Professional Documents
Culture Documents
1. RATIONALE
Field Study 4 (FS 4) is 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
4.
5.
6.
7.
8.
9.
I.
COURSE DESRIPTION
Field Study 4 will encourage PSTs to work with a buddy PST, with the
assistance of their cooperating teacher 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 PSTs 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 analysing the mission-vision of
the school relative to the existing curriculum. The PSTs will also examine the
resources available and reflect on how these support the implementation of
the curriculum. They will also look at the class schedule, room assignment
and teachers 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 selflearning skills.
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. Analyse 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 teacher, cooperating teachers and the TEI
Practicum Supervisor on the instructional materials, lesson plan, art
of questioning and actual teaching practice
c. Journal Writing
d. The Vision-Mission of the School
e. Instructional Resources
f. Class Schedule, Room & Teachers Assignment
4. Production of instructional materials
Assessment Tools
1.
2.
3.
4.
5.
Grading System
Rater:
CT
Attendance
Professional Portfolio
Instructional Materials
Journal Entries/Reflection
Lesson Plan
Total
IV.
PS
10%
30%
20%
20%
20%
10%
10%
30%
5%
20%
10%
100%
35%
65%
15%
Visit/
Session
1st
Venue
2nd
Lab.School/
DepEd School
TEI
Site/Observati Activity
on
Classroom
Review Lesson on
Lesson Planning
Conference about
the
course
expectations and
requirements
Conference
Orientation of the
room
or
school policies and
Time
frame
1 hr
1 hr
Session Hall
3rd
School
Classroom
4th
School
Classroom/Fa
culty Room
th
6th
School
School
Classroom
Classroom
7th
School
Classroom
8th
TEI
Classroom
regulations(if
assigned
in
another school)
Analyse
the
Mission-Vision of
the school
Examine
the
resources
available
Observe the class
schedule,
room
and
teachers
assignment
in
relation
to
the
effective
implementation of
the curriculum
Journal Writing
Class Observation
of CTs Teaching
Lesson Planning
Preparation
of
Instructional
Materials
Journal writing
Team
Teaching
with CT/Buddy
Journal Writing
Post Conference
Team
Teaching
with CT/Buddy
Journal Writing
Post Conference
Team
Teaching
with CT/Buddy
Conference
with
TEI
Practicum
Supervisor and CT
2 hrs
3 hrs
3 hrs
3 hrs
3 hrs
Debriefing of FS 4 1 hr
Submission of the
Professional
Portfolio
17 hrs
V.
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 teachers activities given will further
serve as you guide in completing this task.
Subject Matter:
Cooperating Teacher:
Cooperating School: Tagum City National High School
Direction: Observe the Lesson with attention to Teachers Activities
TEACHERS ACTIVITIES
OBSERVATION
Questions/Comments
For later discussion with
the Cooperating Teacher
and the Practicum
Supervisor
Summary Comment:
Subject Matter:
Cooperating Teacher:
Cooperating School:
Direction: Observe the Lesson paying attention to pupils/students activities and
interactions as your guide.
STUDENTS ACTIVITIES
OBSERVATION
Questions/Comments
For later discussion with the
Cooperating Teacher and the
Practicum Supervisor
B. 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 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
Guidelines in the Analysis of Vision and Mission of Cooperating School
Name:
Date:
Cooperating School:
Direction: Study and analyse the Vision and Mission of the school where you are assigned.
1. What is the Vision of the school?
2. What is the mission of the school?
3. Does the vision/mission cater to the needs of all the stakeholders? Yes ____or
No_____? Which stakeholders?
4. List the programs/activities accomplished/conducted by the school which address
the vision and mission of the school.
5. Does the school properly disseminate its vision/mission? Yes _____No ____ How?
a. Billboards _______________________ d. Newsletter______________________
b. Posted/printed on walls_____________ e. Orientation______________________
c. Bulletin of Information_____________________________
SIGNATURE OF CT:____________________ DATE:
Task 3
Examining the Resources
Name:
Date:
Cooperating School:
Cooperating Teacher:
List the books or other reference materials used by your cooperating teacher.
(Pls. See last pages; Lists of references/books are listed)
A. Describe the instructional materials used (aligned to the objectives of the lesson) by
your CT.
B. What learning insights have you gained from these tasks?
Task 4
Class Program
Name:
Date:
Cooperating School:
Semester /SY:
Cooperating Teacher:
Direction: Make a report of the class program of the cooperating teacher.
A. Check whether the following are available/ not available.
STRUCTURE
YES
(describe each)
NO
1. Class schedule
2. Room assignment
3. Teachers assignment
B. Describe how the class schedule, room assignment and teachers assignment
contribute to the effective implementation of the curriculum. (Interview your CT to
help you answer this.)
1. Class schedule
2. Room assignment
3. Teachers assignment
SIGNATURE OF CT:__________________________ DATE:
C. 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, 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
authors 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.
The following area is provided by the corresponding/needed data in the last pages.
Dimension 1:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________
Dimension 2:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________
Dimension 3:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________
Dimension 4:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________
Date:
Teacher Observed:
Time:
Subject:
Lesson:
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 types of questions formulated in the lesson? Give example of each type.
