Learning Task 5: Designing Differentiated Class Activities

Performance Task 1: Assist your cooperating teacher in planning out activities for
differentiated instruction to address the given diversities. Include some notes on the
strengths and weaknesses of the said activities.
Cooperating Teacher: Mrs. Iris Mae Timbancaya Year Level: Grade 2-Blessed
Topic: ________________________________________ Date: ____________

Given Diversities Activities Employed Strengths and Weakness

of the Planned Activities
Learning Styles Ice Breaker Activity

 Ice Breakers are low-stakes  The strength of the

activities that get students to learners on this
interact and talk to each activity can help the
other, and encourage learners to develop
subsequent classroom their confidence to
interactions. They can be interact their
useful at the beginning of the classmates and the
class. Like for example, weakness of this is
asking students to introduce can be hard to adjust
themselves to each other and for the learners who
what they would like to learn do having low
in the course. Advantages of confidence to their
icebreakers include: self.
participation of each student,
the creation of a sense of
community and focusing
students’ attention on
material that will be covered
during the class period.

Multiple Think–Pair–Share
Intelligence  The strength of this
 This type of activity first asks kind of activity will
students to consider a developed
question on their own, and collaborative learning.
then provides an opportunity As the learners will
for students to discuss it in share knowledge to
pairs, and finally together their partner. It
with the whole class. The enhances to broad
success of these activities their knowledge by
depends on the nature of the sharing. The weakness
questions posed. This activity of this can may be
works ideally with questions cause trouble to their
to encourage deeper thinking, partner when do they
problem-solving, and/or having different kinds
critical analysis. The group of ideas.
discussions are critical as
they allow students to
articulate their thought
processes.

Brain-Based Case Studies and Problem-

Learning Based Learning Activity
 Case studies are scenarios  The strength of this
that apply concepts learned activity will freely write
in class to a “real-life” all the idea of what the
 situation. They are usually learners learned.
presented in narrative form
and often involve problem-
solving, links to course
readings or source materials,
and discussions by groups of
students, or the entire class.
Usually, case studies are
most effective if they are
presented sequentially, so
that students receive
additional information as the
case unfolds, and can
continue to analyze or
critique the
situation/problem.

Interests Free Writing/Minute

Paper/Question of the Day
Exercise
 These are activities that  These activities give
prompt students to write a students the
response to an open question opportunity to
and can be done at any time organize their own
during a class. Writing thoughts, or can be
activities are usually 1-2 collected by the
minutes, and can focus on teacher to gain
key questions and ideas or feedback from the
ask students to make students. Advantages
predictions. include developing
students’ abilities to
think holistically and
critically, and
improving their writing
skills.

Gender Jigsaw Activity

 In this activity, it can
A Jigsaw is a cooperative active be fair base gender. All
learning exercise where students of the class will be
are grouped into teams to solve a group depend to the
problem or analyze a reading. grouping or division of
These can be done in one of two the class. So that no
ways – either each team works on one will behind of
completing a different portion of what gender they had
the assignment and then as it this will be
contributes their knowledge to gender eaquality
the class as a whole, or within activity.
each group, one student is
assigned to a portion of the
assignment (the jigsaw comes
from the bringing together the
various ideas at the end of the
activity to produce a solution to
the problem). In a jigsaw the
activity must be divided into
several equal parts, each of
which is necessary to solving a
problem, or answering a question
Performance Task 2: Surf the internet for some subject-specific strategies that you can
use in facilitating the class activities. Remember to include your sources.
Cooperating Teacher: Ms. Angeline B. CAbanilla Year Level: 1-Alive
Topic: ________________________________________ Date:
______________________________

Subject Differentiated Activities References

Free Writing/Minute Paper/Question of the Day The Harriet W.
English Exercise Sheridan Center for
Teaching and
These are activities that prompt students to write a Learning
response to an open question and can be done at
any time during a class. These activities give
students the opportunity to organize their own
thoughts, or can be collected by the teacher to gain
feedback from the students.

Jigsaw The Harriet W.

Sheridan Center for
A Jigsaw is a cooperative active learning exercise Teaching and
Math where students are grouped into teams to solve a Learning
problem or analyze a reading. In a jigsaw the
activity must be divided into several equal parts,
each of which is necessary to solving a problem, or
answering a question.

Case Studies and Problem-Based Learning The Harriet W.

