Contents of Teaching Internship Portfolio

1. Title Page

2. Introduction

3. Acknowledgements

4. Curriculum Vitae of the Practice Teacher

5. Experiences, Evidence, and Reflections on the Philippine Professional Standards

for Teachers (PPST) Domains

Domain 1. Content Knowledge and Pedagogy

- Applied knowledge of content within and across curriculum teaching areas.

(PPST 1.1.2)
Evidence: Part of 4A’s Lesson Plan highlighting the application of
knowledge of content within and across curriculum teaching areas

- Used a range of teaching strategies that enhance learner achievement in

literacy and numeracy skills. (PPST 1.4.2)
Evidence: List of teaching strategies applied, photos

- Applied a range of teaching strategies to develop critical and creative

thinking, as well as other higher-order thinking skills. (PPST 1.5.2)
Evidence: List of teaching strategies applied, photos

- Managed classroom structure to engage learners, individually or in groups,

in meaningful exploration, discovery and hands-on activities within a range
of physical learning environments. (PPST 2.3.2)
Evidence: Examples of individual and group projects or assignments,
photos

- Managed learner behavior constructively by applying positive and non-

violent discipline to ensure learning-focused environments. (PPST 2.6.2)
Evidence: Classroom rules

Domain 2. Learning Environment and Diversity of Learners

- Used differentiated, developmentally appropriate learning experiences to

address learners’ gender, needs, strengths, interests and experiences.
(PPST 3.1.2)
Evidence: Sample differentiated activities employed to address diversity of
learners

Domain 3. Curriculum and Planning

- Planned, managed and implemented developmentally sequenced

teaching and learning processes to meet curriculum requirements and
varied teaching contexts. (PPST 4.1.2)
Evidence: Sample 4A’s Lesson Plans (Best 5)
 - Participated in collegial discussions that use teacher and learner feedback
to enrich teaching practice. (PPST 4.4.2)
Evidence: Certificate of Participation

- Selected, developed, organized and used appropriate teaching and

learning resources, including ICT, to address learning goals. (PPST 4.5.2)
Evidence: Sample Instructional Materials

Domain 4. Assessment and Reporting

- Designed, selected, organized and used diagnostic, formative and

summative assessment strategies consistent with curriculum
requirements. (PPST 5.1.2)
Evidence: Sample Assessment (diagnostic, formative and summative) and
Rubrics

- Monitored and evaluated learner progress and achievement using learner

attainment data. (PPST 5.2.2)
Evidence: Class Record, Sample Graded Learners’ Outputs

Domain 5. Personal Growth and Professional Development

- Applied a personal philosophy of teaching that is learner-centered. (PPST

7.1.2)
Evidence: Teaching Philosophy

- Set professional development goals based on the Philippine Professional

Standards for Teachers. (PPST 7.5.2)
Evidence: Professional Readings with References and Professional
Development Plan

6. Final Teaching Demonstration (Before, During, After)

Evidence: Photos with Reflection

7. Related works / activities performed that contribute to the teaching-learning

process
Evidence: Photos with Reflection

8. Research, Research Output, and Proof of Presentation

Evidence: Abstract of Research, Research Output, and Photo of Presentation

9. DTR

10. Certificate of Completion

 INTRODUCTION

Teaching internship is an immersive, hands-on experience that serves as a

critical component of teacher education programs. It is designed to bridge the gap
between academic coursework and actual classroom practice. During a teaching
internship, aspiring educators are placed in real classroom settings, where they
work under the supervision and mentorship of experienced teachers. This period
of in-field training allows interns to apply the theories, strategies, and
methodologies they have learned in their courses to real-world teaching situations.
Through this direct engagement, they gain practical skills and insights that are
essential for their development as competent and confident educators.

One of the primary objectives of a teaching internship is to provide interns

with a comprehensive understanding of the multifaceted nature of teaching. This
includes lesson planning, classroom management, assessment, and differentiation
to meet the diverse needs of students. Interns are involved in various teaching
activities, from preparing instructional materials and leading classroom discussions
to evaluating student performance and providing feedback. They also learn to
navigate the complexities of the educational environment, including dealing with
behavioral issues, communicating with parents, and collaborating with colleagues.
This hands-on experience is invaluable in helping interns develop a well-rounded
perspective on the challenges and rewards of the teaching profession.

