My FS4

RATIONALE
Field Study 4 (FS 4) is a one-unit course. It is one of the series of sequential studies in
the Bachelor in Elementary Education and Bachelor in Secondary Education Programs
(BEED and BSED). This Field Study is linked to Professional Education subjects such as
Curriculum Development, Principles of Teaching 1 & 2, and Teaching Strategies.
FS 4 focuses on planning whole lessons, the preparation of instructional materials, and
team teaching with the Cooperating Teacher and other Pre-service Teachers.
A second focus of FS 4 is to have the Pre-Service Teachers explore the curriculum and
gain knowledge and understanding of its vital role towards the achievement of the student
learning. In this field study, the PSTs closely work and collaborate with the cooperating
teachers in making lesson plans. In the process, the PSTs start to explore the curriculum
by choosing the appropriate subject matter to teach, motivational activities and teaching
strategies.
Team teaching is a feature of many school activities so, it is important that the PSTs will
develop an awareness of the skills (as indicated by the BEC), an understanding of the
Teaching-Learning process and the need to work collaboratively. The pre-service student
teachers will be immersed in a balance of activities to give them the opportunities to plan,
teach and learn how to evaluate the learners’ performance.
In FS 4, the PSTs should manifest skills such as: planning, teaching, managing a class,
evaluating sequences of activities for individual and whole classes via team teachings,
designing instructional materials and, developing a professional portfolio.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):

Domain 2- Learning Environment
2.5 Creates a healthy psychological climate for learning
Domain 3- Diversity of Learners

3.1 Determines, understands, and accepts the learners’ diverse background knowledge
and experiences.
Domain 4 -Curriculum
4.1 Demonstrates mastery of the subject.
4.2 Communicates clear learning goals for the lessons that are appropriate for learners
4.3 Makes good use of allotted instructional time.
4.4 Selects teaching methods, learning activities & instructional materials or resources
appropriate to learners and align to objectives of the lesson.
4.5 Recognizes general learning as well as unique process of individual learners.
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Field Study 4: Exploring the Curriculum
ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4
Stakeholders
1. Teacher Education Institution (TEI)
2. Dean of the College of Education
3. TEI Practicum Manager
4. TEI Practicum Supervisor for Field Study 4
5. Schools Division Superintendents (SDS)
6. DepEd Cooperating Principal
7. Site Supervisor
8. Cooperating Teachers for Field Study 4
9. Pre-Service Teachers of Field Study 4
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 Supervisors with 25-30 Pre-service Teachers (PST’s).
3. Initiate conferences with the SDS’s in selecting public and private schools in
the province/city.
B. The Practicum Manager shall:
1. Monitor the teachers handling FS.
2. Formulate policies and systems for the practicum.
3. Manage administrative matters such as preparation and signing of MOA.
4. 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:
a. Monitor their performance/progress in the field
b. Special sessions on innovations in teaching-learning process
c. Submission of the Tasks assigned to them like lesson plans, self-made
test, instructional materials and their Reflective Journals for checking
d. Discuss their problems if there are any
8. Assist the Pre-service Teachers in checking their lesson plans for team
teaching and in preparing their learning materials;
9. Submit written reports to the College Dean, copy furnished to the school
principal and the SDS, at least once a month regarding the:
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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
10. Call the Pre-service Teachers for debriefing at the end of FS 4.
D. The Pre-Service Teachers shall:
1. Participate actively in all school related activities, as appropriate
2. Consider/be open to constructive criticisms;
3. Have regular discussions/de-briefing with the cooperating teacher/practicum
supervisor.
4. Respect the dignity and rights of the learners;
5. Check papers and tests for the purpose of diagnosis and evaluation;
6. Check lesson plans with cooperating teacher/practicum supervisor before
teaching and evaluates effectiveness of plans of teaching (after teaching the
class);
7. Observe lesson plan policies established by the cooperating teacher/practicum
supervisor;
8. Accept decisions of the cooperating teacher/practicum supervisor concerning
material to be covered and methods of presentation;
9. Submit to the TEI Practicum Supervisor the duly accomplishment forms on
time;
10. Return all borrowed books and materials to the cooperating school before the
term ends, accomplish clearance from the cooperating schools;
11. Project a good image as a teacher at all times by observing
11.1 The Code of Ethics
11.2 Proper dress code
11.3 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 TEI’s inclusive of the Dean,
College Student Teaching Supervisors, and the School Principals/Head
Teachers.
3. Be the approving authority for Memorandum of Agreements between TEI’s and
DepEd.
B. The Cooperating Principal shall:
1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers’
team 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 4
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 FS 4
4. Monitor and provide feedback on pre-service teacher’s performance on the
team teaching;
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the
Practicum Supervisor for debriefing at the end of FS 4;
6. Prepare required reports to the TEI’s, copy furnish the Schools Division
Superintendent
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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 behavior of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum
Supervisors.
4. Coordinate with TEI’s Practicum Supervisor concerning the Pre-service
Teacher’s class assignment and problems
5. See to it 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. use of varied strategies/approaches/techniques
c. classroom management
d. assessment of learning outcomes
e. questioning techniques
f. preparation of instructional materials
3. Provide the student teacher participation in co-curricular and school/community
activities
4. Expect pre-service teachers to assume planned team-teaching responsibilities
either to start the lesson, to develop it or to conclude the lesson;
5. Evaluate the pre-service teachers’ 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 Team Teaching.
8. Complete the form of summative evaluation report for each student teacher.
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COURSE DESCRIPTION
Field Study 4 will encourage PSTs to work with a buddy PST, with the assistance of their
cooperating teachers and TEI Practicum Supervisors. They will engage in the planning
and team teaching of lessons utilizing various teaching techniques. The PSTs will work
closely with their cooperating teachers. Initially they will either start the lesson, they will
teach at the middle of the lesson or they will end the lesson.
FS 4 will allow PST’s to apply and verify knowledge gained through exposure to the
existing curriculum. It shall also provide insights on how the curriculum can be effectively
implemented. This includes analyzing the mission-vision of the school relative to the
existing curriculum. The PST’s will also examine the resources available and reflect on
how this support the implementation of the curriculum. They will also look at the class
schedule, room assignment and teacher’s assignment in the effective implementation of
the curriculum.
This course will further enrich the students’ experiences in preparing teaching aids for
classroom use such as manipulative hands-on materials, or self-learning kits.
Course Objectives
At the end of the course, the pre-service teachers are expected to:
1. Apply knowledge and skills in writing a lesson plan;
2. Perform actual team teaching with a buddy, and with the CT
3. Select and develop instructional materials appropriate to a chosen subject
area;
4. Produce instructional materials for classroom use.
5. Observe best practices in the effective implementation of curriculum.
Expected Outcomes
1. Produce samples of three (3) self-made lesson plans.
2. Execute/teach two (2) lesson plans for at least 2 subject areas.
3. Prepare appropriate materials that suit prepared lessons and maximize its use.
4. Make reflections in reflective journals on the insights.
5. Analyze the curriculum used by the school in any subject area.
Course Requirements
1. Attendance during school hours, school functions and in special meetings

2. Daily Time Record/Logbook for the attendance in the laboratory and the
cooperating schools
3. Professional Portfolio which includes:
a. Lesson Plans
b. PSTs Work – rating sheets/evaluation forms completely filled in by the pre-
service teachers, cooperating teachers and the TEI Practicum Supervisor
on the instructional materials, lesson plan, art of questioning and actual
teaching practice
c. Journal Writing
d. Instructional Resources
4. Production of instructional materials
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Assessment Tools
1. Lesson Plan Rubric

2. Marking Guide for Instructional Materials
3. Pre-service Teacher’s Actual Teaching Rating
4. Marking Guide for Reflection/Journal Entries
5. Rubric for student Teaching Portfolio
Grading System
Rater
CT PS
 Attendance 10% 10%
 Professional Portfolio 30% 30%
 Instructional Materials 20% 15% 5%
 Journal Entries/Reflection 20% 20%
 Lesson Plan 20% 10% 10%
Total 100 % 35% 65%
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SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4
Visit/
Time
Sessio Venue Site/Observation Activity
frame
n
 Review Lesson on Lesson
1st Planning
TEI Classroom  Conference about the course 1hr
session
expectations and
requirements
Conference Room  Orientation of the School 1hr

or Session Hall Policies and Regulations (if
Lab. assigned in another School)
School/  Examine the resources
1st visit available
DepEd
 Journal Writing
School
School Classroom
2 hrs.
 Class Observation of CTs

Teaching
 Lesson Planning
2nd visit
School
Classroom/Faculty  Preparation of Instructional 3 hrs.
Room Materials
 Journal Writing
 Team Teaching with

3rd visit School Classroom CT/Buddy 3 hrs.
 Journal Writing
 Post Conference
 Team Teaching with
4th visit School Classroom CT/Buddy 3 hrs.
 Journal Writing
 Post Conference
 Team teaching with
CT/Buddy
5th visit School Classroom  Conference with TEI 3hrs
Practicum Supervisor and
CT
2nd  Debriefing of FS 4
TEI Classroom  Submission of the 1 hr.
session
Professional Portfolio
TOTAL 17hrs
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Pre-service Teacher’s Curriculum Vitae
PERSONAL BACKGROUND
Name: Florame F. Maglangit
Age: 36 years old
Address: Prk. Sampaguita, Blk. 3 Bagong Silang, Maragusan, Compostela Valley
Birthdate: July 30, 1983
Height: 5’3
Weight: 66
Sex: Female
Religion: Roman Catholic
EDUCATIONAL BACKGROUND
Tertiary : Compostela Valley State College - Maragusan Branch

