Filipino Elementary

Republic of the Philippines
University of Southeastern Philippines

Tagum – Mabini Campus
College of Teacher Education and Technology
PRE-SERVICE TEACHER TRAINING UNIT
Extended School Experience
FIELD STUDY PRACTICUM MANUAL

REVISED 2019
(VERSION 2)
Submitted by:
AMOR B. LINTANG
Pre-Service Teacher
Submitted to:
SARRAH MAE B. VILLORIA

FS 6 Supervisor
APRIL 1, 2019
PREFACE
Field Study Practicum Module Revised 2019 (Version 2) is a revised copy of Field Study Manual
developed by the (Philippines – Australia) Basic Education Assistance for Mindanao-Pre-service Teacher
Training Unit and anchored in the accomplishment of the Review Committee for Field Study Practicum
Module Revised 2014( Version 2). This Field Study Practicum Module Revised 2014 ( Version 2) was a
great accomplishment of the College of Education in Obrero, Davao City. The Review Committee are the
following:
Adora P. Zerrudo, MAED-ECE& MED-SPED
Mariche C. Llanto, MAED-SPED
Ivy Lyt M. Sumugat, MAT-Mathematics
Geraldine e. Francia, MAT-Science (Certificate)
Lindy C. Lulab, MAED Certificate; MIT,Ed.D.ELM
Vilma D. Andoy, MTET-Tech’l English;Ed.D.Educ’l; Mgt.SPED
Bonifacio G. Gabales Jr., MS-Educ’l Measurement & Evaluation;
Ph.D.-Dev’t. Research & Administration
The revision and enhancement of the manual is evident in the complementation of objectives,
course requirements and activities in relation to the competencies linked to the NCBTS and the grading
system.
This Field Study Practicum Module Revised 2019 ( Version 2) was an initiative of the College of
Teacher Education and Technology to keep updated of the current trends in education. This was prepared
by DR. NANCY B. GONZALES- FS & Practicum with the collaborative effort of the Michael B. Dodongan –
ICA-Head, Practicum Supervisors, Richel P. Albite -Program Head-BEEd, Dr. Maricel A. Palomata-
Program Head-BSEd and approved by DR. JOCELYN A. MATILDO- CTET-Dean.
FS Practice Teaching
TABLE OF CONTENTS
P R E F A C E................................................................................................................................ i
TABLE OF CONTENTS ..................................................................................................................... iii
Rationale ........................................................................................ Error! Bookmark not defined.
INTRODUCTION ........................................................................... Error! Bookmark not defined.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS): .............. Error!
Bookmark not defined.
ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN Field Study 6 ........ Error! Bookmark not
defined.
I. The Teacher Education Institution (TEI) .............................. Error! Bookmark not defined.
II. The Department of Education (DepEd) .............................. Error! Bookmark not defined.
COURSE DESCRIPTION ................................................................ Error! Bookmark not defined.
COURSE OBJECTIVES: .................................................................. Error! Bookmark not defined.
COURSE REQUIREMENTS: ........................................................... Error! Bookmark not defined.
GRADING SYSTEM: ...................................................................... Error! Bookmark not defined.
ASSESSMENT TOOLS: .................................................................. Error! Bookmark not defined.
FS 6 - List of Tasks ............................................................................ Error! Bookmark not defined.
School Profile ............................................................................................................................ 2
Cooperating Teacher’s Profile ................................................................................................... 7
Pre-service Teacher’s Curriculum Vitae ................................................................................... 8
COURSE CONTENT .......................................................................................................................... 9
Guidelines in Preparing a Lesson ........................................................................................... 10
Micro Teaching ............................................................................................................................. 11
Participation and Actual Transition Teaching ............................................................................... 13
Co-Curricular and Extra-Curricular Involvements......................................................................... 14
LESSON PLAN RUBRIC ..................................................................................................... 18
Pre-Service Teacher’s Actual Teaching Rating .............. Error! Bookmark not defined.
RUBRICS FOR INSTRUCTIONAL MATERIALS ............... Error! Bookmark not defined.
REFLECTIVE JOURNAL #1 .............................................................................................................. 33
Marking Guide for Reflection/Journal Entries ........................................................................ 36
REFLECTIVE JOURNAL #6 .................................................................................................... 46
The last one is knowledge, she has a great knowledge of her lesson and how to
deliver to the learners with different learning style. She ensure that she knows and
mastered subject thoroughly. ............................................................................................... 47
DOCUMENTATION ........................................................................................................................ 50
Rubric for Student Teaching Portfolio ..................................................................................... 57
GLOSSARY OF TERMS.................................................................................................................... 58
REFERENCES.................................................................................................................................. 60
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RATIONALE
Practicum is a key component of an extended school experience of the teacher education curriculum
which a pre-service teacher undertakes as part of his/ her elementary or secondary education course. It is
viewed by many educators as the most important experience in the professional education of a pre-service
teacher.
This six unit practicum could be treated as practice teaching in two different field exposures. This could be
conducted in a number of ways. For example, the pre-service teacher may be fielded first in urban schools, and
then in rural schools for their second fielding. Please note, re-locating PSTs mid semester can cause difficulties
for teaching and for supervision.
This school-based teaching experience will provide focus and flexible linkage by crossing three learning
domains. First, the teacher preparation programs or the content knowledge, colloquially known as the “what to
teach.” Second, the professional knowledge which includes the “whom to teach,” what to know about schooling,
schools and the people in them. Third, where much of the activity in the practicum relates is knowledge and
skills needed to function as capable and caring professionals, called “how to teach” .
This course concentrates on helping the pre-service teachers develop as capable and committed teachers who
will bring practical life to learners so they manage and thrive in school or community settings. It provides clear
and progressive stages for the development of the acquired knowledge, skills, attributes and disposition of the
beginning teachers. Practice teaching can have a powerful influence on the future success and direction of
prospective teachers. The teacher education institution will strive to develop close partnerships with schools,
administrators and cooperating teachers. By working together, they nurture the professional growth of teacher
candidates, contribute to the continued professional development of cooperating teachers, and provide for quality
learning experiences for children and young adults in the schools.
It is envisioned that during practice teaching these prospective teachers will be exposed in all aspects of teaching
such as delivery of instruction, management of a class, and dealing with various types of learners, assisting the
cooperating teacher, and doing numerous teaching tasks.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):
Domain 1- Social Regard for Learning
Domain 2- The Learning Environment
Domain 3- Diversity of Learners
Domain 4- Curriculum
Domain 5- Planning, Assessing and Reporting
Domain 6- Community Linkages
Domain 7- Personal Growth and Professional Development
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ROLES, DUTIES AND RESPONSIBILITIES OF STAKEHOLDERS IN THE

PRACTICUM
I. Teacher Education Institution (TEI)
A. The Dean of the Teacher Education Institution:
1. Designates Practicum Coordinator/ liaison officer.
2. Approves the assignment of practicum supervisor in the various programs/specialization.
3. Allocates modest incentive to principals and cooperating teachers.
4. Initiates conferences with the Schools Division Superintendent (SDS) in selecting public and
private schools in the province/city.
5. Assigns a space for a practicum office and appoints an office staff.
B. The Associate Dean/ College Secretary:
1. Recommends for approval of the following:
a. Implementing guidelines and policies in the conduct of practicum;
b. Teachers who will serve as Supervises practicum in the program;
c. Cooperating schools of PSTs.
2. Initiates conferences with the Schools Division superintendent (SDS) in selecting Cooperating
schools for PSTs.
3. Evaluates the implementation of policies/ system for the practicum and the
performance/involvement of the practicum stakeholders.
Formulates policies and systems for the practicum;
C. Practicum Coordinator/Liaison Officer:

1. Prepares the program of activities of the supervising professors;
2. Facilitates the evaluation of the practicum;
3. Monitors the teachers handling field studies;
4. Supervises practicum office staff;
5. Formulates policies and system for the practicum;
6. Manages administrative matters such as preparation and signing of Memorandum of Agreement
(MOA) and explanation/enhancement of practicum manual;
7. Coordinate with the Schools Division superintendent (SDS) in the selection of cooperating
schools;
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8. Communicates with the stakeholders and handles paperwork with regard to the practicum
program.
9. Implements the MOA between the TEI and the Division Office;
10. Organize enhancement classes to respond to the field experience of Pre-service teachers PSTS.
D. Practicum Supervisor:
The primary role of the TEI’s Practicum Supervisor is to provide support for the Pre-service teachers
and the cooperating teachers, clarify requirements and assist interns in organization, planning,
reviewing teaching and non-teaching plans and scheduling class/non-class observations. Specific duties
and responsibilities are, but not limited to, the following:
1. Conducts weekly conferences with the pre-service teachers to provide inputs relative to
teaching-learning trends;

