artifacts, performance
assessments, classroom observations, formative feedback, student
reflections, learning journals or portfolios, and teacher documentation all
contribute to demonstrating the clear connection between learning
activities and the desired outcomes. Through these evidences,
educators can enhance their instructional practices, promote meaningful
learning experiences, and ultimately support students in achieving their
educational goals. Learning activities are essential for attaining class
objectives because they give students interesting, hands-on
opportunities to practice and apply the concepts and abilities they are
learning. Evidence suggests that including relevant learning activities
improves students' comprehension, retention, and transfer of
information. For instance, a study by Smith and Johnson (2019)
discovered that students' understanding and capacity to apply the learnt
ideas dramatically increased when they engaged in hands-on activities
including scientific topics. Giving students the opportunity to actively
engage with the subject matter, illustrates the value of learning activities
in securing educational objectives.

2. What verbal and non-verbal communication skills do you apply to

make your teaching effective? Cite instances.

As an educator, employing a range of verbal and non-verbal

communication skills is important to create an effective teaching
environment that fosters understanding and engagement. Verbal
communication is paramount, and I strive to articulate concepts clearly
and concisely, using appropriate language for the age and
comprehension level of my students. I believe that this is highly critical
since I am handling students in their sensitive early years. By adapting
my vocabulary and tone, I ensure that information is easily
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comprehensible and accessible to all learners. In addition to verbal

communication, non-verbal cues play a vital role in enhancing my
teaching effectiveness. For instance, I utilize body language to convey
enthusiasm and passion for the subject matter, which helps create a
positive and engaging classroom atmosphere. By maintaining eye
contact with students, nodding in affirmation, and using gestures to
emphasize key points, I effectively reinforce important information and
encourage active participation. Furthermore, I actively encourage and
respond to non-verbal cues from my students. By attentively observing
their facial expressions, posture, and gestures, I gauge their level of
comprehension and adjust my teaching accordingly. For example,
during a recent lesson on English, I noticed puzzled expressions on
some students' faces. Sensing their confusion, I immediately paused
and probed further, allowing them to express their doubts. By
acknowledging their non-verbal cues and addressing their concerns, I
was able to clarify the concepts effectively and ensure their
understanding.
3. To what extent are your learning lesson outcomes achieved? How
do you know? What are the indicators?
Throughout my teaching practicum, I have witnessed a significant
achievement in the learning lesson outcomes of my students. Several
indicators reinforce this claim. Firstly, student engagement has been
consistently high throughout the practicum. Students actively participate
in class discussions, ask thoughtful questions, and demonstrate a
genuine enthusiasm for the topics covered. This high level of
engagement indicates that the lessons have captured their interest and
effectively motivated them to become active participants in the learning
process. Secondly, the academic progress of the students serves as a
compelling indicator of the achieved learning outcomes. Regular
assessments and observations have revealed substantial improvement
in their understanding of the subject matter. Not only have they grasped
the core concepts, but they have also showcased the ability to apply
these concepts in practical scenarios. This growth in their academic
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performance is a clear testament to the effectiveness of the lessons

delivered during the teaching practicum.

In conclusion, the extent of the learning lesson outcomes

achieved during my teaching practicum is considerable. The indicators
of high student engagement and notable academic progress
demonstrate the effectiveness of the lessons delivered. It is truly
rewarding to witness the positive impact of these lessons on the
students' learning journey, and I am confident in the successful
attainment of the intended learning outcomes.
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Reflective Journal 4:
Test Preparation

1. What measures have you taken to assure yourself that your test
items were clear and simple?

I took a number of steps during my teaching practicum to make

sure the test questions I wrote for Grade 2 pupils were understandable
and straightforward, allowing for efficient exam preparation. To
guarantee clarity, I first went through and changed each test item's
phrasing. I chose language that was age-appropriate and suited to the
student's reading and understanding levels, avoiding complex sentence
constructions. I tried to reduce uncertainty and encourage the students
to concentrate on effectively exhibiting their knowledge and skills by
streamlining the language and giving clear directions.
I also did some trial testing to gauge my students' comprehensive
skills so I could know how much simplicity suits them. Overall, by actively
reviewing and revising the test items for clarity, simplicity, and suitability
to Grade 2 students' abilities, as well as incorporating student feedback
through the trial testing, I took significant measures to assure myself that
the test preparations were appropriate and would effectively assess the
students' understanding and progress.