(On-going)
Course : BEED - Generalist
Secondary : Maragusan National High School
Poblacion, Maragusan, Compostela Valley
S.Y. 1999-2000
Elementary : Bagong Silang Elementary School
Poblacion, Maragusan, Compostela Valley
S.Y. 1995-1996
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COURSE CONTENT
A. Classroom Observation
Observation is an important technique employed in the monitoring of the teaching learning
situation. Observational activities are important means of gathering evidences that would
be of help to you, as pre-service teachers. These would serve as your guide in the actual
team teaching you are going to conduct. For this, you will use TASK 1a as your guide.
The examples of teacher’s activities given will further serve as your guide in completing
this task.
Task 1a
Classroom Observation of Teacher’s Activities
Name: Florame F. Maglangit Date: February 26, 2019

Teacher Observed: AMELIA M. REMONDE School: BSES
Room: 6-3 Time: 8:05 AM – 8:55 AM
Class Observed: Grade 2 - Anthurium Subject: English
Direction: Observe the Lesson with attention to Teacher’s Activities
TEACHER’S ACTIVITIES OBSERVATION Questions/Comments

(Write your For later discussion with the
observations here) Cooperating Teacher and
the Practicum Supervisor
How does the teacher * questioning the
begin the learning pupils about what
activity? they notice about a
certain story or
For example: questioning
lesson
* showing materials * doing recaps about
* recalling prior the previous topics
experience * showing
* others pictures/animations
to the pupils
How is the learning * through showing
activity developed? pictures and
elaborating them to
For example: statements
the students
* using resources * giving examples
* instructing children which are visible or
* giving examples applicable at home
* demonstrating * using mother
* setting tasks tongue to elaborate
* organizing groups the topic.
* assisting
* questioning
* acknowledging
* others
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How is the learning
* through oral
activity concluded?
recitation
For example: questioning * group activities
* facilitating reporting
* recapitulating
* stating future directions
* others
Summary Comment:
The teacher’s personal trait that seemed to have a favorable effect on the
learning of the pupils is patience. She was very patient in repeating her
discussions over and over again for her pupils to fully understand them. The
teacher also uses mother tongue in discussing for the pupils to fully
understand especially the technical terms.
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Task 1b
Classroom Observation of Students’ Activities

Room: 6-3 Time: 8:05 AM – 8:55 AM
Direction: Observe the Lesson paying attention to pupils’/students’ activities and

interactions as your guide.
STUDENT’S ACTIVITIES OBSERVATION Questions/Comments

(Write your observations For later discussion with
here) the Cooperating Teacher
and the Practicum
Supervisor
How do the students * answer the teacher’s
respond to the teacher questions during recaps
in the beginning of the
learning activity?
Examples: statements
* actions
* recalling events,
experiences
* information
* others
What are the students * they present outputs in
doing during the the class
development of the * they also work
lesson? cooperatively during
group activities and
Examples: responding
present their works
* initiating creatively
* questioning
* discussing
* working cooperatively
* working independently
* using materials
* researching
* constructing
* others
How are the students * the pupils attain high
participating in the scores during quizzes
ending of the lesson? * some of them also raise
questions regarding
Examples:
what they want
* contributing information clarifications with
* reporting findings
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* recalling
* raising further
questions
* others
Summary Comment:
Pupils were able to comprehend very well with the help of graphical
presentations. Whenever they are confused, they do not hesitate to ask the
teacher if their ideas are right and connected to the topic being learned. They
also get high scores during quizzes and are very participative.
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Exploring Curriculum
A commonly held belief is that curriculum is known as the list of subjects. Others define it
as a prospectus, a guide for every course or program. However, curriculum includes the
life that encompasses the school. It is anchored on what the school envisions for learners
how it achieves this and when.
An effective curriculum contains the following aspects:
a. a clear and specific path on what learning is to be achieved by the learners;
b. a clear and specific path on how learning is to be achieved. It provides and
communicates clear learning objectives suited and appropriate to the level of
the learners;
c. a clear and specific path on what teaching methods and strategies to use, and
how this is supported by appropriate learning materials and learning activities.
Task 2
Examining the Resources

Room: 6-3 Time: 8:05 AM – 8:55 AM
A. . Describe the instructional materials used (aligned to the objectives of the

lesson) by your CT.
The media used in teaching were visual aids. These helped the
pupils understand more the lesson because within the visual aids are
pictures related to the lessons which were able to adopt the attention of the
pupils as well as enhance their comprehension.
B. What learning insights have you gained from these tasks?