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2. Coordinates with the cooperating school head regarding the activities and practice teaching
needs of the pre-service teachers;
3. Orients the student teachers for their on and off-campus work;
4. Conducts regular observation and evaluation of the practice teaching performance of pre-
service teachers;
5. Coordinates regularly with the cooperating school principal/head teacher; and cooperating
teachers regarding the performance of the pre-service teachers;
6. Submits written reports to the College Dean, copy furnished the school principal and the SDS,
at least once a month regarding the:
a. progress/ performance of student teachers
b. problems/difficulties met by the student teachers
c. solutions/actions taken to solve the problems
7. Conducts exit interview/ case studies of pre-service teachers;
8. Perform other related tasks anent to practicum.
E. The Pre-service Teachers:
Pre-service teachers are invited guests in the cooperating schools and should therefore note the following
expectations:
1. During the practicum period, pre-service teachers are expected to arrive at the cooperating school
at a time that is expected of other staff at the site, e.g. before flag ceremony. Likewise, departure
times must be consistent with what is expected of other staff. Attendance should be reflected in the
daily record or attendance logbook.
2. Pre-service teachers must ensure that they are available for school-related after-hours activities
and commitments.
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3. During the practicum period, absence is only allowable for valid reasons (e.g. illness) or
compassionate reasons. Pre-service teachers who are absent must notify the cooperating teacher
by 8:00 in the morning of absence and must also notify their TEI practicum supervisor.
4. Appropriate professional behavior requires pre-service teachers to display a cooperative attitude,
be responsible, follow appropriate dress codes, be punctual, respect confidentiality of information,
ask questions, return borrowed resources promptly and in good condition, show initiative and
generally be prepared to learn.
5. Use the cooperating school to observe, ask questions, gather data and generally make sense of
the world of teaching.
6. Meet all specified requirements, e.g.
 Plan ahead for all teaching sessions and share written plans with cooperating teachers for at
least the amount of time indicated in the guide-lines provided.
 Make use of improvised or self-made materials preferably those prepared in Educational
Technology classes.
 Use appropriate strategies to assess, record and report student learning
 Complete written evaluations for all teaching
 Employ a range of strategies for engaging in critical reflection
 Compile a relevant and useful professional folio.
 Complete the entries of his/ her reflection journal
7. Become fully involved in the life of the setting and take on the full role or a teacher, including the
many non-teaching responsibilities.
8. Make a classroom-based research.

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II. Department of Education (DepEd)
School Division Superintendent (SDS)
1. Reviews and subsequently approves request for cooperating schools;

2. Conducts orientation on student teaching with the TEIs inclusive of the Dean, College Student
Teaching Supervisors, and the School Principals, Site Coordinators, Practicum Coordinators and
Cooperating Teachers;
3. Approves authority for memorandum of agreement (MOA) between TEIs and DepEd.
The Cooperating Principal:
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The role of the principal is to collaborate with TEI Practicum Supervisor in facilitating placement of pre-
service student teachers and provide the social and professional aspects of administering practicum
teaching.
1. Orients the student teachers on:

a) VMGO and organizational structure of the school
b) School policies on students and personnel discipline
2. Identifies exemplary cooperating teacher/s to handle pre-service teacher’s exposure for Practicum
3. Coordinates with site coordinator and TEIs on the assignment of pre-service teachers;
4. Monitors and provide feedback on the performance of pre-service teachers to TEIs;
5. Debriefs student teachers at the end of Practicum; and
6. Prepares required reports to the TEIs, copy furnished to the Schools Division Superintendent.
The Site Coordinator:
1. Assists the principal on the assignment and discipline of the student teachers.
2. Conducts regular conference with cooperating teachers as regards the performance and behavior
of student teachers.
3. Coordinates with the TEI supervisor of the student teachers.
4. Ensures that student teachers are not allowed to substitute for teachers who are absent or on
leave.

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The Cooperating Teachers
Cooperating Teachers, have the skills and the perspective necessary to help pre-service teachers study
the art and science of teaching in a classroom setting. To ensure that pre-service teachers will get the
most out of their practicum, only the most capable teachers, preferably master teachers, shall be
chosen as mentors/ cooperating teachers. Their duties and responsibilities are:
1. Serves as mentor of the student teachers

2. Provides support to student teachers by:
a. regular class observation and post conference
b. lesson planning
c. use of varied strategies/approaches/techniques
d. classroom management
e. assessment of learning outcomes
f. questioning techniques
g. preparation of instructional materials
h. preparation of examinations/various assessment modes
i. accomplishment of different forms and related work
3. Observes, coaches/mentors and evaluates the performance of the student teacher
4. Models effective teaching and management techniques
5. Provides the student teacher the opportunity to teach independently and collaboratively
6. Orients and guides pre-service teachers in the accomplishment of DepEd forms (e.g. School Form
1,(SF1)- School Registrar, SF2-Daily Attendance,SF3- Book Issued and Returned, SF4-Monthly
Leaner Movement and Attendance, SF5- Report on Promotion and Learning Progress &
Achievement , SF6- Summarized Report on Promotion and Learning Progress and Achievement,
SF7 Sch. Personnel Assignment List and Basic Profile , Form 137-E- Elem. School Permanent
Record and FORM 138-E Pupil’s Report Card)
7. Form 137-A, report card, promotion card, etc.)
8. Provides the student teacher participation in co-curricular and school/community activities; and
9. Completes a set of summative evaluation reports for each student teacher.
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COURSE DESCRIPTION
Practice Teaching is a six-unit course which is considered as the climax of professional preparation of teachers.
It is the culminating internship that engages the pre-service teachers in an intensive and extensive practicum in
the laboratory (on-campus) and in cooperating schools (off-campus teaching or public school teaching) that will
prepare them for the actualization of the teaching-learning process equipped with ethical standards and
professional competencies. This course serves also as an avenue for further developing student teacher’s
effective human relations and communication as two significant factors in the field of teaching.
This course requires the pre-service teacher to prepare lesson plans and teach them during regular classes
under the supervision of a cooperating teacher and/or practicum supervisors. The students are expected to
progress from half day teaching to whole day teaching. They will also write weekly reflections as part of their
student teaching journal. They should act according to their roles and responsibilities and guidelines for student
teaching.
Course Objectives
At the end of the course, the pre-service teachers will:
1. Articulate a coherent personal teaching style appropriate to the learners and the learning situations;
2. Apply knowledge and skills in teaching in a variety of settings;
3. Demonstrate talents and potentials for participating as a multi-disciplinary individual working in the
school community;
4. Collaborate with peers and other professionals;
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5. Design a teaching portfolio for their context and roles, drawing upon the educational philosophies,
methods and principles of teaching.
6. Teach effectively for an extended period of time.

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Specific Objectives / Expected Outcomes
Specific Objectives Expected Outcomes
1. Demonstrate increasing confidence in Pre-service Teacher’s Actual Teaching Rating

integrating professional knowledge and
insights and pedagogical skills;
2. Conducts actual teaching across grade Pre-service Teacher’s Actual Teaching Rating
level or placements;
3. Plan, initiate, implement program of Accomplishment Report of Program of Activities to
activities which strengthens school- includes- Plans, Programme, Photo-documents,
community- partnership; Letters, Certificates
4. Conduct Classroom Action Research Classroom Action Research Paper
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5. Present a student Teaching portfolio. Portfolio
6. Teach inclusively with appropriate Pre-service Teacher’s Non-Teaching Performance

understanding of social justice and equity Rating
issues which impact on the curriculum
and the profession.

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TEI Requirements/Guidelines
On Attendance to the Practicum Program
1. Practice Teaching is a six (6) unit course which requires a pre-service teacher to stay in the cooperating
schools for the whole day. It is expected that the PSTs will teach a maximum of 3 hours per day for the
first half of the placement, and a maximum of six hours for the second half of the placement.
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2. The first week of every fielding is spent on orientation at the TEI and DepEd School.
3. A BEED pre-service teacher must conduct actual teaching in any elementary subjects while a BSED
student must teach in his/her chosen field of specialization. Pre-service teachers should be exposed to
ideal as well as adverse classroom situation.
4. Actual teaching is done for eight (8) of the fourteen weeks. The remaining weeks are for orientation,
final evaluation and clearance or completion of requirements, attendance and job placement program of
the TEI, for Post Conferences and Completion and Submission of Practicum Portfolio.
5. A Pre-service teacher should have the opportunity to teach in his/her major/minor or field of
specialization and in all other subjects and in all grade/year levels whenever possible.
6. Pre-service teachers are required to accomplish at least 12 actual lessons with checked and approved
lesson plans, instructional materials, and observation forms (Form 178). They should be observed by
the cooperating teacher or the TEI practicum supervisor during these lessons. The lesson plan must be
made and submitted ahead of time, at least two days before demonstration teaching. It should be
discussed with the cooperating teacher or the practicum supervisor before actual teaching.
7. Other teaching stints may take the form of remedial and substitute teaching.
8. Besides actual teaching, the pre-service teacher undergoes additional experiences in other teaching
related functions such as: structuring the classrooms, preparing, administering, and interpreting tests,
computing grades, filling up pertinent school forms, make home visits, attending curricular and co-
curricular activities, seminars and workshops.
9. The pre-service teacher is required to attend school functions and special meeting required of him or
her unless s/he is required to attend classes enrolled in the TEI. S/He must fill in the daily time record
regularly and correctly. In case of absences, the equivalent days are to be made-up.
10. A Pre-service teacher should manifest mastery of the medium of instruction. S/He has knowledge of
effective verbal, non-verbal and media communication techniques to foster active inquiry, collaboration
and supportive interaction in the classroom.
11. A student must complete all the entries in his/her reflective journal.
12. A student must maintain a Pre-service Teacher’s Portfolio. The portfolio is a comprehensive and a well-
organized record of contextual information, planning, teaching, observation, samples of assessment,
sample records of progress and information, personal reflection, research and resources. Many of
these items are contextual so the pre-service teacher will need to make decisions about what material is
relevant and useful to the student’s development as a beginning teacher.
Culmination of the Practicum Program
1. A pre-service teacher must submit all rating sheets/evaluation forms completely filled in by the
concerned school personnel.
2. S/He must finalize contents of student portfolio.
3. S/He must completely and correctly fill in various school forms.
4. S/He may produce and present and/or report a classroom-based research. This shall be presented to a
group of panelists which may include the school head, TEI Practicum supervisor, cooperating teacher
and other grade/year level or department head (optional).

