Demo-Teaching Written Report:

Week 5: Learner Differences and Learning Needs

(Educational Psychology EDUP211)

Prepared by:
Keith Irish G. Lumagas
Intern

Prepared for:
Ms. Celeste Enseñado, RPm, LPT
Supervisor

February 2024
 TABLE OF CONTENTS

Week 5: Learning Differences and Learning

Needs
 A. Learning Styles 3
 B. Individual Differences and the Law 4
 C. Students with Learning Challenges 7
 D. Students who are Gifted and Talented 12

Narrative Report
 Demo-Teaching 17
 Microteaching Internship 18

Appendices
 Appendix A: Internship Photo 20
Documentations
23
 Appendix B: PAMT311 Energizer
26
 Appendix C: UNDS111 Energizer

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 A. LEARNING AND THINKING STYLES
Learning Styles: different methods of
learning or understanding new
information
- Styles means
“paraan/pamamaraan/istilo”. It,
therefore varies from individual to
individual. It categorizes the learners
as visual learners, auditory learners,
read/write, and kinesthetic learners.

CAUTIONS ABOUT LEARNING

STYLES
Learning preferences (rather than learning styles) is a more accurate label

 “Gusto” or “kagustuhan.”. Learning preference is a lot more specific, it involves the particular
learning environments—for example, where, when, with whom, or with what lighting, food, or
music you like to study.
 Learning Preference is a lot more specific. It involves a set of conditions related to learning that is
most to your liking and conducive to retaining information. For example, some people can review
even in an open space with many people/ they can review in a library, but I can’t do that. I need to
be in a room alone for me to better retain the information that I am reviewing. Some people can
also review with loud music in the background, some cannot.
Studies suggest that matching learning with teaching styles did not improve learning. It will, rather lead
to illusion of understanding.”

 Example: Ma’am Fia is discussing her idea for our project. Ma’am Anna easily grasped her idea,
while I was lost. Ma’am Anna is an auditory learner, so it was easy for her to understand what
Ma’am Fia was talking about, while I was lost. Apparently, I am a visual learner, I need to see it
to understand the concept. And so Ma’am Fia had to scribble down her ideas for me to understand
her. – So that’s learning style.
 So now, studies suggest that matching learning styles does little affect learning, there are other
factors to consider, which is what students much prefer when they are studying. Not how well
they can utilize their abilities for visual, auditory, and kinesthetic styles.
Another way to better
understand the value of
considering learning styles
is through the model
developed by Richard
Mayer.
Richard Mayer’s Three
Facets of the Visualizer–
Verbalizer Dimension

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There are three facets to visual versus verbal learning:

FACET
Cognitive Ability
mental capability involving
reasoning, problem-solving,
planning
Cognitive Style
mode of perceiving, thinking,
remembering, and problem-
solving
TYPES OF
DEFINITION
LEARNERS
Good abilities to create, remember, and
High spatial ability
manipulate images and spatial information
Poor abilities to create, remember, and
Low spatial ability
manipulate images and spatial information
Visualizer Thinks using images and visual information
Verbalizer Thinks using words and verbal information.

Learning Preference Visual learner Prefers instruction using pictures

– how you learn, material Verbal learner Prefers instruction using words.
Example; Your learning preference is that you are a visual learner, however, you have low spatial ability
as well. That means to say, although you may prefer visuals in studying, and teachers use them in
teaching, it does not guarantee that you will learn optimally with visual aids alone. You will still need
someone to teach you and explain to you the concept as you cannot seem to understand the concept well.
Hence, when it comes to learning, it is multidimensional. Utilizing one domain does not especially work
well alone.
B. INDIVIDUAL DIFFERENCES AND THE LAW
IDEA: Individuals with Disabilities Education
There are no exceptions—the
law requires zero reject.

