Field Study 6 Module Revised 2017-2018

Republic of the Philippines
University of Southeastern Philippines

COLLEGE OF EDUCATION
Iigo St. Obrero, Davao City 8000
PRE-SERVICE TEACHER TRAINING UNIT
Extended School Experience
FIELD STUDY 6 MANUAL

Becoming a Teacher
PREFACE
Field Study Practicum Module Version 2 is the revised copy of Field Study 6
Module developed by the Basic Education Assistance for Mindanao Pre-Service
Teacher Training Unit.
The revision and enhancement of the FS 6 module is evident in the complementation

of objectives, course requirements and activities in relation to the competencies linked
to the NCBTS and the grading system.
The Review Committee tasked for Version 2 of the Field Study 6 Module is composed
of:
Helen Apilado, MAED-English; Ed.D. Educl Mngt.
Maxima A. Piala, MAED-English; Ph.D.-Linguistic (On Going)
Jennifer P. Dequito, MAT-ELA, Med- Ey
Lindy C. Lulab, MAED Certificate; MIT; Ed.D-ELM
Vilma D. Andoy, MTE-Techl English; Ed.D.Educl Mgt.; Ed.D. SPED
Bonifacio G. Gabales Jr., MS-Educational Measurement & Evaluation;

Ph.D.-Devt. Research & Administration
The laudable contribution of the committee in making this Field Study 6 Manual a
reality is greatly acknowledged.
CED Module Field Study 6 1

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TABLES OF CONTENT
1. INTRODUCTION.....................................................................................................3
Links to DepEds National Competency-Based Teacher Standards (NCBTS):......3
2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS.....................................4
3. COURSE DESCRIPTION.......................................................................................7
Course Requirements.............................................................................................7
Grading System.......................................................................................................8
Assessment Tools...................................................................................................6
Schedule of activities for Field Study 6...................................................................9
4. COURSE CONTENT.............................................................................................10
A. Teachers Classroom Management Skills.........................................................10
B. Lesson Guide Making.......................................................................................10
C. Micro-Teaching.................................................................................................10
D. Participation and Actual Transition Teaching....................................................14
E. Co-Curricular and Extra-Curricular Involvements.............................................16
5. GLOSSARY OF TERMS.....................................................................................177
6. REFERENCES......................................................................................................18
7. APPENDICES.......................................................................................................19
Appendix A: Reflective Journal Writing.................................................................20
Appendix B: Classroom Management of the Learning Environment....................25
Appendix C: Rubric for Reflection/Journal Entries................................................24
Appendix D: Lesson Plan Rubric..........................................................................27
Appendix E: Pre-Service Teacher's Actual Teaching Rating.. 29
Appendix F: Marking Guide for Instructional Materials..31
Appendix G: Rubric for Micro Teaching Plan..32
Appendix H: PST Micro Teaching Performance Rating Checklist...33
Appendix I: School-Community Extension Service proposal..34
Appendix J: Rating Scale For School-Community Extension Service35
Appendix K: Rubric For Pre Service Teacher FS Portfolio .36
Sample Portfolio format in Field Study Course ...37

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Field Study 6: Becoming a Teacher

Credit: 1 Unit
Time Duration: 17 hours
1. INTRODUCTION
FS 6 is a field study course that brings together the PSTs experiences from Field Studies one to five. It
aims to immerse students in taking on the role of the teacher.
This course focuses on exposing the learners to a range of experiences in becoming a teacher, and the
acquisition and application of the teaching theories, strategies, skills, values and attitudes necessary in
becoming a professional teacher. It will include lesson transition and involve PSTs in making links with the
community.
Links to DepEds National Competency-Based Teacher Standards (NCBTS):
Domain 1- Social Regard for Learning
-The teacher acts as a positive role model for students.
Domain 2- Learning Environment

-Promotes fairness, fair and conducive to learning
Domain 3- Diversity of Learners

-The domain of diversity of learning process in diverse learner, concerned with the
holistic development of the learner.
Domain 4- Curriculum
- Demonstrates mastery of the subject matter and the learning process
-Selects teaching methods, learning activities and instructional materials
appropriate to the learners ability and learning styles.
Domain 5- Planning, Assessing and Reporting

-Planning, Assessing, and reporting (feed backing)
-The teacher develops and uses variety appropriate assessment strategies to
motivate and evaluate learning.
Domain 6- Community Linkages

-It focuses on the establishment of learning environment that respond to the
experiences and aspirations of the community thus, make learning relevant and
meaningful.
Domain 7- Personal and Professional Development

-It takes pride in the nobility of teaching as a profession which builds professional
links with colleagues to enrich teaching practice and reflects the extent of the
attainment of professional development goals.

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2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN Field Study 6

Stakeholders
1. Teacher Education Institution (TEI)
2. Dean of the College of Education
3. TEI Practicum Manager
4. TEI Practicum Supervisor for Field Study 6
5. Schools Division Superintendents (SDS)
6. DepEd Cooperating Principal
7. Site Coordinator
8. Cooperating Teachers for Field Study 6
9. Pre-Service Teachers of Field Study 6
I. The Teacher Education Institution (TEI)
A. The Dean of College of Education shall:
1. Designate a Practicum Manager to oversee/coordinate the practicum program.
2. Assign Practicum Supervisor with 25-30 Pre-service Teachers (PSTs).
3. Allocate a modest incentive to personnel in the DepEd involved in student teaching as
stipulated in the MOA.
4. Initiate conferences with the SDSs in selecting public and private schools in the
province/city.
5. Assign a space for Practicum office and appoints an office staff.
B. The Practicum Manager shall:
1. Monitor the teachers handling Field Study.
2. Supervise Practicum office staff.
3. Formulate policies and systems for the practicum.
4. Manage administrative matters such as preparation and signing of MOA.
5. Communicate with stakeholders and handle paper work with regard to practicum
program.
C. The TEI Practicum Supervisor shall:
1. Orient the pre-service teachers of their in-campus/off-campus work with regards to their
expected attitudes, proper dress code, things to be done when they are in school, and
the expectations of their cooperating teachers;
2. Coordinate with the Cooperating School Principal/Head regarding the selection of the
exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the School
Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the Pre-
service Teachers in their field studies;
5. Visit the pre-service teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and cooperating
teacher regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
Monitor their performance/progress in the field

