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TOP 5- LPT CUTIE > Teaching Internship > Flashcards

Teaching Internship Flashcards

Memorize, Familiarize

1
Q

the capstone or culminating experience in preparation for future teachers

A

Teaching Internship

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2
Q

Importance of teaching Internship

A

*Provides with many opportunities within diverse classroom
*Plays a vital role to success as Prof teacher
*opportunities to apply what have learned
*roles and functions to perform effectively
*empowers to perform roles in respective level
*enables to integrate theory and practice and utilize knowledge
*grants opportunity to engage in critical reflection
*chance to work with CT that serves as mentor
*permits to interact w/ other professionals that will give insights in field of teaching

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3
Q

first orientation session

A

with your College Supervisor, (POLICIES) discuss the CHED policies and terms used in Teaching Internship, Policies of your School on Teaching Internship, the conduct of discipline of Interns, manner of grading, schedules of dialogue and conferences, subject requirements

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4
Q

second orientation

A

Cooperating School with the Cooperating School Head/Cooperating School Principal (ALL ABOUT SCHOOL; VMGO) Vision, Mission, Goals and Core values of your Cooperating School, the school rules and policies especially on dealing with students attendance and punctuality, school activities, expectations of interns

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5
Q

third orientation

A

Subject Area Coordinator and/or Cooperating Teacher (ALL ABOUT THE SUBJECT) discuss the content of the subject area, lesson exemplars, grading system, subject requirements, forms to accomplish and others which they deem necessary for you to perform your tasks well.

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6
Q

The Philippine Teachers Professionalization Act of 1994

A

RA 7836

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7
Q

Anti Bullying Act of 2013

A

RA 10627

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8
Q

Anti Sexual Harassment Act of 1995

A

RA 7877

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9
Q

The Magna Carta for Public School Teachers

A

RA 4670

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10
Q

Guidelines on the Required Health Standards in Basic Education Offices and School per DepEd Order
No. 014, series of 2020..

A

(CMO) No. 104, series of 2017

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11
Q

Child Protection Policy

A

Dep Ed 40 s 2012

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12
Q

Guidelines on the Risk-based Public
Health Standards for Covid 19 mitigation

A

DOH Administrative Order No. 2020-0015

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13
Q

5 Phases of Teaching Internship

A
  1. Orientation Sessions
  2. Observation & Building Relationship
  3. On site Tasks
  4. Final Demo accomplishing Exit Forms
  5. Evaluation of Teaching Internship
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14
Q

To establish harmonious relationship; held w/ College Supervisor, Cooperating School/Principal/Head, Cooperating Teacher/Coordinator

A

Phase 1: Orientation sessions

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15
Q

First week of internship; CT will request you to observe classes for you to become familiar with her/his students classroom routines, subjects, teaching strategies and others.

A

Phase 2: Observation and building relationship

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16
Q

assisting in teaching-related tasks, checking of seat-works and performance tasks, assisting in accomplishing of school forms, etc.

A

Phase 3: on-site tasks

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17
Q

final demonstration lesson shall be scheduled and exit forms are accomplished before you leave your Cooperating School.

A

Phase 4: The final demonstration

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18
Q

You are requested to evaluate the Teaching Internship progress for its continuous improvement

A

Phase 5: evaluation of Teaching Internship

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19
Q

plays a central role in Teaching Internship; see real-life teachers in actual teaching situations; observe, learn & reflect

A

Classroom Observation

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20
Q

aspects of the class can be examined

A

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

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21
Q

Importance of Classroom Observation

A

Sharing of material & non-material resources, techniques & Strategies of both observer and the one being observed. It allows you to do self-reflection for growth and development

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22
Q

Advantage of Classroom Observation for the Practice Teacher

A

*Observes a wide array of new techniques, strategies, ideas and instructional resources
*Gain 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

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23
Q

Advantages of Classroom Observation for the Cooperating Teacher

A
  • 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
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24
Q

to get the best learnings/insights from your classroom observations

A

focus on some aspects in the teaching-learning process

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25
Q

conducted by your Cooperating Teacher so that you can discuss the focus of your observation and the procedures you will do to record your observations.

