Teaching Internship Book Answer KEY

 Learning Task 1

Performance task 1:

Expectation Knowledge Skill Values

College Supervisor The following are To efficiently do I should uphold the
the matters that I my task, I need to following values in
need to know to possess the order to do my task
carry out my task following skills: well: appropriate
efficiently: the the ability to behavior toward
CHED policies and create a lesson each and every
terms applicable to plan; effective individual in the
teaching teaching school;courteousness
internships; things approaches; and equanimity;
to do and expect in utilization of poise in placing
classroom settings; educational- oneself in another
suitable action to related person's situation;
be displayed and technology; and being considerate yet
performed; making engagement of punctilious; and the
learning fun; and alternative capacity to love
knowledge that assessment. those who are
will prepare us in unlovable.
managing classes.
Cooperating In order to Skills that I must In order for me to
Principal accomplish my develop in order do my tasks
tasks successfully, I to carry out my effectively, I must
need to be aware tasks effectively acknowledge the
of the following are: learner’s following values:
information: the behavioral cultural and gender
school's policies management; responsiveness;
and rules; the establishment of mindfulness;
events calendar; good connection acceptance of
the school's among learners individualization;
profile; student and teachers; self-determination;
and teacher effective teaching resilience; and
behavior; the methods; proper confidentiality.
teaching and time
learning process; management.
and presumptions
regarding teaching
interns.

Cooperating The following are To effectively To aid me execute

Teacher the data that I complete my my tasks
 should know that tasks, I need to successfully, here
will assist me in acquire the are the following
performing my task following skills: values that should
efficiently: subject applying be recognized:
matter content; competent appropriate word
lesson exemplars; classroom usage; mutual
school forms; management and respect and
learner's record; routine; effective responsibility; a
information about communication sense of urgency;
the actual and creativity; compassion and
classroom setting; building trusting integrity; hope for
what to do in connections with students;
emergency students and their continuous self-
situations (e.g., parents; learning; empathy
when students are incorporating and patience.
fighting and need productive
of medical care); teaching
tasks to be strategies;
completed as a generating
teaching intern; interactive and
insight that should engaging lessons;
be kept in mind recording and
when managing a grading
class; and the procedures;
knowledge to be mastering the
instilled creation of lesson
accordingly. plans; making
appropriate use of
learning materials;
and being able to
multitask within
time constraints.

Performance task 2:

DepEd 40 s 2012 Child DepEd Order No. 40, As a future teacher, I will
Protection Policy Series of 2012, known as adopt several strategies
the Child Protection that align with its
Policy, is a comprehensive guidelines. By integrating
framework aimed at these strategies into my
safeguarding children in daily teaching practices
educational settings in the such as: understanding
Philippines. Its Objectives the policy; building
is (a)Protection of rights relationships;
to ensure the protection implementing disciplinary
of children's rights and measures; monitoring and
 promote their well-being. reporting. Through this, I
(b) Prevention of Abuse: can create a nurturing and
Aims to prevent all forms protective environment
of abuse, violence, that aligns with the
exploitation, and objectives of the DepEd
discrimination against Child Protection Policy.
children in schools. This not only safeguards
students but also fosters a
culture of respect,
empathy, and
collaboration within the
educational community.
RA 4670 Magna Carta for The Act aims to improve As a future teacher, to
Public School Teachers the social and economic effectively apply Republic
status of public school Act No. 4670, also known
teachers, enhancing their as the Magna Carta for
living and working Public School Teachers, to
conditions, terms of my teaching profession, I
employment, and career will employ the following
prospects to attract approaches:
qualified individuals to the understanding the
profession, and provisions; familiarizing
collectively aim to insure myself with the Act;
the rights and welfare of implementing in my daily
public school teachers, practice to promote my
recognizing their crucial professional development;
role in shaping the future enhancing my working
of education in the conditions; and utilizing
Philippines. available benefits. By
integrating these
strategies into my
professional practice, I
can effectively apply the
principles of the Magna
Carta for Public School
Teachers, contributing to a
more equitable and
supportive educational
environment for both
teachers and students.

RA 7877 Anti Sexual Section 3, which defines As a future teacher, I will

Harassment Act of 1995 work, education, or understand and
training-related sexual implement several key
harassment. This section responsibilities and
states: actions to foster a safe
and respectful educational
 environment. I will
Sexual harassment is implement strategies that
committed by individuals could help promote a safe
in positions of authority, learning environment,
including teachers or such as education and
other school personnel, awareness; creating a safe
who demand or request environment; reporting
sexual favors from others mechanisms; support
under their supervision. systems; and
This provision underscores documentation and
the law's commitment to accountability.
protecting individuals
from coercive and abusive
behaviors in both
employment and
educational settings.

