PPST DOMAIN 1 & 6 Domain 1.

Content Knowledge and Pedagogy

Domain 6. Community Linkages and Professional Engagement
STRANDS 1.2.1 Demonstrate an understanding of research-based knowledge and
principles of teaching and learning.
6.3.1 Demonstrate awareness of existing laws and regulations that apply to
the teaching profession, and become familiar with the responsibilities
specified in the Code of Ethics for Professional Teachers.
PROGRAM OUTCOMES OF 6.2.b Demonstrate mastery of subject matter discipline.
TEACHER EDUCATION
SFSAT Competency Framework for Southeast 3.b.1 Acquire mastery of the subject matter
Asian Teachers for the 21st Century
3.b.7 Contextualize teaching to local situation

LEARNING TASK
1:Realizing What
Teaching
Desired Learning Outcomes
Internship is All
 Define teaching internship
 About
Explain the different phases of teaching internship
 Demonstrate awareness of existing laws and regulations that apply to the teaching profession, and
responsibilities specified in the Code of Ethics for Professional Teachers.

Essential Questions
 Why is Teaching Internship important?
 What are the important phases of internship?
 What are the existing laws and regulations that I must know, understand and apply in the teaching
profession?

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

Phase 1 Orientation Sessions

• With the Practicum Supervisor Phase 3 On Site Tasks
• With the Cooperating Principal · Writing Learning Plans
• With the Cooperating Teacher
· Creating Instructional Materials
Phase 2 Observation and Building Relationship
• Observation of Classes · Constructing Assessment Tools
• Building Relationship with your Cooperating Teacher, · Participating in School Activities/Programs
Learners and Other Teaching Support Personnel Doing Daily Teaching Tasks

Phase 4 Final Demonstration and Accomplishing Exit

Forms
• Executing Final Demonstration Lessons
• Accomplish Evaluation Forms and Exit
Clearance
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Understandings
Performance Task 1 Complete the Structured Frame

I need to undergo teaching internship because it will help me gain practical experience in the classroom, it helps
me learn how to create engaging lessons for pupils, and understand how to support and inspire young learners
as they grow and develop. I’m excited to learn how to manage a classroom, work with different learning styles,
and create a positive and supportive learning environment. This experience will allow me to apply what I’ve
learned in my studies and prepare me to become a better teacher in the future. And I can’t wait to see what I
can learn from experienced teachers and make a difference in the lives of my students.

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

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Performance Task 3 Research following legal document that apply to the teaching profession. Write your
insights on the space provided.
Existing Laws in the Teaching Teaching
Profession (How will you apply this in your profession?)

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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

My Learning Artifact(s)

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 MY VISION

How to write your vision statement....

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

My Scoring Rubric

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 Meets Approaching Meets Does Not Meet
INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1 Score
Performance Tasks · Has all the · Has some · Has minimal · No aspect of
aspects of work aspects of work aspects of work work meets
that exceed level that exceed level that meet level level of
of expectation. of expectation. of expectation. expectations.
· Shows · Demonstrates · With some · Has errors,
exemplary solid errors and omissions and
performance performance and MASTERY is misconceptions
understanding not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned
learning SOME of the learning with the learning
outcomes. of the learning outcomes. outcomes.
outcomes.

The learning tasks are The learning tasks The learning The learning
Creativity and done very creatively are done creatively tasks are done tasks are
Resource- fulness and resourcefully. and resourcefully. quite creatively poorly done
and resourcefully. and need
The assigned The assigned The assigned improvement.
The assigned
learning tasks are learning tasks are learning tasks learning tasks are
Submission of
submitted on or submitted a day are submitted submitted 3 days
Requirements
before the after the deadline. 2 days offer or more after the
deadline. the deadline. deadline.
MY TOTAL SCORE

Allen Day S. Mori, MAEd

BEEd Internship Supervising Instructor

PPST DOMAIN 1 & 6 Domain 2. The Learning Environment

STRANDS 2.4.1 Demonstrate understanding of supportive learning environments that

nurture and inspire learner participation

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 SFSAT Competency Framework for Southeast 2.D.1 Foster a safe clean and orderly learning environment
Asian Teachers for the 21st Century
2.D.2 Promote a caring and learning friendly environment
2.D.6 Maintain a collaborative learning environment

LEARNING TASK
2: Going to My
Cooperating
School, MyDesired
SecondLearning Outcomes
Homethe characteristics of the cooperating school that nurtures and inspire learner participation
 Describe
 Give examples and situations on how the vision, mission, goals, core values and expected graduate
attributes be integrated in the daily lessons
 Demonstrate understanding of supportive learning environments that nurture and inspire learner
participation
Essential Questions

· What is a cooperating school?

· What are the characteristics of the cooperating school that will nurture and inspire learner
participation?
How do I cascade the school's vision, mission, goals, core values and expected graduate
attributes in the daily lessons?

Understandings
 Cooperating School refers to the public or private elementary / high school where the teaching intern
undergoes off campus teaching under a cooperating teacher who assists him/her in his/her teaching stint.
 The cooperating school serves as a training ground or laboratory of teaching. The prospective teacher gets
the "feel" of the school and the "feel of being a "real" teacher.
 A teacher training program greatly depends on how well the internship program is carried out in the
cooperating schools.

The characteristics of cooperating school that nurture and inspire learner participation:
friendly atmosphere where the learners and other members of the community live in love, care
and understanding.

safe and secure environment where the learners and other members of the community are free
from hazards, accidents and other accidents and other calamities.