Also applies to students with

communicable diseases such
as AIDS

The definition of disability is specific in IDEA. The 13 categories of

disabilities covered (you can check the full list in your book)

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Requirements of IDEA to the states when it comes to how they will facilitate and accommodate
learning adhering to the law
of IDEA.
1. Least Restrictive
Environment –
students who require
special education
should be in the same
general education
classrooms as much as
possible.
RECOMMENDED
APPROACHES TO
ACHIEVE LEAST
RESTRICTIVE PLACEMENT (LRP) DEVELOPMENT
1. Mainstreaming (including children with special needs in a few general education classes as
convenient), to
- Suggest that students who are in a special education class can come to participate in
activities/events in a general education class if possible. Such as going there for
lunch, when there are events, etc.
2. Integration - integration of a special education student into a regular education classroom

- Students are pulled from their regular classes to meet with a resource teacher for a
supplementary class.
- For example, Lila is in her fifth grade, and she can complete her tasks well in general,
however, she has difficulty reading, and is left behind by her classmates in this area
of learning. To stay in her general education classes, the school provided Lila an aide
by having supplementary classes to improve her reading. Still, she is part of the
general class.
3. Inclusion – A special education student is enrolled in a general education classroom fully,
however, the general teacher is accompanied by a special education teacher.

2. INDIVIDUALIZED
EDUCATION PROGRAM
 the laws recognized that each
student is unique and may need a
specially tailored program to
make progress
The IEP must state in writing:
1. The student’s present level
of academic achievement –
WORK EXPERIENCE, ACHIEVEMENTS, what the student can do.

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 2. Annual goals—measurable performance goals for the year. Short-term objectives, or to make
sure progress is continuous and seen.
3. A statement of specific special education and related services to be provided – this
includes statements of the services and supports that the student will need, including
technological aids.
4. An explanation of how much of the student’s program WILL NOT be in general
education classrooms and school settings. – It is important that the student along with the
parents understand why there is a program that they have to undergo differently from the rest
of the class.
5. A statement about how the student will participate in state and districtwide assessments,
particularly those required by the No Child Left Behind accountability procedures.
6. Statement of needed transitional services to move the student toward further education
or work in adult life – particularly in the US students ages between 14-16 can start
applying/doing jobs. Hence, there may be students with learning difficulties/disabilities who
will seek jobs, and they should be accepted as well. IEP also covers the services that they will
need.

3. The Rights of Students and

Families (protection of the
rights of both students with
disabilities and their parents)

SECTION 504 PROTECTIONS

Vocational Rehabilitation Act of 1973.
Section 504 of that law

 all school-age children are ensured an equal opportunity to participate in school activities.
 If a student has a condition that substantially limits participation in school, then the school still
must develop a plan for giving that student access to education, even though the school gets no
extra funds.
 Example: Peer tutor, the extra
time teachers give to students who
are significantly slower than the
others to provide tutoring,
recording of lessons.
The Americans with Disabilities Act
of 1990 (ADA) This law works along
with the Section 504 protections in
preventing discrimination with
persons with disabilities that extends
beyond the school setting – such as in
restaurants, hotels, stores, transportation, hotels, employment etc.

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 C. STUDENTS WITH LEARNING CHALLENGES
Neuroscience the study of the
nervous system – from structure to
function, development to
degeneration, in health and in disease
1. injuries or diseases of the
brain can lead to disabilities in
language, mathematics, attention, or
behavior
o Example: Injury that leads to
learning disability. At 10 years old, a
child had no learning problems, in
fact, was relatively good at his
studies. However, upon an accident from hitting his head particularly his frontal lobe
which is responsible for higher cognition activities changes happened. He had loss of
communication skills and memory, an inability to organize tasks and solve problems, and
decreased attention to detail
 Huntington’s Disease a brain disorder that can lead to emotional disturbances, loss of
intellectual abilities, and uncontrolled movements. At middle age, nerve cells begin to
deteriorate,

