Syllabus fs1 learner's d evelopment and environment sy2011-12


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Syllabus fs1 learner's d evelopment and environment sy2011-12

  1. 1. Republic of the PhilippinesMINDANAO STATE UNIVERSITYCOLLEGE OF EDUCATIONBachelor of Secondary Education Department Tambler, General Santos City(083) 380-7774<br />495300032385COURSE SYLLABUS<br />Course Number: FS1<br />Course Title: Field Study 1<br />Course Description: The Learner’s Development and Environment<br />Course Credit: 1 unit<br />Time Duration: 17 hours<br />Course Description<br />This course is designed to help Field study students verify the behavior of the child in the actual learning environment. It will require them to recognize feasible approaches to facilitate learning considering the learner’s different phases of development and social environment. Field Study 1 can be anchored on these Professional Education subjects:<br /><ul><li>Child and Adolescent Development ED 102
  2. 2. Facilitating Learning CITE 1S
  3. 3. Social Dimensions of Education ED 101</li></ul>General Objectives:<br /><ul><li>Identify the stage of physical, motor, linguistic, literacy, cognitive, social and emotional development of the children or adolescents as manifested in the actual classroom setting
  4. 4. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development
  5. 5. Analyze how the teaching and learning process should be conducted considering the different phases of child development</li></ul>Suggested Activities:<br /><ul><li>FOCUS# of hrsSpecific TaskLearning EvidenceCompetencies/ Performance IndicatorsMaterialsOrientation SeminarLegal Foundations of FSTheoritical FoundationsField Study Subject MatrixGuidelinesElection of OfficersMicro-SeminarRefresher1DOMAIN: CurriculumCurriculum DevelopmentBEC vs SEC vs K12Identifies varied methods and strategies, instructional materials and assessment tools in the learning environment1DOMAIN: Learning EnvironmentDistinguishes general learning processes and unique processes of individual learners1DOMAIN: Diversity of LearnersIdentifies teacher’s actionsEstablishes and maintains consistent standards of learner’s behavior1DOMAIN: Social Regard for LearningCreates healthy psychological climate
  6. 6. FocusDateSpecific TaskLearning EvidenceDomainCompetencies/ Performance IndicatorsMaterialsEPISODE 1School as Learning EnvironmentVisit a school, Look into its facilities and areas that support learningDescribe the school environmentPrepare an observation logAn illustration of a school that is supportive of learning or a child friendly school through any of the following:-Descriptive paragraph-Photo essayLearning EnvironmentCurriculumDetermines an environment that provides social psychological and physical environment supportive of learningEPISODE 2You and I are DifferentBuilding FriendshipObserve three groups of learners from different levelsDescribe each group of learners based on your observationsValidate your observation by interviewing the learnersCompare them in terms of their interest and needsNarrative description of Diversity among childrenDiversity of LearnersDifferentiate learners of varied characteristics and needsEPISODE 3In Not OutClassroom Management and Learning Observe a classUsing a checklist find put the evident classroom componentsDescribe how the classroom is structured/ designed to allow everyone to participate in the learning activitiesRelate the data in your checklist to the learner’s behaviorReflect on how classroom management affects learningChecklist on classroom management componentsPhoto documentation of classroom settingReflection paper on the activities that allow inclusivity rather than exclusivity among learnersCollection of classroom activities to the learner’s characteristicsManages time, space and resources to provide an environment appropriate to the learners and conducive for learningEPISODE4Traits Check( Learner’s Characteristics and Learning Activities)Observe a class on a regular dayTake note of characteristics of the learners in the classEnumerate and describe the activities that took place in the classAnalyze how the activities facilitated learning considering the learner’s characteristicsA reflection paper on the congruence or match of learning activities to the learner’s characteristicsReflection on the interaction of learners despite differencesRecognize multi cultural backgrounds of learners when providing opportunitiesDetermines Teaching approaches and techniques appropriate to the learnersEPISODE 5Individual Differences and Learning ProcessObserve learners of different learning abilities but the same yearInterview them to gather their background informationObserve them as they participate in a classroom activityWrite a narrative reportLearner’s ProfileNarrative ReportDetermines, understands and accepts the learners, diverse backgroundEPISODE 6School as Learning EnvironmentObserve a class on a regular dayTake note of characteristics of the learners in the class focusing on gender and cultural diversityInterview our resource teacher about the principles and practices that he/she uses in dealing with diversity in the classroomNarrative description of Diversity among ChildrenDescription on how the teacher instills among children the values and knowledge on difference on gender, social and cultural backgroundsDiversity of LearningRecognize cultural backgrounds of learners when providing learning opportunitiesEPISODE 7School Link CONNECT MESelect a learner from that class that you have observedConduct a home visit to your selected learnerDescribe the family in terms of number of siblings, number of siblings in schoolInterview parents about (1) the rules they implement at home concerning their child’s schooling (2) the learner’s activities and behavior while at homeHome Visitation ReportReflection on the impact of home and family life to learningCommunity LinkagesLearning EnvironmentReflects on the impact of home and family life to learning</li></ul>Course Requirements<br /><ul><li>Attendance to Micro Seminars and Regular Meetings
  7. 7. Attendance in School Observations
  8. 8. Professional Portfolio Development
  9. 9. Journal Entries and Reflections
  10. 10. FS Uniform
  11. 11. Seminar Documentations</li></ul>Grading System:<br />Attendance-10%<br />Group Documentation (Write-up)-15%<br />Active Participation-10%<br />Professional Portfolio-40%<br />Journal Entries & Reflections-25%<br />TOTAL-100%<br />References:<br /><ul><li>Lucas, Maria Rita. Field Study 1: The Learner’s Development and Environment, Lorimar Publishing Inc., MM, Philippines, 2010
  12. 12. Experiential Learning Courses Handbook. A Project of the Teacher Education Council (TEC) DepEd and CHED, 2009
  13. 13. The Secondary School Teacher: On Focus ( A Practical Guide), DepEd, MM, Philippines,1996
  14. 14. Atienza, S.,, Student Teaching Handbook, Rex Bookstore, MM, Philippines, 2000
  15. 15. Borabo, M. My Practice Teaching Handbook and Portfolio (NCBTS-Based). Lorimar Publishing, Inc, MM, Philippines, 2010
  16. 16. Palma, Jesus C., Curriculum Development System: A Handbook for School Practitioners in Basic Education., 2nd Edition, National Bookstore, Mandaluyong, MM. Philippines,2009
  17. 17. Bilbao, P. Curriculum Development., Lorimar Publishing Inc., MM, Philippines, 2008
  18. 18. Vega, V., Social Dimensions of Education. Lorimar Publishing Inc., MM, Philippines, 2009</li></ul>Prepared by:Approved by:Noted by:<br />Maria Theresa P. Pelones, DMSalome F. Sestina, MAThelma B. Pagunsan, MS<br />Faculty BSED ChairmanDean<br />