Learning Task 2 Dela Torre Rachel Bsed Eng 4b

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Learning Task 2 - Dela Torre, Rachel - BSED ENG 4B
BS Education (Navotas Polytechnic College)
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NAVOTAS POLYTECHNIC COLLEGE

Bangus Street Corner Apahap Street, North Bay Boulevard South, Navotas City
Mobile no.: 0997-478-0620 Email: polytechnic.npc2017@gmail.com
COLLEGE OF EDUCATION
TEACHING INTERNSHIP
Learning Task 2
DOING OBSERVATION OF CLASSESS, PRE-OBSERVATION AND
POST-OBSERVATION CONFERENCES
PPST Domain(s)  Domain 1 Content Knowledge and Pedagogy

Domain 2 Learning Environment
Domain 3 Diversity of Learners
Domain 7 Personal Growth and Professional Development
Strand  1.1.1 Demonstrate content knowledge and its application

within and across curriculum teaching areas
1.7.1 Demonstrate an understanding of the range of verbal
and non-verbal communication strategies that support learner
understanding, participation, engagement, and achievement
2.3.1 Demonstrate knowledge of managing classroom
structure that engages learners, individually or in groups, in
meaningful exploration, discovery and hands on activities
within available learning environments
3.4.1 Demonstrate understanding of the special education
needs of learners in difficult circumstances, including
geographic isolation, chronic illness, displacement due to
armed conflict, urban resettlement or disasters, child abuse
and child labor practices
3.5.1 Demonstrate knowledge of teaching strategies that are
inclusive of learners from indigenous groups
7.4.1 Demonstrate an understanding of how professional
reflection and learning can be used to improve practice
Program Outcomes of  6.2 b Demonstrate mastery of subject matter and discipline

Teacher Education 6.2 c Facilitate learning using a wide array of teaching
methodologies and delivery modes appropriate to specific
learners and their environments
6.2 d Develop innovative curricula, instructional plans,
teaching approaches and resources for diverse types of
learners
6.2 e Apply skills in the development and utilization of ICT to
promote quality, relevant and sustainable and educational
practices
6.2 f Demonstrate a variety of thinking skills in planning,
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monitoring, and assessing and reporting learning processes

and outcomes

CFSAT (Competency Framework for 0.1 Deepen and broaden my knowledge on what I teach
Southeast Asian Teachers for 21st 0.2 Understand education trends, policies, and curricula
Century)
2.1 Know my students
2.2 Use the most effective teaching and learning strategy
2.3 Assess and give feedback how my students learn
3.3 Encourage and respect diversity
4.1 Know myself and others
4.2 Practice human goodness in my life and work
4.3 Master my teaching practice
At the end of this learning task, I should be able to:

 give the importance of classroom observations. (1.1.1)
 identify the different focus of observation. (1.7.1)
 observe classes assigned by the Cooperating Teacher. (2.3.1, 3.4.1, 3.5.1)
 use professional reflection and learning to improve practice. (7.4.1)
Classroom Observation plays a central role in Teaching Internship. It is an

important process of learning how to teach. Pre-Service teachers need to observe many
classes through classroom visits or through video-taped lessons in order to learn more
about the instructional cycle. Classroom observation provides a wide array of
opportunities to see real-life teachers in actual teaching situations. These observations
will influence the way you plan and teach. Observing the classes of your Cooperating
Teacher will give you the time to reflect and make decisions on how you will teach your
lessons. This means that observation is very important in every stage of your career as
a teacher.
Classroom observation describes the practice of sitting in your Cooperating
Teacher's classes to observe, learn and reflect. Various aspects of the class can be
examined such as classroom routines, use of time, schedule, class participation,
teaching strategies, classroom management strategies, student engagement,
instructional materials, differentiated activities, integration of values, modes of
assessment, types of assignment and many more.
After the Orientation sessions, your Teaching Internship will begin with a series of
observations in the classes of your Cooperating Teacher. The number of observations
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and the duration of these observations will depend on your Teaching Internship
requirements. Your Cooperating Teacher may give you some opportunities to observe
other levels and subject areas based on the availability of other teachers' schedule. You
might also be allowed to observe the classes of the other interns to learn more on the
teaching-learning process.
Importance of Classroom Observation.

