5.

COURSE CONTENT

Learning Content

Observation is an effective means of learning how to be competent teachers and it is

done before actual teaching. The pre-service has to determine whether the school
environment is conducive to learning because it is a major factor in a number of
environmental influences that condition the learner’s growth. This is done through
observation of the learner, school structure, facilities, physical plant, rules and
regulation, policies and guidelines of the cooperating school.
A. Learner’s Behavoir: After observing learners, PSTs will choose one learner for their case
study for learner’s behavior.

Task1. Ask your CT to select two pupils (1 boy and 1 girl) in a friendly environment.
Interview each individually. Use this proforma to find out about the learners. Record the
information in your notebook.

A. Learner’s Profile
Name: Height:
Age: Sex: Weight:
Ordinal Position in the Family:
Parent’s name: (Father): Occupation:
(Mother): Occupation:
Religion: Ethnic Group:
Barangay:
Grade School Level:
Section:
Class Adviser:
Club Affiliation:
Most liked Subject(s):
Why?

Hobbies:
Favorite Color:
Favorite Flower:
Favorite Song:
Favorite TV Program:
Favorite Movie:
Favorite Game:
2 Things I like about the school are

2 Things I would like to change about the school are

Task2. Observe the two students for one lesson. In your journal, reflect on the learners in
term of their behavior, attentiveness and interaction with others.

Observation of the two learner’s involvement in activities:

CTs comment about the two learners:

B. The School Environment

Observe your cooperating school’s structure and organization.

Fill out the following charts as your guide.

1. School Structure and Organization.

2. School Facilities
3. Child-friendly School
 Chart 1
The School Structure/ Organizational Chart

Name of School:

Direction: Fill in the boxes with names of school personnel as reflected in the organizational
chart of DepEd. List two (2) main duties and responsibilities of each as spelled out during the
orientation program. (This may vary in appearance as each school has a different way of
presenting their organizational structure.

Completed by:

Assessed by:
 Chart 2
Checklist of School Facilities

Direction: Check on the facilities of the school whether available or not available and specify
the number, status, and condition. (Status may mean construction on going, purchase being
processed, construction nearing completion, etc. While condition may mean functional, not
functional, etc.)

IF AVAILABLE, WRITE THE

B. School Available Not SPECIFICATION
Available
Number Status Condition
1. Library with
adequate number of
holdings

2. Laboratory with
adequate number of
equipments
3. Canteen/ Cafeteria
4. Comfort Rooms with
lavatory
5. Reading Center
6. Home Economics
Room
7. Industrial Art Shop
8. Audio Visual Room
9. Printing/
Mimeographing Room
10. Counseling Room
11. Others (specify)
12. Others (specify)
SUMMARY

Completed by:

Assessed by:
 Chart 3
Checklist of a child-friendly School

Direction: The following checklist should be accomplished by the pre-service teacher to

reflect whether the school is “Child-Friendly”.

If YES, give an example of

INDICATORS YES NO this.....

1. The school has facilities

and equipment for sports
and recreation.
2. The school has sufficient
lawn space and vegetation.
4. The school has a duly
assigned personnel in-
charge of securing its
premises, its properties
and those of the pupils and
teachers.
5. The school has a program
for children with special
needs.
6. The coordinates with the
barangay and local
authorities to ensure the
safety and protection of
the students.
7. The teachers use non-
threatening modes of
discipline.
 Chart 4
Checklist of Classroom Facilities

Direction: Check on the facilities of the classroom whether available or not available and
specify the number, status, and condition. (Status may mean construction on going, purchase
being processed, construction nearing completion, etc. while condition may mean functional,
not functional, etc.)

A. Classroom: Available Not SPECIFICATIONS

Available
Number Status Condition
1. two (2) doors ( 1
entrance, 1 exit)
2. ceiling fan
3. comfort room with
lavatory
4. chairs/ desks
5. teacher’s table
6. cabinets
7. shelves
8. bulletin boards
9. racks and stand
10. benches
11. others (specify)

12. others (specify)

SUMMARY

Completed by:

Assessed by:
 Chart 5

Checklist for Communication Skills

Direction: Using the checklist below, tick the appropriate box that assesses the
communication skills of your buddy and yourself.

