Philippines – Australia

BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING UNIT

Extended School Experience

FIELD STUDY 3 MANUAL

Micro-Teaching and the Use of Technology
1. RATIONALE
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.
Pre-service Teachers’ Expected Output
After learning the principles, methods and strategies of teaching in Principles of Teaching 1 and
2 subjects, the following are expected from the Pre-service Teachers:
1. A series of teaching and learning observations.
2. Practical experience in conducting three modes of micro-teaching (tutorial, remedial, and
enhancement teaching)
Links to DepEd’s National competency-Based Teacher Standards (NCBTS )

Domain 2- Learning Environment

2.1 Creates a healthy psychological climate for learning.

Domain 3- Diversity of Learning

3.1 Determines, understands and accept the learners’ diverse background knowledge
And experience.
3.2 Demonstrates concern for holistic development of learners.

Domain 4 – Curriculum
4.1 Demonstrates mastery of the subject.
4.2 Communicates clearly learning goals for the lessons that are appropriate for learners
4.4 Selects teaching methods, learning activities, and instructional materials and
Resources appropriate to learners and aligned to objectives of the lesson.

Domain 5 – Planning, Assessing, Reporting

5.1 Develops and utilizes creative and appropriate instructional plan.
5.2 Develops and uses a variety of appropriate assessment strategies to monitor and
Evaluate learning.

Field Study 3 3
2. ROLES AND RESPONSIBILITIES OF STAKEHOLDERS IN FS 3
I. Teacher Education Institution (TEI)
The Teacher Education Institution shall:
1. Determine the readiness and ability of the pre-service teacher to go on observation and
participation in the pre-identified cooperating school;
2. Request the Provincial/ City Division Office to designate cooperating schools in the
province/city;
3. Initiate conferences with the School Division Superintendents (SDS) in selecting public
and private cooperating schools;
4. Allocate a modest incentive to DepEd personnel involved in student teaching as
stipulated in the Memorandum of Agreement.
Dean of Teacher Education Program shall:
1. Designate Practicum Coordinator to oversee/coordinate the practicum program.
2. Assign Practicum Supervisor with 25-30 Pre-service Teachers (PST’s).
3. Allocate a modest incentive to personnel in the DepEd involved in student teaching as
stipulated in the MOA.
4. Initiate conferences with the SDS in selecting public and private schools in the
province/city.
5. Assign a space for Practicum office and appoints an office staff.
Practicum Coordinator shall:
1. Monitor the teachers handling FS.
2. Supervise Practicum office staff.
3. Formulate policies and systems for the practicum.
4. Manage administrative matters such as preparation and signing of MOA.
5. Communicate with stakeholders and handle paper work with regard to practicum
program.
6. Coordinate with the SDS in the selection of the cooperating schools
7. Prepare and implement the MOA between the TEI and the Division Office
8. Coordinate with the cooperating school head regarding the classroom observation and
micro-teaching activities
The Practicum Supervisor shall:
1. Orient the pre-service teachers of their classroom observations and micro-teaching
2. Conduct regular evaluation of the classroom observations and micro-teaching of pre-
service teachers during post conferences.
3. Coordinate regularly with the cooperating principal/head/teacher regarding performance
of pre-service teachers.
4. Coordinate with the Professional Education Faculty regarding the needs of the pre-
service teachers in relation to their field studies.
5. Conduct enhancement classes to respond to field experiences of Pre-service Teachers.
6. Submit written reports to the Dean of Teacher Education Program regarding the
following:
a. performance of pre-service teachers
b. difficulties/problems met by them
c. actions taken to solve the problems
7. Complete a set of summative evaluation reports for each pre-service Teacher.