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Special sessions on innovations in teaching-learning process

Submission of the Tasks assigned to them like lesson plans, self-made test,
instructional materials and their Reflective Journals for checking
Discuss their problems if there are any
8. Coordinate with the school Principal/Department Head regarding the participation and
involvement of the PSTs in at least one institutional co-curricular and one extra curricular
activity.
9. Assist the Pre-service Teachers in checking their lesson plans for team teaching and in
preparing their learning materials;
10. Submit written reports to the College Dean, copy furnished to the school principal and
the SDS, at least twice a month regarding the:
9.1 progress/performance of pre-service teachers
9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
11. Call the Pre-service Teachers for debriefing at the end of Field Study 6.
D. The Pre-Service Teachers shall:
1. Conduct actual classes in transition.
2. Conduct micro teaching classes for enhancement, remedial and tutorial purposes.
3. Participate actively in all school and community related activities, as appropriate.
4. Consider/be open to constructive criticisms.
5. Have regular discussions/de-briefing with the cooperating teacher/practicum supervisor.
6. Respect the dignity and rights of the learners.
7. Check papers and tests for the purpose of diagnosis and evaluation.
8. Prepare and check lesson plans with cooperating teacher/practicum supervisor before
teaching and evaluates effectiveness of plans of teaching (after teaching the class).
9. Observe lesson plan policies established by the cooperating teacher/practicum
supervisor.
10. Accept decisions of the cooperating teacher/practicum supervisor concerning material to
be covered and methods of presentation.
11. Submit to the TEI Practicum Supervisor the duly accomplishment forms on time.
12. Return all borrowed books and materials to the cooperating school before the term ends;
accomplish clearance from the cooperating schools.
13. Project a good image as a teacher at all times by observing
13.1 The Code of Ethics
13.2 Proper dress code
13.3 Punctuality in all activities of the Field Study
II. The Department of Education (DepEd)
A. The School Division Superintendent (SDS) shall:
1. Review and subsequently approve request for cooperating schools;

2. Conduct orientation on student teaching with the TEIs inclusive of the Dean, Practicum
Manager, Practicum Supervisors, and the School Principals/Head Teachers.
3. Be the approving authority for Memorandum of Agreements between TEIs and DepEd.

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B. The Cooperating Principal shall:

1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers actual
teaching;
2. Conduct orientation for cooperating teachers on:
a. policies and regulations on Field Study
b. mentors roles and responsibilities
c. expected activities and outcomes of Field Study 6
3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
d. expected activities and outcomes of Field Study 6 .
4. Monitor and provide feedback on pre-service teachers performance on the actual
teaching;
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the Practicum
Supervisor for debriefing at the end of Field Study 6.
6. Prepare required reports to the TEIs, copy furnish the Schools Division Superintendent
C. The Site Coordinator shall:
1. Assist the Principal in assigning the
Cooperating Teachers;
2. Conduct regular conference with
cooperating teachers as regards the performance and behaviour of student teachers
3. Serve as a link among Pre-service
Teachers, Principals and the TEI Practicum Supervisors.
4. Coordinate with TEIs Practicum Supervisor
concerning the Pre-service Teachers class assignment and problems
5. Ensure that student teachers are not
allowed to substitute for teachers who are absent or on leave.
D. The Cooperating Teacher shall:
1. Provide an appropriate environment and establish a positive working relationship
between Pre-service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors by:
a) lesson planning
b) actual teaching
c) classroom management
d) preparation of instructional materials
e) preparation of examinations/various assessment modes
3. Provide the student teacher participation in co-curricular and school/community activities
4. Expect pre-service teachers, lesson to assume planned micro teaching responsibilities
either for enhancement, remedial or tutorial.
5. Evaluate the pre-service teachers lesson plan in advance in order to check the
appropriateness of the instructional materials and the strategies that will be used in the
teaching-learning process;
6. Give regular appropriate praises, positive feedback, advice, support and encouragement
to the students practicing to be teachers;
7. Observe coach/mentor Pre-service Teachers in their participation in their cooperating
teachers, classes in transition.

