Aaa FS 3 Final

RATIONALE
INTRODUCTION
Field Study 3 is a one-unit course. It is the third stage of the sequential

approach of the extended practicum program. FS 3 links with the 6-unit Principles of
Teaching I and II in the professional studies. FS 3 gives the pre-service teachers the
opportunity to practice child-friendly attitudes as they observe the applied principles,
methods, strategies, approaches to teaching, the art of questioning, and skills in
responding to questions. Indicators of effective teaching and learning shall be
carefully observed.
It is expected that pre-service teachers will learn from their observations and
can practice these observations through micro-teaching. Micro-teaching involves
the PST in working with small group of learners in three ways: tutorial teaching,
remedial teaching and enhancement teaching.
In the first mode of micro-teaching, the pre-service teacher provides tutoring
sessions under the guidance of the cooperating teacher. This is done with 1 to 3
learners per teacher, while in the second mode, the remedial teaching is provided to
3 to 5 learners. The final mode of micro-teaching shall demonstrate a particular
strategy in presenting a lesson in enhancement teaching. A microteaching lesson
guide shall be prepared by the PST’s with the guidance of the Cooperating
Teachers. The PST’s are required to use technology in the preparation and delivery
of instructional materials.
The micro-teaching activities may be conducted either during or outside of
regular class hours but must be under the guidance of the Cooperating teacher.
COURSE DESCRIPTION
This course is designed to enrich the students’ experiences in developing and

utilizing appropriate technology to facilitate learning through microteaching. It shall
also provide exposure and hands on opportunities in the use of instructional or
communication technology in tutorial, remedial, and enhancement teaching. Tutorial
teaching focuses on the application of appropriate tutoring skills like explaining,
demonstrating, providing feedback and checking understanding. Remedial teaching
starts from the difficulties of the learners where interpretation, explanation and
demonstration of relevant points are done. Enhancement teaching is a practical
strategy of augmenting a lesson incorporated in microteaching. Microteaching is the
application of being a child-friendly teacher. This includes addressing student-
diversity through gender-sensitivity, inclusiveness, and non-discriminating traits by
the pre-service teacher.
COURSE OBJECTIVES
At the end of the course, the pre-service teacher is expected to:

1. Have applied the principles of teaching in tutorial, remedial and enhancement
activities.
2. Have used appropriate technology by selecting and preparing the teaching
materials that best suit the needs of the learners.
FIELD STUDY 3 // Micro-Teaching and the Use of Technology 1

3. Have developed and utilized instructional materials appropriate to a chosen
lesson in microteaching.
4. Have made reflections in their journal writings indicating realizations and
insights related to the microteaching experiences and their use of technology
in it.
EXPECTED OUTCOMES
 Classroom observation (3)

 Microteaching
o Tutorial class (1)
o Remedial class (1)
o Enhancement class (1)
 Journal writing (6)
 A Bank or Portfolio of varied Microteaching aids and the Microteaching Plan
(Lesson Guide)
GRADING SYSTEM
Rater
CT PS
Attendance 10% 
Classroom Observation Sheets 10% 
Microteaching Lessons 30% 
. Tutorial -------- 10
. Remedial -------- 10
. Enhancement ---- 10
Instructional Materials 10% 
Journal Writing 20% 
FS 3 Portfolio 20% 
===
100%
ASSESSMENT TOOLS
1. Guide questions for classroom observation

2. Rubric for micro-teaching plan
3. Rubric for journal writing
4. Attendance record
a. Daily Time Record
b. Daily logbook on PST’s activities duly signed by the Cooperating
Teachers.

SCHEDULE OF MICROTEACHING ACTIVITIES
Field Study 3 is a one-unit component of professional subjects (for example

Principles of Teaching I and II). It is divided into three parts: Orientation, Classroom
Observations and Microteaching.
The Cooperating Teacher and the Practicum Supervisor of FS 3 can make
adjustments to the proposed schedule provided that the expected subject contents
(orientation, classroom observation and microteaching); the expected numbers of
hours/meetings are met, and the portfolio output is accomplished.

PROGRAM OF ACTIVITIES
Field Study 3: Microteaching and the Use of Technology
Venue/ Things to be accomplished by:
Visit Date Activity
Time Frame Pre-service Teacher (PST) Cooperating Teacher (CT)
1st August Cooperating Orientation sessions for Observation  List of Available Learning
14, School Pre-service Teachers Sheet 1: The Resources  Assist PSTs on completing the List of Available Learning
2017 Cooperating Teachers Learning  Reflective Journal # 1 Resources
Observation of the Cooperating Resource NOTE: Take photographs of the
School’s Learning Resource Center facilities of the CS.
Center
2nd Septem Cooperating Observation on the utilization of Observation  Utilization of Teaching Aids  Conduct lesson and have the PSTs observe the class
ber 4, School CT’s instructional materials for Sheet 2: Sheet  Assign the PST a lesson with set of students (1-3) for their
2017 microteaching that Utilization of  Reflective Journal # 2 tutorial next visit.
incorporate the use of Teaching Aids  Guide/Coach the PST on preparing for Microteaching Plan
technology
3rd Septem Cooperating Observation  Microteaching Plan/Lesson  Assign the PST a lesson with set of students (3-5) for their
ber 11, School Sheet 3: Plan remedial next visit.
2017 Tutorial teaching /Post Microteaching  Demonstration rating  Guide/Coach the PST on preparing for Microteaching Plan
conference with CT Planning Guide  IMs rating  Give feedback of PST’s performance
(Tutorial)  Reflective Journal # 3
4th Septem Cooperating Observation  Microteaching Plan/Lesson  Assign the PST a lesson with set of students (3-5) for their
ber 18, School Sheet 3: Plan enhancement next visit.
2017 Remedial teaching /Post Microteaching  Demonstration rating  Guide/Coach the PST on preparing for Microteaching Plan
conference with CT Planning Guide  IMs rating  Give feedback of PST’s performance
(Remedial)  Reflective Journal # 4
5th Octobe Cooperating Observation  Microteaching Plan/Lesson

r2, School Sheet 3: Plan
Enhancement teaching/ Post
2017 Microteaching  Demonstration rating  Give feedback of PST’s performance
Conference with CT
Planning Guide  IMs rating
(Enhancement)  Reflective Journal # 5
6th Novem Cooperating  Completion of all portfolio
Debriefing and submission of
ber, School entries
requirements
2017

COURSE CONTENT
The Teacher and the Learner
Objectives:
1. Identify the qualities in the person of a teacher which have a bearing on

his/her role as a teacher.
2. Develop and use instructional technology appropriate to microteaching
lessons.
3. Align with instructional objectives the teaching methods, learning activities
and instructional materials and resources appropriate to learners and aligned
to objectives of the lesson.
4. Develop skills in the art of questioning through observation of the classroom

teacher.
5. Observe the learners in relation to multiple intelligences and learning styles.
6. Observe the learners’ responses to questioning techniques.
Learning Content No. 1: The Teacher and The Learner

