Teaching

Internship
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Course Title - Teaching Internship

Course Description and Rationale

The course is a one-semester full-time teaching internship in basic education schools using a
clinical approach under the mentorship of a cooperating teacher. Teaching internships shall be
done both in the on-campus and off-campus if possible. No academic courses shall be taken
together with a teaching internship. A teaching portfolio shall be required and the completion of
the action research.

Teaching, Learning, and Assessment Strategies

As regards to teaching and learning strategies, the following will be utilized:

Teaching internship is the culminating field experience of the students enrolled in the teacher
education program and is considered to be one of the most important phases of preparing them
for their professional roles. The course uses the clinical approach and requires each teacher
intern to work full-time for an entire semester in a cooperating school with one cooperating
teacher as a mentor. During this time, the teacher intern observes, assists, and gradually
assumes full responsibility for classroom instruction under the guidance and direction of the
cooperating teacher and the CTE’s faculty-in-charge of the Teaching Internship course.

Upon deployment in the cooperating schools, teaching interns’ development and experiences
will be monitored through face-to-face and online dialogues and consultations. Online and face-
to-face conferences with the cooperating teachers and students as well as school visits will also
be utilized by the instructor in monitoring students and in disseminating and exchanging
information.
As assessment strategies of the course, teaching interns are required to accomplish/submit a
teaching portfolio/journal and the report of the completed action research they proposed in their
Field Study 2 course. In addition, they will conduct a teaching demonstration with a panel of
observers/evaluators from CTE and the cooperating school and their rating will form part of
their grades. Lastly, the cooperating teacher's evaluation of their performance must be
submitted as part of the grading system/assessment

Intended Learning Outcomes

ILO1 Design lessons, adopt instructional methods, and develop teaching-learning strategies according to the levels
of learning in consideration of the potential and uniqueness of learners;

ILO 2 Discuss and share profound yet age-appropriate insights on a specific subject area’s learning competencies,
instructional procedures, and content in secondary education instruction;

ILO 3 Utilize research skills in solving problems and generating innovative ways of teaching and various aspects of
instruction;

ILO4 Show commitment, dedication, and competence in performing various tasks and responsibilities in the school
community as mandated by relevant laws and regulations.

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LEARNING TASKS

Managing My Classroom Structures and Routines

Creating Instructional Materials

Designing Differentiated Class Activities

Assisting and Participating in School Programs and Activities

Using Assessment Practices

Conducting Demonstration Lesson/s

Assisting My Cooperating Teacher in Accomplishing School Forms

Building Networking and Linkages

Writing a Classroom-Based Action Research

Designing My Teaching Internship Portfolio

Scoring Rubric for the Teaching- Learning Activities

Indicators Meets Standard Approaching Meets Does not Meet

of Excellence Standard of Acceptable Acceptable
Excellence Standard Standard
Criteria 4 3 2 1
Performance Tasks Have all the aspects Have some aspects Have minimal No aspect of work
of work that exceed of the work that aspects of work that meets level of
the level of exceed the level of meet the level of expectation.
expectation. expectation expectation.
Show exemplary
performance
Checking for Write all correct Write some correct Write minimal No correct answer.
Mastery answers. answers. correct answers.
Learning Artifacts All the pieces of The pieces of The pieces of The pieces of
evidence of learning evidence of learning evidence of learning evidence of learning
are aligned with are aligned with are aligned with one are NOT aligned
learning outcomes. some learning learning outcome. with learning
outcomes. outcomes
Creativity & The learning tasks The learning tasks The learning tasks The learning tasks
Resourcefulness are done very are done creatively are done quite are poorly done and
creatively and and resourcefully. creatively and need improvement.
resourcefully. resourcefully.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted a day submitted 2 days submitted 3 days or
before the deadline. after the deadline. after the deadline. more after the
deadline.

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LEARNING TASKS 1 • • • •
Learning Task 1
Managing My Classroom Structures and Routines
At the end of this learning task, I should be able to:

 identify the different class structures and routines during face-to-

face and/or virtual classes. (1.7.1)
 discuss the importance of establishing good classroom structure
and routines in everyday class. (1.2.1)
 design effective face-to-face and virtual classroom routines.
(2.1.1, 2.2.1, 2.3.1, 2.4.1)
 demonstrate positive and non-violent discipline in the
management of learner's behavior. (2.6.1)
 use professional reflection and learning to improve practice.

