FIELD STUDY AND TEACHING INTERNSHIP

Angel Borres · 94問 · 8ヶ月前

通報

問題一覧

It refers to the required subjects in pre- service education

Experiential Learning Courses

Refers to the practical application of classroom learning to actual class work

Internship

How many required hours does field study have?

120

Internship is synonymous to except.

apprenticeship/ Learnership

How many required hours does teaching internship have?

360

School where student teachers/ observers undergo observation and practice teaching

cooperating school

Other term for cooperating school except:

private school

This refers to the person that is responsible in overseing everything for internship

college supervisor

This are other terms for college supervisor except:

university/college student teaching mentor

Refers to the person who guide the field study student/ student teachers

mentor/ cooperating teacher

Other term for cooperating teacher

mentor

This is the term use for the nurturing process

mentoring

Student taking field study courses

field study students

Student who undergoes practice teaching

student teacher

STUDENT ENROLLED IN BEED, BSED, AND OTHER EDUCATIONAL PROGRAMS

PRE-SERVICE TEACHERS

ARE ALL PRE SERVICE TEACHERS ARE STUDENT TEACHERS?

TEACHERS OBSERVED ON/DURING FIELD STUDY

RESOURCE TEACHER

RESOURCE FACILITATOR IN THE FIELD STUDY COURSES

RESOURCE TEACHER

IT CAN BE MONETARY OR NON-MONETARY THAT IS GIVEN TO THE COOPERATING SCHOOL/PERSONS

FLEXIBLE INCENTIVES SYSTEM

SET OF SKILLS FOR SDAPTIVE AND POSITIVE BEHAVIOR TO DEAL EFFECTIVELY WITH THE DEMANDS AND CHALLENGES OF DAILY LIFE

LIFE SKILLS

SET OF SKILLS LIKE COMMUNICATION, INTERPERSONAL AND FINANCIAL LITERACY SKILLS

SOFT SKILLS

IT IS THE CAPSTONE/CULMINATING LESARNING EXPERIENCE WITH ONLY ONE SEMESTER REQUIREMENT USING CLINICAL APPROACH

TEACHING INTERNSHIP

IT IS THE REVISED GUIDELINES FOR STUDENT TEACHING INTERNSHIP

CMO 104 S. 2017

THIS ARE THE STUDENT INTERN REQUIREMENTS EXCEPT:

ENROLLED IN PARTNER PUBLIC SCHOOL

KEY PEOPLE YOU INTERACT IN TEACHING INTERNSHIP EXCEPT

RESOURCE TEACHER

WHAT ARE THE FIVE PHASES OF TEACHING IN CHRONOLOGICAL ORDER

ORIENTATION SESSIONS, OBSERVATION AND BUILDING RELATIONSHIP, ON-SITE-TASKS, FINAL DEMONSTRATIONS AND ACCOMPLISHING EXIT FORMS, EVALUATION OF TEACHING INTERNSHIP