Teachers are an important part of the learner’s educational environment. Without
them, the other elements of the educational environment would be ineffective, for
they guide, direct, and stimulate the learners in their goal seeking (Bent, et al., as
cited by Aquino, 1988).
The learner is the subject of the schooling process. Every learner is a unique
personality. The teacher, therefore, takes into account his/her varied intelligences,
interests, emotional stability and task-readiness along with his/her levels of aptitude
and degree of maturity.
Activity: Complete Observation Sheet 1 (Appendix A)
Learning Content No.2: Learning Resources in School and the Use of technology
Technology in teaching is the development, application, and evaluation of systems,
techniques and aids to improve the learning process.
In the classroom, this refers to the utilization of learning resources such as overhead
projectors, audio-visual displays, recorders, computers, LCD and internet facilities to
improve the effectiveness & efficiency of teaching, and enhancement of learning.
In this activity, Technology refers to the observed learning resources/materials
utilized by the cooperating teacher and PST to enhance process.
Activity: Complete Observation Sheet 2 (Appendix B)

Learning Content No. 3: Microteaching
Microteaching is a scaled-down teaching encounter in which the teacher focuses
on a group of 3 to 7 learners. It aims to enhance the knowledge, skills or
understanding of the identified learners. FS 3 is done during regular class hours or
outside the regular class hours through tutorial, remedial, and enhancement
teachings.
The Pre-service Teacher must know their subject matter and use appropriate
tutoring skills such as explaining, demonstrating, questioning, giving feedback and
checking understanding. The PST must develop and utilize instructional materials
appropriate to the microteaching lesson.
Pre-service teachers need to identify where students have difficulties. From here,
they will interpret, explain and demonstrate the relevant points.
CTs should identify the focus of the enhancement activity for this purpose. The Pre-
Service Teachers should demonstrate a particular strategy in presenting the lesson.
After the first enhancement teaching, evaluation follows. The lesson shall be
improved and adapted in the second enhancement teaching. Selection of teaching
materials should also be improved to suit the needs of the learners.
Activity: Complete Observation Sheet 3 (Appendix A)
Learning Content No. 4: Microteaching Planning Guide

A microteaching guide serves as a plan for effective tutorial, remedial or
enhancement teaching. It guides the direction that the micro teacher will take. It
helps create purposeful teaching-learning activities that will enhance the learning
skills of the target learners.
The Microteaching guide is a scaled down version of a lesson plan. It includes the
following parts: a.) objectives, b.) subject matter, c.) instructional materials and d.)
learning activites, which include motivation, activity proper and wrap-up.
Activity: CT and PST should complete Observation Sheets 4 and 5 (Appendix A)

GLOSSARY OF TERMS
Conference – an activity conducted by the TEI Practicum Supervisors which serves

as a general orientation and workshop for the pre-service teachers for them to know
what are the things to be done and expectations for the course.
Cooperating teacher – normally, a classroom teacher of the cooperating school
who is directly responsible for the mentoring, monitoring and providing needed
assistance to the pre-service teacher. He/she may also be called a mentor.
Effective teaching indicators – refers to the seven (7) criteria of effective teaching:
Student Centered Learning, Active Learning, Higher Order Thinking Skills, Basic
Education Curriculum (BEC) incorporation, Addressing Diversity, Authentic
Assessment, and Problem Solving.
Microteaching – 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 student’s 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.
Microteaching Guide – a plan for effective tutorial, remedial and enhancement
teaching which consists of the objectives, topic or subject matter and learning
activities.
Post-conference – an activity conducted by the cooperating teacher to give
feedbacks or assessment or evaluation of the pre-service teachers’ performance.
Instructional Technology- is referred to instructional materials used for micro-
teaching like flashcards, word cards, pictures, transparencies, CD’s, PowerPoint
presentation, cassette recorders/karaoke, print outs, activity sheets, movie rolls,
diorama and other improvised indigenous teaching aids.
Pre-service teachers – refers to University/College student of a Teacher Education
Program who are enrolled in the Field Study Courses and are involved in the school
and classroom observation and management skills, and participate in the in the
micro-teaching, team teaching and other practicum activities.
Technology – a process, product or system that enhances a situation or event.
TEI Practicum Supervisor – refers to University/College faculty who is directly
responsible in the supervision, monitoring, and support to the pre-service student
teacher in their on/off campus school experience.

REFERENCES
Acero, V.O., et al., (2004). Principles & Strategies of Teaching.Manila: Rex Bookstore.
Arabit, P.D., et al., (1993). Handbook on Student – Teaching Classroom Management.

Quezon City: Rex Bookstore.
Aquino, G.V. (1988). Principles and Methods of Effective Teaching. Manila: National
Bookstore Inc.
Barry K. & King L. (2001) 3rd ed. Beginning Teaching & Beyond.Katoomba. NSW.
Social Science Press.
Bernardo, A. (2005). Motivational & Affective Factors in Learning. BEAM Pre-service

Workshop. USEP. Davao City.
Boiser, D.C. (2004). Teaching Made Easy: Strategies & Styles. Quezon City: Phoenix
Publishing House, Inc.
Danielson, C. &Abrutyn L. (1997)). An Introduction to Using Portfolios in the Classroom.

USA: Virginia: Library of Congress cataloguing-in-publication Data.
DepEd RO XII Teacher Performance & Development Handbook
DepEd and UNICEF (2005). Is your school child-friendly? A Self Assessment Guide.
Leus, M.J. et al (2001). Windows on Success in LET CORASIA.
Lucido P.I. &Borabo M.L. (1997) Educational Technology.Quezon City: Katha Publishing
Co., Inc.

SCHOOL PROFILE
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region XI
DIVISION OF TAGUM CITY
RIZAL ELEMENTARY SCHOOL
Rizal Elementary School

F.Y. 2016-2019
RATIONALE
The enhanced-School Improvement Plan (e-SIP) of Rizal Elementary School serves
as the school’s compass to guide the school in attaining the desired end-product of the three
key result areas in basic education: access, quality, and governance, with the active
participation and involvement of the stakeholders in the school and community such as the
school heads, teachers, parents, community leaders, and the learners themselves.
This three (3) years plan aims to deliver and implement solutions and specific
interventions basing the pressing and immediate needs of the school in order to improve the
learning outcomes for our learners, and also improving the school planning processes, as
well.
I. BACKGOUND OF THE SCHOOL