Classroom Observations involve the sharing of material and non-material
resources, techniques, and strategies of both the observer and the one being observed.
By allowing you to observe your Cooperating Teacher in actual classroom setting or
online allows you to do self. reflection for your own growth and development
Advantages of Classroom Observation for the Practice Teacher

 Observes a wide array of new techniques, strategies, ideas, and instructional
resources.
 Gains insights on the degree of student engagement
 Gets student reactions from various perspectives
 Creates a professional learning community through mentoring and coaching
 Provides for Personal Professional Development and growth
Advantages of Classroom Observation for the Cooperating Teacher

 Allows one to see different classes through someone else's eyes.
 Assesses one's class from a different perspective
 Receives inputs (suggestions, ideas, resources) from a mentee
 Creates a professional learning community through mentoring and coaching
 Provides for personal professional development and growth
The Focus of Classroom Observation

In order to help you get the best learnings/insights from your classroom
observations, you need to focus on some aspects in the teaching-learning process. This
will help you collect some data and information which you will need in the conferences
with your Cooperating Teacher. A Pre-Observation Conference will be conducted by
your Cooperating Teacher so that you can discuss the focus of your observation and the
procedures you will do to record observations. The process can be done through a
checklist, accomplishment of a matrix, completion of a structured frame, narrative
summary, field notes, making use of a rubric, tallying of frequency, recording anecdotal
records, writing of reflections and the like. Your Cooperating Teacher may suggest the
aspects or focus of observation, or you may be given the opportunity to suggest the
things that you wish to observe. Usually, you need to focus on only one or two aspects
of observation to give you more time to look for salient details and in order to have a
thorough observation of the process. Some aspects to be observed are quite easy and
can be accomplished immediately but others need more time to analyze and will need a
longer period of time.
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These are some things you can observe and the questions you need to consider
during the observation.
Focus/ Aspects of
Things to Observe Questions to Consider
Observation
1. Intended Learning Intended Learning Outcomes How were these outcomes
Outcomes specified in the Learning Plan made known to the students?
Were they SMARTLY

(specific, measurable,
realistic and time bound)
stated?
Were they achieved at the

end of the lesson?
Were the teaching-learning

activities aligned to the
objectives and the
assessment?
2. Organization/Structure of Opening/Introduction of the How did the teacher

the Lesson Lesson introduce the lesson?
Development of the Lesson How was the lesson

developed/ organized?
Closing of the lesson
Are the lessons
Appropriateness of the systematically/ sequentially
teaching-learning activities organized?
Links and Transition of the Are the lessons arranged

teaching-learning activities from simplest to complex?
How did the teacher

synthesize the lessons?
Are the activities sufficient

and appropriate for the
lesson?
Were the links and transitions

smooth and properly
executed?
3. Classroom Management Time Management Did the teacher begin and

end classes on time?
Classroom Routines
Order and Discipline in the Were the tasks given on
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Class time? Were there established

Setting of Groups classroom routines?
Physical Aspects Of The Was the class functionally in

Classroom (Ventilation, order? Were the rules in
Sound, Lighting, Seating group work explained?
Arrangement) if done face-to-
face Were the physical aspects of
the room checked when done
Management of the Learning face-to- face/ virtually?
Management System (if done
Virtually)
4. Teaching-Learning Variety of Teaching-Learning How varied are the teaching-

Activities (TLA's) Activities learning activities?
 Whole class  Whole class
 Pair  Pair
 Individually  Individually
Use of Differentiated Were there differentiated
Instruction instruction for the varied
types of learners?
Alignment of Teaching-
Learning Activities to the Are the teaching-learning
outcomes and modes of activities aligned to the
assessment outcomes and mode of
assessments?
5. Teaching Approaches, Approaches, Methods and What approach was used in
Methods, and Strategies Strategies Used the lesson?
What method was
employed?
What strategies were
utilized?
Were all these appropriate to
attain the learning outcomes?
6. Instructional Materials Selection, Development and What instructional materials/

(IM's) Resources Use of Instructional resources were used in the
Materials/ Resources lessons?
including the use of ICT Were they appropriate,
 Printed interactive, and innovative?
 Non-printed Did they make the class
 Electronic highly engaging?
 Open online resources Were they varied? Do they
cater to the individual
differences?
7. Student Engagement Degree of Attention of How focused are the
Students in Class students?
What is the degree of
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Curiosity in learning curiosity of the students?

