PRACTICE TEACHING (PRACTICUM) HANDOUT

PART 1: INTRODUCTION
Practice Teaching deals with the theory and practice through total immersion in actual classroom teaching in
cooperating schools. In this activity, students are expected to apply all the theories learned in the content and theory
courses into actual teaching, master the competencies needed as stipulated in the National Competency-Based
Teacher Standards (NCBTS) and in line with the Philippine Professional Standards for Teachers (PPST), and
demonstrate and practice the professional and ethical requirements in the teaching profession.
PART II: LEGAL TERMS
RA 7836 – The Philippine Teachers Professionalization Act of 1994
RA 10627 – Anti-Bullying Act of 2013
RA 7877 – Anti-Sexual Harassment Act of 1995
RA 4670- Magna Carta for Public School Teachers
Resolution 435, s. 1997- Code of Ethics for Professional Teachers
DepEd Order No. 14, s.2015- Hiring Guidelines for Teacher 1 positions Effective SY 2015-2016, and DepEd Order
No. 42.S.2017- National Adoption and Implementation of the Philippine Professional Standards for Teachers
CHED Memorandum Order (CMO) No. 104, series of 2017 and the Guidelines on the Required Health Standards in
Basic Education Offices and School per DepEd Order No. 014, series of 2020.
DepEd Order 40 s 2012 – Child Protection Policy
DOH Administrative Order No. 2020-0015 Guidelines on the Risk-based Public Health Standards for COVID 19
Mitigation

PART III: TERMINOLOGIES

Classroom-Based Action Research (CBARs) – are research studies conducted by PTs in their teaching internship.
The CBARs may only focus on a specific teaching-learning process identified by the PTs.
Coaching and Mentoring – are the support processes to prepare Field Study students and practice teachers in the
experiential learning program.
College Supervisors – are the faculty members assigned by the TEI to monitor, supervise, and evaluate the FSS
and PTs in their experiential learning courses.
Cooperating School – refers to the TEI partner school where Field Study and Teaching Internship are undertaken.
Cooperating Teachers (CTs) – are the selected educators who act as coaches and mentors of PTs in their teaching
internship program at the partner or laboratory school of a TEI.
Experiential Learning Courses (ELC) – refers to the collective program Field Study and Teaching Internship
courses. It is a year-long engagement that supports that supports authentic experiential learning from field study
and actual classroom immersion of the prospective teachers.
Field Study Course – is the first experiential learning course which will immerse a future teacher in an actual
classroom situation and learning environment where direct observation of teaching learning episodes that focuses on
the application of educational theories learned in content and pedagogy courses will be made. It allows teacher pre-
service students to participate and assist in a limited actual teaching-learning activity that relate to assessment of
learning, preparation of instructional materials, preparation of bulletin boards, and other routines in the classroom.
Field Study Students (FSS) – are pre-service teachers taking their Field Study courses in a partner or laboratory
school of a TEI.
Flexible Learning – is the program by CHED that encompasses the different delivery modalities for teaching and
learning in the new normal.
Learning Delivery Modality (LDM) – refers to the program that describes the different teaching-learning modalities
by the basic education schools such as online instruction (synchronous/asynchronous), radio-based and television-
based instruction, and other modalities.
Most Essential Learning Competencies (MELCs) – modified basic education curriculum released by the
Department of Education to address the present educational dilemma.
New Normal – refers to the emerging behaviors, situations, and minimum public health standards that will be
institutionalized in common or routine practices and remain even after the pandemic while the disease is not totally
eradicated through means such as widespread immunization. These include actions that will become second nature
to the general public as well as policies such as bans on large gatherings that will continue to remain in force
(Omnibus Guidelines On The Implementation Of Community Quarantine In The Philippines With Amendments As Of
June 03, 2020, Inter-agency Task Force For The Management Of Emerging Infectious Diseases)
Practice Teachers (PTs) – are pre-service teachers having their teaching internship programs in a laboratory school
of a TEI or in a partner cooperating school.
Portfolio – is a purposeful documentation prepared by FSS and PTs that showcases their learning experiences in
the experiential learning courses. The online or softcopy version of the said documents is referred to as electronic or
e-portfolio.
Resource Teachers (RTs) – are the educators being observed by the FSS in a partner or laboratory school of a TEI.
Teacher Education Institution (TEI) – refers to higher education institutions offering teacher education programs.
Teaching Internship – is a one semester full-time teaching internship in basic education schools either in-campus or
off-campus using a clinical approach under the mentorship of a cooperating teacher.
Cooperating Teacher (Mentor) – A teacher who is a member of the staff of the laboratory school or affiliated school
in a teacher education institution and who has as one of his major responsibilities the supervision of student teaching
done in his classroom.
Daily Classroom/Actual Teaching – refers to the actual teaching hours of the pre-service teachers with checked
and approved lesson plans, complete instructional materials and taught under the observation, guidance and
supervision of the cooperating teacher and/or TEI practicum supervisor.
Department of Education Schools – serve as the natural laboratory of the Extended School Experience of the pre-
service teachers.
Elementary Grades – these refer to the six levels of the primary and elementary under the Basic Education
Curriculum of the DepEd.
Journal – a record of experiences which traces progress and development of pre-service teacher’s observations.
Non-teaching Performance – refers to other aspects of related performances of the pre-service teacher needed to
be evaluated by the cooperating teacher. This includes compliance to school policies and professional expectations,
attendance to regular classes and other school activities, relationships with the cooperating teacher, co-interns and
other school personnel, and values on professionalism.
Off-Campus Student Teaching – student teaching activities carried on in an affiliated or cooperating school that are
not on the campus of an institution engaged in preparing teachers.
On-Campus Student Teaching – Student Teaching that is done on campus laboratory school or in any other school
staged or administered by a college or university.
Practicum – also called student teaching or practice teaching, is the culminating stage where pre-service teachers
put theory into practice the learning competencies acquired in the teacher training institution. It would also refer to the
different stages of field exposure the pre-service teacher experiences in the different schools.
Pre-Service Teachers – a college student enrolled in a college or university who is acquiring practical teaching
experience and skill under the guidance of a cooperating teacher or other qualified persons.
Pre-Conference – serves as an orientation period specifying the activities or tasks to be undertaken by the pre-
service teacher undergoing practicum.
Post-Conference – serves as the post-activity appraisal of pre-service teachers in the conduct of practicum.
Site Coordinator – he/she is responsible for assigning student in classrooms and scheduling classes for observation
and participation who is usually the principal or anybody designated of the Cooperating School.
Secondary Years – these refer to the four-year levels of the secondary course using the Basic Education Curriculum
of the DepEd.
Summative Evaluation – refers to the summative evaluation on personality and teaching performance of the pre-
service teacher. This shall be both accomplished by the cooperating teacher and the TEI practicum supervisor based
on their observations and feedback on the progressive development of the pre-service teacher as he/she performs
designated teaching responsibilities.
Teacher Education Institutions – any educational institution concerned with the conduct of activities regarded as
significant in the professional education of teachers the program of which is given appropriate recognition by state
agencies that certify teachers.
TEI Practicum Supervisor – the person immediately responsible for assisting the teacher in the supervision of the
student teachers.