Positive and non-threatening environment where respect, fairness, and communication are
present in the entire school system.

My Perfomance Tasks
Performance Task 1. Artifact of one’s cooperating school

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 Describe your cooperating school by supplying the needed information.

(Put the picture of your cooperating school)

Name of the school/institution _______________________________________

Address _______________________________________

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

My Learning Artifact(s)

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 List the instructional facilities of your school. You may take snapshots of these facilities, too. Request
permission from the designated authority.

My Scoring Rubric

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 Meets Approaching Meets Does Not Meet
INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1 Score
Performance Tasks · Has all the · Has some · Has minimal · No aspect of
aspects of work aspects of work aspects of work work meets
that exceed level that exceed level that meet level level of
of expectation. of expectation. of expectation. expectations.
· Shows · Demonstrates · With some · Has errors,
exemplary solid errors and omissions and
performance performance and MASTERY is misconceptions
understanding not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned
learning SOME of the learning with the learning
outcomes. of the learning outcomes. outcomes.
outcomes.

The learning tasks are The learning tasks The learning The learning
Creativity and done very creatively are done creatively tasks are done tasks are
Resource- fulness and resourcefully. and resourcefully. quite creatively poorly done
and resourcefully. and need
The assigned The assigned The assigned improvement.
The assigned
learning tasks are learning tasks are learning tasks learning tasks are
Submission of
submitted on or submitted a day are submitted submitted 3 days
Requirements
before the after the deadline. 2 days offer or more after the
deadline. the deadline. deadline.
MY TOTAL SCORE

Allen Day S. Mori, MAEd

BEEd Internship Supervising Instructor

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 LEARNING TASK
4: Getting
Acquainted with
PPST DOMAIN 1 & 6 Domain 2. The Learning Environment
My Cooperating
STRANDS 2.1.1 Demonstrate knowledge of policies and procedures that provide safe
Teacher and secure learning environments

Program outcomes of 2.D.2 Promote a caring learning friendly environment

Teachers education 2.D.6 Maintain a collaborative Learning Environment

Desired Learning Outcomes

· Get acquainted with my cooperating teacher

· Listen and respond effectively to the expectations of my cooperating teacher
· Enumerate my responsibilities based on the given expectations
· Demonstrate knowledge of policies and procedures that provide safe and secure learning environments

Essential Questions

· What is the role of the cooperating teacher in my internship program?

· What expectations of me are given by my cooperating teacher?
· How shall I respond effectively to these expectations?
· What are the policies and procedures given by my CT on providing safe and secure learning
environments?

Understandings

Name of Cooperating Teacher: Mrs. Catherine M. Relampagos

Degree: Bachelor of Elementary Education, MAEd Graduate
Area of Specialization: General Subjects
Years of Teaching Experience: 24 years

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My Perfomance Tasks
Performance Task 1. Complete the matrix given below. Choose only three (3) of the most important
expectations given by your CT.
Expectations of my Cooperating Teacher My Responsibilities
Extend assistance when needed.

Ability to teach.

What is the impact of these expectations to me 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.

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

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Performance Task 3.
My Cooperating teacher is my role model in the following virtues. Cite and give situations on how these virtues
are applied?

Virtue
Virtue

Application Application

Application Application
Virtue
Virtue
Picture of your CT

Application

Virtue

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 My Learning Artifact(s)

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

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Signature of Cooperating Teacher

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

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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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 My Scoring Rubric

Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1 Score
Performance Tasks · Has all the · Has some · Has minimal · No aspect of
aspects of work aspects of work aspects of work work meets
that exceed level that exceed level that meet level level of
of expectation. of expectation. of expectation. expectations.
· Shows · Demonstrates · With some · Has errors,
exemplary solid errors and omissions and
performance performance and MASTERY is misconceptions
understanding not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned
learning SOME of the learning with the learning
outcomes. of the learning outcomes. outcomes.
outcomes.

The learning tasks are The learning tasks The learning The learning
Creativity and done very creatively are done creatively tasks are done tasks are
Resource- fulness and resourcefully. and resourcefully. quite creatively poorly done
and resourcefully. and need
The assigned The assigned The assigned improvement.
The assigned
learning tasks are learning tasks are learning tasks learning tasks are
Submission of
submitted on or submitted a day are submitted submitted 3 days
Requirements
before the after the deadline. 2 days offer or more after the
deadline. the deadline. deadline.
MY TOTAL SCORE

Sheeria Mylen Wong- Luna, MAED

Internship Supervising Instructor
PPST DOMAIN 1 & 6 Domain 1.3. Diversity of Learners
STRANDS 2.2.1 Demonstrate understanding of learning environments that promote
fairness, respect and
Strands care to encourage learning
2.5.1 Demonstrate knowledge of learning environments that motivate
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 learners to work productively by assuming responsibility for their own
learning.
PROGRAM OUTCOMES OF
TEACHER EDUCATION
SFSAT Competency Framework for Southeast 2.D.2 Promote a caring and learning-friendly environment
Asian Teachers for the 21st Century
2.115 Respect diversity of learners
2.D.6 Maintain a collaborative learning environment

LEARNING TASK 7: Formulating My Classroom Rules

Desired Learning Outcomes

 Discuss the importance of classroom rules
 Give the important things to remember in formulating classroom rules.
 Cite positive and non-violent ways of solving misdemeanors in class.
 Demonstrate understanding of learning environments that promote fairness, respect and care to
encourage learning
 Demonstrate knowledge of learning environments that motivate learners to work productively by
assuming responsibility for their own learning.
Essential Questions
 Why are classroom rules important?
 What are the important things to consider in formulating classroom rules?
 What classroom rules are you going to formulate to ensure fairness, respect and care among the
students?
 What must teacher do to motivate learners to work productively and to make them responsible
for their own learning?