RUBRICS for Communication Skills

Communication Skills Always Usually Sometimes Seldom Never

Observed Observed Observed Observed Observed
5 4 3 2 1
1. Manifest positive Me
attitude in
communicating with
student buddy Buddy
2. Listens to and shares Me
information with buddy.
Buddy
3. Ideas are focussed, Me
clear and specific.
Buddy
4. Voluntarily speaks at Me
appropriate times.
Buddy
5. Uses non-verbal cues Me
(eye contact, facial
expression, posture). Buddy
6. Shares well- Me
developed, pertinent
information in a concise
way. Buddy
7. Word choice is clear Me
and accurate.
Buddy

Completed by:

Assessed By:
 Assessment of PSTs

Criteria for Assessment item 1

Direction: Prepare a diagram and an accompanying description of the classroom layout.

Your output will be rated through the forgoing RUBRIC.

Criteria: The diagram should:

- show the layout of the room (cupboards, etc.),
- be scaled.
- Include labels.

The explanation should describe the layout of the classroom clearly and concisely.
Constructive comments and suggestions about how you might design your own classroom
based on your observations should be included.

5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)

( Adopt: School Facilities Checklist p. 34 of ELC as Assessment Item 1B)

 Criteria for Assessment Item 2

A Reflective Journal

Assessment task for student teachers

Produce a journal that describes your observations and reflections of each school and
classroom visit. The first entry is to be done after the orientation of the campus and school
rules and regulations. This includes classroom diagram and checklist of school and classroom
facilities. The second entry, will be written after two classroom visits, the third entry is on
communication skills and last entry is to be accomplished after the final visit. Write a one-
page reflection about your experience about your experiences and your thoughts about
becoming a teacher

Criteria:
- A journal is kept during school visits
- The journal contains classroom and school observation per visit
- The journal contains reflections about observations per school visit
- The final section of the journal contains a summary reflection of about half to
one page on experiences and thoughts related to becoming a teacher

5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
 Appendix C: Marking Guide for Reflective/ Journal Entries

Performance 5 4 3 2 1
level
Excellent Proficient Satisfactory Developing Needs
Criterion Improvement

Legend:

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)
 Appendix D: RUBRIC for Pre-service Teacher FS FORTFOLIO (PRODUCT)
Criteria Description
5 4 3 2 1
1. Contents
of the
Portfolio
2. Objectives
of the
Portfolio
3.Quality of
Entries
4.
Presentation
of Entries
5.Promptness
in the
submission

Legend:

1- Needs Improvement (75-79)

2- Developing (80-84)
3- Satisfactory (85-89)
4- Proficient (90-94)
5- Excellent (95-100)
 Republic of the Philippines
Department of Education
Region XI
San Roque Central Elementary School
Obrero St., Davao City

CLEARANCE

This is to certify that MR/MS.______________________________, a Pre Service

Teacher of the University of Southeastern Philippines has successfully completed his/her
Field Study Activities at San Roque Elementary School and that he/she is cleared of the
properties and accountabilities of the sais school, this 1st Semester, School year 2013-
2014.

_MR._______________________ MRS.____________________
Cooperating Teacher Cooperating Teacher

MRS._________________________
Cooperating School Principal
 Appendix E: SAMPLE PORTFOLIO FORMAT IN FIELD STUDY COURSES

TABLE OF CONTENTS

I. Title Page/ Cover Page..........................................................................................i

II. Clearance and completion from Cooperating School............................................ii

III. Table of Contents.................................................................................................iii

IV. Introduction.........................................................................................................iv

V. Students’ Curriculum Vitae/ Resume....................................................................v A

VI. Statement of purpose/ Purposes of the Portfolio.................................................vi This

VII. FS Course Description, Rational & NCBTS Link..........................................1

VIII. FS Grading System..........................................................................................2

IX. FS Schedule of Activities................................................................................3

X. Logical Presentation & Documentation of Portfolio Content/ Entries.

A. Portfolio

I.
II.
III.

B.

