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Professional Education > Teaching Internship > Flashcards

Teaching Internship Flashcards

1
Q

Required subjects in the pre-service education curricula — Field Study Courses and Practice Teaching

A

Experiential Learning Courses

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2
Q

Field Study Courses (120 hours)

A

True

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3
Q

Teaching Internship (360 hours)

A

True

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4
Q

Practical application of the classroom learning

  • actual class in a regular work environment — not limited to commercial and industrial services — gov or non-gov agencies
A

Internship

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5
Q

Internship is synonymous to:

A
  • Practicum
  • FS
  • OJT
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6
Q

Internship is not synonymous to according to RA 7796:

A
  • Apprenticeship
  • Learnership
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7
Q

Apprenticeship is longer than internship — years

A

True

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8
Q

Learnership focus on practical skills — TECHVOC

A

True

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9
Q

The school where the field observers and student teachers undergo observation and practice teaching

  • laboratory of teaching (experiment)
A

Cooperating School
Internship School
Practicum Site
Partner Public School

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10
Q

refers to the faculty member of the Teacher Education Institution (TEI) in charge of the Experiential Learning Courses (FS and PT)

Teaches the course and oversees the various activities

A

College Supervisor

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11
Q

Guide the FSS/Student teacher in the development of profession competencies, attitudes, and behavior

A

Mentor
Cooperating Teacher

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12
Q

A nurturing process in which a highly-skilled or more experienced person provides support and encouragement to a less experienced person

A

Mentoring

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13
Q

Refers to the student who undergoes practice teaching

A

Student Teacher or Intern

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14
Q

Refers to the student taking field study courses

A

Field Study Student

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15
Q

1st year to 4th year Education students are called

A

Pre-service Teacher

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16
Q

The resource facilitator in the FS courses

A

Resource Teacher

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17
Q

Mutually agreed upon monetary e.g honoraria and non-monetary incentives e.g scholarships

A

Flexible Incentive System

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18
Q

Set of skills for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life — esp. work set up

  • include Soft Skills
A

Life Skills

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19
Q

Community skills, interpersonal skills, financial literacy skills

A

Soft Skills

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20
Q

Capstone or culminating learning experience — preparation of future teachers as reflective practitioners and emerging leaders who conduct themselves ethically and professionally

A

Teaching Internship

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21
Q

What is CMO 104 s. 2017

A

Revised Guidelines for Student Internship in the Philippines for all program

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22
Q

SI. Requirements

A
  • officially enrolled in a legitimate Philippine Higher Education Institution
  • enrolled in internship subject
  • at least 18 years old from the start of the internship period
  • pass pre-internship requirements
  • submit a Medical Certificate — good health, emotionally, physical and psychological exam
  • WAIVER with signature
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23
Q

Key People you interact within teaching Internship

A
  • Cooperating Principal
  • Cooperating Teacher
  • College Supervisor
  • Practice Teacher

Sometimes, a Master Teacher or Subject Area Coordinator/chair

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24
Q

Five Phases of Teaching Internship

A
  1. Orientation Sessions
  2. Observation and building relationship
  3. On site tasks
  4. Final demonstrations accomplishing exit forms
  5. Evaluation of Teaching Internship
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25
Q

3 Orientation Sessions for Teaching Internship

A
  1. College Supervisor
  2. Cooperating Head/Cooperating School Principal
  3. Subject Area Coordinator or Cooperating Teacher
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26
Q
  • plays a central role in Teaching Internship
  • provides a wide array of opportunities to see real-life teachers in actual teaching situations
A

Classroom Observations

27
Q
  • Personal accounts or records of all your learning experiences
A

Reflection Journal

28
Q

Insights and learnings gained in teaching-learning processes

A

Reflection Journal

29
Q

Process of teaching how to do or perform tasks in a step-by-step process — show and tell method in teaching

A

Demonstration Teaching

30
Q

Steps in Demonstration Teaching

A
  1. Introduction
  2. Development
  3. Integration
31
Q
  • called attention getters, energizers — make students highly motivated in the teaching learning process
A

Introduction

32
Q

To make a good transition from the introduction to the development of the lesson — varied innovative teaching strategies

A

Development

33
Q

Making connections for students to apply the relevant and meaningful learning experiences to practical, real-life knowledge

A

Integration

34
Q

School Register

A

SF 1

35
Q

Learner’s Daily Class Attendance

A

SF 2

36
Q

R.A No. 10173

A

Data Privacy Act

37
Q

Books Issued and Returned

A

SF 3

38
Q

Summary Enrollment and Movement of Learners

A

SF 4

39
Q

Report on Promotion

A

SF 5

40
Q

Summary Report on Promotion

A

SF 6

41
Q

Inventory of School Personnel

A

SF 7

42
Q

Learner Basic Health Profile

A

SF 8

43
Q

Learner Progress Report Card (formerly Form 138)

A

SF 9

44
Q

Learner’s Permanent Academic Record (formerly known Form 137)

A

SF 10

45
Q

SHS Forms (new)

A

Sfs 1 - 7

46
Q

Meeting between a student’s parent and teacher to discuss the child’s academic performance and other areas for improvement

A

Parent-Teacher Conference

47
Q

ensure that when a practice teacher leaves school, he/she is cleared from all responsibilities and accountabilities

A

Accomplishing Exit and Evaluation Forms

48
Q

The 3 I’s and 2 C’s in the Instructional Process:

A
  • Innovative
  • Interactive
  • Integrative
  • Collaborative
  • Cooperative
49
Q
  • wide array of instructional strategies to make the students highly engaged in the teaching-learning process— cater to the diversity of the learners
A

Innovative

50
Q
  • meaningful student engagement — all students must participate
A

Interactive

51
Q

Curriculum is seamless and borderless — unifying process

Each subject complements the lessons learned in various disciplines

A

Integrative

52
Q

Plan together and must articulate the lessons vertically and horizontally — ensure smooth transitions

Students progress personally while collectively working towards a common goal

A

Collaborative

53
Q
  • Students work together.
  • TEAM approach where the SUCCESS of the group DEPENDS upon EVERYONE’S COOPERATION in the task.
A

Cooperative

54
Q

Differentiated instruction is giving students MULTIPLE OPTIONS for taking in information —

A

Carol Ann Tomlinson

55
Q

R.A no. 10912

A

Continuing Professional Development (CPD) Act of 2016

56
Q

Teacher’s Criteria for Determining the Quality of Instructional Materials

A
  1. Accuracy, visual appeal
  2. Alignment to standards, depth knowledge
  3. Ease of use, support
  4. Engagement, ability to meet student needs
57
Q
  • no errors; correct information
  • well written
  • strong visual appeal
A

Accuracy, visual appeal

58
Q
  • aligned to standards
  • efficiently addresses standards
  • appropriate depth of knowledge, questions and activities
A

Alignment to standards, depth knowledge

59
Q
  • easy for teachers, students and parents to use
A

Ease of use, support

60
Q

Sparks student interest; relevant

A

Engagement

61
Q

Appropriate materials by skill level, language ability, cognitive capability and learning style

A

Differentiation

62
Q

Culturally relevant — aligns with prior background knowledge

A

Cultural and background knowledge

63
Q

Group and individual, hands on, requires movement longer investigation

A

Diverse activities

Professional Education (5 decks)

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