Understandings

R - must be KNOWN by everyone.

- must be EASY to UNDERSTAND.

U - focus on the POSITIVE.

- are PRECISE.

L - are related to a VALUE.

- must be CONSISTENTLY IMPLEMENTED.

E - must be definable.
- must be enforceable.

S - must be expansive.
- must be strategically posted in the classroom.

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

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 _________________________________________________________
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Name and Signature of Student

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Name and Signature of Teacher

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

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

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 CLASSROOM RULES

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

Situations Positive and Non-Violent Ways of Solving

Misdemeanor

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 Littering in class

Unruly behavior of learners

Non-submission of assignments

Tardiness

Absences

Too much talking

My Learning Artifact(s)

Take snapshots of the mission and vision of the school as well as the mission of the STE department displayed on
bulletin boards or around the campus

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What is the importance of these mission/ vision to students learning?
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Sheeria Mylen Wong- Luna, MAED

Internship Supervising Instructor

LEARNING TASK
PPST DOMAIN 4 Curriculum and planning
8: Writing My First
4.1.1 Prepare developmentally sequenced teaching and learning process to meet curriculum
Learning
STRANDS PLAN requirements.
PROGRAM OUTCOMES OF 4.2.1 Identify learning outcomes that are aligned with learning
TEACHER EDUCATION competencies.
6.2.f Demonstrate a variety of thinking skills in planning, monitoring,
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 assessing, and reporting learning processes and outcomes
Competency Framework for Southeast
SFSAT 3411- Acquire mastery of subject matter
Asian Teachers for the 21st Century
3.B.3 communicate learners’ level
3.B.8 Manage classroom activities
4.C.3 Prepare lesson plan based on syllabus and time frame
4.C.4 Consider diversity of learners in preparing lesson plans
4.C.5 Select the right methodologies according to subjects and learners
level

Desired Learning Outcomes

 Identify learning outcomes that are aligned with competencies
 Prepare developmentally sequenced teaching and learning process to meet curriculum
requirements.
Essential Questions

 What are the important considerations in preparing a developmentally

sequenced teaching and learning?
 When do we say that learning outcomes are aligned with learning competencies
to meet curriculum requirements?

Understandings

Lesson Plan/Learning Plan is the blue print of the daily activities in the teaching-learning
process.
• It guides the teacher on the instructional activities he/she will implement in class. This is an
important component in the instructional process.
• This will help teachers become systematic and organized and on track/ on task while
teaching.
• This will aid the teachers to teach MORE and DO MORE and will help her/ his learners attain
the outcomes set for the day.
• This will help the teachers plan differentiated activities to cater to diverse types of learners.
• This gives a sense of direction in relation to the curriculum teaching guides prepared for the
subject.
• It also serves as practical and useful basis for future plans.
• It gives the teacher more confidence in carrying out the daily

Parts of the Daily Lesson Plan (DLP Dep Ed 42.s, 2016)

I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
III. Learning Resources
IV. Procedures:
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 A. Before the lesson - Opening of the lesson
• conduct/review of the previous lesson
• clarify concepts of the previous lessons
• introduce the connection of the new and past lesson
• state the new lesson objectives
• Check background knowledge of the learners
- connect lesson to what is already known
- get learners' interest in the new lesson, to start up and activities
- provides the learners opportunity to ask questions about the
B. The Lesson Proper - Middle or main part of the lesson
- explain, model, demonstrate and illustrate concepts, ideas, processes for learners to
internalize the lesson
- convey new information to the learner
- provide feedback
- Regularly check for learners understanding
C. After the Lesson - Closing or end of the lesson
- do wrap-up activities
- provide summary of the lesson or ask students to summarize concepts and activities
- reinforce what the teacher has taught and what the learners have completed

Note: Assessment Methods are integrated in the DLP to regularly check the understanding of the
lesson
- Formative Assessment to be done before, during or after the lesson.
V. Assignment (OPTIONAL) - It should be related to the lesson. It should allow learners to master what
was learned. ( N.B. Read DepEd Order 329 s. 2010)
VI. Remarks
- This is to document specific instances that result in the continuation of the
lesson in cases of:
- re-teaching - insufficient time
- transfer of lesson to the following day as a result of class suspension
VII. Reflection (to be filled out after the lesson by the teacher intern)
• To write parts of the lesson that went well or the parts that were weak, and write briefly about
it/them
• To share their thoughts and feelings about the lesson that were successfully implemented,
need improvement or could be adjusted in the future
• To talk also to the learners who did not do well or those who need help

********The Daily Lesson Log (DLL)**********

It is a template teacher use to log parts of their daily lesson. Teachers who have been in the service for at least one (1) year,
handling learning areas with available LMS and TGs provided by 'the DepEd shall not be required to write the DLP instead
they shall be required to fill out a weekly Daily Lesson Log (DLL).

My Perfomance Tasks
Performance Task 1. Select a lesson plan and study each part. Paste it here

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Questions:

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

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Insights on the Daily Learning Plan

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What is the impact of this to me as a teaching intern?

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Performance Task 2. Make your Daily Learning Plan (DLP) outline using the given template. Prepare a
developmentally sequenced Learning Plan with learning outcomes aligned with the learning competencies.

