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COURSE CONTENT
Learning Content
Task1. Ask your CT to select two pupils (1 boy and 1 girl) in a friendly environment.
Interview each individually. Use this proforma to find out about the learners. Record the
information in your notebook.
A. Learner’s Profile
Name: Height:
Age: Sex: Weight:
Ordinal Position in the Family:
Parent’s name: (Father): Occupation:
(Mother): Occupation:
Religion: Ethnic Group:
Barangay:
Grade School Level:
Section:
Class Adviser:
Club Affiliation:
Most liked Subject(s):
Why?
Hobbies:
Favorite Color:
Favorite Flower:
Favorite Song:
Favorite TV Program:
Favorite Movie:
Favorite Game:
2 Things I like about the school are
Name of School:
Direction: Fill in the boxes with names of school personnel as reflected in the organizational
chart of DepEd. List two (2) main duties and responsibilities of each as spelled out during the
orientation program. (This may vary in appearance as each school has a different way of
presenting their organizational structure.
Completed by:
Assessed by:
Chart 2
Checklist of School Facilities
Direction: Check on the facilities of the school whether available or not available and specify
the number, status, and condition. (Status may mean construction on going, purchase being
processed, construction nearing completion, etc. While condition may mean functional, not
functional, etc.)
2. Laboratory with
adequate number of
equipments
3. Canteen/ Cafeteria
4. Comfort Rooms with
lavatory
5. Reading Center
6. Home Economics
Room
7. Industrial Art Shop
8. Audio Visual Room
9. Printing/
Mimeographing Room
10. Counseling Room
11. Others (specify)
12. Others (specify)
SUMMARY
Completed by:
Assessed by:
Chart 3
Checklist of a child-friendly School
Direction: Check on the facilities of the classroom whether available or not available and
specify the number, status, and condition. (Status may mean construction on going, purchase
being processed, construction nearing completion, etc. while condition may mean functional,
not functional, etc.)
SUMMARY
Completed by:
Assessed by:
Chart 5
Direction: Using the checklist below, tick the appropriate box that assesses the
communication skills of your buddy and yourself.
Completed by:
Assessed By:
Assessment of PSTs
The explanation should describe the layout of the classroom clearly and concisely.
Constructive comments and suggestions about how you might design your own classroom
based on your observations should be included.
5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
A Reflective Journal
Criteria:
- A journal is kept during school visits
- The journal contains classroom and school observation per visit
- The journal contains reflections about observations per school visit
- The final section of the journal contains a summary reflection of about half to
one page on experiences and thoughts related to becoming a teacher
5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
Appendix C: Marking Guide for Reflective/ Journal Entries
Performance 5 4 3 2 1
level
Excellent Proficient Satisfactory Developing Needs
Criterion Improvement
Legend:
Legend:
CLEARANCE
_MR._______________________ MRS.____________________
Cooperating Teacher Cooperating Teacher
MRS._________________________
Cooperating School Principal
Appendix E: SAMPLE PORTFOLIO FORMAT IN FIELD STUDY COURSES
TABLE OF CONTENTS
IV. Introduction.........................................................................................................iv
A. Portfolio
I.
II.
III.
B.
After making four classroom observations, a post conference will be held in the TEI to gather
information/ insights from your experience. A fourth entry in the Reflective Journal will be
submitted as entry number 4.
Guide Questions:
Attendance
10% Cooperating Teacher
Total 100%
Assessment Tools
Practicum is the core of pre-service teacher education program. This model uses a graded,
developmental, and sequential approach. It captures the essence of CHED Memorandum
Order No. 30 where Field Study 1 is the first in a series of six field study courses.
This one unit course, Field Study 1, is linked to a professional subject at the university. It is
focused on observation of the learner’s developmental and school environment, the school
community, the teaching profession, and interpersonal communication. It is geared to guide
the PSTs in the suitability of teaching as a career path.
To quote then Sec Florencio Abad, commencement speech, UP College of Education (Apr.
22, 2005) “A central strategy we are developing is to transform our Dep-Ed regional offices
as orchestrator of teacher professional development that links teacher education institutions
with exemplary teacher practitioners in public schools. What we might want to build are
networks of master teachers in public school who take on student teacher apprentices enrolled
in TEI’s. Such networks can then accelerate the development of the teacher craft in ways that
that use the best practices combining formal instruction and field practice that starts while
teachers are in teacher education courses but continues when they work in day-to-day
instruction at public schools.”
Its purpose is to connect the theories learned at the university and their application in the
field. Starting Field Study early will guide PSTs to decide whether teaching is an appropriate
career choice.
