Field Study 1: Observations of Teaching and Learning in Actual School Environment 1

Cover Story

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Field Study 1: Observations of Teaching and Learning in Actual School Environment 2

 PREFACE

This instructional material is designed to meet the needs of the students

taking Field Study 1. This serves as their instructional basis for their observation
and other related activities in this course.

Field Study 1 is a modified experiential course which aims to connect the

concepts and theories learnt in content and pedagogy subjects with the actual
teaching-learning process. In this course, students are guided in their
engagement for them to appropriately deliver specific tasks required.

The content of this module is primarily anchored on the Experiential

Learning Handbook, a project of the Teacher Education Council shadowing CMO
No. 30, s.2004, CMO No. 52, s.2007, and CMO No. 27 s. 2017 aligned with the
PPST designed in the context of the present flexible learning modalities delivery
system in teaching and learning. Further, the presentation of activities is
sequenced following the 4As principle – Activate, Acquire, Apply, and Assess.
The “Activate” section is where students discuss or write about what they already
know that is related to the lesson or activity. The “Acquire” section is where the
new information is presented. The “Apply” section allows the students to practice
what they have learned. The last phase of each episode is the “Assess” section.
This part tests how much the students have learned and determines if there are
gaps in understanding. The episodes in each unit have been streamlined to meet
the rigors, demands, challenges and limitations in teaching and learning brought
about by the COVID-19 pandemic.

This FS 1 material provides and guides students with the learning

experiences on flexible learning modalities and possibilities of exploring actual
classrooms when the situation warrants. The experiential learning experiences
will be packaged together with activities for authentic experiences of students on
the real world of teaching and learning.

~ THE AUTHORS

Field Study 1: Observations of Teaching and Learning in Actual School Environment 3

 COURSE GUIDE

* Attach Course Guide here.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 4

 LEARNING TIMELINE

Units/
Title Weeks
Episodes
The Learner’s Development and
Unit I (3 weeks)
Environment
Episode 1 School as a Learning Environment 1

Episode 2 Learners’ Characteristics and Needs 2

Episode 3 Home and School Link 3

Experiencing the Teaching-Learning
Unit II (5 weeks)
Process
Multiple Intelligence Theory
Episode 1 4-5

Episode 2 Teaching Approaches 5-6

Episode 3 Teaching Strategies 7-8

Unit III Technology in the Learning Environment (6 weeks)

Episode 1 Utilization of Teaching Aids 9-10

Episode 2 Slide Presentation 11-12

Episode 3 Online Learning 13-14

Unit IV Explorations of Possibilities (2 weeks)

Episode 1 Exploration on FS 1 15-16

Submission of Portfolio

Field Study 1: Observations of Teaching and Learning in Actual School Environment 5

Target Population

This instructional material on Field Study 1 was developed for the Teacher
Education Program, especially for Fourth Year students in the College of
Education of Iloilo Science and Technology University.

Rationale

The Experiential Learning Module is designed to provide students with a

clear direction in attaining the desired competencies of the course. The activities
provided aim to connect the theories and techniques learned from the content
and pedagogy subjects with the teaching-learning practice in the actual school
environment. The students will be given enough avenue to observe learner’s
behavior, motivation, teacher’s strategies of teaching, classroom management,
assessment in learning among others. Observations on these areas shall be
given emphasis.

Further, the students are instructed to note down the topics being
presented to the class for them to look for a possible website that could support
further in facilitating the teaching-learning process.

Objectives:

This instructional kit aims for the Field Study 1 students to:

1. analyze how the teaching and learning process should be conducted

considering the different phases of a child’s development;
2. identify the different teaching approaches and strategies to address the
multiple intelligences of learners; and
3. develop and utilize instructional materials appropriate for a chosen
subject area, particularly for remote teaching and learning.

Instruction to the Students:

Consider this manual as your tool. Aside from the worksheets, this
instructional material has other exercises to be answered. These activities should
be answered while doing the observation in your cooperating school. Be diligent
enough in accomplishing your tasks and mindfully jot down your observations as
these will form part in your Course Portfolio, which will be your output for this
course.

Remember to bring your module each time you conduct your Field Study 1
observation. Make your Field Study 1 an avenue for a worthwhile learning
experience. All the best!

