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Fs 1 and 2 Fs 1 and 2 Document Transcript

  • Fs ko — Document Transcript 1. Eastern Visayas State University Burauen Campus Burauen, Leyte In PartialFulfillment of the Requirement of the Course Field Study 1 & 2 (PORTFOLIO) Submitted by: Arbie B. Roca BTHELE-II Submitted to: Dr. Petronila Tila-on Associate Professor Directors of Academic 2. Field Study 1 LEARNERS DEVELOPMENT AND ENVIRONMENTEPISODE 1 SCHOOL AS A LEARNING ENVIRONMENT CLASSROOM FACILITIES MATRIX Classroom Description (location, number, arrangement, condition) Facilities 1. Wall display There are many wall displays in the room. Such materials being displayed is the pictures of some heroes and different views in our place and is covered with plastic. These posted materials are attractive and teaches lesson. 2. Teachers There is only one teacher’s table. It is located on the table right side of the room near the window. The table is covered with pink mantel and plastic. Such table is nice and plain. 3. Learners There are 20 learners desk, since the room is Desk composed only one section. The desk are properly arranged with enough distance from the other desks so that the students can move easily and comfortably. There are 4 rows. In every row there are 5 desks. The desks are painted with brown. 4. Blackboard There are 2 blackboards being used by the teacher. 5. Learning These are many learning materials and visual aids displayed Materials/ in the classroom. Such materials are charts Visual Aids , p i c t u r e s , flashcards, books and etc. These are placed at any side of the room. Some of these are new while others are no 6. Comfort There are only one comfort rooms located on the right side of Room the room at the back side corner. 7. Mini Library It is located at the right side o f the room near the window. 3. My observation report here: Name of the school observed: BURAUEN NORTH CENTRAL SCHOOL School address: Sta. Ana St. Burauen, Leyte Date of visit: JULY 26, 2011 The school that I observed was Burauen North Central School in which the classrooms, offices, and buildings are conducive for student learning. It develops students’ social interactions. Conducive physical learning Environment is safe, clean, and orderly. The school is found in place where the students can make their projects like computer shops. The classrooms are appropriate to the number of students. My impression on the offices was good. The school has different offices but one that I like among the offices is the office of the Principal of this school because it was very beautiful. I want in this school environment because the facilities, the classrooms and the offices are conducive for the student learning. The school should be located at the town. Beautification and cleanliness were undertaken of this school by tree planting and proper waste disposal. As a future teacher, I will care the classroomYour analysis 1. How do the school campus and the classroom in particular impact on the learning of the students going to school? What is your conclusion? Conductive classroom atmosphere contributes to the learning of the students. Such classrooms have proper ventilation, well-lighted and free from noise. If the school campus is conducive as well as the classroom, the attention of the students will become focused on the lesson. They will learn easily and comfortable. Physical condition of the classroom is not only to be considered as conducive. Teacher strategies are also factor to be considered. If the teacher uses novelty of instructional materials the pupils will become attentive to listen and learn. If there is a mastery of subject matter the lesson will have a sense of direction
  • that leads to better learning of acquired knowledge, skills and values. 2. How does thisrelate to your knowledge of child and adolescent development/ how does it relate to yourknowledge of facilitating learning? In relation to my previous knowledge of child andadolescent development, pupils learn easily if they were exposed to a friendlyatmosphere, free from distractions and noises. They could easily learn if every meetingteacher uses variety and novelty of learning materials and motivate them always. Inconnection to my previous subject facilitating learning that in doing our task as a teacherI should follow the methods and techniques that are best for students to learn. If there willdesign my own methods and techniques for better earning and see to it that it is effective.4. Your reflections 1. Would you like to teach in the school environment you justobserved? Why? Yes, I like to teach in the school environment I have observedbecause the students are motivated to learn although they are not exposed to newtechnologies in teaching-learning process. They are intrinsically and extrinsicallymotivated to study. Rain or shine they come to school. Physical environment is also thefactor I like, the place is peaceful, safe with proper ventilation and free from distractions.Also, the school in my town. 2. What kind of school campus is conducive to learning? Ifthe school campus is very clean, well ventilated and lighted and if it is free from thedestruction like noise, pollution etc. 3. What kind of classroom is conducive to learning?The kinds of classroom that are conducive to learning are the following: - A highperformance school seeks and provides adequate space and opportunities for students andteachers to spread out, reflect, interact, exchange information, examine and test ideas. -The appearance of the school is inviting. Students, teachers, and the local communitywant it to be there. - The school has adequate natural lighting that enhances productivity.-The school strives for student-friendly conditions throughout the building. - The schoolis inviting to good teachers and supports their retention. - The school is clean andsanitary. - The risk of an adverse health effect is very small -The school is designed toreduce stress. It is comfortable, has a consistent temperature, and manage noise.5. EPISODE 2 Learner’s Characteristics and Needs My observation report here:Name ofthe school observed: BURAUEN NORTH CENTRAL SCHOOLSchool address: Sta.Ana St. Burauen ,LeyteDate of visit: AUG 02, 2011 The students that I was observed inthis episode are the grade VI pupils. In termsof physical domain, the students were moveclumsy and smooth. Students are good inwriting and drawing. In terms of social domain,they have good interactions with theirteacher. They help each other to answer theirexercises. They are concern to eachother. In terms of emotional, they are serious everytime they have a class lesson. Andin terms of Cognitive domain, they comprehend easilyby the help of their teacher. I recall my own experiences when I was at this age, myteacher in math helpsme a lot to widen my knowledge. The students that I was observedare similar to ourbatch when we are at this age because they are also disciplined by theirteacher. Myfavorite theory of development is Erickson’s Psychosocial because in thistheory Ilearned a lot like knowing who I really am; I know how to discipline myself. Ilearnedthat life should be always positive. It helps me and guides me as a future teachertoknow the development of the students. I should be develop my students grow.Learners’ Development Matrix Development Preschooler Elementary High schooldomain Indicate age range of Indicate age range of Indicate age range of childrenobserved: children observed: children observed: 5-6 7-8 15-16 Physical Gross-motorskills -Children are clumsy -they are very alert -they can walk and and brisk. and
  • energetic and run and move active. appropriately. -they can write and -they can write wellFine-motor skills -they can write and read words. and draw, and read letters. read. - candress their -dress Self-help skills -can dress their selves without the appropriately wit hOthers selves without the assistance of others. styles. assistance of others but is notproper.6. Social -they with interact -they interact -they interact Interaction with with teacherswith without hesitation. actively and teachers self confidence. confidently. -love to playwith -they interact their classmates together with their -they interact with Interaction withthen easily got classmates the teachers withclassmates/friend trouble. Joyfully andconfidence. actively. -they love to play draw and write -they become -they like hands-onanything. interested in an experience and drill Interest enjoyable activity activities.especially story telling. Emotional Moods & -they are active, -there is shifting of -theybecome temperament, briskly, happy but their moods. Often moody when theyexpression of easily cry. time they are weak are depressed and feelings sometimes theyare they become happy lively active. when they do accomplishment -they express their -their emotions are Emotional -they fell happy emotions through more mature thanindependence when they play with crying. pre-school and Others their classmates.elementary. CognitiveCommunication -they are not fluent -can communicate -cancommunicate Skills on speaking with their teacher with their teacher either in vernaculareither in vernacular or English. or in English with proper grammar. -they can think -theycan figure logically. -they can’t be able to out small things Thinking skills figure outthings. -can solve -it is hard for them to -can solve easy problems following solveproblem. and some difficult the right solutions.Problem solving problems. Others7. Your analysis Write the most salient developmental characteristics of the learners youobserved. Based on these characteristics, think of implication for the teacher. LevelSalient characteristics Implicate to the Teaching- Observed Learning Process PreschoolAge range of -Like to move a lot and play. -Therefore, teachers should not learner’sexpect preschoolers to stay seated observed 5-6. for a long period of time. -They like todraw. -Therefore, the teacher should let the pupils to draw and assist them. -Therefore,the teachers should find -They like to sing and dance. ways on how to develop theirtalents. He should allow them to show it and encourage them in participating in differentactivities where in they can show their talents. Elementary Age range of -Elementarypupils have -Therefore the teacher should provide learner’s different learning abilitiesdifferent activities for them. He/she should observed 7-8. such as dancing, singing, alsohave different kind of approach for drawing, and are hungry the diverse learning abilitiesof the pupils of learning. -Therefore, the teacher should be aware of what he is teachingand -They are keen observers. bec a r e f u l o f t h e w a y h e / s h e p r e s e n t things.-therefore, the teacher shou l d always master his/her subject matter before conductinghis/her class the next day High school Age range of -high schools develop mind -Therefore, teachers should provide learner’s and are competent on the different teachingapproaches and observed 15- different learning activities. should use an advance way of16. teaching that is equipped on their age.8. Your Reflections 1. While you were observing the learners, did recall your ownexperiences when you were their age? What similarities or differences do you have withthe learners you observed? When I was observing the learners, I recall my ownexperiences when I was at their age. Before, in my elementary years, I was so naughty
  • yet very participative in the class discussion. I lead some naughty friend of mine too.Sometimes, we don’t enter classes. But during exams, I always got the higher score thanwith my friends. I never study but still I learn in the discussion because I listen and I wasso behave before when the class is going on. And this would be the difference of me fromthese pupils that I observed. These grades III and IV that I observed, some of them cannotread well even at their level of year in school 2. Think of a teacher you cannot forget forpositive or negative reasons. How did she/he help or not help you with your need(physical, emotional, social, and cognitive)? How did it affect you? During myelementary grades, there is one teacher that I idolized and I always remember. She wasMrs Flor C. Pantin. She is quite strict but is a very good teacher. She is a kind hearted andcaring teacher. She shows a great concern towards us. She developed us not only incognitive domain but also in emotional domain. This would be the kind of teacher Iwould like to be in the future. 3. Which is your favorite theory of development? How canthis guide you as a future teacher? My favorite theory of development is differentchildren h a v e d i f f e r e n t characteristics that lead to diverse needs. This could helpme as a teacher to become flexible in preparing varied learning strategies to meet theneeds of every pupil. This could also guide me to remember always that every learnerhave multiple-intelligences so I will integrate it to my lesson.9. EPISODE 3 Classroom Management and Learning My observation report here: Nameof the school observed: BURAUEN NORTH CENTRAL SCHOOL School address: Sta.Ana St. Burauen, Leyte Date of visit: AUGUST 23, 2011 As I observed in the class, thecharacteristics of the learners were very active. They are well-concentrated with theirlesson. The classroom organization and routine affect the learners’ behavior by followingthe rules and procedures of the classroom. The teacher have in mind when she designs theclassroom organizations and routines should be the students become knowledgeable andskilled, organized a comfortable and pleasant physical environment for ease in mobilityand flow of learning activities. The behavior strategies were effective in managing thebehavior of the learners are following the routines, sensitive to positive and negativeinteractions in order to maintain discipline and order. The routines and procedures that Iconsider for this level to discipline them and to maintain the cleanliness of the classroomare daily attendance, prayers, keeping tables and chairs in order before leaving, cleaningblackboard to be ready for next topic and cleaning stains or drops after the lesson.Classroom Management Matrix Aspect of classroom Description Effect on the learnersManagement 1. Specific areas in the A storage drawer that store the They will learn howto make classroom booklet for the students. their things organize. 2. Classroom rulesTheir classroom rules are encoded. 3. daily routines Checking assignments. To monitor ifthey have learn remembered the past lessons. 4. Seating Their seating arrangement Theyare comfortable arrangement are mixed(boys/girls) studying on their chosen seating. 5.Handling The students are They will be able to realize misbehavior/off task reprimandedtheir mistakes. behavior. 6. Reinforcement of The students are given The students will bepositive behavior phrases. motivated in the pursuit of their learning.10. Your analysis1. How did the classroom organization and routines effect the learnersThe classroom behavior? organization and routines serves as their guide inside theclassroom. The classroom organization will serve as a guide to organize the flow of theclassroom system. Routines will also develop their personality like the spiritual aspect inprayer, physical aspect in exercise, 3 mental aspects in the form of recitation and others.2.
  • What should the teacher have in mind when she/he designs the classrooms organizationThe teacher must and routines? What theories should you have in mind? beknowledgeable I the different multiple intelligences so that the teacher knows the strength3 weaknesses of the student. For example, some are able to kinesthetic so the teachermust have a classroom routine that develops the kinesthetic ability of the student or if thestudent is good in the written ability, make quizzes, 3 essay writing a routine inside theclassroom. If the student is good in spatial ability, assigned them in classroom designs 3organization and the same things like what are mentioned.3. Which behavior strategieswere effective in managing the behavior of the learners? In motivating In managing thebehavior of the students? Why were they effective? students, the teacher should beknowledgeable in psychological aspects of guiding behavior. The students are very happywhenever they hear positive feedback from the teacher. The teacher must give positivefeedback to the learners. In handling misbehaviors, the teacher should alwayscommunicate with that student to monitor his behavior.11. EPISODE 4 Individual differences and Learners Interaction My observation reporthere:Name of the school observed: BURAUEN NORTH CENTRAL SCHOOLSchooladdress: Sta Ana. Burauen, LeyteDate of visit: September 06, 2011 The students that Iwas observed are the groups that interact more with theirteacher than others. Theybehaved and interacted differently. All in the groupsparticipated actively. There are somestudents ask for most help. When the studentsare called by their teacher, and cannotanswer the teachers’ question, their classmatestry to help each other. I am proud withtheir teacher because of her ability to make them disciplined. Ifeel a sense of oneness orunity among the learners and between the teacher andlearners because they are allcooperate. As a future teacher, I want the learnersinteract in a good way. I will encourageall learners to interact and participate with myclass by calling their attention and makingthem as one.Your reflection 1. Imagine yourself organizing your classroom in the future.In what grade level do you see yourself? What routines would you consider for this level?Why? As I imagine myself organizing my own classroom in the future, I would like toteach in a grade IV or V or in the sixth level of the grade level b e c a u s e i t i s m o r eappropriate for me and I’m capable of this level. It is not so hard for me to discipline t h es e p u p i l s a n d t e a c h them. Such routines and procedures I will consider areconducting prayers, action songs, checking of attendance, checking of assignment, reviewof previous lesson, and open a new lesson. Such routines also are exposing learners tomusic, hands-on activities, drill and etc 2. Make a list of the rules you are likely toimplement in this level. Why would you choose these rules? My rules to be implemented:a. Late should not be accepted in the class. Instead, they will stay in the library Th isrule is to prevent tardiness inside the classroom procedures. So that later on, they will notbe late anymore. 12. b. They should always wear proper uniform. This is for the students to be well-groomed every time they enter the classroom. This tends to increase their self-esteem andfeeling of freshness. Through this, their personality will also be determined. Theyshould c. Silence must be maintained every time and everywhere. always remain insilence to make the discussion comprehensive and will not cause any disturbances to theother classroom nearby.3. Should The learners should learners be involved in making inclass rules? Why? be involved in planning and in making of the classroom procedure sothat they will be able to make adjustments and adapt to changes. Furthermore, they will
  • be able to express their thoughts and feelings regarding the planned procedures. For aninstance, if the students follow the seating arrangement alphabetically, in which theshortest among the group is also the one whose seat is on the last chair, if this is the case,it is unfair to the one who is the shortest in the class. To solve this, the seatingarrangement should be in an increasing height manner. Thus, an agreement between theeducator and the learners is significant to have a competent class. Your reflection1. Howdid you feel being in what classroom? Did you feel a sense of oneness or unity among thelearners and between the teacher Being in the classroom I feel honored and glad forI and the learners? am a part of a family because learners become closed to me as wellas the teacher.2. In the future, how would you want learners in your classroom tointeract? In the future I How will you make this happen? would like the learners tointeract in my classroom actively. I want them to participate so that their cognitive,affective and psychomotor skills will be developed. I will encourage them to cooperate inany activities so that they will learn better and socialize with others as well as beingaware of the learning materials used.13. 3. How will you encourage all learners, regardless of religious, ethnic or racial Asfuture educator, I background, to interact and participate? will encourage the learners totake part and participate in all the school activities in and out of the classroom regardlessof their varied religious, ethnic and racial background. They should be treated equally.Nobody should be discriminated and treated as inferiors and don’t ever call dull, fool,damn or any bad words that may hurt the feelings of the learners. As a teacher, oneshould always be patient and one should commit himself to his profession becauseteaching is not just a profession but it is a vocation. The teacher should give the very besthe can give for his pupils, a service without expecting any rewards from them. It is aservice where in the only reward is the successfulness of the learners you have taught. Ishould also tell them not to discriminate their classmates especially those that came fromminority groups. Besides, they should treat them equally and give them importance. Ishould also encourage them to love one another and to foster friendship among them.They should respect one another to avoid discrimination and most of all to avoid troublebetween them Your analysis1. Identify the persons who play key roles in he relationshipsin the classrooms. What roles do they play? Is there somebody who appears to be theleader? A mascot/joker, an attention seeker, a little teacher, a All Grade IV pupils playkey role double/pessimist? in the relations and interactions in the classroom. Thereappears to be the leader, mascot/joker and a little teacher.2. Are students coming from theminority group accepted or rejected by the Students coming from the others? How isthis shown? minority group are accepted by others who belong to elite family bywelcoming and showing them as a friend as well as brothers and sisters3. How does theteacher influence the class interaction considering The teacher influences theclass differences of the students? interaction considering the I n d i v i d u a ldifferences of the students by giving equal treatment to all the pupils and encourage thosepupils who are shy to interact and participate during the discussion.4. What factorsinfluence the grouping of leaner’s outside Factors influencing the grouping of learnersoutside the classroom? the classroom are the gender and their age.14. EPISODE 5 Individual Differences and Learners Interaction My observation reporthere:Name of the school observed: BURAUEN NORTH CENTRAL SCHOOLSchooladdress: Sta. Ana St. Burauen, LeyteDate of visit: September 13, 2011 The students who
  • performed well in the class that I was observed are those whoare present in the class.Some of the students come from average family and aboveaverage family in terms ofsocio- economic status. The methods and strategies that I will remember in the future toensure that I willbe able to meet the needs of both the high and low achievers in my classareencourage learners to share their personal history and experiences, communicatehighexpectations to students from all sub-groups, adopt to the students’diversebackgrounds and learning styles by allowing them personal choice anddecisionmaking opportunities concerning what they will learn and how they will learn it.Your analysis 1. Did your observation match information given by the teacher? Were youable to correctly identify who among the students performed well and who did not? Whathelped you identify them? (Volunteering to answer, responding to teachers directions,etc.) My observations match the given information given by the teacher when theteacher told us the socio-economic status of the students and their way of living which isone of the factors that that affect the learning of the students. I was able to correctlyidentify also who among the students performed well and who did not because of the waythey behave and interact in the class discussion. My observation was proven in their testresults, the way they present their ideas and respond to the teacher’s direction. Thoseactive learners aggressively participated in the discussion and raise their hand while theslow learners are quietly seating at the back and looks at you with an empty mind. Thosethat are eager to learn approached the teacher to ask if there’s something that bothersthem. 2. Describe the difference in ability levels of the students in the class. Is there awide gap between the students who are performing well and those are not? Definitely,yes. There is a wide gap between the students who are performing well and those thatdo not. This is because those students that are performing well are really a keen observerand really behave well and participated in the class while the slow learners do theopposite15. 3. Describe the methods used by the teachers in handling the students differences inabilities/ how did the students respond to the teacher? Teacher used collaborate approachin handling the students differences ina b i l i t i e s . S h e u s e d i t f o r t h e p u p i l sh a v e t h e c h a n c e t o s h a r e i d e a s w i t h t h e o t h e r classmates to improvetheir speaking ability and self-confidence. The students respond the teacher byparticipating in the activityYour reflection 1. Recall the time when you were in theelementary or high school. Recall the high and low achievers in your class. How did yourteacher deal with differences in abilities? Was your teacher effective? As I recall thetime were I was in the elementary grades, there were really high and low achievers in ourclass before. Some of my classmates respond easily while others do not. There were slowlearners. From my grades 1-6, I have been with these learners. I knew them since we’rein one class. Some of us are very naughty and in fact, I a m o n e o f t h e m . T h eteacher handles us through discussions, review, and oral participation. Sometimes, theteacher conducts groupings/ group activity .I found my teacher before as an effective onebecause I was able to learn in the way she teaches us. In detail, we always excel in mathchallenge competition with the different school and always got the first place. However,they may not be that effective for the slow learners or those that have lesser interest intheir studies. 2. With the principle of individual differences in mind, what methods andstrategies will you remember in the future to ensure that will be able to meet the needs ofboth the high and low achievers in your class? In a classroom setting, no learner is the
  • same with the others. Every individual is unique and has different ways to learn. It isadvisable for t h e t e a c h e r t o h a v e collaborative approach in order for the studentsto learn with each other and they may come up with the best solution/ answer to aparticular problem given. Having a group work is the best way for them to share ideas.Brain storming may lead to an idea which the teacher doesn’t expect that his/her studentsmay come up with that idea.16. EPISODE 6 HOME-SCHOOL LINK My observation report here:Name of the schoolobserved: BURAUEN NORTH CENTRAL SCHOOLSchool address: Sta. Ana St.Burauen, LeyteDate of visit: September 20, 2011 The student that I was interviewed inthis episode was a grade V-sped, 10yearsold, male, and has three siblings. The style ofparenting experienced by the learner thatI was interviewed was authoritative, because hisparent achieves a good blend. Thestudent is socially competent, self reliant and hasgreater ability to show self-control.He has higher self-esteem and better adjusted. Thetype of parenting that I was experienced is Permissive. My parents are notfirm orcontrolling. They have few expectations. May be warm and caring but appear tobeuninvolved and uninterested. It affects me to study hard for them to give me careandimportance. As a future teacher, I will make a meeting for the parents everygradingperiod of the school year. I will discuss the attitudes of their daughter/son andtelling thepurpose of the meeting. I will help them by guiding their children and byunderstandingand talking with them. They will help me by doing what the right thing todo with theirchildren. The learners Development Profile (outline)Name of the Learner: Seth Yancy Y.AmescuaSchool: Burauen North Central SchoolDate of home visit: Sept. 20, 2011Date ofbirth: December 09,2000 age: 10Grade/year Level: VI-sped gender: maleFAMILYPROFILE:Number of Siblings: three (3)Birth order: first (1)Parent: Heide Cyu &Renante AmescuaMother: Ceide CyuAge: 32Occupation: Private employee educationalattainment: college grad.Father: Renante AmescuaAge: 36Occupation: Private employeeeducational attainment: college grad.17. Physical Development: The child grows healthy. He can work independently withoutthe assistance of others. However, in terms of heavy works he can’t do it without theassistance of others Social Development: The learner is friendly and sociable. He interacthis teacher, classmates and friends outside the school. He learns to communicate withother respectfully. He knows how to socialize other people in a good way Emotional-Moral Development: Since his mother is not home, he learns to live without her presence.He is behaving in school and home. He knows how to respect others. CognitiveDevelopment: His cognitive aspect continuously developed as he comes to school andstudy. He is not the same as the other learner. He learns fast and participates activelyduring class activities. Findings: Conclusion: I conclude that the school and homecontribute a great impact in developing the cognitive, affective, psychomotor and so as tothe total personality of the pupils. Hence the learning of the child begins at home. Athome the child learns values, works and his cognitive slowly developed. However, schoolplays a vital role in molding the child. Since school is made for the purpose of developingphysical, social, emotional- moral and cognitive aspect of the learner. As the child goesto study from pre-school until college he spends much time in school rather than at home.So, the total development of the child depends in school as well as the teacher which isthe most important person in school that bears knowledge and values to share with thelearner Recommendations: I recommend that teacher must be diligent, resourceful and
  • patience in handling the learners. He/she must use varied strategies in order to catch theinterest and attention of the pupils to focus on the lesson. He/she must bear in mind theknowledge that the learners get rather than the salary receive. For the parents, they areresponsible in guiding and disciplining their children. They must be open with theirchildren. They should ask them about their study and give encouragement to focus andstudy hard so as to become successful in their life. The most important is the role of thelearner, they must be motivated to learn and participate since they are responsible of theirown learning.Your analysis18. Your findings and recommendations in the learner development profile will help youanswer the question here. 1. From your home-visit and interview, what do you think isthe style of parenting experienced by the learner? Explain your answer. From my homevisit and interview, parents used authoritative parenting style. If one of their childrencommits mistakes they make children understand consequence of their behavior. Haveclear and reasonable expectations and limits for their children 2. Relating your data withwhat you learned from child development, what family factors do you think contribute tothe development and over-all adjustment of the learner in school? In relation to what Ihave learned from child development , s u c h f a m i l y f a c t o r s contribute to thedevelopment and over-all adjustment of the learner in school are parent factors if howthey act in front of their children, how they impose discipline among the members of thefamily and how they guide and nurture their children. Broken family is also factorbecause child grows without a father or mother who is responsible in taking care ofhim/her. He feels isolated from others who have complete family. With this, he willdevelop a sense of discrimination in the society. He could find difficulty in doingadjustments at school. 3. Does the communication between the home-school have aneffect on the learner? If, yes what are these effects? Yes, the communications betweenthe home-school has an effect on the learner. Such effects are, parents become aware ofthe performance of his/her child. With this, they could guide their child in performingbetter at school. Teachers also, become aware of the learners behavior by asking thebackground of the chilYour reflection 1. Reflect on your own development as a child.What type of parenting did you experience? How did it affect you? Authorizationparenting style is used by my parents. They are very firm with us and expectunwavering and unquestioning obedience. There are rules set by them to be followed andour misbehavior is met with withdrawal of affection, physical punishment or threat.19. 2. As a future teacher, how would you establish good home-school collaboration?How can you work well with the parents? How can you help them? How can they helpyou? As a future teacher, I could establish good home-school collaboration byconducting meeting once a month among the parents regarding the performance of theirchild. I will make counseling to them together with their child. By this, I will be able toinform them about the progress and failure of their child. In return, they could help me byencouraging their child to study at home and discipline their child to behave inschool.Optional Reflection Activities: 1. H- High-diversified background O- Openacceptable M- Methods to be used for E- Effectiveness in learning S- Student must C-Concern of H- His/her O- Output O- Of L- Learning L- Learners I- Incorporate N- NewK- Knowledge20. FIELD STUDY 2 EXPERINCING THE TEACHING-LEARNING PROCESSLooking Through the Meaningful Learning EPISODE 1 Experiences My observation
  • report here:Name of the School observed: BURAUEN NORTH CENTRALSCHOOLSchool Address: Sta. Ana St. Burauen, LeyteCourse: BTHELE IIWhatprinciples in teaching-learning were commonly applied? -The principles in teaching-learning were commonly applied were learning is anactive process begin with the end inmind, learning is meaningful when it is connectedto student’s everyday life and goodteaching goes beyond recall of information. Thesewere the principles that the teachersapplied in her teaching learning process.What instructional materials were used inteaching?- Such instructional materials were used in teaching are charts, picturesflashcardsbooks and visual aids.Which of the principles in teaching facilitate thecognitive, Meta cognitive andpositive motivational process of learning?-Aim at thedevelopment of critical and creative thinking is the principles that facilitatethe cognitive,Meta cognitive and positive motivational process of learning. Hence, thisprincipleincludes questions of high-level, divergent and open-ended questions. Thisserve ascatalyst in the development of higher-order thinking skills or creative thinkingskills forthis reason, the whole brain must be used for balanced learning not just theleft or criticalthinking but also the right for creative thinking. This principle also, allowsyou to thinkaloud and Meta cognate in order to create logical and creative ideas insuch problems.21. Scribble a brief reflection of your feelings and insights from your observationexperience: The teacher is responsible in aiming at the development of critical andcreative thinking amongthe learners. He must not only ask questions begin with what,who, where and when hence these arelow-level questions. If the teacher wants to developthe thinking skills of the learners he must exercisequestions of how and why in such away their critical and creative thinking will be developed. Theteacher must employteaching strategies and techniques that serve as a catalyst in the developmentof higher-order thinking skills (HOTS). Open-ended questions must be included since learnersareallowed to think aloud and meta cognate their ideas in order to arrive into better ideas.22. EPISODE 2 Learners’ Characteristics and Needs My JournalName of the Schoolobserved: BNCSSchool Address: Sta. Ana St. Burauen, LeyteGrade level: V-Spedsubject area:Description of Teaching Strategies:Classroom strategies using visualprocessing and mnemonic strategiesaroused by the teacher. Teacher used visual aids inher discussion aspowerful aids in retention as well as in understanding. She used visualaids for moreunderstanding and learning that pupils will acquire. She also usedmnemonic strategiesthat assist students in recalling important information. Since learnersneed to be taughtagain to remember important information that is useful in everydaylifeDescription of Learning Activities:Learning activities done by the teacher andstudents were successful. The learnerswere able or participate and cooperate with eachother. The actively participated eventhough their answers were wrong.The said learningactivities gave impact to the personality of the pupils as well as theircognitive andpsychomotor skills. It helps them to think ideas by answering questionsgiven by theteacher during the activities. Their personality developed hencethe t e a c h e r i n t e g r at e d v a l u e s t o h e r l e s s o n . A n d t h e i r s k i l l s i n w r i t i ng w e r e a l s odeveloped through the given written exam by the teacherDescription of LearnersParticipation (proportion of learners who participatedand quality of participation):Most ofthe pupils participate; only few of them are not. So, there was a highpercentage ofparticipation. There is a good quality of participation since majority of theclassparticipate during activities. They learn to participate w/c is a sign of
  • developingcommunication skills and improving self-confidence.Scribble a briefreflection of your feelings and insights from your observation experience: In relation toone of the guiding principles in the selection and use of teachingstrategies that learning isan active process. The teacher should actively engage thelearners in learning activities ifhe/she wants them to learn what he/she intend to teach.For nobody can learn for us in thesame way that nobody can eat for us, nor live for us,nor die for us. So, teacher shouldgive students opportunities to participate inclassroom activities. He/she have to givevaried activities to the students for ―hands-on-minds-on‖ learning. Hence the mosteffective approaches according to the researchersare learning by doing and learning byteaching others.23. EPISODE 3 Assisting Teacher with a ―Teachers’ Toolbox‖ An Observation Guide forAssisting Teacher 1. What are the objectives of the lessons? Uses of adjective to describean object. Write a sentence to describe objects. Draw an object. 2. How do thelearners participate in the learning activities? The learners did not participate activelybecause they find the lesson quite difficult. They try to think what the lesson all about isby listening attentively to the teacher. They ask questions that are difficult for them. Theytry to participate even though their answers their answers are wrong so that the teacherwill correct it. 3. What instructional materials are employed? Word flashcards, charts,drawing materials and real objects are instructional materials used by the teacher. 4.How does the teacher assess the learning of the lessons? Is she assessing the process orthe product? The teacher assessed both the process and product. During the processwhich was the discussion, the teacher asked some questions to the learners this was herway in assessing the process. After the discussion the teacher gave exam to the learnerswhich were the product. 5. What reasons does the teacher give in having such learningactivities? The teacher given such learning activities because she wants to improve anddevelop the cognitive, affective, psychomotor skills as well as the personality of thelearners.24. Teacher’s Describe the Theories of Your own Your ownactivity learning learningsuggested suggested activity, behavior of applied by activity, materials, or the learners.the teacher. materials, or assessment. assessment that is more appropriate.1. Review -Learners are -good -review is -real objects are able to answer teaching appropriateappropriate because the questions goes beyond activity. Most learners like of the teacherrecall of appropriate complete About the information materials to be instructionalprevious and emotion used are real materials. In lesson. has the objects. assessing learnerspower to Assessment teacher should ask ¾ increase should be done of the pupils in orderretention and by asking ¾ to know if most pupils learning. of the pupils remember andabout the understand. previous lesson. -Learners -begin with -teacher should -pupils aremore2.Discussion participate the the end in conduct group appropriate in a discussion.mind, share activity. She sense that Grade II They ask lesson should use pupils like to seequestions if objectives to pictures as her pictures especially if they do not the pupils,instructional it is colorful and understand. learning is an materials. In attractive. By activeassessing contributing process and learners, she questions equally learning is mustcontribute pupils will develop a meaningful equally her sense of when it is questions tothe belongingness connected to pupils. With his/her co- the student’s classmates.everyday life.3.Evaluation -Learners -Learning by -Instead of written -Teacher must giveanswer the doing and exam teacher an oral examination exam given by learning is an
  • should give oral so that the pupils will the teacher. experience exam develop their communication Some of them which occurs to the pupils. She skills and self are passing inside the must use pictures confidence. She while other are learner and is or real objects must use pictures or not. by activated and ask the class charts to identify who by learner. to describe the among the pupils pictures . in know how to assessing describe an object, learners she place or animals, she should ask one by should conduct one one question to by one questions the pupils. orally to evaluate if there is a mastery of learning. 25. Subject matter Lesson objective Learning Activities Assessment Tools and Instructional Materials1.Describing -Recites the Learning activities Evaluation andpersons definitions of an are: Assignment adjective. -Review, drill, -Uses adjective to discussion, and describe a person. application -Write sentence to describe a person. Instructional Materials are: -Books and pictures.2.Describing -Uses adjectives to Learning activities Evaluation andAnimals describe animals are: Assignment -Describe animals -Review, drill, and in 2-3 sentences. group activity. Instructional Materials are: - Books and charts.3.Adjectives that -Uses adjective to Learning activitiesDescribes places, describe places and are: Evaluation andand events. events. -Review, drill, Assignment discussion, and -Write sentences or application. two using adjectives describe Instructional places, and events. Materials are: -Books, charts, and pictures.EExploring the curriculum(fs4) — Document Transcript 1. St. Louise de Marillac College of Sorsogon Higher Education Department S. Y. 2011- 2012 Submitted by: JUSHABETH G. GARCERA BSEd-III Submitted to: DR. BELEN DOMINGUIANO Instructor 2. Exploring the CurriculumFIELD STUDY Episode 1LOOK DEEPER INTO THE CONCEPTS, NATURE AND PURPOSES OFTHE CURRICULUMName of FS Student Jushabeth G. Garcera________________________________Course BSEd (Bachelor of Secondary Education Year & Section III___Resource Teacher Mrs. Pamela Abecia_______ Signature ___________ Date ________Cooperating School St. Louise de Marillac College of Sorsogon (BED)___________ My Target At the end of this activity, I should be able to explain the concepts, nature and purposes of thecurriculum and how these are translated into the school community. My Performance (How I Will Be Rated)Field Study 4, Episode 1 – Look deeper into the concepts, nature and purposes of the curriculumFocused on: The concepts, nature and purposes of the curriculum and how these are translated into the school community EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY TASKS 4 3 2 1Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half ofDocumentation: done with tasks were done were done with tasks were done; outstanding with high quality acceptable quality or most objectives quality; work met but with poor exceeds quality expectations 4 3 2 1My Analysis Analysis questions Analysis questions Analysis questions Analysis questions were answered were answered were not were not answered completely; in completely answered depth answers completely Grammar and thoroughly Clear connection spelling grounded on with theories Vaguely related to unsatisfactory theories the theories
  • 3. Exemplary Grammar and Grammar and grammar and spelling are spelling spellingsuperior acceptable 4 3 2 1My Reflection Reflection Reflection Reflection Reflectionstatements are statements are statements are statements are profound and clear, but notshallow; unclear and clear, supported clearly supported supported by shallow and are byexperiences by experiences experiences from not supported by from the episode from theepisode the episode experiences from the episode 4 3 2 1My Portfolio Portfolio isPortfolio is Portfolio is Portfolio has many complete, clear, complete, clear, incomplete;lacking well-organized well-organized supporting components; is and all supporting andmost documentation is unorganized and documentation supporting organized but isunclear are located in documentation lacking sections clearly are available designatedand/or in logical and clearly marked locations. 4 3 2 1Submission Before deadline Ondeadline A day after the Two days or more deadline after the deadline 4 3 2 1Over-allScore Rating: (Based on transmutation) _______________________________________________________________ Signature of FS Teacher Date above PrintedNameTransmutation of score to grade/ratingScore Grade Score Grade20 - 1.0 - 99 12-13- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 844. My Tools Accomplish the H Chart. Interview an administrator or a faculty member.Get their ides/views ofthe curriculum. Write the differences on both sides and thesimilarities at the center and then write yourpersonal insights. Traditional ProgressiveCurriculum Curriculum Lack of instruct- > They are updated tional materialsSimilarities > Gives all the learner’s Crowded classroom needs and interest Lack ofchairs, Both of them > Introduces new strate- equipments/ teach the students gies inteaching facilities, and with their needs. > they are now globally books Wants tocompetetive The teachers don’t accomplish a > It has a total learning have enoughexperiences among the certain goal. knowledge on students/learners technologies forGives the students > Gives opportunities effective and a good process of to develop ahigh order meaningful teaching learning style. thinking skills There are some > usedmodern instruct- obsolete ideas tional materials that are suited to the needs of the learnersMy Personal Insights Traditional curriculum is really far if we compared this toprogressive curriculum. In progressive curriculum, there is a quality of education – theteachers are competitive and ready to compete to our globally competitive world. Thestudents in progressive curriculum, and eager to learn unlike in traditional curriculum.5. My Enriching Activities If you are to design a curriculum for your own school, whatare the things you need to consider?Accomplish the graphic organizer below. Strategies/Methods to be used Best The support of instructional my personnel, materials for teachersand Things I Need to other staff of my teaching institution Do to Consider in PreparingMy School’s Curriculum The learner’s The school’s needs and Vision, Mission interestand Core Values My Analysis 1. Why do we need to consider the traditional andprogressive points of view of curriculum? So that we should transfer the traditional one toprogressive. Nowadays, there is really a need to have a progressive curriculum becausetoday’s generation is far different from that of the past. We must need to suit the needs ofthe time. Everything is changing yet it has a good outcome for everyone.6. 2. How do the different educational philosophies relate to the curriculum in theschoolsyou visited? Cite examples/situations. Educational philosophies are related to the schoolI’ve beenobserved for they have a quality education. They are PAASCUaccredited. Aside
  • from engaging to activities that enhance thelearning of the students, the teachers alsomold them to be goodcitizens through Vincentian formation.3. Why is there a need torevise the curriculum from time to time? There is a need to revise the curriculum fromtime to time forus to suit the needs of time. We should go on with the flow of lifeand weshould revise the it now because curriculum in the past is notanymore very effective orsuited for today’s generation. My Reflections/ My Insights Language is dynamic as wellas the curriculum. We have differentcurriculum in the past and in the present. We arenow in a globallycompetitive world. A world that also needs competitive teachersandstudents. So, how will you become competitive if your curriculum istraditional? Andif it doesn’t aware of the new learnings of today? Students now are fond of usingcomputers. They will probablychoose going to the computer shop than going to school.As a teacher,what will you do? Don’t be a boring teacher! An effective way ofsolvingthis kind of phenomena is that the teachers must use technology inteaching. Makeit as your partner in delivering a lesson so that thestudents will not get bored. Make ateaching-learning process lively andmeaningful.7. My Portfolio8. Exploring the CurriculumFIELD STUDY Episode 2WHAT’S THE CURRICULUMMADE OF?Name of FS Student Jushabeth G.Garcera________________________________Course BSEd (Bachelor of SecondaryEducation Year & Section III___Resource Teacher Mrs. Pamela Abecia_______Signature ___________ Date ________Cooperating School St. Louise de MarillacCollege of Sorsogon (BED)___________ My Target At the end of this activity, I shouldbe able to identify the components of the curriculum andcurricular approaches. MyPerformance (How I Will Be Rated)Field Study 4, Episode 2 – What’s the curriculummade of?Focused on: The components of the curriculum and curricular approaches.EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY TASKS 4 3 21Observation/ All tasks were All or nearly all Nearly all tasks Fewer than halfofDocumentation: done with tasks were done were done with tasks were done;outstanding with high quality acceptable quality or most objectives quality; work met butwith poor exceeds quality expectations 4 3 2 1My Analysis Analysis questions Analysisquestions Analysis questions Analysis questions were answered were answered were notwere not answered completely; in completely answered depth answers completelyGrammar and thoroughly Clear connection spelling grounded on with theories Vaguelyrelated to unsatisfactory theories the theories Exemplary Grammar and grammar andspelling are Grammar and9. spelling superior spelling acceptable 4 3 2 1My Reflection Reflection ReflectionReflection Reflection statements are statements are statements are statements areprofound and clear, but not shallow; unclear and clear, supported clearly supportedsupported by shallow and are by experiences by experiences experiences from notsupported by from the episode from the episode the episode experiences from the episode4 3 2 1My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many complete,clear, complete, clear, incomplete; lacking well-organized well-organized supportingcomponents; is and all supporting and most documentation is unorganized anddocumentation supporting organized but is unclear are located in documentation lackingsections clearly are available designated and/or in logical and clearly marked locations. 43 2 1Submission Before deadline On deadline A day after the Two days or more deadline
  • after the deadline 4 3 2 1Over-all Score Rating: (Based on transmutation)____________________________________ ___________________________ Signatureof FS Teacher Date above Printed NameTransmutation of score to grade/ratingScoreGrade Score Grade20 - 1.0 - 99 12-13 - 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 -93 10 - 3.00 - 7516 - 1.75 - 90 8-9 - 3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25- 8410. My Map For this concept, go through the following steps. 2. Interview a school1.Visit a school and find out administrator/faculty abouthow they attain the aims of howthey concretize their elementary, secondary and schools vision and goals into tertiaryeducation. the curriculum. 3. Record the different 4. Interview one or twomethods/startegies that theystudents and ask them their employed to attain their schoolsvision/mission. schools objectives.11. My Tools For this Episode, visit a school/university or get a copy of the schoolbrochure. Copy theschool/university’s vision, mission and goals on this page. V I •TheSt. Louise de Marrillac College of Sorsogon of the St. Louise de S Marrilac EducationalSystem of the Daughters of Charity is an audacious Christ-centered ministry commited toempowering I communitiesto learners into inner-directed Vincentian leaders andadvocates of persons who are poor. O N •At St. Louise de Marrilac College of Sorsogonwe commit M ourselves to: •Courageously pursue value innovative educational programsand I services rooted in Christ. S •Interdependently accelerate leadership and professionaldevelopment through continuing education and intensive S Vincentian Formatin.•Synergistically facilitate the integral development of the learners I towardstransformation through current researchers, relevant O currircular offerings andresponsive community extension services. •Relentlessly generate a new breed of self-directed, global and N environmentally caring Vincentian leaders. •Ardently support oneanother in sustaining the shared mission. •CORE VALUES G •Advocacy for personswho are poor. •Respect for human dignity and integrity of creation. O •CompassionateService. A •Co-responsibility. •Solidarity. L •Commitment to Excellence. S •SocialCommitment. •Simplicity12. My Analysis1. How important is the school’s vision, mission and goals in designingthe curriculum? It is important in designing the curriculum because it will serve astrademark ofthe school. These are what the school needs to accomplish. They havevision, missionand goals so that the school will be able to maintain their objectives andstandards inschool.2. What methods and strategies were employed by the schoolcommunity to realize these goals? The methods and strategies were employed is throughactivities that suited tothe vision, mission and goals of the school. The school communitydoes their best justto make sure that the curriculum of their school should be effective tothe students.And to achieve this, they will serve first as the model to the students. Theyare theone who will first apply the vision, mission and goals of the school in their day-to-daylives.3. How did the students manifest that they have internalized their vision, missionand goals? Through engaging themselves in the different activities that the schoolhasimplemented. If they follow the rules and regulations of the school that eventhoughthey are outside of the school, or they are already graduated, still they did notforgetthe vision, mission and goals that they previous school had. And if the studentsstillapply these thing in real-life situation, not only inside the classroom or campus. MyReflections/ My Insights The school should have its vision, mission and goals so that the
  • students have a rule to be followed. This helps the students to be morally upright. In thisinstitution, there are lots of things that I’ve learned. This is the type of school that has aquality of education. As a student, there are lots of Do’s and Don’ts to be followed. Andthis made me become a better person.13. Exploring the CurriculumFIELD STUDY Episode 3WHAT’S NEW IN TEACHINGAND LEARNING?Name of FS Student Jushabeth G.Garcera________________________________Course BSEd (Bachelor of SecondaryEducation Year & Section III___Resource Teacher Mrs. Pamela Abecia_______Signature ___________ Date ________Cooperating School St. Louise de MarillacCollege of Sorsogon (BED)___________ My Target At the end of this activity, I shouldbe able to discuss the teaching and learning process. My Performance (How I Will BeRated)Field Study 4, Episode 3– What’s New In Teaching and Learning?Focused on:The teaching and learning process in curriculum. EXEMPLARY SUPERIORSATISFACTORY UNSATISFACTORY TASKS 4 3 2 1Observation/ All tasks were Allor nearly all Nearly all tasks Fewer than half ofDocumentation: done with tasks weredone were done with tasks were done; outstanding with high quality acceptable quality ormost objectives quality; work met but with poor exceeds quality expectations 4 3 2 1MyAnalysis Analysis questions Analysis questions Analysis questions Analysis questionswere answered were answered were not were not answered completely; in completelyanswered depth answers completely Grammar and thoroughly Clear connection spellinggrounded on with theories Vaguely related to unsatisfactory theories the theoriesExemplary Grammar and grammar and spelling are Grammar and spelling superiorspelling14. acceptable 4 3 2 1My Reflection Reflection Reflection Reflection Reflectionstatements are statements are statements are statements are profound and clear, but notshallow; unclear and clear, supported clearly supported supported by shallow and are byexperiences by experiences experiences from not supported by from the episode from theepisode the episode experiences from the episode 4 3 2 1My Portfolio Portfolio isPortfolio is Portfolio is Portfolio has many complete, clear, complete, clear, incomplete;lacking well-organized well-organized supporting components; is and all supporting andmost documentation is unorganized and documentation supporting organized but isunclear are located in documentation lacking sections clearly are available designatedand/or in logical and clearly marked locations. 4 3 2 1Submission Before deadline Ondeadline A day after the Two days or more deadline after the deadline 4 3 2 1Over-allScore Rating: (Based on transmutation) _______________________________________________________________ Signature of FS Teacher Date above PrintedNameTransmutation of score to grade/ratingScore Grade Score Grade20 - 1.0 - 99 12-13- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 8415. My MapIn order to reach my target I should do the following steps using the givenpyramid. 3. Write your insights on teaching and learning. 2. Observe a class. 1. Writeyour ideas on teaching and learning.16. My Tools For this episode, I will use the activity from given below.Interview ateacher. Ask if they perform these series of actions in the teaching process. • Includesdecisions about: P •the needs of the learners L •the aschievable goals and objectives tomeet the needs •the selection of the content to be taught A •the motivation to carry out the
  • goals N •the strategies that are suited to carry out the goals/objectives •the evaluationprocess to measure learning outcomes. I M P L •requires the teacher to implement whathas been planned. based on E the objectives, implementation means to put into action thedifferent activities in order to achieve the goals through the subject M matter. E N T E VA •a match of the objectives with the learning outcomes will be made. L the kind ofinformation should be determined so that the type of U evaluation should be chosen to fitthe purpose. • it will answer the question if the plans and implementation has been Asuccesfully achieved. T E17. Observe a class, record the situations where these behavioral learning theories areapplied in realclassroom work. Behavioral Learning Theories – emphasize observablebehavior such as new skills, knowledge or attitudes which can be demonstrated. Whenthe teacher gives activity such as research work, experimentations, demonstration of acertain thing and the like. This will help the teacher to examine the learner’s behavior forthe certain activity. Cognitive Learning Theories – unobservable mental processes areused to learn and remember new information or acquire skills. This is seen duringrecitation, quizzes, exams, projects, etc. wherein, the teacher could be able to measure thelearning capacity of an individual.18. Discovery Learning – individuallearns from his discovery of theenvironment.Learning by Doing. This is seen during the experimentation, thesis, research and the like.Wherein the students are able to explore and could get ideas out of what they saw in theirsurroundings/environment. Reception Learning – learners are actively involved in theirown learning. We could say that it will be seen during performances like drama, roleplays, poem, reciting, singing, etc. The learners are actively participating and learn a lotthrough mingling with others. If the activities are on their needs or their capacity to dosuch thing. And if it is based on their skills and abilities.19. My Analysis1. Explain why teaching and learning give life and meaning to thecurriculum. Teaching and learning give life and meaning to the curriculum because thisisthe process wherein the teacher and the students interact with each otherinterchangeablyor vice versa. If there is an effective teaching-learning process, it’sreally a big help to thecurriculum. It’s a big honor because each complements andsupplements each other. Thevalue placed in teaching will reap the same value inlearning. Thus, a good curriculum canbe judged by the kind if teaching and the qualityof learning derived from it.2. Discusswhy the deluge of information poses a great challenge to both teaching and learning. Thecurriculum seems to be overloaded since it has too many subjects to cover,too manytopics to be discuss. Sometimes, the curriculum is fragmented or is simplybowed.Unfortunately, the learner’s life is not compartmentalized. My Reflections/ My Insights ILIKE TEACHING BECAUSE... For me this is a very challenging and exiting professionof all. Teaching is the noblest of all profession. I like teaching because It molds thehearts, minds and hands of students. If you are really an effective and efficient teacher,you could touch your student’s lives. You will be their inspiration and they will neverforget you for the rest of their lives.20. Exploring the CurriculumFIELD STUDY Episode 4LET’S CRAFT THECURRICULUMName of FS Student Jushabeth G.Garcera________________________________Course BSEd (Bachelor of SecondaryEducation Year & Section III___Resource Teacher Mrs. Pamela Abecia_______Signature ___________ Date ________Cooperating School St. Louise de Marillac
  • College of Sorsogon (BED)___________ My Target At the end of this activity, I shouldbe able to differentiate the different curriculum designmodels. My Performance (How IWill Be Rated)Field Study 4, Episode 4 – Let’s craft the curriculumFocused on: Thedifferent curriculum design models. EXEMPLARY SUPERIOR SATISFACTORYUNSATISFACTORY TASKS 4 3 2 1Observation/ All tasks were All or nearly allNearly all tasks Fewer than half ofDocumentation: done with tasks were done were donewith tasks were done; outstanding with high quality acceptable quality or most objectivesquality; work met but with poor exceeds quality expectations 4 3 2 1My AnalysisAnalysis questions Analysis questions Analysis questions Analysis questions wereanswered were answered were not were not answered completely; in completelyanswered depth answers completely Grammar and thoroughly Clear connection spellinggrounded on with theories Vaguely related to unsatisfactory theories the theoriesExemplary Grammar and grammar and spelling are Grammar and spelling superiorspelling21. acceptable 4 3 2 1My Reflection Reflection Reflection Reflection Reflectionstatements are statements are statements are statements are profound and clear, but notshallow; unclear and clear, supported clearly supported supported by shallow and are byexperiences by experiences experiences from not supported by from the episode from theepisode the episode experiences from the episode 4 3 2 1My Portfolio Portfolio isPortfolio is Portfolio is Portfolio has many complete, clear, complete, clear, incomplete;lacking well-organized well-organized supporting components; is and all supporting andmost documentation is unorganized and documentation supporting organized but isunclear are located in documentation lacking sections clearly are available designatedand/or in logical and clearly marked locations. 4 3 2 1Submission Before deadline Ondeadline A day after the Two days or more deadline after the deadline 4 3 2 1Over-allScore Rating: (Based on transmutation) _______________________________________________________________ Signature of FS Teacher Date above PrintedNameTransmutation of score to grade/ratingScore Grade Score Grade20 - 1.0 - 99 12-13- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 8422. My MapTo reach my target, I should do these steps. Observe a class. 1 Identify thecurriculum 2 design used by schools. Reflect and write my 3 insights/learning gainedfrom the activities.23. My Analysis1. Examine the Basic Education Curriculum. What aspects do you wantto modify. Why? I want t modify the English subject in Secondary EducationCurriculum. Thiswas said that in English, this addresses the communicative needs ofstudents byadopting a communicative, interactive, collaborative approach to learning aswell asreflection and introspection with the aim in view of developing autonomouslanguagelearners aware of and able to cope with global trends.2. What curriculum modelsdo you prefer? Why? I will choose Learner-Centered Design because among theprogressiveeducational psychologists, the learner is the center of the educative process.Thisemphasis is very strong in the elementary level, however, more concern has beenplacedon the secondary and even the tertiary levels.24. My Reflections/ My Insights Subject – Centered Problem-Center Design ModelDesign Model This model focuses on the content of Draws on social problems, needs,thecurriculum. interests, and abilities of the learners. Various problems are Correspondents
  • mostly to given emphasis.the textbook, written for What do Ithe specific subject likeContent cuts across best in these subject boundaries and must be based on the needs,curriculum concerns and abilities of the designs? students. Learner-Centered DesignModel The learner is the center of the educative process. It focuses on the learners, theirneeds and the learnings that they should acquire from the teachers and from theiractivities and experiences as well. Exploring the CurriculumFIELD STUDY Episode 5Learner-Centered Design Model25. WHAT’S THE BASIC OF THE CURRICULUM?Name of FS Student Jushabeth G.Garcera________________________________Course BSEd (Bachelor of SecondaryEducation Year & Section III___Resource Teacher Mrs. Pamela Abecia_______Signature ___________ Date ________Cooperating School St. Louise de MarillacCollege of Sorsogon (BED)___________ My Target At the end of this activity, I shouldbe able to cite the dimensions of curriculum design. My Performance (How I Will BeRated)Field Study 4, Episode 5 – what’s the basic of the curriculum?Focused on: Cite thedimensions of curriculum design. EXEMPLARY SUPERIOR SATISFACTORYUNSATISFACTORY TASKS 4 3 2 1Observation/ All tasks were All or nearly allNearly all tasks Fewer than half ofDocumentation: done with tasks were done were donewith tasks were done; outstanding with high quality acceptable quality or most objectivesquality; work met but with poor exceeds quality expectations 4 3 2 1My AnalysisAnalysis questions Analysis questions Analysis questions Analysis questions wereanswered were answered were not were not answered completely; in completelyanswered depth answers completely Grammar and thoroughly Clear connection spellinggrounded on with theories Vaguely related to unsatisfactory theories the theoriesExemplary Grammar and grammar and spelling are Grammar and spelling superiorspelling acceptable 4 3 2 1My Reflection Reflection Reflection Reflection Reflectionstatements are statements are statements are statements are profound and clear, but notshallow; unclear and clear, supported clearly supported supported by shallow and are byexperiences by experiences experiences from not supported by from the episode from theepisode the episode experiences from the episode 4 3 2 1My Portfolio Portfolio isPortfolio is Portfolio is Portfolio has many26. complete, clear, complete, clear, incomplete; lacking well-organized well-organizedsupporting components; is and all supporting and most documentation is unorganized anddocumentation supporting organized but is unclear are located in documentation lackingsections clearly are available designated and/or in logical and clearly marked locations. 43 2 1Submission Before deadline On deadline A day after the Two days or more deadlineafter the deadline 4 3 2 1Over-all Score Rating: (Based on transmutation)____________________________________ ___________________________ Signatureof FS Teacher Date above Printed NameTransmutation of score to grade/ratingScoreGrade Score Grade20 - 1.0 - 99 12-13 - 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 -93 10 - 3.00 - 7516 - 1.75 - 90 8-9 - 3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25- 84 My MapTo hit my target, I must do the following task.27. Identify the Give some dimensions situationExamine a of the samples ofcurriculumcurriculum each design dimension My Tools Vertical repetition and recurring approachesof the content provideContinuity continuity.28. Examples of topics in a subject area where content is organized in a spiral fashionincreasing in breadthand depth. For example in English, the topic is part of speech. So, to
  • discuss all the partsof speech, you should organize fist the first part of speech to bediscussed. Example,here are the sequence, discuss first the noun, followed by pronoun,next is verb,followed by adjective and so forth. My Analysis1. Why is there a need toarticulate the lessons from grade school to high school? There is a need to articulate thelessons from grade school to high school thatthere is a connection between the lowerlevel and the next level. So that if thestudents are entering high school, they will not besurprised because the lessons s stillrelated when they are in elementary. As a teacher, youshould discuss the lesson fromstep by step, the lesson should be organized. The teachermust not jump into anothertopic without finishing the previous one.29. My Reflections/ My InsightsAs a teacher, I need to understand fully well thedimensions ofcurriculum design because… This is really needed when you are in theteachingprofession. This must be followed to avoid confusion in thepart of the students.The teacher should be aware of thesethings so that whenever/whatever schools she willbeassigned, she had already had the knowledge about thedimensions of curriculumdesign. And in order for her toalso understand the curriculum she belongs, for hertorespect the curriculum of the school that she presentlyteaching.30. Exploring the CurriculumFIELD STUDY Episode 6TELL ME YOURFEATURESName of FS Student Jushabeth G.Garcera________________________________Course BSEd (Bachelor of SecondaryEducation Year & Section III___Resource Teacher Mrs. Pamela Abecia_______Signature ___________ Date ________Cooperating School St. Louise de MarillacCollege of Sorsogon (BED)___________ My Target At the end of this activity, I shouldbe able to enumerate the six (6) features of a curriculum. My Performance (How I WillBe Rated)Field Study 4, Episode 6 – Tell Me Your FeaturesFocused on: The six (6)features of a curriculum. EXEMPLARY SUPERIOR SATISFACTORYUNSATISFACTORY TASKS 4 3 2 1Observation/ All tasks were All or nearly allNearly all tasks Fewer than half ofDocumentation: done with tasks were done were donewith tasks were done; outstanding with high quality acceptable quality or most objectivesquality; work met but with poor exceeds quality expectations 4 3 2 1My AnalysisAnalysis questions Analysis questions Analysis questions Analysis questions wereanswered were answered were not were not answered completely; in completelyanswered depth answers completely Grammar and thoroughly Clear connection spellinggrounded on with theories Vaguely related to unsatisfactory theories the theoriesExemplary Grammar and grammar and spelling are Grammar and spelling superiorspelling acceptable31. 4 3 2 1My Reflection Reflection Reflection Reflection Reflection statements arestatements are statements are statements are profound and clear, but not shallow; unclearand clear, supported clearly supported supported by shallow and are by experiences byexperiences experiences from not supported by from the episode from the episode theepisode experiences from the episode 4 3 2 1My Portfolio Portfolio is Portfolio isPortfolio is Portfolio has many complete, clear, complete, clear, incomplete; lackingwell-organized well-organized supporting components; is and all supporting and mostdocumentation is unorganized and documentation supporting organized but is unclear arelocated in documentation lacking sections clearly are available designated and/or inlogical and clearly marked locations. 4 3 2 1Submission Before deadline On deadline Aday after the Two days or more deadline after the deadline 4 3 2 1Over-all Score Rating:
  • (Based on transmutation) _______________________________________________________________ Signature of FS Teacher Date above PrintedNameTransmutation of score to grade/ratingScore Grade Score Grade20 - 1.0 - 99 12-13- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 8432. My MapTo get on task, I should know the answers to these questions. teaches? doteachers teach? do teachers teach? do teachers teach? much of the teachers? lessons werelearned? do we teach?33. My ToolsInterview a teacher in the school you visited and inquire how they haveutilized their parents as schoolpartners in education. I interviewed Mrs. Lea Gabad ateacher from Matnog National High School which I conducted an actual examination inher class as part of our requirements in Assessment of Learning 1 under Mr. Ruel Frago.According to her, parents are really important as one of the partners of the school ineducation because parents play a big part in education. At the beginning of the schoolyear, during the Brigada Eskwela, parents are the person invited to help the school bymeans of cleaning in the entire school. All of the parents are helping each other for thegood of the school and for the good of their children. They want to help the schoolbecause this is the second home of their children having teachers as a second parents.34. My Analysis1. As a future teacher, I need to know and understand the six (6) featuresof the curriculum because... These are really important for me to become an effective andefficient teacher someday. For me, to be able to know the things I should do for the goodof my students, and to my curriculum as well. My Reflections/ My Insights Be a well-developed teacher! As a future teacher, this is a big challenge to me. Could I become aneffective and efficient teacher someday? Could I effectively use my head, hearts andhands in helping my students to be better? According to Dr. Koo the teacher should usethe 3H’s in teaching the students. Head—teaching lots of ideas to learning, by moldingthem academically; Hearts—helps them if they have a problem/s, be a compassionateteacher; and Hands—be helpful, be approachable, we should not help the studentsthrough financial aspects but we could help them through giving advices and support.35. Exploring the CurriculumFIELD STUDY Episode 7THE WH- OF THECURRICULUMName of FS Student Jushabeth G.Garcera________________________________Course BSEd (Bachelor of SecondaryEducation Year & Section III___Resource Teacher Mrs. Pamela Abecia_______Signature ___________ Date ________Cooperating School St. Louise de MarillacCollege of Sorsogon (BED)___________ My Target At the end of this activity, I shouldbe able to identify the contribution of students in enhancingand assessing the curriculum.My Performance (How I Will Be Rated)Field Study 4, Episode 7 – The Wh- of thecurriculumFocused on: The concepts, nature and purposes of the curriculum and howthese are translated into theschool community. EXEMPLARY SUPERIORSATISFACTORY UNSATISFACTORY TASKS 4 3 2 1Observation/ All tasks were Allor nearly all Nearly all tasks Fewer than half ofDocumentation: done with tasks weredone were done with tasks were done; outstanding with high quality acceptable quality ormost objectives quality; work met but with poor exceeds quality expectations 4 3 2 1MyAnalysis Analysis questions Analysis questions Analysis questions Analysis questionswere answered were answered were not were not answered completely; in completelyanswered depth answers completely Grammar and thoroughly Clear connection spelling
  • grounded on with theories Vaguely related to unsatisfactory theories the theoriesExemplary Grammar and grammar and spelling are Grammar and36. spelling superior spelling acceptable 4 3 2 1My Reflection Reflection ReflectionReflection Reflection statements are statements are statements are statements areprofound and clear, but not shallow; unclear and clear, supported clearly supportedsupported by shallow and are by experiences by experiences experiences from notsupported by from the episode from the episode the episode experiences from the episode4 3 2 1My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many complete,clear, complete, clear, incomplete; lacking well-organized well-organized supportingcomponents; is and all supporting and most documentation is unorganized anddocumentation supporting organized but is unclear are located in documentation lackingsections clearly are available designated and/or in logical and clearly marked locations. 43 2 1Submission Before deadline On deadline A day after the Two days or more deadlineafter the deadline 4 3 2 1Over-all Score Rating: (Based on transmutation)____________________________________ ___________________________ Signatureof FS Teacher Date above Printed NameTransmutation of score to grade/ratingScoreGrade Score Grade20 - 1.0 - 99 12-13 - 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 -93 10 - 3.00 - 7516 - 1.75 - 90 8-9 - 3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25- 8437. My MapTo attain my target, I should do the following: 1. Identify the variousimplementations of the 2. State the role of curriculum. technology in 3. Explain thedelivering the different ways of curriculum assessing the . curriculum. .38. My PortfolioWrite an acronym for curriculum assessment. A • ttainable S • pecific S •tudent-centered E • nvironmental-concerned S • tandardized S • yntactic correctnesss M •easurable E • valuative N • orm-reference T • ime bound39. My Tools1. explain ways on how to effectively implement the curriculum. Interviewthe schooladministrator/principal. Learner: by being a good follower of the rules of acurriculum. Parents: Faculty Menbers: by supporting by having unity to their childreneach other. to engage in teach the whatever children the Dos activities of and Donts.curriculum. Curriculum Implentation Community Administrators: Members: by makingrules they are partners and regualtions of the school. that will help the They give alsochildren to be support to the better personds. Other school. Stakeholders: help thecurriculum to be more effective for the improvement of it.40. 2. Visit the Learning Resource Center of a school. Interview the media/learningresource staff. How doestechnology help in delivery the curriculum? Technology is a bighelp. It is the symbol of how the curriculum is progressive. If the schools have lots oftechnologies/ high-tech for a better teaching, this will entertain the students to stay in theschool. Through technologies, it helps the students to acquire knowledge from them.3.Interview a faculty member or an administrator. Ask what criteria they use in evaluatingtheir schoolcurriculum. I’ve asked one faculty member, she said that every year theadministration give evaluation sheets and lets the students answer it. so that they willknow if they will change some of strategies of a curriculum.41. Exploring the CurriculumFIELD STUDY Episode 8WHAT’S NEW IN THECURRICULUM?Name of FS Student Jushabeth G.Garcera________________________________Course BSEd (Bachelor of SecondaryEducation Year & Section III___Resource Teacher Mrs. Pamela Abecia_______
  • Signature ___________ Date ________Cooperating School St. Louise de MarillacCollege of Sorsogon (BED)___________ My Target At the end of this activity, I shouldbe able to discuss different curricular issues and concerns. My Performance (How I WillBe Rated)Field Study 4, Episode 8 – What’s New in the Curriculum?Focused on:Curricular issues and concerns EXEMPLARY SUPERIOR SATISFACTORYUNSATISFACTORY TASKS 4 3 2 1Observation/ All tasks were All or nearly allNearly all tasks Fewer than half ofDocumentation: done with tasks were done were donewith tasks were done; outstanding with high quality acceptable quality or most objectivesquality; work met but with poor exceeds quality expectations 4 3 2 1My AnalysisAnalysis questions Analysis questions Analysis questions Analysis questions wereanswered were answered were not were not answered completely; in completelyanswered depth answers completely Grammar and thoroughly Clear connection spellinggrounded on with theories Vaguely related to unsatisfactory theories the theoriesExemplary Grammar and grammar and spelling are Grammar and spelling superiorspelling acceptable42. 4 3 2 1My Reflection Reflection Reflection Reflection Reflection statements arestatements are statements are statements are profound and clear, but not shallow; unclearand clear, supported clearly supported supported by shallow and are by experiences byexperiences experiences from not supported by from the episode from the episode theepisode experiences from the episode 4 3 2 1My Portfolio Portfolio is Portfolio isPortfolio is Portfolio has many complete, clear, complete, clear, incomplete; lackingwell-organized well-organized supporting components; is and all supporting and mostdocumentation is unorganized and documentation supporting organized but is unclear arelocated in documentation lacking sections clearly are available designated and/or inlogical and clearly marked locations. 4 3 2 1Submission Before deadline On deadline Aday after the Two days or more deadline after the deadline 4 3 2 1Over-all Score Rating:(Based on transmutation) _______________________________________________________________ Signature of FS Teacher Date above PrintedNameTransmutation of score to grade/ratingScore Grade Score Grade20 - 1.0 - 99 12-13- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 8443. My MapTo attain my target, I should do the following: 3. Write insights/reflectionson these innovations. • 2. Interview faculty members on the merits and demerits of theseinnovations. 1. Visit DepEd or interview school administrators on various curricularissues and concerns44. My Enriching Activities Select one innovation and complete the discussion webbelow. Interview Education students to get their ideas on curricular innovations. YESNO1) So far so good. I would be for 1) Not now, we need to solvebeneficial for thosewho would first our current educationalbe graduating to land a good problems beforejob.There will be a tech- Do we implementing the K + 12.vocational program Senior HighreallySchool. need to innovate?2) Yes because it will be of great (K + 12)jobs help toyouth who will lookfor in the future. My Conclusions Yes, we really need to innovate. Tochange for a better not for worst. We innovate to come up with which is something new,more pleasant, and to improve the quality of teaching here in our country.
  • FIELD STDYThis course is designed to help Field study students verify the behavior of the child in the actuallearning environment. It will require them to recognize feasible approaches to facilitate learningconsidering the learner’s different phases of development and social environment. Field Study 1can be anchored on these Professional Education subjects: Child and Adolescent Development ED 102 Facilitating Learning CITE 1S Social Dimensions of Education ED 101General Objectives: 1. 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 2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development 3. Analyze how the teaching and learning process should be conducted considering the different phases of child development CLICK THE LINK BELOW TO DOWNLOAD THE SYLLABUS
  • http://www.slideshare.net/Pilmathe2001/syllabus-fs1-learners-d-evelopment-and- environment-sy201112I. COURSE TIMELINE:A. Schedule for Micro Seminars Class 1 Class 2 Class 3DOMAIN 1 : Curriculum Development 1. Gonzales & co. 1. Cabrisante & Co 1. Tripoli & CoDOMAIN 2: Learning Environment 2. Trocio & Co. 2. Alamin & Co. 2. Ora & Co.DOMAIN 3: Diversity of Learners 3. Sebua & Co. 3. Napila & Co. 3. Caceres & Co.DOMAIN 4: Social Regard for Learning 4. Panes & Co. 4. Nierves & Co. 4. Taberna & Co.Requirement for Micro Seminar: GROUP PORTFOLIO( Executive summary, seminar proceedings, training design, speakers notes, attendance sheet, evaluation sheets, certificates, pictorials, working committee)Please Click the link BELOW to DOWNLOAD Evaluation Sheet.http://www.slideshare.net/Pilmathe2001/evaluation-sheetMeans of Assessment: Micro-Seminar Presentation & PortfolioNOTE: Each group is requested to publish your executive summary together with sample photo on this site using the ARTICLE section.B. Field ObservationWEEK 1 Episode 1 & 2 - July 27,2011WEEK 2 Episode 3 & 4 - August 3,2011WEEK 3 Episode 5 & 6 - August 10, 2011WEEK 4 Episode 7 - August 17, 2011WEEK 5 Completion of FS Requirements - August 24, 2011
  • Format for FS Portfolio: To be publish later.Deadline of FS Portfolio : To be announce later.C. Culminating Activity : To be arrange later.II. FIELD STUDY ORIENTATION1.1. DepEd Vision 1.6. Theoretical Foundations1.2. DepEd Mission 1.7. Approaches to Field Study1.3. DepEd Core Values 1.8. Guidelines to FS Observation1.4. Curriculum Description 1.9. Classroom Observation Etiquette1.5. Legal Foundations 1.10. Strategies Used in Field Observations1.1 . DepEd Vision We are people organization committed to a culture of excellence in public service. Believing that the most important resource of our country is its people, we make the task of educating the Filipino child our singular mission. We assist the Filipino child to discover his/her full potential in a child-centered and value-driven teaching-learning environment and thereby, enable him/her to create his/her own destiny in global community. We prepare him/her to become a responsible citizen and an enlightened leader who loves his/her country and is proud to be a Filipino. We provide a school system… Where teachers and principals achieve the desired learning outcome not only because they are empowered, competent and accountable, but because they care; Where administrator exercise visionary leadership responsive to emerging learning needs of the nation; ensure adequate resources; promote appropriate technology; create and sustain a conducive climate to enhance learning; and Where the family, the community and other institutions actively support our efforts. We affirm the right of every Filipino child especially the less advantaged to benefit from such a system. This is our vision. With God’s help, we dedicate all our talents and energies to its realization.1.2 . DepEd Mission To provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good.1.3 . Core Values Serve the clientele and public with EXCELLENCE in order to contribute to the Nation-Building and ultimately to improve the Quality of Life of Filipinos.
  • Find fulfillment and develop Pride in our accomplishments in order to achieve Dignity to deserve Respect for ourselves and our professions. Demonstrate Leadership that is inspiring and ethical Observe the Highest standards of Professionalism with Integrity as its hallmark; and Promote a oneness with the education family and a deep sense of Loyalty that enhance personal and professional well- being.1.5. Curriculum Description The Field Study Course are intended to provide students with practical learning experiences in which they can observe,verify, reflect on and actually experience different components of teaching learning process in actual school settings. Theexperiences will begin with field observation and gradually intensify until the students undertake practice teaching Field Study 1 Learner’s Development & Environment Field Study 4 Exploring the Curriculum Experiencing the Teaching-Learning Learning Assessment Strategies Field Study 2 Field Study 5 Process Technology in the Learning Environment On Becoming a Teacher Field Study 3 Field Study 61.6. Legal Foundations CHED Memo Order no. 30 (CMO 30) was promulgated on September 13,2004 for the purpose of rationalizing the undergraduate teacher education in the country to keep pace with the demands of global competitiveness. It is in accordance with the pertinent provisions of Republic Act No 7722, The Higher Education Act of 1994. CMO 30 embodies the policies and standards for the undergraduate teacher education curriculum. Article V. Sec 13. Of CHED Memorandum Order 30 states that , “field study courses are intended to provide students with practical learning experiences in which they observe, verify, reflect on, in actual school settings. The experiences will begin with field observation and gradually intensify until students undertake practice teaching. The field study courses are composed of six field study subjects and practice teaching1.7 Theoretical Foundations The FS 1 Course uses the principle of Vygotskian principle of Social Dimension of knowledge example meaningful learning and construction of knowledge will occur if learner work hands-on in relevant settings and with the proper guidance. Complementary to Vygotsky’s theory is Albert Bandura’s Social Learning Theory. .He asserted that learning takes place not only through imitation but also through observation. Situated Learning Theory as mentioned by Vygotsky and Bandura. They emphasize that knowledge needs to be presented in authentic context like settings and applications wthat would normally involve that knowledge and that learning requires social interaction and collaboration. Reflective Education. John Dewey stressed the vital role that reflection played in the growth and development of teachers. Reflection allows the learner to explore his/her experience s in order to arrive at new undesrstanding or insights. It may be done individually or through sharing and discussion with others. Ramasamy (2002) stresses that Reflective Practices highlighted Kolb (1984) on his model of experiential learning cycle regards the process of reflecting upon experience as crucial stage because experience without reflections does not lead on learning.1.8. Approach to Field Study
  • OBSERVATIONS (Bandura & Vygotsky) actual setting is used to train students senses to really focus on important details of the learning situation and perceive them with clarity and objectivity. It entails that students learn to differentiate making an observation and interpreting the observations ANALYSIS (Bruner) involves the use of critical thinking to break down the components of what was observed, orchestrated or organized. It will also involve the ability to synthesize or organize into a coherent pattern some of the salient points of what one has analyzed and learned REFLECTION (Dewey) involves the past, the present and future of FS student. Student should reflect on relevant experiences that might have affected their beliefs, values and attitudes about learning. This allows the integration of the future teacher as first and foremost a person with beliefs, values and attitudes.1.9. Suggested Guidelines for Field Study Students. These set of guidelines will help pre-service students in the successfulconduct of their field studies. 1. FS students are required to accomplish successfully activities in at least 17 hours every semester in every FS courses. 2. FS activities should be under the supervision of the FS Faculty of TEI in collaboration with the FS Cooperating Schools 3. FS student shall secure appropriate FS permits and undergo orientation/briefing before he/she is deployed in cooperating school. 4. Each FS shall secure a FS Notebook for each course 5. FS student shall wear official school/ university uniform during the SC in cooperating schools. 6. FS student shall demonstrate proper behavior in the presence of the learners, teachers, school personnel, administration and parents. 7. FS student shall request the signature of the resource teacher or person or the field study faculty immediately after the activity has been done 8. FS student is required to prepare a PORTFOLIO for every field study course. The FS Teacher is encouraged to prepare his/her rubric for authentic assessment of the portfolios. This rubric can be discussed with the students as art of the orientation so they would know what criteria will be used and how their portfolio will be assessed.1.10. Classroom observation etiquette for student teachers 1. Be sure to be on time. School principals, Department / Curriculum Heads and teachers have a lot to do, and we dont want to abuse their hospitality by creating extra work. At least for the first week that each group (A,B,C,D) goes to a new school, wait until most or all of your colleagues are present and go in together. 2. When you enter a school building always go directly to the office and sign-in in the logbook and the bundy clock, reflect this to your form 48. Typically this will include you wearing an identification badge before you go to your classroom. (Not all schools have a badge type system). Dont forget to sign out when you leave the school as well. 3. Remember, you will be observing in groups with a members of three or four at each site. You will visit each sites; General Santos City High School, Fatima High School, Lagao National High School and MSU-CETD High School. Your observation period will be a half-day, beginning at the start of your teacher’s day and ending when the students leave for lunch or you can have it in the afternoon. You will need to take the time at the end of your observation to complete your reflections in your journal. Do not sit next to fellow MIT students in the classroom. If you are able, sit in different parts of the room with different views of the classroom. If it ever seems possible, try to sit at the front of the room sometimes so that you can see students’ faces. 4. In order to explain your presence in the classroom, ask the teacher to introduce you to the students in the class. Let them know that you are also students who are learning about teaching. Also, let the teacher know what kinds of things you will be observing each day. 5. Do not initiate conversation with the children nor interfere as they do their work. If the children engage you, be polite but not engaging. If you avoid most individual eye contact, scan the room as you observe and take notes, the students probably will ignore you after they get used to your being there. Remember, this semester your task is to focus on observing and taking notes. 6. You may see things in the classroom that you dont agree with. These observations will give you your first chance to control your body language -- your non-verbal responses. If you see something you are uncomfortable with, describe it in your journal and dont discuss it with anyone but the faculty. Remember you are a guest, not a classroom parent nor a paid evaluator.
  • 7. You’ll notice in the weekly guidelines, questions to ask the teacher. Check in with the teacher for a convenient time to pose these questions and talk for about 5 minutes. 8. At the end of each observation session, plan to meet with your observation partners for 20 to 30 minutes. Go out of the school and find a spot to debrief what you each saw and what questions you may have. Note alternate interpretations your partners bring to the same situation. For example, maybe I thought the teacher was angry and aggressive in giving directions, my observation partner may have interpreted that same interaction as the teacher being clear and direct. After each observation and reflection, write down a question or two about teaching, learning, and schooling that arises from your observation. We will share these on Friday afternoons (see syllabus). 9. At the end of your observation, be sure to let the teacher know how much you appreciated the opportunity to observe. A note or card is always appropriate. If you can think of one or two things that you learned or thought were particularly good, let the teacher know. 10. It is important to appreciate that these teachers are being generous to let us come in and observe. It is easy for outsiders and people new to the profession to be highly critical of what is going on in the classroom. While we want you to reflect deeply on the relationship between teaching, learning, and schooling, it is not appropriate to be negatively critical of the teachers we visit. We don’t know their circumstances, and teaching is a very complex profession. 11. You are bound by confidentiality and must not discuss anything you hear or see in the classroom with people outside the program. Do not have conversations with your peers in public places where you may be overheard. You never know if the teacher’s best friend or the parent of a child is sitting near you. WHAT YOU SEE IS WHAT YOU GET!!! Heres to a great experience!1.11. Strategies used in Field Observations: 1. Noting Classroom Organization, Procedures and Common Student Characteristics – This type observation yields an overall perspective of classroom functioning and is often a good format for someone new to the setting. The observer uses a four-column sheet to list characteristics of (a) the physical arrangement, (b) the daily procedures and routines, (c) the transitions, and (d) the students assigned to the classroom/program. 2. Scripting Lesson – The observer keeps a running record of everything that happens during the instructional period to get an overview of the lesson. The idea is to write down everything that happens without making judgments. Afterward the teacher and observer can discuss and analyze the data. 3. Completing a Lesson Plan – Using a formal lesson plan format, the observer completes the categories to get an understanding of how the lesson was organized. Objectives, materials, methods and procedures, individual student adaptations, homework assignments, and student evaluation should all be noted. 4. Identifying Problems & Solutions – This type of observation gives insight into the teacher’s ability to solve problems as they arise in the classroom. The observer records problem situations and how the teacher resolved each problem. As a good teacher often “prompts” appropriate behavior to avoid problems, the observer may also record the “prompts” used to prevent problems. 5. Tallying Reinforcement & Correction – The observer uses a tally sheet to develop an understanding of how the teacher keeps the students focused during a lesson. On a two-column (reinforcement – correction) sheet the observer records the words or actions used by the teacher to reinforce appropriate behavior and redirect inappropriate behavior. 6. Recording Events Related to Specific Student – To develop a better understanding of one student, the observer concentrates solely on that student. He/She records all events and behaviors related to that student. Afterward the teacher and observer can discuss and analyze the information. 7. Time Analysis – The observer notes the time that the teacher started each “piece” of the lesson to examine the “pace” of the lesson and how the teacher manages to fit the structure of the lesson into the allotted time period. Time spent introducing the lesson, passing out materials, reviewing past learning, teaching a new concept, practicing new learning, assigning homework, cleaning up, etc. can all be documented. 8. Teacher & Student Movement – A seating chart and arrows are used to document movement throughout the lesson. Notes can be made on the chart to record conversations and activity at various locations throughout the classroom. Using a different color arrow for teacher movement will give a better idea of how the teacher circulated among the students. 9. Directions/Response Record – A two-column (teacher directions – student response) sheet is used to record the teacher’s directions and the associated pupil response. This can be used to emphasize he importance of providing clear, concise direction to the class. 10. Question/Answer Record – A two-column (teacher question – student answer) sheet is used to record all the questions that a teacher asks and the corresponding student responses. Data from this observation will give insight into the type of questioning used to elicit higher level thought from the student. 11. Discussion Analysis – The observer uses a seating chart to document the interactions that the teacher has with individual students. It can be used as a tool to identify how many students are involved in classroom discussion. If the class is broken into smaller groups, the observer may record the discussion interaction in one of the groups.RELATED ARTICLES: 5th Philippine Innovative Teachers Leadership Awards
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