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Fs 4 2016
Fs 4 2016
1. RATIONALE
Field Study 4 (FS 4) is 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.
In the field study, the PST’s closely work and collaborate with the cooperating
teachers in making lesson plans. In the process, the PST’s start to explore the
curriculum by choosing the appropriate subject matter to teach, motivational
activities and teaching strategies.
Team teaching is a future of many school activities so, it is important that the PST’s
will develop an awareness of the skill (as indicate 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 balanced of activities to give them the
opportunities to plan, teach and learn how to evaluate the learners’ performance.
In FS 4,the PST’s should manifest skill such as: planning, teaching, managing a
class, evaluating sequences of activities for individual and whole classes via team
teaching, designing instructional materials and, developing a professional portfolio.
Links to DepEd’s National Competency- Based Teacher Standards (NCBTS):
Domain 4-Curriculum
4.1 Demonstrates, mastery of the subject.
4.4 Selects teaching methods, learning activities & instructional materials or
resources appropriate to learners and align to objectives of the lesson.
Stakeholders
1. Teacher Education Institution(TEI)
2. Dean of the College of Education
3. TEI Practicum Manager
4. TEI Practicum Supervisor for Field Study4
5. School Divisions Superintendents(SDS)
6. DepEd Cooperating Principal
7. Site Supervisor
8. Cooperating Teachers for Field Study 4
9. Pre-service Teachers of Field Study 4
1. Orient the pre- service teacher of their in- campus/off-campus work with
regards to their expected attitudes, proper dress code, things to be done
when they are in the school, and the expectations of their cooperating
teachers;
2. Coordinate with Cooperating School Principal/Head regarding the selection of
the exemplary Cooperating Teachers to handle Pre- serve Teachers;
3. Assign the Pre-serve Teachers to Cooperating Teachers designated by
School Principal/Head;
4. Coordinate with Professional Education faculty regarding the needs of the
Pre- serve Teachers in their field studies;
5. Visit the pre- serve teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and
cooperating teacher regarding performance of pre- serve teachers;
7. Conduct weekly conferences for the Pre-serve Teacher to;
a. Monitor their performance/progress in the field
b. Special sessions on innovations teaching-learning process
c. Submission of the Task assigned to them like lesson plans, self-
made test, instructional materials and their Reflective Journals for
checking
d. Discuss their problems If there are any
8. Assist the Pre- service Teachers in checking their lesson plans for team
teaching and in preparing their planning materials;
9. Submit written reports to the college DEAN, copy furnished to the school
principal and the SDS, at least once a month regarding the :
9.1 progress/performance of pre- service teacher
9.2 problems/difficulties met by the pre- service teacher
9.3 solutions/actions taken to solve the problems
10. Call the Pre- service Teachers for debriefing at the end of FS 4
Field Study 4 will encourage PST’s to work with a buddy PST, with the
assistance of their cooperating teacher 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 PST’s 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 analysing the mission-vision of
the school relative to the existing curriculum. The PST’s 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 teacher’s 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 skills.
Course Objectives
At the end of the course, the pre-service teachers are expected to:
1. Apply knowledge and skills in writing a lesson plan;
2. Perform actual team teaching with a buddy, and with the CT.
3. Select and develop instructional materials appropriate to a chosen
subject area;
4. Produce instructional materials for classroom use.
5. Observe best practices in the effective implementation of curriculum.
Expected Outcomes
Course Requirements
Assessment Tools
Grading System
Rater: CT PS
17 hrs
V. COURSE CONTENT
A. Classroom Observation
Cooperating Teacher:
Questions/Comments
For later discussion with
TEACHER’S ACTIVITIES OBSERVATION the Cooperating Teacher
and the Practicum
Supervisor
statements
*using resources
*instructing children
*giving examples
*demonstrating
*setting tasks
*organizing groups
*assisting
*questioning
*acknowledging
*others
questioning
*facilitating reporting
*recapitulating
*stating future directions
*others
Summary Comment:
TASK 1b: Classroom Observation of Students’ Activities
Cooperating Teacher:
Cooperating School:
Questions/Comments
STUDENT’S ACTIVITIES OBSERVATION For later discussion with the
Cooperating Teacher and the
Practicum Supervisor
How do the students
respond to the teacher in
the beginning of the
learning activity?
Examples:
statements
*actions
*recalling events
*experiences
*information
*others
What are the students
doing during the
development of the
lesson?
Examples:
responding
*initiating
*questioning
*discussing
*working cooperatively
*working independently
*using materials
*researching
*constructing
How are the students
participating in the ending
of the lesson?
Examples:
*contributing information
*reporting findings
*recalling
*raising further questions
*others
Summary Comment:
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 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.
Name: Date:
Cooperating School:
Direction: Study and analyse the Vision and Mission of the school where you are assigned.
Task 3
Name: Date:
Cooperating School:
Cooperating Teacher:
List the books or other reference materials used by your cooperating teacher.
Task 4
Class Program
Name: Date:
Cooperating School: Semester /SY:
Cooperating Teacher:
Direction: Make a report of the class program of the cooperating teacher.
STRUCTURE YES NO
(describe each)
1. Class schedule
2. Room assignment
3. Teacher’s
assignment
B. Describe how the class schedule, room assignment and teacher’s assignment
contribute to the effective implementation of the curriculum. (Interview your CT to
help you answer this.)