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8. Complete the form of summative evaluation report for each student teacher.
3. COURSE DESCRIPTION
Field Study 6 is a one-unit course which is anchored on the professional subject, The Teaching
Profession. The course includes individual half day teaching, the transition from one lesson to another
and involvement in co and extracurricular activities.
Manage the whole class, make a smooth transition from one lesson to another, conduct a micro-
teaching lesson and participate actively in at least one co/extra curricular activity.
At the end of the course, the pre-service teachers are expected to have experiences in:
1. Managing the whole class, focusing on classroom discipline and routines.
2. Preparing lesson guides for all required classes.
3. Transition teaching of one lesson to another
4. Conducting micro teaching with either enhancement, remedial or tutorial focus
5. Assisting in at least one co and one extracurricular activity such as; Science Fair,
Speech or Communication Arts Fest, Linggo ng Wika etc. (co-curricular activities),
Scouting, Clean and Green Drive, Nutrition Month etc. (extracurricular activities)
Course Requirements
1. Attendance at the Field Study 6 Orientation
2. Participation in the Cooperating Teachers classes during lesson transition; actualize 2
classes as assigned by the CTs.
3. Facilitate 1 micro teaching activity in either enhancement, remedial or tutorial teaching
4. Preparation of 4 lesson guides as:
3 lesson guides for regular classes
1 lesson guide for 1 micro teaching class
5. Involvement in 1 co- curricular and 1 extracurricular activity
6. Interview a CT about his/her role in the community as professional teacher.
7. Complete a Reflection Journal on Becoming a teacher, including reflections about co-
curricular and extracurricular involvement.

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Grading System
Criteria/Components Weight Rater

Supervising Professor &
Attendance 10%
Cooperating Teacher
Actual Teaching 25% Cooperating Teacher
Community Involvement 15% Cooperating Teacher
Lesson Plan / Guides 20% Cooperating Teacher
Journal Entries/ Reflection 15% Supervising Professor
FS Portfolio 15% Supervising Professor
Total 100%
Assessment Tools
1. Actual Teaching Checklist
2. Interview Checklist for Community Involvement
3. Rubric for Micro-Teaching
4. Rubric for Lesson Guide
5. Rubric for Reflection /Journal Entries
6. Portfolio Rubric

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Schedule of activities for Field Study 6
Sessions Activities Site Time Frame

Orientation for Pre-service TEI Number of hours
Teachers should not be
counted
1st Sessions Orientation for Cooperating Cooperating School Number of hours
Principals, Site should not be
Coordinators and counted
Cooperating Teachers
Assigning of CTs and
subjects to be participated
in by the PSTs in the
second visit
Participation in CTs lesson Cooperating School 3 hrs
Assigning of PSTs subject
to be taught in the second
visit.
2nd Session PSTs lesson in transition Cooperating School 3 hrs

Assigning of PSTs subject
to be taught in the 3rd
visit
3rd Session PSTs individual classes Cooperating School 3 hrs

Assigning of PSTs tasks in
micro teaching for the next
visit
4th Session Micro-teaching Cooperating School 1 hr
5th Session Community involvement Cooperating School 4 hrs

and,
Co- curricular activity
involvement
6th Session Completion of teaching TEI 4 hrs
learning related
requirements
7th Session Debriefing/ Evaluation Exit Conference Number of hours
(Cooperating should not be
School) counted
Total 17 hrs

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4. COURSE CONTENT
To become professional the Pre-service Teachers need to be equipped with the holistic experience of
becoming a teacher. In this context, the Pre-service Teachers will bring together their experiences from
Field Studies one to five.
A. Teachers Classroom Management Skills
The Pre-service Teachers will again observe the Cooperating Teachers Classroom Management Skills,
facilitating the class an effective teaching and learning environment. These management skills include:
a. Routine activities to ensure classroom discipline, particularly on:
Checking the attendance
Seating arrangement
Handling materials and devices
Classroom courtesies
b. Monitoring of the Learners behavior and the teachers response to such behaviors.
In this observation on Teachers classroom management skills the Pre-service Teachers will:
1. Record 2 observations for each item in a and b.
2. Relate the observations and describe how he/she would manage these activities/
situation in his/her own classroom.
B. Lesson Guide Making
The Pre-service teachers will prepare lesson guides according to the subject matter that the cooperating
teacher assigns to them. These lesson guides include the setting up of objectives/materials selection of
appropriate teaching strategies and activities based on the learners needs, and the employment of
authentic assessment tools for the learners.
NOTE: The Lesson Guide prepared by the Pre-service teachers will be assessed by both Pre-
service Teachers and Cooperating Teachers using the following Lesson Guide checklist.

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Guidelines in preparing a lesson

Name: Date:
Subject Area: Sem/SY:
Direction:
Make an evaluation of the prepared lesson guides against this checklist. Answer with Yes or
No by checking the corresponding column. Then give a reflective answer on the question given
below.
YES NO
1. Do your lesson guides have the basic component parts like?
a. objectives
b. Subject Matter/ Topics
c. Materials/ References
d. Teaching strategies/ activities
e. Assessment tools for Authentic Assessment and Evaluation
2. Are your objectives stated in behavioral terms which include the
three learning domains?
3. Are your objectives learner-centered and interactive?
4. Are the materials needed appropriate to the lesson objectives?
5. Is the procedure presented in orderly manner?
6. Does the procedure begin with goal setting?
7. Does the development of the lesson connect the broader aspects of
the topic and other subjects?
8. Is there values integration?
9. Does the lesson end with a synthesis?
10. Is there an opportunity for a learning outcome evaluation?
11. Does it include a relevant and meaningful/challenging assignment?
For Pre-service Teacher Only

What learning insights have you gained in evaluating your self-made lesson plan?

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C. Micro-Teaching
The CT should guide the PSTs to be able to use appropriate skills such as explaining,
demonstrating, questioning, giving feedback and checking understanding to ensure that
learning will take place.
Task 1:
1. Observe the CT conducting a micro-teaching lesson. Discuss it with her/him
2. Collaborate with your CT and identify learners for possible remediation, tutorial or
enhancement.
3. Plan the micro teaching lesson and implement it.
Use the following table to guide your observations and reflections.