2. List down all the questions asked by the teacher in the class that you observed.
Then group them using the four dimensions.
A. First Dimension (Literal Comprehension)
B. Second Dimension (interpretation)
C. Third Dimension (Critical Evaluation)
D. Fourth Dimension (Application/ Integration)
Signature of Pre-service Teacher: ____________________________________
Signature of Cooperating Teacher: ___________________________________
D. Instructional Materials
There are several types of instructional materials that teachers use in their dayto-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
experience 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. Audiomedia 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 sign and symbols. Examples of which are: cartoons, pictures,
posters,
drawings/
sketches,
diagrams,
charts,graphs,strip
drawings/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.
Task 6:
Use the Observation Guide provided to evaluate the instructional materials used by
your cooperating teachers. This will give you an idea about how to prepare your own
learning materials.
Observation Guide on the use of Instructional Materials
Name:
Class Observation:
Subject:
Lesson:
Date:
Time:
1. What is mean by instructional materials? Give 4 examples of those commonly
used.
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.
3. What teaching aids did the teacher use in the class you observed? What purpose
did each of them serve?
4. What multi-sensory materials does the classroom have?
5. What are three (3) key things that you should consider when preparing
instructional materials?
Signature of PST: _____________________________________
Signature of Practicum Supervisor: ________________________
E. 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 studentlearning.
Types of Daily Lesson Plan
1. Detailed Lesson Plan- presents both the teachers activity and the
learners activity under procedure or strategies.
2. Semi- Detailed Lesson Plan- includes only the teachers 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 author suggest different components or format of a lesson plan. However,
most agree that it should contain the following essential parts:
1.
2.
3.
4.
b. Use the Lesson Plan Rubric (appendix B) with your CT, to evaluate your
lesson plan.
Task 7a: Sample Lesson Plan
Lesson Title:
Grade/ year level:
I.
II.
III.
IV.
V.
A.
B.
Objectives
Subject Matter:
Concept:
Values:
BEC:
Competency:
Learning Procedures
A. Routine:
B. Learning Activities/ Lesson Proper
C. Generalization
D. Application
E. Evaluation
Assignment:
MATERIALS
Teacher reference materials
Instructional Materials:
F. Team Teaching
Task 8a
At this point, you are now ready to conduct Team Teaching with your co-Preservice teacher. Ask for the lesson subject matter from Cooperating Teacher. Plan
the lesson with your buddy and the CT and have it checked by your Cooperating
teacher. Once it is checked, prepare the visual materials appropriate for your
subject matter.
Activity: Teach the lesson in collaboration with your CT and your buddy.
(discuss who will do what first)
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
develop the effectiveness of your teaching.
Task 8b
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.
Activity: Use the evaluation sheet (8b) with your CT, to evaluate your lesson
TASK 8b
Guidelines for Evaluating Learning Activities
Name of Pre-service Teacher:
Activity:
Cooperating Teacher:
Cooperating School:
Date:
Direction: Reflect on one of the lessons you have taught. Record your seflevaluation 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-evaluating yourself
frequently.
A Pre-service Teacher Self-Appraisal Checklist
Name:
Grade/Yr& Section Observed:
Cooperating School:
Lesson Taught:
Sem/School/year:
Date:
High
Low
ITEMS TO RATE
I.
Instructional Preparation
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 days with work with
class?
10. Did I attempt to make the classroom attractive and
comfortable?
11. Did I create a relaxed atmosphere conducive to
learning?
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 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 pupils/students interest in learning?
18. Did I use appropriate audio-visual aids?
19. Did I make clear explanations?
20. Did I utilize community resources?
5 4 3
2 1
5 4 3
2 1
Rating:
__________________________________________________________
VI.
GLOSARRY 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 teachers
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 Preservice Teachers.
VII.
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
Corpus, Brenda, B. and Salandanan, Gloria, G. (2003).Principles and Strategies
of teaching.Lorimaar Publishing Co., Inc.
D.
(2004).
Teaching
Educational
Technology.National
VIII.
APPENDICES
The following appendices provide the marking guides for each assessment item.
Appendix A- Journal Entries
Journal 1: On Preparing a Lesson Plan
Journal 2: Instructional Materials
Journal 3: Actual Teaching
Journal 4: Examining the Resources
Journal 5: Class Program
Appendix B- Lesson Plan Rubric
Appendix C- Pre-service Teachers Actual Teaching Rating
Appendix D- Marking Guide for Instructional Materials
Appendix E- Marking Guide for Reflection/Journal Entries
Appendix F- Rubric for Communication Skills in Teaching
Appendix G- Rubric for Student Teaching Portfolio
4. Did you deviate from your lesson plan? Why/ why not?
5. Experienced teachers claim that they can teach their classes even without a
lesson plan. How do you react with this? Provide reasons for your answer.
TEI Practicum Supervisors Feedback:
77-72- Unsatisfactory
ITEMS TO RATE
I.
LESSON PLAN
A. Objectives were stated in behavioural terms
B. There was congruence between
1. Objective and subject matter
II.
A.
B.
C.
D.
III.
A.
VS S
(90-100)
(51-89)
(0-50)
ITEMS TO RATE
3
Definitely
2
Moderately
1
Not
all
at