Sheridan Center for
Filipino Case studies are scenarios that apply concepts Teaching and
learned in class to a “real-life” situation. They are Learning
usually presented in narrative form and often
involve problem-solving, links to course readings
or source materials, and discussions by groups of
students, or the entire class.

Performance Task 3: Write a lesson plan using contextualized learning activities

addressing the different strengths and needs of your students. Make sure that these
activities are aligned with the MOST ESSENTAIL LEARNING ACTIVITIES prescribed by
DepEd.

Learning Task 6: Assisting and Participating in School Programs and Activities

Performance Task 1: List down the relevant school programs celebrated by your
cooperating school. Complete the matrix below.

School Program/Activities Learning Outcomes

Parent Orientation about 3Rs Panda. 3R
is all about a reading program which was
initiated by the District Supervisor, Mr.
Ric D. Gabe. 3Rs is Reading, Writing and
Arithmetic.
This orientation helped the
parents be aware of the different
programs of Naawan Central School that
will sustain quality learning amidst the
health crisis. It can be overwhelmed of
the willingness of the parents in this
program. As it received lot of positive
feedback. Thus, it can be motivated in
implementing the program which will
help the struggling learners. Moreover,
this will also encourage parents to assist
and guide their children. Indeed, NCS
are well nurtured in school.

Performance Task 2: What are the learning programs designed by the school to assist
students in their academic success?

Academic Programs Desired learning Outcomes

As I witnessed, the academic program is
3R is all about a reading program which
was initiated by the District Supervisor,
Mr. Ric D. Gabe. 3Rs is Reading, Writing
and Arithmetic.
This orientation helped the
parents be aware of the different
programs of Naawan Central School that
will sustain quality learning amidst the
health crisis. It can be overwhelmed of
the willingness of the parents in this
program. As it received lot of positive
feedback. Thus, it can be motivated in
implementing the program which will
help the struggling learners. Moreover,
this will also encourage parents to assist
and guide their children. Indeed, NCS
are well nurtured in school.

How do these programs impact student learning?

This will help all the struggling learners to cope up with their level of abilities
in the different learning areas such as MTB, Filipino, English and Mathematics.
Performance Task 3: Design a learning program using the given template.
I. Title of the Learning Program
II. Rationale
III. Specific Objectives
IV. Conditions which prompted you to design this program
V. Persons Responsible/Duties and Responsibilities

MINDANAO STATE UNIVERSITY AT NAAWAN

COLLEGE OF EDUCATION AND SOCIAL SCIENCES
 Department of Secondary and Elementary Education

Assessment is very important in the teaching-learning process. The primary purpose is

to promote learning. It provides students information on how students are performing
in class as well as achievement at the end of the year. It is a means of helping
students to learn, a way of informing student progress, and improving the teaching-
learning process.

Assessment for Learning Assessment as Learning Assessment of Learning

(Formative Assessment)
Raises a student’s
comprehension and
understanding of a skill or
during the learning and
teaching process.
Possesses students’ prior
knowledge, perceptions,
and misconceptions.
Occurs throughout the
learning process.
Subsequent progress
monitoring is done
happens during the
learning, often more than
twice, rather than at the
end.
Provides immediate
feedback and direction to
students.
Generally low stakes,
which means that they
have low or no point value.
Students are given more
control of their own
learning.
A teacher-driven for
student, teacher, and
parent use.
(Summative Assessment)
A process where students Looking at assessment
can learn about information at the end of
themselves as learners the teaching and learning
and become aware of how process.
they learn.
Focuses on constructive Makes judgments about
feedback from teachers for what students have
students to self-assess. learned in relation to
teaching and learning
goals.
Students reflect on their
work on a regular basis,
usually through self and
peer assessment, and
decide (often with the help
of the teacher).
Occurs when teachers use Mostly done at the end of
evidence of student the task unity or course.
learning to make
judgments on student Occurs at the end of a
achievement against goals learning cycle using a
and standards. variety of tools.
Challenging opportunities Provides the foundation
are given to students to for discussions on
become confident, placement or promotion.
competent self-assessors.
Often high stakes, which
means that they have a
high point value.
Helps students to take
more responsibility for
their own learning and
monitor future directions.
Student-driven with
teacher’s guidance
 Three Types of Assessment

Assessment for
Learning (Formative 2. Assessment as 3. Assessment of
Assessment) Learning Learning

Assessment as learning indicates that assessment itself is already an opportunity to

learn. It is learning by itself when students engage in self-assessment, reflect
assessment results and make necessary improvements to ensure learning.
Assessment for learning is also called formative assessment, which indicates it at the
service of learning. This aims to ensure learning while instruction is in progress.
Remedial steps are done through formative assessment tasks.
Assessment of learning is also called summative assessment. It refers to strategies
designed to confirm what students know, demonstrate whether or not they have met
learning resources.
 LEARNING TASK 7:
Using Assessment Practices

Performance Task 1
Direction: Complete the matrix by identifying the modes of assessment which are
constructively aligned with the learning outcomes and teaching-learning activities.