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Dress Code and Deportment
1. Pre-service teachers should be dressed appropriately and modestly that projects professionalism
reflecting the values of a teacher and the institution where they belong.
2. The Pre-service teacher is expected to behave properly and appropriately at all times, in the presence
of the learners, teachers, school personnel, administration, staff and parents.
3. Project the good image of the teacher by demonstrating personal qualities such as courtesy, respect,
honesty, diligence, commitment an
4. d the like.
On Performance Evaluation
The performance ratings of a pre-service teacher shall be shared accordingly such that:
(new-2016)
PRACTICUM GRADING SYSTEM
Components Weights Evaluators
Part 1 Attendance 10% CT

(75%)
Daily Actual Teaching 40% CT (20%)
Performance PS (20%)
Non-Teaching Performance 10% CT (5%)

PS (5%)
Student Portfolio 25% PS
Journal Entries 15% PS
Sub-Total 100%
Part 2 Action Research 100% PS

(20%) (poster and oral
presentation)
Part 3 Mock board Performance 100% PS

(5%)
Overall Total 100%
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*The TEIs may adjust the given weights depending on the additional requirements set to a pre-service
teacher. A specific weight may be given to action research done if required so.

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SCHEDULE OF ACTIVITIES FOR PRACTICUM
(2018-2019)
Approved New Scheme for Practicum: 2nd Sem start of class: Jan. 14, 2019
SITE OF
VENUE ACTIVITY TIMEFRAME
PRACTICUM
TEI Conference Room/ Orientation Seminar Sending Nov. 19-21
School Designated Classroom Off/ Orientation on CS,
Meeting with School
Personnel/Induction/Transition
Period
TEI Conference Room/ Capacity Building for Action Jan. 14-15
School Designated Classroom Research
Cooperating School
Deployment/Orientation
CS Designated Conference Cooperating School Jan. 16-18
Room Deployment/Orientation
First Fielding
CS Designated Classroom Induction/Transition Period – Jan. 21-25
Week 1 Half-Day Teaching (3 hours
per day)
CS Designated Classroom Half-Day Teaching (3 hours Jan. 28 – 31-Feb. 3
Week 2 per day)
CS Designated Classroom Whole Day Teaching (6 hours Feb. 4-8
Week 3-5 per day) Feb. 11-15
Feb. 18-22
Second Fielding
CS Designated Classroom Induction/Transition Period – Feb. 25 -28- Mar. 1
Week 6 Whole-Day Teaching (3 hours
per day)
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CS Designated Classroom Whole Day Teaching (6 hours Mar. 4-8
per day) Mar. 11-15
Week 7-8 Filling up of School
Forms/Securing Clearance or
Completion Certificates
CS CS Conference Room Exit Conference Mar. 18-22
Week 9
TEI/CS Conference Room/ Job Placement Programs Mar. 25-29
Week 10 Designated Classroom
TEI Conference Room/ LET Enhancement Program Apr. 1-5
Week 11 Designated Classroom Action Research

TEI Conference Room/ Post Conference/Portfolio April 22-26
Week 14 Designated Classroom Completion/Submission/Final
Evaluation
TEI Conference Room/ LET Enhancement Program April 29-May 3
Week 15 Designated Classroom (Gen.Ed.)
TEI Conference Room/ LET Enhancement Program May 6-10
Week 16 Designated Classroom (Prof.Ed.)
TEI Conference Room/ LET Enhancement Program May 13-16
Week 17 Designated Classroom (Specialization and Mock
Board)
TEI Conference Room/ Fellowship May 17
Week 18 Designated Classroom
*** Please note:
1. Where possible Pre-service teachers should experience rural, deprived, disadvantaged,

underprivileged (DDU) or multi-grade schools.
2. A weekly conference with the CT, PST and TEI practicum supervisors shall be done at the end of each
week. Visitations, observations and monitoring of pre-service teachers shall be done at least three
times during each practicum.
Total Duration of Practicum: = 14 weeks (70 days)
Old Scheme New Scheme

 In-campus (TEI): Week 1 and 14 (Monday-  In-campus (TEI): Week 1(?) and Week 10-14
14
Friday) + 12 Fridays = 22 days (5 weeks of Monday-Friday) = 25 days
 Off-campus (CS): 12 weeks x 4 days = 48  Off-campus (CS): 10 weeks x 5 days = 50 days
days (Monday-Thursday only) (Monday-Friday)
Note: Submission of Grades (Graduating) – May 30, 2019
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COURSE CONTENT
DETAILED ACTIVITIES AND EXPECTED ACCOMPLISHMENTS/OUTCOMES
First Fielding
Expected Accomplishments/Outcomes
Week
A pre-service teacher is required to:
Week One: Orientation  Attend an orientation seminar on Practicum fielding and should secure a signed
Period certificate of attendance
 Participate in the sending-off ceremony conducted in one’s TEI
for the first fielding  Familiarize oneself with roles/ responsibilities of a pre-service teacher, expected
outcomes, course requirements and grading system of the course.
Week Two:  Get acquainted with the policies rules and practices of the cooperating school, its
teaching and non-teaching personnel and students.
 Submit a report on the cooperating school policies during their post conference
with the TEI practicum supervisor at the end of the week.
 Start observing and adjusting with the new school setting, the cooperating teacher
and other school personnel and the learners. S/He also observes classes and
starts asking for topics to be taught for the succeeding teaching sessions.
Week Three – Seven:  Answer the journal entries or reflection sheets on the following:
Actual half-day Plan and conduct at least 6 teaching activities
teaching (max 3 hours)
o Journal 1: Planning and Implementation of Learning Performance
o Journal 2: Using Instructional Materials
o Journal 3: Actual Teaching
o Journal 4: Test Preparation
o Journal 5: Checking, Marking & Interpretation of Results
o Journal 6: self evaluation
Second Fielding (in different school, optional)
Week Eight:  Get acquainted with the policies rules and practices of the cooperating school, its
Orientation Period on teaching and non-teaching personnel and students.
the Second Fielding  Submit a report on the cooperating school policies during their post conference
(optional) with the TEI practicum supervisor at the end of the week.
 Start observing and adjusting with the new school setting, the cooperating teacher
and other school personnel and the learners. S/He also observes classes and
starts asking for topics to be taught for the succeeding teaching sessions.
Week Nine - Eleven:  Submit lesson plans for checking and approval of cooperating teacher
Actual whole-day  Prepare and use varied kinds of teaching materials and teaching aids.
teaching (max 6 hours)  Plan and conduct at least six (6) actual teaching sessions.
 Devote these weeks to professional development such as:
a. gathering teaching resources
b. observing learners’ behaviors and/or assisting other classes
c. observing cooperating teachers’ and colleagues’ teaching strategies
d. employing a variety of teaching styles and strategies
e. assisting in maintaining classroom and school routines, and assisting in
the implementing and managing of school programs and activities.
f. implementing a range of strategies for the assessment and learners’
progress and how these could be reported to colleagues, parents and
the learners themselves.
g. identifying and evaluating one’s teaching performance and set own
priorities for further professional development.
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h. where possible, involve oneself in co-curricular and extra-curricular
activities and in the community extension program in the school.
i. submit completely and correctly filled daily time record sheets.
j. attend weekly conferences with the TEI practicum supervisor.
k. prepare for the visitation and observation of the TEI practicum
supervisor.
l. gather documents and evidences for the development of the student
portfolio.
m. prepare assessment tools, both conventional and alternative forms
Week Twelve:  Conduct final demonstration teaching to be observed by the cooperating teacher,
practicum supervisor and, where possible, fellow pre – service teachers and
principals
 Hold a de-briefing with the cooperating teachers to obtain comments and
suggestions relative to his/her teaching performance
Week Thirteen:  Acquire remaining documents that can be added in the portfolio.
 Acquire and accomplish various school forms
 Finalize the return of all materials and resources borrowed to the cooperating
school and TEI
 Complete any outstanding work or tasks and other requirements to the
cooperating school.
 Secure a certificate of completion and participation and clearance signed by the
cooperating teachers, grade/year level chairpersons or department heads,
school head, TEI practicum supervisor, and Dean of the College of Education.
Week Fourteen:  Participate in the seminar/workshops or related activities conducted by the

Guidance and Testing Center under its Job Placement Programs or initiated by
the College of Education.
 Prepare an application letter, curriculum vitae, and a compilation of the
certificates of the seminar-workshops and trainings attended.
 Finalize the contents of the student portfolio.
 Submit a complete student portfolio with the following contents:

Format
1. Cover (Soft Bound with University Seal)