Subject Area:

TOPIC/Learning Content:

Learning Competencies

Learning Outcomes What to attain or realize?

Content Standards
Performance Standards

Learning resources What to use?

What to do?
Procedures
Before the lesson

The lesson proper

After the lesson

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Performance Task 3. Write your Daily Learning Plan. Get your topic/content from your Cooperating Teacher.
Follow the DLP format. Write your plan on the space provided.

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My Scoring Rubric

Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1 Score
Performance Tasks · Has all the · Has some · Has minimal · No aspect of
aspects of work aspects of work aspects of work work meets
that exceed level that exceed level that meet level level of
of expectation. of expectation. of expectation. expectations.
· Shows · Demonstrates · With some · Has errors,
exemplary solid errors and omissions and
performance performance and MASTERY is misconceptions
understanding not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned
learning SOME of the learning with the learning
outcomes. of the learning outcomes. outcomes.
outcomes.

The learning tasks are The learning tasks The learning The learning
Creativity and done very creatively are done creatively tasks are done tasks are
Resource- fulness and resourcefully. and resourcefully. quite creatively poorly done
and resourcefully. and need
The assigned The assigned The assigned improvement.
The assigned
learning tasks are learning tasks are learning tasks learning tasks are
Submission of
submitted on or submitted a day are submitted submitted 3 days
Requirements
before the after the deadline. 2 days offer or more after the
deadline. the deadline. deadline.
MY TOTAL SCORE

Sheeria Mylen Wong-Luna, MAED

Internship Supervising Instructor

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Internship Portfolio | PAGE \* MERGEFORMAT 2.
 PPST DOMAIN 4 Curriculum and Planning
STRANDS 4.4.1 Seek advice concerning strategies that can enrich teaching practice

PROGRAM OUTCOMES OF
TEACHER EDUCATION
SFSAT Competency Framework for Southeast
Asian Teachers for the 21st Century

LEARNING TASK 9: Seeking Advice from MY CT to Enrich My Teaching Practice

Desired Learning Outcomes

 Seek advice from my CT concerning strategies that can enrich teaching practice
 Apply the tips given by the CT regarding the Learning Plan and its effective implementation

Essential Questions
 Why is there a need to seek advice from your CT and experienced
 teachers?
 What were your areas of strength? areas for improvement?
 What other innovations may be explored to enrich teaching practice?
 Why is there a need to seek advice from your CT and experienced
 teachers?
 What were your areas of strength? areas for improvement?
 What other innovations may be explored to enrich teaching practice?

Understandings
Seeking advice from seasoned and experienced teachers will hone the personal and
professional competencies of new teachers. This can provide support to simplify complicated
problems and clarify doubts as regards the implementation of the teaching-learning process. The
benefits of seeking advice...
• to attain new information and gain new perspectives;
• to assess the options, you have chosen;
• to increase the likelihood of attaining your outcomes;
• to help see positive outcomes of your actions;
• to encourage you to do more;
• to confirm what is good; and
• to appreciate the values, ideas and thoughts of others.

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My Performance Task
Performance Task 1 Reflect on your areas of strength and areas of improvement.
Complete the matrix below.

AREAS OF STRENGTH PLANS FOR FURTHER AREAS OF GROWTH

AREAS OF IMPROVEMENT PLANS FOR FURTHER AREAS OF GROWTH

Performance Task 2 After several weeks/months of internship, seek advise from seasoned/experienced
teachers or from your CT, in the areas of improvement in the delivery of instruction.

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 AREAS WHAT TO DO

Performance Task 3 Get three (3) topics from your subject area. List them down. Seek advice from your
CT on what strategies may still be employed.
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 Learning Content My strategies My CT’s
Advise/Suggestions

My Learning Artifact(s)
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Write an essay about your MENTOR in life? What pieces of advice were given by your mentor to help
you develop your personal and professional competencies?

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My Scoring Rubric

Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1 Score
Performance Tasks · Has all the · Has some · Has minimal · No aspect of
aspects of work aspects of work aspects of work work meets
that exceed level that exceed level that meet level level of
of expectation. of expectation. of expectation. expectations.
· Shows · Demonstrates · With some · Has errors,
exemplary solid errors and omissions and
performance performance and MASTERY is misconceptions
understanding not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned
learning SOME of the learning with the learning
outcomes. of the learning outcomes. outcomes.
outcomes.

The learning tasks are The learning tasks The learning The learning
Creativity and done very creatively are done creatively tasks are done tasks are
Resource- fulness and resourcefully. and resourcefully. quite creatively poorly done
and resourcefully. and need
The assigned The assigned The assigned improvement.
The assigned
learning tasks are learning tasks are learning tasks learning tasks are
Submission of
submitted on or submitted a day are submitted submitted 3 days
Requirements
before the after the deadline. 2 days offer or more after the
deadline. the deadline. deadline.