Learning Outcomes Teaching-Learning Modes of Assessment

Activities

Example: Create a simple  Group Work Play about the given topic
play about the lesson for the with scoring rubric.
day.

 Compose an independent  INDIVIDUAL  Choose of any movies or

critique of a chosen
selection
 Judge and explain a
current events that shows
bias or prejudice
books you have already
watched/read, and write a
short critique essay about
it.
 INDIVIDUAL  Look for current event
that shows bias or
prejudices and explain
your thoughts about it
Performance Task 2
Direction: Design an original template of a scoring rubric for a simple play performance
using the given template.

Descriptors/Items/Criteria Excellent Very Satisfactory Fair Needs

Satisfactory Improvement
5 4 3 2 1

A plan that could to a

correct solution with no
arithmetic error answer.

Substantially correct
procedure with minor
omission or procedural
answer

Partially correct solution but

with major fault give what is
asked and what are given
and attempt to solve.

Totally inappropriate plan

only answer what is asked

Try to attempt

Performance Task 3
Direction: Design your templates for reflection template by incorporating the following:
 Areas of strengths
 Areas of Improvement
 Plans of Action

WRITING MY REFLECTION
Accomplish the PLUS-MINUS INTERESTING CHART (PMI)

Plus (P) what you liked best
in this learning task?
What I liked the most in this
learning task is there are set
throughout the term. It is
equally important that
each learning task is
meaningful, and ensures
student development and
advancement through the
task during the unit
MINUS (M) what needs to
be improved in this learning
task?
Learning Tasks should
build on previous activities
and avoid being repetitive,
they should enable
students to engage with
and develop their skills,
knowledge and
understandings in different
ways. Meaningful activities
engage students in active,
constructive, intentional,
authentic, and cooperative
ways.
INTERESTING (I) What struck
me most in this learning
task?
The part that struck me is
when student is able to
take what they have learnt
from engaging with the
activity and use it in
another context, or for
another purpose. For
example, students are able
to directly apply the skills
or knowledge they
acquired to an assessment
task, or to the next activity
in your unit.
WORKING ON MY LEARNING ARTIFACTS/DOCUMENTATION
Direction: Place or put a screenshot of your one (1) formative and one (1) summative
task.

N/A

SCORING RUBRIC FOR THE TEACHING-LEARNING ACTIVITIES

INDICATORS Meets Approaching Meets Does Not Meet

Standard of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

CRITERIA 4 3 2 1

Performance Have ALL the Have SOME Have NO aspect of

Tasks aspects of aspects of MINIMAL work meets level
work that work that aspects of of expectation.
exceed level exceed level of work that
Have errors,
of expectation. meet level of
omissions and
expectation. expectation.
Demonstrate misconceptions
Show solid With some .
exemplary performance errors and
performance. and MASTERY is
understanding not thorough.
.

Checking for With 5 correct With 4 correct With 3 correct With less than 3
Mastery answers answers answers correct answers

Learning ALL the The piece/s of The piece/s of The piece/s of

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

Creativity and The learning The learning The learning The learning
Resourcefulnes tasks are tasks are done tasks are tasks are poorly
s done very creatively and done quite done and need
creatively creatively
 and resourcefully. and improvement.
resourcefully resourcefully
. .

Submission of The assigned The assigned The assigned The assigned

Requirements learning tasks learning tasks learning tasks learning tasks
are submitted are submitted are submitted are submitted 3
on or before a day after 2 days after days or more
the deadline. the deadline. the deadline. after the
deadline.

MY TOTAL SCORE
 MINDANAO STATE UNIVERSITY AT NAAWAN
COLLEGE OF EDUCATION AND SOCIAL SCIENCES
Department of Secondary and Elementary Education

Demonstration Teaching is the process of teaching wherein tasks will be performed

in a step-by-step process/logical manner. It is the show-and tell-method in teaching.
Teacher demonstrations are important because they provide you with experiences of
real situations, events, and processes.