2. Fly Leaf
3. Table of Contents with page number
4. Rationale
5. Course Description
6. DepEd’s National Competence-Based Teacher Standards
7. Philippine Professional Standard for Teachers (PPST)
8. Schedule of Activities
9. Cooperating School’s Profile
10. Cooperating School’s VMGO
11. Clearance(First & Second Fielding)
12. Certification of Completion from Cooperating School
13. Cooperating Teacher’s Prolife (1 &2)
14. Class Program
15. Class List
16. Seat Plan
17. Reflective Journals(1-6)
18. Actual Teaching Performance Rating(Lesson Plans-First & Second
Fielding) Rated by the CTs
19. Actual Teaching Performance Rating(Lesson Plans) Rated by the
Practicum Supervisor
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20. Non- Teaching Performance Rating(Lesson Plans-First & Second
Fielding)
21. Co-curricular and Extra –curricular Involvement Rating
22. Signed Daily Time Record
23. Various School Forms( SF1to SF7, Form 137 & Form 138)
24. Application Letter
25. Pre-service Teacher’s Resume
26. Pre-service Teacher’s Curriculum Vitae( Insert formal Passport size
picture)
27. Certificate
28. Learner’s Sample Output, Quizzes & Assessment Tools
29. Photo Documentations
30. Glossary of Terms
31. References
32. Rubrics
33. Appendices
School Profile
“Magugpo Pilot Imelda Elementary School”

(Cooperating School)
Magugpo Pilot Imelda Elementary School was named

before the former First Lady Imelda Romualdez Marcos for it
was constructed during the Marcos regime in the year 1980.
The school is located at Sobrecarey St., Tagum City, in
between Magugpo Pilot Elementary School and Rizal
Elementary School with a land area of 7,620 sq. meters. It
was formerly an annex of Magugpo Pilot Central Elementary
School where the experimental classes of fast learners from
Grade 1 to VI were transferred. There were 20 teachers from the mother school
assigned to handle the Fast learners’ (FL) classes namely; Mrs. Maxima G.
Mabanglo, Mrs. Evangeline Dela Cruz, Mrs.BenedictaHilario, Mrs.EstrellaUy, Mrs.
Lourdes Jumangit, Mrs.ErmelindaBagarra, Mrs. Martina Quezon, Miss Helen
Lestano, Mrs. Carmelita Alamillo, Mrs.MrnaEvangelio, Mrs. Corazon Suaybaguio,
Mrs.EstenileEspanol, Mrs.NonicaCariaga, Mr.Florendo Agustin, Mrs. Angelina
Ocampo, Mrs.AvelinaHernaez, Mrs. Helen Abarca, Mrs. Corazon Vasquez, Mrs.
Carolina Quirante, and Mrs. Carmelita Jardenico.
With the rapid increase of enrolment every year, the permit to separate was
granted and it became an independent non-central elementary school in July 1983
with Mrs. Maxima Mabanglo as the first principal. With her excellent leadership, the
school was known for its commendable performance in academic and non-academic
3
competitions in the division, regional and to the national level. Being consistent to be
always number one in all achievement tests, the school became Hall of Famer in
Achievements and was granted an exemption in 1985. The good practices were
continued by the succeeding principals Mrs. Eva Eugenio and Mrs. Norma Descallar
that is why the school remained to be well-known in communities near and far.
In 1986, the first kindergarten class was organized by the Parents Teachers
Community Association (PTCA) with Mrs.Estrella C. Uy, (retired Master Teacher II)
as the first lone teacher. With her exemplary performance, the kindergarten class
was known to the community in producing young readers. The kinder class has its
yearly program evaluation to ensure product quality and from one, is multiplied into
several classes.
In June 1998 marked the birth of Special Education in Tagum and the school
was chosen to be the center of the special program renaming it Magugpo Pilot
Imelda Elementary School SPED Center with the leadership of Dr. Vicente A.
Apolinares Jr., the first SPED trained principal in Tagum City. From the start only
four (4) teachers were sent to Manila for trainings in handling Children with Special
Needs. They were Miss Girlie Lanaja, Mrs.DollaCabaluna, Mrs. Susan Zamora and
Mrs.OsitaJayectin. At first, there were only 6 enrollees in the SPED but with the
continuous promotion of the program, enhancement of the curriculum, trainings of
teachers, improving the learning environment, purchasing appropriate instructional
materials, regular monitoring, the percentage of enrolment has greatly increased
both in self-contained and mainstreaming mode of classes. The SPED program in
the school caters children with Autism, Hearing Impairment, Visual Impairment,
Intellectual and Learning Disabilities, The Gifted and Talented group and the
Kindergarten Headstart.
In 2005, Magugpo Pilot Imelda Elementary School SPED Center was again a
recipient of another special program, the SSES or the Special Science Elementary
School in which up to the present, the pupils under this program are marking their
exceptionalities when it comes to academic performances. Teachers from Grade I-
VI were sent to trainings for the accurate implementations of the SSES curriculum.
Mrs. Ana Isabel R. Valdez, the principal in this time had done her share in
supporting the program.
Aside from the special programs, the Basic Education and the K-12 Curricula
are implemented in the regular classes. At the present, MPIES has a total population
4
of 4301. The School envisioned producing graduates who are God-Fearing, Nature-
Loving and possessing values of love, fairness, and honesty. Until today, pupils of
this school are garnering top awards in almost all areas of endeavour, from the
special pupils to the regular ones, from academic to the non-academic field.
With the strong support of DepEd, the General PTCA, LGU, and other
stakeholders, the school has acquired facilities like Science and Computer
Laboratories, Library, Health Clinic, Reading Clinic, Home Economics, Canteen,
Lunch Counter, Mini-Gym, and Covered Pathways which are great contributory
factors in making the learning environment more effective. The school has strong
linkage to the different government and non-government organizations in support to
the programs and activities of the school.
It was in September 23, 2013 when Dr. Edgar V. Sangalang assumed his
office as the new principal of the school after the retirement of Mrs. Ana Isabel R.
Valdez. Our school as a Child and Commuity-Centered Education System started to
re-engineer the goals, programs and projects in order to meet and respond to the
needs of all the members of the entire school community. It set out to implement and
continue to achieve the vision, mission and core values in attaining quality
education. The inspiration, expertise, and the genuine care of the present principal
and the camaraderie among teachers would surely be the basic tool for MPIES to
become one of the accredited public schools in the very near future under the
Accreditation of Program of Public Elementary Schools (APPES) or the Philippine
Accreditation System for Basic Education (PASBE). This is an accreditation process
that looks into the operations of the public and private elementary and secondary
school if they meet the quality standards as established by stakeholders of basic
education.
5
VISSION, MISSION AND CORE VALUES
Vision
We dream of Filipinos who passionately love
their country and whose values and competencies
enable them to realize their full potent and contribute
meaningfully to building the nation.
As a learner-cantered public institution, the

Department of Education continuously improves
itself to better serves its stakeholders.
Mission
To protect and promote the right of every
Filipinos to quality, equitable culture- based and
complete basic education where:
 Students learn in a child-friendly, gender-

sensitive, safe and motivating
To protect and promoteenvironment.
the
 Teachers
right offacilitate
every Filipinos to quality,
learning and constantly
equitable culture- based and
nurture every learner, administrator and staff,
complete basic education where:
as stewards of the institution, ensures an
enabling Students
and supporting environment for
learn in a child-
friendly, to
effective learning gender- sensitive,
happen.
safe and motivating 6
FS Practice Teaching environment.
Cooperating Teacher’s Profile
PERSONAL INFORMATION
Name: Elizabeth R. Butay
Date of Birth: May 3, 1959
Sex: Female
Civil Status: Married
Permanent Address: L-43 B-3 Apitong St. Bermudez Plains Apokon Tagum
City
Contact number: 09128630569
7
EDUCATIONAL BACKGROUND
COLLEGE : Arab-asan Central Elementary School
SECONDARY : Unidad Barangay High School
PRIMARY : University of Mindanao Tagum College
Pre-service Teacher’s Curriculum Vitae
Name: Amor B. Lintang
Age: 23
Date of Birth: May 5, 1995
Permanent Address: Malongon Magsaysay Davao del Sur
Contact number: 09305798981
Email Add: amorlintang@yahoo.com.ph
Educational background
Elementary: Malongon Elementary School
Secondary: Tacul Agricultural Vocational High School
8
College: Currently studying at University of Southeastern Philippines
COURSE CONTENT
To become professional the Pre-service Teachers’ need to be equipped with the holistic
experience of becoming a teacher. In this context, the Pre-service Teachers will bring
together their experiences from Field Studies one to five.
A. Teacher’s Classroom Management Skills
The Pre-service Teachers will again observe the Cooperating Teacher’s Classroom
Management Skills, which facilitate an effective teaching and learning environment.
These management skills include:
a. Routine activities to ensure classroom discipline, particularly on:
 Checking the attendance
 Seating arrangement
 Handling materials and devices
 Classroom courtesies
b. Monitoring of the Learners’ behavior and the teacher’s response to the various forms
of student behavior.
In this observation on Teacher’s classroom management skills the Pre-service Teacher’s
will:
1. Record 2 observation for each item in A) and B).
2. Analyze the observations and describe how he/she would manage these activities in
his/her own classroom.
B. Lesson Guide Making
The Pre-service teachers will prepare lesson guides according to the subject matter
that the cooperating teacher assign to them. These lesson guides include the setting up
of objectives, selection of appropriate teaching strategies and activities based on the
learners’ needs, and the employment of authentic assessment tools for the learners.
NOTE: The Lesson Guide prepared by the Pre-service teachers will be assessed by both
Pre-service Teachers and Cooperating Teachers using the following Lesson Guide
checklist.
9
Guidelines in Preparing a Lesson
Name of PST: AMOR B. LINTANG Date: OCT. 1, 2018
Subject Area: ENGLISH 1 Semester/S.Y.:1ST /2018-
2019
Direction:
Make an evaluation of the prepared lesson guides against this checklist. Answer with Yes or
No by checking it. Then give a reflective answer on the question given below.
YES NO
1. Do your lesson guides have the basic component parts like?

a. objectives
b. Subject Matter/ Topics
c. Materials/ References
d. Teaching strategies/ activities
e. Assessment tools for Authentic Assessment and Evaluation
2. Are your objectives stated in behavioral terms which include the

three learning domains?
3. Are your objectives learner-centered and interactive?