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 MY TOTAL SCORE

PPST DOMAIN 4 Curriculum and planning

STRANDS 4.5.1 Show skills in the selection, development and using a variety of teaching and learning
resources including ICT to address learning goals.
PROGRAM OUTCOMES OF 6.2.d Develop innovative curricula, instructional plans, teaching
TEACHER EDUCATION approaches, and resources for diverse learners
SFSAT Competency Framework for Southeast 4.C.6 Determine appropriate learning resources available for teaching and
Asian Teachers for the 21st Century
learning
6.E.1 Acquire knowledge and skills in the use of teaching and learning
resources
6.E.2 Develop teaching and learning resources appropriate for the lesson
6.E.3 Utilize appropriate teaching and learning resources for the lesson
6.E.4 Integrate use of ICT in teaching and learning
Sh
eeria Mylen Wong-Luna, MAED
Internship Supervising Instructor

LEARNING TASK 10 : Visiting the School's Learning Resource Center

Desired Learning Outcomes

 Visit the schools' learning resources
 Show skills in the selection, development and use of a variety of teaching and learning resources
including ICT to address learning goals
 Choose ICT Materials available to enrich classroom instruction
 Visit the schools' learning resources
 Show skills in the selection, development and use of a variety of teaching and learning resources
including ICT to address learning goals
 Choose ICT Materials available to enrich classroom instruction

Essential Questions
 What is a Learning Resource Center?
 Why is a Learning Resource Center important in teaching and learning?

Understandings
A Learning Resource Center is a school facility which contains teaching-learning materials which
the teachers use to enrich classroom instruction.

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 The Learning Resource Center contains print, non-print and electronic materials. The purpose of
this facility is to enhance the learning experiences of the learner and the teachers in any educational
sector. Each teacher needs a wide range of instructional tools to support and enrich student learnings.
Teachers use a wide array of teaching resources to make the instructional process more stimulating
and exciting.
The resource materials used are aligned with the curriculum to ensure that outcomes are
attained. The Learning Resource Center has instructional space to encourage students to perform some
activities and to make learning more meaningful.

My Perfomance Tasks
Performance Task 1. Visit the school’s Learning Resource Center. Select the resource materials you can use to
enrich ONE of the lessons assigned for you to TEACH.
Resource Materials in LRC How/Where will I use these?
Printed Materials

Non-Printed Materials

Electronic Materials

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

Performance Task 3. Write a reflective narrative why you need to use learning resource materials in your
teaching.

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B. How did my cooperating teacher rate the instructional materials I prepared in the classroom. Use the
scale given below:
5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Fair
1 Needs Improvement

Are my instructional materials 5 4 3 2 1

1. appropriate to the development of the learners?

2. aligned with the learning outcomes?

3. easy to prepare?

4. durable / sturdy?

5. appealing to the learners?

6. highly interactive?

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 7. colorful?

8. easy to manipulate?

9. practical / useful?

10. not very expensive/economical?

Average
Total Score:
(Total Score ÷ 10) ___________________
_________________________

My Learning Artifact(s)
Take a picture of the School’s Learning Resource Center ( Library)

What is the impact of the learning Resource Center to students learning?

_______________________________________________________________________________________
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_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________

Sheeria Mylen Wong-Luna, MAED

Internship Supervising Instructor

LEARNING TASK 13: Exploring More Interactive and Innovative Teaching

PPST DOMAIN 3 Strategies for Diverse Learners
Diversity of Learners
STRANDS 3.1.1 Demonstrate knowledge and understanding of differentiated teaching
to suit the learners' gender, needs, strengths, interests and experiences
3.2.1 Implement teaching strategies that are responsive to the learners'
linguistic, cultural, socio-economic and religious backgrounds
3.3.1 Use strategies responsive to learners with disabilities, giftedness and
talents
PROGRAM OUTCOMES OF 6.2.c Facilitate learning using a wide range of teaching methodologies and
TEACHER EDUCATION delivery modes
appropriate to specific learners and their environments
6.2.d Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
6.2.e Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices
SFSAT Competency Framework for Southeast 2.D.3 Motivate active learning
Asian Teachers for the 21st Century
2.D.5 Respect diversity of learners
4.C.2 Formulate specific learning objectives incorporating knowledge, skills,
attitudes and
values, if applicable
4.C.3 Prepare lesson plan based on syllabus and time frame
4.C.4 Consider diversity of learners in preparing lesson plans
4.C.5 Select the right methodologies according to subjects and learners'
level
4.C.6 Determine appropriate learning resources available for teaching and
learning

Desired Learning Outcomes

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  Demonstrate understanding of differentiated teaching to suit the learners' gender, needs,
strengths, interests and experiences
 Implement teaching strategies that are responsive to the learners' linguistic, cultural, socio-
economic and religious backgrounds
 Use strategies responsive to learners with disabilities, giftedness and talents
Essential Questions
What are the 31's and 2C's in education?
What is differentiated instruction?
Give examples of differentiated instruction?

Understandings
There are three l's and 2C's in the instructional process. The teaching learning process
must be:
Highly Interactive: All the learners must be highly engaged in all the classroom
activities. They must be able to participate in all the learning processes. No one is left
behind.

Highly Innovative: The use of meaningful and differentiated strategies makes

learning more fun and enjoyable. Learners will surely love participating in varied
activities done and employed by the teacher. Activities can be in the form of games,
songs, rap, poems, puzzle, jazz chants, stories, maze and the like.

Highly Integrative: Lesson and topics are interrelated within and across learning
areas without compromising the content of the lesson. This makes the curriculum
borderless and seamless.

Highly Collaborative: The learning that involves groups of students working

together to solve a problem, complete a task or create a product.

Highly Cooperative: This is a strategy where groups of learners with different

abilities use varied activities to better improve the mastery of the learning content. The
elements of positive interdependence, individual accountability, equal responsibility
and social roles are addressed.