I learned that the use of visual aids should be in line with the
teacher’s objectives presented. It is important that what the teacher wants
the pupils to attain is presented either verbally or visually. Pictures and
other illustrations should be incorporated in making visual aids in order for
the pupils to be further engaged into learning the topic.
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The Art of Questioning
Effective questioning is basic to effective teaching. Instead of pointing out the significance
of a particular bit of knowledge, the teacher assists his/her learners by using his/her
questions, to help them discover it for themselves.
A pre-service teacher should devote a good deal of attention to develop this skill.
According to Arabit, et.al (1993), there are four dimensions in the way we ask our students
some questions and each of these develop some skills like:
1. First Dimension Questions – require literal understanding which usually begins

with Who, What, Where, and When.
Ex. Who was Ruben? What was he carrying?
2. Second Dimension Questions – interpret between lines because the facts are not
directly or literally mentioned but the idea is being inferred.
Ex. What good are meatless Fridays to people?
3. Third Dimension Questions – require understanding and grasping fully the
author’s ideas including supplementary meanings like asking How and Why.
Ex. Do you like the title of the story? Why?
4. Fourth Dimension Questions – require judging the worth of ideas and
effectiveness of presentation.
Ex. What would you consider as good qualities of the Filipino families?
Explain.
Activity:
 Provide one example of each question dimension that relates to a topic in your
class.
Dimension 1:
What is the appropriate affix in this word/phrase?
Dimension 2:
Dimension 3:
Why is this affix the appropriate one to use?
Dimension 4:
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Task 3
Observation Sheet on the Art of Questioning
Room: 6-3 Time: 8:05 AM – 8:55 AM
Direction: Observe your CT. Note the questions that are asked.
Listen carefully to the teacher and answer the following as your guide.
1. What are the types of questions formulated in the lesson? Give example of
each type?
Most of the questions formulated in the lesson were knowledge
based and evaluative questions.
Knowledge-based:
What is the sum of the two numbers?
Evaluative:
Why is this the appropriate mathematical operation to use?
List down at least five (5) questions asked by the teacher in the class that you observed.
Then group them using the four dimensions.
1. What number comes next?

2. What is the sum of the two numbers?
3. What mathematical operation was used?
A. First Dimension (Literal Comprehension)

 What number comes next?
 What is the sum of the two numbers?
B. Second Dimension (Interpretation)

 What mathematical operation was used?
C. Third Dimension (Critical Evaluation)
D. Fourth Dimension (Application/Integration)
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Instructional Materials
There are several types of Instructional Materials that teachers use in their day-to-day
teaching activities. These materials can arouse and sustain the interest and attention of
the learners. It can concretize abstract concepts/ideas to promote meaningful learning.
They also assist learning because of the rich experiences that they provide.
With the proper selection and use of instructional devices or educational media, learning
becomes more permanent (Garo, 2004).
Audio–Visual materials
a. Audio-media are materials or sounds that are transmitted, produced or received
through high fidelity waves which are heard through certain equipment like
radio broadcast and recordings.
b. Visual materials are representations of direct reality, which comes in the form
of signs and symbols. Examples of which are: cartoons, pictures, posters,
drawings/sketches, diagrams, charts, graphs, strip drawing/comics strip and
maps.
Multi-Media as an approach to teaching refers to the use of an integrated format of audio-

video and animation applications to create a multi-sensory teaching and learning
situation. The use of computer applications is very useful in the preparation of the
material.
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Task 4
Observation Guide on the Use of Instructional Materials

Room: 6-3 Time: 8:05 AM – 8:55 AM
1. What is meant by instructional materials? Give 4 examples of those commonly used.
Instructional materials are the content or information conveyed within a

course. These include the lectures, readings, textbooks, multimedia
components, and other resources in a course. These materials can be used in
both face-to-face and online classrooms; however, some must be modified or
redesigned to be effective for the online environment. The best instructional
materials are aligned with all other elements in the course, including the
learning objectives, assessments, and activities.
Example of Commonly Used Instructional Materials:

 Graphic Organizers
 Visualizations: Illustrative Pictures, Graphics, Interactive Data
 Print Materials: Handouts
2. What are the values of audio-visual aids? Name three. How can aids like TV, movies
or computers assist the teacher? Justify your answer.
Values of Audio-Visual Aids:

