Apple mercado

FIELD STUDY COURSES

Prototype Syllabi and Resource Materials

INTRODUCTION

Anchored on the National Competency-Based Teacher Standards and the Competency Standards of CMO 30, s. 2004, the Field Study courses are practical learning experiences which are aligned to the Professional Education courses. This feature of the new teacher education curriculum provides rich practical learning experiences which are drawn out from the actual learning environment. Field Study courses enable the students to observe, verify, and reflect on various events which relate to the concepts, methods and strategies previously learned. Likewise, these courses provide opportunities to capture other experiences which can be further verified, confirmed, and reflected on in relation to becoming a teacher. The authentic experiences will prepare the students to become better student teachers.

Each of the six (6) Field Study courses covers experiences that support a professional education course or a cluster of them. These are the following:

Field Study Courses Unit Professional Subjects Field Study 1 – Learners Development and Environment

1 Human Growth Development and Learning Social Dimensions of Education

Filed Study 2 – Experiencing the Teaching–Learning Process

1 Principles and Methods of Teaching Teaching Strategies and Teaching Skills

Field Study 3 – Technology in the Learning Environment

1 Educational Technology [Computer and Internet Application in Teaching]

Field Study 4 – Understanding Curriculum Development

1 Curriculum and Preparation of Curriculum Materials Curriculum Development

Field Study 5 – Learning Assessment Strategies

1 Assessment of Student Learning

Field Study 6 – On Becoming a Teacher

1 The Teaching Profession

The syllabi presented suggested activities and tasks which may be implemented or modified by practitioners to fit their respective institutional modalities and setting.

A prototype syllabus, activity worksheets, portfolio entries, and a rubric to assess the portfolio are provided herein. Likewise, a self-rating competency checklist, a portfolio format, and portfolio rubrics are also attached.

GUIDELINES FOR FIELD STUDY STUDENTS

This set of guidelines will help students in the successful conduct of their field studies. Each TEI shall address some institutional peculiarities that are not covered in these guidelines.

1. Field Study students are required to successfully accomplish activities in at least 17 hours for every semester in every Field Study course to earn 1 unit credit.

2. Field Study activities should be under the supervision of the Field Study

Faculty/College Supervisor of the TEI in collaboration with the Field Study Cooperating Schools.

3. Field Study students shall secure appropriate Field Study permits and undergo orientation/briefing before they are deployed in cooperating schools.

4. Each Field Study student shall secure a Field Study Notebook for each course.

5. Field Study students shall wear the official school/university uniform during field study in cooperating schools.

6. Field Study students shall demonstrate personal qualities that reflected a good imageof a teacher. These qualities include courtesy, respect, honesty, diligence, open mindedness, critical thinking, and others, while doing field study.

7. Field Study students shall demonstrate proper behavior in the presence of the learners, teachers, school personnel, administration, and parents.

8. Field Study students shall request the signature of the resource teacher immediately after the activity has been completed.

9. Field Study students are required to prepare a portfolio for every Field Study course.

DUTIES AND RESPONSIBILITIES OF FIELD STUDY STUDENTS

The FSS shall:

1. take the Field Study courses congruent to their Professional Education subjects;

2. observe proper decorum and behavior when making field visits and observations in the schools where they are fielded; and

3. accomplish the requirements of the course as scheduled.

SAMPLE PORTFOLIO FORMAT IN FIELD STUDY COURSE

1. Title Page/Cover Page The title page/cover page may contain the title of the Field Study Course, the name of the student, year and section, the semester when the FS Course is taken, and the name of the FS faculty and the school.

2. Table of Contents This section provides the listing of the contents of the portfolio and the pages where these are located.

3. Student’s Resume A short biography of the student shall be included in this section. It will also include the student’s teaching belief or views of teaching.

4. Statement of Purpose/Purposes of the Portfolio

This section shall clearly state the purpose/s of the portfolio. It will express the student’s intention for making the portfolio. This guides the student in the making of his/her portfolio.

5. Organization of Portfolio Entries

A. Portfolio entries shall be divided into sections. Each section shall contain the section title, entries of evidences, and a reflection. The organization may be sequential, categorical, or thematic. Presentation of entries will depend on the creativity of the student. I. Title of section based on the focus in the syllabus II. Entries or evidences (e.g. narratives, reports, photo essays, drawings,

photos, poems, songs, caselets, pictures, learners outputs, letters, checklists, reflections)

III. Reflection on each section B. Additional entries to the portfolio include articles, clippings, letters, and

commendations that are relevant to the course or to the student who is taking the course.