Beyond the practical skills acquired, a teaching internship is a period of

significant personal and professional growth. Interns learn to reflect on their
teaching practices, receive constructive feedback, and continuously improve their
instructional techniques. They develop resilience, adaptability, and a deeper
understanding of their own teaching philosophies and styles. The relationships
built with students, mentor teachers, and peers during this time are also crucial,
providing a support network and a sense of community within the profession.
Ultimately, a teaching internship equips future educators with the confidence,
competence, and commitment needed to embark on their teaching careers, ready
to inspire and educate the next generation of learners.
 ACKNOWLEDGEMENT

In the pursuit of my educational journey during Teaching Internship, I am

profoundly grateful for the support, guidance, and inspiration provided by a
remarkable group of individuals. Their contributions have enriched my experience
as an education student, and I extend my heartfelt appreciation to each one of
them. First and foremost, I want to express my deepest gratitude to my father,
Simeon De Asis, for his enduring patience, unwavering support, and profound
understanding. His encouragement has been a constant pillar, sustaining me
through the challenges and triumphs of this journey. To my Pre-Service Co-
Teachers, a collective acknowledgment for fostering a community that stands
together, supporting one another without leaving anyone behind. Your
camaraderie has made this experience more meaningful and memorable. A
special note of appreciation goes to our adviser, Sir Joel, whose guidance has
been a beacon illuminating my path. His mentorship has been instrumental in
navigating the complexities of participating and assisting teachers during Teaching
Internship. The teachers of Gomez Elementary School, particularly my
Coordinating Teachers, Ma'am Analysa Aquino and Ma'am Necita Montes,
deserve sincere thanks. Their unwavering support, role modeling, and welcoming
demeanor have been instrumental in shaping my understanding of effective
teaching practices. Lastly, my gratitude extends to the students of Gomez
Elementary School. Your preciousness, cuteness, and respectful behavior have
made my involvement as a student-observer both delightful and rewarding.

To everyone who has played a part in this transformative journey, I extend

my sincere appreciation. Your collective influence has left an indelible mark on my
growth as an aspiring educator.
 a. Applied knowledge of content within and across curriculum
teaching areas. (PPST 1.1.2)
Evidence: Part of 4A’s Lesson Plan highlighting the application of
knowledge of content within and across curriculum teaching areas

Learning Objectives (Layunin)

1. Nabibigyang kahulugan ang mga salita sa pamamagitan ng
kasingkahulugan at kasalungat.
2. Natutukoy ang kahulugan ng mga salita gamit ang mga sitwasiyong
pinaggamitan ng salita (context clues), pagbibigay ng halimbawa, at
paggamit ng pormal na depinisiyon mg salita.
3. Nakikilahok sa mga Gawain.

Learning Activities
a. Paglalahad
Basahin ang Tula.

Masaya sa Nayon

Masaya sa nayon, maligayang tunay,

Dito ay tahimik, payapa ang buhay;
Sagana sa isda, marami ang gulay,
Na lasa'y masarap, sadyang malinamnam

Ayoko sa lungsod na lubhang maingay.

Di tulad sa nayon na payapang tunay;
Marumi ang hangin na hindi dalisay,
Di tulad sa nayong aking sinilangan.

Tanong:
1. Tungkol saan ang tula?
2. Saan masaya at tahimik?
3. Ano ang sagana at masarap?
4. Bakit ayaw ng may akda sa lungsod?
5. Bakit mas pinili niya ang manirahan sa nayon?

b. Pagtatalakay
• Ang kasingkahulugan na salita ay salita na magkapareho o
magkatulad ang kahulugan at ibig sabihin.
Halimbawa: Masaya – Maligaya, Tahimik – Payapa, Masarap –
Malinamnam

• Ang kasalungat na salita ay salita na magkaiba at magkabaliktad

ang kahulugan.
Halimbawa: Maingay – Payapa, Marumi – Dalisay

• Ang context clue ay paggamit ng mga palatandaang nagbibigay

kahulugan sa mga salita.
Halimbawa: Paborito ni Ashley ang bonsai kahit ito ay bansot na
halaman.
 Ang salitang bonsai ay nagbibigay ng kahulugan sa salitang
bansot.

• Minsan ay ginagamit din ang pagbibigay ng halimbawa o hindi

direktang salita tungkol sa isang bagay.
Halimbawa: Paborito ko ang pagkain ng gulay. Naubos ko ang
inilagay ni nanay sa tasa.