HELD BY THE COLLEGE SUPERVISOR, COORDINATING PRINCIPAL AND MENTOR TO ESTABLISH HARMONIOUS RELATIONSHIP

ORIENTATION SESSIONS

THIS IS TYPICALLY DONE DURING THE FIRST WEEK OF INTERNSHIP

OBSERVATION AND BUILDING RELATIONSHIP

TASK GIVEN BY YOUR COOPERATING TEACHER, MOST OF YOUR DAYS ARE SPENT IN THIS PHASE

ON-SITE-TASKS

TASKS THAT NEEDS TO BE ACCOMPLISHED BEFORE LEAVING THE COOPERATING SCHOOL

FINAL DEMONSTRATION AND EXIT FORMS

YOULL BERE QUESTED TO EVALUATE THE INTERN PROGRAM FRO IMPROVEMENT

EVALUATION OF TEACHING INTERNSHIP

DISCUSS THE CHED POLICIES AND TERMS

COLLEGE SUPERVISOR

POLICIES OF YOUR SCHOOL

COLLEGE SUPERVISOR

CONDUCT DISCIPLINE

COLLEGE SUPERVISOR

DISCUSS THE MANNER OF GRADING

COLLEGE SUPERVISOR

DISCUSS SCHED OF DIALOGUE AND CONFERENCES

COLLEGE SUPERVISOR

DISCUSS THE SUBJECT REQUIREMENT

COLLEGE SUPERVISOR

DISCUSS THE VISION, MISSION, GOALS, AND CORE VALUES OF COOPERATING SCHOOL

COOPERATING SCHOOL HEAD/PRINCIPAL

DISCUSS THE SCHOOL RULES AND ACTIVITIES

COOPERATING SCHOOL HEAD/PRINCIPAL

DISSCUSS EXPECTATIONS OF INTERNS

COOPERATING SCHOOL HEAD/PRINCIPAL

DISCUSS THE CONTENT OF THE SUBJECT AREA

SUJECT AREA COORDINATOR/ COOPERATING TEACHER

DISCUSS LESSON EXEMPLARS

SUJECT AREA COORDINATOR/ COOPERATING TEACHER

DISCUSS SUBJECT REQUIREMENTS

SUJECT AREA COORDINATOR/ COOPERATING TEACHER

DISCUSS THE FORMS TO ACCOMPLISH

SUJECT AREA COORDINATOR/ COOPERATING TEACHER

REFERS TO LEARNING HOW TO TEACH.

CLASSROOM OBSERVATION

REFERS TO SEE REAL LIFE TEACHERS IN ACTUAL TEACHING SITUATIONS

CLASSROOM OBSERVATION

IT PLAYS CENTRAL ROLE IN TEACHING INTERNSHIP

CLASSROOM OBSERVATION

THIS REPRESENT THE GENERAL PATTERN OF THE TASK THAT PRE SERVICE TEACHERS ARE EXPECTED TO DO IN THE DIFFERENT LEARNING EPISODES

OAR APPROACH

“I WILL REMEMBER TO TRAIN MY SENSES TO BE MORE SENSITIVE TO THE LEARNER AND THE ENVIRONMENTS”

OBSERVE

“I WILL BE OBJECTIVE AND USE CRITICAL THINKING

ANALYZE

“I WILL BRING TOGETHER MY PAST, PRESENT, AND FUTURE AND EXPRESS MY INSIGHTS”

REFLECT

DIARY OF A STUDENT TEACHER

REFLECTION JOURNALS

PERSONAL ACCOUNTS OR RECORDS OF ALL LEARNING EXPERIENCES, SUMMARIZE YOUR IDEAS, THOUGHTS, FEELINGS AND EMOTIONS

REFLECTION JOURNAL

IT IS REVISED AND UPDATED REGULARLY TO PROVIDE RELIABLE DATA AND INFORMATION SOME ARE ACCOMPLISHE IN THE BEGINNING OF THE YEAR OF AT THE END OF THE YEAR USED FOR INSTRUCTIONAL PURPOSES

SCHOOL FORMS

KNOWN AS DATA PRIVACY ACT

REPUBLIC ACT NO. 10173

TITLED INTERIM GUIDELINES FOR THE PREPARATION, SUBMISSION, AND CHICKING OF SCHOOL FORMS FOR THE SCHOOL YEAR 2020-2021, SCHOOL FORMS PREPARATION DURING COVID 19