2. How did you provide testing accommodations for disadvantaged

learners? advance learners?

Since I am handling an inclusive classroom, I implemented

various testing accommodations to support both disadvantaged
learners, such as a diagnosed student with autism, and advanced
learners who required more challenging material. I provided
individualized accommodations for disadvantaged learners to ensure
equal access and a fair testing environment. For the student with autism,
I offered a quiet and comfortable testing area to minimize distractions
and anxiety. Additionally, I provided extra time for completing tests and
allowed the use of visual supports as well as, being overall more
assistive to them with their questions, to aid understanding and
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expression. These accommodations aimed to create an inclusive and

supportive environment that allowed the student with autism to
effectively demonstrate their knowledge and skills.
On the other hand, for advanced learners who required more
challenging material, I designed differentiated tests to cater to their
higher pace of learning. I incorporated additional higher-order thinking
questions or extended response prompts that encouraged critical
thinking and the application of knowledge. By providing advanced
learners with appropriately challenging assessments, I aimed to meet
their unique learning needs and foster their continued growth and
engagement. Additionally, I encouraged independent research or
projects that aligned with their interests and allowed them to delve
deeper into the subject matter, further stretching their abilities and
providing opportunities for enrichment.

3. Do your test items provide for a wide range of differences in ability?

Describe how this has been catered for.
To address the diverse learning needs of my students, I employed
various strategies to accommodate their individual abilities and provide
a fair assessment. Firstly, I designed test items that incorporated
different levels of complexity. This allowed me to challenge advanced
learners while providing support and accommodations for students who
needed additional assistance. For example, I included multiple-choice
questions that assessed basic understanding and provided options for
students who required more guidance. At the same time, I incorporated
open-ended questions that encouraged critical thinking and allowed
advanced learners to demonstrate their higher-level skills. In addition, I
implemented differentiated assessments to meet the needs of students
with different abilities. I provided options for students to choose from
when demonstrating their knowledge and understanding. This allowed
them to showcase their abilities through their preferred modes of
expression, such as written responses, drawings, or verbal explanations.
Moreover, I offered alternative formats, such as pictorial representations
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or manipulatives, to support students with diverse learning styles. By

providing a variety of assessment options, I ensured that each student
had the opportunity to effectively demonstrate their understanding,
regardless of their ability level.
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Reflective Journal 5:
Checking, Marking and Interpretation of Test Results

1. What types of information about your pupil's /student' progresses

have you obtained? How did you make use of these effectively?

Test results provided me with important information about my

students' development, which was critical in determining how I would
shape my instructional approach. I was able to understand each
student's strengths, areas for growth, and unique learning styles by
analysing the test data. With this knowledge in hand, I customized my
teaching techniques to cater to the unique needs of my students and
offer focused support. I was able to spot patterns and trends in the test
data that related to how the students performed. This made it easier for
me to gauge their overall development and identify any problems or
additional reinforcement they needed. I devised specialized intervention
tactics, such as small group instruction or personalized learning
assignments, for children who underperformed in particular subject
areas. On the other hand, I offered extracurricular activities and chances
for students who consistently showed strong performance to develop
their comprehension and explore more challenging ideas. In addition, I
used the test results to inform my instructional planning and adjust my
teaching methods accordingly. I utilized a differentiated approach,
adapting my lessons to accommodate the diverse learning styles and
abilities within the classroom. The test results provided evidence of
students' preferred modes of learning and allowed me to integrate varied
instructional techniques, such as visual aids, hands-on activities, or
collaborative projects, to engage and support their learning effectively.