Ang salitang paborito ay nagbibigay kahulugan sa salitang

naubos.

• Ngunit kadalasan na ginagamit upang malaman ang kahulugan ng

salita ay ang depinisyon. Malalaman mo ang kahulugan ng salita
gamit ang diksiyonaryo.
Halimbawa: Nagpadala ng liham ang aking ina sa kaniyang
kaibigan.

Ang liham ay sulat na naglalaman ng mensahe, kaalaman, balita,

na pinapadala ng isang tao para sa iba.

c. Paglalahat
1. Anong tawag sa mga salita na magkapareho o magkatulad ang
kahulugan at ibig sabihin?
2. Ano ang mga salita na magkaiba at magkabaliktad ang
kahulugan?
3. Ano ang tawag sa paggamit ng mga palatandaang nagbibigay
kahulugan sa mga salita?
4. Ano ang tawag sa kadalasan na ginagamit upang malaman ang
kahulugan ng salita?

d. Pagsasanay
Piliin ang tamang kahulugan ng mga salita sa unahan at guhitan. Isulat ang
sagot sa iyong sagutang papel.
1. Maganda – Mahalimuyak Marikit Malinis
2. Banyaga – Dayuhan Bansa Kakaiba
3. Balat-Sibuyas – Masayahin Maputi Iyakin
4. Buto’t Balat – Matigas Manipis Payat Na Payat
5. Maralita – Malamig Mahirap Mataas
 b. Used a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills. (PPST 1.4.2)
Evidence: List of teaching strategies applied, photos

One by one reading with the students

during their free time and every Catch-
up Friday.
Making them read one story in a day
before their class in the afternoon.
Making them read flash cards in front of
class to practice them speaking in the
front of a class.
Watching Children’s Story when there
is free time to enhance their reading,
listening and problem-solving skills.
 c. Applied a range of teaching strategies to develop critical and
creative thinking, as well as other higher-order thinking skills.
(PPST 1.5.2)
Evidence: List of teaching strategies applied, photos

LIST OF TEACHING STRATEGIES APPLIED:

A. Learner-centered Teaching Strategies

1. Peer Teaching
2. Collaborative Teaching
3. Game-based Learning
4. Interactive Learning Method

B. Teacher-centered Teaching Strategies

1. Lecture-based
2.Read Aloud
3. Phonics Instruction
4. Traditional Test
 d. Managed classroom structure to engage learners, individually or
in groups, in meaningful exploration, discovery and hands-on
activities within a range of physical learning environments.
(PPST 2.3.2)
Evidence: Examples of individual and group projects or assignments, photos
e. Managed learner behavior constructively by applying positive and
non-violent discipline to ensure learning-focused environments.
(PPST 2.6.2)
Evidence: Classroom rules
a. Used differentiated, developmentally appropriate learning experiences
to address learners’ gender, needs, strengths, interests and
experiences. (PPST 3.1.2)
Evidence: Sample differentiated activities employed to address diversity of
learners
 a. Planned, managed and implemented
developmentally sequenced teaching and
learning processes to meet curriculum
requirements and varied teaching
contexts. (PPST 4.1.2)

Evidence: Sample 4A’s Lesson Plans (Best 5)

 b. Participated in collegial discussions that use
teacher and learner feedback to enrich teaching
practice. (PPST 4.4.2)
Evidence: Certificate of Participation
c. Selected, developed, organized and used
appropriate teaching and learning
resources, including ICT, to address learning
goals. (PPST 4.5.2)

Evidence: Sample Instructional Materials

a. Designed, selected, organized and used diagnostic, formative and
summative assessment strategies consistent with curriculum
requirements. (PPST 5.1.2)
Evidence: Sample Assessment (diagnostic, formative and summative) and
Rubrics
b. Monitored and evaluated learner progress and achievement using
learner attainment data. (PPST 5.2.2)
Evidence: Class Record, Sample Graded Learners’ Outputs
 a. Applied a personal philosophy of teaching that is learner-centered.
(PPST 7.1.2)
Evidence: Teaching Philosophy
 b. Set professional development goals based on the Philippine
Professional Standards for Teachers. (PPST 7.5.2)
Evidence: Professional Readings with References and Professional Development
Plan