A

A Pre-Observation Conference

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26
Q

SMART, specified in learning plan

A

Intended learning outcomes

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27
Q

Opening/Introduction, Development, Closing of the Lesson; Appropriateness, Links/transitions of the teaching-learning acts

A

Organization/Structure of lesson

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28
Q

Time Management; Classroom Routines, order & discipline, setting of groups, Physical aspects of Classroom; Management of Learning & System

A

Classroom Management

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29
Q

Variety of Teaching-Learning Activities (Whole class, Pair, Individually) ; Alignment of Teaching- Learning Activities to the outcomes and modes of assessment

A

Teaching-Learning Activities (TLA’s

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30
Q

Approaches, Methods and Strategies Used

A

Teaching Approaches, Methods and Strategies

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31
Q

Selection, Development and Use of Instructional Materials/ Resources including the use of ICT
* Printed
* Non-printed
* Electronic
* Open online resources

A

Instructional Materials (IM’s) Resources

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32
Q

Degree of Attention of Students in Class
Curiosity in learning Interest in the lesson
Passion to learn Commitment to do the tasks

A

Student Engagement

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33
Q

*Types of Class Interaction
*Teacher-Student Interaction
*Student-Instructional Materials
*Student-Technology

A

Student Interaction

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34
Q

Types levels of Questions
Questioning Techniques
Reacting Techniques

A

Questioning Techniques

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35
Q

Values Integration in the lesson

A

Integration of Values

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36
Q

Types of Assessment

A

Modes of Assessment

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37
Q

Types of Assignment

A

Assignment

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38
Q

Appropriateness of the language Use of the medium of instruction to facilitate teaching and learning
Use of verbal and non-verbal Communication
Use of positive reinforcements/ feedback techniques

A

Use of Language

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39
Q

Personal Grooming
Attendance
Punctuality
Voice
Personal Graciousness

A

Personal Qualities of the Teacher

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40
Q

Strategies used to respond to the given situations:
geographic isolation
chronic illness
displacement due to armed conflict
urban resettlement or disasters,
child abuse and child labor practices
Strategies used for inclusive learners and from indigenous groups

A

Other things to observe especially for those teaching learners with special needs and those teaching in challenged arvas

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41
Q

Steps in Classroom Observation

A
  1. Planning
  2. Observation
  3. Analysis
  4. Feedback
  5. Reflection

(PlOAFRe)

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42
Q

general cyclical patterns of the task of pre-service teachers

A

OAR (Observe, Analyze, Reflect) Approach

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43
Q

remember to train senses to be more sensitive to the learners and environment

A

observe

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44
Q

objective and use critical thinking

A

Analyze

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45
Q

apply past, present, & future and express insights

A

Reflect

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46
Q

Diary of student teacher; personal accounts/records; insights & learnings; summarize ideas thoughts, feelings & emotions

A

Reflection Journals

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47
Q

Accoring to Linda Shalaway, it is the backbone of daily classroom life. ; saves classroom time; easier for students to learn and achieve more

A

Classroom Routines

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48
Q

a fixed schedule is set up to meet with students.

A

Fully synchronous

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49
Q

allow students to complete tasks independently and submit their work on a specified time via email or any of the learning management platforms

A

Blended

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50
Q

teacher designs all curriculum to be delivered through the platform with work submitted online. Consultation hours may be given for students to ask questions and clarify instructions

A

Fully Asynchronous

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51
Q

form of distance learning which uses Self-Learning Modules (SLM); ideal delivery for students who have limited or no access to computers or the internet.

A

Modular

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52
Q

tools used in instructional activities; print, non-print or electronic materials; sometimes called teaching aids

A

Instructional Materials

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53
Q

include books, dictionaries, encyclopedias, newspapers, etc.

A

Print materials

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54
Q

microscope slides, models, rocks, field visits, etc.

A

Non-print materials

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55
Q

slide presentations, videos, augmented realities, virtual realities, online content, live streams

A

Electronic Materials

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56
Q

Criteria in choosing & developing IMs

A

*aligned with VMGO of school
*appropriate for age, developmental ability, interests and cognitive ability of the students
*diverse in terms of difficulty and must appeal to various points of views
*must present quality of materials used and contain factual content
*help students utilize HOTS.