Field Study 3 4
 The Pre-service Teachers shall:
1. Do and complete classroom observations found in FS 3 manual
2. Notify the cooperating teacher and Practicum Supervisor in case of absences
3. Respect the cooperating teacher
4. Be open to constructive criticisms and suggestions
5. Accomplish the FS 3 portfolio which includes the following:
a. accomplished classroom observations (based on FS 3 manual)
b. journal writings
c. copies of the micro-teaching plan
d. assessment results of micro-teaching (tutorial, remedial and enhancement)
e. a copy of evaluation done by the cooperating teacher
II. Department of Education (DepEd)
The School Division Superintendent (SDS) shall:
1. Review and subsequently approve request for cooperating schools;
2. Conduct orientation on student teaching with the TEIs inclusive of the Dean, College
Student Teaching Supervisors, and the School Principals/Head Teachers;
3. Approve Memorandum of Agreement between TEIs and DepEd.
The Cooperating Principal shall:
1. Identify exemplary cooperating teachers to handle the pre-service teacher’s micro-
teaching.
2. Conduct orientation for cooperating teachers on:
a. mentor’s roles and responsibilities
b. policies and regulations on field study
c. expected activities and outcome of FS 3.
3. Conduct orientation for student-observers on:
a. policies and regulation’s on field study
b. assignment of areas of responsibilities
c. expected activities and outcomes of FS3
4. Coordinate with TEI’s supervisor concerning the assignment of the pre-service teacher.
5. Provide trainings in the areas where they are assigned using the expertise of
cooperating teachers/resource persons.
6. Monitor and provide feedback on micro-teaching of pre-service teachers.
7. Debriefing at the end of FS3.
The Site Coordinator shall:
1. Assist the principal and the cooperating teachers.
2. Monitor attendance and punctuality of cooperating teacher and student-observers.
3. Serve as a link among the student-teachers, principal, and TEI Practicum Supervisors.
4. Help monitor feedback on performance.

Field Study 3 5
 The Cooperating Teacher shall:
1. Establish rapport with the Pre-service teacher;
2. Read the content coverage of FS 3 manual to be familiar with the areas/aspects
observed by the pre-service teacher.
3. Assist the pre-service teacher in his/her classroom observations
4. Provide the necessary information, class list, seat plan, to the pre-service teacher
5. Assign pupils to student-teachers to do micro-teaching in a particular area
6. Prepare a schedule of activities for micro-teaching (e.g. tutorial, remedial,
enhancement.)
7. Assist the pre-service teacher in his/her micro-teaching activities.
8. Observe, coach/mentor and evaluate the micro-teaching performance of pre-service
teacher using the rubric for micro-teaching
9. Keep a record of attendance, post conferences made with the pre-service teacher, and
result of micro-teaching.
10. Prepare required reports for the TEIs, and provide a copy to the Schools Division
Superintendent.

3. 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.
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 classes (2)
o Remedial classes (2)
o Enhancement classes (2)
 Journal writing (6)
 A Bank or Portfolio of varied Microteaching aids and the Microteaching Plan (Lesson
Guide)

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 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% 
===
10

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

4. 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.

Field Study 3 7
 Schedule of Activities in FS 3

Sessions Activities Site Time Frame

Orientation sessions for

1st Pre-service Teachers In-campus 2 hrs
Cooperating Teachers Off-campus
Workshop on the preparation of CT’s
and PST’s instructional materials for Cooperating 2 hrs.
2nd
microteaching that incorporate the use school
of technology
Observation of tutorial modeled by CT 1 hr.
with post conference
Observation of remedial modeled by CT Cooperating 1 hr.
3rd
with post conference school
Observation on enhancement modeled
1 hr
by CT with post conference
Tutorial teaching /Post conference with Cooperating
4th 3 hrs
CT school
Remedial teaching /Post conference Cooperating
5th 3 hrs
with CT school

h 6th Enhancement teaching/ Post Cooperating

3 hrs
Conference with CT school
Debriefing and submission of
7th TEI 1 hr
requirements

TOTAL 18 HRS

Field Study 3 8
5. 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)

Field Study 3 9
 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)

Field Study 3 10
 SCHOOL PROFILE

Field Study 3 11
 Cooperating Teacher’s Profile

Field Study 3 12
 Pre-Service Teacher’s Curriculum
Vitae

Field Study 3 13
VISION, MISSION, GOALS AND OBJECTIVES OF THE COOPERATING SCHOOL

OUR VISION
We dream of Filipinos who passionately love their country and whose values and
competencies enable them to realize their full potential contribute meaningfully to building the
nation.

As a learner-centered public institution, the Department of Education continuously

improves itself to better serve its stakeholders.

OUR 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 facilitate learning and constantly nurture every learner;

 Administrators and staff, as steward of the institution, ensure an enabling and supportive
environment for effective learning to happen; and

 Family, community, and other stakeholders are actively engaged and share
responsibility for developing life-long learners.

