Professional Documents
Culture Documents
TABLE OF CONTENTS
1. RATIONALE............................................................................................................1
Links to DepEds National Competency-Based Teacher Standards (NCBTS).......1
2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4..............................2
3. COURSE DESCRIPTION.......................................................................................5
Course Requirements.............................................................................................5
Assessment Tools...................................................................................................6
Grading System.......................................................................................................6
4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4..............................................7
5. COURSE CONTENT...............................................................................................8
A. Classroom Observation......................................................................................8
Classroom Observation of Teachers Activities.................................................8
Classroom Observation of Students Activities..................................................9
B. Exploring Curriculum........................................................................................10
Examining the Resources................................................................................10
C. The Art of Questioning......................................................................................11
Observation Sheet on the Art of Questioning..................................................12
D. Instructional Materials.......................................................................................13
Observation Guide on the use of Instructional Materials................................14
E. Lesson Planning...............................................................................................15
Sample Lesson Plan........................................................................................16
F. Team Teaching..................................................................................................17
Evaluation of Learning Activities......................................................................17
Guidelines for Evaluating Learning Activities..................................................17
A Pre-Service Teachers Self Appraisal Checklist...........................................18
6. GLOSSARY OF TERMS.......................................................................................20
7. REFERENCES......................................................................................................21
8. APPENDICES.......................................................................................................22
Appendix A: Reflective Journal Entries............................................................23
Preparing a Lesson Plan.................................................................................23
Instructional Materials......................................................................................24
Actual Team Teaching......................................................................................25
Examining the Resources................................................................................26
Appendix B: Lesson Plan Rubric.....................................................................27
1. RATIONALE
Field Study 4 (FS 4) is a one-unit course. It is one of the series of sequential studies in the
Bachelor in Elementary Education and Bachelor in Secondary Education Programs (BEED
and BSED). This Field Study is linked to Professional Education subjects such as Curriculum
Development, Principles of Teaching 1 & 2, and Teaching Strategies.
FS 4 focuses on planning whole lessons, the preparation of instructional materials, and team
teaching with the Cooperating Teacher and other Pre-service Teachers.
A second focus of FS 4 is to have the Pre-Service Teachers explore the curriculum and gain
knowledge and understanding of its vital role towards the achievement of the student
learning. In this field study, the PSTs closely work and collaborate with the cooperating
teachers in making lesson plans. In the process, the PSTs start to explore the curriculum by
choosing the appropriate subject matter to teach, motivational activities and teaching
strategies.
Team teaching is a feature of many school activities so, it is important that the PSTs will
develop an awareness of the skills (as indicated by the BEC), an understanding of the
Teaching-Learning process and the need to work collaboratively. The pre-service student
teachers will be immersed in a balance of activities to give them the opportunities to plan,
teach and learn how to evaluate the learners performance.
In FS 4, the PSTs should manifest skills such as: planning, teaching, managing a class,
evaluating sequences of activities for individual and whole classes via team teachings,
designing instructional materials and, developing a professional portfolio.
Field Study 4
Field Study 4
Field Study 4
6. Prepare required reports to the TEIs, copy furnish the Schools Division
Superintendent
C. The Site Coordinator shall:
1. Assist the Principal in assigning the Cooperating Teachers;
2. Conduct regular conference with cooperating teachers as regards the
performance and behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum
Supervisors.
4. Coordinate with TEIs Practicum Supervisor concerning the Pre-service Teachers
class assignment and problems
2. See to it that student teachers are not allowed to substitute for teachers who are
absent or on leave.
D. The Cooperating Teacher shall:
1. Provide an appropriate environment and establish a positive working relationship
between Pre-service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors by:
a. lesson planning
b. use of varied strategies/approaches/techniques
c. classroom management
d. assessment of learning outcomes
e. questioning techniques
f. preparation of instructional materials
3. Provide the student teacher participation in co-curricular and school/community
activities
4. Expect pre-service teachers to assume planned team-teaching responsibilities
either to start the lesson, to develop it or to conclude the lesson;
5. Evaluate the pre-service teachers plan in advance in order to check the
appropriateness of the instructional materials and the strategies that will be used
in the teaching-learning process;
6. Give regular appropriate praises, positive feedback, advice, support and
encouragement to the students practicing to be teachers;
7. Observe coach/mentor Pre-service Teachers in their Team Teaching.
8. Complete the form of summative evaluation report for each student teacher.
Field Study 4
3. COURSE DESCRIPTION
Field Study 4 will encourage PSTs to work with a buddy PST, with the assistance of their
cooperating teachers and TEI Practicum Supervisors. They will engage in the planning and
team teaching of lessons utilizing various teaching techniques. The PSTs will work closely
with their cooperating teachers. Initially they will either start the lesson, they will teach at the
middle of the lesson or they will end the lesson.