Rizal Elementary School came into creation when the only school before here in
Tagum- the Magugpo Pilot Elementary School has an increasingly population and
that to create two (2) districts within this municipality, it was realized. In 1972, the
school was named Rizal Central Elementary School, and the central school for
Tagum North District. It occupies an area of 18, 688sq. m. which is part and parcel of
the total land area of Magugpo Pilot Elementary School and Rizal Elementary School
II, and because of the creation of another school through Presidential Proclamation
No. 883, the area of the school has reduced to 7, 456 square meters. Just recently, on
June 1, 2012 the name of the school was back into Rizal Elementary School because
of the merging of Rizal Elementary School II with Magugpo Pilot Imelda Elementary
School.
Tantamount to the rest of the academic institution, it’s caters to the academic
needs of the people in the community, as well as, the conative dimensions and
processed such outputs into a holistic and responsible citizenry which is the
springboard of the K to 12 Curriculum. Furthermore, the school is highlighting
programs that are optimum learning development of the pupils, such as:
 Adopt-A-School Program
 School Nutrition Feeding Program
 Child-Friendly School
 NEPP-National English Proficiency L.I.P
 BrigadaEskwela
 E-Classroom
 Educational Television Assisted Instruction
 Solid Waste Management
 Madrasah Education
 I.P. Curriculum Implementation
 Skills Development for PE

 School-Based Management
II. SCHOOL- COMMUNITY DATA
A. Community Profile/Data
Rizal Elementary School is a melting pot of families with varies economic status, where
70% of the parents are daily wage earners working as market vendors, tricycle drivers,
construction workers and labourers in the banana plantations 25% of them are engaged in
business profession, while 5-10% are Overseas Filipino Workers (OFW).
B. Political/Peace and Security/Peace and Order
Security of the pupils, as well as the teachers, is the primordial concern of the Local
Government Unit (LGU) of Tagum City. As the commitment to the school, the LGU
deployed six (6) security guards to ensure safety and protection to the school’s stakeholders
and properties.
C. Physical Environment/ Ecological Profile
Rizal Elementary School is an advocate of the Republic Act (R.A) 9001, also known
as Solid Waste Management. Every classroom has its own garbage cans properly labelled.
The school has also a functional Materials Recovery Facilities (MRF).
D. Economic Profile
Rizal Elementary School is a melting pot of families with varied economic status
where 70% of the parents are daily wage earners working as market vendors, tricycle driver’s
construction workers and laborers in the banana plantation. 25% of them are engaged in
business profession, while 5-10% are Overseas Filipino Workers (OFW).
E. Technological
Technology makes life easier, and so with the educational process inside the school.
Teachers are encouraged to use the e-classroom equipped with the necessary instructional
materials for the students. Most of the classroom have television set with digital video disk
(dvd) where teachers can utilize the same for the students to fully understand the lessons.
III. SCHOOL PROFILE DATA

As a brief background which shall serves as the Rizal Elementary School’s Profile
and taking cognizance of the pivotal role of the school in the educational arena of the city, it
is just proper to know the context and its underlying influence to the Division of Tagum City.
A. Location, Relative Distance, and Type of School
Rizal Elementary School, a non-central school, is located right at the heart of the city
of Tagum, long Sobrecary Street, which is a stone’s throw from the old City Hall of
Tagum, and other business establishments. Tagum City, Palm City of the south, is known
as the capital city of the province of Davao delNorte.
B. Learning Environment
The school ensure a safe, caring and welcoming environment to promote
sense of responsibility and respect for the rights of others. The school even provides a
handbook for the students to be guided, promote desirable behaviours and to be
responsible individual.
C. Teachers
The school has 49 teachers.5 and 44 are male and female, respectively. Below
are the distributions of teachers based on position, to wit:

COOPERATING TEACHER’S PROFILE
Name: Jocelyn C. Catayas

Position: Teacher 1
Home Address: Gemini Village, Apokon, Tagum City
Contact Number: 09169898569
Date of Birth: December 17, 1970
Place of Birth: Maco, Comval Province
Citizenship: Filipino
Educ. Qualification: BEEd
Eligibility: PBET
Educational Background: Year:

Elementary: Maco Heights Elementary School 1979-1984
Secondary: Maryknoll High School of Maco 1984-1988
Tertiary: St. Mary’s College 1988-1992

PRE-SERVICE TEACHER’S CURRICULUM VITAE
Name: John Wesley A. Quintero Contact Number: 09364949728

Date of Birth: March 29, 1994 Age: 23
Civil Status: Single
Place of Birth: Tagum City, Davao Del Norte Religion: Foursquare
Citizenship: Filipino
Weight: 70 Height: 5’6”
Address: Prk. Pinetree Brgy. North Tagum City
Name of Father: Isidro G. Quintero Occupation: Employee
Name of Mother: Betty A. Quintero Occupation: Employee
Name of Brother(s): Melkie A. Quintero
Educational Background: Year:

Elementary: Magugpo Pilot Imelda Elementary School 2001-2007
Secondary: Liceo De Davao 2007-2010
Tertiary: Magugpo Institute of Technology 2010-2014
Tertiary: University of Southeastern Philippines 2015-Present

VISION, MISSION AND CORE VALUES
VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential and contribute meaningfully
to building the nation. As a learner-centered public institution, the Department of
Education continuously improves itself to better serve its stakeholders.
Description
The vision of the school is to make a student who can be a passionate Filipino who
loves their country. To mold them to be a better person in the future that can tribute
a great cause in the nation. As a learner-centered public institution, the Department
of Education continuously improves itself to better serve the people.
MISSION
To protect and promote the right of every Filipino to quality, equitable, culture-based,
and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe and motivating environment
Teachers facilities learning and constantly nurture every learner
Administrators and staff, as stewards of the institution, ensure and enabling and
supportive environment for effective learning to happen
Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.
Description
The mission of the school is to protect the right of every individual and complete the
basic education of the students. The teachers facilitate well the students and help
them discover their talents in order to nurture their skills and learning.
Administrators ensure the environment to be conducive for learning to make
students at ease. Family, community, and other stakeholders are engaged in sharing
responsibility for developing life-long learners.
CORE VALUES
Maka-Diyos
Makatao
Makakalikasan
Makabansa

Description
The core values teaches the students how to be God-fearing, humane,
environmental-friendly and teaches the students how to be patriotic.
GOALS
Curriculum Development Management
 Develop the total school education program, implement the curriculum and
introduce new and innovative modes of instruction to achieve higher learning
outcomes.
Staff Management and Development

 Ensure effectiveness through continuous professional development and an
effective performance management mechanism.
Learning Environment
 Provide a safe, caring, tolerant and welcoming environment that encourages
personal responsibilities and respect the rights of others
Community Partnership
 Establish school and community networks and champion shared governance
at the school level.
Description
The school goals contains how they manage their school to be a effective,
responsible, and a prestigious school in the help of the said Management,
Environment, Partnership, and stakeholders of the school.