4. Are the materials needed written down and appropriate to the lesson
objectives?
5. Is the procedure presented in orderly manner?
6. Does the procedure begin with goal setting?

7. Does the development of the lesson connect the broader aspects of
the topic and other subjects?
10
8. Is there values integration?
Micro Teaching
The CT should guide the PST’s to be able to use appropriate skills such as
explaining, demonstrating, questioning, giving feedback and checking understanding
to ensure that learning will take place.
Task 1:
1. Observe the CT conducting a micro-teaching lesson. Discuss it with her/him

2. Collaborate with your CT and identify learners for possible remediation,
tutorial or enhancement.
3. Plan the micro teaching lesson and conduct it.
Use the following table to guide your observations and reflections.
Micro-teaching Observation Guide for Cooperating Teachers and PSTs
A. Observe the micro-teaching demonstration of the pre-service teacher and

evaluate him/her by answering the following questions.
1. Cite strong points of the micro-teaching demonstration.

 The objectives of the lesson were very attainable and her instructional
materials catches the attention of every learners.
2. Give recommendations to improve/ enhance the micro-teaching process of the
demonstration.
 She must improve her voice quality because well-modulated voice is
important in teaching.
3. Is the time consumed in teaching sufficient? Give suggestions if needed.
11
 Not so far because it needs more time to remediate a child not only in
session.
4. Did the pre-service teacher attain his/her objectives in teaching his/ her part?
 Yes! Perfectly she got it because her objectives were very attainable.
5. Was he/she able to teach his/her part justly?
 She taught with the lesson with confident and have enough knowledge of
the topic.
B. PST Self-evaluation of micro-teaching.

1. Cite strong, weak points and recommendations for improvement.
A. Strong Points
 I understood my topic well and at the same time I delivered my topic well.
B. Needs improvement
 I need to use lapel in teaching because I don’t have a well-modulated
voice.
C. Recommendation for improvement
 I need to use materials that is very attractive to the child and the size or
fonts must be observed.
2. Cite evidence that you have attained the objectives of the lesson.
 In my evaluation I gave them an activity about our topic and so far, some
of them got have a perfect score and others got the passing score.
3. Which of your micro-teaching conducted is most effective? Why?

 For me, it was the last microteaching. My topic is all about Possessive
Pronouns. All pupils were having participated the activity and raise their
hands to answer the question.
12
Participation and Actual Transition Teaching
The pre-service teachers are expected to observe the cooperating teacher’s
teaching as they transition from one lesson to the next lesson. When the PSTs
participate in lesson transition, the pre-service teachers will use a Self-Appraisal
form which includes the cooperating teacher’s feedback.
Activity:
1. Observe how your CT changes from one lesson to another (transition).

2. Conduct a lesson, or activity, whereby you have to transition smoothly from
one to another. (This might be in tandem with your CT).
Participation Teaching in Transition Self-Appraisal Form for PST
Name of PST: AMOR B. LINTANG Date: OCT. 1, 2018

Subject Area: ENGLISH 1 Cooperating Teacher: ELIZABETH R. BUTAY
1.After you observed the Cooperating Teacher’s lesson transition, what were
your realizations?
 After I observed my cooperating teacher conducting a lesson I realized

that being a teacher you need to be influential to your pupils. Teach
confidently and have enough knowledge to the topic.
2. What strategies do you think worked well in changing (transitioning) the

lesson? Give details.
 The teacher must not only rely to the power point presentation. She must
create another instructional material for effective teaching.
3. What would you like to improve in your transitioning from one lesson to
another?
13
 It is important to make an activity that best suits to your learners’ style
and learners interest.
Cooperating Teacher’s Feedback:
Area(s) of Strength:
The PST exhibited a confident and have knowledge in her topic. She has a
instructional materials that was very attractive to the learners.
Area(s) of Improvement:
She must use tools to have a well-modulated voice like lapel.
NAME & SIGNATURE OF CT:
DATE: October 20,2018
Co-Curricular and Extra-Curricular Involvements

The Pre-service Teachers are expected to be actively involved in various co-
curricular and extra-curricular activities. This involvement will give them the
opportunity to meaningfully extend their teaching experience in preparation for
becoming a professional teacher.
To assess the Pre-service Teachers’ active involvement in co-curricular and

extra-curricular activities the Pre-service Teachers are required to complete the
following co-curricular and extra-curricular involvement form.
Co-curricular and Extra-Curricular

Involvement Form
Name: AMOR B. LINTANG
A. List some of the co-curricular and extracurricular activities that take place in your
cooperating school.
1. BOYSCOUT JAMBOREE
2.TEACHER’S DAY
3. FUN RUN
4. GIRLSCOUT JAMBOREE
B. Reflective Questions:
1. Which particular activity will you be involved in? Why? 14
I attended the Teacher’s day at NCCC MALL IN TAGUM CITY because that’s the only
LESSON
PLAN
15
Semi-detailed lesson plan in
Mother Tongue
Carmen Central Elementary School
I. OBJECTIVES:
At the end of the lesson the pupils will be able to;

a. Differentiate the traditional and modern practices of a family
b. Give examples to both traditional and modern practices of a family
c. Maintain harmonious relationship toward the family members;
II. SUBJECT MATTER:
Topic:” Mga Kinaiya ug Tradisyon sa Akong Pamilya”

Reference: Araling panlipunan 1 pp. 94-98
Materials: Power point, Manila paper, worksheet ug mga hulagway.
III. LEARNING PROCEDURE:
A. Preliminary Activity
a. Prayer (The kids prayer)
b. Motivation
c. Checking of Attendance
B. Activity Proper
a. “Play time” “paint me Picture” The teacher shows pictures of
different practices of the family before and the present.
 The pupils will be divide into 5 groups and they will be

assign 1 picture then they will act what the picture shows.
16
C. Analysis
 The teacher will discuss the traditional and modern
practices of a family.
 The teacher will give some example and differentiate
both traditional and modern practices of a family.
D. Abstraction
a. The teacher will ask the pupils about these question;
 Unsa ang mga kinaiya o tradisyon nga inyong ginahimo
sulod sa inyong Panimalay?.
 Kinsa sa inyo ang adunay mga membro sa pamilya ang
nagtrabaho sa laing nasod? Giunsa ninyo pagpakig
istorya sa ilaha?
E. Application
Direction: Pagdrawing ug heart kon muoyon ka sa gisulti sa

pahayag ug kahon kon dili.
1. Angay nga ipadayon ang pagkaon ug dungan sa pamilya.
2. Ayaw pagpakighiusa kon adunay ipatigayon nga family Reunion ang

imong kaliwat.
3. Pagpakighimamat sa Telepono o cellphones, sa imong ginikanan

nga nagsaulog sa iyang adlawang natawhan sa gawas sa nasod.
4. Wala nakipagpahasubo sa banay nga namatyan.
5. Duawon ang mga apuhan.
IV. Evaluation:
Direction: Baglisi kon ang mga pulong kanunay ninyong ginabuhat sulod sa inyong
panimalay.
Pagdungan ug pag-adto sa simbahan sa adlaw nga domingo.
Pagdungan ug pagtan-aw ug tv sulod sa panimalay
Pag-ampo sa dili pa mukaon
Pag-ampo sa dili pa matulog
Pag attend ug family reunion.
17
V. Assignment:
Direction: Ilista kung unsa ang mga kinaiya o tradisyon sa inyong Panimalay.
Ibutang ang imong tubag sa papel.
Prepared by: Amor B.

Lintang
LESSON PLAN RUBRIC
Performance Good
Fair Needs Improvement
(3) Rating
(2) (1)
Criteria
Formulating Adequately define the Objectives are not clearly

Objective
Defines objectives clearly
objectives stated
2
Organization of  Clearly links subject matter to Adequately links subject matter Subject does not link to
lesson students’ interest and to students’ interest and students’ interest and
presentation experiences experiences experiences
 Clearly identifies sequential Adequately identifies sequential Does not clearly identify
development of activities
development of activities sequential development
 Uses relevant examples of activities
Adequately uses relevant
 Accurately allocates time to examples Does not use relevant
activities in accordance with examples
objectives Adequately allocates time to
activities in accordance with Does not allocate time to
 Clearly indicates transition objectives activities in accordance
procedure from one activity to
the next with objectives
Adequately indicates transition
 Plans a variety of teaching procedure from one activity to Does not indicate
strategies the next transition procedure from
one activity to the next
 Relates subject matter to other Limited variety of teaching
knowledge and prior strategies Does not plan a variety of
knowledge of students teaching strategies
Relates subject matter to other
knowledge Does not relate subject
matter to other knowledge
18
Use of learning  Uses a wide range of  Uses a range of resources  Does not use a 3
materials resources and learning and learning material range of resources
materials and learning
 Uses an appropriate materials
 Structures a wide variety of variety of materials to
materials to stimulate stimulate students’ interest  Does not structure an
students’ interest and and achievement appropriate variety of
achievement materials to stimulate
students’ interest and
achievement
Use of evaluative  Devises appropriate evaluation  Devises appropriate  Does not devise 2
measures of each students’ progress evaluation of students’ appropriate evaluation
progress of students’ progress
 Measures students’ progress
with appropriate tests and a  Measures students’  Does not measures
variety of assessment methods progress with appropriate students’ progress
tests and other methods with appropriate tests
and other methods
7/9
Total
19
20
Please write your comments/suggestion
21
Name of Evaluator:
Signature over Printed Name
Semi-detailed lesson plan