 Stimulate the enthusiasm of pupils into engaging into learning.
 Gain and hold pupil’s interest.
 Increase understanding and retention of learners.
The teacher uses aids like TV, movies of computers to:
 provide the core information that students will experience, learn, and apply
during a course. They hold the power to either engage or demotivate
students.
 such show learners’ videos about how to do things, or solve things in order
for pupils to be able to learn on their own by just mimicking what they saw.
Aids like TV, movies of computers assist the teacher through offering a
reality of experience which stimulate self-activity and self-study on the part
of the learner. They provide that makes learning varied and efficient.
3. What teaching aids did the teacher use in the class you observed? What purposes did
each of them serve?
In the Mathematics class I have observed, the teacher used visual aids like
those written in the manila papers and colored papers. These types of
instructional materials aid the pupils who are most likely to learn through visual
orientation. Whenever the pupils cannot catch what the teacher is saying orally,
the instructional materials posted on the board will serve as their aid in coping.
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4. What multi-sensory materials does the classroom have?
 textbooks
 charts, graphs, maps and posters
 Chalkboard
 photographs, illustrations
5. What are three (3) key things that you should consider when preparing instructional
materials?
 Understanding
 Time span
 Readability
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Lesson Planning
Teachers need to plan to integrate what is to be taught and how to carry it out effectively.
Teaching is not a haphazard process. The highly interactive and demanding nature of the
classroom requires that a teacher plans thoroughly to maximize student learning. The
goal of planning should always be student-learning.
Types of Daily Lesson Plan
1. Detailed Lesson Plan – presents both the teacher’s activity and the learners’
activity under procedure or strategies.
2. Semi-Detailed Lesson Plan – includes only the teacher’s activity under
procedure or strategies.
3. Brief Lesson Plan – shows only the main parts of the lesson plan minus the
actual questions that you intend to ask.
Format of the Lesson Plan
Different authors suggest different components or format of a lesson plan. However most
agree that it should contain the following essential parts:
1. Purposes or Objectives or Targets
2. Subject Matter
3. References and Materials
4. Procedures or Strategies
5. Evaluation Techniques
6. Assignment or Agreement
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Task 5a
Sample Lesson Plan #1
ENGLISH GRADE 2
I. Learning Objectives:
At the end of the lesson the students will be able to:

A. State the difference between prefix and suffix,
B. Identify the prefix and suffix found in a word.
II. Subject Matter:
Topic: Prefixes and Suffixes

Materials: pictures, chart, chalk, Manila paper, marking pen, spinning wheel
References: Let’s get better in English, pp.103-105
Values Focus: listening attentively
III. Learning Procedure
A. Pre- Activities:
1. Daily Routine
2. Prayer
3. Greetings
4. Checking of attendance
5. Review about the last topic
6. Motivation- Teacher will show 2 different pictures. Teacher let them
recognize what is it. Let the student guess it.
B. Developmental Activities
a. Activity: The teacher will group the class into two groups.
Group 1
Match the correct picture that correspond the words and underline the
affixes used.
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Group 2
Find the words having suffix and prefix and underline it, then paste its word.
b. Abstraction
Prefix- is attached to the beginning of a root word
Suffix- a suffix goes at the end of a root word
Prefix Suffix
-im -er
Meaning- not Meaning- one who takes part

Teacher
Impossible Singer
Impolite Faster
Bigger
-in Fuller
Longer
Meaning- not
-est
Invisible
Infamous Meaning- the most
-mis Smallest
Strongest
Meaning- wrong
Misread
Misspell
c. Analysis
The teacher will present an image. Using the pictures shown students will
create different words having a suffix and prefix.
d. Application
Identify the underline words if it is a prefix or a suffix.
Incapable impure coldest
Deepest poorest mistake
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IV. Evaluation
Underline where is the prefix and suffix of each words.
Prefix Suffix
1. Mislead 6. Employer
2. Impossible 7. Officer
3. Independent 8. Poorest
4. Incorrect 9. Interest
5. Misplace 10. Deepest
V. Assignment
Write 10 examples of words having suffix and prefix.
Prepared by: Roxanne Padillo,

Florame Maglangit
Mary Joy Gura
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Evaluation of Learning Activities
Evaluation is the process of determining the effectiveness of a learning activity or a unit

of work which includes many learning activities. The aim of evaluation is to make informed
decisions in your subsequent planning so that you increase students’ learning and
develop the effectiveness of your teaching.
Task 6b:
Evaluation should be undertaken by you and also by your Cooperating Teacher/TEI
Practicum Supervisor. Following the learning activity, and as soon as you can manage it,
review the experience and write your evaluation
Activity: Use the evaluation sheet (8b) with your CT, to evaluate your lesson
Task 6b
Guidelines for Evaluating Learning Activities

Room: 6-3 Time: 8:05 AM – 8:55 AM
EVALUATION OF THE PLANNED ACTIVITY AND STUDENTS’ LEARNING

To what extent did the students achieve the specific learning outcomes?
To an extent wherein during and after the demonstration, the
learners were able to comprehend the topic being discussed and ask
certain questions that increased their understanding.
How do I know? What did I observe in students’ responses?
The learners were able to construct ideas with regards to lesson
being discussed on their own. They were also able to formulate queries
that helped in their acquisition and absorption of knowledge.
What modifications would I make to this activity if I did it again?