Performance task 3:
The phase 3 of teaching internships, regarded as the "on-site tasks" phase, is the
phase I find the most difficult among the five phases of Teaching Internships. Phase 3
involves a distinct set of challenges, requiring us interns to adapt quickly, manage
multiple responsibilities, and navigate complex social relationship within the
educational setting.

Reflection:
Teaching internships are a pivotal step in my journey to becoming an effective
educator. It offers not only practical experience but also an opportunity for me to
develop a deeper understanding of the teaching profession. To truly enjoy and
maximize my experience in teaching internships to the fullest, I will assess proactive
engagement, build relationships, reflect on myself, and develop a passion for
education. Embrace the challenges, collaborate with others, manage stress, and
celebrate achievements; through these, I can transform my internship into a fulfilling
experience that lays the groundwork for a successful career in education. And I
believe every moment spent in the classroom is an opportunity to grow not just as a
teacher but as an individual dedicated to shaping future generations.
Learning Task 2

Performance Task 1:
Date Subject Time Grade Focus of Observation Insights.
level/Sec. observation Notes

Sep. 24 Math 8:10- 9:00 VI- LOVE Attainment Learning By setting clear
AM of learning outcomes were and
outcomes successfully measurable
achieved learning
through outcomes,
focusing the employing
assessment diverse
and evaluation teaching
on what needs strategies
to be assessed. tailored to
student needs,
and regularly
assessing
progress with
constructive
feedback, we
can significantly
enhance the
likelihood of
achieving
successful
learning
outcomes.
Sep. 24 Math 9:00- 9:45 VI- Teaching The teacher Incorporating a
AM CHARITY approach, employs variety of
and different teaching
strategies. approaches approaches not
and strategies only enriches
in the teaching the educational
and learning experience but
process that also equips
flaunted their students with
effectiveness. essential skills
for their future
endeavors. As
well as
Employing
distinct
teaching
strategies is
practical and
potent in
 having a
productive
class.
Sep. 24 Science 10:45- VI- Organization The flow of the The
11:30 AM WISDOM or structure lesson was organization of
of lesson highly the structure of
deliberate as it the lesson plays
was presented a pivotal role in
in an intent the teaching
order, leading and learning
to a successful process, as it
class in an will provide
intended time. opportunity for
both teachers
and learners a
clear and
purposeful
lesson and
hitting the
learning
outcomes
adeptly.
Sep. 25 Math 7:30-8:10 VI- Assessment/ The teacher Employing
am WISDOM evaluation of imposes effective
learners’ extensive ways assessment
mastery of and methods of involves a
the lesson assessing the strategic blend
learner's of formative
learning and and summative
mastery of the methods
lesson, such as tailored to
having a HOTS meet
question from educational
time to time objectives. By
between the focusing on
lessons to clarity,
assist and at authenticity,
the same time diversity in
assess the tools, and
learner’s continuous
understanding. feedback, it can
create a robust
framework that
supports
student
learning and
growth.
Sep. 25 Science 1:45- VI- Classroom The teacher Classroom
2:30PM CHARITY management adequately management is
applies vital for
classroom creating an
 management, effective
as it shows how learning
well he can environment. It
handle the enhances
class and that teacher
there are effectiveness,
already rules prevents
and terms disruptions,
implemented supports
as class shows academic
discipline and success, and
attentiveness. fosters positive
. relationships
between
educators and
students. By
implementing
strategic
classroom
management
techniques,
teachers can
significantly
improve both
teaching
quality and
student
outcomes.
Sep. 25 Science 2:30- 3:15 VI-LOVE Learners’ There are learner
PM engagement learners who engagement is
actively foundational
participate and for successful
engage educational
themselves in experiences. It
the class, while not only
there are also enhances
learners who academic
show no performance
interest in the but also fosters
lesson and retention,
embody a lack critical thinking,
of participation social skills, and
and emotional well-
engagement. being. teacher
must prioritize
strategies that
promote active
participation to
ensure that all
learners can
thrive in their
 educational
journeys.

Perfromance Task 2:
Date(s) Pre Post Action
Sep. 26 Learning outcomes must We can considerably The plans of action in
be attained as a way to increase the possibility achieving learning
gauge learners' learning, of acquiring effective outcomes are: clearly
skills, and values. learning outcomes by define measurable
establishing clearly learning outcomes;
defined learning employ effective
objectives, using a instructional strategies;
variety of teaching and align assessments
styles adapted to with those outcomes.
student requirements, Through these, it can
and constantly significantly enhance
assessing progress student learning
through helpful experiences and
criticism. achievement.