Field Study 1: Observations of Teaching and Learning in Actual School Environment 6

 TABLE OF CONTENTS
PAGE
I. PRELIMINARIES
A. Cover Story ii
B. Preface iii
C. Course Guide iv
D. Learning Timeline v
E. Rationale, Objectives, and Instruction to the Students vi
F. Table of Contents viii
G. Guidelines to FS 1 Students ix
H. Student’s Profile x
II. ACTIVITIES
A. Focuses
 The Learner’s Development and
Environment 10
Episode 1: School as a Learning Environment 10-14
Episode 2: Learners’ Characteristics and Needs 15-18
Episode 3: Home and School Link 19-21
 Experiencing the Teaching-Learning Process 22
Episode 1: Multiple Intelligence Theory 22-26
Episode 2: Teaching Approaches 27-30
Episode 3: Teaching Strategies 31-34
 Technology in the Learning Environment 35
Episode 1: Utilization of Teaching Aids 35-39
Episode 2: Slide Presentation 40-44
Episode 3: Online Learning 45-48
 Explorations of Possibilities 49
Episode 1: Exploration on FS 1 50-53
B. Additional Entries (Articles, Clippings, Letters,
and other relevant documents related to FS 1) 54

III. PERSONAL REFLECTIONS 55

IV. COMMENTS OF THE FACULTY 56
V. RUBRICS FOR THE MODULE 57
VI. SELF-RATING COMPETENCY CHECKLIST
FOR FS 1 (STUDENT’S USE) 58
VII. COMPETENCY CHECKLIST
FOR FS 1 (FACULTY USE) 59
VIII. ATTENDANCE 60

Field Study 1: Observations of Teaching and Learning in Actual School Environment 7

 GUIDELINES FOR THE FIELD STUDY 1 STUDENTS

1. Field Study 1 should be supervised by the Field Study teacher with the
cooperation of the Field Study Cooperating Schools.

2. Necessary Field Study permits should be secured prior to deploying FS 1

students in cooperating schools.

3. A Field Study notebook is encouraged for each student.

4. FS 1 students shall wear the official school/university uniform during the

conduct of FS in the cooperating schools.

5. FS 1 students shall demonstrate personal qualities that reflect a good

image of a teacher. These qualities include but are not limited to courtesy,
respect, honesty, diligence, open-mindedness, and critical thinking while
doing the Field Study 1.

6. FS 1 students shall demonstrate proper behavior in the presence of the

learners, teachers, school personnel, administration, and parents.

7. FS 1 students shall request the signature of the resource teacher

immediately after the activity has been completed. The attendance sheets
should bear the original signature of the teachers.

8. FS 1 students are required to prepare a Portfolio for this course, which will
be assessed based on the rubric prepared by the Field Study 1 teacher.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 8

 STUDENT’S PROFILE

PERSONAL DATA

Name:
Age:
Address:
Email Address:
Mobile:
Date of Birth:
Place of Birth:
Religion:
Citizenship:
Civil Status:
Father’s Name:
Occupation:
Mother’s Maiden
Name:
Occupation:
EDUCATION

Tertiary:
Secondary:
Elementary:

EXTRA-CURRICULAR ACTIVITIES

______________________________________________________________________
______________________________________________________________________
___________________________________________________________________

MERITS AND AWARDS

______________________________________________________________________
______________________________________________________________________
___________________________________________________________________

BELIEFS AND VIEWS ABOUT TEACHING

______________________________________________________________________
______________________________________________________________________
___________________________________________________________________
UNIT I

Field Study 1: Observations of Teaching and Learning in Actual School Environment 9

 The Learner’s Development and Environment

This part of your Field Study 1 is designed to help you, future teachers,
verify the behavior of the child in the actual learning environment. This is to
determine the school learning environment, classroom management and
learning, learners’ characteristics and needs and the home and school link in the
context of the new normal.

General Objectives:

At the end of the unit, the students must have:

1. identified the physical, motor, linguistic literacy, cognitive, social

and emotional development of the learners as manifested in the
learning environment, considering the context of the new normal;
2. reflected on the different approaches employed by the teacher in
dealing with learners in the different stages of development; and
3. analyzed on how the teaching and learning process should be
conducted, considering the different phases of a child’s
development.

EPISODE 1 School as a Learning Environment

LEARNING At the end of the episode, the students must have:

OUTCOMES
1. identified facilities available during the elementary years;
2. identified the learners’ characteristics, differences and
needs;
3. described the facilities where the students believe to be
essential before pandemic; and
4. discussed the significance of identified school facilities in
the context of the pandemic.
Identify school facilities which you believe the top five (5) needs
ACTIVATE of elementary learners. Google and copy paste some sample
pictures here below:

Field Study 1: Observations of Teaching and Learning in Actual School Environment 10

References:

Go back to your experiences. Identify, encode, and describe

the facilities available in your elementary school, and describe
ACQUIRE
how they are useful to the teaching and learning of learners
before the pandemic.

Facilities Description

Field Study 1: Observations of Teaching and Learning in Actual School Environment 11

 GOOGLE, find a picture and/or DRAW (take picture on it and
copy & paste on the space provided) how it looks like
APPLY
physically in a school environment which you believe
functional during the pandemic.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 12

References (if applicable):

ASSESS In the advent of pandemic, what do you think is the learning

environment of the learners in their homes and or the study
room/area in terms of physical facilities (e.g. module, camera,
etc.)? You may google/draw and describe.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 13

References (if applicable):

Welcome to your new journey!

EPISODE 2 Learners’ Characteristics and Needs

Field Study 1: Observations of Teaching and Learning in Actual School Environment 14

 LEARNING At the end of the episode, the students must have:
OUTCOMES
1. observed learners in the face to face classroom setting;
2. discussed the different characteristics, differences and
needs of learners; and
3. written a comparative analysis of the learners’
characteristics, differences and needs.
On the space provided below, paste the images of a local and
ACTIVATE
foreign classrooms loaded with learners.

References (if applicable):

Observe two (2) classroom sessions. Briefly describe each

ACQUIRE
classroom sessions.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 15

 What are the characteristics, needs, and differences of these
APPLY
learners in the classroom?

Field Study 1: Observations of Teaching and Learning in Actual School Environment 16

 Characteristics Needs Differences

ASSESS What are the different approaches of teachers in the two (2)
classrooms in dealing with learners in the classroom on
physical, motor, linguistic literacy, cognitive, social, and

Field Study 1: Observations of Teaching and Learning in Actual School Environment 17

 emotional development of learners? Encode your answers in
the space provided.

Dimensions What the teachers’ do in the classroom?

Physical

Motor

Linguistic
Literacy

Cognitive

Social

Emotional
Development

Nakagawa ka ng MAY SAYSAY sa araw na ito! Congratulations!

EPISODE 3 Home and School Link

Field Study 1: Observations of Teaching and Learning in Actual School Environment 18

 LEARNING At the end of the episode, the students must have:
OUTCOMES
1. interviewed a parent on the learning environment of
their child in the face to face learning;
2. narrated activities of the school in partnership with the
parents on the management of modules and other
learning materials during this time of pandemic; and
3. reflected on the impact of home and family partnership
in the advent of modular learning.

ACTIVATE Study the pictures below and answer the question that follows.

What is the story all about based on the images above? Write your answer
below.
_________________________________________________________________
_________________________________________________________________

Field Study 1: Observations of Teaching and Learning in Actual School Environment 19

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________

Conduct a brief face to face interview with parents regarding

their participation on their child’s face to face learning. Also
ACQUIRE
interview a classroom teacher regarding their preparation of
modules.

APPLY What are the roles of parents in the face to face learning of their
children? What about teacher’s activities and management in
the module preparation in a school? What partnership had

Field Study 1: Observations of Teaching and Learning in Actual School Environment 20

 been established between the parents and the teacher?

Make a video of your answer and submit it together with your interview to
parents and teachers. This means video 1 - interview with parents; video 2 -
interview with a classroom teacher; video 3 - your answer on the partnership of
parents and teachers in the learner’s modular learning.

Your video links here:

Video 1:
Video 2:
Video 3:

On a video (video 4), what are the challenges and

ASSESS opportunities in the home and school partnership on learners’
modular learning?

Your video link here:

Video 4:

You’re on the right track! Keep it up!

UNIT II

Experiencing the Teaching-Learning Process

Field Study 1: Observations of Teaching and Learning in Actual School Environment 21

 This course is designed to provide students with opportunities to examine
the application of teaching theories and principles in the learning environment.
The students are expected to verify the cognitive, meta-cognitive, individual
differences and motivational factors that influence the acquisition of knowledge.
The students are given the chance to develop and try out learning tasks,
approaches, and strategies.

EPISODE 1 Multiple Intelligence Theory (Howard Gardner)

LEARNING At the end of the episode, the students must have:

OUTCOMES
1. identified the multiple intelligences activities applied
by the teachers observed;
2. applied some multiple intelligences activities
appropriate for a specific topic; and
3. reflected on the importance of applying varied
activities in the classroom.
ACTIVATE

Directions:

1. Fill in the data required above (subject area, topic and grade or
year level) after viewing the video in “Acquire” task number 2.

2. Open the following links about the Multiple Intelligence Theory of

Howard Gardner.

a. 9 Multiple Intelligences by Howard Gardner EXPLAINED!

https://www.youtube.com/watch?v=_ocUjtB6-4Q, March 27,
2020
b. 11 Signs You have High Spiritual Intelligence –
https://www.youtube.com/watch?v=pE6Sfhl7kus
c. Secret Advantages of Having High Spiritual Intelligence-
https://www.youtube.com/watch?v=ohD-5wODAyQ, March 6,
2020

3. Study the guide below about the activities appropriate for each
type of intelligence.

Types of Intelligence and Suggested Activities:

 Verbal Linguistic – reading, listening, writing and speaking activities

Field Study 1: Observations of Teaching and Learning in Actual School Environment 22

  Logical Mathematical – activities like reasoning, experimentation,
computation, solving puzzles, and problem solving