In Mother Tongue Grade 1
Magugpo Pilot Imelda Elementary School
I. OBJECTIVES:
At the end of the lesson the pupils will be able to;

a. Construct a simple sentence using possessive pronouns
b. Identify the possessive pronoun in a sentence
c. Point out the possessive pronoun in a sentence;
II. SUBJECT MATTER:
Topic: Possessive Pronoun

Reference: Mother Tongue book.pp. 93
Materials: Powerpoint ,Work sheets and Manila paper.
III. LEARNING PROCEDURE:
A. Preliminary Activity
a. Prayer
22
b. Motivation
c. Checking of Attendance
B. Activity Proper
a. The teacher will give sentences using the possessive pronoun
and the pupils will underline the possessive pronoun in the sentence.
C. Analysis
a. The teacher will discussed and give examples using possessive
pronoun in a sentence.
 Ako, imo, iya, ila, ato gitawag nga Panghupot nga puling
ngalan o Possessive Pronoun.
 Demonstrate ownership.
D. Abstraction
a. The teacher will ask the pupils to give simple sentence using
Possessive Pronoun.
E. Application
Direction: Kompletoha ang mga pahayag gamit ang Panghupot nga
puling ngalan (ako, imo, iya, ila, ato). Isulat sa blangko imong tubag.
1. Kini nga lapis kang Betsy. Ang lapis

2. Ikaw ug ako nagpuyo niini nga balay. Kining balay
3. Kana nga bola kang Rey. Ang bola
IV. Evaluation
Direction: maghatag ug tulo (3) ka simple sentences gamit ang possessive

pronouns (ako, imo, iya,)
V: Assignment
Direction: Pagsulat ug simple nga sentences gamit ang mga possessive pronoun
nga
1. (Ako)
2. (Imo)
3. (Iya)
4. (Ila)
5. (ato)
23
Prepared by: Amor B. Lintang
LESSON PLAN RUBRIC
Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
Formulating Adequately define the Objectives are not clearly

Objective
Defines objectives clearly
objectives stated
3
24
Organization of  Clearly links subject matter to Adequately links subject matter Subject does not link to
lesson students’ interest and to students’ interest and students’ interest and
presentation experiences experiences experiences
 Clearly identifies sequential Adequately identifies sequential Does not clearly identify
development of activities sequential development
 Uses relevant examples of activities
Adequately uses relevant
 Accurately allocates time to examples Does not use relevant
activities in accordance with examples
objectives Adequately allocates time to
activities in accordance with Does not allocate time to
 Clearly indicates transition objectives activities in accordance
procedure from one activity to
with objectives
the next Adequately indicates transition
 Plans a variety of teaching procedure from one activity to Does not indicate
strategies the next transition procedure from
one activity to the next
 Relates subject matter to other Limited variety of teaching
knowledge and prior strategies Does not plan a variety of
knowledge of students teaching strategies
Relates subject matter to other
knowledge Does not relate subject
matter to other knowledge
Use of learning  Uses a wide range of  Uses a range of resources  Does not use a
materials resources and learning and learning material range of resources
materials and learning
 Uses an appropriate materials
 Structures a wide variety of variety of materials to
materials to stimulate stimulate students’ interest  Does not structure an 3
students’ interest and and achievement appropriate variety of
achievement materials to stimulate
students’ interest and
achievement
Use of evaluative  Devises appropriate evaluation  Devises appropriate  Does not devise
measures of each students’ progress evaluation of students’ appropriate evaluation
progress of students’ progress
 Measures students’ progress 2
with appropriate tests and a  Measures students’  Does not measures
variety of assessment methods progress with appropriate students’ progress
tests and other methods with appropriate tests
and other methods
8/9
Total
25
26
27
Name of Evaluator:
Microteaching Planning Guide for Tutorial Teaching:

LESSON TITLE: c-v-c words
LEARNING COMPETENCIES: Read and Recognize CVC words
DATE OF MICROTEACHING DEMO: October 8, 2018
TIME DURATION: 1:00-2:00
LEARNING OBJECTIVES (List 1-2 specific objectives): (What will the learners
know or be able to do after your lesson?)
28
At the end of the lesson, the learners should be able to:
a. Read CVC (consonant, vowel, consonant) words

b. Give CVC (consonant, vowel, consonant) words
PRE-ASSESSMENT: (If you plan to find out what learners already

know about your topic, how will you do it?) TIME:
1:00-1:05
 The teacher will ask the pupils what the consonant and vowel PM
letters are.
(The teacher will show c-v-c words using chart)
OPENING YOUR LESSON: (How will you get learner’s attention and TIME:
motivate them?) 1:05-1:25
PM
 By showing a video about consonant and vowels letters as well
as the letter sound. (The teacher will discuss the topic)
LEARNER ENGAGEMENT AND PARTICIPATION: (How will you TIME:

engage your audience with your topic and encourage their 1:25-1:35
participation in the lesson?) PM
 The teacher will give an answer sheet to the learner and the
learner will do the task as what the teacher instruct them.
SUPPORTING MATERIALS/RESOURCES: (What teaching aids do TIME:

you plan to use?) 1:35-1:40
pm
 Laptop, speaker, worksheets, chart
POST-ASSESSMENT: (If you plan to assess whether you met your TIME:
learning objective, how would you do it?) 1:45-1:50
PM
 The teacher will give a quiz to the learners.
CLOSURE: (How will you end your lesson?) TIME:

1:50-2:00
 . The teacher will let the learner copy the c-v-c words in the PM
chart and instruct them to read these in their home.
Prepared by
AMOR B. LINTANG
LESSON PLAN RUBRIC

Performanc
e
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
29
Formulating Adequately define the Objectives are not
Defines objectives clearly 3
Objective objectives clearly stated
Organization of  Clearly links subject matter Adequately links subject Subject does not link
lesson to students’ interest and matter to students’ interest to students’ interest
presentation experiences and experiences and experiences
 Clearly identifies sequential Adequately identifies Does not clearly
sequential development of identify sequential
 Uses relevant examples activities development of
activities
 Accurately allocates time to Adequately uses relevant
activities in accordance with examples Does not use relevant
objectives examples
Adequately allocates time to
 Clearly indicates transition
activities in accordance with Does not allocate time
procedure from one activity
to the next objectives to activities in
accordance with
 Plans a variety of teaching Adequately indicates
objectives
strategies transition procedure from
one activity to the next Does not indicate
 Relates subject matter to
transition procedure
other knowledge and prior Limited variety of teaching
knowledge of students from one activity to the
strategies
next
Relates subject matter to
Does not plan a variety
other knowledge
of teaching strategies
Does not relate subject
matter to other
knowledge
Use of learning  Uses a wide range of  Uses a range of  Does not use a
materials resources and learning resources and range of
materials learning material resources and 2
learning
 Structures a wide  Uses an appropriate materials
variety of materials to variety of materials to
stimulate students’ stimulate students’  Does not
interest and interest and structure an
achievement achievement appropriate
variety of
materials to
stimulate
students’ interest
and achievement
Use of evaluative  Devises appropriate  Devises appropriate  Does not devise
measures evaluation of each evaluation of appropriate
students’ progress students’ progress evaluation of 2
students’
 Measures students’  Measures students’ progress
progress with progress with
appropriate tests and a appropriate tests and  Does not
variety of assessment other methods measures
methods students’
progress with
appropriate tests
and other
methods
7/9
Total
30
31
32
Name of Evaluator:
33
REFLECTIVE
JOURNALS 1-6
34
REFLECTIVE JOURNAL #1
On Micro-teaching
After conducting your micro-teaching activity what have you learned?
During my micro-teaching it was difficult for me because I expected that I will

be handling or teaching 1 to 5 pupils but I was wrong. Honestly, at that time I was
very panic because my worksheets and Instructional materials will cater only 5
pupils but when my cooperating teacher says that I will teach all those 42 pupils. I
am so much speechless at that moment but I need to find techniques. I produce
some worksheets using handwritten because I don’t have enough time.
I learned that being a teacher you must be prepared at all times. Don’t be
panic just do your part. And I hope that my cooperating teacher will also learned
from that situation so that if he has another PST she can directly tell how many
students she will be handling in micro-teaching. For me, I feel embarrassed of what I
have experienced but at the same time I learned that you must be prepared and
resourceful in times of abrupt matters.
After being aware of your student’s needs in the micro-teaching, cite two
improvements that you will apply to micro-teaching 2
First, Instructional materials must cater the diversity of pupils because we

know that in a classroom setting your pupils came from different culture and homes,
different interest and learning style. In short It caters the diversity of pupils. Second,
the influential of the teacher because even if there are a lot of good instructional
materials but the teacher did not know how to deliver it, it is very useless. It matters
how you deliver your topic to learners.
What needs to be improved in your micro-teaching? How will you address

these?
The fonts size that was written in the manila paper is not too big and other
pupils cannot see it clearly. It needs to improve and remember that there are pupils
who has a problem in their sights.
35
Marking Guide for Reflection/Journal Entries
Performance 5 4 3 2 1
Level Needs
Improvemen
Excellent Proficient Satisfactory Developing t
Criteria
Reflection Presents Presents very Presents some Presents Presents no