PART IV: PHASES OF TEACHING INTERNSHIP

Phase 1 – Orientation Sessions: with Practicum/College Supervisor, Cooperating Teacher, Master Teacher/SAC and
Cooperating Principal.
Phase 2 – Observation and Building Relationships: observation of CT’s classes, building relationship with
cooperating teacher, learners and other teaching support staff.
Phase 3 – On Site Tasks given by Cooperating Teacher: assisting in teaching-related tasks, checking of seat-works
and performance tasks, assisting in accomplishing of school forms, etc.
Phase 4 – Final Demonstration and Accomplishing Exit Forms: executing final demonstration lesson and
accomplishing evaluation forms and exit clearance.
 Phase 5 – Evaluate the Teaching Internship Program: evaluate the TIP for its continuous improvement.
s

Code and title of Description To be prepared by Mode of preparation Schedule

forms
SF 1 – School Master list of class enrollment Class adviser LIS Beginning of school year
Register (BoSY) and as needed
SF 2 – Learner’s Recording of attendance, absence, or Class adviser Partially through LIS and Daily
Daily Class tardiness (template with name of learners) manual
Attendance
SF 3 – Books Issued List of books (by title) issue to/returned by Class adviser Partially through LIS and BoSY and End of school
and Returned learners manual year (EoSY)
SF 4 – Summary Enrollment count, transferred in/out and School head LIS monthly
Enrollment and dropout by grade level (Summary of SF 2)
Movement of
Learners
SF 5 – Report on List of promoted/retained by class Class adviser LIS EoSY
Promotion
SF 6 – Summary Number of promoted/retained by grade level School head LIS EoSY
Report on (Summary of SF 5)
Promotion
SF 7 – Inventory of List of school personnel with basic profile and School head Manual (originally designed in BoSY and as needed
School Personnel teaching load/assignment Human Resource Information
System)
SF 8 – Learner Basic Per learner assessment of Body Mass Index Class adviser / MAPEH LIS BoSY and EoSY
Health Profile teachers
SF 9 – Learner Individual academic, behavioral and Class adviser Manual Quarterly
Progress Report attendance report by quarter (formerly
Card Form 138)
SF 10 – Learner’s Individual academic record by quarter Class adviser Manual EoSY
Permanent and SY (simplified and standardized from
Academic Record former Form 137)
SHS forms (new) SFs 1-7 customized to fit SHS Class adviser / LIS and manual Semestral
requirement School head