 Visual Spatial - drawing, painting, designing, and other visual

creative activities

 Musical – sing, play musical instruments, compose a song, jingles,

listening to music

 Bodily Kinesthetic - physical activities such as sports, dancing,

acting, hands-on learning, role playing, model building, and field trips

 Interpersonal – group or collaborative activities

 Intrapersonal – individual activities

 Naturalist – ability to work with plants, (i.e., gardening, farming, and

horticulture/agriculture) understanding animal behavior, needs, and
characteristics and natural interest in the environment

 Existential – make connections between what is being learned and

the world outside the classroom (let children experience the feel of a
cold winter’s day instead of just looking out the window stating it’s
cold) allow for curiosity, journal writing, etc.

 Spiritual – ability to think out of the box, hands-on/physical activities,

sharing ideas to classmates

ACQUIRE
Directions:

1. Research about the Multiple Intelligence Theory of Howard

Gardner and fill in the table below.
2. Open the link below provided for your course and watch the
teaching demonstration. You need to focus on the activities used
by the teacher.
 For BEED - https://www.youtube.com/watch?v=LME2fccv3FQ
 For BSED, BTLED & BTVTED -
https://www.youtube.com/watch?v=v7t5fv5cerk
3. Identify if under which type of intelligence do the activities belong
as used by the teacher. Put a check in the second column if it is
observed and write your description of the activity or activities in
the third column. For those which are not observed, put an (x) in
the second column and write your suggested activity or activities
in the third column.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 23

APPLY

Field Study 1: Observations of Teaching and Learning in Actual School Environment 24

Directions:
Select a subject area and a topic related to your field of
specialization/major and identify the grade or year level that the topic is being
taught. Then, assume that you are to teach the lesson and you need to
prepare some activities to develop your students’ intelligences done during
face to face teaching.

ASSESS

Direction: Answer the questions below.

1. What is Multiple Intelligence Theory?

____________________________________________________________
____________________________________________________________
____________________________________________________________
Field Study 1: Observations of Teaching and Learning in Actual School Environment 25
____________________________________________________________
____________________________________________________________
 2. What is the purpose of applying multiple intelligences activities?

3. With your experience as a learner since elementary grades to

college, identify one of your weaknesses and explain how you
have surpassed and fortunately improved it.

4. Write your thoughts on the importance of applying varied

activities in the classroom.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 26

 You’re doing a fantastic job!

EPISODE 2 Teaching Approaches

LEARNING At the end of the episode, the students must have:

OUTCOME
S 1. identified the teaching approaches applied by the
teachers;
2. enumerated and applied other teaching approaches that
can be used for the lesson; and
3. reflected on the importance of using varied teaching
approaches.
ACTIVATE

Directions:

1. Fill in the needed information above after watching the video from
“Apply”.
2. Open the link: https://www.youtube.com/watch?v=xzBQHfDaD0Y
(Teaching Approaches for K-12 Basic Education Curriculum) and
watch the video.

ACQUIRE

Directions:

1. Below are some examples of teaching approaches. Research for

other additional approaches and write them on the space
provided in the first column. Use an additional sheet if necessary.
Then, provide a definition for each in the second column.
2. Include your references in the last row.

Teaching
Definition
Approaches

Field Study 1: Observations of Teaching and Learning in Actual School Environment 27

 1. Direct

2. Interactive

3. Integrative

4. Collaborative

5. Constructivist

6. Individualistic

7. Indirect/guided
8. Learner-
centered
9. Teacher-
centered
10. Teacher-
dominated
11. “Banking”
Approach
12. Subject-
matter-
centered

REFERENCES

APPLY
Directions:
1. Observe the class demonstration.
Focus your attention to the teaching approach/approaches
used by the teacher.

2. Identify the teaching approach/approaches applied by the

teacher.

3. Think and decide for your own approach/es if you were to teach
the same subject matter/topic.

4. Write your answers on the matrix provided below.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 28

 Your Reason for
Teaching Approach/es Your Suggested
Choosing the
used by the Teacher Approach/Approaches
Approach/Approaches

ASSESS

Direction: Answer the questions below.

1. Observe another class demonstration preferably something which is in
line with your field of specialization and compare it with the one you had
previously observed (from “Apply”).

2. Focus on the approach(es) used by the teacher. Then, answer the

questions that follow.

a) What teaching approach/es are commonly used by the two

teachers? Were they effective? Why or why not?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
Field Study 1: Observations of Teaching and Learning in Actual School Environment 29
____________________________________________________________
____________________________________________________________
____________________________________________________________
 b) Are all teaching approaches applicable only to a traditional face
to face learning, online/remote teaching, or both? Elaborate your
answer.

c) Did the teachers use varied teaching approaches? Write your

thoughts on the importance of using varied approaches in the
lesson.

You’re halfway there!

Field Study 1: Observations of Teaching and Learning in Actual School Environment 30

 EPISODE 3 Teaching Strategies

LEARNING At the end of the episode, the students must have:

OUTCOMES
1. identified the teaching strategies applied by the
teachers;
2. classified the teaching strategies appropriate for
traditional learning; and
3. reflected on the importance of using varied and suitable
teaching strategies.
ACTIVATE

Directions:

1. Fill in the needed information above after observing a class.

2. Research about the different teaching strategies used face to
face learning. References should be 2 or more for each. Take
note of your references.
3. List down as many teaching strategies as you can in the first
column below.
4. Then, put a check in the 2nd or 3rd column where they are most
applicable. If the strategy can be used for both types of learning,
you can check both.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 31

 ACQUIRE

Directions:
1. Observe the two classroom demonstrations focusing on the
strategies used by the teachers.

2. Enumerate the teaching strategies used by the two teachers.

Write your answers in the matrix below.

Teaching Strategies used in the F2F Teaching

APPLY
Directions:
1. Select a subject area, topic related to your course and grade/year
level. You can look for a textbook utilized by the teachers in the
field.
2. Identify the teaching strategies that you want to apply if you are to
teach in the traditional or in the remote classroom.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 32

 ASSESS
Directions:
1. Using the topic that you had selected from the above activity, identify
three approaches that can be applied as well as the strategies (the
number depends upon the topic) for each approach.
2. Then, answer the questions that follow.

Topic:

Approaches Strategies

Field Study 1: Observations of Teaching and Learning in Actual School Environment 33

1. Is there a limit in using the teaching strategies in the lesson? How many
strategies can the teacher use in one topic?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. In this new normal education, one of the challenges on the part of the
teachers is preparing an interesting lesson where students could
actively engage with. If you are the teacher, what will you do?

3. Are teaching strategies important? Write your thoughts on the

importance of using varied strategies.

You’re ready for another learning adventure!

Field Study 1: Observations of Teaching and Learning in Actual School Environment 34

 UNIT III

Technology in the Learning Environment

This course is designed to enrich the students’ experiences in creating

and using appropriate technology and support instructional materials to facilitate
learning. It shall also provide firsthand experience in the use of Information and
Communication Technology (ICT) in the teaching-learning process.

General Objectives:

At the end of the unit, the students must have:

1. selected the teaching materials that best suit the needs of the
learners;
2. applied the principles of developing instructional materials; and
3. developed and utilized instructional materials appropriate to a
chosen subject area.

EPISODE 1 Utilization of Teaching Aids

LEARNING At the end of the episode, the students must have:

OUTCOMES
1. observed a class face to face setting;
2. identified the various teaching aids used in instruction;
and
3. reflected on the appropriateness of the teaching aids
to the learners and the learning tasks.
In the new normal education, what are some of the
ACTIVATE commonly used teaching aids that you know? Post pictures
of those and identify them. Include your references.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 35

 ACQUIRE Let’s learn the following concepts.

Teaching Aids

These are materials that are used to aid in the transference of

information from one to another. For example, a teacher may use instructional
materials to aid in the learning of subject matter for a class. These instructional
materials could include:

 Power Point Presentations

 Books, handouts, worksheets, video clips, audio file
 Articles
 Realia
 Materials for project development

The list goes on and on. Some call them instructional materials, while
others may call them learning or teaching aids.

Instructional Materials

 Used to facilitate teaching and learning

 Influence the content and procedures of learning
 Used as a resource for ideas and activities for learning

Importance of Instructional Materials

Field Study 1: Observations of Teaching and Learning in Actual School Environment 36

  Essential classroom tools, physically or virtually
 Allows engagement, interaction, and collaboration among
learners
 Augment and enrich the lesson

Advantages of Using Instructional Materials

 Make the classroom lively, engaging, and interactive

 Promote critical thinking if well-selected and implemented
 Encourage students to do something in consonance with the
target outcomes

Disadvantages of Using Instructional Materials

 Can be time consuming in terms of preparation

 May cost a lot of money
 May be irrelevant

Reference: http://wikipedia.org/wiki/InstructionalMaterial

Observing the same class in Unit II, note down the different
teaching aids used by the teacher for a particular set of
APPLY
students and a particular subject area. Write down your
observations below.

NOTE: In case you want to observe a class other than the suggested
classes above, you may do so.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 37

Grade/Year Level:
Observation Date:
Subject:
Brief Description of
Teaching Approach
Used by the
Teacher:
Comments on
the
Teaching Aids
Good Points Weak Points Appropriateness
Used
of the Teaching
Aids

Field Study 1: Observations of Teaching and Learning in Actual School Environment 38

 Answer the following questions based on the class you have
ASSESS
observed.
1. In your opinion/observation, what might have prompted the teacher to
choose those teaching aids?