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Micro-teaching Observation Guide for Cooperating Teachers and PSTs
A. Observe the micro-teaching demonstration of the pre-service teacher and evaluate

him/her by answering the following questions.
1. Cite strong points of the micro-teaching demonstration.
2. Give recommendations to improve/ enhance the micro-teaching process of the

demonstration.
3. Is the time consumed in teaching sufficient? Give suggestions if needed.
4. Did the pre-service teacher attain his/her objectives in teaching?
B. PST Self evaluation of micro-teaching.

1. Cite strong/weak points and recommendations for improvement.
A. Strong points
B. Weak points/Needs improvement
C. Recommendation for improvement
2. Cite points wherein you can say that you have attained the objectives of the lesson.
3. Which of your micro-teaching , technique/strategy is most effective? Why?

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D. Participation and Actual Transition Teaching

The pre-service teachers are expected to observe the cooperating teachers as teaching as they move
from one lesson to the next. When the PSTs participate in lesson transition, the pre-service teachers will
use the Self-Appraisal form which includes the cooperating teachers feedback.
Activity:
1. Observe how your CT uses transition to shift from one lesson to another.
2. Conduct a lesson or activity where you have to move from one lesson/activity to another.
(This might be done in tandem with your CT).

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Participation Teaching in Transition Self-Appraisal Form for PST
Name: Date:
Subject Area: Cooperating Teacher:
1. After you observed the Cooperating Teachers lesson transition, what were your
realizations?
2. What strategies do you think worked well in changing (transitioning) the lesson?
Give details.
3. What would you like to improve in terms of using transition from one lesson to
another?
Cooperating Teachers Feedback:

Area(s) of Strength:
Area(s) of Improvement:
Name & signature of cooperating teacher:

Date:

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E. Co-Curricular and Extra-Curricular Involvements

The Pre-service Teachers are expected to be actively involved in various co-curricular and extra-curricular
activities. This involvement will give them the opportunity to meaningfully extend their teaching experience
in preparation for becoming a professional teacher.
To assess the Pre-service Teachers active involvement in co-curricular and extra-curricular activities are
required to complete the following co-curricular and extracurricular involvement from the PSTs.
Co-curricular and Extra-Curricular

Involvement Form
Name:
A. List some of the co-curricular and extra curricular activities that take place in your
cooperating school.
1.
2.
3.
4.
B. Reflective Questions:
1. Which particular activity were you involved in? Describe the activity?
2. How did the activity promote learning towards:

a. students
b. PSTs
3. How did you mobilize resources (human & material) to support the activity?
4. How were the results of the activity shared and publicized in the school?

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5. GLOSSARY OF TERMS
Cooperating Principal is the head of the cooperating school responsible in assigning exemplary cooperating
teachers and to coordinate with the TEI Practicum Supervisor with regards the assignment and problems of
Pre-service Teachers
Cooperating Schools the school where the pre-service teacher undergoes off-campus teaching.
Community Involvement- involvement in educational activities outside of the school or, the involvement of community
members in school activities. For example, parents listening to pupils read or, coaching a sport.
Dean of the College of Education is responsible for assigning Practicum Supervisors to handle Field Studies
including Practicum A and B.
Instructional Materials refer to print materials, audio-visual and multi-media resources used by the teacher in
facilitating teaching-learning process.
Micro-teaching refers to tutorial, remedial and enhancement teachings conducted outside the class hour
period.
Tutorial Teaching - a mode of microteaching that applies appropriate tutoring skills such as explaining,
demonstrating, questioning, giving feedback and checking understanding. This applies to slow and average
learners.
Remedial Teaching a mode of microteaching where the teacher identifies the students difficulties. From
here, he/she will interpret, explain, and demonstrate the relevant points. This is applied to slow learners.
Enhancement Teaching a mode of microteaching where the teacher demonstrates a particular strategy in
presenting a lesson. This is applied to average and fast learners.
Practicum Coordinator refers to the person in-charge of monitoring the teachers handling Field Studies and
manages administrative matters pertaining the practicum program of the TEI.
Pre-Service Teachers refers to the University/College BEED and BSED students who are enrolled in the Field
Study courses and are involved in micro teaching, team teaching, and teaching whole lesson.
Rubric - is a scoring tool that lists the criteria for a piece of work. (Goodrich, H.2000). It can be very useful for
teachers to improve quality of students performance and to assess students learning using fair and just
system.
Site Coordinator He/She is responsible in assisting the Principal/Head of the School in assigning students in
classrooms and scheduling of classes for observation and participation. Conduct regular conference with
cooperating teachers as regards the performance and behavior of student teachers
TEI Practicum Supervisor refers to the University/College faculty directly responsible for supervising, monitoring
and providing support to the university student in on/off campus school experience.
Teacher Education Institutions (TEIs) refer to the universities and colleges offering Teacher Education Courses
with curriculum aligned with that of CHED. There are 21 of these from Regions XI, XII, and ARMM which
established partnership with BEAM and DepEd.
Team Teaching - is any form of teaching in which a team consisting of two or more pre-service teachers share
responsibility in the planning, presentation, and evaluation of lessons prepared for the same group of
students.

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6. REFERENCES
Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.
Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.
Burke, Kay (2005).How to Assess Authentic Learning, Third edition. Hawker Brownlow
Education. Australia
Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.
Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of Teaching.
Lorimar Publishing Co.,Inc.
Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.
Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia, USA.

Association for Supervision and Curriculum Development
Garo, Candelaria, D. (2004). Teaching Educational Technology. National Bookstore.
Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.
Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing Co.,
Inc.
MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.
University of South Australia. Professional Application and Reflection 1,2,3,and 4.

Practicum Guidelines and Resources for Schools and Organizations.2004

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7. APPENDICES
Appendix A-Journal Writing Activity
Appendix B- Classroom Management
Appendix C- Rubric for Reflection/Journal Entries
Appendix D- Lesson Plan Rubric
Appendix E- Pre-Service Teacher's Actual Teaching Rating
Appendix F: Marking Guide for Instructional Materials
Appendix G: Rubric for Micro Teaching Plan
Appendix H: PST Micro Teaching Performance Rating Checklist
Appendix I: School-Community Extension Service proposal
Appendix J: Rating Scale For School-Community Extension Service
Appendix K: Rubric For Pre Service Teacher FS Portfolio
Sample Portfolio format in Field Study Course

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Appendix A: Reflective Journal Writing 1
As a Pre-service Teachers you are expected to record and reflect on your experiences in
Management of Learning Environment, Micro-teaching, Team Teaching, Assessment and
Evaluation, Actual Individual Teaching, Test preparation, and checking, Making and
Interpretation of test Results.
Journal Writing 1
On Micro-teaching
A. What have you learned after conducting your micro teaching activity?
B. After being aware of your students needs in micro-teaching, cite two improvements
applicable to micro-teaching 2.
C. What needs to be improved in your micro-teaching? How will you address these?
TEI Practicum Supervisors Feedback

Strengths
Areas for Improvement

Signature of the TEI Practicum Supervisor
USE SEPARATE SHEETS IF NECESSARY

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Journal Writing 2
Individual Teaching
Name: Date:
Course/Major Field: Cooperating Teacher:
1. How have you maintained the pupils enthusiasm while you were teaching? Give 2 examples.
2. What practices have you observed and tried out in providing for the varying needs of the
learners and their individual differences? How often have you done it?
3. Describe 2 changes you made during the lesson. Why did you make these changes?

Strengths


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Journal Writing 3
Assessment and Evaluation
Name: Date:
A. EVALUATION OF THE LEARNERS

1. How did you evaluate the performance of your learners? Did you reflect on their response
and review their achievements? How?
2. Do you use varied forms of assessment for the lessons? What are these forms of
assessments? Provide 3 examples.
3. How do you use assessment results in further planning your lessons?
B. SELF EVALUATION
1. How and where do you reflect on your own teaching and style and techniques? How often do
you do this? What evidences will show that you gained progress in your teaching
performance? What constraints/ difficulties hindered your progress?
2. How often do you ask for specific feedback and advice from your mentors? In what way will
you be able to check on your progress and achievements?
3. To what extent do you discuss your teaching performance willingly with others and respond
positively to constructive criticisms? What should you do to successfully improve your
teaching performance?

Strengths


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Journal Writing 4
Test Preparation
Name: Date:
1. What measures have you taken to assure yourself that your test items were clear and
simple?
2. What problems have you encountered in preparing your test? How can you respond to
them?
3. Did your test items provide a wide range of differences in ability? How?

Strengths


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Journal Writing 5
On Test Preparation
Name: Date:
1. What Types of Information about pupils/students progress can be obtained by marking the
test?
2. If the test result shows that 50% of the learners got low marks, what does this tell you?
3. What will you do about this?

Strengths


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Appendix B: Classroom Management of the Learning Environment
Name: Date:
1. How does your CT promote students self-esteem and a positive classroom climate? In what
way does he/she recognize and value their interests and achievements? How does he/she
reinforce constructive behaviors?
2. How does the CT manage to attract the attention of the learners to the lesson? How does the
CT ensure that everyone will listen, will pay attention and will work well?
3. What happened when your CT practiced class routines and tasks? To what extent has
the CT been resourceful and creative in managing the learning environment? Provide
2 examples.
4. Provide 3 examples of effective classroom management skills that your CT demonstrated
5. How does your CT ensure the classroom environment is conducive for learning? Provide 3
examples?
6. Comments/other Learning Insights about classroom management.

Strengths:
Areas for Improvement:

Signature of the TEI Practicum Supervisor:

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Appendix C: Rubric for Reflection/Journal Entries

Journal entries should demonstrate the PSTs thinking and reflection on his/her observations and
experiences. At this stage of the practicum the PST should demonstrate Higher Order Thinking
Skills (HOTS) by analyzing, synthesizing and evaluating what he/she has seen and experienced
as a developing teacher in Field Study 6.
Performance 5 4 3 2 1
(Excellent) (Proficient) (Satisfactory) (Developing) (Needs
CRITERIA Improvement)
Presents Presents very Presents Presents few Presents no

Reflection comprehensi clear some description of description of
journal entry ve description of description of worthwhile worthwhile
includes PSTs description of worthwhile worthwhile experiences, experiences,
learning worthwhile experiences, experiences, explains does not
experiences, experiences, explains explains sound explain sound
judgments, explains sound sound judgments judgments on
performance sound judgments on judgments on on personal personal
and other judgments personal personal strengths strengths and
insights gained on personal strengths and strengths and and weaknesses.
in the course, strengths weaknesses weaknesses weaknesses.
and anchored on anchored on
weaknesses some theories few theories
anchored on learned learned
many
theories
learned.
1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

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Appendix D: Lesson Plan Rubric