Interest in the lesson Were the students interested
in the lesson?
Passion to learn How eager and passionate
Commitment to do the tasks are the students to learn?
How committed are they in
doing their tasks?
8. Student Interaction Types of Class Interaction Were the types of interaction
 Teacher-Student evident in the class?
Interaction Which one needs to be
 Student-Student improved?
Interaction
 Student-Instructional
Materials
 Student-Technology
9. Questioning Techniques Types/ levels of Questions What levels/types of

Questioning Techniques questions were
Reacting Techniques formulated/raised?
What questioning techniques

were utilized?
What reacting techniques

were employed by the
teacher?
10. Integration of Values Values Integration in the What values were integrated
lesson in the lesson?
How were the values

concretized in the lesson?
Were these values applied in

real life situations?
11. Modes of Assessment Types of Assessment What assessments were
utilized to find out if the
outcomes were
realized/attained?
Were the assessments

aligned to the learning
outcomes and learning
activities?
Were the results satisfactory?

12. Assignment Types of Assessment What assignment was given
to the class?
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Does the given assignment

improve/ reinforce learning?
Is the assignment doable?

realistic?
13. Use of Language Appropriateness of the Is the language appropriate
language Use of the medium to the age level of the
of instruction to facilitate students? Is the medium of
teaching and learning instruction correctly used in
the subject area?
Use of verbal and non-verbal
Communication Do the verbal and non-verbal
communication support
Use of positive student understanding and
reinforcements/ feedback participation?
techniques
What positive
reinforcements/ feedbacks
were used to boost students'
morale?
14. Personal Qualities of the Personal Grooming What are the personal
Teacher Attendance qualities of the teacher which
Punctuality are evident in the class which
Voice improve the teaching-
Personal Graciousness learning process?
15. Other things to observe Strategies used to respond to How do the teachers respond
especially for those the given situations: to the needs of learners in
teaching learners with  geographic isolation difficult circumstances such
special needs and those chronic illness as geographic isolation,
teaching in challenged  displacement due to chronic illness, displacement
areas armed conflict due to armed conflict, urban
 urban resettlement or resettlement or disasters,
disasters, child abuse and child labor
 child abuse and child practices?
labor practices
Strategies used for inclusive What strategies were used
learners and from indigenous for inclusive learners and
groups from indigenous groups?
STEPS IN CLASSROOM OBSERVATION
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1.
Planning
5. 2.
Reflection Observation
4. 3.
Feedback Analysis
Performance Task 1
Observing the teaching-learning process in Flexible Learning and different
Distance Learning Delivery Modes (online, radio-based instruction, television-
based instruction, and other modalities) focusing on the development of the
MELCs and reflecting on these processes
Based on the Pre-Observation conference with your Cooperating Teacher,
complete the matrix based on your scheduled classes of observation. The observation
may be done face-to- face or through different Distance Learning Delivery Modes
(online, radio-based instruction, television-based instruction, and other modalities). Take
note that your focus of observation is based on the results of your pre-conference with
your Cooperating Teacher. Make sure that you also need to focus on the development
of the MELCs and reflecting on the different processes.
If your observation is more than a week, please copy the given template.
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Grade
Subjec Focus of Observation
Date Time Level/ Insights
t Observation Notes
Section
March English 7:30- Grade 7 -  Teaching  The approach  I think that the
15, 2023 8:15 Fluorite approaches/ in this section teacher should
am methods/ is on average research more
strategies level. The on other
 Classroom teacher strategies to be
Management provides easy used in this
 Student to critical section,
Engagement examples because I can
 Questioning because the somehow see
technique students are the gap in the
 Use of mixed in this learning
language class. capacity of the
 Most of the students.
students Although there
understand the are many
lesson. students
However, only participating,
few are there are
participating in others that are
the recitation of not that
showing their interested in
comprehension the discussion.
about the topic.  A lot of the
 There is an students here
obvious code are being
switching with motivated to
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the first answer as they