6. Personal Reflections on the Portfolio

This section captures the overall insights, feelings, beliefs, and views of the student in relation to the different experiences, processes, and portfolio contents in the particular field study course.

7. Comments of the Faculty A section shall be provided for the faculty in order to give his/her feedback about the portfolio. This will allow the students to know their areas for improvement and growth.

8. Rubric for the Portfolio

A rubric for the portfolio will be attached in this section. This will be the basis for evaluating the process and the product in the course portfolio.

9. Student’s Self-Rating Competency Checklist

This instrument will provide a guide to the student on what competencies he/she is supposed to develop in the field study course.

SUGGESTED RUBRICS for FS PORTFOLIO (PRODUCT)

Criteria

Description

5 4 3 2 1

1.Contents of the Portfolio

Has 90-100% of the needed content



Has less than 59% of the needed content

Has less than 40% of the needed content

2.Objective of the Portfolio

Objectives are SMART and cover the whole course

Objectives are SMART but cover only a minimum of 75% of the course

Objectives are SMART but cover only less than 75% of the course

Some objectives are not SMART and do not cover the whole course

Most objectives are not SMART and cover only a minimum of the course

3. Quality of Entries

Entries are of best quality, well selected and very substantial

Entries are of better quality, many are well selected and substantial

Entries are of acceptable quality, some are well selected and substantial

Some entries are of acceptable quality, limited selection and substantial

Few entries are of acceptable quality, not well selected, and very minimally substantial

4. Presentation of Entries

Creative, neat and has a very strong impact/ appeal

Creative, neat and has a strong impact/ appeal

Creative, neat and an average impact/ appeal

Minimal creativity, neat with minimal impact/ appeal

No creativity, in disarray, no impact/ appeal

5. Promptness in the submission

Submitted ahead of schedule

Submitted on schedule

Submitted 10 days after schedule

Submitted from 11-30 days after schedule

Submitted 31 or more days after schedule

Field study 2 experiencing the teaching-learning process

Course Syllabus

Credit : 1 Unit Time Duration : 17 hours Course Description : This course is designed to provide Field Study students with opportunities to examine the application of teaching theories and principles in the learning environment. 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, instructional materials, and assessment tools. Field Study 2 can be anchored on the following Professional Education Subjects:

Principles and Methods of Teaching Teaching Strategies and Teaching Skills

Objectives :

Enrich knowledge on teaching methods and strategies, appropriate instructional materials, and assessment tools used by teachers.

Reflect on the application of different theories of learning and knowledge acquisition that promote the cognitive and meta-cognitive processes, positive motivational processes, and use of varied resources of learning in the actual learning environment.

Develop alternative ways of teaching a lesson. Suggested Activities :

Focus Specific Tasks Learning Evidences

Domain Competencies/

Perform ance Indicators

Meaningful Learning Experiences

: Observe at least three classes.

: List down the different methods and strategies, instructional materials, assessment tools used by the teacher.

List of methods and strategies, instructional materials, and assessment tools in the learning environment.

Curriculum

Identifies varied methods and strategies, instructional materials, and assessment tools used in the learning environment.



Perform ance Indicators

: Observe a class.

: Identify the different methods and strategies, instructional materials, assessment tools used by the teacher.

: Reflect on how the items on the list facilitate cognitive, meta-cognitive, and positive motivational processes as well as the varied resources of learning.

Reflection Learning Environment

Distinguishes general learning processes as well as unique processes of individual learners.

Identifies actions that demonstrate value for learning.

Enriching Learning

: Observe a class. Focus on the lesson proper.

: Make a matrix showing the teacher’s activity, describe the learning behaviors of the learners, and identify the corresponding theories of learning applied by the teacher.

: On another column, suggest an activity that would promote better learning. Indicate your reason for the choice.

Learning Environment

Establishes and maintains consistent standards of learners’ behavior.

Creates healthy psychological climate for learners.

Assisting a Teacher

: Observe a class.

Diversity of Learners

Determines, understands, and

: Identify the lesson objectives, learning activities, instructional materials, and assessment tools employed by the teacher.