(task? teaching strategies? grouping? organization? resources?)
Next time, I would produce much more aids that will further increase
their participation in learning such as pictures, models and the sort. I
would also present or provide more activities for them to engage
enthusiastically.
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EVALUATION AND REFLECTION ON MY OWN TEACHING AND LEARNING
How effective were my teaching and management skills?
I think they were effective enough because I was able to provide a
child-friendly classroom. The learners were able to acquire new
knowledge that would support their former ones. I was also able to
make pupils engage into learning activities that were not only fun but
also knowledgeable.
What goals should I set for improvement in my next planned activity?

The goals I should set for improvement in my next planned
activity are:
 To provide more activities for pupils to interact with me and
with their classmates
 To offer a wide array of learning avenues that encourage self-
consistency and teamwork
 To provide a learning experience that are not only memorable
but also knowledgeable through activities that will encourage
students’ participation
What else did I learn about my teaching?

I learned that in teaching, I should be able to interact with pupils as
well as make them interact with me. I should be also able to provide
wide array of activities for my pupils to engage themselves with. As a
teacher I must be also able to present aids that will help in the learning
process of my pupils.
ASPECTS FOR DISCUSSION

Things I want to discuss with my cooperating teacher or TEI practicum supervisor
are:
1. How to further enhance pupils’ participation
2. Creation of more activities for pupils’ interaction
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Task 9 – Self Appraisal
Practicum should offer opportunities for self-appraisal of the teaching learning
experiences of a pre-service teacher. To become a responsible teacher, the pre-service
teacher should be able to self-evaluate objectively, to diagnose strengths and
weaknesses, and to plan for improvements. The PST’s should be able to reflect on their
ability to be self-aware, self-evaluative, and self-correcting (Beltran, 1992).
Direction: Reflect on one of the lessons you have taught. Record your self-evaluation on
each item by placing a circle around the appropriate number. If, upon evaluating yourself,
you are dissatisfied with your performance in any area, think about how you could improve
your practice. Re-evaluate yourself frequently.
A Pre-Service Teacher’s Self-Appraisal Checklist

Room: 6-3 Time: 8:05 AM – 8:55 AM
Lesson Taught: Prefixes and Suffixes
High Low
ITEMS TO RATE
5 4 3 2 1
I. Instructional Preparations
1. Was I aware of the latest research and professional
trends in my field?
2. Had I mastered the subject matter of each unit?
3. Had I organized each lesson and each unit of study?
4. Had I clearly defined instructional objective for each unit
and lesson?
5. Had I prepared and/or selected appropriate instructional
materials for each lesson and unit?
6. Was I able to show a relationship between subject
areas?
II. Instructional Materials
7. Did I individualize instruction as much as possible?
8. Was I aware of the abilities of each pupil/student?
9. Did I briefly review the previous day’s work with class?
10. Did I attempt to make the classroom attractive and
comfortable?
11. Did I create a relaxed atmosphere conducive to
learning?
25
12. Did I frequently use questions that encourage
comprehension, analysis, synthesis, and evaluation?
13. Did I often involve pupils/students in learning
activities?
14. Did I use a variety of teaching methods and
techniques?
15. Did I use a variety of teaching materials?
16. Did I praise pupils/students when they show progress?
17. Did I increase the pupil’s/student’s interest in learning?
18. Did I use appropriate audio-visual aids?
19. Did I make clear explanations?
20. Did I utilize community resources?
21. Did I relate what is being studied to some part of life?
22. Was I able to hold the interest of the class?
23. Did I give clear assignments?
24. Did I know and use pupil’s/student’s names?
25. Did I encourage independent study?
26. Was my word choice on an appropriate level?
27. Was I available for pupil conference?
High Low
ITEMS TO RATE
5 4 3 2 1
III. Human Relations
28. Did I avoid embarrassing pupils?
29. Did I allow all pupils to be heard?
30. Did I respect confidentiality?
31. Did I avoid engaging in gossip about colleagues?
32. Did I praise colleagues about their accomplishments?
33. Did I avoid criticizing a colleague?
34. Did I follow the “chain of command”?
35. Was I tactful when correcting the pupil/student?
36. Was I fair to everyone?
37. Did I respect the views of all persons?
38. Did I refrain from holding grudges?
IV. Personal Qualities
39. Was I honest?
26
40. Was I reliable?
41. Did I forgive?
42. Did I dress neatly?
43. Did I dress appropriately?
44. Was I cooperative?
45 Was I courteous?
46. Did I cultivate my voice to be pleasant, clear and
forceful?
47. Did I care for my health?
48. Was I poised and at ease when teaching?
49. Was I enthusiastic?
50 Was I self-directing?
51. Did I have sense of humor?
52. Was I willing to accept corrective, objective
suggestions?
53. Was I model citizen?
54. Did I support worthy community activities?
55. Is my judgment sound?
56. Was I punctual?
57 Was I independent in my thinking?
Source: Beltran, Linda B. (1992). A Guidebook for the Supervision of Student Teachers.
Rex Bookstore
Rating: 241
Signature of Pre-service Teacher:
Date: February 26, 2019
27
Reflective
Journal
Entries
28
Journal 1
On Preparing a Lesson Plan