OUR CORE VALUES

Maka-Diyos

Maka- Tao

Makakalikasan

Makabansa

Field Study 3 14
 Class Program
Grade I - Gold
S.Y.2019-2020

Name of Teacher:
Educational Attainment: BEED with 12 units
Civil Service Status: Regular/Permanent
CS Eligibility: PBET

MORNING SESSION
Time Minutes Subjects/Activities
7:30-7: 45 15 Flag Ceremony
7:45-8:15 30 Essential Services
8:15-8: 45 30 Edukasyon sa Pagpapakatao
8:45-9:35 50 Mother Tongue
9:35-9:50 15 Recess
9:50-10:20 30 Filipino
10:20-10:50 30 Remediation (Filipino)
10:50-11:20 30 1st Semester- Remediation
2nd Semester- English (Oral
Fluency)
11:20-12:00 40 Act. Sheets/Printing/ IMs’
Development/ Daily Lesson
Plan Preparation

AFTERNOON SESSION
Time Minutes Subjects/Activities
1:00-1:50 50 Mathematics
1:50-2:20 30 Remediation
2:20-3:00 40 Araling Panlipunan
3:00-3:40 40 MAPEH
3:40- 4:10 30 Remediation (Mother
Tongue)
4:10 - 4:20 10 Essential Services
4:20- 4:30 10 Flag Retreat

Field Study 3 15
NOTE:
1. Religious Instruction every Wednesday 3:00-4:00 pm.

Grade I- GOLD
Class list

1 Alagon, Ivan Ry B. 1 Alejandria, Queenie Nicole M.

2 Angana, John Andrei F. 2 Arede, Jean Cyrelle G.

3 Cabale, James Joren B. 3 Aride, Princes Mariella C.

4 Escote, Jay-R D. 4 Cruza, Kim Ryhen P.

5 Eyana, Julmar, Jr. A. 5 Decripito, Christa A.

6 Gregorio, Norjhon B. 6 Desucatan. Robygen B.

7 Hernando, Naigel Keth N. 7 Gumban. Krisha Fayette

8 Laurente, Jamich 8 Hernando, Irish Mae N.

9 Manabit, Niel Clark N. 9 Manabit, Rhea Jane P.

10 Mapande, Ramil 10 Mercado, Trexie R.

11 Pagpaguitan, Paul, Jr. P. 11 Niones, Hazel Ann A.

12 Parenas, Rhonie D. 12 Nuyad, Edhen Joy C.

13 Sandagan, John Carlo P. 13 Rojo, Audrey Nauomi N.

14 Sombilon, Gabriel S. 14 Tambalos, Yazia Audrey C.

15 Toyorada, Keymark A. 15 Warain, Julian P.

Boys Girls

Field Study 3 16
 Appendices

Field Study 3 17
 Observation

Sheets

Field Study 3 18
 Appendix A: Observation Sheets
Observation Sheet 1: The Teacher and the Learner

Tapia Elem.
Teacher Observed: School: School
Date: Building/Room: Time:
Class Observed: Subject:

Observation Guide:

A. Observe the cooperating teacher. Make a written response for discussion about the
following points: (Provide examples to support your comments).
1. Which of the teacher’s personal traits seem to have a favorable effect on the learning of
the students?

2. To make learning experiences vivid and direct, what media were used in teaching?

3. Cite 2 specific teaching strategies that demonstrate active learning.

4. The teacher’s questions should encourage higher order thinking skills (HOTS). Cite 2
examples.

B. Observe the learners. Make a report covering the points in the following questions

1. Describe four (4) observed talents and skills of the learners as demonstrated in the
class.

2. Cite 3 different observations about how pupils presented their output.

3. What percent of the learners were inclined to provide answers when the questioning
techniques below were used?

CONVERGENT (knowledge level)

DIVERGENT (HOTS)

Appendix A

Field Study 3 19
 Observation Sheet 2: Checklist of Learning Resources in the School

Name: Melvin C. Vallecer

School: Tapia Elementary School
Grade/Year and Section: I - GOLD

Direction: Check whether the following learning resources of the cooperating school are
available. Give a brief description of those that are available.

Learning Learning Resources

Available
Resources in Description observed to be Used
Yes/No
the school in the classroom
1. Library

2. Reading
Center

3. Audio- Visual
Room
4. Media Center

5. Computer
6. Bulletin
Board
Displays
7. Teaching Aids
Bank
8. Overhead
Projector
9. Laser
Compact Disc
(LCD)
10. Internet
Facilities
10. . Flash cards
11. Word Card

12. Pictures

13. Print outs

14. Activity
sheets
15. Others:
16. ( specify)

Field Study 3 20
 Appendix A
Observation Sheet 3: Micro-teaching

Teacher Observed: School:

Date: Building/Room: Time:
Class Observed: Subject:

Objective:
1. PSTs will Observe Modes of Microteaching: Remedial, Tutorial and Enhancement

Observation Guide for the Pre-service Teacher:

A. Observe carefully the microteaching of the cooperating teacher and answer the following
questions:

1. How were the pupils/students selected?

2. How was the class/group organized?

3. Describe the activity and the process used by the teacher?

4. What were the objectives of the Micro-teaching activity?

5. How do you know that the pupils/students learned?

Field Study 3 21
 Appendix A
Observation Sheet 4: Microteaching Planning Guide

PST: School:
Date: Building/Room: Time:
Class Observed: Subject:

Objectives:
1. Plan and implement a microteaching learning guide.
2. Develop microteaching skills under controlled conditions.

Activity:
Ask the CT to assist you in preparing a Microteaching Plan. Use this checklist to assist you.

ITEMS YES NO

1. Does your Microteaching Plan have:

a. Objectives
b. Subject matter identified
c. Instructional materials listed
d. Learning activities sequenced
e. Activity proper developed
f. Wrap-up identified

2. Are your objectives stated in behavioral terms?

3. Are your activities learner-centered and interactive?

4. Does your plan include a section for reflections on Microteaching

sessions by you and by your CT?

Field Study 3 22
 Appendix A
Observation Sheet 5: Monitoring the Pre-Service Teacher’s Microteaching

(To be completed by the CT)

PPT Observed: School:

Date: Building/Room: Time:
Class Observed: Subject:

Objectives:
1. Observe the Microteaching demonstration of the Pre-service Teachers.
2. Evaluate the Microteaching process of the Pre-service Teacher.
3. Evaluate the appropriateness of the selected teaching materials used in the mirco-
teaching lesson
Observation Guide for the Cooperating Teacher:
Task 5
5.a Observe the three microteaching demonstrations of the pre-service teacher and
comment on the following:

1. Did the pre-service teacher attain his/her objectives in teaching his/her part?

The lesson objectives were attained, the topic was about the letter “H” and the
pupils was able to determine the big and the small letter H, they were able to identify
objects that begins with letter H. The pupils also learned word syllabication using words
that starts with letter H.

2. Was the time allocated for teaching sufficient? Comment if needed.

Yes, the time was just perfect to cater all the things that needs to be done.
The time was just enough to accomplish all the activities because time management
was observed.

3. Check () the blank before the statement that demonstrates the PSTs attainment of the
following competencies in applying technology in teaching:

______a) prepares instructional devices that are appropriate to the learning

content.
_______b) develops and uses materials involving students in meaningful tasks.
_______c) selects teaching aids that suit the needs of the learners.
_______d) uses appropriate audio-visual displays for learning tasks.
_______e) evaluates the effectiveness of visual displays.

4. Cite strong, weak points and recommendations for improvement.

The objectives of the Lesson plan was achieved within the limited time.

Field Study 3 23
 5. Give recommendations to improve/enhance the micro-teaching process of the
demonstrations.

The creativeness of the visual aids and instructional materials in order to catch
more attention of the learners and instructional materials should be more creative and
more attractive to easily catch the attention of the learners

Signed: PST: MELVIN C. VALLECER

Field Study 3 24
(Cont..)
5.b Self evaluation of the pre-service teacher in micro-teaching.
Reflect on your three Micro-teaching activities.

1.
a.

Cite evidence that you attained the objectives of the lessons.

b.

2. Which of your three micro-teaching sessions was most effective? Why?

3. Did you utilize instructional materials appropriate to your microteaching lessons?

Comment if necessary.

4. Cite strong, weak points and recommendations for improvement.

a. Strong Points

b. Needs Improvement

c. Recommendations for Improvement

Field Study 3 25
 Signed: PST …………………………………

Field Study 3 26
APPENDICES
Journal
Writings

Field Study 3 27
 Appendix B
Journal Writing 1: Communication Skills

A. After observing the communication skills of the teacher, what are the implications for the
teaching-learning situation?