Day 1
Observation Sheet # 1: Learning Resource Center
My Analysis
My Reflections
Rubrics for Journal Entry
Day 2
Observation Sheet # 2: Utilization of Teaching Aids
My Analysis
My Reflections
Day 3
Observation Sheet # 3: Microteaching Planning Guide: Tutorial Teaching
My Analysis
My Reflections
Microteaching Plan
Rubric for Microteaching Plan (NOTE: with rating)
Photographs of the IM’s used in the Microteaching Lesson 1
Rubric for Instructional Materials (with rating)
Photographs taken during the Microteaching Lesson 1
Pre-Service Teacher’s Microteaching Rating (with rating)
Evaluation Results of the Tutees
Day 4
Observation Sheet # 4: Microteaching Planning Guide: Remedial Teaching
My Analysis
My Reflections
Microteaching Plan
Day 5
Observation Sheet # 5: Microteaching Planning Guide: Enhancement Teaching
My Analysis
My Reflections
Microteaching Plan
Appendices
Clearance
Daily Time Record
Certificate of Completion (Original Copy)
Documentations (Photos with CAPTION)
Rubric for Student Teaching Portfolio
FS 3 Manual

DAY 1

Observation Sheet # 1: Learning Resource Center
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center of your Cooperating School.
2. See what learning resources are present.
3. Examine and describe how materials are arranged and how they are
classified. Are they free from dust and moisture? Are they arranged for easy
access?
4. Read the guidelines/procedures for borrowing the materials. Are these
guidelines/procedures posted or available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. You may choose to
take photos of the center (if allowed).
After you have observed, classify the resources available in the Learning Resource
Center. Please use the activity form provided for you.
Name of Center Observed: Learning Resource Center

Date of Observation: August 14, 2017
Names of Observer: John Wesley A Quintero
Course/Year/School: Rizal Elementary School
List of Available Learning Resources
Available Learning
Characteristics and Photos of Actual
Resources
Unique Capabilities Materials
(Enumerate in bullet form)
1. Print Resources
 Textbooks  Some books are old

 Story Books and already damage
but still useful
2. Audio Resources
 Speakers  Used to maximize the

 sound of the
 television and the
voice of the teacher
3. Non-electronic Visual
Resources
 Used to describe
 Pictures example of the
lesson
 Used to hold the
 Instructional content of the topic
Materials and discussions.
4. ICT Resources  Used to provide

virtual representation
 Television and to manage the E-
 learning within the
classroom
Name and Signature of Observer: John Wesley Quintero
Name and Signature of Learning Resource Center In-charge:

My Analysis:
Were the learning resources/materials arranged properly according to

their functions and characteristics?
Yes, the materials were on the place where they should be in accordance of
what usage will be as facilitating learning. In addition, the materials are still on its
prime to provide more learning on the classroom.
Do the guidelines and procedures facilitate easy access to the materials

by the teachers? Why or why not?
The materials needed on facilitating learning were accessible by the teacher,

why? Because those materials are meant to be use to facilitate learning and to be
able the students can acquire more knowledge in the use of technology
What are the strengths of this Learning Resource Center?
The strengths of the Learning Resource Center are the people behind the
useful center and the people around it who handle and maintaining the materials
properly to be able to cater more students in the near future.
What are its weaknesses?
Talking weaknesses in the center is quite hard. It’s not because there are
materials were old you can now identify that it is a teachers and students
disadvantage. No matter how these things old or outdated it can still make sense if
just know how to use it properly and appropriately.
What suggestions can you make?
If I would give some suggestion, I would stick to the idea of being minimalist
because it’s not about materials to use during discussion or any sort of activities, it’s
on how you are going to use it effectively to share more knowledge towards the
learners.

My Reflection:
1. Which of the materials in the Learning Resource Center caught your

interest the most? Why?
Probably the television, because this thing can be a magical tool in learning this
thing have a lot of functions including Film viewing, Presentations and other
Classroom activities.
The versatility of the television caught my interest the most.
2. Which gadgets or materials are you already confident to use or operate?
Using materials that is related to facilitating learning towards the students are the
things that I always wanted to use, not because I just want to use on my own but I
want to use all of them to help the students maximize their learning in the use of
technology. Therefore, all of the materials in and said Learning Resource Center
make me have the strong willpower to use it to facilitate learning confidently.
3. Which ones do you feel you need to learn more about?
For me, I have basic skills about how to use all of those materials that I would
like to develop. Therefore, all of those materials on the area are what I wanted to
learn more about.

Rubric for Reflection/Journal Entries
Marking Guide for Reflection/Journal Entries
Performan 5 4 3 2 1
ce Level
Excellent Proficient Satisfactory Developing Needs

Improvement
Criteria
Reflection Presents Presents very Presents Presents few Presents no

journal comprehensive clear some description of description of
entry description of description of description of worthwhile worthwhile
includes worthwhile worthwhile worthwhile experiences, experiences,
PSTs experiences, experiences, experiences, explains does not
learning explains sound explains sound explains sound explain
experience judgment on judgment on sound judgment on sound
s, personal personal judgment on personal judgment on
judgments, strengths and strengths and personal strengths and personal
performanc weaknesses weaknesses strengths and weaknesses strengths and
e and other anchored on anchored on weaknesses weaknesses
insights many theories some theories anchored on
gained in learned. learned. few theories
the course. learned.

DAY 2

Observation Sheet # 2: Utilization of Teaching Aids
Read the following statements carefully before you observe.
1. What is the lesson about?

2. What visual aids or materials/learning resources is the teacher using?
3. Observe and take note on how the teacher presents/uses the learning resources.
4. Closely observe the learners’ response to the teacher’s use of learning resources.
Listen to the verbal responses. What do their responses indicate? Do their
responses show attentiveness, eagerness and understanding?
5. Focus on their non-verbal responses. Are they learning forward showing their
interest on the lesson and the materials? Are they looking towards the direction of
the teacher and the materials? Are they looking towards the direction of the teacher
and the materials? Do their actions show attentiveness, eagerness and
understanding?
UTILIZATION OF TEACHING AIDS

Grade or Year Level of Class Observed: Grade 5 - Jacinto
Date of Observation: September 4, 2017
Subject Matter: Filipino
Brief Description of Teaching Approach Used by the Teacher:
Lecture approach of teaching with the use of pictures and instructional materials.
Comments on
Teaching Aids Used Appropriateness
(Enumerate in bullet Strengths Weaknesses
form)
of the Teaching
Aids Used
 Pictures  Having an  Too much  Generally

exact attention to the visual
visualization the picture aids are
for students not in the used
about the topic itself appropriat
topic ely in the
 Instructional  Time  Slightly same way
Materials management small an
of the teacher letters in effective
using IM’s so the content way to
that she won’t have the
waste time interest of
writing on the the
board and students
also to make to gain
the more
discussion knowledge
effective, nice
and tidy.