______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________

2. If you were the teacher, what would you have similarly? What would you
have done differently?

____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________

Congratulations for making it this far!

Field Study 1: Observations of Teaching and Learning in Actual School Environment 39

 EPISODE 2 Slide Presentation

LEARNING OUTCOMES
At the end of the episode, the students must have:

1. selected a topic and developed a slide presentation to support the learning

activity on the topic;
2. tried out the presentation; and
3. written a narrative, pointing out the strengths and weaknesses of the
presentation.
ACTIVATE
In preparing for a PowerPoint Slide Presentation, identify 3-5 aspects that you
need to consider. Why?

Things to Consider Why?

Field Study 1: Observations of Teaching and Learning in Actual School Environment 40

 ACQUIRE
Let’s learn the following concepts.

Tips for Effective PowerPoint Presentations

Fonts
 Use font size no smaller than 24 point.
 Clearly label each screen. Use a larger font (35-45 points) or
different color for the title.
 Avoid italicized fonts as they are difficult to read quickly.
 No more than 6-8 words per line
 For bullet points, use the “6 x 6 Rule.” One thought per line, with no
more than 6 words per line and no more than 6 lines per slide
 Use dark text on light background or light text on dark background.
However, dark backgrounds sometimes make it difficult for some
people to read the text.
 Do not use all caps (except for titles).

To test the font, stand back six feet from the monitor and see if you can
read the slide.

Graphics and Design

 Keep the background consistent and subtle.
 Use only enough text when using charts or graphs to explain the
concept.
 Clearly label the graphic.
 Keep the design clean and uncluttered. Leave empty space around
the text and graphics.
 Use quality clipart and use it sparingly. The graphic should relate to
and enhance the topic of the slide.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 41

  Try to use the same style graphics throughout the presentation
(e.g., cartoons, photographs)
 Limit the number of graphics on each slide.
 Avoid flashy graphics and noisy animation effects unless they relate
directly to the slide.

Color
 Limit the number of colors on a single screen.
 Use no more than four colors on one chart.
 Check all colors on a projection screen before the actual
presentation. They may project differently than what appears on the
monitor.

General Presentation
 Check the spelling and grammar.
 Do not read the presentation. Practice the presentation so you can
speak from bullet points. The text should be a cue for the presenter
rather than a message for the viewer.
 It is often more effective to have bulleted points appear one at a
time, so the audience listens to the presenter rather than reading
the screen.
 Use a wireless mouse, or pick up the wired mouse, or a presenter
so you can move around as you speak.
 If the content is complex, print out the slides so the audience can
take notes.
 Do not turn your back on the audience. Try to position the monitor
so you can speak from it.

Adapted from:

Bankerd, Kathy. “How to Optimize Projection Technology: Using Fonts,

Graphics, and Color to Maximize the Effectiveness of Your
Presentation.” Syllabus. November/December 1997.

Bird, Linda. “Avoid the Mistakes of PowerPoint Rookies.” Smart

Computing. January 2001.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 42

 Brown, David G. “PowerPoint-Induced Sleep.” Syllabus. January 2001.

APPLY
Choose a topic and try to map out the flow of your PowerPoint Presentation
using the form below.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 43

 SLIDE PRESENTATION PREPARATION ACTIVITY FORM

Title of my Presentation:

Objectives:

Subject Matter/ Topic:

Enhancement (Check
appropriate box):

Graphics Music Hyperlink

Animation (slide
Voice Narration Video
transition)
Others, pls. specify:
Sound Effects Stylish Fonts

Description of
Appropriate Use:

Presentation Story Board

Slide 1 Slide 2 Slide 3 Slide 4

Slide 5 Slide 6 Slide 7 Slide 8

Slide 9 Slide 10 Slide 11 Slide 12

Slide 13 Slide 14 Slide 15 Slide 16

Field Study 1: Observations of Teaching and Learning in Actual School Environment 44
 ASSESS
Answer the following questions based on the activity above.
1. What good features are present in your slide presentation?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

2. If you were to revise/enhance your slide presentation, which aspect(s)

would you focus more on? Why?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
___________________________________________________________

3. What difficulties, if any did you encounter in making the slide

presentation? How did you overcome them?

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Field Study 1: Observations of Teaching and Learning in Actual School Environment 45
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
 You are almost there!

EPISODE 3 Online Learning

LEARNING At the end of the episode, the students must have:

OUTCOMES
1. observed a class virtually, keeping in mind the topic
being discussed;
2. surfed the net to find sites that support materials
and/or interactive programs; and
3. reflectively evaluated the material/program.
In the new normal teaching-learning, what are some
websites that you might consider helpful in facilitating
ACTIVATE
learning in your area of specialization. Enumerate those sites
below, as well as its general content.