MY PROFESSIONAL DEVELOPMENT GOALS

To align my professional development goals with the Philippine

Professional Standards for Teachers (PPST), I have set several objectives. Firstly, I aim to enhance
my content knowledge and pedagogical skills by engaging in professional readings and attending
subject-specific workshops. For instance, I plan to read “Visible Learning for Teachers: Maximizing
Impact on Learning” by John Hattie and attend seminars focused on innovative teaching methods.
To foster an inclusive learning environment, I will participate in training sessions on differentiated
instruction and apply inclusive strategies in my classroom, guided by “The Differentiated
Classroom: Responding to the Needs of All Learners” by Carol Ann Tomlinson. Additionally, I
intend to improve my assessment techniques by integrating diverse formative and summative
assessment methods, as discussed in “Classroom Assessment for Student Learning” by Jan
Chappuis. Maintaining detailed student performance records will be a priority to track progress
effectively. Finally, to strengthen community linkages and professional engagement, I will actively
participate in community outreach programs, maintain regular communication with parents, and
join a professional organization such as the Philippine Association for Teacher Education (PAFTE).
These steps will ensure continuous personal and professional growth, keeping me aligned with
the PPST.

Professional Readings with References:

Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.
https://www.su.se/polopoly_fs/1.431459.1552987755!/menu/standard/file/Visible%20Learning
%20for%20Teachers%20Maximizing%20Impact%20on%20Learning%20by%20John%20Hattie%2
0(Routledge%2C%202012).pdf
Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners.
ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/books/differentiated-
classroom2nd-sample-chapters.pdf
Chappuis, J. (2012). Classroom Assessment for Student Learning. Pearson.
https://www.bostonpublicschools.org/cms/lib/MA01906464/Centricity/Domain/99/stiggins_ass
essment.pdf
 REFLECTION
BEFORE

Completing my lesson plan for the final demonstration just two days
before its execution was a challenging but rewarding experience. After
numerous revisions, I felt confident in its content and structure. However, the
tight schedule left me with limited time to prepare the instructional materials,
which I could only finish in half a day. Despite the rush, I ensured that the
materials were engaging and aligned with the lesson objectives. This period
was a test of my time management and adaptability skills, highlighting the
importance of careful planning and the ability to remain focused under
pressure.

To ensure the success of my final demo, I conducted a dry run of my

lesson plan. This practice session was crucial as it allowed me to familiarize
myself with the lesson content and identify any potential issues. Through this
rehearsal, I could refine my delivery, adjust the pacing, and make necessary
corrections to enhance the overall effectiveness of the lesson. The dry run
gave me a clearer understanding of how the lesson would unfold in a real
classroom setting, boosting my confidence and preparedness for the final
demonstration.

DURING

An hour before my final demo, I encountered a major technical

difficulty when my laptop charger broke and caused a small fire. This
unexpected incident led to the shutdown of both my laptop and the connected
TV, rendering them unusable. The sudden loss of my primary tools for the
demo was incredibly stressful, and I momentarily worried that all my
preparation would go to waste. However, I quickly realized that the key to
overcoming such challenges lies in resilience and quick thinking.

I am deeply thankful for my Pre-Service Co-Teachers, who

demonstrated incredible support and teamwork during this crisis. They
immediately offered their assistance, helping me to prepare last minute for
my demo. Their willingness to lend a hand in such a critical moment
highlighted the importance of having a supportive professional network. Their
encouragement and practical help were instrumental in ensuring that I could
continue with my demonstration despite the setback.

Despite the technical difficulties and the last-minute preparations, I

was able to execute my demo successfully. The experience underscored the
importance of staying calm and resourceful under pressure. Reflecting on
this, I realize that facing such challenges has strengthened my problem-
solving skills and reinforced my ability to adapt to unexpected situations.
Ultimately, the successful execution of my demo, despite the difficulties, has
boosted my confidence and demonstrated my capability to handle
unforeseen obstacles with poise.
 AFTER

After the demonstration, I had an insightful conversation with my

observer, Mr. Bernie Tuguenos, about my performance and the lesson plan.
This debriefing session was an invaluable opportunity to gain constructive
feedback from an experienced educator. Mr. Tuguenos began by
acknowledging the challenges I faced and commending my ability to execute
the demo successfully despite the technical difficulties. His words of
encouragement were a great boost to my confidence and affirmed the effort
I put into preparing for the demonstration.

