This is the Syllabus for the Field Study 2, Teaching Assistantship

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Davao de Oro State College
Compostela / Maragusan / Montevista / New Bataan
Document Code No.
FM-DDOSC-OVPAA-ACA-005
Issue Status Rev No. Effectiv e Date Page No.
03 00 01.10.2022 1 of 8
COURSE SYLLABUS
Course Code & Title FS 2 – Participation and Teaching Assistantship
VISION
A proactive academic pillar of
development in the ASEAN
Region
MISSION
DDOSC shall provide golden opportunities to its stakeholders
toward producing globally competent graduates, relevant and
responsive research, extension, and production services anchored
on good governance.
GOALS
Quality Instruction
Relevant and Responsive Research, Extension, and
Production
Effective and Efficient Resource Management
CORE VALUES (CV)
Excellence
Solidarity
Integrity
PROGRAM EDUCATIONAL OBJECTIVES (PEOs) AND THEIR LINKS TO ASPECTS OF DDOSC VISION-MISSION-GOALS-CORE VALUES (VMG-CV)
PROGRAM EDUCATIONAL OBJECTIVES
The Teacher Education program aims to:
Institutional Graduate Attributes
Problem Solving
Skill
Communication
Skills
Productivity Lifelong Learning Professional
Competence
A. equip students with the desired competencies to prepare them for their professional
teaching career that can be used locally and globally; 
 
B. build research culture amongst faculty and students to promote inquiry-based and
research-based teaching and learning; 


C. expose students to community involvement geared toward effective and harmonious
partnerships and linkages;

 
D. employ multiculturalism in designing programs, projects, and activities intended for
the college;

 
E. train faculty and students in demonstrating proficiency in technological, pedagogical,
and content knowledge; and  



F. integrate a high value of professionalism which corresponds to the time demands of
the community.  



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Davao de Oro State College
Compostela / Maragusan / Montevista / New Bataan
Document Code No.
FM-DDOSC-OVPAA-ACA-005
Issue Status Rev No. Effectiv e Date Page No.
03 00 01.10.2022 2 of 8
PROGRAM OUTCOMES (POs) AND THEIR LINKS TO PROGRAM EDUCATIONAL OBJECTIVES (PEOs)
PROGRAM OUTCOMES
By the time of graduation, the BSED ENGLISH students should be able to:
PROGRAM EDUCATIONAL
OBJECTIVES
A B C D E F
1. possessbroad knowledge of language and literature for effective learning;   
2. use English as a global language in a multilingual context as it applies to the teaching of language and literature;   
3. acquire an extensive reading background in language,literature, and allied fields;   
4. demonstrate proficiency in oral and written communication;  
5. showcompetence in employing innovative language and literature teaching approaches,methodologies, and strategies ;   
6. use technology in facilitating language learning and teaching;   
7. inspire students and colleagues to lead relevant and transformative changes to improve the learning and teaching of language and literature; and   
8. display skills and abilities to be a reflective and research-oriented language and literature teacher.  

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Davao de Oro State College
Compostela / Maragusan / Montevista / New Bataan
Document Code No.
FM-DDOSC-OVPAA-ACA-005
Issue Status Rev No. Effectiv e Date Page No.
03 00 01.10.2022 3 of 8
COURSE INFORMATION
1. COURSE NAME : PARTICIPATION AND TEACHING ASSISTANTSHIP
2. COURSE NUMBER : FS 2
3. PRE-REQUISITE :
4. COURSE CREDIT : 3 UNITS
5. COURSE DESCRIPTION : This course is a continuation ofField Study 1. It is schoolbase and allows a pre-service student to participate and assist in limited actual-teaching learning activities
that relate to the assessment of learning, preparation of instructional materials, preparation of the bulletin boards, and other routines in the classroom. A portfolio that will contain sample lesson or learning
plans and demonstration teaching of at least one subject content area will be required. Action research shall be encouraged to start in this course and conclude during the internship.
COURSE OUTCOMES (COs) AND THEIR LINKS TO PROGRAM OUTCOMES (POs)
COURSE OUTCOMES
The pre-service teachers will conduct activities focused on teaching participation and assistantship. Specifically, they will:
POs
1 2 3 4 5 6 7 8
Reflect on one's totalinvolvement in the teaching profession on the different educationallaws and define the roles ofteachers
as individual and classroom managers, responsibilities of a global teacher, various aspects ofteaching as a mission, vocation
and professional, and characteristics of a professional teacher and different dimensions of effective teaching based on
National Competency-Based Teachers Standards and different educational philosophies on education, specifically to:
a) participate and assist in learning and teaching activities related to assessment of learning;   
b) prepare instructional materials, assist in the preparation of the bulletin boards, and other routines in the classroom;  
c) create an action research proposal emphasizing simple and common classroom problems;      
d) submit a portfolio showcasing growth and development. This consists of sample lesson or learning plans, video of the
actual demonstration teaching, instructional materials, rubrics, and other related evidence; and
    
e) construct test questions and performance assessment tasks aligned to instructional objectives.   
ASSESSMENT TASKS (ATs), THEIR WEIGHTS (WTs.), AND COURSE OUTCOMES (COs) ASSESSED
Assessment Task DESCRIPTION WTs.
COs
a b c d e
Major Examination/
Action Research Defense
These tasks are designed to evaluate the overall aptitude of the students in the conduct oftheir studies.These include the outline
paper presentation, preliminary defense, and final defense.
10% 
Reflective Journals This task holds personal records of students'learning experiences during their participation in co-curricular and
school/community activities.
20%  
Self-Made Test This task covers designing and developing valid and reliable language tests encompassing a specified field of specialization.
This is a 20-item test per category*; this must be valid and reliable.
10% 

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Davao de Oro State College
Compostela / Maragusan / Montevista / New Bataan
Document Code No.
FM-DDOSC-OVPAA-ACA-005
Issue Status Rev No. Effectiv e Date Page No.
03 00 01.10.2022 4 of 8
Lesson Plans This is a collated number of lesson plans required during the teaching assistantship. 20%  
Professional Portfolio This is a physical collection of the students’ reflective journals and documentation of their field study experiences through (a)
observation and (b) participation and will progress to (c) teaching assistantship and (d) guided mentored classroomteaching.
30%    
Action Research Proposal This is the culmination of the students’ action research work and is considered ‘completed’ through an approved
communication letter from the Research Ethics Committee.
10% 
Assessment results (or data) obtained from the assessment taskin this class may be a part of the target student cohort for which the linked POs will be assessed and evaluated.
COURSE INSTRUCTIONAL PLAN
Time Frame/ Module Student Learning Outcomes Course Content
Teaching Learning
Activities
Assessment Tasks
Textbooks/References/Materi
als
WEEK 1
 discuss the updated DDOSC
VMG & Core Values
 reflect on the standards set
forth by the college as laid out
in the VMGC.
 recognize the course contents,
requirements, policies, and
grading system.
Class Orientation
• DDOSC Revised VMG & Core
Values
• Grading System
• Course Requirements
Lecture-discussion
Socratic Questioning
Introspection
1. Wrap Up Questions CVSC, now DDOSC Handbook
WEEK 2  recognize the routine and roles
of an FS Student Assistant;
identify the steps of writing
Action Research;
Deployment
• Familiarization with routines
• Action Research Webinar
Teacher/Supervisor-led
Discussion
1. FS 2 Module for Portfolio
2. FS 2 Coursepack
WEEK 3
 apply principles in constructing
quality classroom-based
assessment tools and interpret
learner’s performance to
improve teaching and learning;
Module 1 Lesson 1:
Assessment Tools in the Learning
Environment
Discussion 1. Oral Recitation
2. Quiz on Validity and
Reliability
1. Cajigal, R.M. & Mantuano, M.D. (2014).
Assessment of Learning 2. Manila:
Adriana Publishing Co., Inc.
2. Corpuz, B. B. (2015). Field Study 5:
Learning Assessment Strategies. Metro
Manila: Lorimar Publishing, Inc.
3. Guzman, E.S. & Adamos, J.L. (2015).
Assessment of Learning 1. Manila:
Adriana Publishing Co., Inc.
4. Kubizyn, T. & Borich, G. (2007).
Educational Testing and Measurement. 8
th ed. Philippines: ZoomPrinting, Inc. for
C & E Publishing, Inc.
5. Navarro, R.L. & Santos, R.G. (2012).
Assessment of Learning Outcomes.Metro
Manila: Lorimar Publishing, Inc.
6. Oriondo, L.L. & Antonio, E.D. (1989).
Evaluating Educational Outcomes.Manila:
Rex Book Store.
7. Raagas, E. L. (2007). Assessment &
Evaluation ofStudent Learning: Concepts
WEEK 4  apply the principles in
constructing and interpreting
performance-based assessment;
and
Module 1 Lesson 2:
Process-oriented and Product-oriented
Performance-based Assessment
Discussion 1. True or False Quiz
2. Lesson Plan-making
focusing on
assessments
WEEK 5  immerse students in taking the
role of the teacher focusing on
assessment incorporation to the
lesson during actual teaching or
demonstration teaching.
Module 1 Lesson 3:
Actual Teaching and Learning Activities
Related to Assessment of Learning
Discussion
Introspection
1. Checklist
2. Daily Lesson
Plan/Log
3. Team Demonstration
Teaching

5. ========================================================================================================
Davao de Oro State College
Compostela / Maragusan / Montevista / New Bataan
Document Code No.
FM-DDOSC-OVPAA-ACA-005
Issue Status Rev No. Effectiv e Date Page No.
03 00 01.10.2022 5 of 8
and Applications. 2nd ed. Cagayan de Oro
City: DATStaT Analysis Center.
8. Rico, A.A. (2011). Assessment of
Students’ Learning. Mandaluyong City:
Anvil Publishing, Inc.
9. Salana, J.P. (2013). Field Study 5:
Learning Assessment Strategies. Manila:
Rex Book Store.
10. Santos, R. G. (2007). Advanced Methods
in Educational Assessment and
Evaluation. Metro Manila: Lorimar
Publishing, Inc.
11. Santos, R. G. (2007). Assessment of
Learning.Metro Manila: Lorimar
Publishing, Inc. Page | 32
WEEK 6
 apply principles of selecting,
preparing, and utilizing
instructional materials and
online resources; and
 prepare one instructional
material for a subject
area/content;
Module 2 Lesson 1:
Preparing, Selecting, and Utilizing
Instructional Materials and Online
Resources
Discussion
Introspection
1. Essay
2. Instructional
Materials Making
1. Abbatt, F. R. (2000). Teaching for better
learning: a guide for teachers ofprimary
health care staff. - 2nd ed. Humanity
Development Library 2.0.
2. Corpuz, B. and Lucido, P. (2015).
Educational technology 1. Lorimar
Publishing
3. Dahar, M.A and Faize, F.A (2011) Effect
of the Availability and the Use of
Instructional Materials on Academic
Performance of Students in Punjab
(Pakistan). Middle Eastern Finance and
Economics Journal Issue 53, 110 -120.
4. DepEd Order No. 32, series of2015 –
Adopting the Indigenous Peoples
Education CurriculumFramework.
5. DepEd Order No. 76, series 2011 –
National Adoption and Implementation of
the Learning Resources Management and
Development System(LRMDS).
6. Department of Education - Regional
Office 2. (2019). Localized Policy
Guideline on Contextualizing Learning
Resources.
7. Department of Education - Regional
Office 8. (2016). Curriculum
Contextualization.
https://www.slideshare.net/rtipolo/context
ualization-presentation
8. Harvard Graduate School ofEducation
(2005). Bulletin Boards that Make
Learning Visible. Making Learning
Visible Project.
http://www.makinglearningvisibleresourc
es.org/uploads/3/4/1/9/3419723/bulletin_
boards _that_make_learning_visible.pdf
WEEK 7-8
 apply principles of
contextualizing instructional
materials in integrative
teaching; and
 prepare one contextualized
instructional material for an
integrative teaching;
Module 2 Lesson 2:
Contextualizing InstructionalMaterials
in Integrative Teaching
Think-Pair-Share
Round Robin Discussion
1. Essay
2. Designing
Contextualized
Instructional
Materials
WEEK 9
 apply principles of designing a
bulletin board; and
 design an interactive bulletin
board.
Module 2 Lesson 3:
Designing a Bulletin Board
Discussion 1. Essay
2. Create and design a
Bulletin Board

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Davao de Oro State College
Compostela / Maragusan / Montevista / New Bataan
Document Code No.
FM-DDOSC-OVPAA-ACA-005
Issue Status Rev No. Effectiv e Date Page No.
03 00 01.10.2022 6 of 8
9. Whitehurst, J. (2009). Open Source:
Narrowing the Divide between Education,
Business, and Community.
10. Zulueta, F. (2006). Principles and
Methods ofTeaching. Lorimar Publishing
WEEK 10  identify effective classroom
management strategies;
Module 3 Lesson 1:
Teacher’s Classroom Management Skills
Discussion
Socratic Questioning
1. Essay
2. Oral Recitation
1. Ambili, R. (2013). Microteaching, an
efficient technique for learning effective
teaching Journal ofResearch in Medical
Sciences.
https://www.ncbi.nlm.nih.gov/pmc/article
s/PMC3724377/
2. Bilbao, P. P. (2015). On becoming the
21st century teacher. Lorimar Publishing
Inc.
3. Guido, M. (2018). Classroom
management techniques and strategies
https://www.prodigygame.com/blog/class
room-management-strategies/
4. Palmer, T. (2015). Characteristics ofa
21st century teacher.
https://www.edutopia.org/discussion/15-
characteristics-21st-century-teacher
5. The 21st century fluency project.
Characteristics ofa 21st century learner.
http://www.fluency21.com/about.cfm.
Online Resources
WEEK 11  discuss the concept of micro
teaching;
 Prepare a lesson/learning plan;
Module 3 Lesson 2:
Learning Plan & Micro Teaching
Discussion 1. K-W-L Chart
2. Essay
WEEK 12  identify the qualities of a
global teacher in the 21st
century;
 perform two demonstration
teaching of 2 different subject
content areas.
Module 3 Lesson 3:
Global Teacher in the 21st Century
Discussion 1. Making Meaning
2. Essay
WEEK 13  define and enumerate the
purpose of Classroom Action
Research
Module 4 Lesson 1:
Definition and purpose of Classroom
Action Research
Discussion
Socratic Questioning
1. Making meaning
2. Create a Background
Study
1. Hermida, Julian adapted from Gwyn
Mettetal (2001). “ The What, Why and
How of classroomAction Research”,
JoSoTL Vol. 2, Number 1
2. Ronald J. Shope in collaboration with
John W. Creswell. Key Topics. Purposes
and uses ofAction Research Action
Research Designs. Power Point Slides
WEEK 14-15  identify the design of
Classroom Action Research
Module 4 Lesson 2:
The cycle/steps ofClassroom Action
Research
Discussion 1. Quiz
2. Essay
3. Action Research
Worksheet
WEEK 16  write Classroom Action
Research using the template
and Sample guide.
Module 4 Lesson 3:
Write Classroom Action Research using
Template and sample guide
Round Table Discussion 1. Collecting Research
Problems based on
observations
2. Essay
3. Action Research
Proposal
WEEK 17-18 Completion and submission of requirements
Exit conference
* This assessment taskis considered as summative assessment task
6. TEXTBOOKS

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Davao de Oro State College
Compostela / Maragusan / Montevista / New Bataan
Document Code No.
FM-DDOSC-OVPAA-ACA-005
Issue Status Rev No. Effectiv e Date Page No.
03 00 01.10.2022 7 of 8
 Cajigal, R.M. & Mantuano, M.D. (2014). Assessment of Learning 2. Manila: Adriana Publishing Co., Inc.
 Corpuz, B. B. (2015). Field Study 5: Learning Assessment Strategies. Metro Manila: Lorimar Publishing, Inc.
 Guzman, E.S. & Adamos, J.L. (2015). Assessment of Learning 1. Manila: Adriana Publishing Co., Inc.
 Kubizyn, T. & Borich, G. (2007). Educational Testing and Measurement. 8th ed. Philippines: Zoom Printing, Inc. for C & E Publishing, Inc.
 Navarro, R.L. & Santos, R.G. (2012). Assessment of Learning Outcomes.Metro Manila: Lorimar Publishing, Inc.
 Oriondo, L.L. & Antonio, E.D. (1989). Evaluating Educational Outcomes.Manila: Rex Book Store.
 Rico, A.A. (2011). Assessment of Students’ Learning. Mandaluyong City: Anvil Publishing, Inc.
 Salana, J.P. (2013). Field Study 5: Learning Assessment Strategies. Manila: Rex Book Store.
 Santos, R. G. (2007). Advanced Methods in Educational Assessment and Evaluation. Metro Manila: Lorimar Publishing, Inc.
 Santos, R. G. (2007). Assessment of Learning. Lorimar Publishing, Inc.
7. SUGGESTED REFERENCES
 DepEd Order No. 32, series of 2015 – Adopting the Indigenous Peoples Education Curriculum Framework.
 DepEd Order No. 76, series 2011 – National Adoption and Implementation of the Learning Resources Management and Development System (LRMDS).
 Department of Education - Regional Office 2. (2019). Localized Policy Guideline on Contextualizing Learning Resources.
 Department of Education - Regional Office 8. (2016). Curriculum Contextualization.
8. CLASS POLICIES AND GUIDELINES
a. Only officially enrolled students are allowed to attend their classes.
b. All students are required to attend their classes regularly.
c. Attendance is counted from the first regular class meeting.
d. Punctuality is a must for all students.
e. A validated student identification card must always be worn by all students while attending classes.
f. Any form of dishonesty shallbe dealt with accordingly.
g. Cheating is strictly prohibited.
h. Students who incur absences equivalent to more than 20% of the course hours required shall be dropped from the course provided he/she has not taken any exam.
i. Should a student be absent from his/her class,he/she must secure and fill up an excuse slip (OSAS) duly signed by a parent/guardian (supported by a medical certificate from the College Physician, if the
student is sick) and to be signed by the subject teacher/s,College Dean and to be submitted to their respective subject teachers or Clinical Instructors thereafter. A student shallbe given a three (3) days
grace period in the submission of the excuse slip otherwise the absence will be considered unexcused.
j. Valid examination permits are necessary for taking the examinations as scheduled.
k. No special quiz shall be given to any student who comes in late or absent during classes.
l. Honesty is called for at all times
Date of Revision/ Term Effective: Prepared by: Reviewed by: Recommending Approval Approved by:

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Davao de Oro State College
Compostela / Maragusan / Montevista / New Bataan
Document Code No.
FM-DDOSC-OVPAA-ACA-005
Issue Status Rev No. Effectiv e Date Page No.
03 00 01.10.2022 8 of 8
Revision No.
NURHANNIE I. LOMABAO, LPT
Course Instructor Subject Area In-Charge BSED Program Coordinator
Program Head, TED