Differentiated Instruction is teaching the same material to all students using a

variety of instructional strategies or may mean delivering lessons at varying levels of
difficulty based on the ability of each student.
Differentiated Instruction in 4 ways:
a) content
b) process
c) product
d) learning environment
Advantages of Differentiated Instruction:

· effective for varied types of learners

· can make students responsible for their own learning
· more options on learning different materials
· less discipline problems in the classrooms
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 ·
Disadvantages:
· requires more work in lesson planning
needs more time in preparation of activities

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

Learners Activities employed

Gender

Needs

Strengths

Interests

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 Experiences

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

Cultural

Socio-economic

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 Religious Background

Performance Task 3 What strategies have you applied to respond to the learners with disabilities,
giftedness and talents?

Activities Employed for Learners with special Activities Employed for Gifted Learners
Needs

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 My Assessment Tasks

Choose the letter of the correct answer. Write your answer before the number.
1. Which activities make students regularly engaged in all the activities?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

2. Which, activities use varied and novel strategies to make students engage in the learning
process?
A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

3. Which activities make the curriculum seamless and borderless?

A. Interactive
B. Innovative
C. Integrative
D. Interdisciplinary

4. Which activities make the class work by teams through purposeful learning?
A. Innovative
B. Integrative
C. Collaborative
D. Cooperative

5. Which activities allow the students to solve their own problems and work on varied tasks?
A. Interactive
B. Innovative
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C. Integrative
D. Collaborative

My Learning Artifact(s)

Write or paste your learning plan which provides differentiated activities to address diversity of
learners.

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 My Scoring Rubric

Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1 Score
Performance Tasks · Has all the · Has some · Has minimal · No aspect of
aspects of work aspects of work aspects of work work meets
that exceed level that exceed level that meet level level of
of expectation. of expectation. of expectation. expectations.
· Shows · Demonstrates · With some · Has errors,
exemplary solid errors and omissions and
performance performance and MASTERY is misconceptions
understanding not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned
learning SOME of the learning with the learning
outcomes. of the learning outcomes. outcomes.
outcomes.

The learning tasks are The learning tasks The learning The learning
Creativity and done very creatively are done creatively tasks are done tasks are
Resource- fulness and resourcefully. and resourcefully. quite creatively poorly done
and resourcefully. and need
improvement.

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 The assigned The assigned The assigned The assigned
learning tasks are learning tasks are learning tasks learning tasks are
Submission of
submitted on or submitted a day are submitted submitted 3 days
Requirements
before the after the deadline. 2 days offer or more after the
deadline. the deadline. deadline.
MY TOTAL SCORE

Sheeria Mylen Wong-Luna, MAED

Internship Supervising Instructor

LEARNING TASK 14: Writing Contingency Lesson Plans/Learning Plan

PPST DOMAIN 1 and 3 Content Knowledge and Pedagogy

Diversity of Learners
STRANDS 3.4.1 Demonstrate understanding of the special educational needs of learners in difficult
circumstances, including geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement or disasters, child abuse and child labor practices.
3.5.1 Demonstrate knowledge of teaching strategies that are inclusive of learners from
indigenous groups
PROGRAM OUTCOMES OF 1.6.1 Use Mother Tongue, Filipino and English to facilitate teaching and
TEACHER EDUCATION learning
6.2.b Demonstrate mastery of subject matter/discipline
6.2.c Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments
6.2.d Develop innovative curricula, instructional plans, teaching
approaches, and resources for diverse learners
6.2.e Apply skills in the development and utilization of ICT to promote
quality, relevant, and sustainable educational practices
6.2.f Demonstrate a variety of thinking skills in planning, monitoring,
assessing and reporting learning processes and outcomes
SFSAT Competency Framework for Southeast
Asian Teachers for the 21st Century

Desired Learning Outcomes

 Respond to the different special educational needs of learners
 Apply strategies that are inclusive of learners from indigenous groups
 Use Mother Tongue, Filipino and English to facilitate the teaching-learning process
Essential Questions
 How must teachers respond to the different special educational needs of learners?
 What strategies may be applied that are inclusive of the indigenous groups?

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  What language must be used to facilitate the teaching-learning process?

Understandings
One of the vital facets in the teaching — learning process is the learning environment. The
process of instruction happens in a formal, non-formal or informal place. Learning may happen
anytime, anywhere and in any place. The quality of instruction depends on how well a teacher can
implement the lessons effectively. There are several factors that affect the delivery of instruction: the
nature of the teacher, the nature of the learner, the utilization of methods and strategies, the learning
resources facilities, assessment and others. Teachers face some challenging issues and concerns
especially in times of providing teaching-learning beyond the classroom. Learners sometimes cannot
attend to their classes due to chronic illness isolation, geographical location, urban resettlement or
disorders, armed conflict, child abuse and child labor practices.
These events pose great concern among teachers to make instruction more accessible to all the
learners. Various strategies may be employed to respond to the needs of the learners especially when
they are not physically present in the four walls of the classroom.
1) The use of contingency lesson or learning plans
Will be helpful to teachers and the learners especially during suspension of classes due to
rallies, strikes, fortuitous events such as fire, typhoons, floods and earthquakes. Teachers prepare
advance lessons or learning tasks which the learners can accomplish during these occasions. Students
can do this according to their own pace. They are required to submit the tasks once they report to
school.
2) The use of consumable sheets
Teachers create consumable sheets in advance. Guide questions are formulated for each
content to ensure that learners will read and comprehend the assigned task.
3) The creation and design of instructional modules/self-learning kits (SLK)
Teachers may create self-learning kits and instructional modules for each learning competency
to provide students time to work for advancement, enrichment, and diagnostic purposes.
4) The use of contemporary software on teaching-learning (PowerPoint)
The Preparation of PowerPoint for advance reading of the learners will ensure greater
interaction during class discussion. This will also minimize mere teacher discussion and maximize
hands-on activities.
5) The creation of social media groups. (Viber, Messengers, What's Up, etc.)
A creation of social media group per subject / class is also advantageous where the students
may communicate through synchronous and asynchronous mode. Uploading of learning tasks,
presentation, class announcements and others may be done to keep the students on task while on
vacation during unforeseen long absence due to illness and sickness.
6) The use of Learning Management System (LMS)