Name of Pre-service Teacher:
Subject Area: Date:
Note: This rubric will be used by the Cooperating Teacher and the TEI Practicum Supervisor.
Legend: 3 Good (95 %) 2 Fair (85 %) 1 Needs Improvement (75 %)
Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
Formulating Objective Defines objectives clearly Adequately define the Objectives are not clearly stated
objectives
Organization of Clearly links subject Adequately links subject Subject does not link to
lesson presentation matter to students matter to students students interest and
interest and experiences interest and experiences experiences
Clearly identifies Adequately identifies Does not clearly identify

sequential development sequential development sequential development of
of activities of activities activities
Uses relevant examples Adequately uses Does not use relevant

relevant examples examples
Accurately allocates time
to activities in accordance Adequately allocates Does not allocate time to
with objectives time to activities in activities in accordance with
accordance with objectives
Clearly indicates objectives
transition procedure from
one activity to the next Adequately indicates Does not indicate transition
transition procedure procedure from one activity to
Plans a variety of from one activity to the the next
teaching strategies next
Limited variety of Does not plan a variety of

Relates subject matter to
teaching strategies teaching strategies
other knowledge and prior
knowledge of students
Relates subject matter to Does not relate subject matter to
other knowledge other knowledge
Use of learning Uses a wide range of Uses a range of Does not use a range of
materials resources and learning resources and resources and learning
materials learning material materials
Structures a wide variety Uses an appropriate Does not structure an

of materials to stimulate variety of materials appropriate variety of
students interest and to stimulate materials to stimulate
achievement students interest students interest and
and achievement achievement
Use of evaluative Devises appropriate Devises Does not devise appropriate
measures evaluation of each appropriate evaluation of students
students progress evaluation of progress
students progress
Measures students Measures students Does not measures students
progress with appropriate progress with progress with appropriate
tests and a variety of appropriate tests tests and other methods
assessment methods and other methods
Total
CED Module Field Study 3

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Appendix E: Pre-Service Teachers Actual Teaching Rating

Name: Sem/Sy:
Date: Subject Taught::
Cooperating School:
Note: This will serve as a guide to the Cooperating Teachers and TEI Practicum Supervisor in assessing the actual
teaching performance done by the Pre-service Teachers. Check the box below that corresponds to each item.
Legend: 100-95 - Excellent 88-83 - Satisfactory 77-72 - Unsatisfactory
94-89 - Very Satisfactory 82-78 - Fair
E VS S F U
ITEMS TO RATE
(5) (4) (3) (2) (1)
I. LESSON PLAN
A. Objectives were stated in behavioral terms
B. There was congruence between
1. Objective and subject matter
2. Objective and materials used
3. Objective and teaching procedure / Strategies of Teaching
4. Objective and formative test / Evaluation
5. Objective and assignment
II. TEACHING METHODS
A. Method/s used was/were suited to the needs and capabilities of
the students
B. The teacher was creative enough to adapt his/her method to the
students capabilities
C. Visual aids and other examples were used to illustrate the
lesson.
D. The teacher made effective use of the formative test after
teaching
III. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework
3. Practice exercise
4. Group Work/Project
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom
C. Visual aids were within easy reach of the teacher during his/her
teaching
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with a well-modulated voice
B. The teacher used correct grammar in speaking
C. Correct responses were given by the students through the
teachers skillful questioning.
D. He/She observed correct pronunciation

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E. The board work of the teacher was free from errors in grammar
and spelling
F. The teachers handwriting on the board and the lesson plan was
legible enough to be read and understood
V. TEACHERS PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerism or physical defects that
tend to disturb the students attention.
C. The teachers personality is strong enough to command respect
and attention.
The pre-service teachers strengths are:
Comments/Suggestions for Improvement:
Final Rating (Tick one) Excellent Very Satisfactory Satisfactory Unsatisfactory
Rated by:
Cooperating Teacher
Designation:
Appendix F: Marking Guide for Instructional Materials

Pre Service Teacher : Sem/Sy:

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Cooperating Teacher: Date :

Cooperating School
Direction: Check the box below that corresponds to each item.
Legend:
3 Definitely (90 100)
2 Moderately (51 89 )
1 Not at all ( 0 50 )
Definitely Moderately Not at all

ITEMS TO RATE (3) (2) (1)
1. It is big enough that can be seen by

the farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the
target learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.
Comments/Suggestions: (Strengths and suggestions for improvement)
Rating:
Rated by:
Designation:
Appendix G: Rubric for Microteaching Plan
Performance Needs

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Level Very Good Good Fair Improvement Score

(25) (20) (15) (10)
Criteria
1.Microteaching The plan has The plan has The plan lacks The plan lacks
Planning complete component parts. one part. Some important parts.
Guide component Most of the objectives are Most of the
parts. All objectives are behavioral, objectives are not
objectives are behavioral, learner-centered behavioral,
behavioral, learner-centered and interactive. learner-centered
learner- and very and interactive.
centered and interactive.
very interactive.
2.Microteaching Microteaching Microteaching Microteaching Some steps in

Method and process has process has process has the process
Strategies very good good motivation, basic motivation, needs
motivation, activity proper activity proper improvement.
activity proper and assessment and assessment
and tools. tools.
assessment
tools.
3.Use of Teaching Teaching Teaching Teaching

instructional materials are materials are materials were materials do not
materials properly selected which not quite suit the needs of
/technology in selected that suit the needs of selected to suit the learners and
microteaching best suit the the learners and the needs of the the subject
needs of the the subject learners and the matter
learners and matter. subject matter
the subject
matter.
4.Management and The teacher is The teacher is The teacher is The teacher is
Learners very child- child-friendly and not so child- not at all child-
friendly and applies friendly and friendly and does
applies democratic style rarely applies not apply
democratic democratic style. democratic style.
style
TOTAL
Scoring:
1 - Needs Improvement (75-79)

2 Developing (80-84)
3 Satisfactory (85-89)
4 Proficient (90-94)
5 Excellent (95-100)
Appendix H: Pre-Service Teachers Micro-Teaching Rating Checklist

