Fs 6 Portfolio Content
Fs 6 Portfolio Content
Fs 6 Portfolio Content
PORTFOLIO in
Submitted by:
Submitted to:
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Acknowledgment
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Preface
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Table of Contents
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FIELD STUDY 6
Rationale
FS 6 is a field study course that brings together the PST’s experiences from
Field Studies one to five. It aims to immerse students in taking on the role of the
teacher. This course focuses on exposing the learners to a range of experiences
about becoming a teacher, and the acquisition and application of the skills and
attitude necessary in becoming a professional teacher. It will include lesson
transition and involve PSTs in making links with the community.
Course Description
5
3. Facilitate 1 micro teaching activity in either enhancement, remedial or tutorial
teaching
4. Be involved in 1 co- curricular and 1 extra curricular activity
5. Prepare 4 lesson guides distributed as:
3 lesson guides for regular classes
1 lesson guide for 1 micro teaching class
6. Interview a CT about his/her role in the community as professional teacher.
7. Complete a Reflection Journal on “Becoming a teacher”, including reflections about
co-curricular and extra- curricular involvement.
Grading System
Rater
CT Prac Supervisor
Attendance 10%
Actual Teaching 30%
Community Involvement 20%
Journal Entries/ Reflection 20%
Lesson Guides 20%
Total 100%
Assessment Tools
6
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):
Domain 1- Social Regard for Learning
-The teacher acts as a positive role model for students.
Domain 2- Learning Environment
-That promotes fairness, fair and conducive to learning
Domain 3- Diversity of Learners
-The domain of diversity of learning process in diverse learner, concerned
with the holistic development of the learner.
Domain 4- Curriculum
- Demonstrates mastery of the subject matter and the learning process
-Selects teaching methods, learning activities and instructional materials
appropriate to the learner’s ability and learning styles.
Domain 5- Planning, Assessing and Reporting
-Planning, Assessing, and reporting (feed backing)
-The teacher develops and uses variety appropriate assessment strategies
to motivate and evaluate learning.
Domain 6- Community Linkages
-It focuses on the establishment of learning environment that respond to the
experiences and aspirations of the community thus, make learning relevant
and meaningful.
Domain 7- Personal and Professional Development
-it takes pride in nobility of teaching as a profession which builds
professional links with colleagues to enrich teaching practice and reflects the
extent of the attainment of professional development goals.
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Republic of the Philippines
University of Southeastern Philippines
College of Teacher Education and Technology
Apokon, Tagum City
PROGRAM OF ACTIVITIES
FS 6 On Becoming a Teacher
School : Magugpo Pilot Central Elementary School
Principal : Joy Jade E. Relos
Time : Tuesday 1:00 pm-4:00 pm
At the end of the course, the pre-service teachers are expected to have experiences in:
1
No. of Hours Date Activities Persons Involved Expected Output by the PST
Visits CT’s Activity PST’s Activity
1st 3 August 27, 2019 Orientation session for Cooperating Orientation session for Pre-service Teachers Cooperating Accomplished Tasks:
Teachers and Pre-service Teachers Hand in the program of activities, rationale and Principal, Site -Secure/extract guidelines in preparing a
Conference about the course expectations course description of FS 6 Coordinator, FS lesson
and requirements Discuss the next visit’s task Supervisor, -Microteaching observation guide for
Orientation of the School Policies and Photo Documentations Cooperating cooperating teachers and psts
Regulations Teacher, Pre- -Participation teaching in transition self
Meet the PST’s service Teachers appraisal form for psts
Agree with the PST’s his/her -Curricular and extracurricular involvement
participation/role in teaching during the 2nd form
visit -Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)
Submission of the completed task:
September 03, 2019
2nd 3 September 03, 2019 Check the lesson plan for team teaching Observe the Cooperating Teacher’s Classroom Cooperating Accomplished Tasks:
Observation and lesson plan writing. Management Skills including: Teacher, Pre- Observation list of the routine activities
Conduct a lesson. Routine activities to ensure classroom service particularly on:
Accommodate PSTs for Classroom discipline, particularly on: Teachers, -Checking the attendance
Observation. -Checking the attendance FS Supervisor -Seating arrangement
Answer queries from the PSTs -Seating arrangement -Handling materials and devices
Assign PST with a subject matter in lesson -Handling materials and devices -Classroom courtesies
plan writing. -Classroom courtesies -Subject matter for lesson plan writing
Orient PSTs with microteaching. Monitoring of the Learners’ behavior and the -Interview sheet/form
Assign students to PSTs for microteaching teacher’s response to the various forms of -Microteaching plan
either for (a) enhancement, (b) tutorial or (c) student behavior. -Photo documentations with proper
Remedial Record two observations each item stated captions of the accomplished task (2-4x5
above. photos in 8.5x13 size of bond paper)
Ask a lesson/subject matter from the CT of Submission of the completed task:
your assigned lesson plan writing. September 10, 2019
2
If necessary, ask and conduct interview.
Observe CTs microteaching.
Write a microteaching plan for next visit
Photo Documentations
3rd 3 September 10, 2019 Check PSTs lesson plan using the rubric/ Submit the lesson plan for CTs checking. Cooperating Accomplished Tasks:
checklist provided. Conduct microteaching. Teacher, Pre- -LP for microteaching
Monitor and rate PSTs microteaching Ask a lesson for team teaching with CT. Ask for service -Self-evaluation sheet/form for Microteaching
performance. briefing of your participation in the lesson. Teachers, (rated demo)
Brief the PSTs with their participation in the Accomplish self – evaluation of micro – FS Supervisor -Journal 1 and Journal 2 with theories of
next visit’s lesson. teaching. learning/proponent cited
Photo Documentations -Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)
Submission of the completed task:
September 17, 2019
4th 3 September 17, 2019 Rate PSTs’ performance in team teaching. Conduct team teaching with CT. Participate in Cooperating Accomplished Tasks:
Brief the PSTs’ on the lesson for the next his/her lesson. Teacher, Pre- -LP for team teaching
meeting. Ask a lesson for team teaching with buddy. service -Evaluation sheet/form for Team teaching
Accomplish the participation teaching in Accomplish the participation teaching in Teachers, (rated demo)
transition self – appraisal form of PST transition self – appraisal form of PST. FS Supervisor -Self – appraisal form of PST
“Cooperating Teacher’s Feedback”. Photo Documentations -Journal 3 and Journal 4 with theories of
learning/proponent cited
-Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)
Submission of the completed task:
September 24, 2019
5th 3 September 24, 2019 Rate PSTs’ performance in team teaching Conduct team teaching with BUDDY. Cooperating Accomplished Tasks:
using the rubric. Ask a lesson for independent teaching. Teacher, Pre- -LP for independent teaching
Brief the PSTs’ on the lesson for the next Accomplish the participation teaching in service -Participation teaching in transition self –
meeting. transition self – appraisal form of PST. Teachers, appraisal form of PST.
Accomplish the participation teaching in Photo Documentations FS Supervisor -Journal 5 and Journal 6 with theories of
transition self – appraisal form of PST learning/proponent cited
“Cooperating Teacher’s Feedback”. -Photo documentations with proper captions
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of the accomplished task (2-4x5 photos
in 8.5x13 size of bond paper)
Submission of the completed task:
October 01, 2019
6th 3 October 01, 2019 Rate PSTs’ performance in independent Conduct independent teaching Cooperating Accomplished Tasks:
teaching. Conduct an interview with the CT and/or Teacher, Pre- -LP for independent teaching
students re: Co – curricular and extra – service -Co–curricular and extra–curricular
curricular activities. Teachers,
Accomplish the co – curricular and extra – FS Supervisor involvement form.
curricular involvement form.
--Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)
Submission of the completed task:
7th 3 October 08, 2019 FS 6 Post Conference Debriefing/Evaluation session for Pre-service Pre-service Accomplished Tasks:
Teachers Teachers, -Completion and compilation of FS 6
FS 6 Post Conference FS Supervisor documents for portfolio making
Hand in the program of activities -FS 6 Certificates, Clearances and Program
--Photo documentations with proper captions
of the accomplished task (2-4x5 photos in
8.5x13 size of bond paper)
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School Profile
(Cooperating School)
1
Cooperating Teacher’s Profile
2x2 ID picture
FS - On Becoming a Teacher
Pre-service Teacher’s Profile
2x2 ID picture
FS - On Becoming a Teacher
School Vision, Mission, Goals and Objectives
of the Cooperating School
FS - On Becoming a Teacher
Class Program
FS - On Becoming a Teacher
Class List
FS - On Becoming a Teacher
Seat Plan
FS - On Becoming a Teacher
Teacher’s Classroom Management Skills
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Lesson Guide Making
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Guidelines in Preparing a Lesson
Name: Date:
Subject Area: Sem/SY:
Instruction:
Make an evaluation of the prepared lesson guides against this checklist. Answer with Yes or
No by checking it. Then give a reflective answer on the question given below.
YES NO
1. Do your lesson guides have the basic component parts like?
a. objectives
b. Subject Matter/ Topics
c. Materials/ References
d. Teaching strategies/ activities
e. Assessment tools for Authentic Assessment and Evaluation
4. Are the materials needed written down and appropriate to the lesson
objectives?
What learning insights have you gained in evaluating your self-made lesson plan?
FS - On Becoming a Teacher
Micro-teaching Observation Guide for Cooperating Teachers and PSTs
Participation Teaching in Transition Self-Appraisal Form for PST
Name: Date:
1. After you observed the Cooperating Teacher’s lesson transition, what were your realizations?
2. What strategies do you think worked well in changing (transitioning) the lesson? Give details.
3. What would you like to improve in your transitioning from one lesson to another?
Area(s) of Improvement:
Date:
FS - On Becoming a Teacher
Co-curricular and Extra-Curricular Involvement Form
Name:
A. List some of the co-curricular and extra curricular activities that take place in your
cooperating school.
1.
2.
3.
4.
5.
B. Reflective Questions:
1. Which particular activities involved in?.
2.
3.
4.
FS - On Becoming a Teacher
Task 3
Observation Sheet on the Art of Questioning
Journal Writing 1
On Micro-teaching
B. After being aware of your student’s needs in the micro-teaching, cite two improvements
that you will apply to micro-teaching 2.
C. What needs to be improved in your micro-teaching? How will you address these?
Strengths
FS - On Becoming a Teacher
Areas for Improvement
Journal Writing 2
On Actual Team Teaching
Name: Date:
1. After conducting your team teaching lesson, what have you learned?
2. Did you and your partner share the teaching of the lesson equally? Why/ why not?
4. What would you like to improve and focus on during future planning and delivery?
Strengths
FS - On Becoming a Teacher
Areas for Improvement
Journal Writing 3
Individual Teaching
Name: Date:
1.
2. What practices have you observed and tried out in providing for the varying needs of the
learners or individual differences? How often have you done it?
3. Describe 2 changes you made during the lesson. Why did you make these changes?
Strengths
FS - On Becoming a Teacher
Areas for Improvement
Journal Writing 4
Assessment and Evaluation
Name: Date:
2. Do you use varied forms of assessment for the lessons? What are these forms of
assessments? Provide 3 examples.
3. How do you use assessment results as importation in further planning your lessons?
B. SELF EVALUATION
1. How and where do you reflect on your own teaching and style and techniques? How often
do you do this? What evidences will show that you gain progress in your teaching
performance? What constraints/ difficulties hinder your progress?
2. How often do you ask for specific feedback and advice from your mentors? In what way
will you be able to check on your progress and achievements?
3. To what extent do you discuss your teaching performance willingly with others and
respond positively to constructive criticisms? What should you do to successfully improve
your teaching performance?
Strengths
FS - On Becoming a Teacher
Areas for Improvement
Journal Writing 5
Test Preparation
Name: Date:
1. What measures have you taken to assure yourself that your test items were clear and
simple?
2. What problems have you encountered in preparing your test? How can you respond to
them?
3. Do your test items provide for a wide range of differences in ability? How?
Strengths
FS - On Becoming a Teacher
Areas for Improvement
Journal Writing 6
On Test Preparation
Name: Date:
2. If the test result shows that 50% of the learner’s get low marks, what does this tell you?
Strengths
FS - On Becoming a Teacher
Areas for Improvement
Name: Date:
Course/Major Field: Cooperating Teacher:
1. How does your CT promote student’s self-esteem and a positive classroom climate? In
what way does he/she recognize and value their interests and achievements? How does
he/she reinforce constructive behaviors?
2. How does the CT manage to attract the attention of the learners to the lesson? How does
the CT ensure that everyone will listen, will pay attention and will work well?
3. What happened when your CT practiced class routines and tasks? To what extent has
the CT been resourceful and creative in managing the learning environment? Provide 2
examples.
5. How does your CT ensure the classroom environment is conducive for learning? Provide
3 examples?
FS - On Becoming a Teacher
TEI Practicum Supervisor’s Feedback
Strengths:
FS - On Becoming a Teacher
Sample Lesson Plan Template
FS - On Becoming a Teacher
O
C
1. <ABD
2. <BOC
3. AB
Presentation Activity
- (How will I present the new This is an interactive 1. The teacher will group the class into 3
lesson? strategy to elicit learner’s
- What materials will I use? prior learning experience. It groups.
- What generalization /concept
serves as a springboard for
new learning. It illustrates the
2. The teacher will give materials and
/conclusion /abstraction should principle that learning starts activity sheets to the students
the learners arrive at? where the learners are.
(Showing/ Demonstrating/ Engaging/ Doing Carefully structured activities
/Experiencing /Exploring /Observing - such as individual or group
reflective exercises, group
CIRCLE 1 A
Role-playing, dyads, dramatizing,
brainstorming, reacting, interacting - discussion, self-or group
Articulating observations, finding, assessment, dyadic or triadic
conclusions, generalizations, abstraction - interactions, puzzles,
Giving suggestions, reactions solutions simulations or role-play,
recommendations) cybernetics exercise, gallery
walk and the like may be
created. Clear instructions
should be considered in this
part of the lesson.
O
D B
CIRCLE2
L M
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O
P
N
For CIRCLE 1
1. <AOB
2. <ACB
3. <ADC
For CIRCLE 2
1. <LPM
2. <LNM
FS - On Becoming a Teacher
This part is structured to
- What practice
exercises/application
ensure the commitment of B
the learners to do something
activities will I give to the to apply their new learning in
their own environment.
learners?
(Answering practice exercise -
Applying learning in other
450
situations/actual situations/real-life
situations - Expressing one’s
thoughts, feelings, opinions, beliefs
through artwork, songs, dances, A
sports - Performing musical E C
numbers/dances, manipulative
activities, etc.)
3. <CAD
4. <CED
5. <EDC
Assessment
(Refer to DepEd Order No. 73, s.
2012 for the examples) Assessment Matrix
FS - On Becoming a Teacher
How will I score?
(Describe the scoring Giving points for the students who participates.
mechanics. If you use rubrics,
please attach the rubric. If you
use scoring sheet, please
indicate the criteria.
Assignment:
-the assignment should serve any Research more about the different parts of circles.
of the following purposes (please
indicate what applies):
□ Reinforce the day’s lesson.
□ Enrich the day’s lesson.
□ Enhancing the day’s lesson.
FS - On Becoming a Teacher
Rubric for Reflection/Journal Entries
Journal entries should demonstrate the PSTs thinking and reflection on his/her observations and experiences. At this stage of the practicum the
PST should demonstrate Higher Order Thinking Skills (HOTS) by analyzing, synthesizing and evaluating what he/she has seen and
experienced as a developing teacher in Field Study 6.
CRITERIA 5 4 3 2 1
Journal entry or Presents clear Presents some Contains some There is little evidence There is an absence of
reflection paper that description and examples of examples of learning of reflections and evidence of reflection,
includes the pre- analysis of experiences, some experiences with few insights learned, very no details of
service teacher’s experiences that explanations of explanations of few details of experiences and
learning experiences are considered strengths and personal strengths and experiences. judgment of
in the classroom, his worthwhile and weaknesses and weaknesses and Judgment of personal performance, without
or her judgments helpful, explains includes some statement of what has performance is very statement of strengths
about his or her judgments on achievements. been achieved. limited, with little or no and weaknesses and
performance and personal strengths attention paid to achievements
other insights and weaknesses, strengths and
affecting self-beliefs includes successful weaknesses of work.
output and
accomplishments.
FS - On Becoming a Teacher
Lesson Plan Rubric
Total
FS - On Becoming a Teacher
Rubric for Microteaching
Needs
Item to be Rated Very Good(4) Good(3) Fair(2)
Improvement(1)
1. Microteaching The plan has The plan has The plan lacks The plan lacks
Planning Guide complete component one part. important parts.
component parts. Most of Some Most of the
parts. All the objectives objectives are objectives are
objectives are are behavioral, behavioral, not behavioral,
behavioral, learner- learner- learner-centered
learner- centered and centered and and very
centered and very very interactive.
very interactive. interactive.
interactive.
4. Management and The teacher is The teacher is The teacher is The teacher is
Learners very child- child-friendly not so child- not at all child-
friendly and and applies friendly and friendly and
applies democratic applies applies
democratic style democratic democratic style
style style
FS - On Becoming a Teacher
PST Teaching Performance Rating Checklist
Name: Date:
Subject Taught: No. of Pupils:
Articulation
TEACHER
Ability to Motivate
Ability to Manage class
Question technique
TEACHING PROCEDURE
Class Atmosphere
FS - On Becoming a Teacher
FS 6 Monitoring Sheet/DTR
FS - On Becoming a Teacher
FS 6 Scan Colored Certificate
FS - On Becoming a Teacher
FS 6 PSTs Clearance
FS - On Becoming a Teacher
Photo Documentations
(Proof of field visits, school facilities buddy, buddy with CT, classroom, use of IMs,
demo teachings, etc.)
FS - On Becoming a Teacher
Glossary of Terms
Cooperating Principal – is the head of the cooperating school responsible in assigning exemplary
cooperating teachers and to coordinate with the TEI Practicum Supervisor with regards the
assignment and problems of Pre-service Teachers
Cooperating Schools –the school where the pre-service teacher undergoes off-campus teaching.
Community Involvement- involvement in educational activities outside of the school or, the
involvement of community members in school activities. For example, parents listening to
pupils read or, coaching a sport.
Dean of the College of Education – is responsible for assigning Practicum Supervisors to handle Field
Studies including Practicum A and B.
Instructional Materials – refer to print materials, audio-visual and multi-media resources used by the
teacher in facilitating teaching-learning process.
Micro-teaching – refers to tutorial, remedial and enhancement teachings conducted outside the class
hour period.
Tutorial Teaching - a mode of microteaching that applies appropriate tutoring skills such as
explaining, demonstrating, questioning, giving feedback and checking understanding. This
applies to slow and average learners.
Remedial Teaching – a mode of microteaching where the teacher identifies the student’s
difficulties. From here, he/she will interpret, explain, and demonstrate the relevant points. This is
applied to slow learners.
Enhancement Teaching – a mode of microteaching where the teacher demonstrates a particular
strategy in presenting a lesson. This is applied to average and fast learners.
Practicum Coordinator – refers to the person in-charge of monitoring the teachers handling Field
Studies and manages administrative matters pertaining the practicum program of the TEI.
Pre-Service Teachers – refers to the University/College BEED and BSED students who are enrolled
in the Field Study courses and are involved in micro teaching, team teaching, and teaching
whole lesson.
Rubric - is a scoring tool that lists the criteria for a piece of work. (Goodrich, H.2000). It can be very
useful for teachers to improve quality of students’ performance and to assess students’
learning using fair and just system.
Site Coordinator – He/She is responsible in assisting the Principal/Head of the School in assigning
students in classrooms and scheduling of classes for observation and participation. Conduct
regular conference with cooperating teachers as regards the performance and behavior of
student teachers
TEI Practicum Supervisor – refers to the University/College faculty directly responsible for
supervising, monitoring and providing support to the university student in on/off campus
school experience.
Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering Teacher
Education Courses with curriculum aligned with that of CHED. There are 21 of these from
Regions XI, XII, and ARMM which established partnership with BEAM and DepEd.
Team Teaching - is any form of teaching in which a team consisting of two or more pre-service
teachers share responsibility in the planning, presentation, and evaluation of lessons
prepared for the same group of students.
FS - On Becoming a Teacher
References
Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.
Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.
Burke, Kay (2005).How to Assess Authentic Learning, Third edition. Hawker Brownlow
Education. Australia
Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.
Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of Teaching.
Lorimar Publishing Co.,Inc.
Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.
Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing Co.,
Inc.
MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.
FS - On Becoming a Teacher