FS 4 will allow 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 analyzing 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 self-learning kits.
Course Objectives
At the end of the course, the pre-service teachers are expected to:
1.
2.
3.
4.
5.
Expected Outcomes
1.
2.
3.
4.
5.
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 preservice teachers, cooperating teachers and the TEI Practicum Supervisor on
the instructional materials, lesson plan, art of questioning and actual teaching
practice
c. Journal Writing
d. Instructional Resources
4. Production of instructional materials
Field Study 4
Assessment Tools
1.
2.
3.
4.
5.
Grading System
Rater
Attendance
Professional Portfolio
Instructional Materials
Journal Entries/Reflection
Lesson Plan
Total
Field Study 4
10%
30%
20%
20%
20%
100 %
CT
10%
15%
10%
35%
PS
30%
5%
20%
10%
65%
Venue
st
1
session
1st visit
TEI
Lab. School/
DepEd
School
Site/Observation
Classroom
Conference Room or
Session Hall
Time
frame
Activity
Review Lesson on Lesson
Planning
Conference about the course
expectations and requirements
1hr
School
2 hrs
Classroom
2nd visit
School
Classroom/Faculty
Room
3rd visit
School
Classroom
4th visit
School
Classroom
5th visit
School
Classroom
2nd
session
TEI
Classroom
Field Study 4
1hr
3 hrs
3 hrs
3 hrs
3hrs
1 hr
17hrs
Field Study 4
5. 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 your guide in completing this task.
TASK 1a: Classroom Observation of Teachers Activities
Name of Pre-service Teacher:
Observed:
Subject Matter:
Cooperating Teacher:
Cooperating School:
OBSERVATION
(Write your
observations here)
Questions/Comments
For later discussion with the
Cooperating Teacher and the
Practicum Supervisor
Field Study 4
Subject Matter:
Cooperating Teacher:
Cooperating School:
Direction: Observe the Lesson paying attention to pupils/students activities and interactions
as your guide.
STUDENTS ACTIVITIES
OBSERVATION
(Write your observations
here)
Questions/Comments
For later discussion with the
Cooperating Teacher and
the Practicum Supervisor
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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 every course or program. However, curriculum includes the life that
encompasses the school. It is anchored on what the school envisions for learners how it
achieves this and when.
An effective curriculum contains the following aspects:
a. a clear and specific path on what learning is to be achieved by the learners;
b. a clear and specific path on how learning is to be achieved. It provides and
communicates clear learning objectives suited and appropriate to the level of the
learners;
c. a clear and specific path on what teaching methods and strategies to use, and
how this is supported by appropriate learning materials and learning activities.
Task 2
Examining the Resources
Name:
Date:
Cooperating School:
Cooperating Teacher:
A. List the Books or other reference materials used by your cooperating teacher.
B. Describe the instructional materials used (aligned to the objectives of the lesson) by your
CT.
SIGNATURE OF CT:
Field Study 4
DATE:
11
Provide one example of each question dimension that relates to a topic in your class.
Dimension 1:
Dimension 2:
Dimension 3:
Dimension 4:
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12
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 the types of questions formulated in the lesson? Give example of each
type.
2. List down at least five (5) questions asked by the teacher in the class that you
observed. Then group them using the four dimensions.
A. First Dimension (Literal Comprehension)
D. Instructional Materials
There are several types of Instructional Materials that teachers use in their day-to-day
teaching activities. These materials can arouse and sustain the interest and attention of the
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14
TASK 4
Observation Guide on the use of Instructional Materials
Name:
Class Observed:
Subject:
Lesson:
Date:
Time:
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 purposes did
each of them serve?
5. What are three (3) key things that you should consider when preparing instructional
materials?
Signature of PST:
Signature of Practicum Supervisor:
Field Study 4
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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 student-learning.
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 authors suggest different components or format of a lesson plan. However most
agree that it should contain the following essential parts:
1.
2.
3.
4.
5.
6.
Task 5:
a. Use the following lesson plan to guide you in preparing a lesson that you will
teach.
b. Use the Lesson Plan Rubric (appendix B) with your CT, to evaluate your lesson
plan.
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No. of pupils/student:
I. Objectives:
V. MATERIALS
A. Teacher reference
materials:
B. Instructional Materials:
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F. TEAM TEACHING
Task 6a
At this point, you are now ready to conduct Team Teaching with your co-Pre-service teacher.