(for Cooperating Teacher and Practicum Supervisors)

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Name:
Subject Taught: Date:
Cooperating School:
Semester/School:
Direction: Check the box below that corresponds to each item.
Legend: 100-95 Excellent 88-83 Satisfactory 77-72 Unsatisfactory
94-89 Very Satisfactory 82-78 Fair
E VS S F U
Items to be Rated
(5) (4) (3) (2) (1)
I. Micro Teaching Planning
A. Objectives were stated in behavioral terms.
B. There was congruence between:
1. Objective and subject matter
2. Objective and teaching Strategies
3. Objective and assessment strategies/tools
II. Teaching Methods
A. Method/s used was/were suited to the needs and capabilities of the students
B. The pre-service teacher was creative enough to adapt his/her method to the
students capabilities.
C. Audio/visual aids and other example of instructional materials were used to
illustrate the lesson.
D. The Pre-Service Teacher used varied assessment strategies and tools.
III. Classroom Management
A. The pre- service teacher has a systematic way of checking:
1. attendance
2. exercises and Drills
3. performance based tests
4. passing in and out of the room
B. Order and Discipline were present in the room.
C. Audio/Visual Aids and other instructional materials were within easy reach of the
teacher during his/her teaching.
IV. Communication skills
A. The teacher spoke clearly with a well-modulated voice
B. The teacher is free from mannerism or physical defects that tend to disturb the
students attention.
C. The teachers personality gains the childrens respect and attention.
The pre-service teachers strengths are:
Comments/suggestions for improvement
Final Rating
(Tick one)
Rated by::
Designation:

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Appendix I: SCHOOL - COMMUNITY EXTENSION PROPOSAL

EXTENSION SERVICE
Center of Excellence for Teacher Education
I. TITLESCHOOL-COMMUNITY EXTENSION PROPOSAL

II. TARGET BENEFICIARIES/
COMMUNITY
III. PERSONS INVOLVED
IV. RATIONALE
V. OBJECTIVE
VI. RESOURCES NEEDED
VIII. BUDGETARY REQUIREMENTS
IX. DURATION/TIME FRAME
X. PROCEDURE
XI. EXPECTED OUTPUT
Noted by:
___________________________ _____________________________
CED Extension Coordinator Cooperating Principal
Note:
Evidences of the conducted community activities include:
1. Approved Proposal
2. Approved letter request to the cooperating Principal and Barangay captain
3. Programme of the Activity
4. Certificate of the conducted activity with signatures of principal and Barangay Captain.
5. Registration or list of Participants/Beneficiary.
6. Pictorials with caption
Appendix J: RATING SCALE FOR SCHOOL-COMMUNITY

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EXTENSION SERVICE
(Cooperating School)
Name of the Program/Project/Activity: ____________________________________________

Purpose: ___________________________________________________________________
Beneficiary: ________________________________________________________________
Number of Participants: _______________________________________________________
Venue : ____________________________________________________________________
Inclusive Dates: ______________________________________________________________
Implementer/Extensionist/s: ____________________________________________________
Very
Outstanding Satisfactory Satisfactory Fair Poor
(5) (4) (3) (2) (1)
Part 1 The Project

Relevant to the needs of the community
Timeliness of Delivery
Methodologies in Implementation
Part 2- The Extensionist
Knowledge and skills about the project
Delivery of the project
Attitude towards shared ownership of the
project
Outstanding 95-100% VS 94-89% S 83-88% F -78-82% P 72-77%
Grade : ______________________________
Rated by: ____________________________

Practicum Supervisor

Version 2 34
Appendix K: RUBRIC for Pre service Teacher FS PORTFOLIO (PRODUCT)
Criteria Description
5 4 3 2 1
1. Contents of the Has 90-100% of Has 75-89% of Has 60-74% of Has less than Has less than
Portfolio the needed the needed the needed 59% of the 40% of the
content content content needed content needed content
2. Objectives of Objectives are Objectives are Objectives are Some objectives Most objectives
the Portfolio SMART and cover SMART but cover SMART but cover are not SMART are not SMART
the whole course only a minimum only less than and do not cover and cover only a
of 75% of the 75% of the course the whole course minimum of the
course course
3. Quality of Entries are of Entries are of Entries are of Some entries are Few entries are
Entries best quality, well better quality, acceptable of acceptable of acceptable
selected and very many are well quality, some are quality, limited quality, not well
substantial. selected and well selected and selection and selected, and
substantial. substantial. substantial. very minimal
substance.
4. Presentation of Creative, neat Creative, neat Creative, neat Minimal No creativity, in

Entries and has a very and has strong and an average creativity, neat disarray, no
strong impact/appeal impact/appeal with minimal impact/appeal
impact/appeal impact/appeal.
5. Promptness in Submitted ahead Submitted on Submitted 10 Submitted from Submitted 31 or

the submission of schedule schedule days after 11-30 days after more days after
schedule. schedule schedule
Legend:
1 Needs Improvement (75-79)

2 Developing (80-84)
3 Satisfactory (85-89)
4 Proficient (90-94)
5 Excellent (95-100)
SAMPLE PORTFOLIO FORMAT IN FIELD STUDY COURSE

Version 2 35
TABLE OF CONTENTS
I. Title Page /Cover Page..............................i

