Field Study

Field Study Orientation

Curriculum Description The Field Study Course are intended to provide students with practical learning experiences in which they can observe, verify, reflect on and actually experience different components of teaching learning process in actual school settings. The experiences will begin with field observation and gradually intensify until the students undertake practice teaching.

Field Study 1

Learners Development & Environment

Field Study 4

Exploring the Curriculum

Field Study 2

Experiencing Teaching-Learning Process

the

Field Study 5

Learning Strategies

Assessment

Field Study 3

Technology

in

the

Field Study 6

On Becoming a Teacher

Learning Environment

Field Study

Legal Foundations CHED Memo Order no. 30 (CMO 30) was promulgated on September 13,2004 for the purpose of rationalizing the undergraduate teacher education in the country to keep pace with the demands of global competitiveness. It is in accordance with the pertinent provisions of Republic Act No 7722, The Higher Education Act of 1994. CMO 30 embodies the policies and standards for the undergraduate teacher education curriculum. Article V. Sec 13. Of CHED Memorandum Order 30 states that , field study courses are intended to provide students with practical learning experiences in which they observe, verify, reflect on, in actual school settings. The experiences will begin with field observation and gradually intensify until students undertake practice teaching. The field study courses are composed of six field study subjects and practice teaching.

Theoretical Foundations

Field Study
The FS Course uses the principle of Vygotskian principle of Social Dimension of knowledge example meaningful learning and

construction of knowledge will occur if learners work hands-on in relevant settings and with the proper guidance. Complementary to Vygotskys theory is Albert Banduras Social Learning

Theory. .He asserted that learning takes place not only through imitation but also through observation. Situated Learning Theory as mentioned by Vygotsky and Bandura. They emphasize that knowledge needs to be presented in authentic context like settings and applications what would normally involve that knowledge and that learning requires social interaction and collaboration. Reflective Education. John Dewey stressed the vital role that reflection played in the growth and development of teachers. Reflection allows the learner to explore his/her experience s in order to arrive at new understanding or insights. It may be done individually or through sharing and discussion with others. Ramasamy (2002) stresses that Reflective Practices highlighted Kolb (1984) on his model of experiential learning cycle regards the process of reflecting upon experience as crucial stage because experience without reflections does not lead on learning.

Field Study

Approach to Field Study OBSERVATIONS (Bandura & Vygotsky) actual setting is used to train students senses to really focus on important details of the learning situation and perceive them with clarity and objectivity. It entails that students learn to differentiate making an observation and interpreting the observations ANALYSIS (Bruner) involves the use of critical thinking to break down the components of what was observed, orchestrated or organized. It will also involve the ability to synthesize or organize into a coherent pattern some of the salient points of what one has analyzed and learned REFLECTION (Dewey) involves the past, the present and future of FS student. Student should reflect on relevant experiences that might have affected their beliefs, values and attitudes about learning. This allows the integration of the future teacher as first and foremost a person with beliefs, values and attitudes.

Suggested Guidelines for Field Study Students

Field Study
These set of guidelines will help pre-service students in the successful conduct of their field studies. 1. FS students are required to accomplish successfully activities in at least 17 hours every semester in every FS courses. 2. FS activities should be under the supervision of the FS Faculty of TEI in collaboration with the FS Cooperating Schools 3. FS student shall secure appropriate FS permits and undergo

orientation/briefing before he/she is deployed in cooperating school. 4. Each FS shall secure a FS Notebook for each course 5. FS student shall wear official school/ university uniform during the SC in cooperating schools. 6. FS student shall demonstrate proper behavior in the presence of the learners, teachers, school personnel, administration and parents. 7. FS student shall request the signature of the resource teacher or person or the field study faculty immediately after the activity has been done 8. FS student is required to prepare a PORTFOLIO for every field study course. The FS Teacher is encouraged to prepare his/her rubric for authentic assessment of the portfolios. This rubric can be discussed with

Field Study
the students as art of the orientation so they would know what criteria will be used and how their portfolio will be assessed.

Classroom observation etiquette for student teachers

1. Be sure to be on time. School principals, Department / Curriculum Heads and teachers have a lot to do, and we don't want to abuse their hospitality by creating extra work. At least for the first week that each group (A,B,C,D) goes to a new school, wait until most or all of your colleagues are present and go in together.

2. When you enter schools building always go directly to the office and sign-in in the logbook and the Bundy clock, reflect this to your form 48. Typically this will include you wearing an identification badge before you go to your classroom. (Not all schools have a badge type system). Don't forget to sign out when you leave the school as well.

3. In order to explain your presence in the classroom, ask the teacher to introduce you to the students in the class. Let them know that you are also students who are learning about teaching. Also, let the teacher know what kinds of things you will be observing each day.