language as see their
the dominant classmates
one used. also recite, so I
think that
PEER
TUTORING
might help
others to enjoy
the learning
 Teaching process.
March English 9:20- Grade 7-  This section  What I noticed
approaches/
16, 2023 10:20 SPA can here in SPA are
methods/
am comprehend some students
strategies
better and is who are shy in
 Classroom
provided with sharing their
Management
HOTS thoughts and
 Student
questions. opinions, even
Engagement
 The teaching of though they
 Questioning
the module is can really do
technique
faster, because well in class. I
 Use of
the students in just think it is
language
this class best if the
absorb the teacher in
lesson easily. charge of this
 There is still a section will
use of code always take
switching, for into
the sake of the consideration
learnings not to the multiple
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get away from intelligence

the students, when providing
and to be an activity or
grasped right even creating
away by the assessments.
class. Through this
way, all
students are
given a chance
to express their
 Teaching own way of
approaches/ learning.
March English 9:20- Grade 7 -  This class is a  As I have
methods/
17, 2023 10:20 Onyx mixed of noticed in this
strategies
pm different class, there are
 Classroom
students’ speed students who
Management
of learning are first shy to
 Student
capacity. Even show their
Engagement
though there intelligence
 Questioning
are many sometimes, but
technique
students who when they are
 Use of
are shy in given a chance
language
participating in to do what they
the discussion, are good at
there are also doing, they can
students who actually
are active and express their
can grasp the own learning.
lesson in a fast In this situation,
way. I realized that
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 There is a use motivation is a

of code really important
switching as matter as to
well, for the maintain an
better active
understanding atmosphere
of every inside the
student in class. Some
discussion. students just
need more
motivation, in
order for them
to participate.
Performance Task 2
Attending pre-observation and post-observation conferences with the
Cooperating Teacher and the College Supervisor.
After your observation schedule has been finalized, you are now ready to attend
the pre-observation and post-observation conferences with the Cooperating Teacher
and the College Supervisor.
Notes on the
Notes Post-Observation Plans of Action/ Action
Date (s) Pre-Observation
Conference Taken
Conference
March 15-17, Intended - The ILOs are stated before  When we started
2023 Learning the discussion. Also, it is teaching, we made sure
Outcomes briefly discussed by the that the objectives and
teacher. learning outcomes from
the module is included in
our presentation and
lesson plan.
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Organization  Review of the previous  We were given an

/ lesson example of presentation
Structure of  Discussion of the lesson and lesson plan by our
the Lesson  Closing the discussion with resource teacher as a
a quotation in relation to guide for us to follow this
the topic structure of the lesson.
 Time Management  It is something that I

Classroom  The teacher is always would love to take from
Management on time and uses time her. She respects the
efficiently. time of all the people
around her – the
students, other teachers,
and even us, her interns.
 Classroom Routines
 We were able to adapt
 The greetings were as
these classroom routines
the teacher entered.
that we have observed
 The students were able
from her during our first
to memorize the prayer;
week of stay in NNHS.
can recite it even
Even the prayer, she
without looking at the
encouraged us to make
copy.
use of the prayer in
 Raise questions about
English class, because
their pending activities
everyone knows and
to submit or present at
memorizes it already.
the end of the lesson or
class.
 Setting of Groups
 In the first week of the
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quarter, they are already

set to 4 groups per
section
 Whole class  These are done during

TLA –  recitations and group discussion. There are
Teaching activities few recitations done, and
Learning  Individual tasks some group activities
Activities which can be done
online through their
group chat in
messenger. There are
also individual tasks
such as notebook
activities, and speech,
 written activities etc.
 oral activities
Differentiate
 video or onsite
d  This is a very nice way
presentation
Instruction of assessing students’
learning. Ma’am Pacia is
very open on trying out
different instructional
materials and strategies
to improve her teaching.
 The teacher makes sure

that the students were able
Alignment of
to meet the ILO.
Teaching  As practice teachers, we
 Objectives match the
have to make sure that
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Learning activity. our activities are aligned