57
Q

Teachers’ Criteria for Determining the Quality of Instructional Materials

A

*Accuracy, visual appeal
*Alignment to standards, depth of knowledge
*Ease of use, support
*Engagement, ability to meet student needs

58
Q

no errors; correct information
well-written
strong visual appeal

A

Accuracy, visual appeal

59
Q

aligned to standards
efficiently addresses standards.
appropriate depth of knowledge, questions and activities

A

Alignment to standards, depth of knowledge

60
Q

easy for teachers, students and parents to use
complete set of instructions, materials, activities, assessment and answers
appropriate support for hew teachers

A

Ease of use, support

61
Q

Engagement, Differentiation, Cultural and background knowledge, Diverse activities

A

Engagement, ability to meet student needs

62
Q

sparks student interest; relevant

A

Engagement

63
Q

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

A

Differentiation

64
Q

Culturally relevant; aligns with prior background knowledge

A

Cultural and background knowledge

65
Q

group and individual, hands-on, requires movement longer investigations

A

Diverse activities

66
Q

blackboards, whiteboards, chalks and markers textbooks, storybooks, encyclopedias charts, posters, pictures toys, models, blocks
maps, globes, atlases, almanacs flashcards and worksheets
laboratory apparatuses

A

Time-Tested Materials

67
Q

computer, laptops, tablets
interactive whiteboards, webboards, audiobooks
Spreadsheets (Google Sheets, MS Excel)
Presentation Softwares (Google Slides, PowerPoint, Prezi)
Video Conferencing Softwares (Zoom, Google
Classroom, Microsoft Teams)
Social Networking Sites (Facebook, Twitter, WikiSpaces

A

ICT Tools (hardware, software)

68
Q

“giving students multiple options for taking in information”

A

Carol Ann Tomlinson

69
Q

three (3) instructional components

A
  1. Content
  2. Process
  3. Product
70
Q

Advantages of Differentiated Instruction

A
  • Effective for varied types of learners
  • Can make students responsible for their own learning
  • More options on learning different materials
  • Less discipline problems in the classroom
  • Provides more opportunities for equity and acknowledges differences
71
Q

Disadvantages of Differentiated Instruction

A
  • Requires more work in lesson planning and lesson execution
  • Needs more time in preparation of instructional materials and instructional activities
  • More resource-intensive
  • Does not coincide with standardized tests
72
Q

Word Smart Type of Learner

A

Verbal-linguistic Intelligence

73
Q

Number Smart Type of learner

A

Logical-Mathematical Intelligence

74
Q

People Smart Type of learner

A

Interpersonal Intelligence

75
Q

Self-smart Type of learner

A

Intrapersonal Intelligence

76
Q

Music smart Type of learner

A

Musical Intelligence

77
Q

Art Smart Type of learner

A

Visual-Spatial Intelligence

78
Q

Body Smart Type of learner

A

Bodily Kinesthetic Intelligence

79
Q

Nature smart Type of learner

A

Naturalist Intelligence

80
Q

3 I’s & 2 C’s of Instructional Process

A

Innovative
Integrative
Interactive
Cooperative
Collaborative

81
Q

Differentiated Instructions; Teacher’s must use a wide array of instructional strategies to make the students highly engaged

A

Innovative

82
Q

Participative; meaningful student engagement in the class

A

Interactive

83
Q

Interdisciplinary; Curriculum is seamless and borderless

A

Integrative

84
Q

Collaboration; students progress personally while collectively working towards a common goal

A

Collaborative

85
Q

Individual role or duty; Students work together, the success of the group depends on everyone’s cooperation in the task

A

Cooperative

86
Q

IMPORTANCE OF SCHOOL PROGRAMS AND ACTIVITIES

A
  1. Allows opportunities for growth
  2. Develops new skills
  3. Enhances formative skills.
  4. Strengthens harmonious relationships
  5. Enriches existing skills
  6. Sustains one’s health
  7. Improves communication skills
  8. Boosts one’s morale
  9. Promotes unity, teamwork and cooperation
  10. Teaches planning and leadership skills
87
Q

its primary purpose is to promote learning; it provides information on how students are performing in class as well as their achievement in the end of school year.

A

Assessment

88
Q

3 Phases of Assessment

A
  1. Assessment for Learning
  2. Assessment of Learning
  3. Assessment as Learning
89
Q

Done before or during instruction. e.g. Placement/Diagnostic/Aptitude Test (before) & Formative Test (During); ensure learning while instruction is in progress

A

Assessment for Learning

90
Q

Done after instruction e.g. Summative Test; demonstrate whether or not they have met learning outcomes

A

Assessment of Learning

91
Q

students assess their own work; use of rubrics; self-directed & independent learners

A

Assessment as Learning

92
Q

process of teaching you how to do or perform tasks in a step-by-step process/logical manner; it is important because they provide you with experiences of real situations, events and processes

A

Demonstration Teaching

93
Q

Steps in Demonstration Teaching

A
  1. Introduction
  2. Development
  3. Integration
94
Q

attention getters, energizers and tone setters

A

Introduction

95
Q

good transition from the introduction to the development of the lesson, varied innovative teaching strategies may be employed to sustain their interest in the lesson

A

Development

96
Q

focuses on making connections for students to apply the relevant and meaningful learning experiences to practical, real-life knowledge and to the broader aspects of the curriculum.