The title page/cover page may contain the title of the Field Study Courses, the name
of the student, year and section, the semester and year when the FS Course is taken,
and the name of the FS faculty and the school.
II. Clearance and completion from Cooperating School....ii
This part presents the statement of PST completion of the FS activities and clearance
from all accountabilities in the cooperating school showing the signatures of the CT,
Program head, and Principal.
III. Table of Contents....iii
This section provides the listing of the contents of the portfolio and the pages where
these are located.
IV. Introduction ........................................................................................................................iv
V. Students Curriculum Vitae/Resume...........v
A short biography of the student shall be included in this section. It will also include
the students teaching belief or views of teaching.
VI. Statement of Purpose/Purposes of the Portfolio..vi
This section shall clearly state the purpose/s of the portfolio. It will express the
students intention for making the portfolio. This guides the student in the making
of his/her portfolio.
VII. FS Course Description, Rationale & NCBTS Link.......1
VIII.FS Grading System........3
IX. FS Schedule of Activities../.....4
X. Logical Presentation & Documentation of Portfolio Content/Entries.
A. Portfolio entries shall be divided into sections. Each section shall contain the
section title, entries of evidences, and a reflection. The organization may be
sequential, categorical or thematic presentation of entries will depend on the
creativity of the student.
I. Title of section based on the focus in the syllabus.
II. Entries or evidences (e.g. narratives, reports, photo essays, drawing, photos,
drawings, poems, songs, caselets, pictures, learners outputs, letters,
checklists, reflections)
III. Reflection on each section
B. Additional entries to the portfolio include articles, clippings, letters, and
commendations that are relevant to the course or to the student who is taking
the course.
XI. Personal Reflections on the Portfolio..... 9
This section captures the overall insights, feelings, beliefs, and views of the student in
relation to the different experiences, processes, and portfolio contents in the particular
field study course.
XII. Comments of the Cooperating Teacher/Faculty....12
A section shall be provided for the faculty in order to give his/her feedback about the
portfolio. This will allow the students to know their areas for improvement and growth.

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APPENDICES
Rubric for the Portfolio Output..21

A rubric for the portfolio is attached in this section. This will be the basis for
evaluating the process and the product in the course portfolio.
Daily Time Record....26
Pictorials with captions (Scan copies)...27
Students Self Rating Competency Checklist...30

This instrument will provide a guide to the student on what competencies he/she is
supposed to develop in the field study course.
Sample Format of PST Clearance

Version 2 37

Department of Education
Region IX
San Roque Central Elementary School
Obrero St., Davao City
_______________________________________________________________________
CLEARANCE
This is to certify that ___________________, a Pre Service Teacher of the University of

Southeastern Philippines has successfully completed his/her Field Study Activities at San
Roque Central Elementary School and he/she is cleared of the properties and
accountabilities of the said school, this ___ Semester, School year 20__ -20___.
_________________ _______________________
Cooperating Teacher Cooperating Program Head
______ __________
Principal
Cooperating School

Version 2 38

Field Study 6 Module Revised 2017-2018

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Republic of the Philippines

University of Southeastern Philippines

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY 6 MANUAL

The revision and enhancement of the FS 6 module is evident in the complementation

Helen Apilado, MAED-English; Ed.D. Educl Mngt.

Maxima A. Piala, MAED-English; Ph.D.-Linguistic (On Going)

Jennifer P. Dequito, MAT-ELA, Med- Ey

Lindy C. Lulab, MAED Certificate; MIT; Ed.D-ELM

Vilma D. Andoy, MTE-Techl English; Ed.D.Educl Mgt.; Ed.D. SPED

Bonifacio G. Gabales Jr., MS-Educational Measurement & Evaluation;

CED Module Field Study 6 1

CED Module Field Study 6 2

Field Study 6: Becoming a Teacher

Domain 2- Learning Environment

Domain 3- Diversity of Learners

Domain 5- Planning, Assessing and Reporting

Domain 6- Community Linkages

Domain 7- Personal and Professional Development

CED Module Field Study 6 3

2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN Field Study 6

CED Module Field Study 6 4

Special sessions on innovations in teaching-learning process

1. Review and subsequently approve request for cooperating schools;

CED Module Field Study 6 5

B. The Cooperating Principal shall:

CED Module Field Study 6 6

CED Module Field Study 6 7

Criteria/Components Weight Rater

CED Module Field Study 6 8

Schedule of activities for Field Study 6

Sessions Activities Site Time Frame

2nd Session PSTs lesson in transition Cooperating School 3 hrs

3rd Session PSTs individual classes Cooperating School 3 hrs

5th Session Community involvement Cooperating School 4 hrs

CED Module Field Study 6 9

CED Module Field Study 6 10

Guidelines in preparing a lesson

For Pre-service Teacher Only

CED Module Field Study 6 11

Use the following table to guide your observations and reflections.

CED Module Field Study 6 12

Micro-teaching Observation Guide for Cooperating Teachers and PSTs

A. Observe the micro-teaching demonstration of the pre-service teacher and evaluate

2. Give recommendations to improve/ enhance the micro-teaching process of the

3. Is the time consumed in teaching sufficient? Give suggestions if needed.

4. Did the pre-service teacher attain his/her objectives in teaching?

B. PST Self evaluation of micro-teaching.

B. Weak points/Needs improvement

C. Recommendation for improvement

3. Which of your micro-teaching , technique/strategy is most effective? Why?

CED Module Field Study 6 13

D. Participation and Actual Transition Teaching

CED Module Field Study 6 14

Participation Teaching in Transition Self-Appraisal Form for PST

Cooperating Teachers Feedback:

Name & signature of cooperating teacher:

CED Module Field Study 6 15

E. Co-Curricular and Extra-Curricular Involvements

Co-curricular and Extra-Curricular

2. How did the activity promote learning towards:

CED Module Field Study 6 16