Ask for the lesson subject matter from your 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)
Task 6b:
Evaluation should be undertaken by you and also by your Cooperating Teacher/TEI
Practicum Supervisor. Following the learning activity, and as soon as you can manage it,
review the experience and write your evaluation
Activity: Use the evaluation sheet (8b) with your CT, to evaluate your lesson
TASK 6b
Guidelines for Evaluating Learning Activities
Name of Pre-service Teacher:
Activity:
Cooperating Teacher
Date:
Cooperating School:
EVALUATION OF THE PLANNED ACTIVITY AND STUDENTS LEARNING
To what extent did the students/pupils achieve the specific learning outcomes?
How do I know? What did I observe in students/pupils responses?
What modifications would I make this activity if I did it again?
(task? teaching strategies? grouping? organization? resources?)
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Sem/School/Year:
Date:
ITEMS TO RATE
High
5
4
Low
2
1
I. Instructional Preparations
1. Was I aware of the latest research and professional trends in my
field?
2. Had I mastered the subject matter of each unit?
3. Had I organized each lesson and each unit of study?
4. Had I clearly defined instructional objective for each unit and
lesson?
5. Had I prepared and/or selected appropriate instructional materials
for each lesson and unit?
6. Was I able to show a relationship between subject areas?
II. Instructional Materials
7. Did I individualize instruction as much as possible?
8. Was I aware of the abilities of each pupil/student?
9. Did I briefly review the previous days 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 a variety of teaching methods and techniques?
15. Did I use a variety of teaching materials?
16. Did I praise pupils/students when they show progress?
17. Did I increase the 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?
21. Did I relate what is being studied to some part of life?
22. Was I able to hold the interest of the class?
23. Did I give clear assignments?
24. Did I know and use pupils/students names?
25. Did I encourage independent study?
26. Was my word choice on an appropriate level?
27. Was I available for pupil conference?
Field Study 4
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High
ITEMS TO RATE
5
Low
3
Rating:
Signature of Pre-service Teacher:
Date:
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6. GLOSSARY OF TERMS
Assessment - relates to collecting, synthesizing and interpreting data about the knowledge
and understanding, skills and attitudes of a person or group in order to facilitate
decision making.
Class program- refers to the class schedule, room and 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 Pre-service Teachers
Cooperating Schools refer to the school where the pre-service teacher undergoes offcampus teaching.
Cooperating Teacher is normally a classroom teacher at the laboratory and cooperating
school directly responsible for providing mentoring support to the pre-service
teachers.
Curriculum refers to the life and program of the classroom and the school.
Dean of the College of Education is responsible for assigning Practicum Supervisors to
handle Field Studies including Practicum A and B.
Instructional Materials refer to print materials, audio-visual and multi-media resources
used by the teacher in facilitating teaching-learning process.
Practicum Coordinator refers to the person in-charge of monitoring the teachers handling
Field Studies and manages administrative matters pertaining the practicum program
of the TEI.
Pre-Service Teachers refers to the University/College BEED and BSED students who are
enrolled in the Field Study courses and are involved in micro teaching, team
teaching, and teaching whole lesson
Site Coordinator He/She is responsible in assisting the Principal/Head of the School in
assigning students in classrooms and scheduling of classes for observation and
participation. Conduct regular conference with cooperating teachers as regards the
performance and behavior of student teachers
TEI Practicum Supervisor refers to the University/College faculty directly responsible for
supervising, monitoring and providing support to the university student in on/off
campus school experience.
Teacher Education Institutions (TEIs) refer to the universities and colleges offering
Teacher Education Courses with curriculum aligned with that of CHED. There are 21
of these from Regions XI, XII, and ARMM which established partnership with BEAM
and DepEd.
Team Teaching - is any form of teaching in which a team consisting of two or more preservice teachers share responsibility in the planning, presentation, and evaluation of
lessons prepared for the same group of students.
Field Study 4
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7. REFERENCES
Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.
Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.
Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.
Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of
Teaching. Lorimar Publishing Co.,Inc.
Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.
Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia, USA.
Association for Supervision and Curriculum Development
Garo, Candelaria, D. (2004). Teaching Educational Technology. National Bookstore.
Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha
Publishing Co., Inc.
Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing
Co., Inc.
MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.
Professional Application and Reflection 1,2,3,and 4. (2004), Practicum Guidelines and
Resources for Schools and Organizations. University of South Australia.
Field Study 4
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8. 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
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
Field Study 4
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Date
Cooperating Teacher:
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 to this? Provide reasons for your answer.
Field Study 4
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JOURNAL 2
Instructional Materials
Name:
Subject Area:
Date
Cooperating Teacher:
2. Describe one of the instructional materials you made. What was its purpose? Why did
you prepare it this way?
Give two
4. How will you know if your materials are effective in enhancing student learning?
Field Study 4
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JOURNAL 3
On Actual Team Teaching
Name:
Subject Area:
Date
Cooperating Teacher:
1. After you have done your first actual team teaching, what were your realizations?
How did you feel about co-teaching the lesson?