My Analysis:
What do you think prompted the teacher to choose the materials/learning

resources that she/he used?
The teacher used those materials in order for her to have an effective
discussion specifically to have their attention in the use of pictures to describe the
topic interestingly. What they hear from the teacher is associated to what they see
on the board. Lastly, it also made the discussion easier and attentive
What difficulties, if any, did the teacher experience?
The teacher has her struggle to handle those less attentive students. The
class has diverse students in accordance of their ethnicity and behavior. Generally
behavior is the most common difficulty of the teachers and they should look after
that and change it conclusively.
Over-all, were the learning resources used effectively? Why? Why not?
Overall, the learning resources are really used effectively as what I’ve
observed during their discussion. Although there is some minimal negligence, all in
all students are learning. The usages of pictures suit to their visual skills and
Instructional materials to their reading, writing and comprehensive skills.

My Reflection:
Put yourself in the place of the teacher. What would you do similarly and what
would you differently if you would teach the same lesson to the same group of
students? Why?
In my own perspective, if I would teach the same lesson in the particular

group of students, I would do the same way as our Cooperating Teacher did. But
instead of a plane discussion, I would facilitate some interesting activities that can
maximize their learning like for example a group activity. Group activities can help
the students to test their brainstorming ability and brainstorming itself can help those
less attentive students. According to Mathewson’s theory, the attitude can affect the
motivation of the students since their behavior based weaknesses affects their
motivation in learning it should be change or enhance. Brainstorming is also a way
of socialization that can help those shy students with the use of cooperation based
task it can boost their self-esteem. In that way the social process in learning is being
applied in the class from the idea of “Through others we become ourselves” by
Vygotsky.
In conclusion, the methods and materials used by our cooperating teacher

are effective. I would still use it, in the same way I will upgrade it using additional
materials technologically and strategies sociologically.

Performan 5 4 3 2 1
ce Level

Improveme
Criteria nt
Reflection Presents Presents very Presents some Presents few Presents

journal comprehensive clear description of description of no
entry description of description of worthwhile worthwhile description
includes worthwhile worthwhile experiences, experiences, of
PSTs experiences, experiences, explains sound explains worthwhile
learning explains sound explains sound judgment on sound experience
experience judgment on judgment on personal judgment on s, does not
s, personal personal strengths and personal explain
judgments, strengths and strengths and weaknesses strengths and sound
performanc weaknesses weaknesses anchored on weaknesses judgment
e and other anchored on anchored on few theories on
insights many theories some theories learned. personal
gained in learned. learned. strengths
the course. and
weaknesse
s

DAY 3

Observation Sheet 3: Microteaching Planning Guide:
Tutorial
PST: Quintero, John Wesley A. School: Rizal Elementary School
Date: September 11, 2017 Building/Room: Time: 1:00-4:00pm
Class Observed: Grade – 5 Jacinto Subject: Filipino
Objectives:
1. Plan and implement a microteaching learning guide.
2. Develop microteaching skills under controlled conditions.
My Analysis:
LESSON TITLE: Parts of the Sentence
DATE OF MICROTEACHING DEMO: September 11, 2017
TIME DURATION: 4 hrs
LEARNING OBJECTIVES (List 1-2 specific objectives):(What will the learners know or be able to
do after your lesson?)
At the end of the lesson, the learners should be able to:
a. Identify what is sentence,

b. Give the parts of sentences,
c. Understand that every sentence has its own parts and use.
TIME:
PRE-ASSESSMENT: (If you plan to find out what learners already know about your
topic, how will you do it?)
20 minutes
I give them an activity related to my topic.
TIME:
OPENING YOUR LESSON: (Howwill you get learner’s attention and motivate
them?)
30 minutes
I introduce the topic and ask their ideas or prior knowledge about the lesson
if they have.
TIME:
LEARNER ENGAGEMET AND PARTICIPATION: (How will you engage your

audience with your topic and encourage their participation in the lesson?)
Discuss the lesson and present the instructional materials 60 minutes
Engage them in activity
TIME:
SUPPORTING MATERIALS/RESOURCES: (What teaching aids do you plan to

use?)
Answer sheet
Visual Aids.
TIME:
POST-ASSESSMENT: (If you plan to assess whether you met your learning
objective, how would you do it?)
50 minutes
I evaluate them through quiz related to the topic.
TIME:
CLOSURE: (How will you end your lesson?)
I ask them question based on my objective to know if they really get the lesson and 20 minutes
if they’ve learning about it

My Reflection:
Questions for Reflection:
1. How did you feel after your first microteaching experience?
It was exciting, because I was able to teach some students even

though it’s only a tutorial. It’s an awesome opportunity for us as an education
student that we are able to teach the children to learn something and I also
got some insights on how to become more effective in teaching.
2. What realizations came into your mind?
The realization that came into my mind is that teaching is not really
easy profession at all you need to have a lot of patients especially in dealing
those hard headed students, you need to plan on the materials that you will
be using you need to consider a lot of things and answer a lot of questions.
Even though there are a lot of difficulties on becoming a teacher I’m still
happy that I choose this profession because I have a chance to feed young
child’s mind.
3. Did the instructional aids you employed in your microteaching help you
in successfully delivering the lesson? How?
Yes! My instructional materials help me in delivering my lesson

because it. It would be very hard for me to teach them I used simple visual
aids with an appropriate content of lesson to suit their learning ability.

4. What do you think are the strengths from your first microteaching
experience?
Our strength during our first micro teaching is that my buddy and I
really prepared for that day. We exchanges opinions on how to teach the
students properly and we made our lesson based on the students need we
make sure that the lesson plan that were prepared properly and we make
sure that our objective would be attained.
5. What weak points did you notice during your first microteaching? How
are you going to address these weaknesses in the second
microteaching experience?
Our first observation was awkward, because at first the student were
just looking on us and merely participating because they are shy or not
comfortable to bare with us but in the end we still managed to caught their
attention and made them learn something in our topic.

Performance 5 4 3 2 1
Level

Improvement
Criteria
Reflection Presents Presents very Presents some Presents few Presents no

journal entry comprehensi clear description of description of description of
includes ve description of worthwhile worthwhile worthwhile
PSTs description of worthwhile experiences, experiences, experiences,
learning worthwhile experiences, explains sound explains does not
experiences, experiences, explains sound judgment on sound explain
judgments, explains judgment on personal judgment on sound
performance sound personal strengths and personal judgment on
and other judgment on strengths and weaknesses strengths and personal
insights personal weaknesses anchored on weaknesses strengths and
gained in the strengths and anchored on few theories weaknesses
course. weaknesses some theories learned.
anchored on learned.
many
theories
learned.