Sep. 27 Classroom management is imposing of classroom The following are the

essential in having a well- management well and plans of action to
organized class; it also demonstration of successfully employ
shows the ability to handle ability to control the effective classroom
and control a diverse set class and the fact that management: setting
of learners’ in one learning rules and terms have and communicating
setting. been enforced as the rules; encouraging
class demonstrates desired behavior;
discipline and knowing the learners;
attentiveness. imposing respect and
fairness; organizing a
structured environment;
employing a daily
routine; encouraging
learners’ participation in
decision-making.
Oct. 1 Applying various methods Using a range of To develop an effective
of teaching is efficient and teaching methods not teaching approach and
helpful in having a only strengthens the strategies, consider the
constructive class. learning process but following plans of action:
also prepares students establishing clear
for their future goals. learning goals; having
. active learning strategies
through engaging
students; fostering a
positive classroom
environment; and having
regular assessment and
feedback.
Oct. 2 An organized lesson flow The structuring of the To create a well-
 delivered a well-ordered lesson is essential for organized lesson
class and will highly result the process of learning structure, the following
in a successful class in the and teaching since it are the plans of action:
time frame specified. enables both teachers plan the lesson
and students to gain a structure; sequence
clear and meaningful learning activities; create
lesson while also a realistic timeline;
effectively achieving foster learners’
the learning goals. engagement.

Reflection:

Learning Task 3

Cooperating School Activities/ Strategies NOtes for improvement

Beginning  Greetings The start of class is crucial
 Checking and for capturing students'
organizing the attention and setting the
 surrounding tone for the lesson.
 Setting up the mood Implementing "Do Now"
 Prayer tasks allows students to
 Checking of absences begin working
 Opening immediately upon
song/energizer entering the classroom,
 recalling the previous and providing positive
lesson feedback encourages
adherence to routines.

Class Discussion  presenting of lesson Class discussions and

video/ short participation are essential
educational game to for fostering a dynamic
gives the learners an learning environment. To
idea of the topic to be create a discussion-rich
discussed culture, encourage
 Relating the topic to student input, establish
real world scenario ground rules, encourage
 proceeding to the accountability and
introduction of the engagement with
lesson discussion Numbered Heads
proper Together, and use a token
 asking question from system. Model active
time to time listening and engagement
 having a short by acknowledging student
exercise activity contributions and building
 employing group on their ideas. Regularly
activity giving of reflect on student-
assessment activity generated questions to
help students articulate
their thoughts and take
ownership of their
learning.
Ending  asking the learners of Ending class routine is
the real life crucial for ensuring a
application of the smooth transition and
lesson maximizing student
 checking of activity learning. Create a
and recording consistent ending routine
 checking of notes and for students, reducing
announcing additional chaos. Engage in quick
and take home activities, foster social-
activity emotional learning, and
 Doing the classroom use the end of class for
routine which is to check-ins. Make the
pick a piece of paper routine enjoyable and
and arranging the reflect on it regularly to
 chair before going out adjust as needed.
 ending class with their
usual exit in line.

Performance task 2:
 To support children during modular class sessions, parents can implement the
following routines:
 Establish a Consistent Schedule: Set specific times for learning activities to
create predictability and structure.
 Create a Dedicated Learning Space: Designate a quiet, organized area for
studying, minimizing distractions.
 Incorporate Breaks: Schedule regular breaks to help maintain focus and avoid
burnout.
 Use Visual Schedules: Employ visual aids to outline daily tasks and routines,
enhancing understanding and engagement.
 Encourage Active Participation: Involve children in planning their schedules to
foster ownership and commitment to their learning

Task 3:
Case NO. 1:
To assist a new student struggling to make friends and participate actively in class,
the following are the strategies to consider: group activities, organizing small group
tasks or games that require teamwork, helping students bond through shared
experiences; promoting extracurriculars, suggesting clubs or activities aligned with
the student’s interests to meet like-minded peers; creating a safe environment,
fostering an inclusive classroom atmosphere where empathy and cooperation are
valued; offering alternative participation methods: allowing for anonymous input or
nonverbal responses to reduce anxiety associated with speaking up.

Case NO. 2:
To manage a smart but disruptive student, these following strategies can be
implemented: Setting a Clear Expectations: Establish classroom rules regarding
appropriate behavior and participation from the start, ensuring students understand
when talking is acceptable ; Addressing Behavior Directly, calmly inform the student
about their disruptive behavior during class, emphasizing how it affects others'
learning; Using of Non-Verbal Signals: Teach students a hand signal to indicate when
talking is distracting, allowing them to self-regulate without direct confrontation;
Engage in Private Conversations, After class, discuss the student's behavior privately,
exploring underlying reasons and reinforcing the importance of maintaining focus;
and lastly implementing Consequences, clearly outline and enforce consequences for
continued disruption to maintain classroom order.