Room: 6-3 Time: 8:05 AM – 8:55 AM
1. Describe the goals and purpose of your lesson plan.

The goal and purpose of my lesson plan are to help in my teaching.
This will serve as my guide in conducting a lesson proper.
2. What problems did you encounter in writing your lesson plan?

One of the problems I had encountered in writing my lesson plan was
planning on the activities to incorporate with the topic I was about to
discuss.
3. How can you improve your written lesson plan?

In order to improve my lesson plan, I will provide more activities and
learning opportunities suitable to my diverse learners.
4. Did you deviate from your lesson plan? Why/Why not?

I slightly deviated from my lesson plan. Since it was my first time
conducting a demo teaching not everything all went as planned. Also, there
were activities which were time-consuming, and I emitted some of them
during the actual teaching.
5. Experienced teachers claim that they “can teach their classes even without a
lesson plan.” How do you react to this? Provide reasons for your answers.
I think that teachers can teach learners without lesson plans. I agree
to this because knowledge can be transmitted from literally anywhere. You
can teach someone knowledge and wisdom through experiences or
sharing stuff either verbally or in writing.
29
Journal 2
Instructional Materials

Room: 6-3 Time: 8:05 AM – 8:55 AM
1. What is the importance of developing/preparing instructional materials?

Instructional materials constitute alternative channels of
communication, which a teacher can use to convey more vividly
instructional information to learners. They represent a range of materials
which can be used to 'extend the range of vicarious experience' of learners
in a teaching-learning situation.
2. Describe one of the instructional materials you made. What was its purpose?
Why did you prepare it this way?
One of the instructional materials I made was visual aids. Its purpose
was to aid my pupils who learns well visually. I prepared it this way so that
I will be able to make it creative and colorful which could attract my pupils’
attention.
3. How will your instructional materials influence students’ learning? Give two
examples.
First, it will influence them to learn through its creative appeal. Most
learners like to read visual materials when they are colorful and creative.
Second, it will influence them to learn because of its readability. It was not
only creative; it was also knowledgeable and easy to understand on the
learners’ part.
4. How will you know if your materials are effective in enhancing student learning?
Through my pupils’ reaction and response whenever they are asked
about the things they have read on the visual materials. If the pupils are
able to comprehend or elaborate what they have read it means that they
have understood and that the materials used were effective.
30
Journal 3
On Actual Team Teaching

Room: 6-3 Time: 8:05 AM – 8:55 AM
1. After you have done your first actual team teaching, what were your realizations?
How did you feel about co-teaching the lesson?
After our first actual team teaching with my co-PST Mary Joy Gura
and Roxanne Padillo, I realized that it was much better to have co-
demonstrators in teaching, because we were able to provide wide array of
ideas to our learners and also accommodate their different learning styles.
It was very easing on my part knowing that I have buddies with me who will
help me especially on those parts I have confusions with.
2. What do you think went well in the lesson? Give details.