Field Study
4. Do not initiate conversation with the children nor interfere as they do their work. If the children engage you, be polite but not engaging. If you avoid most individual eye contact, scan the room as you observe and take notes, the students probably will ignore you after they get used to your being there. Remember, this semester your task is to focus on observing and taking notes.

5. You may see things in the classroom that you don't agree with. These observations will give you your first chance to control your body language -your non-verbal responses. If you see something you are

uncomfortable with, describe it in your journal and don't discuss it with anyone but the faculty. Remember you are a guest, not a classroom parent nor a paid evaluator.

6. Youll

notice

in

the

weekly

guidelines,

questions

to

ask

the

teacher. Check in with the teacher for a convenient time to pose these questions and talk for about 5 minutes.

7. At the end of each observation session, plan to meet with your observation partners for 20 to 30 minutes. Go out of the school and find a spot to debrief what you each saw and what questions you may have. Note alternate interpretations your partners bring to the same situation. For example, maybe I thought the teacher was angry and aggressive in

Field Study
giving directions, my observation partner may have interpreted that same interaction as the teacher being clear and direct. After each observation and reflection, write down a question or two about teaching, learning, and schooling that arises from your observation

8. At the end of your observation, be sure to let the teacher know how much you appreciated the opportunity to observe. A note or card is always appropriate. If you can think of one or two things that you learned or thought were particularly good, let the teacher know. 9. It is important to appreciate that these teachers are being generous to let us come in and observe. It is easy for outsiders and people new to the profession to be highly critical of what is going on in the classroom. While we want you to reflect deeply on the relationship between teaching, learning, and schooling, it is not appropriate to be negatively critical of the teachers we visit. We dont know their circumstances, and teaching is a very complex profession.

10. You are bound by confidentiality and must not discuss anything you hear or see in the classroom with people outside the program. Do

not have conversations with your peers in public places where you may
be overheard. You never know if the teachers best friend or the parent of a child is sitting near you. WHAT YOU SEE IS WHAT YOU GET!!!

Field Study
Strategies used in Field Observations: 1. Noting Classroom Organization, Procedures and Common Student Characteristics This type observation yields an overall perspective of classroom functioning and is often a good format for someone new to the setting. The observer uses a four-column sheet to list

characteristics of (a) the physical arrangement, (b) the daily procedures and routines, (c) the transitions, and (d) the students assigned to the classroom/program. 2. Scripting Lesson The observer keeps a running record of everything that happens during the instructional period to get an overview of the lesson. The idea is to write down everything that happens without making judgments. Afterward the teacher and observer can discuss and analyze the data. 3. Completing a Lesson Plan Using a formal lesson plan format, the observer completes the categories to get an understanding of how the lesson was organized. Objectives, materials, methods and procedures, individual student adaptations, homework assignments, and student evaluation should all be noted. 4. Identifying Problems & Solutions This type of observation gives insight into the teachers ability to solve problems as they arise in the classroom. The observer records problem situations and how the

teacher resolved each problem. As a good teacher often prompts

Field Study
appropriate behavior to avoid problems, the observer may also record the prompts used to prevent problems. 5. Tallying Reinforcement & Correction The observer uses a tally sheet to develop an understanding of how the teacher keeps the students focused during a lesson. On a two-column (reinforcement correction) sheet the observer records the words or actions used by the teacher to reinforce appropriate behavior and redirect inappropriate behavior. 6. Recording Events Related to Specific Student To develop a better understanding of one student, the observer concentrates solely on that student. He/She records all events and behaviors related to that

student. Afterward the teacher and observer can discuss and analyze the information. 7. Time Analysis The observer notes the time that the teacher started each piece of the lesson to examine the pace of the lesson and how the teacher manages to fit the structure of the lesson into the allotted time period. Time spent introducing the lesson, passing out materials, reviewing past learning, teaching a new concept, practicing new learning, assigning homework, cleaning up, etc. can all be documented. 8. Teacher & Student Movement A seating chart and arrows are used to document movement throughout the lesson. Notes can be made on the chart to record conversations and activity at various locations

throughout the classroom. Using a different color arrow for teacher

Field Study
movement will give a better idea of how the teacher circulated among the students. 9. Directions/Response Record A two-column (teacher directions student response) sheet is used to record the teachers directions and the associated pupil response. This can be used to emphasize the importance of providing clear, concise direction to the class. 10. Question/Answer Record A two-column (teacher question

student answer) sheet is used to record all the questions that a teacher asks and the corresponding student responses. Data from this

observation will give insight into the type of questioning used to elicit higher level thought from the student. 11. Discussion Analysis The observer uses a seating chart to

document the interactions that the teacher has with individual students. It can be used as a tool to identify how many students are involved in classroom discussion. If the class is broken into smaller groups, the observer may record the discussion interaction in one of the groups.