2. If there were learners who did poorly in one subject area, what did
you do to address this?
During my time interning in our class, I have encountered such
happenings quite frequently. In one scenario, I observed that several
students were struggling to grasp the concept of comparing unit
fractions, specifically understanding how to determine which fraction
was greater or smaller. To address this, I immediately incorporated
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hands-on manipulatives, such as fraction bars or circles, to make the

concept more tangible and visual. I encouraged students to physically
manipulate the fraction pieces, comparing and arranging them to
develop a deeper understanding of the relative sizes of the fractions.
This interactive approach helped students visualize the fractions and
enhanced their comprehension of comparing unit fractions. Furthermore,
I provided additional practice opportunities and differentiated activities. I
created supplemental worksheets and activities that focused specifically
on comparing unit fractions. These activities included various levels of
difficulty to cater to students' individual needs. For students who required
more support, I provided step-by-step guided practice, offering prompts
and examples to scaffold their learning. Advanced learners were
challenged with extension activities that involved comparing fractions
with unlike denominators or exploring real-world applications of unit
fractions.
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Reflective Journal 6:
Self-Evaluation

1. What concerns and/or major issues and /or concerns did you
encounter during practice teaching? How did you resolve these?

During my practice teaching experience at an inclusive school, I

encountered several concerns and major issues that required careful
attention and resolution. Working with Grade 2 students in an inclusive
environment brought forth challenges related to behavior and attention
that needed to be addressed effectively. In this essay, I will highlight
these concerns and describe how I resolved them.

One of the major concerns I faced during my practice teaching

was managing disruptive behavior within the classroom. I noticed that
some students struggled to stay focused and engaged, leading to
disruptions that hindered the learning environment for themselves and
their peers. To address this concern, I implemented a behavior
management plan that involved clear expectations and consistent
consequences. I established classroom rules collaboratively with the
students, ensuring their buy-in and understanding of the expectations.
Additionally, I utilized positive reinforcement strategies such as a reward
system, verbal praise, and recognition for good behavior. This approach
helped motivate the students to exhibit positive behavior and maintain
attention during lessons.

Another significant concern related to attention was students who

displayed difficulty in maintaining focus for extended periods of time. I
observed instances where some students became easily distracted or
lost interest during lessons. To address this concern, I implemented
strategies to promote engagement and active participation. For example,
I incorporated hands-on activities, group discussions, and interactive
games into my lessons. These methods encouraged students to actively
participate, fostering their attention and reducing distractions.
Additionally, I incorporated movement breaks and allowed flexible
seating arrangements to cater to the diverse needs of the students.
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Providing opportunities for movement and physical engagement helped

them refocus their attention and stay engaged in the learning process.

2. Did you find your consultation, conferences with your cooperating

teacher, TEI practicum supervisors and other practicum mentors
important? Cite an instance where such was most significant.
Why?
Consultations, conferences, and interactions with my cooperating
teacher, TEI practicum supervisors, and other practicum mentors played
a crucial role in shaping my teaching experience during my practice
teaching. These regular meetings provided invaluable support,
guidance, and encouragement that were instrumental in my growth as
an aspiring educator. One instance that stands out as particularly
significant was when my cooperating teacher consistently encouraged
me, even when the circumstances inside the classroom became
challenging.

Throughout my practice teaching, there were times when the

classroom environment presented difficult situations and unexpected
obstacles. These challenges could range from managing disruptive
behavior to addressing diverse learning needs and maintaining a
positive classroom climate. It was during these moments that the
unwavering support and encouragement from my cooperating teacher
became exceptionally significant. My cooperating teacher recognized
the challenges I faced and understood the importance of providing
emotional support in addition to practical guidance. In our conferences,
she would actively listen to my concerns, acknowledging the difficulties
I encountered. Instead of focusing solely on the negative aspects, she
would always find opportunities to highlight my strengths and successes,
reminding me of the progress I had made.

There was one instance in particular where a series of disruptive

incidents occurred within the classroom, leading to a sense of frustration
and self-doubt. After a particularly challenging day, I had a conference
with my cooperating teacher, and I expressed my concerns and feelings
of inadequacy in handling such situations. Instead of berating me or
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dismissing my concerns, she provided a listening ear and reassured me

that it was natural to face difficulties as a beginner. She highlighted
specific instances where she observed my growth and effective teaching
practices, reminding me of my potential as an educator. Her
encouragement instilled a renewed sense of confidence in me. Knowing
that my cooperating teacher believed in my abilities and saw potential in
my teaching style, I felt motivated to persevere through the challenges.
Her consistent support served as a reminder that teaching is a
continuous learning process, and it is normal to encounter hurdles along
the way. By recognizing my efforts and focusing on my strengths, she
helped me reframe my perspective and approach to the obstacles I
faced.

The consultations and conferences with my cooperating teacher

were vital in building a mentorship relationship that fostered growth and
resilience. Her unwavering encouragement during challenging times
proved to be most significant in boosting my confidence and ensuring
that I remained committed to my professional development.

3. What is the most important learning insight did you have about
teaching that will surely inspire you in your chosen profession?
Through my practice teaching experience and the valuable
guidance of my cooperating teacher (CT), I gained a profound learning
insight about teaching that will undoubtedly inspire me in my chosen
profession. This insight revolves around the transformative power of
building authentic relationships with students.
One of the most important lessons I learned is that teaching
extends beyond the transmission of knowledge; it is about connecting
with each student on a personal level. My CT emphasized the
significance of getting to know my students as individuals, understanding
their unique interests, backgrounds, and needs. By investing time and
effort in building authentic relationships, I discovered that I could create
a supportive and inclusive classroom environment that fosters trust,
engagement, and academic growth.
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Personal experiences further reinforced the impact of this insight.

I recall a specific instance when I took the time to have one-on-one
conversations with a quiet and reserved student who had been
struggling to actively participate in class. By showing genuine interest in
her hobbies and aspirations, I gradually built a connection and gained
her trust. As our relationship strengthened, I noticed a remarkable
transformation in her confidence and willingness to contribute to class
discussions. Witnessing her growth and realizing the power of that
connection left an indelible mark on my teaching journey.
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University of Southeastern Philippines

Bo. Obrero, Iñigo St., Poblacion District
Davao City, 8000 Davao del Sur
College of Education

RUBRIC FOR REFLECTION/JOURNAL ENTRIES

Performance 5 4 3 2 1
(Excellent) (Proficient) (Satisfactory) (Developing) (Needs
Criteria Improvement
)
Reflection Presents Presents very Presents some Presents few Presents no
journal comprehensive clear description description of descriptions of description of
includes PSTs description of of worthwhile worthwhile worthwhile worthwhile
worthwhile experiences, experiences, experiences, experiences,
learning
experiences, explains sound explains sound explains sound does not
experiences, explains sound judgment on judgment on judgment on explain sound
judgments, judgment on personal personal personal judgment on
performance personal strengths and strengths and strengths and personal
and other strengths and weaknesses weaknesses weaknesses. strengths and
insights weaknesses anchored on anchored on few weaknesses.
gained in the anchored on some theories theories learned.
theories learned.
course
learned.
1- Needs Improvement (75-79) 4- Proficient (90-94)
2- Developing (80-84) 5- Excellent (95-100)
3- Satisfactory (85-89)

Interpretations of Performance Levels/Ratings

1 – Needs Improvement (75-79) The pre-service teacher is introduced to the elements and/or
demonstrates only a basic level of knowledge and understanding.
S/He has yet to acquire skills for effective classroom teaching.

2 – Developing (80-84) The pre-service teacher demonstrates an increased knowledge and

understanding of the elements. S/He is able to demonstrate, with
assistance, the significant elements in a classroom teaching or field
setting. S/He is able to evaluate, with assistance, the success of
teaching performance. S/he has still to improve on this element to
improve teaching performance.

3 – Satisfactory (85-89) The pre-service teacher demonstrates satisfactory knowledge and

understanding of the elements but commits mistakes in some aspects.
S/He is able to exhibit this element satisfactorily to perform a classroom
teaching with self-confidence but still has to exert more effort to improve
teaching skills.

4 – Proficient ( 90-94) The pre-service teacher is able to demonstrate a substantial knowledge

and understanding of the element and has the competent ability to apply
the elements in a field setting.

5 – Advanced/Excellent (95-100) The pre-service teacher demonstrates a comprehensive knowledge

and understanding of the element. S/He can consistently apply the
elements for an effective classroom teaching. S/He can also skillfully
integrate the elements into an overall lesson. S/He can critically evaluate
student learning and teaching effectiveness in order to guide subsequent
instruction.