Helpful Websites General Content

Field Study 1: Observations of Teaching and Learning in Actual School Environment 46

 NOTE: You may attach a screenshot of the sites and their contents so that the
reader and your teacher can have a clearer picture of those.

ACQUIRE Let’s learn the following fundamental concepts.

Educational Websites

Educational websites can include websites that have games, videos or

topic related resources that act as tools to enhance learning and supplement
classroom teaching. These websites help make the process of learning
entertaining and attractive to the student, especially in today’s age.

While there are many advantages of such websites, we also need to be

aware of the negatives. Students need to be guided properly. Without proper
guidance, students may find resources and content that are not reliable or do
not align with the direction of the teaching in class. Some websites are huge
and offer a massive variety of games and resources. Students may be easily
distracted on such websites and end up spending time on activities that are
either below their level or do not complement or add to the classroom teaching.
Unrestricted access and freedom on the internet can be dangerous, especially

Field Study 1: Observations of Teaching and Learning in Actual School Environment 47

for younger students.

Considerations in Choosing a Website:

 Activities on the website should align to what is being taught in

the classroom and the academic level of the students.
 The website should be appropriate to the age of the students.
Sites that cater to a range of interests or learning styles are
preferable.
 Websites should be safe (that have no adult ads or links), and
have reliable content.
 Use websites that are designed for classroom learning, i.e., allow
the teacher to monitor game scores, view progress, etc.

How to Introduce Websites in the Classroom:

 As you plan activities, consider the technology that is required.

 Think of creative ways in which you can incorporate these
websites into the learning process and supplement what you
have already been teaching.
 Guide the students.
 Ensure that you take steps to monitor their progress. If the
students are working at home, you may want to teach students to
take screenshots to show you the progress they are making.

Let the process be enjoyable and educational. It will work out best if you
have the support of parents as well as the school. A lot of parents monitor their
children’s internet usage, so, you may also want to provide an introductory
document to help them understand your goals.
What is Web-Based Instruction?

Web-based instruction has evolved from any number of computer-based

instructional methods, often referred to as Computer-Assisted Instruction (CAI),
Computer-aided Instruction (CaI), Computer-Managed Instruction (CMI),
Internet-Based Instruction (IBI), or Web-Based Instruction (WBI), but
collectively called Computer-Based Education (CBE).

Why Use Web-Based Instruction?

There are a number of reasons why a teacher might choose to use

Web-Based Instruction, including:

 enhancing student learning;

 spending more time with students working in small groups or one-
on-one;
 reducing repetitive teaching tasks;

Field Study 1: Observations of Teaching and Learning in Actual School Environment 48

  reducing paper flow and management, and;
 providing improved instructional materials.

References:

https://k12teacherstaffdevelopment.com/tlb/how-do-i-introduce-students-
to-educational-websites/

https://firstmonday.org/ojs/index.php/fm/article/download/732/641/

Based on your virtual class observation, look for a website

APPLY that may support the lesson and the overall pedagogy used
by the teacher. Evaluate the site using the form below.
WEBSITE VISIT ACTIVITY FORM

Name of Author

Name of Site:
Posting or Revision
Date:
Organization
Represented:
Date of Access:

URL:

Brief Description of the

Material on the
Website:

Evaluation of the
Strengths Weaknesses
Website (answer in

Field Study 1: Observations of Teaching and Learning in Actual School Environment 49

bullet form):

Please write your reflections on this FS activity on the space

ASSESS
provided.

Keep the spirit alive!

Field Study 1: Observations of Teaching and Learning in Actual School Environment 50

 UNIT 4
Explorations of Possibilities

This particular unit summarizes the full view of the course on the
learners’ development and environment, experiences on the teaching-learning
process and technology in the learning environment.

On these three dimensions, students are disclosing their perspective

about the learners in the new normal on flexible learning, shadowing their
learners prior to the pandemic.

Thoughts on the possibilities of field study course designed, making it

real in the utilization of approaches on flexible learning on the actual classroom
observation, actual classroom teaching and other activities on the lens of
competencies described on the learning outcomes.

The challenges and opportunities of the students’ use of this user-

friendly modified pandemic module, narrating learners’ dimensions on their
growth and development, emphasizing physical, social, mental, and emotional
aspects among others.

EPISODE 1 Exploration on FS 1

Field Study 1: Observations of Teaching and Learning in Actual School Environment 51

LEARNING At the end of the module, the students must have:
OUTCOMES
1. described their views on flexible learning;
2. shared thoughts on the possibilities of field study course
on remote delivery; and
3. declared challenges and opportunities on the
implementation of the course in the new normal.
Copy & paste an image that would represent your understanding
of learners’ development and environment, teaching-learning
ACTIVATE processes, technology in the learning environment in the context
pandemic. Discuss what that image is all about in relation to the
three areas mentioned.