XI. Personal Reflections on the Portfolio.....................................................................9

XII. Comments of the Cooperating Teacher/ Faculty...................................................12

APPENDICES

Rubrics for the Portfolio Output..............................................................................21

Daily Record.............................................................................................................26
Pictorials with caption (scan copies).........................................................................27
Student’s Self Rating Competency Checklist..........................................................30
 E. Post Conference

After making four classroom observations, a post conference will be held in the TEI to gather
information/ insights from your experience. A fourth entry in the Reflective Journal will be
submitted as entry number 4.

Guide Questions:

 What do my experiences in Field Study 1 mean to me as a pre- service teacher? As a

future teacher?
 What influence do my observation have on my thoughts about my careers choice as a
teacher? The teaching profession in general?
 Other learning/ insights maybe included in the journal.
 GRADING SYSTEM

Criteria/ Components Weight Rater

Attendance
10% Cooperating Teacher

Journal Entries/ Reflection

a. Journal 1- organizational chart & checklist on facilities
b. Journal 2- after 2 class observations 40% Practicum Supervisor
c. Journal 3- communication skills
d. Journal 4- after 3rd and 4th class observations
Practicum Supervisor
Professional Portfolio 20%

PST Project outputs On:

30% Cooperating Teacher
1. Classroom diagram
2. Organizational chart
3. Class list
4. Seat Plan
5. Checklist of Child-friendly School

Total 100%

Assessment Tools

1. Marking Guide for Reflection/ Journal

2. Rubric for student Teaching Portfolio
1. RATIONALE

Practicum is the core of pre-service teacher education program. This model uses a graded,
developmental, and sequential approach. It captures the essence of CHED Memorandum
Order No. 30 where Field Study 1 is the first in a series of six field study courses.
This one unit course, Field Study 1, is linked to a professional subject at the university. It is
focused on observation of the learner’s developmental and school environment, the school
community, the teaching profession, and interpersonal communication. It is geared to guide
the PSTs in the suitability of teaching as a career path.
To quote then Sec Florencio Abad, commencement speech, UP College of Education (Apr.
22, 2005) “A central strategy we are developing is to transform our Dep-Ed regional offices
as orchestrator of teacher professional development that links teacher education institutions
with exemplary teacher practitioners in public schools. What we might want to build are
networks of master teachers in public school who take on student teacher apprentices enrolled
in TEI’s. Such networks can then accelerate the development of the teacher craft in ways that
that use the best practices combining formal instruction and field practice that starts while
teachers are in teacher education courses but continues when they work in day-to-day
instruction at public schools.”
Its purpose is to connect the theories learned at the university and their application in the
field. Starting Field Study early will guide PSTs to decide whether teaching is an appropriate
career choice.
Links to DepEds National Competency-Based Teacher Standards (NCBTS):
Domain 1 – Social Regard for Learning
Competencies:
1.1 Acts as positive role model for students
1.1.1 implements school policies and procedures
1.1.2 demonstrates punctuality
1.1.3 maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on students
Domain 2 – Learning Environment
Competencies:
2.1 Creates an environment that promotes fairness
2.2 Makes the classroom environment safe and conducive to learning
*maintains a safe, clean and orderly classroom free from distraction.
2.5 Create a healthy, psychological climate for learning.
*Create stress-free environment
Domain 3- Diversity of Learners
3.1 Determines, understands and accept the learners’ diverse backgrounds, knowledge and
experiences.
*Obtains information on the learner’s learning style, multiple intelligences and needs
of learners.
3.2 Demonstrates concern for holistic development of learners.
*Employs integrative & interactive strategies for meaningful & holistic development of
learner.
INTRODUCTION

Field Study 1 is the first series of six sequential studies in the Bachelor of Elementary
Education and the Bachelor of Secondary Education Program (BEED and BSED) offered by
the Teacher Education Institution (TEIs). Field study 1 is Linked with Professional education
subject. It is the prerogative of the TEI to match with an appropriate subject such as Child
And Adolescent Development, Principles of Teaching, or Facilitating Learning.

The focus of Field Study 1 is observation of the learners, school structure and the community.
Since this is the first time the student teachers have been exposed to the school environment,
they are expected to take note of the school and classroom facilities, and the organizational
set-up of the school. The PSTs shall observe the behavior of the learners in the learning
environment. Based on their observations of learners, PSTs shall develop their understanding
on feasible approaches to facilitate learning considering the growth and development.

To assist during transition, the student will be paired with a “buddy”. Included in FS 1 is the
enhancement of the students’ communication skills with his/her buddy since they are
expected to be adequate in the language they will be using during their hands-on teaching in
the remaining field studies.

This Course Information Booklet contains the course overview, objectives, learning content,
expected learning competencies, and assessment items/ strategies. It include the roles and
expectations of Teacher Education Institutions (TEIs), Practicum Supervisor, Pre-service
Teachers, Cooperating Teachers and Cooperating Principals. It has checklist and rating scales
to assess school and classroom facilities and, a schedule of visits and activities related to
Field Study 1. Rubrics are used to assess the PST’s.
2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1

Teachers Education Institutions (TEIs)

The Teacher Education Institution shall:
1. Determine the readiness of the student teachers to go on off-campus/ extended field study
or FS1;
2. Request the City Division Office to designate cooperating school in the city;
3. Conduct conference/ orientation among the selected school on the FS1 objectives;

The TEI Practicum Supervisor shall:

1. Prepare the program activities of the student teachers.
2. Coordinate with Schools Division Superintendent in the selection of cooperating schools.
3. Prepare and implement MOA between the TEI and the Dep-Ed Division Office.
4. Coordinate regularly with the principal and cooperating teachers regarding the
performance of the student teachers.
5. Coordinate with the Principal of the cooperating school regarding the activities and needs
of student teachers relative to their observation of classes.
6. Prepare the student observers for their off campus observation activities.
7. Coordinate regularly with the principal/ Head Teacher/ Cooperating Teacher regarding the
performance of the student observers.
8. Conduct debriefing, interview, case studies of student observers.

The Pre-service Teachers shall:

1. Perform in accordance with the Basic Professional Expectation detailed in these guidelines.
2. Attend all sessions
3. Meet the individual objectives for performance as described.
4. Offer and perform services to the school at an appropriate level, in return for the services
which the school provides.
5. Operate and co-operate with the school community and its requirements and expectations.
6. Maintain a journal of the experience.

Department of Education (DepEd)

Role of the Cooperating Principal
1. Identify cooperating teachers to handle the students teachers’ exposure.
2. Coordinate with the TEIs supervisor concerning student teachers assignments and
problems.
The Cooperating Teacher
1. Provide opportunities for the Student Teacher to carry out the activities appropriate for the
stage of the Student’s Course.
2. Acts as a role-model for aspiring young teacher. While this activity occurs consciously
consciously during demonstration sessions, it is of course, in operation all the time.
3. Help the Student relate activities within the school to the University program.
4. Evaluate the effectiveness of the activities of the Student Teacher on a continuing basis,
and to provide feedback so that progress can be made towards the aims of the program.
3. COURSE DESCRIPTION

Field Study 1 will introduce student observers to the learner’s behavior in the different phases
of development, school environment and the school community. It offers them opportunities
and prospect for career development as they observe the school structure, the classrooms, the
school facilities, the teachers, the parents, and the students. This observation course provides
them avenues to enhance their communication skills as they exchange ideas with their buddy,
with the cooperating teachers, with pupils, and with parents. This observation includes the
way teachers interact with each other, with students, with parents, and other stakeholders

Objectives
At the end of the course, Field Study 1, the student observers will be able to:

1. conduct a mini case study of one learner

2. familiarize with the structure of the cooperating school as spelled out in the organizational
chart;
3. adapt with the different facilities and amenities found in the cooperating schools that
promote child friendly school system;
4. abide by the policies, guidelines, rules and regulations set by the school.

Expected Outcomes/ Course Requirements

Each student will:

1. Produce a case study report on the learner.

2. Produce a chart of the school organization and identify personnel/key position of the
structural set-up of the cooperating school.
3. Identify facilities of school and describe their status and conditions.
4. List and explain the policies, rules and regulations set by the school.

Assessment Items
Using the results of Chart 1 and Chart 2 the students shall write a narrative report of findings
that will serve as Journal Entry 1. The students will be assessed using Assessment Item 2
found in the Appendix (page 21)
 D. Communications Skills

Learning Content

The pre-service teacher manifests positive attitude in communicating with student

buddy while observing the learners, school and the classroom environment. This is
enhanced through his/her interaction by sharing notes, information and ideas with
his/her buddy, hence, establishing interpersonal relations.

Objective
1. To enhance oral and written communication skills with buddy.

Expected Output/ Course Requirement

1. Journal entry number 3 which reflects responses to questions found in Assessment Item
Number 2 (see page 21).

Activity
Task 1
Complete the seven-item questionnaire for communication skills competency. This will
be assessed by the buddy as well as self-evaluation ( use the checklist for
communication skills on page 14).

Task 2
Discussion with student buddy. Discuss your recorded observation with your buddy
and compare it with his/ her observation of your communication skills.

Guide questions:
 What are common?
 What are different?
 What will you do to improve your interpersonal communication skills?
 Write your responses in your journal entry as number 3.
 C. The Classroom Environment

Learning Content

The classroom’s physical environment, including the amount of space and type of
equipment, can influence the structure of the group and relationships among its
members. Therefore, it has to be safe and secure for work, study, and play and has a
relatively quiet, attractive, orderly and healthy learning atmosphere.

The students will have an opportunity to observe six classroom settings during FS 1. In order
to give the students a wider range of classroom settings, the principal shall assign the students
(by buddies) in the following manner.

For BEED: Three classrooms from the primary level

Three classrooms from the intermediate level

For BSED: Three classrooms from the first and/ or second year levels
Three classrooms from the third and/ or fourth year levels

Objectives
At the end of the three consecutive sessions on class observation, the student observers
will be able to:
1. familiarize with the structure of the classroom;
2. adapt the different facilities found in the classroom;
3. state the standard size and features of the classroom set by Dep-Ed;
4. observe teaching-learning process.
Expected Outcome/ Course Requirement
Prepare and describe the actual classroom lay-out and make a critique of the classroom in
relation to the standards set by DepEd.
Activity 1
Prepare a classroom diagram (with the narrative explanation) for one of the six classroom
observations made.
Activity 2
After completing two classroom observations, write reflective journal using the following
phrases:

After two class observations:

 I have learned that...
 I was surprised that...
 I was pleased that...
 I want to know...
 The class observations can be of help to me as a future teacher because/ by.....
4. SCHEDULE OF ACTIVITIES

VENUE/ TIME SITE/ ACTIVITY DETAILS

FRAME OBSERVATION

An orientation/ briefing with

st workshop is conduct to student
1 TEI Briefing/ teachers to verify the behavior of
3 hours/day Audio Visual Room Workshop the child in the actual classroom
settings and PSTs are expected to
reflect all observation through
journal writing.
A ‘Campus Tour” is conducted by
the cooperating principal who
brings the pre-service teachers
2nd DepEd School School Site Familiarization/ around the campus to showcase a
3 hours/ day Conference room Campus Tour “ child-friendly school”. This
includes orientation of school
policies, rules and regulations.
Pre-service teachers are expected
to come up with a classroom
layout and a fully accomplished
organizational structure and
seating arrangement of learners.
This is an actual observation in 2
different classrooms. The focus of
Classroom observation is child behavior and
rd
3 DepEd School Classroom A Observation of the school environment. This
3 hours/ day Learners and includes interaction between
student teacher and his/her buddy
Classroom B School Facilities that enhances skills in
communication as well as
observation of learner’s interaction
and the school facilities.
This is the second school visit
observing two classrooms
Class different from the first. This
4th DepEd School Classroom C Observation of observation will provide them
3 hours/ day Learners and opportunity to make a classroom
lay-out/ diagram, and a chance to
Classroom D School Facilities open cabinets and divans. PSTs
also observe learners action in
relation to the school environment.
Class The focus here is to see whether
furniture and fixtures, seat plan,
5th DepEd School Classroom E Observation of room arrangements, divans, are in
3 hours/ day Classroom F Learners and place. Available technology
School Facilities gadgets or facilities are also
observed.
This is the last in a series of six
activities. Debriefing is conducted
TEI Debriefing/ to ensure that all issues and
3 hours Audio Visual Room Submission of concerns are discussed and
6th Requirements clarified. This is the time when
Practicum Supervisor collects
requirements such as; journals’
portfolio, and others relative to FS
Total 18hrs