Microteaching Plan:
Semi-detailed Lesson Plan
In Filipino 3
Class Description: Class of Grade 5- Jacinto

Class Time/Time Frame: 1 to 4 hours session
Date: September 11, 2017
I. Objectives
At the end of the session, the students should be able to:
a. Identify what is sentence.
b. Give the parts of sentences
c. Understand that every sentence has its own parts and use.
II. Subject Matter

Topic: Sentence
Competency: Make a sentence with complete thought.
Grammar Focus: What is the subject and predicate.
Values: Parts of Sentence. (Subject and Predicate)
Reference: Patricia Jo C. Agarrado, Maricar L. Francia,
Perfecto R. guerrero III and Genaro R. Gojo Cruz;
Alab Filipino; Batayang Aklat sa Filipino 5- Wika
Materials: Visual Aids, Pentel Pen, Book, and Answer Sheet
Key Terms: Sentence and its parts (Subject and Predicate)
III. Teaching-learning Process

A. Preliminary Activities
a. Prayer
b. Checking of attendance
c. Classroom management
Pre-reading Activity
B. Activity Proper
Reading the Sentence example.
“ Si Mary ay masikap”
“ ang mga bata”

C. Analysis
The teacher asks the following questions:
1. Ano ang pangungusap?
2. Matatawag ba na pangungusapang nakasulat sa pisara?
3. Ano ang mga bahagi ng pangungusap?
During Reading Activity
D. Abstraction
Present and discuss the topic
Pangungusap
Ay salita o grupong salitan a may buong diwa.
Bahaging Pangungusap :simuno at panaguri.
Simuno- ang tinutuk oy sa pangungusap
Panaguri- naglalarawan sa simuno.
Post-reading Activity
E. Application
Read the following sentence and let them identify what is subject
and predicate.
Example:
“Si Jane ay maganda”.
Ang bulaklak ay mabango.
“Nangangagat ang mga aso”
IV. Evaluation
Salungguhitan ng isang beses ang pangungusap kung ito ay
simuno at dalawang beses naman kung ang pangungusap ay
panaguri.
1. Nagdidilig ng halaman si Nanay Rosa.
2. Si Dr. Jose Rizal ang ating pambansang bayani.
3. Si John ay magaling kumanta.
4. Nagsisibak ng kahoy si Itay.
5. Umakyat ng puno si Nena.
6. Angina ay ilaw ng tahanan.

Assignment
Gumawang pangungusap. Salunguhitan ang simuno at
Bilugan naman ang panaguri.
Prepared By:
CHRISTINE JANE U. SETERA& WESLEY QUINTERO
Pre-service Teacher

Rubrics for MP

Photographs of the IM’s used in the Microteaching
Lesson 1
Tutorial IMs
Writings On The Board


Photographs taken during the Microteaching
Lesson 1
During Discussion
During Assessment

Pre-Service Teacher’s Microteaching Rating
(with rating)




DAY 4

Remedial Teaching
Date: September 18, 2017 Building/Room: Time: 1:00-4:00pm
Objectives:
My Analysis:
LESSON TITLE: Types of Sentence
DATE OF MICROTEACHING DEMO: September 18, 2017
LEARNING OBJECTIVES (List 1-2 specific objectives):(What will the learners know or be able
to do after your lesson?)
a. Identify what four types of sentence.

b. Give the types of sentences
TIME:
PRE-ASSESSMENT: (If you plan to find out what learners already know about
your topic, how will you do it?)
20 minutes
 Prayer
 Ice breaker
We prepare some puzzle related to the topic.
TIME:
OPENING YOUR LESSON: (How will you get learner’s attention and motivate
them?)
30 minutes
 Introduce the topic and the connection of the puzzle.
TIME:


 Ask them question about their own ideas
 Present Instructional material and discuss the topic
60 minutes
TIME:

use?)
 Visual Aids
 Answer sheet
TIME:
50 minutes
 Evaluate them through quiz.
TIME:
20 minutes

My Reflection:
1. How did you feel after your second microteaching experience?
I am more confident during our 2nd microteaching as a remedial,

because I already know what strategy I use on teaching them, and I’m
more comfortable with the students because we already know each other,
and they already know what we want them to do during our microteaching.
And more fulfilling that we attain the objectives that we set, I also feel
great watching them learn.
2. What realizations came into your mind?
I’ve realized that teachers are really important because they not
only provide instruction to children in one more academic areas, but they
also stand as an additional source of encouragement in the life of a child.
Given the socioeconomic and family unit challenges that face so many
students today, there are days when a child may only see a smile from his
or her teacher, that’s why the role of every teacher in every classroom is
very important because it can give encouragement and motivation to
every student to do well on their studies.
3. Did the instructional aids you employed in your microteaching help

you in successfully delivering the lesson? How?
The instructional materials helped me to engage my students on

the lesson that we been presented. Instructional materials made our
teaching easy because they can see manila paper, cartolina, and other
materials that can easily visualize by our students.
4. What do you think are the strengths from your second microteaching
experience?
The strength that I have during our second microteaching was my

students and I have already built a good relationship. Also, I handled my
emotions very well and I can answer their questions well.

5. What other aspects in your demonstration teaching you would like to
improve and how?
As I observed regarding with my demonstration teaching, there

were a lot of aspects that to improve. Like focus on demonstrating,
endurance and speak with authority. And I think that three, were lack and I
need most. So, I should improve myself, and the best thing I can do is to
keep my passion in teaching and give more efforts on it.

Performance 5 4 3 2 1
Level

Improvement
Criteria
Reflection Presents Presents very Presents some Presents few Presents no

journal entry comprehensi clear description of description of description of
includes ve description of worthwhile worthwhile worthwhile
PSTs description of worthwhile experiences, experiences, experiences,
learning worthwhile experiences, explains sound explains does not
experiences, experiences, explains judgment on sound explain
judgments, explains sound personal judgment on sound
performance sound judgment on strengths and personal judgment on
and other judgment on personal weaknesses strengths and personal
insights personal strengths and anchored on weaknesses strengths and
gained in the strengths and weaknesses few theories weaknesses
course. weaknesses anchored on learned.
anchored on some
many theories
theories learned.
learned.

Microteaching Plan:
In Filipino 3

Date: September 18, 2017
I. Objectives
a. Identify what four types of sentence.
b. Give the types of sentences
c. .Categorize the sentence according to its type.
II. Subject Matter

Topic: Sentences
Competency: Make an example of sentence according to
every types
Grammar Focus: Types of Sentence
Values: Types of Sentence. (Declarative, Imperative,
Interogative and Exclamotory)
Perfecto R. guerrero III and Genaro R. Gojo
Cruz; Alab Filipino; BatayangAklatsa Filipino 5-
Wika
Materials: Visual Aids, Pentel Pen, Book, and Answer
Sheet
Key Terms: Sentence and its Types(Declarative,
Imperative, Interogative and Exclamotory)
III. Teaching-learning Process
a. Prayer
B. Activity Proper
Let them Arrange the puzzle to make it a picture

C. Analysis
Ano ang nakikita niyo sa larawan ng inyong nabuo?
D. Abstraction
Pangungusap
Ay salita o grupong salita na may buong diwa.
Ang pangungusap ay may ibat ibang uri. Ito ay
Pasalaysay, Pautos, Patanong at Padamdam
Pasalaysay- Nagbibigay ng Impormasyon o

kaalaman. Nagtatapos ito sa tuldok (.)
Halimbawa:
Si Jose Rizal ang ating Pambansang Bayani.
Si Ana ay maganda.
Patanong- uring pangungusap nanagtatanong o

humihiling ng kasagutan. Nagtatapos ito sa tandang
pananong (?).
Halimbawa:
Nakita mo ang kapatid ko?
Saan kana katira?
Pautos- Ito naman ang uring pangungusap na nag-
uutos o nakikiusap.
Halimbawa:
Pakikuhang bag ko.
Hugasan mo ang pinggan.
Padamdam- Nagsasaad ito ng matinding damdamin
tulad ng tuwa, lungkot, pagkagulat, at iba pa.
Nagtatapos ito sa tandang padamdam
Halimbawa:
Naku! Saan kaya naiwanyong lapis.
Aray! Ang sakit ng ulo ko.