Links to DepEds National Competency-Based Teacher Standards (NCBTS):
Domain 1 – Social Regard for Learning
Competencies:
1.1 Acts as positive role model for students
1.1.1 implements school policies and procedures
1.1.2 demonstrates punctuality
1.1.3 maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on students
Domain 2 – Learning Environment
Competencies:
2.1 Creates an environment that promotes fairness
2.2 Makes the classroom environment safe and conducive to learning
*maintains a safe, clean and orderly classroom free from distraction.
2.5 Create a healthy, psychological climate for learning.
*Create stress-free environment
Domain 3- Diversity of Learners
3.1 Determines, understands and accept the learners’ diverse backgrounds, knowledge and
experiences.
*Obtains information on the learner’s learning style, multiple intelligences and needs
of learners.
3.2 Demonstrates concern for holistic development of learners.
*Employs integrative & interactive strategies for meaningful & holistic development of
learner.
INTRODUCTION
Field Study 1 is the first series of six sequential studies in the Bachelor of Elementary
Education and the Bachelor of Secondary Education Program (BEED and BSED) offered by
the Teacher Education Institution (TEIs). Field study 1 is Linked with Professional education
subject. It is the prerogative of the TEI to match with an appropriate subject such as Child
And Adolescent Development, Principles of Teaching, or Facilitating Learning.
The focus of Field Study 1 is observation of the learners, school structure and the community.
Since this is the first time the student teachers have been exposed to the school environment,
they are expected to take note of the school and classroom facilities, and the organizational
set-up of the school. The PSTs shall observe the behavior of the learners in the learning
environment. Based on their observations of learners, PSTs shall develop their understanding
on feasible approaches to facilitate learning considering the growth and development.
To assist during transition, the student will be paired with a “buddy”. Included in FS 1 is the
enhancement of the students’ communication skills with his/her buddy since they are
expected to be adequate in the language they will be using during their hands-on teaching in
the remaining field studies.
This Course Information Booklet contains the course overview, objectives, learning content,
expected learning competencies, and assessment items/ strategies. It include the roles and
expectations of Teacher Education Institutions (TEIs), Practicum Supervisor, Pre-service
Teachers, Cooperating Teachers and Cooperating Principals. It has checklist and rating scales
to assess school and classroom facilities and, a schedule of visits and activities related to
Field Study 1. Rubrics are used to assess the PST’s.
2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1
Field Study 1 will introduce student observers to the learner’s behavior in the different phases
of development, school environment and the school community. It offers them opportunities
and prospect for career development as they observe the school structure, the classrooms, the
school facilities, the teachers, the parents, and the students. This observation course provides
them avenues to enhance their communication skills as they exchange ideas with their buddy,
with the cooperating teachers, with pupils, and with parents. This observation includes the
way teachers interact with each other, with students, with parents, and other stakeholders
Objectives
At the end of the course, Field Study 1, the student observers will be able to:
Assessment Items
Using the results of Chart 1 and Chart 2 the students shall write a narrative report of findings
that will serve as Journal Entry 1. The students will be assessed using Assessment Item 2
found in the Appendix (page 21)
D. Communications Skills
Learning Content
Objective
1. To enhance oral and written communication skills with buddy.
Activity
Task 1
Complete the seven-item questionnaire for communication skills competency. This will
be assessed by the buddy as well as self-evaluation ( use the checklist for
communication skills on page 14).
Task 2
Discussion with student buddy. Discuss your recorded observation with your buddy
and compare it with his/ her observation of your communication skills.
Guide questions:
What are common?
What are different?
What will you do to improve your interpersonal communication skills?
Write your responses in your journal entry as number 3.
C. The Classroom Environment
Learning Content
The classroom’s physical environment, including the amount of space and type of
equipment, can influence the structure of the group and relationships among its
members. Therefore, it has to be safe and secure for work, study, and play and has a
relatively quiet, attractive, orderly and healthy learning atmosphere.
The students will have an opportunity to observe six classroom settings during FS 1. In order
to give the students a wider range of classroom settings, the principal shall assign the students
(by buddies) in the following manner.
For BSED: Three classrooms from the first and/ or second year levels
Three classrooms from the third and/ or fourth year levels
Objectives
At the end of the three consecutive sessions on class observation, the student observers
will be able to:
1. familiarize with the structure of the classroom;
2. adapt the different facilities found in the classroom;
3. state the standard size and features of the classroom set by Dep-Ed;
4. observe teaching-learning process.
Expected Outcome/ Course Requirement
Prepare and describe the actual classroom lay-out and make a critique of the classroom in
relation to the standards set by DepEd.
Activity 1
Prepare a classroom diagram (with the narrative explanation) for one of the six classroom
observations made.
Activity 2
After completing two classroom observations, write reflective journal using the following
phrases: