Field Study 1 Manual: Observation of Learner's Development and The School Environment
Field Study 1 Manual: Observation of Learner's Development and The School Environment
1. RATIONALE.......................................................................................................2
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):............2
2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1.........................4
3. COURSE DESCRIPTION..................................................................................5
GRADING SYSTEM....................................................................................................5
4. SCHEDULE OF ACTIVITIES.............................................................................6
5. COURSE CONTENT.........................................................................................7
A. Learner’s Behavior:.................................................................................................7
B. The School Environment.........................................................................................8
The School Structure/ Organizational Chart.............................................................9
Checklist of School Facilities.................................................................................10
Checklist of a Child-friendly School........................................................................11
C. The Classroom Environment.................................................................................12
Checklist of Classroom Facilities...........................................................................13
D. Communication Skills............................................................................................14
Checklist for Communication Skills........................................................................15
E. Post Conference...................................................................................................16
6. GLOSSARY OF TERMS..................................................................................17
7. REFERENCES.................................................................................................19
8. APPENDICES..................................................................................................20
Criteria for Assessment Item 1...............................................................................21
Criteria for Assessment Item 2...............................................................................22
INTRODUCTION
Field Study 1 is the first in a series of six sequential studies in the Bachelor of
Elementary Education and the Bachelor of Secondary Education Programs (BEED and
BSED) offered by the Teacher Education Institutions (TEIs). Field study 1 is linked with
a 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 actual learning environment. Based on their observations
of learners, PSTs shall develop their understanding on feasible approaches to facilitate
learning considering the various phases of growth and development.
To assist their transition, the students 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 includes
roles and expectations of Teacher Education Institutions (TEIs), Practicum Supervisor,
Pre-service Teachers, Cooperating Teachers and Cooperating Principals. It has
checklists 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.
Field Study 1 1
1. RATIONALE
This one unit course, Field Study I, is linked to a professional subject at the university. It
is focused on observation of the learner’s development 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, U P College of Education
(Apr.22, 2005) “A central strategy we are developing is to transform our Dep-Ed regional
offices as orchestrators 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 schools who take on
student teacher apprentices enrolled in TEI’s. Such networks can then accelerate the
development of the teacher craft in ways that use the best practices combining formal
instruction and field practice that starts while teachers are still 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 DepEd’s National Competency-Based Teacher Standards (NCBTS):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.
3.2 demonstrates concern of the holistic development of learner.
2.5 Create a healthy, psychological climate for learning.
* Creates stress-free environment
Domain 3- Diversity of Learners
3.1 Determines, understands and accepts 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.
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2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1
Field Study 1 3
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 prospects 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:
GRADING SYSTEM
RATER
CT PS
Field Study 1 4
4. SCHEDULE OF ACTIVITIES
VENUE/ TIME
SITE/OBSERVATION ACTIVITY DETAILS
FRAME
An orientation / briefing with workshop is conducted to student
TEI
Briefing/ teachers to verify the behavior of the child in the actual classroom
First 3 hours/day Audio Visual Room
Workshop settings and PSTs are expected to reflect all observations through
journal writing.
A “Campus Tour” is conducted by the cooperating principal who
DepEd. brings the pre-service teachers around the campus to showcase a
School School Site Familiarization/ “Child-friendly school”. This includes orientation of school policies,
Second
3 hours/day Conference room Campus Tour 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
DepEd School Classroom A Classroom observation is child behavior and the school environment. This
3 hours/day Observation of includes interaction between student teacher and his/her buddy that
Third
Classroom B Learners and enhances skills in communication as well as observation of learner’s
School Facilities interaction and the school facilities.
DepEd School This is the second school visit observing two classrooms different
Classroom C Class Observation from the first. This observation will provide them opportunity to make
Fourth 3 hours/day of Learners and a classroom lay-out/diagram, and a chance to open cabinets and
Classroom D School Facilities divans. PSTs also observe learners action in relation to the school
environment.
DepEd School Classroom E The focus here is to see whether furniture and fixtures, seat plan,
Class Observation
room arrangements, divans, are in place. Available technology
Fifth of Learners and
3 hours/day Classroom F gadgets or facilities are also observed.
School Facilities
This is the last in a series of six activities. Debriefing is conducted to
Debriefing/
TEI ensure that all issues and concerns are discussed and clarified. This
Sixth Audio Visual Room Submission of
3 hours is the time when Practicum Supervisor collects requirements such as;
requirements
journals, portfolio, and others relative to FS1.
Total 18 hrs
Field Study 1
5
5. COURSE CONTENT
Learning Content
A. Learner’s Behavior: 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? …….……………………………………………………………………………………
…….……………………………………………………………………………………
Least liked Subject(s): …..….………………………………………………………………
Why? …….……………………………………………………………………………………
…….……………………………………………………………………………………
1. Hobbies: ……………….…………………………………
2. Favorite Color: ……………………………………………
3. Favorite Flower:…..………………………………………
4. Favorite Song: ……………………………………………
5. Favorite TV Program: ……………………………………
6. Favorite Movie ……………………………………………
7. Favorite Game:……………………………………………
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Task2. Observe the two students for one lesson. In your journal, reflect on the learners
in terms of their behavior, attentiveness and interactions with others.
Field Study 1 7
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.
Field Study 1 8
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.)
12.Others (specify)
SUMMARY
Field Study 1 9
Chart 3
Checklist of a Child-friendly School
If YES, give an
INDICATORS YES NO
example of this…
1. The school has facilities and
equipment for sports and
recreation.
Field Study 1 10
C. The Classroom Environment
Learning Content
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 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 a reflective journal using the
following phrases:
Field Study 1 11
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.)
Not SPECIFICATIONS
A. Classroom: Available
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)
SUMMARY
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D. Communication Skills
Learning Content
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 communications 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.
Field Study 1 13
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.
Field Study 1 14
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?
Field Study 1 15
6. GLOSSARY OF TERMS
Field Study 1 16
Debriefing - It is a critical appraisal done by student
teachers in their observations at the field
study courses.
Field Study 1 17
7. REFERENCES
BOOKS
Acero, Victoria et al. (2000). Principles & Strategies of Teaching. Rex Book Store.
Atienza, Sonia et al. (2000). Student Teaching Handbook. Rex Book Store.
Barry, Kevin ans Len King. (1998). Beginning Teaching and Beyond. Social Sciences
Press.
Bullock, Ann Adams and Parmalee P. Hawk. (2001). Developing a Teaching Portfolio.
Merill Prentice Hall. Ohio.
Corpuz, Brenda et al. (1997). Manual for OBSERVATION, Participation and Community
Immersion. Katha Publishing co. Inc.
Smith, Susan G. et al. (2003). teaching Challenges and Dilemmas. Nelson Smith.
Australia Pty. Limited.
MANUALS/HANDBOOKS
Field Study 1 18
8. APPENDICES
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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 foregoing RUBRIC.
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)
and the and the and the and the and the
Field Study 1 20
Criteria for Assessment Item 2
A Reflective Journal
Criteria:
- A journal is kept during school visits
- The journal contains classroom and school observations 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)
Reflections The journal Observations The journal No journal
indicate an contains and reflections has all visits presented
ability to examples of are clearly and recorded.
evaluate the ability to logically However, the Or
observations synthesize recorded. The observations
and provide information journal provides and The journal
comments gathered comments on reflections are does not
about during school specific superficial. include
environments and classroom observations observations
that enhance observations. and indicates and reflections
learning. These The student thinking about for every
are supported can relate this the teaching classroom visit.
by examples of to being a profession.
observations teacher.
and
experiences in
school.
Field Study 1 21