2-3. How working memory capacity and long-term memory can also lead to learning difficulty. -
Explanation in the lens of information-processing theory.
 Our brain works like a computer. We have hardware (long-term memory), and software (apps that
runs=working memory).
 Our working memory receives information from our environment, this information is what we
call sensory input/information. With the aid of “attention,” it processes which input to be
processed in our working memory. Upon receiving the information, and through rehearsal we
could store that information in our long-term memory. So, for instance, if a child has a problem
with attention, there will be limited information for the working memory to process, and if the
working memory does not work efficiently in holding on and processing information, there is no
memory to be retrieved in the long term memory.
4. Problems holding visual-spatial information such as number lines or quantity comparisons in
working memory, so creating mental representations of “less than” and “greater than” problems is
challenging
STUDENTS WITH LEARNING
DISABILITIES
Learning disability is not an
intellectual disability
An intellectual disability describes a
below-average IQ and a lack of skills
needed for daily living. Affects their
functioning. - Developmental disorder
(ie. autism)

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A learning disability refers to weaknesses in certain academic skills. - Difficulty learning in specific
academic areas (ie. dyslexia).

Most Common Learning Disability

1. Difficulty Reading
 Problems with phonemic awareness (ability to notice, and work with the individual sounds
(phonemes) in spoken words. This includes blending sounds into words, segmenting words into
sounds, and deleting and playing with the sounds in spoken words.
 Example: Cat = bat a child who knows letter sounds but cannot blend the sounds
to form the whole word
 Problems with morphological awareness (understanding that prefixes and suffixes can be added
or taken away to change the meaning of a word)
 Example: “lovel” - “love-ly” - Students may understand the root word “love”,
but get lost when added the suffic “ly).
TEACHING STUDENTS WITH LEARNING
DISABILITIES

 Early Diagnosis is important

o so that students with learning
disabilities do not become
frustrated and discouraged and
also leads to understanding what
course of action to take to help
the student.
o Leads to understanding that
something is wrong and it’s not just something. Like I’m not bad at this, I just have a
circumstance that is not like everyone else.
 The students themselves do not understand why they are having such trouble, and they may
become victims of learned helplessness
o cannot control or improve their own learning. The students never exert the effort to
discover that they can make a difference in their own learning, so they remain passive
and helpless.
o Not bother trying anymore.
 Teachers should refer the students to the appropriate professionals in the school as early as
possible.
o Students with learning disabilities may also try to compensate for their problems and
develop bad learning habits in the process, or they may begin avoiding certain subjects
out of fear of not being able to handle the work.
Two general approaches
1. Direct instruction: The focus is on the teacher presenting the material they want students to learn
by providing clear explanations and demonstrations of new material, teaching in small steps with
practice after each step, immediate feedback, and teacher guidance and support.

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 2. Strategy instruction: Rules for focusing attention and accomplishing tasks, such as chunking,
visualization, and taking notes (Cornell Notes). students are equipped with the skills required to
become good learners
General Strategies

 Preschool and Elementary Students: Giving short and simple verbal instructions, repeating
directions to ensure understanding, providing various examples while emphasizing the main points,
and giving students time to practice new information
 Self-Monitoring Strategies for Older Students: Asking themselves the question “Am I paying
attention?”. Practicing memory strategies such as note-taking, to-do lists, and calendars to keep in
track of what one needs to do and accomplish.
 Peer Tutoring – having someone you can call a “study buddy”. Asking questions you do not
understand with the least discomfort since it can be your classmate, a student, or someone at your age.
STUDENTS WITH HYPERACTIVITY AND ATTENTION DISORDERS
Indicators of ADHD
a. Inattention: Doesn’t pay close attention
to class activities, details of work, teacher
directions, class discussions; can’t organize
work, notebooks, desk, assignments; easily
distracted and forgetful; loses things.
b. Hyperactivity/impulsivity: Fidgets, and
squirms; can’t stay in assigned seat; can’t
move slowly, seems driven by a motor to go
fast; talks excessively; blurts out answers; has
trouble waiting for a turn; interrupts.
TREATING ADHD
1. WITH DRUGS (such as Ritalin which is a stimulant)
o Short-term effects - possible improvements in social behaviors such as cooperation,
attention, and compliance
o Negative Effects - heart rate and higher blood pressure, interference with growth rate,
insomnia, weight loss, and nausea
Many studies have concluded that the improvements in behavior from the drugs seldom lead to
improvements in academic learning or peer relationships, two areas where children with ADHD have
great problems.