1. Class schedule
2. Room assignment
3. Teacher’s assignment
A pre-service teacher should devote a good deal of attention to develop this skill.
According to Arabit, et al (1993), there are four dimensions in the way we ask our
students some questions and each of these develop some skills like:
Activity:
Provide one example of each question dimension that relates to a topic in your class.
The following area is provided by the corresponding/needed data in the last pages.
Dimension 1:
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Dimension 2:
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Dimension 3:
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Dimension 4:
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Name: 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 types of questions formulated in the lesson? Give example of each type.
2. List down all the 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 learners. It can concretize abstract concepts/ideas to
promote meaningful learning. They also assist learning because of the rich
experience that they provide.
With the proper selection and use of instructional devices or educational media,
learning becomes more permanent (Garo, 2004).
Audio-Visual materials
a. Audio—media are materials or sounds that are transmitted, produced or
received through high fidelity waves which are heard through certain
equipment like radio broadcast and recordings.
b. Visual materials are representations of direct reality, which comes in the
form of sign and symbols. Examples of which are: cartoons, pictures,
posters, drawings/ sketches, diagrams, charts,graphs,strip
drawings/comics strip and maps.
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 purpose
did each of them serve?
5. What are three (3) key things that you should consider when preparing
instructional materials?
1. Detailed Lesson Plan- presents both the teacher’s activity and the
learner’s activity under procedure or strategies.
2. Semi- Detailed Lesson Plan- includes only the teacher’s 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.
Task 7
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.
Lesson Title:
Grade/ year level: No. of Pupils/ Students:
I. Objectives
II. Subject Matter:
Concept:
Values:
BEC:
Competency:
III. Learning Procedures
A. Routine:
B. Learning Activities/ Lesson
Proper
C. Generalization
D. Application
E. Evaluation
IV. Assignment:
V. MATERIALS
A. Teacher reference materials
B. Instructional Materials:
F. Team Teaching
Task 8a
At this point, you are now ready to conduct Team Teaching with your co-Pre-
service teacher. Ask for the lesson subject matter from 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 8b
TASK 8b
Guidelines for Evaluating Learning Activities
Task 9- Self-Appraisal
Direction: Reflect on one of the lessons you have taught. Record your sefl-
evaluation on each item by placing a circle around the appropriate number. If
upon evaluating yourself, you are dissatisfied with your performance in any
area, think about how you could improve your practice. Re-evaluating yourself
frequently.
A Pre-service Teacher Self-Appraisal Checklist
Name: Sem/School/year:
Grade/Yr& Section Observed: Date:
Cooperating School:
Lesson Taught:
High
Low
ITEMS TO RATE 5 4 3 2 1
I. Instructional Preparation
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 day’s with 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 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 pupil’s/student’s names?
25. Did I encourage independent study?
26. Was my word choice on an appropriate level?
High
Low
ITEMS TO RATE 5 4 3 2 1
III. Human Relations
27. Did I avoid embarrassing pupils?
28. Did I allow all pupils to be heard?
29. Did I respect confidentially?
30. Did I avoid engaging in gossip about colleagues?
31. Did I praise colleagues about their accomplishments?
32. Did I criticizing a colleague?
33. Did I follow the “chain of command”?
34. Was I tactful when correcting the pupils/student?
35. Was I fair to everyone?
36. Did I respect the views of all persons?
37. Did I refrain from holding grudges?
IV. PERSONAL QUALITIES
38. Was I honest?
39. Was I reliable?
40. Did I forgive?
41. Did I dress neatly?
42. Did I dress appropriately?
43. Was I cooperative?
44. Was I courteous?
45. Did I cultivate my choice to be pleasant, clear and
forceful?
46. Did I care for my health?
47. Was I poised and at ease when teaching?
48. Was I enthusiastic?
49. Was I self-directing?
50. Did I have sense of humor?
51. Was I willing to accept corrective, objective
suggestions?
52. Was I model citizen?
53. Did I support worthly community activities?
54. Is my judgment sound?
55. Was I punctual?
56. Was I independent in my thinking?
Rating:
__________________________________________________________
Signature of Pre-service Teacher: _________________
Date:
VII. 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
MTST Mentoring the Student Teacher.A joint project of the DepEd and the TEI’s
of Region X, Division of Misamis Oriental and the Division of Cagayan de Oro
City.
VIII. APPENDICES
The following appendices provide the marking guides for each assessment item.
JOURNAL 1
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 with this? Provide reasons for your answer.
JOURNAL 2
Instructional Materials
1. After you have done your first actual team teaching, what were your realizations?
How did you feel about co-teaching he lesson?
2. What do you think went in the lesson? Give details.
3. What would you like to improve and focus on during future planning and delivery?
JOURNAL 4
JOURNAL 5
Class Program
Name: ___________________________________Date: __________________
Cooperating School: ___________________________Sem/SY:_____________
Cooperating Teacher: ______________________________________________
Note: This will serve as a guide to the Cooperating Teacher 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.
I. LESSON PLAN
A. Objectives were stated in behavioural terms
Rated by:_____________________________________________________
Designation: ___________________________________________________
ITEMS TO RATE 3 2 1
Definitely Moderately Not at
all
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 experience of the target
learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.
Rating: ________________________________________________________
Rated by: ______________________________________________________
Designation: ____________________________________________________