Activities with the learning
outcome/objectives, and
 varied approaches are attainable with the
depending on the section time provided.
Teaching and cognitive level of that  It’s a very important
Approaches section matter to be sensitive
when it comes on how
 Different encouragements you would approach
Student per section. different sections. Some
Engagement classes have high
cognitive level, while
others only have low
level of cognition. In
result to this, what might
be easy for some
sections may be hard for
some.
Performance Task 3
Keeping a daily reflection journal.
Reflection journals are personal accounts or records of all your learning
experiences. These are your insights and learnings gained in the teaching-learning
processes. These are records of events which are pleasant or unpleasant that you can
reflect on and learn from. It can help you assess the important learning events that
happened in your teaching which can direct you to improve your professional career.
Your reflection briefly summarizes your ideas, thoughts, feelings and emotions which
will lead you to analyze and improve on your decisions and actions. You need to write
your reflections regularly to motivate you to learn and enjoy the process of learning.
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As you move on with your task as Practice Teacher, you need to write your daily
reflection journal.
You may now start writing your reflection.
After observing the classes of your Cooperating Teacher whether in face-

to-face or in distance delivery mode, what aspects in the instructional
cycle, do you think you are now capable of doing and the areas you still
need to improve on?
In my personal experience as I started my practice teaching this week,

there are a lot of aspects in the instructional cycle that I know I am capable of
doing. However, as challenging as it may be, I know that there are a lot areas
as well, where I need to improve on. One thing that I believe I am capable of
doing is the classroom management. As a future educator, it is not enough for
me to just be knowledgeable about the topic to be discussed. Most of all, I
have to learn the different approaches in different students. I have to learn that
not every student has the same capacity when it comes to digesting new
knowledge. With this idea in mind, I will do my best in order to provide diverse
strategies for diverse learners. In my few days of starting teaching in grade 7, I
encountered a total different types of learners from every class, and thought of
new creative ways on how to encourage them more. Also, we created various
activities that may not only help assess those “star section” students, but also
will cater even those whom they refer to as “worse section.”
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Encircle the letter of the correct answer.

1. Which is a blueprint of the daily instructional activities of the teacher?
A. Learning Plan
B. Learning Content
C. Learning Procedures
D. Learning Materials
2. Which refers to the materials used to enrich classroom instruction?
A. Learning Plan
B. Learning Content
C. Learning Procedures
D. Learning Resources
3. Which can be given as an optional activity to reinforce students' learning?
A. Artwork
B. Activities
C. Assignment
D. Assessment
4. Why is Learning Plan important?
A. It keeps teachers on cue.
B. It is a requirement of the profession.
C. It enables the teachers to do what is next.
D. It guides the teachers in her/his daily activities.
5. Which plan is used by teachers who are new in the service or those who have
less than a year of teaching experience?
A. Daily Lesson Log
B. Daily Lesson Plan
C. Detailed Lesson Plan
D. Daily Learning Activities
6. Which assessment task is aligned to this competency: "identify classroom
routines"?
A. Is classroom routine necessary for class order and discipline?
B. Give an example of classroom routine.
C. What is meant by classroom routine?
D. What is a disadvantage of a classroom routine?
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Paste pictures/ screenshots of the orientation sessions that you have attended and label
them.
This was taken on

our first-day /
deployment day. We
have taken a picture
with all the English
interns, together
with our department
head – Ma’am Eloisa
Ababat. This picture
was taken after our
orientation and
introduction to our
designated critique
teachers. We were
informed of the
things such as
schedule time,
sections to be
handled, and all the
facilities that we
have to be
familiarized with.
This is a picture of
all the NNHS interns
on our deployment
day. This was taken
after all the
orientations from
our different critique
teachers.
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This was our picture

together with
NNHS’s principal –
This
Ma’am was
Miclat. taken
This
during
was taken our critique
during our
teacher’s
first Fridaydiscussion
on the
in
school grade 7
which refers –
Diamond. We
to as “wash day.” were
observing
The here
principal washow
so
she
nice taught
that her
she
lessons, and
initiated this how the
picture
students
with respond,
all the so
student
we would
interns thathave
time.idea
on how to handle
them when it’s our
turn to teach them.
Approaching Meets Does Not Meet