Planning, Assessing, and Reporting

accepts the learners’ diverse background and experience.

Develops and utilizes creative and appropriate instructional planning.



Perform ance

Indicators : Interview the

teacher. Find out the reason behind the use of the observed learning activities and the instructional materials.

: Reflect on the reasons cited by the teacher.

: Request the resource teacher to recommend a learner who needs help/assistance in a specific concept/skill.

: Interview the recommended learner to find out his/her background, interests, needs, and difficulties.

: Assist the recommended learner/s to improve/develop a specific concept/skill

Curriculum

Social Regard for Learning

Develops and uses variety of appropriate assessment strategies to monitor and evaluate learning.

Demonstrates mastery of the subject matter.

Communicates clear learning goals for the lessons that are appropriate for learners.

Makes good use of allotted instructional time.

Selects teaching methods, learning activities, and instructional materials or resources appropriate to learners and aligned to the objectives of the lesson.

through the help of the resource teacher.

: Write a narrative report of your experience.

Demonstrates that learning is of different kinds and of different sources.

Notes: The Field Study Teacher may decide –

1. To choose all or any of the suggested activities; 2. On the mode of implementing the tasks (i.e. individually, dyad, or by group); 3. On the time allotment for each activity to sufficiently cover the 17-hour

requirement of the course. FS2 FOCUS 1A: MEANINGFUL LEARNING EXPERIENCES

Name of FS Student : MARIA TERESA M. MAPA Course/Year: DIT 2 Resource Teacher : ANNABEL D. EROLON Class: ENGLISH IV/GR.9 Cooperating School : ALABEL NATIONAL SCIENCE HIGH SCHOOL Target Competencies At the end of this activity, the FS Student will gain competence in identifyingthe principles in teaching-learning activities, varied methods and strategies, instructional materials,and assessment tools used in selected subjects. Specific Tasks 1. Observe a class. 2. List down the a) teaching methodologies and strategies, b) instructional materials, and c) assessment tools used by the teacher on the table below.

Teaching Methods and Strategies

InstructionalMaterials Assessment Tools

FS Student’s Signature: Date Accomplished:

__________________ ________________ FS2 FOCUS 1B: MEANINGFUL LEARNING EXPERIENCES Name of FS Student : MARIA TERESA M. MAPA Course/Year: DIT 2 Resource Teacher : ANNABEL D. EROLON Class: ENGLISH IV/GR.9 Cooperating School : ALABEL NATIONAL SCIENCE HIGH SCHOOL Target Competencies At the end of this activity, the FS Student will gain competence in:

Distinguishing general learning process as well as unique process of individual learning.

Explaining the importance of using varied learning experiences. Stating the significance of using instructional materials that provide meaningful

learning. Describing the significance of using varied assessment tools in diverse situations.

Specific Task

1. Observe a class. 2. Identify the a) methods and strategies, b) instructional materials,and

c)assessment tools used by the teacher. Write them down on the tablebelow.

Teaching Methods and Strategies

Instructional Materials

Assessment Tools


__________________ ________________ OBSERVATION GUIDE ON THE USE OF INSTRUCTIONAL MATERIALS

Name of FS Student : MARIA TERESA M. MAPA Course/Year: DIT 2 Resource Teacher : ANNABEL D. EROLON Class: ENGLISH IV/GR.9 Cooperating School : ALABEL NATIONAL SCIENCE HIGH SCHOOL

Direction: Observe your Resource Teacher and answer the following questions as your guide.

1. What is meant by instructional materials? Give examples of those commonly

used. 2. What are the values of audio-visual aids? Name three. How can learning 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 purposes did each of them serve?

4. What multi-sensory materials does the classroom have? 5. What are three (3) key things that you should consider when preparing

instructional materials?

Analysis What principles in teaching-learning were commonly applied? What are the instructional materials used? What is the importance of using varied a) method and strategies, b) instructional materials, and c) assessment tools in teaching? Reflection Reflect on how the items on the list facilitate cognitive, meta-cognitive, and positive motivational processes as well as the varied resources of learning. Reflect on the applicability and effectiveness of the principles of the teaching and learning process according to the given context and type of learners.