3. What would you like to improve and focus on during future planning and delivery?
Field Study 4
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JOURNAL 4
On Examining the Resources
Name:
Subject Area:
Date
Cooperating Teacher:
1. What is the importance of aligning the Instructional Resources and learning activities
with the objectives of the lesson?
2. What difficulties have you encountered in planning your lesson plan with regards to the
availability of instructional material resources?
3. What have you done to address this problem? (refer to question #2)
Field Study 4
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Date:
Good
(3)
Fair
(2)
Needs Improvement
(1)
Use of learning
materials
Use of evaluative
measures
Rating
Total
Legend: 3 Good (86 to 100 %)
FS 4
2 Fair (80 to 85 %)
28
Sem/Sy:
Subject Taught::
Note: This will serve as a guide to the Cooperating Teachers and TEI Practicum Supervisor
in assessing the actual teaching performance done by the Pre-service Teachers. Check the
box below that corresponds to each item.
Legend: 100-95 - Excellent
88-83 - Satisfactory
94-89 - Very Satisfactory 82-78 - Fair
ITEMS TO RATE
77-72 - Unsatisfactory
VS
I. LESSON PLAN
A. Objectives were stated in behavioral terms
B. There was congruence between
1. Objective and subject matter
2. Objective and materials used
3. Objective and teaching procedure / Strategies of
Teaching
4. Objective and formative test / Evaluation
5. Objective and assignment
II. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students
B. The teacher was creative enough to adapt his/her
method to the students capabilities
C. Visual aids and other examples were used to illustrate
the lesson.
D. The teacher made effective use of the formative test after
teaching
III. CLASSROOM MANAGEMENT
A.
Field Study 4
29
E.
F.
V. TEACHERS PERSONALITY
Satisfactory
Unsatisfactory
Rated by:
Designation:
Field Study 4
Cooperating Teacher
30
Sem/Sy:
(90 100)
(51 89 )
( 0 50 )
3
2
ITEMS TO RATE
Definitely Moderately
1. It is big enough that can be seen by
the farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the
target learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.
Comments/Suggestions: (Strengths and suggestions for improvement)
1
Not at all
Rating:
Rated by:
Designation:
Field Study 4
31
Excellent
Proficient
Satisfactory
Developing
Presents
comprehensive
description of
worthwhile
experiences, explains
sound judgment on
personal strengths
and weaknesses
anchored on many
theories learned.
..
Presents some
description of
worthwhile
experiences,
explains sound
judgment on
personal strengths
and weaknesses
anchored on few
theories learned.
Presents few
description of
worthwhile
experiences, explains
sound judgment on
personal strengths and
weaknesses
Criteria
Reflection journal entry
includes PSTs learning
experiences, judgments,
performance and other
insights gained in the
course.
1
Needs
Improvement
Presents no
description of
worthwhile
experiences, does
not explain sound
judgment on
personal strengths
and weaknesses
Legend:
1 Needs Improvement (75-79)
2 Developing
(80-84)
3 Satisfactory
(85-89)
4 Proficient
(90-94)
5 Excellent
(95-100)
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Date:
Performance Level
Criteria
A. Non-Verbal Skills
1. Eye Contact
2. Gestures
B. Verbal Skills
1. Voice
a. Volume
b. Enthusiasm
c. Vocalized Pauses
(uh, well uh, um)
(mannerisms/pet words)
2. Words
a. Articulation
b. Enunciation
C. Content
10
Occasionally looks at
someone or some groups
Natural hand gestures are
occasionally demonstrated
7
Demonstrates strong positive
feeling about the topic
3
Shows some negativity toward
the topic
1 - 5 are noticed
6 9 are noticed
10
15
12
a. Sentence Structure
Varied
b. Words (Grammar,
Spelling &Vocabulary)
C. Ideas
Little variety
Adequate and correct in
general sense
Ideas were expressed in
clear manner but the
organization could have been
better.
Rating
Improper usage
Ideas seem to be
collection of unrelated
sentences.
Overall Rating
Rated by:
Field Study 4
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Designation:
Appendix G: Rubric for Student Teaching Portfolio
Performance
Criteria
1. Components include cover
page (with name, title of unit,
dates taught) table of contents,
reference, list of appendices.
2. Organization follows the
instructions for the portfolio.
3. Word processed; grammatically
and mechanically correct
4. Neatness and creativity
5. Completeness of contents
6. Promptness (Working Days)
Rated by:
Field Study 4
(Good)
(Fair)
(Poor)
Presentation demonstrates
neatness and creativity in all areas
and pages of the portfolio
Rating:
34
Designation:
Field Study 4
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