Tips for Providing Structure in the Classroom

1. Rules and expectations must be given on the first day.

2. Set high expectations and explain its importance.

3. Hold students accountable for their actions (absences, tardiness, failure to submit
requirements, etc.)

4. Keep your rules clear and simple.

5. Be prepared to adjust. It is essential to understand that every class and every learner are unique
in their abilities, interests, limitations, and circumstances.

6. Be the primary model for your students when it comes to structure

7. Be prepared and organized for the class each day.

8. Build a good reputation/image.

Some Classroom Routines and structures necessary

for face-to-face classrooms:

A. Beginning of the Day

1. Ask the students to line up properly and enter the room quietly.

2. Instruct them to sit at their designated seats and refrain from touching unnecessary
objects.

3. Move on to the homeroom routines (like saying a prayer, greetings, checking of

attendance, submission of workbooks, etc.)

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B. Participating in Class Discussions

1. Instruct students to raise their hands when they want to say something or answer a
question.

2. During small group tasks, bring only what is necessary and listen to the directions
given by the teacher.

3. Remind students to accomplish assigned tasks on the amount of time given and to
make sure that their work is properly labeled.

C. When Leaving the Classroom

1. Make sure that students ask permission when going out of the classroom and take the
necessary pass.

D. Ending the Day

1. Make sure students clear out their desks, push back their chairs, and take with them all
necessary items.

2. Encourage them to refrain from leaving trash under their desks and chairs.

3. Ask them to return borrowed items.

4. Facilitate the lining-up routine and ask the students to leave the classroom quietly.

Performance Task 1

Observe/Assist your Cooperating Teacher. List down some routines that he/she has done for
classes in the learning modality employed by the cooperating school to make sure that the class
is managed well.

Cooperating Teacher: _________________________________ Date: _________________

Grade/ Year Level __________ Time: ____________ Subject: ______________

Topic: _____________________________________________________

Cooperating School Activities/Strategies Points for Improvement

1. Beginning the class

routines

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Cooperating School Activities/Strategies Points for Improvement

1. Beginning the class

routines

2. Class Discussion

3. Ending the Class

Routines

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Performance Task 2
Read the different situations below and suggest the student's behavior a positive and non-violent way to
address the student’s behavior.

Case No. 1

Jacob is a new student in your school. He

does not seem to fit well with the other kids
who have already established friendships with
other kids. This results in Jacob being aloof
and withdrawn. He does not participate in
class discussions and seems uncomfortable
during group activities. You know he is smart
because his written works are almost always
done perfectly. How will you help Jacob?

Case No. 2

Mia is a smart student but is very talkative.

She is always talking out of turn and this
results in disruptions during class. She usually
tells her seatmates stories that are irrelevant to
the topic being discussed. How will you help
Mia?

Writing my reflection
Complete the statement:
Having an effective class routine and sound class structure is important because:

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WORKING ON MY LEARNING ARTIFACTS

Paste pictures of classroom routines that you have established and implemented. Label them.

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Scoring Rubric for the Teaching- Learning Activities

Indicators Meets Standard Approaching Meets Does not Meet

of Excellence Standard of Acceptable Acceptable
Excellence Standard Standard
Criteria 4 3 2 1
Performance Have all the Have some Have minimal No aspect of
Tasks aspects of work aspects of the aspects of work work meets the
that exceed the work that exceed that meet the level of
level of the level of level of expectation.
expectation. expectation expectation.
Show exemplary
performance
Checking for Write all correct Write some Write minimal No correct
Mastery answers. correct answers. correct answers. answer.
Learning All the pieces of The pieces of The pieces of The pieces of
Artifacts evidence of evidence of evidence of evidence of
learning are learning are learning are learning are
aligned with aligned with aligned with one NOT aligned
learning some learning learning with learning
outcomes. outcomes. outcome. outcomes
Creativity & 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 creatively done and need
and resourcefully. 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 on are submitted a are submitted 2 are submitted 3
or before the day after the days after the days or more
deadline. deadline. deadline. after the
deadline.