 For learning to occur, medication needs to be paired with other effective interventions
 ** Give children the sense of control rather than purely relying on medication to have their
symptoms under control.
o Drugs lead to independence.
2. ALTERNATIVES/ADDITIONS TO DRUG TREATMENTS
o There is strong and consistent evidence that behavioral treatments are effective for
treating ADHD” - time-out, shaping, self-regulation, and modeling. Counseling, and
behavior management by parents/teachers, as required.

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LESSONS FOR TEACHERS:
LEARNING DISABILITIES AND
ADHD

 Long assignments may

overwhelm students with
learning disabilities and
attention deficits, so give them
a few problems or paragraphs
at a time with clear
consequences for completion.
 The goal is to help students
develop the “skill and will” to improve their achievement.
o They are also taught to monitor their own behavior and encouraged to be persistent and to
see themselves as “in control” + motivational training.
 Discover the student’s strengths, and allow yourself to be amazed by them. – Positive
Psychology
o Example: Students with ADHD are typically very creative and imaginative. As a teacher,
you can use that to get their attention in classes. Such as giving them long time for doing
arts, having legos as they are very fond of building and constructing, having blocks and
math problems for solving.

Students with Communication Disorders

1. SPEECH DISORDERS-
Students who cannot produce sounds
effectively for speaking.
Most common problems: Articulation
problems and fluency disorders
(stuttering)
a. Articulation Disoders-
distorting a sound like a lisp
(thumtimes for sometimes), - “bulol”
 Substituting a "w" for an "r"
("wabbit" for "rabbit"), omitting sounds ("cool" for "school"), or adding sounds
to words ("pinanio" for "piano") are examples of articulation errors.
b. Stuttering Fluency Disorder)- cause: Unknown, but might include emotional or
neurological problems or learned behavior
 Developmental stuttering. It usually happens when a child is between ages 2 and
5. If continues, referred to a speech therapist. = Early intervention makes a
difference
 When you are working with a student who stutters, speak to the child often,
privately, and without hurrying, interrupting, or finishing the child’s words and
sentences = Do not pressure the child.

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Be careful of age and dialect differences. Some who have differences in articulation than the norms might
night actually have an articulation disorder.

 Example. Children successfully pronounce English words at ages 6 to 8. So, younger than that,
it’s normal if they have difficulty pronouncing words.
 Differences in geography and dialect play a role as well. For instance, Bisayas have diin, so their
words might sound different from ours, but it is normal for them.
c. Voicing Problems -, include speaking with an inappropriate pitch, quality, or loudness, or
in a monotone
 If you have a voice disorder, your voice may: Have a quivering sound, sound
rough or harsh (hoarseness), sound strained or choppy, is weak, whispery, or
breathy, is too high or low, or change in pitch
2. LANGUAGE DISORDERS - markedly deficient in their ability to understand or express
language, compared with other students of their own age and cultural group
 Students who seldom speak, who use few words or very short sentences, or who rely only
on gestures to communicate should be referred to a qualified school professional for
observation or testing.
 Nature Vs. Nurture. Nature (Damages in the areas of the brain responsible for speech and
language, etc.), Nurture (growing up in an environment that speaking is not encouraged
or the child grew up in an environment where they had no one to talk to.
STUDENTS WITH EMOTIONAL AND BEHAVIORAL DIFFICULTIES
Students with emotional and
behavioral disorders can be among the
most difficult to teach in a general
education class, and they are a source
of concern for many prospective
teachers.
1. behavioral disorders as
behaviors that deviate so much from
the norm that they interfere with the
child’s own growth and development
and/or the lives of other
2. Emotional Disturbances
Defined as a teacher: students who are aggressive, anxious, withdrawn, or depressed and who
often have difficulty following rules, paying attention, or interacting with others.
INTERVENTIONS
Applied behavior analysis - ABA (positive consequences to promote new behavior)

 Example: Using the ABC Model to promote behavior (Negative behavior was reinforced)
 Antecedent: A student kept walking around the class to get the teacher’s attention
 Behavior: The teacher scolded/comforted the student.
 Consequence: The student repeats the behavior as s/he gets the attention of the children.
* Note: Be careful in responding to the student's behavior as you might reinforce a negative
behavior.