Characteristics of Good Demonstration Teaching

A successfully teaching demonstration must be carefully planned. You need to be
aware of the following in order that your daily and final demonstration will be
implemented well.
1. The steps must be followed logically and systematically.
2. Much attention is given on the performance of students.
3. The learning outcomes are well-known to the students and teacher.
4. Rehearsals are conducted to better prepare you in the teaching-learning process.
5. Time is given for rehearsal before the demonstration (if necessary).

LEARNING TASK 8:
Conducting Demonstration Lesson/s
Performance Task 1
Preparing lesson plans, study guides, modules, and teaching materials relevant
to the LDM of the Cooperating School and as required by the Cooperating
Teacher.
A. Lesson Plan Exemplar is an ideal example of a teacher’s “roadmap” for the lesson.
It contains a detailed description of the steps a teacher will perform to teach a
particular lesson. It contains the following parts: Learning Outcomes/Objectives,
Learning Content, Learning Resources, Learning Procedures, Remarks and
Reflection.

Direction: This is a lesson exemplar that you can use to guide you in your teaching and
Learning. Accomplish this based on the lesson given to you.

Subject _______________________ Grade Level/Section _______ Time _______

1. Learning Outcomes/Objectives
2. Learning Content
At the end of the lesson, learners are expected to:
 Differentiate various models of communication
 Explain the process of communication through
elements involved; and
 Recognize the importance of models in
understanding communication process in everyday
lives.
The learner understands the nature and elements of oral
communication in context.

3. Learning Resources

4. Learning Procedures
The learner designs and performs effective controlled and
uncontrolled oral communication activities based on context

5. Remarks

6. Reflection
B. Template of Learning Activity Sheet (LAS)
Direction: Prepare one (1) Learning Activity Sheet (LAS) on the subject area assigned to
you which you will use in your daily/final demonstration lesson. Always remember to
make provisions for face-to-face or online modality.
SUBJECT (Uppercase and Bold)
Name of Learner: __________________________________________________
Grade Level: ______________________________________________________
Section: __________________________________________________________
Date: ____________________________________________________________

LEARNING ACTIVITY SHEET

Title

Background Information for Learners As previously learned in Junior

(Brief Discussion of the lesson, if possible, cite
examples)
High School lessons, there are lots of
wonders in nature or in real-life, like
tossing a coin or rolling a die, whose
outcomes cannot be predicted with
certainty in advance, but the set of all the
possible outcomes is known. These are
what we call as random phenomena or
random experiments.
A random experiment is a
mechanism that produces a definite
outcome that cannot be predicted with
certainty. The set of all possible
outcomes of an experiment is called the
sample space. The sample space
associated with a random experiment is
the set of all possible outcomes. An
event is a subset of the sample space.

Learning Competency with Code Illustrates a random variable (discrete and

continuous).(M11/12SP-IIIa-1

Directions/Instructions In answering the exercises in the

Learning Activity Sheet (LAS), please be
reminded not to write anything here. All
answers must be written in a separate
sheet of paper. Read each problem
carefully and answer it systematically. If a
solution is required, encircle your final
answer.

Exercises/Activities Exercise 1:
 Complete the table below and
identify the random variable in
the given experiment. Tell what
type of random variable is it.
 Guide Questions (if necessary) Guide Questions:
 How will you find the random
variable?
 From your answers in the table
above, which experiments are
discrete? Which experiments are
continuous?
Rubric for Scoring (if necessary)

Reflection

References for Learners

Answer Key

Performance Task 3
Direction: Write your lesson plan and show that to your Cooperating Teacher for
comments, suggestions, and revisions. Prepare your instructional materials based on
the Learning Delivery Modality (LDM) of your Cooperating School.

The Department of Education has issued Department Order 42 series 2016, Policies
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.