Communication is one of the key to achieve an effective learning to

the learners. Through communication you can relay inputs and knowledge to
the pupils, and the pupils can also interact to the teacher. We can’t take a
day without communication because every day we need to interact and
communicate to others for us to achieve unity. In teacher-learning process a
teacher must have and know a good communication skill in order to be
effective and to connect to the learners easily.

B. Describe 3 different ways the teacher communicated with pupils. Do you think each was
effective? Why?

As what I have observed, my cooperating teacher achieved an

effective way in communicating her pupils. She make sure that all her pupils
are paying attention to her before she starts her discussion/giving any
instructions. She has strategies to easily catch the attention of her pupils, she
entertains questions from her pupils regarding with their lesson or any given
seat work which is good in order for the pupil to be properly guided. She
always speak loudly and clearly so that the entire class can hear her voice.

C. Cite two questions asked by the cooperating teacher which develop higher level of thinking
skills. How did the learners respond to them?

During their Mathematics they tackled addition and subtraction as

inverse property. Our cooperating teacher throw questions to the class like
“What do you mean by Inverse Property?” and “Do you have any idea on
how addition and subtraction become inverse?”. Those were the questions
that was asked and it made the pupils think beyond their limits and with that

Field Study 3 28
 they already enhanced their higher order thinking skills. Some students tried
to answer and some don’t have any idea about it.

Appendix C: Rubric for Reflection/ Journal Entries

Rater’s Assessment Tool

Performance 1
Level 5 4 3 2 Needs
Excellent Proficient Satisfactory Developing Improvement
Criteria

Reflection Presents Presents very Presents some Presents few Presents no

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

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

Field Study 3 29
 Appendix B
Journal Writing 2: On Micro-teaching 1 and 2 (Tutorial and Remedial Teaching)

A. After conducting your first micro-teaching, (tutorial) what are your realizations?

After my first micro-teaching session (tutorial class). I realized that in a small

number of pupils like the micro-teaching session there are still some pupils who can’t
easily get and understand the lesson how much more in the normal population in
which there are lots of disturbances that surrounds them. I also realized that a
teacher should not just stick in just one teaching strategy because not all learners
have the same learning style. I also realized that as a teacher you should be flexible
to cater and meet all the needs of your pupils.

B. After being aware of your needs in the first micro-teaching, cite two improvements that you
will apply to Micro-teaching 2 (remedial teaching).

Teaching should be not just by books but by heart. Teachers should upgrade
in order for the earner to learn in a different manner in which they will acquire
learning in a more easy way. Learners should be given enough attention especially
with their needs so that, they can easily receive inputs and new learning's. Each
learner should be treated equally because they are all the same like a vessel needed
to be filled to become more knowledgeable.

C. Cite instructional technologies used in micro-teaching. Did it improve students’ learning?

How?

In my micro-teaching; Cartolinas, Manila papers and Flashcards was used as

my medium. As I have observed, it somehow helped the pupils to understand and
appreciate the lesson, they enjoyed the flashcards and they can easily see the
writings in the manila papers and cartolina. However, I need to upgrade my visual
aids for the pupils to be more excited and to appreciate more the lesson by the help
of some unique and upgraded instructional materials. Creative and attractive
instructional materials is one of the key to catch and get the attention of the learners.

D. What should be improved in your remedial teaching? How will you address these?

The thing which I need to improve on my Remedial teaching is my instructional

materials and my strategy in projecting the topic or lesson. My instructional materials
should be more creative that the pupils will appreciate it more. Having an instructional
materials that is new in their eyes is a great idea. I should not also stick in just one
strategy in teaching because every pupil have different learning style. More teaching
strategies more chance to be an effective teacher.

Field Study 3 30
 Appendix C: Rubric for Reflection/ Journal Entries

Rater’s Assessment Tool

Performance 1
Level 5 4 3 2 Needs
Excellent Proficient Satisfactory Developing Improvement
Criteria

Reflection Presents Presents very Presents some Presents few Presents no

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

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

Field Study 3 31
 Appendix B
Journal Writing 3: Strategies Used in Micro-teaching 3 (Enhancement Teaching)

A. Micro-teaching 3 includes enhancement teaching. It demonstrates a practical strategy in

presenting a lesson.

What specific strategy did you apply? Describe it.