TOTAL SCORE

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Learning Task 2
Creating Instructional Materials

At the end of this learning task, I should be able to:

 select, develop, and use of variety of teaching-learning resources including ICT to

address learning goals. (1.3.1)
 show skills in the positive use of ICT to facilitate the teaching and learning process.
(4.5.1)
 use professional reflection and learning to improve practice. (7.4.1)

Instructional Materials are tools used in instructional activities. They may either be print, non-
print, or electronic materials. These materials are sometimes called teaching aids since they assist
the teachers in facilitating the teaching-learning process.

Print materials may include books, dictionaries, encyclopedias, newspapers, etc. Non-print
materials may include microscope slides, models, rocks, field visits, etc.

Electronic Materials may be slide presentations, videos, augmented realities, virtual realities,
online content, live streams, etc.

Some criteria may be considered in choosing and developing instructional materials. The
following may be considered:

 aligned with the vision, mission, and goals of the school

 appropriate for the age, developmental ability, interests, and cognitive ability of the
students
 diverse in terms of difficulty and must appeal to various points of view;
 must present the quality of materials used and contain factual content
 help students utilize higher-order thinking skills.
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Teachers’ Criteria for Determining the Quality of Instructional Materials

no errors; correct information

Accuracy, visual appeal
well-written well- written
strong visual appeal

align to standards
Alignment to standards , depth of
knowledge
efficiency addresses standards
appropriate depth of knowledge
questions and activities

easy for teachers, students, and parents to use

materials
Ease of use, support complete set of instructions, materials,
activities and a activities and answers
appropriate support for new teachers

Engagement sparks student interests;

Engagement, ability to meet students’
relevant; relevant
needs
Differentiation: Appropriate materials by
Skill level, language ability, cognitive
Capability, and learning style
Cultural and background knowledge:
Culturally Relevant; aligns with prior
Background knowledge

Performance Task 3

Assisting the Cooperating Teacher in the preparation of presentations and learning materials to
be used in classes.

Observe your Cooperating Teacher for five days. List down the instructional materials or ICT
tools that she/he utilized during the week. Identify the advantages and disadvantages of the said
materials.

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Cooperating Teacher: _________________________ Date: ______________________

Grade/Year Level ________________ Time: ____________ Subject: _______________

Instructional Materials/ICT Strengths and Weaknesses of

Tools the IMs/ICT Tools
Day 1 Topic:
_____________________

Day 2 Topic:
__________________

Day 3 Topic:
____________________

Day 4 Topic:
______________________

Day 5 Topic:
____________________
Performance Task 5

Visit the website listed below or scan the given QR code. This contains a list of online teaching
tools that can help facilitate the teaching and learning process.
[Link]

Choose one (1) of the featured online teaching-learning tools and list down some important
takeaways. You may list down some advantages and disadvantages of your chosen tool.

Name of the Online Teaching Tool:

Short Description:

Advantages Disadvantages

Writing my reflection
Answer the given question:
How do instructional materials and ICT tools help students learn more effectively and
efficiently?
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WORKING ON MY LEARNING ARTIFACTS

Paste pictures of the instructional materials and resources that you designed
and used in your lesson. Label them.

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 Scoring Rubric for the Teaching- Learning Activities

Indicators Meets Standard Approaching Meets Does not Meet

of Excellence Standard of Acceptable Acceptable
Excellence Standard Standard
Criteria 4 3 2 1
Performance Have all the Have some Have minimal No aspect of
Tasks aspects of work aspects of the aspects of work work meets the
that exceed the work that exceed that meet the level of
level of the level of level of expectation.
expectation. expectation expectation.
Show exemplary
performance
Checking for Write all correct Write some Write minimal No correct
Mastery answers. correct answers. correct answers. answer.
Learning All the pieces of The pieces of The pieces of The pieces of
Artifacts evidence of evidence of evidence of evidence of
learning are learning are learning are learning are
aligned with aligned with aligned with one NOT aligned
learning some learning learning with learning
outcomes. outcomes. outcome. outcomes
Creativity & 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 creatively done and need
and resourcefully. 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 on are submitted a are submitted 2 are submitted 3
or before the day after the days after the days or more
deadline. deadline. deadline. after the
deadline.

TOTAL SCORE
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