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Example: Using the ABC Model to promote behavior (Positive behavior was reinforced)
 Antecedent: A student kept walking around the class to get the teacher’s attention
 Behavior: The teacher waited until the student calmed down.
 Consequence: The student failed to get the attention of the teacher, hence might result in
not repeating the behavior again.
o When giving praises (reward), identify which behavior made you praise them. It
has to be clear to the students what they did right so they will know which
behavior will give them the response they want.
D. STUDENTS WITH INTELLECTUAL DISABILITIES
Other terms cognitive impairment, general
learning disability, developmental disability,
or cognitive disability”

 Defining disability based on test

scores alone can create what some
critics call “the 6-hour retarded
child”— the name given to a child
who appears to be slow in school but
functions normally outside of school.
 American Association on Intellectual
and Development (AAIDD) - of disability in both intellectual functioning and adaptive behavior
 Instead of focusing on
IQ score of an individual
to identify if they have
intellectual disability, they
added classification
scheme based on the
amount of support that a
person requires to
function at his highest
level.

STUDENTS WITH HEALTH AND SENSORY IMPAIRMENTS

1. Cerebral palsy (CP) is a group of disorders that affect a person's ability to move and maintain
balance and posture. Often, a child with this condition is called “clumsy”.
o Most Common Type: Spasticity (overly tight or tense muscles). interfere with walking,
movement, speech, and many other activities of daily living.
2 SEIZURE DISORDERS (EPILEPSY) - Epilepsy: recurrent seizures,
 Generalized seizures (once called grand mal) are accompanied by uncontrolled jerking
movements that ordinarily last 2 to 5 minutes

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  The major danger to a student
having such a seizure is being injured
from striking a hard surface during the
violent jerking.
 Never put anything in the
student’s mouth; it is NOT true that
people having seizures can swallow
their tongues
 Absence Seizures a seizure
where a student just loses contact
briefly. The student may stare, fail to
respond to questions, drop objects,
and miss what has been happening for 1 to 30 seconds. can easily go undetected.
o If a child in your class appears to daydream frequently, does not seem to know what is going
on at times, or cannot remember what has just happened when you ask, you should consult
the school psychologist or nurse.
o `These seizures can occur as often as 100 times a day.
STUDENTS WITH VISION
IMPAIRMENTS

 low vision - they can read with the aid of

a magnifying glass, large-print books, or
other aids.
 legally blind - 20/200, which means
they need to be at least 20 feet away to
see something that a person with normal
vision can see from 200 feet away.
STUDENTS WHO ARE DEAF
APPROACHES
1. Oral approaches involve speech reading (also called lip reading) and training students to use
whatever limited hearing they may have.
2. Manual approaches include sign language and finger spelling.
AUTISM SPECTRUM DISORDERS AND ASPERGER SYNDROME
The DSM-5 now has only one broad
category for autism: autism spectrum
disorder (ASD), which replaces all the
previous disorders within the spectrum,
including Asperger's disorder, pervasive
developmental disorders (PDDs) and autism

 Autism diagnosis involves, an individual

must exhibit persistent deficits in social
communication and interaction across
multiple contexts. This may include

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 difficulty initiating or maintaining conversations, lack of interest in social interactions, or difficulties
with nonverbal communication
INTERVENTIONS

 Early and intense interventions that focus on communication and social relations are
particularly important for children with autism spectrum disorders.
 Collaboration among teachers and the family is particularly important
 Strategies such as providing
smaller classes, offering structured
environments, finding a class
“buddy” to give support, and
maintaining a safe “home base” for
times of stress, = small changes
could get them really stress and
overwhelmed.
RESPONSE TO INTERVENTION
(RTI)

