Fs 100 Course Outline

COURSE INFORMATION
1. COURSE NUMBER : Observation of Teaching and Learning in

Actual School Environment
2. COURSE TITLE : FS 100
3. COURSE DESCRIPTION : This is the first experiential course, which will

immerse a future teacher to actual classroom situation and learning environment
where direct observation of teaching learning episodes that focuses on the
application of education theories learned in content and pedagogy courses will be
made. Observations on learner's behavior, motivation, teacher's strategies of
teaching, classroom management, assessment in learning among others shall be
given emphasis. A portfolio shall be required in the course.
4. PRE-REQUISITE : FS
5. Course Content and Target Learning Outcomes

Topic/Task Target Learning Outcomes
MODULE 1: Learners Behavior 1. Discuss the social learning theory.
2. Identify the social learning theory.
Lesson 1: Learners Social 3. Create classroom social learning theory learning plan aligned to learner's
Behavior teaching-learning process.
Lesson 2: Behavioral Support 4. Identify on how positive and negative support can be properly applied in the
Management teaching-learning process.
5. Discuss about behavior applies in the classroom.
6. Present a behavior management pan and an intervention strategy through
making a matrix presentation.
MODULE 2: Learner’s Motivation 1. Describe learners’ motivation to learn.
2. Distinguish intrinsic from extrinsic motivation.
Lesson 1: Learners’ Motivation and 3. Make a dimensions of learners’ motivation through students’ perspectives
Its Dimensions through writing a lesson plan.
4. Describe teacher’s approaches to motivate learners.
Lesson 2: Teaching Approaches 5. Conduct interview on school program and activities that motivates
and School’s Initiatives to Motivate students.
Students 6. Present the list some school programs for the students to be motivated
through making an intervention plan.
Lesson 3: Parents’ Involvement 1. Describe the role of parents in learner’s motivation.
and Cultural Effects on Learners’ 2. Conduct an interview to the parents on they motivate the child to learn.
Motivation 3. Enumerate some activities parents do to motivate their child to learn
through making a brochure.
MODULE 3: Classroom 1. Identify the cooperating teacher’s style of managing his/her class.
Management Skills in the 2. Acquaint with the classroom routine established by the teacher to
Teaching Learning Process maximize time for teaching – learning activities.
Lesson 1: Classroom Management 3. Identify the classroom routine established by the teacher on how a
Skills and Styles classroom is organized and managed through making a reflection paper.
Lesson 2: Enriching the Teaching 1. Identify the cooperating teacher’s style of managing his/her class.
and Learning Experiences 2. Acquaint with the classroom routine established by the teacher to
maximize time for teaching – learning activities.
3. Identify the classroom routine established by the teacher on how a
classroom is organized and managed through making a reflection paper.
4. Identify the different methods, and strategies used by the cooperating
teachers in the classroom through observation.
5. Identify the teaching strategies, activities, assignment and instructional
materials used by the teacher.
Lesson 3: Communication Skills: 1. Enhance speaking skills through interactive communication with the buddy
Enhancement with Buddy and and their cooperating teacher.
Mentor. 2. Recognize and appreciate the importance and use of clear, coherent and
concise interactive communication with the buddy and mentor.
3.Identify an assessment on communication skills through listing in the self-
assessment tool.
MODULE 4: Observation in 1. Identify the general classifications and types and of assessments used by
Assessment in Learning the classroom teacher in assessing students’ learning in observations of
Lesson 1: Observations on the the actual teaching-learning episodes.
Use of Traditional and Alternative 2. Analyzes the general classifications of assessments used by the teacher
Assessments in terms of how, when, and why they are used in the teaching-learning
episodes observed.
3. Reflect about personal learning experiences in terms of the dialogue
between theory and practice.
4. Identify on how to make the assessment activities through writing an
observation on selected the teaching episode.
Lesson 2: Observations on the 1. Identify the formative assessments used by the classroom teacher in
Use of Formative Assessments and assessing students’ learning in his/her observations of the actual teaching-
Summative Assessments towards learning episodes.
Holistic Assessment 2. Analyze the formative assessments used by the teacher in terms of how
these are used to make assessment holistic.
3. Evaluates the formative assessments used against the learning
competencies through the constructive alignment lens.
4. Identify learning experiences in terms of how the assessment of learning