I think everything went well in the lesson. We were able to provide
the knowledge we were supposed to impart and they were all inclined with
the objectives we formulated.
3. What would you like to improve and focus on during future planning and
delivery?
In the future, I would like to focus on the abstraction. In the
discussions part, I wanted to deliver the ideas more efficiently the next time
around so that my learners will fully understand and gain what they are
supposed to attain.
31
Journal 4
On Examining the Resources

Room: 6-3 Time: 8:05 AM – 8:55 AM
1. What is the importance of aligning the instructional resources and learning

activities with the objectives of the lesson?
The importance of aligning the instructional resources and learning
activities with the objectives of the lesson is to see to it that the learners
have achieved or acquired the knowledge they are supposed to achieve
throughout the lesson; and to make such acquired knowledge helpful and
beneficial on their part.
2. What difficulties have you encountered in planning your lesson plan with regards
to the availability of instructional material resources?
One of the difficulties my co-PST and I have encountered is planning
activities that would cater our learners’ varied needs. Since not all learners
engage into learning kinesthetically, we need to be versatile and to provide
wide array of activities.
3. What have you done to address this problem? (refer to question #2)
We were able to address the difficulty we had encountered by
incorporating games into the lesson; those games that will not only
encourage the learners to participate but also to have fun with.
32
Documentation
33
34
35
Rubrics
36
37
38
39
40
41
Attendance
Sheets
42
43
44
45
GLOSSARY OF TERMS
Assessment - relates to collecting, synthesizing and interpreting data about the

knowledge and understanding, skills and attitudes of a person or group in order to
facilitate decision making.
Class program- refers to the class schedule, room and teacher’s assignment
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 – refer to the school where the pre-service teacher undergoes
off-campus teaching.
Cooperating Teacher – is normally a classroom teacher at the laboratory and

cooperating school directly responsible for providing mentoring support to the pre-
service teachers.
Curriculum – refers to the life and program of the classroom and the school.
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.
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
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
46
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 (TEI’s) – 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.
47
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.
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.
Professional Application and Reflection 1,2,3,and 4. (2004), Practicum Guidelines and

Resources for Schools and Organizations. University of South Australia.
48

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RATIONALE

Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):

Domain 3- Diversity of Learners

II. The Department of Education (DepEd)

1. Attendance during school hours, school functions and in special meetings

1. Lesson Plan Rubric

Conference Room  Orientation of the School 1hr

 Class Observation of CTs

 Team Teaching with

Tertiary : Compostela Valley State College - Maragusan Branch

Classroom Observation of Teacher’s Activities

Name: Florame F. Maglangit Date: February 26, 2019

Direction: Observe the Lesson with attention to Teacher’s Activities

TEACHER’S ACTIVITIES OBSERVATION Questions/Comments

Classroom Observation of Students’ Activities

Name: Florame F. Maglangit Date: February 26, 2019

Direction: Observe the Lesson paying attention to pupils’/students’ activities and

STUDENT’S ACTIVITIES OBSERVATION Questions/Comments

Examining the Resources

Name: Florame F. Maglangit Date: February 26, 2019

A. . Describe the instructional materials used (aligned to the objectives of the

B. What learning insights have you gained from these tasks?

1. First Dimension Questions – require literal understanding which usually begins

1. What number comes next?

A. First Dimension (Literal Comprehension)

B. Second Dimension (Interpretation)

C. Third Dimension (Critical Evaluation)

D. Fourth Dimension (Application/Integration)

Multi-Media as an approach to teaching refers to the use of an integrated format of audio-

Name: Florame F. Maglangit Date: February 26, 2019

1. What is meant by instructional materials? Give 4 examples of those commonly used.

Instructional materials are the content or information conveyed within a

Example of Commonly Used Instructional Materials:

Values of Audio-Visual Aids:

At the end of the lesson the students will be able to:

II. Subject Matter:

Topic: Prefixes and Suffixes

III. Learning Procedure

Meaning- not Meaning- one who takes part

Prepared by: Roxanne Padillo,

Evaluation is the process of determining the effectiveness of a learning activity or a unit

Name: Florame F. Maglangit Date: February 26, 2019

EVALUATION OF THE PLANNED ACTIVITY AND STUDENTS’ LEARNING

What modifications would I make to this activity if I did it again?

What goals should I set for improvement in my next planned activity?

What else did I learn about my teaching?

ASPECTS FOR DISCUSSION

A Pre-Service Teacher’s Self-Appraisal Checklist

Name: Florame F. Maglangit Date: February 26, 2019

On Preparing a Lesson Plan

Name: Florame F. Maglangit Date: February 26, 2019

1. Describe the goals and purpose of your lesson plan.

2. What problems did you encounter in writing your lesson plan?

3. How can you improve your written lesson plan?

4. Did you deviate from your lesson plan? Why/Why not?

Name: Florame F. Maglangit Date: February 26, 2019

1. What is the importance of developing/preparing instructional materials?

On Actual Team Teaching

Name: Florame F. Maglangit Date: February 26, 2019

2. What do you think went well in the lesson? Give details.

On Examining the Resources

Name: Florame F. Maglangit Date: February 26, 2019

1. What is the importance of aligning the instructional resources and learning