PART VI: CLASSROOM RULES AND ROUTINES

Classroom Routine – backbone of daily classroom life; saves valuable classroom; efficient routines make it easier for
students to learn and achiever more.
Structured Learning Environment:
1. Face-to-Face – allows fluid traffic patterns; allows maximum teacher-student interactions
2. Online Classroom
a. Fully synchronous – fixed schedule is set up to meet with students
b. Blended – students complete tasks independently and submit work on a specified time via email or
LMP/LMS or learning management platforms/systems (e.g. Google Classroom, Schoology, Moodle,
Canvas) while meeting face-to-face for more important information
c. Fully Asynchronous – all curriculum delivered through the platform with works submitted online.
Consultation hours are given for questions and clarifications about class works.
d. Modular – distance learning that uses SLM (self-learning modules) based on MELCs provided by
DepEd; used particularly for students with limited or no access to internet or computer.
Tips on Providing Structure in the Classroom (both F2F and Online)
1. Rules and expectations must be set on the first day.
2. Set high expectations. Explain their importance.
3. Hold students accountable for their actions in all areas of life.
4. Keep your rules simple.
5. Be prepared to adjust. It is essential to understand that every class and every learner is unique.
6. Be the primary model for your students when it comes to classroom structure.
7. Be prepared and organized for the class each day.
8. Build a good reputation/image. This becomes easier with experience
EXAMPLE OF CLASSROOM ROUTINE:
PART VII: INSTRUCTIONAL MATERIALS
Consider individualized instruction, multiple intelligences, and learning styles in planning the learning experiences.
a. Multiple Intelligences - suggests that all people have different kind of intelligences and traditional views of
intelligences are too limited.
 b. Learning Style:

PART VIII: INSTRUCTIONAL PROCESS:

3I’s and 2C’s
Innovative – use a wide array of instructional materials
Interactive – ensure meaningful student engagement
Integrative – lessons/subjects/disciplines must complement one another; make the curriculum seamless and
borderless
Collaborative – teachers plan together
Cooperative – promote unity, cooperation, and teamwork between and among classes

PART IX: ASSESSMENT

a. Assessment FOR Learning – conducted during instruction to gain an understanding of the students’
knowledge and skills to guide instruction. This includes placement, diagnostic, and formative assessments.
b. Assessment OF Learning – conducted after instruction. It is usually referred to as summative assessment.
Clarifies what the students know and can do. It tells the students level of competency.
c. Assessment AS Learning – self-assessment method for teachers and students. Teachers, as assessors, are
required to undergo training to understand and perform their roles well in assessing learners.
PART X: DEMONSTRATION TEACHING
CHARACTERISTICS OF GOOD DEMONSTRATION TEACHING
1. The steps must be followed logically and systematically.
2. Much attention is given on the performance of students.
3. The learning outcomes are well-known to students and teacher.
4. Rehearsals are conducted to better prepare you in the teaching-learning process.
5. Time is given for rehearsals before the demonstration (if deemed necessary).

PART XI: EXIT AND EVALUATION FORMS

IMPORTANCE OF ACCOMPLISHING EXIT AND TEACHING INTERNSHIP EVALUATION FORM:
1. Assess the over-all internship experience.
2. Improves the relationship between the Cooperating School and the Teacher Education Institutions.
3. Plays essential role in improving the implementation of the Teaching Internship program.
4. Fosters positive relationships among the various stakeholders.
5. Provide constructive feedback in the various processes.
6. Serves as a review of existing agreements and obligations.
7. Resolves open issues, if there are any.
8. Assess organization and culture.

REFERENCES:
Borabo, M., & Din, H. (2022). Teaching Internship OBE - & PPST – Based. Lorimar Publishing
https://www.scribd.com/document/414585846/Field-Study-Practice-Teaching-Revised-2019-Final-Revision-as-of-
Nov-13-2018
https://www.studocu.com/ph/document/agusan-del-sur-state-college-of-agriculture-and-technology/bsed-
english/module-for-practice-teaching/39499227