Reflection:
Effective classroom routines and structure are crucial for fostering a productive
learning environment. They provide predictability, helping students feel safe and
secure, which enhances their ability to focus on learning. Routines also streamline
transitions, minimizing disruptions and maximizing instructional time, allowing
teachers to concentrate on teaching rather than managing chaos. Furthermore, they
instill essential life skills like responsibility and independence as students learn to
navigate their environment and take ownership of their actions. Overall, well-
defined routines create a positive classroom climate conducive to learning.

Learning Task 4

Learning Task 5

Performance task 1:

Cooperating Teacher: Remo Dan T. Teodosio

Date:
Grade level: VI
Topic: Science (The Skeletal System)

Activities Employed S&W

Learning Styles  Visual and Auditory  the integration of
Learning Style: Used video in teaching
of video lesson to offers numerous
present the lesson . benefits such as
 Tactile Learning Style: enhanced
Used of Body engagement and
Structure model to accessibility, it also
manipulate and presents challenges
touched the skeletal including production
or bones personally. costs and potential
 technical difficulties.
 tactile learning offers
numerous benefits
such as enhanced
engagement and
improved
understanding, it also
presents challenges
including resource
demands and
potential distractions.
Multiple Intelligence  Interpersonal  Think-Pair-Share has
Intelligence: advantages including
Employing the “Think improved
Pair Share” activity, participation and
wherein learners are critical thinking, it
asked to find their may also be
pair and exchange challenging due to
input with their pair time management
regarding the topic. and inconsistent
 Body Kinesthetic: involvement.
Learners are tasked to  Bodily-kinesthetic
do a performance task activities offer many
which is to create a advantages such as
short dance higher physical
presentation development and
representing the improved cognitive
skeletal system or skills; yet, they come
called “The Skeletal with drawbacks
Dance”. connected to
traditional
educational contexts
and resource needs.
Brain-Based Learning  Structural Learning:  intrapersonal activities
Wherein the teacher offer significant
emphaisize the “ Ido, advantages such as
we do,and you do” enhanced self-
awareness and
learning.
improved decision-
 Intrapersonal
making, they also
Intelligence: Asking present challenges like
an oped ended the risk of negative self-
questions and asking talk and potential social
learners of their isolation that individuals
personal view on the should consider when
topic. engaging in these
 Self-Smart: Having the practices.
learners write their  allowing learners to
 reflection of what write reflections on
they have learn their learning offers
reagarding the topic. significant advantages
such as enhanced
understanding and self-
assessment, it also
presents challenges like
time constraints and
variable engagement
Interests  Gamefied activities:  employing game
Assessing games and activities with
technology at the technology offers
same time in a game significant advantages
called “Guess the such as increased
piece” wherein engagement and
learners are divided personalized learning
into 4 groups and experiences, it also
each groupp has to presents challenges
guess the answer in like potential
each piece of question distractions and
related to topic in technical issues
order to gain a points.
Gender  Making of Skeletal  Diorama creation
system Diorama or offers several
Box: wherein both advantages such as
gender participated increased creativity
and work out on and greater
creating their diorama comprehension of
promoting a gender topics; nevertheless, it
responsive learning. also poses challenges
such as time
consumption and
demand for resources.

Performance task 2:
Name of teacher: Remo Dan. T. Tedosoio
Grade Level: VI

SUBJECT DIFFERENTIATED REFERENCES

ACTIVITIES
Mathematics  Flexible Grouping https://numberdyslexia.com
 Tiered
Assignments
 Adaptive
Technology
 Manipulatives
  Choice Boards
 Inquiry-Based
Learning
 Peer Tutoring
English  Thematic Units https://www.hmhco.com/
 Multimedia
Projects
 Creative Writing
Prompts
 Think-Pair-Share
 Small-Group
Instruction
 Jigsaw Method
 Curated Content
Science  vocabulary games https://www.prodigygame.com/
 Create
montages/collages
on science topics
reliable
 scientific
experiments
 imaginary
conversation
 Group research
projects
Filipino  Role-Playing https://www.depedbataan.com/
 Simulations
 Circle talk
 Tic tac toe
 Tiered Task
 Adaptation
Exercise

Refelection:
differentiated instruction offers numerous benefits that enhance the educational
experience for all learners by fostering engagement, accommodating diverse needs,
promoting equity, and ultimately supporting academic success, it is also vital for
meeting the diverse needs of learners by adapting teaching strategies to
accommodate individual differences that can support all students in reaching their
full potential.

As a future teacher, I can employ the following strategies in my class, through

creating a dynamic classroom environment where all students have the opportunity
to succeed. Used approaches that does not only enhances student engagement but
also fosters a deeper understanding of the material by addressing individual learning
preferences and needs. As I prepare for my teaching career, I consider how these
strategies can be integrated into my lesson planning and classroom management
techniques.