During my enhancement teaching, I used questioning technique so that the

pupils will enhance and exercise their thinking skills and it is good for them to sort
things out by themselves. I also used direct teaching method in order for the pupils to
easily get the main thought of the topic because, I noticed that some pupils will lose
their focus and interest if the lesson will take a lot of time.

B. What difficulties did you encounter? How did you address these? What insights have you
gained from this experience?

In my micro-teaching experience it was never been easy. But still, I’m

thankful with all the hardships that I’ve encountered because it helped me to develop
my teaching technique. I struggled on how to make an instructional materials that is
unique and will catch the attention of the learners. I also struggled on how I will
deliver my lesson properly that the pupils will easily understand without confusion.
Truly, I learned a lot with this experience and I’m very open to be corrected in order
for me to improve my teaching technique.

C. Did the use of instructional technology improve your teaching strategies? If yes, how?

Yes, because it serves as the attention catcher to the pupils. It helps the
learners to understand more the lesson and appreciate it more. Having an
instructional technology helps lessen the work of the teacher because some pupils
learned through visuals or on what they see, but it still needs to be discussed by the
teacher for clarifications.

Field Study 3 32
 Appendix C: Rubric for Reflection/ Journal Entries

Rater’s Assessment Tool

Performance 1
Level 5 4 3 2 Needs
Excellent Proficient Satisfactory Developing Improvement
Criteria

Reflection Presents Presents very Presents some Presents few Presents no

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

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

Field Study 3 33
 Appendix B
Journal Writing 4: Child-Friendliness in Teaching

A. As a micro-teacher, did you treat all children fairly with regard to the following:
(Provide evidence of this).

1. Gender

Gender equality is observed in the class whether female or male they are all
treated equally during class recitation, they are also entertained equally and both
they can do things freely.

2. Preferred Learning Style

On the learning style aspect of my learner, all of the activities, seatwork and
quizzes catered all their different learning styles. Visual aids are well provided for
the learners who are visual learner, those tactile learners are provided with board
works and written activities. For those auditory learners they learn best during my
discussion.

3. Cultural origin

Cultural background was not a problem in my class. In fact, I never asked

them about it, they were all treated the same. No culture barrier was observed. It is
not important because I focused on the learning of the pupils.

4. Multiple Intelligences

Nine types of intelligences was introduced by Howard Gardner. I wasn’t

bothered with their different learning styles as long as a teacher I should be flexible
to cater all of it. And it is also good to observe different learning style to distinguish
the strengths and weakness of the learners.
5. Learning ability

All the pupils have different learning ability so as capacity. Even though they
differ on hey they learn as long as they have this eagerness to learn and they will
participate in class they will learn best.

C. Cite 3 insights you have learned about becoming a child-friendly teacher.

Teachers do not just teach by books, feed the learners with new knowledge
but teachers are the learners second parent. Becoming a teacher is by choice at
heart, teachers engaged their lives to little individuals whom they believe to achieve
great things in the future. A child-friendly teacher develops a bond with his/her
pupils. Only a capable teacher can do that. A teacher must know how to balance the
atmosphere of the classroom in order for the learners to learn effectively. And also,
teachers must teach with passion.

Field Study 3 34
 Appendix C: Rubric for Reflection/ Journal Entries

Rater’s Assessment Tool

Performance 1
Level 5 4 3 2 Needs
Excellent Proficient Satisfactory Developing Improvement
Criteria

Reflection Presents Presents very Presents some Presents few Presents no

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

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)

Field Study 3 35
 Documentations

Field Study 3 36
Field Study 3 37
Field Study 3 38
 CERTIFICATE

Field Study 3 39
 CLEARANCE

Field Study 3 40
Field Study 3 41
6. 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.

Field Study 3 42
7. 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.

Field Study 3 43
8. APPENDICES
A. Observation Sheets 1-5
A1- The teacher and the learner
A2- Checklist of Learning Resources in the school
A3- Micro-teaching
A4-Micro-teaching Planning Guide
A5- Monitoring the Pre-service Teacher’s Micro-teaching

B. Journal Entries 1-4

B1-Journal 1- Communication Skills
B2-Journal 2- On Micro-teaching 1 and 2
B3-Journal 3- Strategies Used in Micro-teaching 3
B4-Journal 4- Child-Friendliness in Teaching

C. Rubric for Reflection/Journal Entries

D. Rubric for Student Teaching Portfolio
E. Pre-service Teacher’s Micro-Teaching Rating
F. Rubric for Micro-Teaching Plan

Field Study 3 44
 Appendix D: Rubric for Student Teaching Portfolio

Performance Level 5 3 1

Criteria Excellent Good Poor

1. Components include All components are All components Some

cover page (with included and are included. components are
name, title of unit, clearly marked. missing.
dates taught) table of
contents, reference,
list of appendices.