journal entry comprehensive clear description of few description
includes PSTs description of description of worthwhile description of of
learning worthwhile worthwhile experiences, worthwhile worthwhile
experiences, experiences, experiences, explains sound experiences, experiences
judgments, explains sound explains judgment on explains , does not
performance judgment on sound personal sound explain
and other personal judgment on strengths and judgment on sound
insights gained strengths and personal weaknesses personal judgment on
in the course. weaknesses strengths and anchored on strengths personal
anchored on weaknesses few theories and strengths
many theories anchored on learned. weaknesses and
learned. some theories weaknesses
learned.
1 – Needs Improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)
36
Individual Teaching
1. How have you maintained the pupil’s enthusiasm while you were teaching?
Give 2 examples.
I maintained the pupil’s enthusiasms through recognizing their ideas
and opinions about our lesson. It very important as a teacher to recognize
the students’ ideas because it is a sign that they really listen to what have
you discuss to them. If you are going to reject their ideas there are possible
that instead of participating they will become passive learners. Also, it is
important appreciate if there is anyone volunteer to answer your question
because this one of the factors in motivating the learners. You have to say
Good job!
2. What practices have you observed and tried out in providing for the varying
needs of the learners or individual differences? How often have you done it?
For me the, before I gave an answer sheet to the learners I instructed
them first what to do and I made sure that I will understood my instruction.
There are some learners that can’t easily understand the instruction, what I
did was sitting beside them and instruct them one on one. It is my way to
cater the needs of learners because not all are not regular students in a
classroom there are some mainstreamed learners. As a teacher you need
to be flexible meeting the needs of your learners.
3. Describe 2 changes you made during the lesson. Why did you make
these changes?
During my demonstration it happened that my Cooperating teacher
suggested that my activity in Evaluation should be transfer in Assignment
and the activity in Assignment should be transferred in Evaluation. I
reverse it immediately and that was the two changes in my lesson. Of
coursed as a PST you should be submitted to you cooperating teacher’s
suggestion.
37
Level Needs
Improvemen
Criteria

learned.

38
Assessment and Evaluation
A. EVALUATION OF THE LEARNERS

1. How did you evaluate the performance of your learners? Do you reflect on
their response and review their achievements? How?
Through some question related to the topic I can evaluate the performance of
my learners. It is one of the tool to evaluate whether they understand your topic or
not. Also, Through the worksheets that I gave to them after they answer the
activity they will pass it to me and that’s another tool to evaluate the learners’
performances. There are many ways to evaluate your learners and it depends on
the teachers’ strategies and techniques. By checking the worksheets, I found that
they understood the lesson well and as a teacher I am very happy because I
made them learned and understood my topic.
2. Do you use varied forms of assessment for the lessons? What are these
forms of assessments?
These assessments are paper and pencil test and authentic assessment. In
my Paper and pencil test it includes the worksheets. Example Matching type, fill in
the blanks and multiple choice. These are some of the assessment tools for the
lesson. In authentic assessment It is performance base assessment. Examples
are drawing and sharing their own experiences.
3. How do you use assessment results as importation in further planning your
lessons?
I made sure that assessment would have an alignment between the objectives
and even the activities. It is very important that there is correlation inside your lesson
plan in order to achieve your objectives and you set the result of your assessment as
base or evidence that the learners understand the lesson. Considering the learners
ability and capability is very important before doing such assessment.
39
B. SELF EVALUATION
1. How and where do you reflect on your own teaching and style and
techniques? How often do you do this? What evidences will show that you
gain progress in your teaching performance? What constraints/ difficulties
hinder your progress?
I reflected on the result of the assessment I gave to the learners because
through this I can conclude whether my teaching is effective or not. Through this
also I can know if there are things to improve about my strategies, method and
techniques and even the making of instructional materials. Through the result or
evaluation of the lesson I am able to evaluate myself. Sometimes I feel nervous
because I am teaching a lot of pupils in a classroom. There is How and why in my
mind. I think that factor hinders my progress because I always think negative
about myself.
2. How often do you ask for specific feedback and advice from your mentors?
In what way will you be able to check on your progress and achievements?
Before having a demonstration, I made sure that my cooperating check my
lesson plan if there are things to improve, add or to cut. After my demonstration
my Cooperating teacher commented base on my demo-teaching. There are a lot
of things or suggestion from my Cooperating teachers. Good and bad and she
told me my weaknesses and strength. I take all the negative comment as a
positive in order to encourage myself. Through the rating sheets I can able to
check my achievement and progress.
3. To what extent do you discuss your teaching performance willingly with

others and respond positively to constructive criticisms? What should you
do to successfully improve your teaching performance?
All the negative feedback I heard is that I took it into a positive way because I
know that things can lead me into a better teaching. Every time after my
demonstration, I shared my experience (about the good and the bad) to others
and it makes me feel free from any stress. Criticism is a normal and sometimes
can lead you into a better teacher or a person if you take it positive.
40
Level Needs
Improvemen
Criteria

learned.

41
Test Preparation
1. What measures have you taken to assure yourself that your test items were
clear and simple?
I will relate this question based from my demonstration in this field of study
because were not really making a test questioner to the learners. In my lesson
plan in the activity, I ensured that the question was suits to the ability and
capability of a child. Also, I considered their skills and capability of thinking. I
made sure that my activity will target the objectives and that question or
instruction in my activity was complex and easy to understand by the learners.
2. What problems have you encountered in preparing your test? How can you
respond to them?
We all know that in a classroom there were above average, average and
below average, it is so difficult to make a test questioner because you are
considering you learners. Considering their capability especially in cognitive
aspect. What I in my activity (evaluation, application and assignments) was there
are questions that was easy and average.
3. Do your test items provide for a wide range of differences in ability? How?
I provided a wide range of differences through making an activity that suits to
their interest, skills and capability in doing such things. Of course, I always
consider my learners at all times.
42
Level Needs
Improvemen
Criteria

learned.

43
On Test Preparation
1. What Types of Information about pupil’s/student’s progress can be obtained by
marking the test?
I made a test they already tackled it in their lesson so that they can remember
and have enough understanding. If they have retained knowledge about the test
question they can easily answer the question in the test paper. In some part of
test question will measure their cognitive skills in remembering, understanding
and recalling the lessons.
2. If the test result shows that 50% of the learner’s get low marks, what does this
tell you?
If the result shows that 50% of the learners got low marks that means
that they really forgot what they have learned. They have self confidence that
they can really answer the test question that is why they did not the study the
given key pointers of the examination.
Sometimes we students have that attitude the feeling of self-confident
and trust in ourselves and we don’t want to study anymore. Also, there are
possibility that my test question is hard for them that is why they got low
marks. There is also possibility that my instruction was not clear for them and
specific that they are capable of understanding it.
3. What will you do about this?

I will make a test question that suits to capability and not complex
because in a classroom that was assigned to me has some mainstreamed
pupils. For them it is hard to understand a specific question and instruction
that is more complex. I challenge them that even how smart they are they
need to study hard for the test in order to answer the following questions. I will
make another test and let them retake a test and I will make sure that the test
is not difficult and have clear instruction.
44
Level Needs
Improvemen
Criteria

learned.

45
Classroom Management of the Learning Environment
1. How does your CT promote student’s self-esteem and a positive

classroom climate? In what way does he/she recognize and value their
interests and achievements? How does he/she reinforce constructive
behaviors?
My Cooperating Teacher have a rules and discipline in the classroom.
She is very influential teacher. Also, she is a kind of a teacher who was
observable to the learners’ interest and achievement. She recognized answer
or question of her pupils. At the same time, she appreciated the students who
participated in the lesson. She is also motivating the learners who have
weaknesses especially the mainstreamed pupils in her classroom.
2. How does the CT manage to attract the attention of the learners to the
lesson? How does the CT ensure that everyone will listen, will pay
attention and will work well?
My Cooperating Teacher made some attractive instructional materials,
the visual aids, through Power point presentation. Not only a pure text but
also there are some pictures related to the topic. While telling them a story
there is a follow-up question and she call a pupil to answer the questions. In
this way these learners to listen carefully to what the teacher said in order to
answer the following question.
3. What happened when your CT practiced class routines and tasks? To

what extent has the CT been resourceful and creative in managing the
learning environment? Provide 2 examples.
Based on my observation, when there is class routines and tasks the
children know what’s expected of them and how to do certain things on their
own. Also, there was an effective classroom management. As I observed she
is very creative and implemented a rules and regulations that is why the
children were very behaved. Example, whenever the children were done
writing they are not allowed to go outside instead they will stay at their chair
and if they not follow it they can’t take a recess. There is also rule about
garbage. The children are not allowed to throw their garbage anywhere to
keep their classroom clean.
46
4. Provide 3 examples of effective classroom management skills that your
CT demonstrated.
My cooperating teacher has a time-management, she orderly did his task and
teach her lesson. Her teaching was very entertaining that is why her learners shows
interest to listen and to learn from her teaching. We all know that a public teacher
was very busy nowadays but it matters how they manage their time. Also, my
cooperating teacher has an immense patience. She doesn’t lose her cool when her
learners start acting up and shouting up and she knows how control the situation at
any point of time. It takes a great deal of patience to cope with a classroom that has
42 pupils. However, if you manage to adopt a cool attitude and show no frustration,
it’s easy to regain control and continue with the lesson.
The last one is knowledge, she has a great knowledge of her lesson and how to
deliver to the learners with different learning style. She ensure that she knows and
mastered subject thoroughly.
5. How does your CT ensure the classroom environment is conducive for

learning? Provide 3 examples?
First, the classroom should be clean. Second, well-ventilated and the last is
well- arranged. Sometimes if the classroom is clean well- ventilated it can
affect the learning of the learners or else the child cannot learn. The chairs and
desks should be arranged properly to give the teacher a clear view of the class,
with learners facing the chalkboard. All learning and teaching materials like
chalks, books and charts should be at hand. The classroom should be safe to
both the teacher and the learners.
6. Comments/other Learning Insights about classroom management.