Detailed Lesson Plan in English

Grade 2

I. Objective At the end of the lesson, pupils should be able to;

 Identify basic sequence of events and make relevant predictions about stories
 Ask and answer simple questions based on the story appropriately
 Work individually by providing the events based on the story
II. Subject Matter
Topic: Identifying basic sequence of events and make relevant predictions about stories
Materials: Pictures, video presentation
Concept: A particular sequence is a particular order in which things happen or are arranged. Also,
to determine the order in which the elements that make them up are combined.
Values Integration: Develop

III. Methodology

. Procedure

Teacher's Activity Pupils Activity

A. Preliminary Activities
Greetings
  Good morning kids!  Good morning teacher
 How's your day?  Were fine teacher
 BY the way I am teacher Jell your
English 2 teacher.
 Come! And let's learn English together
 But before we proceed let's start with
a prayer first, okay?
So, let us bow down our head and put
ourselves in the holy presence of god.  (In the name of the father and of the
 Before we proceed with our new son and of the Holy Spirit. Amen)
lesson, let's have virtual class rules
1. Focus on the video
2. Listen attentively
3. Participate actively
(Use the comment box if it is needed)

Motivation
Now, we will have motivation class, are
you ready?
(Video played)

B. Lesson Proper
1. Presentation

 Hi kids! How are you today?

 Yes teacher we are ready!
I hope you are doing fine
What I know

 Today, I will read a short story. Then,

you are going to number the pictures
from 1-4 as they happened in the
story.
Did you get it?
Let's begin

(Teacher read the story entitled" Who is on

my Bed")
Now, let us arranged the following pictures by
numbering it from 1-4 based on their correct
sequence.

(All are listening)

  So, the correct sequence is,
2, 4, 1, 3
If this is your answer, you got it right!
What happens to the boy on bed
class? Is it
a. The boy lays down and sleep
b. The boy plays his cellphone
c. The boy watches television
d. The boy makes his assignment.
a. The boy lay's down and sleep
What do you think is the answer here?
(And the correct answer is, A.)
Let's get started

 Let us try to answer the following

activities.

Activity
Read the short story and find out how Mang
Lito goes to work. (All are listening)

(Teacher read the story?

Now, let us sequence the following events

according to the order they happened in the
story.
First we have,
__Mang Lito eats his dinner
__Mang Lito goes home
__ Mang Lito walks to the factory
__Mang Lito works inside the factory
Now, Let us write 1 to 4 based on the correct
sequence.
So, the correct answer is?
4 Mang Lito eats his dinner
3 Mang Lito goes home
1 Mang Lito walks to the factory
2 Mang Lito works inside the factory C. Mang Lito doesn't have money to buy food
for his family

(If this is your answer, you got it right again

kids!)

What will happen to Mang Lito if he did not go

to work?
Is it;
a. Mang Lito becomes a manager in the
factory
b. Mang Lito saves money
c. Mang Lito doesn't have money to buy food
for his family
d. Mang Lito sleeps in his house

Good job kids!

III. Generalization
"Sequence is the order in which events
happen. It helps you understand what you
read. It is putting things in order from first to
last because every situation or story has its
beginning and ending".
IV. Application
Read the story below. Fill in the blanks with Second I walk out the door.
correct sequence of events found in the box.
Then We walk around the block.
First Then Next Second After
After I take off his leash.

Next I lead him down the driveway

The first thing I do when I walk my First I put on his leash
dog is put on his leash. Second, I
walk out the door. Next, I lead him
down the driveway. Then, we walk
around the block. After our walk, I
take off his leash.

Now complete the events below by filling the

correct sequence of events found in the box.

_________ I walk out the door.

_________ We walk around the block.

_________ I take off his leash.

_________ I lead him down the driveway

_________ I put on his leash

So, the correct sequence is

Second I walk out the door.

Then We walk around the block.

After I take off his leash.

Next I lead him down the driveway

First I put on his leash

First Next Then Last

Good job kids!
V. Evaluation
Kids, I have here a different pictures, I want
you to work Individually by providing the
events in the story “Who Is On My Bed" and
fill their answers in the right sequence of
events. (First, Next, Then, Finally)

First Next Then Last

Excellent!
You really did the great job! 👏

Well done kids! I hope you learned a lot

today!
You may now answer the activities in your
module that your teacher will give.

Prepared by: Gadapan, Jelly Ann A.

 Instructional Planning

Detailed Lesson Plan (DLP) Format

School: Naawan Central Grade Level: 2-BLESSED

School
Teacher: Gadapan, Jelly Ann Learning Area: MTB
A.
Time and Dates: April Quarter: 3rd quarter
21,2022

I. OBJECTIVES At the end of the lesson the pupils should be able to:

 Define is Descriptive words;

 Identify descriptive words and;
 Illustrate the example of descriptive words.