2. Organization follows Organization Organization Organization does

the requirements. follows the follows the not follow the
requirements requirements. requirements.
correctly and
completely.

3. Words processed; Words processed, Words processed Words processed

grammatically and edited and with few but with many
mechanically correct obviously grammatical and grammatical and
proofread. mechanical mechanical
errors. errors.

4. Neatness and Presentation Presentation Presentation is

creativity demonstrates demonstrates neither neat nor
neatness and neatness and creative.
creativity in all creativity to some
areas and pages of extent.
the portfolio

5. Completeness of Contents are all Some contents Most of the

contents completely filed are missing and contents are
and submitted. are disarranged. missing and/or
disarranged.

6. Promptness (Working Student portfolio is Student portfolio Student portfolio

Days) submitted on time. submitted up to 2 submitted 3 days
days after the or a week after
deadline. the deadline of
submission.

Field Study 3 45
 Appendix E: Pre-Service Teacher’s Micro-Teaching Rating (for CT and Practicum Supervisors)
Name: Semester/School: Date:
Subject Taught: Cooperating School:
Direction: Check the box below that corresponds to each item.
Legend: 100-95 Excellent 94-89 Very Satisfactory 88-83 Satisfactory 82-78 Fair 77-72 Unsatisfactory
Very
Items to be Rated Excellent Satisfactory Fair Unsatisfactory
satisfactory
I. Micro Teaching Planning
A. Objectives were stated in behavioral terms.
B. There was congruence between:
1. Objective and subject matter
2. Objective and teaching Strategies
3. Objective and assessment strategies/tools
II. Teaching Methods
A. Method/s used was/were suited to the needs and capabilities of the students
B. The pre-service teacher was creative enough to adapt his/her method to the students’ capabilities.
C. Audio/visual aids and other example of instructional materials were used to illustrate the lesson.
D. The Pre-Service Teacher used varied assessment strategies and tools.
III. Classroom Management
A. The pre- service teacher has a systematic way of checking:
1. attendance
2. exercises and Drills
3. performance – based tests
4. passing in and out of the room
B. Order and Discipline were present in the room.
C. Audio/Visual Aids and other instructional materials were within easy reach of the teacher during
his/her teaching.
IV. Communication skills
A. The teacher spoke clearly with a well-modulated voice
B. The teacher is free from mannerism or physical defects that tend to disturb the student’s attention.
C. The teacher’s personality gains the children’s respect and attention.

 The pre-service teacher’s strengths are:

 Comments/suggestions for improvement

Final Rating (Tick me) Satisfactory Unsatisfactory

Rated by::
Designation:

Field Study 3 46
 Appendix F: Rubric for Microteaching Plan

Performance 4 3 2 1
Level Very Good Good Fair Needs
Improvement
Criteria

1.Microteaching The plan has The plan has The plan lacks The plan lacks
Planning complete component one part. Some important parts.
Guide component parts. Most of objectives are Most of the
parts. All the objectives behavioral, objectives are
objectives are are behavioral, learner- not behavioral,
behavioral, learner- centered and learner-
learner- centered and interactive. centered and
centered and very interactive.
very interactive.
interactive.

2.Microteaching Microteaching Microteaching Microteaching Some steps in

Method and process has process has process has the process
Strategies very good good basic needs
motivation, motivation, motivation, improvement.
activity proper activity proper activity proper
and and and
assessment assessment assessment
tools. tools. tools.

3.Use of Teaching Teaching Teaching Teaching

instructional materials are materials are materials were materials do
materials properly selected which not quite not suit the
/technology in selected that suit the needs selected to suit needs of the
microteaching best suit the of the learners the needs of learners and
needs of the and the subject the learners the subject
learners and matter. and the subject matter
the subject matter
matter.

4.Management The teacher is The teacher is The teacher is The teacher is

and Learners very child- child-friendly not so child- not at all child-
friendly and and applies friendly and friendly and
applies democratic rarely applies does not apply
democratic style democratic democratic
style style. style.

Field Study 3 47