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 This is a dynamic and tailored learning environment. This can be used for all types of learning
activities. It is a software platform to manage, monitor and assess learning programs. The digital
learning tools are very useful especially when the learners are in various geographical locations. Some
examples of LMS are schoology, canvas, moodle, Word Press and others.
7) The use of Short Message Service (SMS)
This is a service for sending short message up to 160 characters. It is used to send text
messages to mobile phones. This works to notify learners of lessons, content and other matters
pertinent to the course.

My Perfomance Tasks
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 dur to aimed conflict,
urban resettlement or disasters, child abuse and child labor).
Cite situations on how you have addressed any of the given educational needs of learners.

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
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_____________________________________________________________________________
_____________________________________________________________________________
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_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________

Performance Task 2. Conduct any of these activities:

 Observation on the strategies which are used for these types of learners. Write your insights.
 Research on teaching strategies that are inclusive of learners from indigenous groups.
 Watch a film clip or video of teaching in an indigenous group.

Strategies Used Insights

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My Learning Artifact(s)
Write a contingency Lesson Plan/Learning Plan in any of the given difficult circumstances to assist
learners.

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 My Scoring Rubric

Meets Approaching Meets Does Not Meet

INDICATORS Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1 Score

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Performance Tasks · Has all the · Has some · Has minimal · No aspect of
aspects of work aspects of work aspects of work work meets
that exceed level that exceed level that meet level level of
of expectation. of expectation. of expectation. expectations.
· Shows · Demonstrates · With some · Has errors,
exemplary solid errors and omissions and
performance performance and MASTERY is misconceptions
understanding not thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers

Learning The piece/s of The piece/s of The piece/s of The piece/s of

Artifacts evidence of evidence of evidence of evidence of
learning is/ are learning is/are learning is/are learning is/are
aligned with aligned with aligned with ONE NOT aligned
learning SOME of the learning with the learning
outcomes. of the learning outcomes. outcomes.
outcomes.

The learning tasks are The learning tasks The learning The learning
Creativity and done very creatively are done creatively tasks are done tasks are
Resource- fulness and resourcefully. and resourcefully. quite creatively poorly done
and resourcefully. and need
The assigned The assigned The assigned improvement.
The assigned
learning tasks are learning tasks are learning tasks learning tasks are
Submission of
submitted on or submitted a day are submitted submitted 3 days
Requirements
before the after the deadline. 2 days offer or more after the
deadline. the deadline. deadline.
MY TOTAL SCORE

Sheeria Mylen Wong-Luna, MAED

Internship Supervising Instructor

LEARNING TASK 15: Constructing Various Assessment Tools

PPST DOMAIN 3 Diversity of Learners
STRANDS 5.1.1 Demonstrate knowledge of the design, selection, organization and use
of diagnostic,
formative and summative assessment strategies consistent with curriculum
requirements.
5.2.1 Demonstrate knowledge of monitoring and evaluation of learner
progress and
achievement using learner attainment data
5.3.1 Demonstrate knowledge of providing timely, accurate and
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 constructive feedback to improve learner performance
5.4.1 Demonstrate familiarity with a range of strategies for communicating
learner needs, progress and achievement.
5.5.1 Demonstrate an understanding of the role of assessment data as
feedback in teaching and learning practices and programs.
PROGRAM OUTCOMES OF 6.2.f Demonstrate a variety of thinking skills in planning, monitoring,
TEACHER EDUCATION assessing, and reporting learning processes and outcomes
SFSAT Competency Framework for Southeast 4.C.7 Construct appropriate assessment measures
Asian Teachers for the 21st Century
4.C.8 Utilize results of learner assessment and teacher's reflection in
developing lesson plans

Desired Learning Outcomes

· Demonstrate knowledge of the design, selection, organization and use of
diagnostic, formative and summative assessment strategies consistent with
curriculum requirements
· Demonstrate knowledge of monitoring and evaluation of learner progress and
achievement using learner attainment data
· Demonstrate knowledge of providing timely, accurate and constructive feedback to
improve learner performance
· Demonstrate familiarity with a range of strategies for communicating learner needs,
progress and achievement
· Demonstrate an understanding of the role of assessment data as feedback in
teaching and learning practices and programs

Essential Questions
• Differentiate diagnostic, formative and summative assessments.
• Why do we need to monitor and evaluate learner progress and achievement?
• What are some examples of constructive feedback to improve learner
performance?
• Give examples of strategies for communicating learner needs, progress and
achievement.
• What is the role of assessment data in the teaching and learning practices and
programs?