A. Content Standards Unit I- Descriptive Words

B. Performance Standards
C. Learning
Competencies/Objectives
Write the LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References  https://www.youtube.com/watch?
v=3JZi2oDvPs4

1. Teacher’s Guide pages  K to 12 English Curriculum Guide 2016

Edition.
 K to 12 English Teachers’ Guide Final
Version MELC 2020

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
V. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (Leads
to Formative Assessment 3)
G. Finding Practical
Applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson.
I. Evaluating Learning
WRITING MY REFLECTION
After my daily/final demonstration lessons,

These are the things I am happy about

After my final demonstration lesson, there are a lot of things that makes me happy. As
I interacted my learners so good that I got their attentions. They are listening to my
discussions and interact with me especially when asking some questions to them
about related in our class.

These are the things I need to improve on

I've been having my final demonstration through online. In online teaching, I
can’t deny that it so really hard as my learners is Grade 2 and seems there’s a bit of
challenging for us. I needed to improve myself to be more ready especially in online
classes that should be getting a lot of distractions in online with the learners. I must
really need lot of understanding and consideration and learn to handle and manage it
calmly.

These are the things I plan to do

A lot of things that I’ve been planning to my final demonstration. We should be more
lively and interactive in class that learners would have fun while they are learning.
Having and interactive activities that we will be having. But in the real classes through
online, it’s very challenging. Still as happy as I reached the interactive fun class while
the learners learning despite of the challenges they’ve encountered.

WORKING ON MY LEARNING ARTIFACTS/DOCUMENTATION

Direction: Place/screenshot the observation forms accomplished by your observers.
 The picture above shows my observation to my cooperating teacher. She will have
her face to face class with the Grade 2 learners. She let me observe the on how to
handle the class.

Learning Task 9: Assisting My Cooperating Teacher(s) in Accomplishing School

Forms
Performance Task 1: Put your accomplished School form here.
Cooperating Teacher: Mrs. Iris Mae Timbancayala Year Level: Grade 2-Blessed
Topic: ________________________________________ Date:

Accomplishing School Form 1(SF1)

School Form 2 (SF2) Daily Attendance Report of Learners

Learning Task 10: Building Networking and Linkages
Performance Task 1: Assisting my cooperating Teacher in Parent-Teacher
Conferences.
Cooperating Teacher: Mrs. Iris Mae Timbancaya Year Level: 2-Blessed
A parent-teacher conference is a meeting between a student’s parents and
teacher or teacher to discuss the child’s academic performance and other areas for
improvement. This conference is held every quarter or may be done as needed. Parents
may also request for the conference especially if there are matters to discuss to
improve their children’s performance in school.
Your cooperating Teacher might request you to assist him/her in a Parent
Teacher Conference. Confer with your CT and write down the things that you need to
prepare and the things to do.

Things to Prepare Things to Do

 Assist the parents -assist and help the parents

 prayer - lead and open prayer

Performance Task 2: Participating in Local and international webinars and other

online professional activities.
Write the insights you gained from participating in local and international webinars
and attach a copy of your Certificate of Participation in a local or international or
webinar.

Learning Task 11: Writing a Classroom-Based Action Research (Optional)

Performance Task 1: Using the Action Research-Based Model of the Department of
Education (D.O. 16, 2017), write an action research on your learning area. You may
ask your cooperating teacher for possible research problems that you can work on
together.

Action Research Components

I. Context and Rationale

II. Action Research Questions

III. Proposed Innovation,

Intervention, and Strategy
 IV. Action Research Methods

V. Action Research Work plan

and Timelines

VI. Cost Estimates

VII. Plans for Dissemination and

Utilization

VIII. References

Performance Task 2: Sharing results of research with an audience through any

available platform.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
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Learning Task 12: Designing My Teaching Internship Portfolio

Performance Task 1: Compile your learning artifacts and write the documents that
you can place for each of the PPST Domains.

PPST Domains Learning Artifacts

1. Content Knowledge and
Pedagogy

2. Learning Environment

 Learning environment is creative and interactive with

kids that contain lot of knowledgeable instructional
materials that they can sight and learn.
3. Diversity of Learners

 In diversity of learners, I met a lot in my Grade 2

learners. As we all know that we do having different
person as we are like in religion, attitudes and etc. As
a teacher should be a diverse teacher too that we’re
going to accept and understand to different or diverse
learners we had.

4. Curriculum and Planning

5. Assessment and Reporting

 Checking modules of the grade 1 learners and record their

scores in grading sheet. And do help to assist my cooperating
teacher as well to help her prepare the modules to the learners

6. Community Linkages and

Professional Engagement

7. Personal Growth and

Professional Development