Meets Standards
INDICATORS Standards of Acceptable Acceptable
of Excellence
Excellence Standard Standard
CRITERIA 4 3 2 1
Performance  Have all the  Have some  Have minimal  No aspect of
Tasks aspects of aspects of aspects of work meets level
work that work that work that meet of expectations.
exceed level of exceed level of level of  Have errors,
expectation. expectation. expectation. omissions, and
 Show  Demonstrate  With some misconception
exemplary solid errors and s
performance performance MASTERY is
and not thorough.
understanding
Checking for With 5 correct With 4 correct With 3 correct With less than 3
Mastery answers answers answers correct answers
Learning Artifacts ALL the pieces of The piece/s of The piece/s of The piece/s of
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evidence of evidence of evidence of evidence of learning

learning are learning is/ are learning is/ are is/ are NOT aligned
aligned with aligned with aligned with ONE with the learning
learning SOME of the of the learning outcomes.
outcomes. learning outcomes.
outcomes.
Creativity and The learning tasks The learning tasks The learning The learning tasks
Resourcefulness are done very are done tasks are done are poorly done
creatively and creatively and quiet creatively and need
resourcefully. resourcefully. and improvement.
resourcefully.
Submission of The assigned The assigned The assigned The assigned
Requirements learning tasks are learning tasks are learning tasks are learning tasks are
submitted on or submitted a day submitted 2 days submitted 3 days or
before the after the after the more after the
deadline. deadline. deadline. deadline.
MY TOTAL SCORE
Reference:
Teaching Internship by Borabo, M & Borabo-Din, H, 2022. Project WRITE.
Lorimar Publishing
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Learning Task 2 - Dela Torre, Rachel - BSED ENG 4B

BS Education (Navotas Polytechnic College)

Scan to open on Studocu

Studocu is not sponsored or endorsed by any college or university

NAVOTAS POLYTECHNIC COLLEGE

PPST Domain(s)  Domain 1 Content Knowledge and Pedagogy

Strand  1.1.1 Demonstrate content knowledge and its application

Program Outcomes of  6.2 b Demonstrate mastery of subject matter and discipline

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NAVOTAS POLYTECHNIC COLLEGE

monitoring, and assessing and reporting learning processes

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

Classroom Observation plays a central role in Teaching Internship. It is an

Downloaded by NUÑEZ, Marvin dale R. (marvinregalanunez29@gmail.com)

NAVOTAS POLYTECHNIC COLLEGE

Importance of Classroom Observation.

Advantages of Classroom Observation for the Practice Teacher

Advantages of Classroom Observation for the Cooperating Teacher

The Focus of Classroom Observation

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NAVOTAS POLYTECHNIC COLLEGE

Were they SMARTLY

Were they achieved at the

Were the teaching-learning

2. Organization/Structure of Opening/Introduction of the How did the teacher

Development of the Lesson How was the lesson

Links and Transition of the Are the lessons arranged

How did the teacher

Are the activities sufficient

Were the links and transitions

3. Classroom Management Time Management Did the teacher begin and

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NAVOTAS POLYTECHNIC COLLEGE

Class time? Were there established

Physical Aspects Of The Was the class functionally in

4. Teaching-Learning Variety of Teaching-Learning How varied are the teaching-

6. Instructional Materials Selection, Development and What instructional materials/

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Curiosity in learning curiosity of the students?

9. Questioning Techniques Types/ levels of Questions What levels/types of

What questioning techniques

What reacting techniques

How were the values

Were these values applied in

Were the assessments

Were the results satisfactory?

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Does the given assignment

Is the assignment doable?

STEPS IN CLASSROOM OBSERVATION

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the first answer as they

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get away from intelligence

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