Understandings
Assessment refers to the wide variety of method! to measure, evaluate
document the learners' perf examples of assessment tools:

Diagnostic Formative Summative

- Conducted at the - Conducted during - Conducted after the

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 beginning of the instruction instruction
school year.
- Allows teacher - Monitors student - Sums up what
to determine learning to students have
students' strengths, provide feedback
on-going learned
weaknesses to improve reading
knowledge and skills and learning
prior to instruction
- Diagnoses students' - Helps students - Finds out what
difficulty identify
their strengths and concepts were
weaknesses learned after the
lesson
-Used to guide lessons - Used in the -Used for documenting
and curriculum formation
and revision outcomes and
planning process judging value
- Completed Before - Completed During - Completed After
teaching Instruction Instruction
e.g. e.g. exams, projects,
homework, papers
graded,
quizzes,
ungraded
assignments

Importance of Monitoring and Evaluating Learner Progress

The monitoring of student progress is a practice that aids teachers to continuously assess the
effectiveness of their teaching and make good informed decision. To determine the student's
performance level, the teachers must measure their progress regularly (weekly, bi-weekly, monthly or as
needed).
Teachers must monitor the progress of the learners for the following reasons:
• to improve instruction;
• to help teachers make better instructional decisions and change their teaching styles;
• to ensure success and achievement for every learner;

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 • to identify and help students at risks; and
• to provide enrichment to gifted learners.
Use of Constructive Feedback in Classrooms
Constructive feedback is a tool use to praise a performance effort or outcome. It is a favorable
judgment and supportive communication.
TIPS on Giving Constructive Feedback
1. Use positive feedback.
2. Focus on the efforts/situations.
3. Use the active voice.
4. Be specific with one's feedback.
5. Use key points in giving feedback.
6. Emphasize objective points.
7. Give specific examples and situations.
8. Connect on things/situations that can be acted upon.
9. Give suggestions/recommendations on how to improve.
10. Refrain from doing assumptions.

Some Strategies for Communicating Learner Needs, Progress and Achievement

• Conduct Parent-Teachers dialogue regularly.
• Give parents a way to keep track of learners' progress through communication diary or via on
line.
• Display learners' portfolio in school.
• Develop open lines of communication especially for learners wi special needs and for students
at risks.
• Explore the possibility of having a bulletin board of information.

Sources of Assessment Data as Feedback in the Teaching-Learning Process

 Teachers may collect student data from the following sources to classroom instruction:
 Formative assessments - e.g. quizzes, seatwork’s, exit slips worksheet
 Daily Observations
 Summative Assessment - e.g. projects, essays, quarterly exams
 Cumulative Files
 Standardized Test Scores
 Students' Records In Guidance, Health Services and the Like
 Home visitations
 Writing anecdotal records
 Conducting formal and informal interviews
 Checking students' works, projects and portfolio

My Performance Tasks
Performance Task 1

Get one sample each of the following: diagnostic, formative and summative tests.

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INSIGHTS

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Performance Task 2 Interview your Cooperating Teacher or any teacher and, ask the following questions.

A. Why is there a need to monitor and evaluate learners’ progress?

B. Research on the fifty (50) ways to praise a child. ([Link])

Performance Task 3

A. What strategies are used by your cooperating school to communicate learner needs, progress and
achievement?

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B. What assessment data are used by your cooperating teacher to improve student performance?

My Learning Artifact(s)
Paste the various assessment tools you have constructed during your teaching internship. What is the impact of
these to students’ learning?

LEARNING TASK 16: Participating in the School's Learning Programs and Activities

PPST DOMAIN 4 Curriculum and Planning

STRANDS 4.3.1 Demonstrate knowledge in the implementation of relevant and responsive learning
programs.
PROGRAM OUTCOMES OF 6.2.d Develop innovative curricula, instructional plans, teaching
TEACHER EDUCATION approaches, and resources for diverse learners
CFSAT Competency Framework for Southeast 3.8.4 Promote students' participation and collaboration
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 Asian Teachers for the 21st Century
10.13 Share the responsibility of educating students with the community
10.3.4 Participate actively in socio-civic events of the community 11.7.3
Share the responsibility of educating students with the community 113.4
Participate actively in socio-civic events of the community_
Desired Learning Outcomes
 Identify the relevant and responsive learning program and activities in my Cooperating School
 Give the benefits of participating in the school's learning program
 Demonstrate knowledge in the implementation of relevant and responsive learning programs

Essential Questions
· What are the benefits of participating in the school's learning program?
· What are the relevant and responsive learning programs in my cooperating school?

Understandings

Schools have various learning programs. These programs provide opportunities for teachers and
learners to develop the values of cooperation, teamwork and unity. They also reinforce the lessons
taught in the classroom and provide the learners to apply what they have learned in real world
context. Participation in these learning programs also increases student engagement and leads to
success in schools.
Learning progress varies according to school profile, culture and characteristics. The participation of the
learners also varies according to students' needs, background interest and abilities

These events pose great concern among teachers to make instruction more accessible to all
the learners. Various strategies may be employed to respond to the needs of the learners
especially when they are not physically present in the four walls of the classroom.

My Perfomance Tasks
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 student’s academic
success?

Academic Programs Desired learning Outcomes’

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 How do these programs impact student learning?

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

I. TITLE of the learning program______________________________________________________

II. Rationale ______________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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 ______________________________________________________________________________
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III. Specific Objectives ______________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
IV. Conditions which prompted you to design the program _________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
V. Persons Responsible / Duties and Responsibilities

Persons Responsible Duties/ Responsibilities

VI. Program of Activities

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 ______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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

My Learning Artifact(s)

Make a collage of the schools’ learning programs and activities where you participated.

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 Sheeria Mylen Wong-Luna, MAED
Internship Supervising Instructor

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