FS2 FOCUS 2: ENRICHING LEARNING

Name of FS Student : MARIA TERESA M. MAPA Course/Year: DIT 2 Resource Teacher : ANNABEL D. EROLON Class: ENGLISH IV/GR.9 Cooperating School : ALABEL NATIONAL SCIENCE HIGH SCHOOL Date :

Target Competencies After observing the principles of teaching and learning in the classroom setting, the FS Student will now start to journey through the methods, strategies, and approaches of teaching and learning by first observing actual classroom teaching. At the end of this activity, the FS student will gain competence in:

Obtaining information on the learning styles, multiple intelligences, and needs of

learners. Proposing strategies to address the need of differently-abled students. Establishing and maintaining consistent standards of learners’ behaviors and

creating a healthy psychological climate for learners. Specific Tasks

1. Observe a class. Focus on the lesson proper. 2. Make a matrix showing the teacher’s activity, describe the learning behaviors of

the learners, and identify the corresponding theories of learning applied by the teacher.

3. On another column, suggest an activity that would promote better learning. Indicate your reason for the choice.

THEORIES OF LEARNING MATRIX

Name of FS Student : MARIA TERESA M. MAPA Course/Year: DIT 2 Resource Teacher : ANNABEL D. EROLON Class: ENGLISH IV/GR.9 Cooperating School : ALABEL NATIONAL SCIENCE HIGH SCHOOL

Teacher’s Activity

Describe the Learning

Behaviors of

Theories of Learning

Applied by the

Your own suggested

activity that

Reason/s for your choice

the Learners Teacher would promote

better learning

1.

2.

3.


__________________ ________________ Analysis Describe the teaching strategies. Describe the learning activities. Describe the learners’ participation (proportion of learners who participated and quality of participation. Reflection Peace concept on focus: collaboration/participation/cooperation. Teachers should be able to provide opportunities to the learners to participate, collaborate, and cooperate with others in the classroom activities through strategies that allow more learners’ engagement and cooperation. FS2 FOCUS 3: ASSISTING A TEACHER

Name of FS Student : MARIA TERESA M. MAPA Course/Year: DIT 2 Resource Teacher : ANNABEL D. EROLON Class: ENGLISH IV/GR.9

Cooperating School : ALABEL NATIONAL SCIENCE HIGH SCHOOL Date :

Target Competencies At the end of this activity, the FS student will gain competence in:

Identifying the lesson objectives, learning activities, instructional materials, and assessment tools employed by the teacher.

Analyzing the factors to be considered in the selection of learning experiences, instructional materials, and assessment tools.

Determining, understanding, and acceptingthat learning is of different kinds and of different resources relative to the learners’ diverse background and experiences.

Mastery of subject matter.

Specific Tasks

1. Observe a class. 2. Identify the lesson objectives, learning activities, instructional materials, and

assessment tools employed by the teacher. 3. Accomplish the matrix.

Observation Guide for Assisting the Teacher

1. What are the objectives of the lesson? 2. How do the learners participate in the learning activities? 3. What instructional materials are employed? 4. How does the teacher assess the learning in the lesson? Is she assessing the

process or the product? 5. What reasons does the teacher give in holding such learning activities?

LEARNING ACTIVITIES MATRIX Name of FS Student : MARIA TERESA M. MAPA Course/Year: DIT 2

Resource Teacher : ANNABEL D. EROLON Class: ENGLISH IV/GR.9 Cooperating School : ALABEL NATIONAL SCIENCE HIGH SCHOOL

Subject Matter

Lesson Objectives Learning Activities

& Instructional Materials

Assessment Tools

1.

2.

3.


__________________ ________________

Analysis Reflection Write your new understanding of teaching and learning processes through creative visual representations.

GUIDELINES FOR EVALUATING LEARNING ACTIVITIES Name of FS Student : MARIA TERESA M. MAPA Course/Year: DIT 2 Resource Teacher : ANNABEL D. EROLON Class: ENGLISH IV/GR.9 Cooperating School : ALABEL NATIONAL SCIENCE HIGH SCHOOL ACTIVITY: ___________________ EVALUATION OF THE PLANNED ACTIVITY AND STUDENT’S LEARNING

To what extent do the students/pupils achieve the specific learning outcomes?

How do I know? What did I observed in the students’/pupils’ responses?

What modifications would I make to this activity if I do it again?