 “Wait to fail” model -

struggling learners do not receive needed services as soon as their difficulties are evidenced, and
instead they are set up to fail for several years until their achievement gap is wide enough for them to
qualify for special education services.
 RTI Main goal: make sure
students get appropriate
research-based instruction
and support as soon as
possible, in kindergarten if
they need it, before they
have fallen too far behind.
3-TIERED SYSTEM TO
REACH THE GOAL OF RTI

STUDENTS WHO ARE GIFTED AND TALENTED

The NAGC (National Association for
Gifted Children) - defines gifted
individuals as those who demonstrate
outstanding levels of aptitude, competence,
and performance or achievement in one or
more domains.
Three-part conception of giftedness
1. above-average general ability

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  General ability examples are verbal and numerical reasoning, spatial relations, memory,
and word fluency. These abilities are usually measured by tests of general aptitude or
intelligence and are broadly applicable to a variety of traditional learning situations.
 Specific abilities Examples are much specific abilities such as giftedness in chemistry,
ballet, mathematics, musical composition, sculpture, and photography.
2. a high level of creativity - It refers to the originality of thinking and fresh ideas.
3. high level of motivation to achieve. - or task commitment
 task commitment one’s energy to bear on a particular problem (task) or specific
performance area
 It refers to one’s perseverance, endurance, hard work, dedicated practice, self-confidence,
and belief in one’s ability to carry out important work
 The capacity for high levels of interest, enthusiasm, fascination, and involvement in a
particular problem, area of study, or form of human expression.
ORIGIN OF GIFTEDNESS “Nature vs. Nurture”

 Nature: Such that gifted individuals have a more active level of neural level than others
or an enhanced development of the right side of the brain
 Nurture: Deep and prolonged practice is necessary to achieve at the highest levels,
focused and intense practice, and family investment to support the development of child’s
giftedness.
WHAT PROBLEMS DO STUDENTS WHO ARE GIFTED FACE?

 Waiting - “Waiting for teachers to move ahead, waiting for classmates to catch up, waiting to
learn something new—always waiting”
IDENTIFYING STUDENTS WHO ARE
GIFTED AND TALENTED

 Reading behaviors: Read early, read

with expression, and interest in reading
 Writing behaviors: Elaborate story
writing, advanced sentence structure,
having many ideas/topics, descriptive
language
 Speaking behaviors: speak early with
high-receptive vocabulary; use similes,
metaphors, and analogies in daily conversations.
 Mathematical behavior: Curious about quantitative aspects, spatial relationships., reason
analytically, deductively inductively transfer learning.

TEACHING STUDENTS WITH GIFTS AND TALENTS

1. Acceleration- moved quickly through the grades or through particular subjects

o Social and emotional adjustment does not appear to be impaired either. Students
who are gifted tend to prefer the company of older playmates
2. Enrichment - giving the students additional, more sophisticated, and more thought-provoking
work but keeping them with their age-mates in school

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 3. cooperative learning in mixed-ability groups. – not very promising for gifted students.
o Leads to “Little-Fish-in-a-Big-Pond Effect” - students who are gifted is that their
academic self-concepts
tend to decrease when
they are grouped with
other high-ability
students.
4. Curriculum Compacting -
assessing students’ knowledge of
the material in the instructional
unit, then teaching only for those
goals not yet reached

METHODS AND STRATEGIES.

 abstract thinking (formal-operational thought) – the ability to understand theories and abstract
ideas and predict possible outcomes of hypothetical problems.
 creativity, reading of high-level and original texts, and independence, not just the learning of
greater quantities of facts.