The teacher has an authority to give an instruction to her learners and
at the same the teacher possess knowledge and understanding on how to
handle the wide variety of the learners. Authority and knowledge is very
important in classroom management. Rules, regulation and class routines in
the classroom is a big factor that leads to effective classroom management.
As a teacher you need to influential to your learners so that they will follow
your instruction and believed what you taught to them. They can acquire also
learnings from what you have taught to them.
47
Level Needs
Improvemen
Criteria

learned.

48
49
DOCUMENTATIONS
This photo was captured during my demonstration. I let them

watched a video about the tradition and practices of a family.
In my assigned classroom there are 42 pupils and 3

mainstreamed learners.
50
These Photo was captured during exit conference in FS 5 and 6. We
are very happy because finally we are done in this field of study.
This photo was captured during the exit conference. we took a picture
after the exit con. program.
51
The one who hold a certificate was my Cooperating
teacher and the one who wears white t-shirt was my
adviser in fs 5.
This is the
Principal of
our
Cooperating
School. She
was having
an
inspirational
message for
the students
and
teachers.
52
These are the materials that I have used during my
first and last demo teaching.
53
These photos were captured during the interview about
the assessment tools that the teacher used in teaching.
54
55
CERTIFICATE
56
Appendix5
Rubric for Student Teaching Portfolio
Performance 5 3 1
Criteria (Good) (Fair) (Poor)
1. Components include All components are Some of the Many of the

cover page (with name, title included and clearly preliminary components are
of unit, dates taught) table of marked. components are missing.
contents, reference, list of missing.
appendices.
2. Organization follows the Organization follows Organization slightly Organization does

instructions for the portfolio. the instructions for the follows the not follow the
portfolio correctly and instructions for the instructions for the
completely. portfolio. portfolio.
3. Word processed; Words processed, Words processed Words processed but

grammatically and edited and obviously with few grammatical with many
mechanically correct proofread. and mechanical grammatical and
errors. mechanical errors.
4. Neatness and creativity Presentation Presentation slightly Presentation is

demonstrates demonstrates neither neat nor
neatness and neatness and creative.
creativity in all areas creativity to some
and pages of the extent.
portfolio
5. Completeness of contents Contents are all Some contents are Most of the contents
completely filed and missing and are are missing and/or
submitted. disarranged. disarranged.
6. Promptness (Working Student portfolio is Student portfolio Student portfolio

Days) submitted on time. submitted no more submitted a week or
than one day after more after the
the deadline. deadline of
submission.
Rated by: Rating:
Designation:
57
GLOSSARY OF TERMS
Cooperating Principal – is the head of the cooperating school responsible in

assigning exemplary cooperating teachers and to coordinate with the TEI Practicum
Supervisor with regards the assignment and problems of Pre-Service Teachers
Cooperating Schools – the school where the Pre-Service Teacher undergoes off-
campus teaching.
Community Involvement – involvement in educational activities outside of the school

or, the involvement of community members in school activities. For example, parents
listening to pupils read or, coaching a sport.
Dean of the College of Education – is responsible for assigning Practicum

Supervisors to handle Field Studies including Practicum A and B.
Enhancement Teaching – a mode of microteaching where the teacher demonstrates

a particular strategy presenting a lesson. This is applied to average and fast
learners.
Instructional Materials – refer to print materials, audio-visual and multimedia

resources used by the teacher in facilitating teaching-learning process.
Micro-Teaching – refers to tutorial, remedial, and enhancement teachings conducted

outside the class hour period.
Practicum Coordinator – refers to the person in-charge of monitoring the teachers

handling Field Studies and manages administrative matters pertaining the practicum
program of TEI.
Pre-Service Teachers – refers to the University/College BEED and BSED students

who are enrolled in the Field Study courses and are involved in micro-teaching, team
teaching, and teaching the whole lesson.
Remedial Teaching – a mode of micro-teaching where the teacher identifies the

students’ difficulties. From here, he/she will interpret, explain and demonstrate the
relevant points. This is applied to slow learners.
Rubric – is a scoring tool that lists the criteria for a piece of work (Goodrich, H.,
2000). It can be very useful for teachers to improve quality of students’ performance
and to assess students’ learning using fair and just system.
Site Coordinator – He/She is responsible in assisting the Principal/Head of the

School in assigning students in classrooms and scheduling of classes for
observation and participation. Conduct regular conference with cooperating teachers
as regards the performance and behaviour of student teachers.
Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering
Teacher Education Courses with curriculum aligned with that of CHED. There are 21
58
of these from region XI, XII, and ARMM which established partnership with BEAM
and DepEd.
Team Teaching – is any form of teaching in which a team consisting of two or more
Pre-Service Teachers share responsibility in the planning, presentation, and
evaluation of lessons prepared for the same group of students.
TEI Practicum Supervisor – refers to the University/College faculty directly

responsible for supervising, monitoring and providing support to the university
student in on/off campus school experience.
Tutorial Teaching – a mode of micro-teaching that applies appropriate tutoring skills

such as explaining, demonstrating, questioning, giving feedback and checking
understanding. This applies to slow and average learners.
59
REFERENCES
Barry, Kevin and King, Len.(2001). Beginning Teaching and Beyond third Ed. Social
Science Press, New South Wales.
Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.
Burke, Kay (2005). How to Assess Authentic Learning, Third Edition.Hawker

Brownlow Education. Australia
Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South
Wales.
Corpuz, Brenda, B. and Salandanan, Gloria G. (2003).Principles and Strategies of

Teaching. Lorimar Publishing Co., Inc.
Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and
Community Immersion. Katha Publishing Co., Inc.
Danielson, C. and Abrutyn, L. (1997).An Introduction to Using Portfolios. Virginia,

USA. Association for Supervision and Curriculum Development.
Garo, Candelaria, D. (2004). Teaching Education Technology.National Bookstore.
Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.
Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha

Publishing Co., Inc.
MTST Mentoring the Student Teacher.A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.
University of South Australia.Professional Application and Reflection 1, 2, 3, and

4.Practicum Guidelines and resources for Schools and Organizations. 2004
60
61

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University of Southeastern Philippines

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY PRACTICUM MANUAL

SARRAH MAE B. VILLORIA

Adora P. Zerrudo, MAED-ECE& MED-SPED

Mariche C. Llanto, MAED-SPED

Ivy Lyt M. Sumugat, MAT-Mathematics

Geraldine e. Francia, MAT-Science (Certificate)

Lindy C. Lulab, MAED Certificate; MIT,Ed.D.ELM

Vilma D. Andoy, MTET-Tech’l English;Ed.D.Educ’l; Mgt.SPED

Bonifacio G. Gabales Jr., MS-Educ’l Measurement & Evaluation;

Ph.D.-Dev’t. Research & Administration

Program Head-BSEd and approved by DR. JOCELYN A. MATILDO- CTET-Dean.

Domain 2- The Learning Environment

Domain 3- Diversity of Learners

Domain 5- Planning, Assessing and Reporting

Domain 6- Community Linkages

Domain 7- Personal Growth and Professional Development

ROLES, DUTIES AND RESPONSIBILITIES OF STAKEHOLDERS IN THE

C. Practicum Coordinator/Liaison Officer:

University of Southeastern Philippines

E. The Pre-service Teachers:

University of Southeastern Philippines

II. Department of Education (DepEd)

School Division Superintendent (SDS)

1. Reviews and subsequently approves request for cooperating schools;

The Cooperating Principal:

1. Orients the student teachers on:

The Site Coordinator:

University of Southeastern Philippines

1. Serves as mentor of the student teachers

2. Apply knowledge and skills in teaching in a variety of settings;

4. Collaborate with peers and other professionals;

6. Teach effectively for an extended period of time.

University of Southeastern Philippines

Specific Objectives / Expected Outcomes

Specific Objectives Expected Outcomes

1. Demonstrate increasing confidence in Pre-service Teacher’s Actual Teaching Rating

4. Conduct Classroom Action Research Classroom Action Research Paper

6. Teach inclusively with appropriate Pre-service Teacher’s Non-Teaching Performance

University of Southeastern Philippines

University of Southeastern Philippines

PRACTICUM GRADING SYSTEM

Components Weights Evaluators

Part 1 Attendance 10% CT

Non-Teaching Performance 10% CT (5%)

Student Portfolio 25% PS

Journal Entries 15% PS

Part 2 Action Research 100% PS

Part 3 Mock board Performance 100% PS

Overall Total 100%

University of Southeastern Philippines

SCHEDULE OF ACTIVITIES FOR PRACTICUM

TEI Conference Room/ LET Enhancement Program Apr. 15-19

*** Please note:

1. Where possible Pre-service teachers should experience rural, deprived, disadvantaged,

Total Duration of Practicum: = 14 weeks (70 days)

Old Scheme New Scheme

Note: Submission of Grades (Graduating) – May 30, 2019

Second Fielding (in different school, optional)

Week Fourteen:  Participate in the seminar/workshops or related activities conducted by the

 Finalize the contents of the student portfolio.