E. Application
Read the following sentence and let them identify the
Declarative, Imperative, Interrogative and Exclamatory.
Example:
Si Jose Rizal ang ating Pambansang Bayani.
Nasa iyo po ba ang pape lko?
Isauli mong ang aklat ko.
Ouch! Ang sakit ng likod ko.
IV. Evaluation
Isulat sa patlang ang uring pangungusap. Gamitin ang mga sumusunod
na titik: PS (pasalaysay), PT (patanong), PD (padamdam) at PU (pautos).
____ 1.Dito tayo sasakay ng dyip.

____ 2.Dadaan po ba kayo sa palengke?
____ 3. Hoy, bawal sumingit sa pila!
____ 4.Mahaba pala ang pila tuwing umaga.
____ 5. May bakanteng upuan pa ba?
____ 6.Huwag kang sumabit sa dyip.
____ 7.Kunin mo ang sukli.
____ 8. May babababasahighway?
____ 9.Naku, bawal tumigil ang dyip diyan!
____ 10.Sundin mo ang mga batas trapiko.
Prepared By:
CHRISTINE JANE U. SETERA& WESLEY QUINTERO
Pre-service Teacher

Rubrics for MP

Photographs of the IM’s used in the
Microteaching Lesson 2
The Puzzle
Remedial IMs


Lesson 2
During Discussion
During Assessment

Pre-Service Teacher’s Microteaching Rating (with
rating)




DAY 5

Enhancement Teaching
Date: October 2, 2017 Building/Room: Time: 1:00-4:00pm
Objectives:
My Analysis:
LESSON TITLE: Simple and Compound Sentences
DATE OF MICROTEACHING DEMO: October 2, 2017
LEARNING OBJECTIVES (List 1-2 specific objectives):(What will the learners know or be able
to do after your lesson?)
a. Identify the difference simple and compound sentences

b. Give the example of simple and compound sentences
TIME:
PRE-ASSESSMENT: (If you plan to find out what learners already know about
your topic, how will you do it?)
20 minutes
 Prayer
 As question if they prior knowledge about it.
TIME:
OPENING YOUR LESSON: (How will you get learner’s attention and motivate
them?)
30 minutes
 Introduce the topic
TIME:

 Ask them question about their own ideas

60 minutes
 Present Instructional material and discuss the topic.

TIME:

use?)
 Visual Aids
 Answer sheet
TIME:
50 minutes
 Evaluate them through quiz.
TIME:
Review the lesson and ask question based on the objective if they really achieve 20 minutes
it.

My Reflection:
1. How did you feel after your third microteaching experience?
The third one is the one I can never forget because it was the last time
that we are going to teach our students. From tutorial to remedial we really
appreciate their efforts in listening and paying attention on us for the short
period of time we are able to impart knowledge on them that it’s really worth it
at the end.
2. What realizations about the teaching profession came into your mind
after all the microteaching experiences were done?
Patience, the word that can meet all the difficulties in teaching
profession without patience and perseverance we cannot keep our affection
towards this profession because we all know that the young students are
always hyper due to their age. I also realized that being on the field engaging
the real world of teaching somehow motivated to pursue this career even if
there are so many obstacles in the end its still worth it knowing that you are
part of their learning process.
3. After all your microteaching experiences, what do you think are the
factors that bring about effective teaching? Elaborate.
There’s no such thing as perfect method in teaching, but to be able to

have an effecting learning environment you should consider the fact that the
students are diverse. You should explore all the aspects and methods to suit
their learning ability. Somehow to have an effective teaching you should be
confident and somehow disciplinarian type of teacher to have their respect
towards you.

Performanc 5 4 3 2 1
e e Level

Improvem
Criteria ent
Reflection Presents Presents very Presents some Presents Presents

journal entry comprehens clear description of few no
includes ive description of worthwhile description descriptio
PSTs description worthwhile experiences, of n of
learning of experiences, explains sound worthwhile worthwhile
experiences worthwhile explains judgment on experiences experienc
, experiences sound personal , explains es, does
judgments, , explains judgment on strengths and sound not
performanc sound personal weaknesses judgment on explain
e and other judgment on strengths and anchored on personal sound
insights personal weaknesses few theories strengths judgment
gained in strengths anchored on learned. and on
the course. and some theories weaknesses personal
weaknesses learned. strengths
anchored on and
many weakness
theories es
learned.

Microteaching Plan:
In Filipino 3

Date: October 2, 2017
V. Objectives
a. Identify the difference simple and compound sentences
b. Give the example of simple and compound sentences
c. Relate
VI. Subject Matter

Topic: Simple Sentence and Compound Sentence
Competency: Make an example of sentence according to every
types
Grammar Focus: Types of Sentence
Values: Types of Sentence. (Simple Sentence and
Compound Sentence )
Perfecto R. guerrero III and Genaro R. Gojo Cruz;
Alab Filipino; Batayang Aklat sa Filipino 5- Wika
Materials: Visual Aids, Pentel Pen, Book, and Answer Sheet
Key Terms: Sentence and its Types (Simple sentence and
Compound sentence)
VII. Teaching-learning Process
a. Prayer
B. Activity Proper
Let them read the text you’ve written

C. Analysis
1. Masasabi mo ba na ang nakasulat ay isang Pangungusap?
2. Kung Oo, paano ito nagging isang pangungusap?

D. Abstraction
“Ang pangungusap ay may ibat ibang anyo ito ay payak
at tambalang pangungusap”
Payak na Pangungusap
Ito ay nagtataglay ng isang diwa o kaisipan
Tambalang Pangungusap
-ito naman ay binubuo ng dalawang payak na
pangungusap napinag-uugnay ng pangatnig na “at” at iba pang uring
pangatnig katulad ng ay, o, ni, ngunit, subalit, samantala at iba pa.
Apat na uri ng payak na pangungusap
[a] payak na simuno + payak na panaguri (simple subject +
simple predicate):
Si Gina ay umaawit.
[b] payak na simuno + tambalang panaguri (simple subject
+ compound predicate):
Si Gina ay umaawit at sumasayaw.
[c] tambalang simuno + payak na panaguri (compound
subject + simple predicate):
Sina Gina at Grace ay umaawit.
[d] tambalang simuno + tambalang panaguri (compound
subject + compound predicate):
Sina Gina at Grace ay umaawit at sumasayaw.

