JOSE MARIA COLLEGE

Philippine-Japan Friendship Highway, Sasa, Davao City

SYLLABUS in

FS 1

Course Title Field Study 1

Field Study 1 is an outcomes-based course designed to give students

significant opportunities to observe and analyze the characteristics and
Course
behaviors of learners in actual learning environments. It is intended to
Description
develop the skills in identifying and understanding the characteristics
and needs of diverse learners. These skills will be vital in creating a
conducive environment, choosing and evaluating developmentally
appropriate approaches in planning and managing the environment,
delivering content, facilitating learning activities, and assessing.

Course Credits 1 unit

Contact
Hours/Week
1 hour a week

Prerequisite None

a.) Articulate the rootedness of education in philosophical, socio-

cultural, historical, psychological, and political contexts;

b.) Demonstrate mastery of subject matter/ discipline;

Program
Outcomes c.) Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environment;

d.) Develop innovative curricula, instructional plans, teaching

approaches, and resources for diverse learners;

e.) Apply skills in the development and utilization of ICT to promote

quality, relevant, and sustainable educational practices;

f.) Demonstrate a variety of thinking skills in planning, monitoring,

assessing, and reporting learning processes and outcomes;

g.) Practice professional and ethical teaching standards sensitive to the

local, national, and global realities;

h.) Pursue lifelong learning for personal and professional growth

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 through varied experiential and field-based opportunities; and

i.) Model desirable values and attitudes, disciplined professionals with

integrity and passion to engage in life-long learning undertakings.

The School as a Learning Environment

Course 1. Determine the characteristics of a school environment that is safe,
Objectives
secure, and is supportive of learning
(Learning
Outcomes)
Learners’ Characteristics and Needs

1. Differentiate the characteristics and needs of learners from different

developmental levels

Classroom Management and Learning

1. Plan on how to manage time, space, and resources to provide a

learning environment appropriate to the learners and conducive to

learning

Individual Differences and the Learning Process

1. Demonstrate understanding and acceptance of the learners’ diverse

backgrounds

2. Identify best practices in dealing with diversity in the classroom

Individual Differences and the Learning Process

1. Identify the needs of students with different levels of abilities in the

classroom

2. Choose effective strategies to address the diverse needs of learners

Home-School Link

1. Describe the influencing factors in the home environment that affect

the students’ learning

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 2. Identify effective strategies on how teachers can work together with

the family

Course
Outline

Week Topic

1 Orientation

2–3 The School as a Learning Environment

4–6 Learners’ Characteristics and Needs

7–8 Classroom Management and Learning

9 – 10 Individual Differences and the Learning Process

11 – 12 Individual Differences and the Learning Process

13 – 16 Home-School Link

17 – 18 Portfolio Making

Laboratory/
Equipment/
Materials/ Computer, LCD/Overhead projector
Chemicals
(if any)

Learning
Resources (e.g.
Lucas, M. R. ; (2015) Field Study 1 The Learners’ Development and
Textbooks and
References) Environment. Quezon City: Lorimar Publishing, Inc.

Required Corpuz, B.; Lucas M. R.; (2010) Child and Adolescent Development,

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 Reading Philippines: Lorimar Publishing

Lucas, M. R.; Corpuz B.; (2014) Facilitating Learning: A Metacognitive

Approach (4th Edition). Philippines: Lorimar Publishing

Apat, M.Q. (2004) The Center-Based Learning Approach: An Innovative

Approach to Teaching and Learning, Great Books Trading, Q.C.
Aquino, A.M., (2015) Facilitating Human Learning 2nd Edition, Rex Book
Store Inc.
Recto, A.S., (2005) Foundation of Education: Anthropological, Psychological,
Suggested and Moral Vol.1, Rex Book Store, Inc.
Readings and Taxonomy of Educational Objectives by: D. R. Krathwohl, B. S. Bloom
References and B. B. Masia
New Taxonomy of Educational Objectives 2nd ed. by: Robert Marzano
and John S. Kendall
Experiential Learning by: D. A. Kolb
Understanding By Design Expanded, 22nd ed. by: Grant Wiggins and
Jay Mc Tighe
R. A. 10533. The Enhanced Basic Education Act of 2013

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

meetings.

2. Logbook for the attendance in the cooperating school.

3. Portfolio which includes:

a. The Vision-Mission of the School

b. Illustration of a “child-friendly school” through a descriptive

paragraph or photo essay

Course c. Illustration of the cooperating school through a descriptive
Requirements
paragraph or photo essay

d. Readings of a theory of development

e. Observation reports

f. Parent’s Letter of Consent

g. Transcriptions of the interviews made

h. Learner’s development profile

i. Class Schedule, Room and Teachers’ Assignment of the

resource teacher

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 j. Demo Teaching

Attendance - 10%

Performance - 40%

a. Observation

b. Assignment
Grading c. Reporting
System
d. Quizzes

Portfolio - 50%

100%

Students are expected to:

 be collaborative, interactive
 comply the episode/s required every meeting
Classroom
Policies  raise an argument or issue during topic presentation
 attend classes ready with all the required materials for the
activities of the day

Consultation Friday 5:00 p.m. – 6:00 p.m.

Hours

Prepared/Submitted by: Checked by:

ANGELITA M. RUIZ, MAEd JOAN MAE S. ESPINOSA, MAEd

Faculty Program Head

Approved by:

DR. CATHERINE G. SUAZO

Dean, CTE

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Date: __________________

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