A

Integration

97
Q

RA No. 10173

A

Data Privacy Act

98
Q

law that seeks to protect all forms of information, be it private, personal or sensitive.

A

RA No. 10173

99
Q

Interim Guidelines on the Preparation, Submission and Checking of School Forms

A

DepEd Order No. 14, s. 2021

100
Q

school Register

A

SF 1

101
Q

learner’s daily ATTENDANCE

A

SF 2

102
Q

Books issued

A

SF 3

103
Q

Movement of learners

A

SF 4

104
Q

report on Promotion

A

SF 5

105
Q

Summary report on Promotion (S-Promotion)

A

SF 6

106
Q

inventory of school Personnel

A

SF 7

107
Q

learner basic Health

A

SF 8

108
Q

learners progress Report Card

A

SF 9

109
Q

Permanent acad record

A

SF 10

110
Q

enhance teachers professional competence and maximize teachers’ potential; continuous learning opportunities for teaching & learning

A

Professional Advancement/Development

111
Q

known as Continuing Professional Development Act of 2016

A

RA 10912

112
Q

act that requires CPD as the mandatory requirement for renewal of Professional Identification Card

A

RA 10912

113
Q

a meeting between a student’s parents and teacher or teachers to discuss child’s academic performance … and for areas of improvement.

A

Parent-teacher conference

114
Q

how many hours to complete in teaching internship

A

360 hours

115
Q

monetary, incentives, honoraria

A

Flexible Incentive System

116
Q

student undergoes practice teaching

A

Student Teacher

117
Q

student enrolled in BEED, BSED

A

Pre-service Teachers

118
Q

refers to a wide variety of evaluative, investigative and analytical research methods designed to diagnose problems or weaknesses-whether organizational, academic or instructional and help educators develop practical solutions to address them quickly and efficiently.

A

Action research

119
Q

Action research according to Hensen

A

(a) helps teachers develop new knowledge directly related to their classrooms, (b) promotes reflective teaching and thinking, (c) expands teachers’ pedagogical repertoire, (d) puts teachers in charge of their craft, (e) reinforces the link between practice and student achievement.

120
Q

Action Research Cycle

A

Plan
Act
Observe
Reflect

121
Q

a compilation of pieces of evidence of learning, learning artifacts, academic work and other forms of educational pieces of evidence compiled for such purposes

A

(Student) Portfolio

122
Q

purpose of portfolio

A

(1) evaluating coursework quality, learning progress and academic achievement; (2) determining whether students have met learning standards or other academic requirements for courses, grade-level.

123
Q

shows the progress of learning

A

Growth Porfolio

124
Q

lists down learning artifacts

A

Document Portfolio

125
Q

demonstrates steps on how learning outcomes were achieved

A

Process Portfolio

126
Q

displays best student’s output

A

Showcase portfolio

127
Q

measures student’s accountability

A

Assessment Portfolio

128
Q

includes proofs of qualifications, certificates, badges, honors received

A

Competence Portfolio

129
Q

exhibits works from individual or group learning

A

Project Portfolio

130
Q

showcases what students have achieved overtime

A

Achievement Portfolio

131
Q

highlights occasions, activities, events, happenings of great importance

A

Celebration Portfolio

132
Q

statement is a written description of your values, goals and beliefs regarding teaching and learning and uses evidence from your teaching

A

Teaching Philosophy

133
Q

IMPORTANCE OF ACCOMPLISHING EXIT AND TEACHING INTERNSHIP EVALUATION FORMS

A
  1. Assesses 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. Provides 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. Assesses organization environment and culture
134
Q

Why is there a need to conduct orientation sessions for Teaching Internship?

A

To establish a harmonious relationship with the school

135
Q

Which must be the most important aspect to be included in the orientation?

A

Do’s and Dont’s in Teaching Internship

136
Q

Why are observations done during the first week of internship

A

To allow the practice teacher to be immersed in the class

137
Q

To ensure quality and better orientation sessions, what must you do

A

Focus on all the things you need to follow and accomplish.

138
Q

Why is there a need to be familiarized with the school’s facilities

A

To ensure that you know where to get the needed instructional resources

TOP 5- LPT CUTIE (3 decks)

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