E. Application
Read the following sentence and let them identify whether the
sentence is simple or compound.
Example:
Maria Cristina Falls ang pinakamagandang talon sa Pilipinas
Si Jom at Jane ay magkaibigan.
Masipagsi Maria sa pag-aaral subalit ang kanyang kaibigan ay
tamad.
Si Nena ay masipag.
VIII. Evaluation
Tukuyin kung ang pangungusap ay payak o tambalang

pangungusap. Lagyan ng (P) kung payak at (T) kung tambalan. Isulat
sa patlang ang tamang sagot.
_______1. Nagsasaing si Nanay samantalang si Fe ay naghahandang

mesa.
_______2. Ang aso at pusa ay magkaaway.
_______3.Sa Pilipinas makikita ang mga magagagandang tanawin.
_______4. Si Flor at Fe ay magkaklase at magkaibigan.
_______5.Mataas ang marking nakuhani Aya sa pagsusulit ngunit si
Yohan naman ang may pinakamababang marking nakuha.
Prepared By:
CHRISTINE JANE U. SETERA& JOHN WESLEY QUINTERO
Pre-service Teacher

Rubrics for MP

Photographs of the IM’s used in the Microteaching
Lesson 3
Enhancement IMs
Enhancement IMs


Lesson 3
During Discussion
Snack Time / Last Meeting With Our Students

Pre-Service Teacher’s Microteaching Rating (with
rating)




Appendices

UNIVERSITY OF SOUTHEASTERN PHILIPPINES
College of Teacher Education and Technology
Tagum-Mabini Campus
Appendix7
FS 3 Clearance
Pre-service Teacher Education Unit
Pre-service Teacher : JOHN WESLEY A. QUINTERO

School : RIZAL ELEMENTARY SCHOOL
Cooperating Teacher : JOCELYN C. CATAYAS
Date : __________________________
I, JOHN WESLEY A. QUINTERO, declare that I have returned all items

(Pre-service Teacher’s Name)
that have been borrowed from RIZAL ELEMENTARY SCHOOL

(Name of Cooperating School)
on _________________.
(Date)
Signed: ___________________
(Pre-service Teacher)
I, JOCELYN C. CATAYAS agree that JOHN WESLEY A. QUINTERO

(Cooperating Teacher’s Name) (Pre-service Teacher’s Name)
has returned all items that were borrowed during their FS 3 period.
Signed: ___________________
(Cooperating Teacher)

FS 3 DTR

CERTIFICATE OF COMPLETION

DOCUMENTATION
Orientation/Deployment
Students and school

Demo and/or IMs
Exit conference

RUBRIC FOR FIELD STUDY PORTFOLIO
Rubric for Student Teaching Portfolio
5 3 1
Performance
(Good) (Fair) (Poor)
Criteria
1. Components include All components are Some of the preliminary Many of the
cover page (with name, included and clearly components are missing. components are
title of unit, dates marked. missing.
taught) table of
contents, reference, list
of appendices.
2. Organization follows Organization follows the Organization slightly follows Organization does
the instructions for the instructions for the the instructions for the not follow the
portfolio. portfolio correctly and portfolio. instructions for the
completely. portfolio.
3. Word processed; Words processed, edited Words processed with few Words processed
grammatically and and obviously proofread. grammatical and mechanical but with many
mechanically correct errors. grammatical and
mechanical errors.
4. Neatness and Presentation Presentation slightly Presentation is

creativity demonstrates neatness demonstrates neatness and neither neat nor
and creativity in all areas creativity to some extent. creative.
and pages of the portfolio
5. Completeness of Contents are all Some contents are missing Most of the
contents completely filed and and are disarranged. contents are
submitted. missing and/or
disarranged.
6. Promptness Student portfolio is Student portfolio submitted no Student portfolio

(Working Days) submitted on time. more than one day after the submitted a week
deadline. or more after the
deadline of
submission.
Rated by:
Rating:
Designation:


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RATIONALE

Field Study 3 is a one-unit course. It is the third stage of the sequential

This course is designed to enrich the students’ experiences in developing and

At the end of the course, the pre-service teacher is expected to:

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 1

 Classroom observation (3)

1. Guide questions for classroom observation

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 2

Field Study 3 is a one-unit component of professional subjects (for example

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 3

5th Octobe Cooperating Observation  Microteaching Plan/Lesson

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 4

1. Identify the qualities in the person of a teacher which have a bearing on

4. Develop skills in the art of questioning through observation of the classroom

Learning Content No. 1: The Teacher and The Learner

Activity: Complete Observation Sheet 1 (Appendix A)

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 5

Activity: Complete Observation Sheet 3 (Appendix A)

Learning Content No. 4: Microteaching Planning Guide

Activity: CT and PST should complete Observation Sheets 4 and 5 (Appendix A)

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 6

Conference – an activity conducted by the TEI Practicum Supervisors which serves

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 7

Arabit, P.D., et al., (1993). Handbook on Student – Teaching Classroom Management.

Bernardo, A. (2005). Motivational & Affective Factors in Learning. BEAM Pre-service

Danielson, C. &Abrutyn L. (1997)). An Introduction to Using Portfolios in the Classroom.

DepEd RO XII Teacher Performance & Development Handbook

Leus, M.J. et al (2001). Windows on Success in LET CORASIA.

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 8

Rizal Elementary School

I. BACKGOUND OF THE SCHOOL

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 9

III. SCHOOL PROFILE DATA

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 10

Name: Jocelyn C. Catayas

Educational Background: Year:

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 11

Name: John Wesley A. Quintero Contact Number: 09364949728

Educational Background: Year:

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 12

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 13

Staff Management and Development

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 14

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 16

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 17

Name of Center Observed: Learning Resource Center

List of Available Learning Resources

 Textbooks  Some books are old

 Speakers  Used to maximize the

4. ICT Resources  Used to provide

Name and Signature of Observer: John Wesley Quintero

Name and Signature of Learning Resource Center In-charge:

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 18

Were the learning resources/materials arranged properly according to

Do the guidelines and procedures facilitate easy access to the materials

The materials needed on facilitating learning were accessible by the teacher,

What are the strengths of this Learning Resource Center?

What are its weaknesses?

What suggestions can you make?

FIELD STUDY 3 // Micro-Teaching and the Use of Technology 19

1. Which of the materials in the Learning Resource Center caught your

The versatility of the television caught my interest the most.

2. Which gadgets or materials are you already confident to use or operate?