References:

ACQUIRE Research for the description of the following and in your point of
view, how it is being done in the new normal in terms of flexible
learning.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 52

1. Learner’s development and environment

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2. Teaching- learning processes

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

3. Technology in the learning environment

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

APPLY Write your thoughts on the possibility of field study course

utilizing face-to-face mode of delivery, implementation of actual
classroom observation, etc. Scribble your answer on the space

Field Study 1: Observations of Teaching and Learning in Actual School Environment 53

 provided.

ASSESS

Field Study 1: Observations of Teaching and Learning in Actual School Environment 54

 1. What are the challenges and opportunities on the learners’ development
and environment (physical, social, mental, and emotional), teaching-
learning processes, technology in the learning environment considering
the context of the new normal?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Reference
Experiential Learning Handbook. A Project of the Teacher Education Council
(TEC) Department of Education (DepEd), Commission on Higher
Education (2009). Quezon City, Philippines.
Congratulations for reaching the finish line! You are now ready for the next leg of your Field
Study learning escapade.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 55

 ADDITIONAL ENTRIES
(Articles, Clippings, Letters, and Other Relevant Documents Related to FS 1)

Field Study 1: Observations of Teaching and Learning in Actual School Environment 56

 PERSONAL REFLECTIONS

COMMENTS OF THE FACULTY

Field Study 1: Observations of Teaching and Learning in Actual School Environment 57

 RUBRICS FOR THE MODULE

Field Study 1: Observations of Teaching and Learning in Actual School Environment 58

* Attach Rubrics here.

SELF-RATING COMPETENCY CHECKLIST FOR FS 1

(STUDENT’S USE)

Field Study 1: Observations of Teaching and Learning in Actual School Environment 59

* Attach checklist here.

COMPETENCY CHECKLIST FOR FS 1

(FACULTY USE)

* Attach checklist here.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 60

 ATTENDANCE

Field Study 1: Observations of Teaching and Learning in Actual School Environment 61

THE AUTHORS

Field Study 1: Observations of Teaching and Learning in Actual School Environment 62

 Dr. Joel A. Ciriaco is presently the Associate Dean and Head of Elementary Education Program
of the College of Education at Iloilo Science and Technology University.

His Bachelors’ degrees are on Biblical Studies (Cum Laude) and Psychology (With Highest Academic
Distinction). He earned his Master of Arts in School Administration and Supervision at the University of
Negros Occidental – Recoletos, Master of Education in Special Education and Master in Early Childhood
Education at West Visayas State University, Diploma in Research and Development Management at the
University of the Philippines and his Ph.D. in Educational Management at the University of St. La Salle.

He was formerly Dean of the College of Education and Associate Dean of the School of Graduate Studies
respectively at Central Philippine University.

His research interests are on educational management, psychology, religion, special education, early
childhood education, curriculum, and technology development among others.

Currently, he is the President of the State Universities and Colleges Teachers’ and Educators Association
in Region 6 and the auditor of the national State Universities and Colleges Teachers’ and Educators
Association.

Dr. Carmen L. Cruzata was a University Scholar at Central Philippine University where she
finished her Bachelor of Elementary Education degree.

She graduated her Master of Arts in Industrial Education Major in Educational Management at the West
Visayas State University and earned her Doctor of Education Degree Major in Educational Management
at the Western Visayas College of Science and Technology now ISAT U.

She was a trainer for School Based Training Program (SBTP) in the Division of Iloilo City for Elementary
Science, a Lesson Plan Writer, Test Constructor, and a Teacher Demonstrator when she was still
connected at DepEd.

She had written and produced five instructional materials all copyrighted and utilized by the college of
education students of ISAT U. These are as follows: Workbook in Facilitating Learning, Workbook in
Principles of Teaching, Field Study 2, Special Topics, and LET Review Questions.

She was a former chair of the pedagogy section of the College of Education. At present, she is an
Associate Professor V and teaching the Professional Education subjects.

She believes, that “The best teachers, teach from the heart, not from the book.”

Dr. John Eric V. Juaneza

Mr. Renante E. Fernandez had been a public school teacher at Jaro National High School,
Schools Division of Iloilo City for almost nine years before he decided to transfer to Iloilo Science and
Technology University as an Instructor I under the College of Education.

He earned his Bachelor of Secondary Education degree major in English from Central Philippine
University where he graduated Cum Laude. A passionate educator, he obtained his Master of Arts in
Education major in Language Teaching in English from West Visayas State University in 2018. In the
ensuing years, fueled by his desire to better his craft, he pursued his Doctor of Education degree with
concentration in Educational Management at Iloilo Science and Technology University.

He believes that he still has a long way to go, yet his eyes are always set for the goal.

Field Study 1: Observations of Teaching and Learning in Actual School Environment 63