(Task? Teaching strategies? Grouping? Organization?Resources? )

EVALUATION AND REFLECTION ON MY OWN TEACHING AND LEARNING

How effective are my teaching and management skills? What goals should I set for improvement in my next planned activity?

What else did I learn about my teaching?

SELF-RATING COMPETENCY CHECKLIST FOR FS 2 (For FS Student Use)

Name of FS Student:MARIA TERESA M. MAPA Course/Year: DIT 2 Resource Teacher: ANNABEL D. EROLON Subject:ENGLISH IV/GRADE 9 Cooperating School: ALABEL NATIONAL SCIENCE HIGH SCHOOL Direction: Check () the appropriate column that best describes your current level of

mastery of each listed competency.

COMPETENCY I cannot do this

yet.

I am learning how to do this.

I can do this but I need to

learn more and improve.

I can do this very

well.

1. Identifies varied methods and strategies, instructional materials, and assessment tools used in the learning environment.

2. Distinguishes general learning processes as well as unique process of individual learners.

3. Identifies teachers’ actions that demonstrate value for learning.

4. Explains the importance of using varied learning experiences.

5. States the significance of using instructional materials that provide meaningful learning.

6. Describes the significance of using varied assessment toolsin diverse situations.

7. Obtains important information on the learning styles, multiple intelligences, and needs of learners.

8. Proposes strategies to address the needs of differently-abled students.

9. Determines and accepts learners’ diverse background and experiences.

10. Identifies and analyzes the factors to be considered in the

selection of learning experiences, instructional materials, and assessment tools. 11. Develops and utilizes creative and appropriate instructional planning.

12. Shows proofs of instructional planning.

COMPETENCY I cannot do this

yet.

I am learning how to do this.

I can do this but I need to


I can do this very

well.

13. Uses appropriate assessment strategies to evaluate learning.

14. Sets appropriate learning goals.

15. Delivers accurate and updated content knowledge using appropriate strategies.

16.Engages and sustains learners’ interest in the subject through the use of meaningful and relevant content.

17. Selects, prepares, and utilizes instructional materials appropriate to the learners and to the learning objectives.

18. Makes good use of allotted instructional time.


__________________ ________________

[ ] Pre- Assessment

[ ] Post-Assessment

COMPETENCY CHECKLIST FOR FS2 (For FS Faculty/Supervisor Use)

Name of FS Student:MARIA TERESA M. MAPA Course/Year: DIT 2 Resource Teacher: ANNABEL D. EROLON Subject:ENGLISH IV/GRADE 9 Cooperating School: ALABEL NATIONAL SCIENCE HIGH SCHOOL Direction: Check () the appropriate column that best describes your current level of mastery of each listed competency.

COMPETENCY

The FS Student cannot do this

yet.

1

The FS Student

is learning how to do this.

2

The FS Student can do

this but need to


3


this very well.

4

1. Identifies varied methods and strategies, instructional materials, and assessment tools used in the learning environment.

2. Distinguishes general learning processes as well as unique process of individual learners.

3. Identifies teachers’ actions that demonstrate value for learning.

4. Explains the importance of using varied learning experiences.

5. States the significance of using instructional materials that provide

meaningful learning. 6. Describes the significance of using varied assessment toolsin diverse situations.

7. Obtains important information on the learning styles, multiple intelligences, and needs of learners.

8. Proposes strategies to address the needs of differently-abled students.

9. Determines and accepts learners’ diverse background and experiences.

10. Identifies and analyzes the factors to be considered in the selection of learning experiences, instructional materials, and assessment tools.

11. Develops and utilizes creative and appropriate instructional planning.

COMPETENCY

The FS Student cannot do this

yet.

1

The FS Student

is learning how to do this.

2


this but need to


3


this very well.

4

12. Uses appropriate assessment strategies to evaluate learning.

11. Shows proofs of instructional planning.

13. Sets appropriate learning goals.

14. Delivers accurate and updated content knowledge using appropriate strategies.

15. Engages and sustains learners’ interest in the subject through the use of meaningful and relevant content.

16. Selects, prepares, and utilizes instructional materials appropriate to the learners and to the learning objectives.

17. Makes good use of allotted instructional time.

FS Teacher’s Signature: Date Accomplished:

___________________ _______________

Apple mercado

Documents

Transcript of Apple mercado