theories which are previously learned are applied in the actual teaching
and learning episodes observed through a reflection.
5.Make reflections by showing on how to improve based on the observed
practice.
Lesson 3: Observations On 1. Identify the summative assessments used by the classroom teacher in
Summative Assessments assessing students’ learning in observations of the actual teaching-
learning episodes.
2. Analyze the summative assessments used by the teacher in terms of how
these are used to make assessment holistic.
3. Evaluates the summative assessments used against the learning
competencies and standards through the constructive alignment lens.
4. Make a reflection about learning experiences in terms of how the
assessment of learning theories which are previously learned and applied
in the actual teaching and learning episodes observed.
5. Make a reflection showing on how to improve the observed practice.
6.Make a compilation of an e-case portfolio showing all the outputs
submitted.
Exit Conference 1. Compile the sample lesson or learning plans, video of
E-case Portfolio the actual demonstration teaching, instructional
materials, rubrics, and other related evidences.
Acero, Victoria et al. (2000). Principles & Strategies of Teaching. Rex Book Store.
Atienza, Sonia et al. (2000). Student Teaching Handbook. Rex Book Store.
Barry, Kevin ans Len King. (1998). Beginning Teaching and Beyond. Social Sciences Press.
Bullock, Ann Adams and Parmalee P. Hawk. (2001). Developing a Teaching Portfolio. Merill. Prentice Hall.
Ohio.
Colin, Marsh. (2004). Becoming A Teacher. Pearson Prentice Hall. Australia.
Corpuz, Brenda and Gloria G. Salandanan. (2003). Principles and Strategies of Teaching. Lorimar Publishing
Co. Inc.
Corpuz, Brenda et al. (1997). Manual for OBSERVATION, Participation and Community. Immersion. Katha
Publishing co. Inc.
Logus, Modesta Grey (n.d.). Student Teaching Manual. National Book Store.
Pohl, M. (2000). Learning to Think,Thinking to Learn. Hawker Brownlow Education.
Singh, Amarjit. (2004). Classroom Management: A Reflective Perspective. Kanishka. Publishers Distributors,
India.
Smith, Susan G. et al. (2003). teaching Challenges and Dilemmas. Nelson Smith. Australia Pty. Limited.
MANUALS/COURSE PACK
A Self-Assessment Guide for the Child Friendly School. Department of Education. UNICEF.
Joint DepEd-CHED Guidelines on Deployment of Student teachers. 2004.
Mentoring the Student Teacher. (2002). DepEd. Region X.
Professional Application and Reflections 2 (PAR2). UNISA.

Merlas, V., Abina, I., Casumpa, A., Sucuano,F.,.(2021). Project WRITE XI: Course Pack on Field Study 1:
Observation of Teaching-Learning in Actual School Environment. CHED-XI
ELECTRONIC:
Cora Riley. IDE 621 Principles of Instruction and Learning. Behaviorism Observation Checklist. Retrieved on July 20,
2020 from https://sites.google.com/site/ide621knowledgebaseriley/behaviorism/behaviorism-observation-checklist
Lou Juan chon, PhD Theories of Learning. Retrieved on July 20, 2020 from
https://ayeshapenuela.files.wordpress.com/2013/07/module-7-social-learning-theories.pdf
Open Stax College. Operant Conditioning. http://cnx.org/contents/Sr8Ev5Og

@5.52:r470BCFb@7/Operantconditioning. License: http://cnx.org/contents/4abf04bf-93a0-45c3-9cbc-
2cefd46e68cc@5.48 Retrieved on July 26, 2020 from https://courses.lumenlearning.com/waymaker-
psychology/chapter/reading-operant-conditioning/
Jessica Traylor for Lumen Learning. Classical conditioning Interactive. Lumen Learning. License: CC BY: Attribution
Retrieved on July 26, 2020 from https://courses.lumenlearning.com/waymaker-psychology/ chapter/classical-
conditioning/
Jessica Traylor for Lumen Learning. Operant conditioning interactive. Lumen Learning. License: CC BY: Attribution.
Retrieved on July 26, 2020 from https://courses.lumenlearning.com/waymaker-psychology/chapter/operant-
conditioning/
Sarah Mae Sincero (May 10, 2011). Operant Conditioning. Retrieved Jul 25, 2020 from
Explorable.com: https://explorable.com/operant-conditioning
Kober, Nancy and Usher, Alexandra. (2012). Student Motivation: An Overlooked Piece of School Reform.
https://files.eric.ed.gov/fulltext/ED532666.pdf
Legault, Lisa. (2017). Self-Determination Theory. 10.1007/978-3-319-28099-8_1162-1.
McLeod, S. A. (2018, January, 21). Skinner - operant conditioning. Simply
Psychology.https://www.simplypsychology.org/operant-conditioning.html
Weiner, Bernard. (2010). Attribution Theory. 10.1002/9780470479216.corpsy0098.
Dodge, J. (n.d.). What are formative assessments and why we should use them? Accessed from
https://www.scholastic.com/teachers/articles/teaching-content/what-are-formative-assessments-and-why-should-we-
use-them/ on July 29, 2020.
Formative and summative assessments. Accessed from https://poorvucenter.yale.edu/Formative-Summative-

Assessments on July 28, 2020.
Habla, R. (n.d.). Traditional and alternative assessments. Accessed from

https://upousite.wordpress.com/2016/02/24/traditional-alternative-assessments-3/ on July 31, 2020.
Prepared by:
ROQUE N. LANGCOY II, Ed.D.

DORSU San Isidro

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COURSE INFORMATION

1. COURSE NUMBER : Observation of Teaching and Learning in

2. COURSE TITLE : FS 100

3. COURSE DESCRIPTION : This is the first experiential course, which will

5. Course Content and Target Learning Outcomes

4. Identify learning experiences in terms of how the assessment of learning

Colin, Marsh. (2004). Becoming A Teacher. Pearson Prentice Hall. Australia.

Pohl, M. (2000). Learning to Think,Thinking to Learn. Hawker Brownlow Education.

Joint DepEd-CHED Guidelines on Deployment of Student teachers. 2004.

Mentoring the Student Teacher. (2002). DepEd. Region X.

Professional Application and Reflections 2 (PAR2). UNISA.

Open Stax College. Operant Conditioning. http://cnx.org/contents/Sr8Ev5Og

Formative and summative assessments. Accessed from https://poorvucenter.yale.edu/Formative-Summative-

Habla, R. (n.d.). Traditional and alternative assessments. Accessed from

ROQUE N. LANGCOY II, Ed.D.

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