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 NARRATIVE REPORT

Name of the intern: Lumagas, Keith Irish G. Supervisor: Ms. Celeste Enseñado, RPm, LPT
Internship period: February 1, 2024 – February 26, 2024
Total No. of Hours: 70 hours

Demo Lesson
Demo-teaching is part of the interns' task in an educational/ microteaching setting. It is their final
assignment before subjecting to a new internship program. It includes teaching students in your
supervisor’s class to evaluate the preparedness of the interns in teaching, presenting themselves, and
managing a classroom. I, as an intern in an educational setting also did it.
I wrote in my student profile that one of my strengths is presentation skills. It is not because I am
very confident in this area, however, it is the task that I felt challenged the most while also learning bigger
skills from my mentors and students. For my demo-teaching along with the two other interns, we were
assigned to discuss Educational Psychology chapter 4 (The Self, Social, and Moral Development), and
chapter 5 (Learning Differences, and Learning Needs). These topics are included in the BS Psychology 2rd
year students’ prelim exam, hence we had to cover it all for their last meeting in the said subject. Prior to
the demo-teaching day itself, we got the references from our supervisor which is the Educational
Psychology (13th Edition) Anita Woolfolk. Due to the circumstances of my co-interns, I was tasked to do
our slides/PPT. According to what we had agreed upon, I would also be discussing four sub-topics from
Week 5 Learning Differences and Learning needs, and would also be the last one to discuss.
As part of my preparation, I looked for other references for additional information I could add
especially providing examples so I could discuss my lesson with aid. I tried to minimize the content of
our PPT as much as possible as well. However, I failed to identify the equipment we would be using for
our presentation. I ended up using small fonts for our PPT, which using the TV, was difficult to see from
the back of the class. I also spent time reviewing my topic, making it my priority. I wrote down notes so I
could look at them in case I forgot some concepts, which helped me during my presentation.
On the day of our demo-teaching for the first class, the other two interns prepared an energizer. I
did not join and only introduced them. I was at the back of the class while waiting for my turn, listening
to the other interns with our supervisor. Our supervisor also asked questions about the topics that were
being discussed which, in my view, both of us were gaining insights and I learn more. She also gave us
points that we could use in presenting, such as the use of board and pen, engaging the class, modulating
the voice, elaborating on main topics, and others. I was nervous at the back seeing how our supervisor
was closely monitoring the other interns. It was also an exhaustive discussion that we were limited in
time. For the first class, I was left with 30-35 minutes to discuss yet another comprehensive discussion. I
was preoccupied with the thought that I had to finish discussing everything as a result, with an inadequate
time I had to hasten my outline.
For the second class, we had to make adjustments so we could use our time smartly. We were
advised to remove the energizer, lessen our examples, and take off some of the parts of our discussion.
This time, I was not rushing. I managed to deliver my lines, examples, and jokes and engaged the class by
asking questions both subjective and objective. Still, we expend our time. For the last class, the students

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were very participative at the beginning, but this steadily declined as more and more topics were
introduced. Nevertheless, they still participated. I still asked questions and tried to engage them, to which
they positively responded. The applause of the students made it worthwhile. I would also constantly ask
questions if they still follow and understand the information being presented, and their assurance could
truly drive me to better elucidate my explanations and take off my worries.
After class, we asked for a photo with the class and with our supervisor. Our supervisor also
treated us to a meal which I was reluctant and shy to accept because, as an intern, we were the ones who
were supposed to do such action. We also had time to reflect on our performance today. I expressed my
respect to all educators as it was not easy to teach for 9 hours straight the whole day. All of us interns had
hoarse voices at the end of the classes. I hold high value to our supervisor for watching us throughout, for
her advice, and for being warm to us. It made my anxiousness bearable. Moreover, the students we
handled were also cooperative and engaging which made the classroom management a lot commodious.
My reflection on my part, I reckon because I had a lot of additional information researched, I had a lot
more to say, and this made my discussion a lot longer. I should plan to condense my outline next time, in
addition, it will not overwhelm the students.

Micro-Teaching/Educational Setting Internship

I had considered teaching as my profession before finally taking psychology as my program in
college. My overview is that being an educator, the challenge is that you have to be knowledgeable in
your subject matter not only so you can deliver the lessons to the students, but also so you can answer
their questions correctly while also being open to learning from them. Taking a professional role, I was
also anxious. I have a passive personality, however, as an intern, I had to learn to take initiative, to
interact with other professionals as well as with the students while also presenting myself as respectable.
Perhaps it was because my co-interns have a sociable disposition, that whenever they were
around I was less tense. Nevertheless, I was still tense every time I began my duty. Our supervisor
communicates with us, and we could in any case approach her. Going to classes, I had to be self-aware of
my actions and behaviors, even my posture. As our supervisor appraised us, we were instructors,
professionals, and her co-workers, not a student. We had to deliver that message to the students to get
their respect as well as to listen to us. It was gratifying then, whenever I heard students address me as
“ma’am”.
The main challenge I encountered during my internship was addressing students’ concerns
regarding their tasks. Several times, interns had to be flexible in making decisions while anchoring them
to the instructions we received. There were times when we could not find the answer to the students’
concerns from the direction we had, yet we had to make decisions ourselves. Taking adaptability into
account, I was also challenged once when I and the other intern were tasked to discuss Bloom’s
Taxonomy and Table of Specification and both of us were relatively unprepared. I immediately looked for
the references our supervisor sent and studied them in a tight time before the class ended. Fortunately, I
and the other intern delivered this task positively. We also once had to manage the class in the absence of
our supervisor due to health concerns. We were stressed then since the students had questions regarding
their tasks and we had to provide immediate compromises and inform our supervisor regarding it after the
class. Another professor who was to substitute for our supervisor came in the last class, it made me
nervous that I kind of messed up my discussion of Bloom’s Taxonomy, other than that, I conveyed all my
lessons. In the end, we learned that there were tasks we failed to present to that class, such as giving them
groups. In addition, checking the attendance of the students, particularly the UNDS11 classes was a

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concern to me. The instruction I received was that the student’s attendance was based on their submission
of their Cornell Notes/realizations/input regarding their lesson on the Discussion board on Canvas.
However, many students failed to submit, I would also check their messages on emails and inboxes if they
have excuse letters or if they submitted their outputs there, yet still, most have no submissions.
Additionally, we do not meet UNDS111 classes, so I could not check their concerns myself. I reviewed
their attendance carefully twice to make sure I got their submission, yet I was still informed that there
were students who had concerns with their attendance. There were also late enrollees and students who
weren’t on the class list, therefore I had to constantly adjust and check the list.
One advice we received from our supervisor that left an impression on me was to not be too polite
when speaking to students, such as to avoid saying “po” and/or “opo to them. I was confused at first, I use
these words in daily conversations, particularly with those I am not familiar with. However, this action
will draw the boundaries of the students when approaching us and mark as us their instructors.
Consequently, these changes in our way of speaking were one of the contributors that made us get the
students to listen to us and respect us. We also received compassion and warmth from our supervisor. Her
temperament towards us and her students made me feel somehow at ease but also eager to perform well,
interact, and engage passionately. Her concerns and reminders taught me to be more professional when I
present myself to others. Similarly, the enthusiastic participation of the students made the classroom more
engaging as well, as a result, it made standing in front less terrifying. Generally, working with our
supervisor and her students made me improve myself professionally and learned new skills that I could
use in my future endeavor.

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 APPENDIX A
Microteaching Class Documentation

Image 1: Orientation (01-30-24)

Image 2: First Day of Microteaching Internship (02-01-2024)

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Image 3: Bloom’s Taxonomy Discussion (02-15-2024)

Image 4: Demo-Teaching (02-26-2024)

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 Image 5: Demo-Teaching (02-26-2024); Interns with Ms. Ces (supervisor)

Image 6: Demo-Teaching (02-26-2024) Interns with Ms. Ces and BS PSYCH 4-Y2-7

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 Appendix B
Kahoot! PAMT311 (Online Class) Energizer
Interns prepared a Kahoot! online/live quiz for PAMT311 classes energizer, additionally a presentation
(PPT) was also prepared in case the Kahoot! online/live quiz would not work. Although the Kahoot!
online/live quiz was used during the classes, in this documentation, the presentation/PPT would be
presented.

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 APPENDIX C
UNDS111 ENERGIZER (GUESS THE PHILOSOPHER)

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