DEPED ORDER NO. 14, S. 2021

MASTER LIST OF CLASS ENROLLMENT

SF 1

RECORDING OF ATTENDANCE, ABSENCE OR TARDINESS

SF 2

FORM KNOWN AS SCHOOL REGISTER

SF 1

LEARNER’S DAILY CLASS ATTENDANCE

SF2

BOOKS ISSUED AND RETURED

SF 3

LIST OF BOOKS

SF 3

SUMMARY ENROLLMENT AND MOVEMENT OF LEARNERS

SF 4

ENROLLMENT COUNT, TRANSFERRED I/OUT AND DROP OUT BY GRADE LEVEL

SF 4

LIST OF PROMOTED/ RETAINED BY CLASS

SF 5

REPORT ON PROMOTION

SF 5

SUMMARY REPORT IN PROMOTION

SF 6

NUMBER OF PROMOTED/ RETAINED BY GRADE LEVEL

SF 6

LEARNER BASIC HEALTH PROFILE

SF 8

PER LEARNER ASSESSMENT OF BODY MASS INDEX

SF 8

INVENTORY OF SCHOOL PERSONNEL

SF 7

LIST OF SCHOOL PERSONNEL WITH BASIC PROFILE AND TEACHING LOAD/ ASSIGNMENT

SF 7

LEARNER PROGRESS REPORT CARD

SF 9

INDIVIDUAL ACADEMIC RECORD, BEHAVIORAL AND ATTENDANCE REPORT BY QUARTER

SF 9

FORMERLY KNOWN AS FORM 138

SF 9

LEARNER’S PERMANENT ACADEMIC RECORD

SF 10

INDIVIDUAL ACADEMIC RECORD BY QUARTER AND SY

SF 10

SIMPLIFIED AND STANDARDIZED FROM FORMER FORM 137

SF 10

SCHOOL FORMS 1-7 CUSTOMIZED TO FIT SHS REQUIREMENT

SHS FORMS

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, IT USES WIDE ARRAY OF INSTRUCTIONAL STRATEGIES TO CATER TO THE DIVERSITY OF THE LEARNERS

INNOVATIVE

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, IT AIMS TO ACCOMODATE MULTIPLE INTELLEGENCIES

INNOVATIVE

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, IT IS THE ACTIVE LEARNING PROCESS

INTERACTIVE

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, TEACHERS MUST ENSURE THERE IS MEANINGFUL STUDENT ENGAGEMENT IN CLASS. ALL STUDENT MUST PARTICIPATE IN ALL THE TEACHING-LEARNING ACTIVITIES

INTERACTIVE

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, CURRICULUM IS SEAMLESS AND BORDERLESS.

INTEGRATIVE

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, TEACHERS MUST SEE TO IT THATALL THE LEARNINGS GAINED IN THE CLASSROOM GAINED IN THE CLASSROOM MUST HAVE A UNIFYING PROCESS.

INTEGRATIVE

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, EACH SUBJECT COMPLEMENTS THE LESSONS LEARNED IN VARIOUS DISCIPLINES.

INTEGRATIVE

IN THE TYPES OF INTEGRATION IT IS TO INTEGRATE TO OTHER SUBJECTS

MULTIDISIPLINARY

IN THE TYPES OF INTEGRATION IT IS THE INTEGRATION WITHIN THE SUBJECT AREA

INTRADISCIPLINARY

IN THE TYPES OF INTEGRATION, IT IS ACROSS SUBJECT AREAS

INTERDISCIPLINARY

IN THE TYPES OF INTEGRATION, WHERE LESSON CAN BE APPLIED IN REAL LIFE

TRANSDICIPLINARY

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, IT IS WHERE TEACHERS MUST PLAN AND WORK TOGETHER AND MUST ARTICULATE THE LESSONS VERTICALLYAND HORIZONTALLY

COLLABORATIVE

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, WHERE IT IS THGE USE OF COOPERATIVE STRATEGIES IN CLASSES WILL PROMOTE UNITY, COOPERATION AND TEAMWORK BETWEENAND AMONG CLASSES

COOPERATIVE

IN THE 3 I’S AND TWO C’S IN THE INSTRUCTIONAL PROCESS, STUDENTSWORK TOGETHER WHERE SUCCESS OF THE GROUP DEPENDS UPON EVERYONES COOPERATION IN THE TASK.

COOPERATIVE

THE PROCESS OF TEACHING HOW TO DO OR PERFORM TASK IN STEP BY STEP PROCESS/ LOGICAL MANNER. PROVIDE STUDENT-TEACHERS WITH EXPERIENCES OF REAL SITUATIONS, EVENTS AND PROCESSES

DEMONSTRATION TEACHING

CALLED AS ATTENTION-GETTERS, ENERGIZERS AND TONE SETTERS. MAKE STUDENTS HIGHLY MOTIVATED IN THE TEACHING PROCESS

INTRODUCTION

MAKE GOOD TRANSITION FROM INTRODUCTION TO THE DEVELOPMENT OF THE LESSON VARRIED INNOVATIVE TEACHING STRATEGIES TO SUSTAIN THEIR INTEREST IN THE LESSON

DEVELOPMENT

FOCUSES ON MAKING CONNECTIONS FOR STUDENTS TO APPLY THE RELEVANT AND MEANINGFUL LEARNING EXPERIENCE TO PRACTICAL, REAL-LIFE KNOWLEDGE AND TO THE BROADER ASPECTS OF THE CURRICULUM. STRATEGIES INCLUDE: REFELCTION, COMPLETING STATEMENTS, CHECKLIST

INTEGRATION

INCLUDES LEARNERS OF ALL ABILITIES AND BACKGROUNDS

DIVERSITY

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PARENT- TEACHER CONFERENCE

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