Mr. Tuguenos praised my lesson plan, highlighting its structure and

content. He noted that the plan was well-thought-out and effectively aligned
with the lesson objectives. This positive feedback was particularly gratifying,
as I had spent a significant amount of time refining the lesson plan through
multiple revisions. Hearing that my hard work paid off was incredibly
rewarding and motivated me to continue striving for excellence in my teaching
practice.

In addition to his praise, Mr. Tuguenos provided some corrections and

suggestions for improvement. He pointed out specific areas where I could
enhance my instructional methods and classroom management techniques.
His advice was both practical and insightful, offering clear strategies that I
could implement in future lessons. This feedback was crucial in helping me
identify aspects of my teaching that needed refinement and gave me a
roadmap for continued professional growth.

Overall, the discussion with Mr. Tuguenos was a pivotal moment in my

teaching journey. It reinforced the importance of seeking and embracing
feedback to improve my practice. The combination of praise and constructive
criticism provided a balanced perspective on my performance, highlighting
my strengths while also pointing out areas for improvement. This experience
has deepened my understanding of effective teaching and has equipped me
with the knowledge and motivation to enhance my skills further.
EARTHQUAKE DRILL
 SEMINAR FOR “SCHOOL
EMERCENCY ON THE FIRST
AID AND FIRE SAFETY
AWARENESS”
 SEMINAR FOR “SCHOOL
EMERCENCY ON THE FIRST
AID AND FIRE SAFETY
AWARENESS”
LOCAL DEMONSTRATION
FACILITATED FLAG CEREMONY
TAUGHT AND GUIDED THE
GRADE 5 STUDENTS FOR
THEIR INTERMISSION
NUMBER FOR
RECOGNITION DAY
 HELPED PREPARE AND
ASSIST FOR RECOGNITION
DAY
HELPED AND ASSISTED DURING GRADUATION DAY
DID SOME PAPERWORKS
IN FEEDING PROGRAM
HELPED ENCODE AND SORT THE LOST OF
NAMES OF THE INCOMING GRADE 5
STUDENTS
 REFLECTION

Reflecting on my related works and activities, I realize the significant impact they
have had on the teaching-learning process. During the recent earthquake drill, I played
a crucial role in ensuring the safety and well-being of my students. Guiding them through
the proper procedures not only helped them understand the importance of safety
protocols but also fostered a sense of responsibility and preparedness. This experience
underscored the importance of creating a secure learning environment where students
feel safe and supported.

Attending the seminar on “School Emergency on First Aid and Fire Safety
Awareness” was another critical aspect of my professional development. The knowledge
and skills I acquired from this seminar have equipped me to handle emergency
situations more effectively. By incorporating this information into my teaching practices,
I can provide my students with the necessary safety education, ensuring they are better
prepared to handle emergencies both in and out of school.

My involvement in the local demonstration allowed me to showcase effective

teaching strategies and share best practices with my colleagues. This experience not
only improved my instructional skills but also contributed to the overall professional
development of our teaching community. Demonstrations like these are vital for
continuous improvement, as they provide opportunities for teachers to learn from each
other and implement innovative approaches in their classrooms.

Facilitating the flag ceremony, where I was assigned to beat “Hymno ng Lopez”
and “Ako ay Pilipino,” was a fulfilling experience. This activity helped instill a sense of
patriotism and respect for national symbols among the students. It also provided a
platform for students to observe and participate in formal events, enhancing their
understanding of civic duties and cultural heritage.

Teaching and guiding the grade 5 students in their dance for the recognition day
intermission number was another rewarding experience. It allowed me to connect with
the students on a different level, fostering creativity and teamwork. Preparing and
assisting for the recognition day and graduation day further emphasized the importance
of celebrating students’ achievements, motivating them to strive for excellence in their
academic pursuits.

Lastly, my involvement in administrative tasks, such as preparing paperwork for

the feeding program and encoding and sorting the list of names for incoming grade 5
students, highlighted the significance of organization and attention to detail in the
educational process. These tasks, though often behind-the-scenes, are crucial for the
smooth functioning of the school and contribute to creating a supportive learning
environment for the students. Through these various activities, I have gained a deeper
understanding of the multifaceted role of a teacher and the impact of these contributions
on the overall teaching-learning process.