1

Cebu Technological University

M.J. Cuenco Ave, Cor R. Palma Street,
Cebu City, Philippines
6000
Tel 402-4060
Email [email protected]

This Course Pack is compiled and curated by a team of dedicated and dynamic teachers,

JERAMIE C. LINABAN, Dev.Ed.D.

CTU- Argao Campus
[email protected]

ISRAELI S. CAMINOS, Ed.D.

CTU- San Francisco Campus
[email protected]

MILDRED G. MARTINEZ, M.A.V.Ed.

CTU- Argao Campus
[email protected]

ANTONIO P. CINCO, JR. M.A.V.Ed.

CTU- Tuburan Campus
[email protected]

BRAULIO M. DIONGSON,
CTU- Daanbantayan Campus
[email protected]

SEPTEMBER 2021

This work is licensed under the

Creative Commons Attribution-Noncommercial 4.0 International License.
To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc/4.0/.
 3

PREFACE

Welcome, Field Study Students!

Welcome to your Field Study Course 1- Observations of Teaching-Learning in Actual

School Environment. This first experiential course allows you to immerse and engage yourself in
actual classroom situations and learning environments. Direct observation of teaching-learning
episodes that focus on applying educational theories learned in content and pedagogy courses will
be made. Moreover, this FS 1 emphasizes your observation on learner's behaviors, motivation,
teacher's teaching strategies, classroom management, and the assessment in learning.

As you may know, your Field Study Courses are part of your curriculum that is intended to
provide experiential learning in which you can grasp Concrete Experience (CE), Abstract
Conceptualization (AC), Reflective Observation (RO), and Active Experimentation (AE).
Experiential learning is a process of constructing knowledge that involves a creative tension among
the four learning modes responsive to contextual demands. This process is portrayed as an
idealized learning cycle or spiral where the learner ''touches all the bases'' – experiencing,
reflecting, thinking, and acting – in a recursive process responsive to the learning situation and
what is being learned. Immediate or concrete experiences are the basis for observations and
reflections. These reflections are assimilated and distilled into abstract concepts from which new
implications for action can be drawn. These implications can be actively tested and serve as guides
in creating new experiences. The experiences will begin with field observation and gradually
intensify until you undertake practice teaching.

Given the risks posed by the ongoing pandemic, your FS Instructors and the school
authorities of Cebu Technological University have crafted your Field Study Activities. These shall
abide by existing health protocols and standards prescribed by the Inter-Agency Task Force for the
Management on Emerging Infectious Diseases (IATF), Department of Health (DOH), and other
health and safety regulations implemented by the HEI’s respective local government units. In any
circumstances that relevant authorities would permit face-to-face contact, minimum public health
standards as stipulated in DOH Administrative Order No. 2020-0015 shall still be strictly observed.

Furthermore, in order to promote your well-being and guarantee the quality of learning and
exposure and ensure your safety while undergoing Field Study Activities, our University and the
Cooperating Schools are adherent to the requirements of the Student Internship Program in the
Philippines per CHED Memorandum Order (CMO) No. 104, series of 2017 and the Guidelines on
the Required Health Standards in Basic Education Offices and School per DepEd Order No. 014,
series of 2020.

In all this, we hope that you will enjoy your Field Study journey.
 4

TABLE OF CONTENTS

TITLES PAGES
COVER 1
AUTHORS 2
PREFACE 3
TABLE OF CONTENTS 4
PRELIMINARY: VMGO AND COURSE OVERVIEW 6
ORIENTATION NOTES FOR FIELD STUDY 1 7
PRELIMINARY ACTIVITY
FS PORTFOLIO TASK # 1 STARTING THIS JOURNEY RIGHT 10
PRACTICE: Create Graphic Organizer 10
PERFORMANCE: Virtual Sharing 10
ASSESSMENT: Creative Presentation 11
TOPIC 1: THE TEACHER AS A PERSON;
PHILOSOPHY AND MISSION STATEMENT
EPISODE 1: THE TEACHER AS A PERSON 12
PRACTICE: A Detailed Guide 13
PERFORMANCE: Teachers’ Values and Philosophy Matrix 14
ASSESSMENT: My Mission Statement as a Future Teacher 16
TOPIC 2: THE LEARNER’S DEVELOPMENT
AND ENVIRONMENT
EPISODE 2: HOME-SCHOOL LINK 17
PRACTICE: An Observation/Interview
Guide for Home-School Link 18
PERFORMANCE: The Learner’s Development Profile 21
ASSESSMENT: Creative Visual Reflection 24

EPISODE 3: SCHOOL AS A LEARNING ENVIRONMENT 25

PRACTICE: School & Classroom Facilities Checklist 26
PERFORMANCE: Reflection -School Facilities Checklist 28
ASSESSMENT: My Personal Illustration of an
Effective School Environment 29
FS PORTFOLIO TASK # 2 LEARNERS WITH DISABILITIES,
GIFTEDNESS AND TALENTS 30
PERFORMANCE: Teacher Interview & Analysis 33
ASSESSMENT: Reflection 34
TOPIC NO. 3: TEACHING APPROACHES AND METHODS
EPISODE 4: APPROPRIATENESS OF TEACHING 32
PRACTICE: Class Video Observation 32
PERFORMANCE: Teacher Interview & Analysis 33
ASSESSMENT: Reflection 34
 5

TITLES PAGES
TOPIC NO. 4: UTILIZATION OF TEACHING AIDS
EPISODE 5: ON LESSON DEVELOPMENT 35
PRACTICE: Analysis of Lesson Development 36
PERFORMANCE: Essay 37
ASSESSMENT: Reflection 38
TOPIC NO. 5: CLASSROOM MANAGEMENT AND LEARNING
EPISODE 6: MANAGING TIME, SPACE AND RESOURCES 39
PRACTICE: Classroom Management Matrix 41
PERFORMANCE: Analysis 42
ASSESSMENT: Essay 43
TOPIC NO. 6: ASSESSMENT ON STUDENTS’ LEARNING
EPISODE 7 USING APPROPRIATE ASSESSMENT TOOLS 44
PRACTICE: Observation Checklist 44
PERFORMANCE: Analysis 45
ASSESSMENT: Reflection 46
TOPIC NO. 7: EXPLORING THE CURRICULUM
EPISODE 8: WHAT’S NEW IN THE CURRICULUM? 47
PRACTICE: DepEd Administrator/ Teacher in Charge Interview 48
PERFORMANCE: SURVEY-Do you really need to innovate? 48
ASSESSMENT: Pledge of Commitment 49
TOPIC NO. 8: ON BECOMING A GLOBAL TEACHER
EPISODE NO. 9 “THE GLOBAL TEACHER” 50
PRACTICE: Interview – “Global Teacher” 50
PERFORMANCE: Analysis 51
ASSESSMENT: Creative Illustration- “Global Teacher” 52
TOPIC. NO. 9: TEACHING as a VOCATION
PORTFOLIO TASK # 3. MILA: VIEWING TEACHING
AS A VOCATION 53
PRACTICE: Film Review 53
PERFORMANCE: Film Analysis 55
ASSESSMENT: Global Teacher Life-Line 56
REFERENCE 57
APPENDICES 58
FIELD STUDY Form 1- Field Study Directory 58
FIELD STUDY Form 2- Letter to the Campus Director/Head 59
FIELD STUDY Form 3- Letter to the Head/Principal (DepEd) 61
FIELD STUDY Form 4- Parents/Guardians’ Consent 63
FIELD STUDY FORM 6- FS Student Certificate 64
FIELD STUDY FORM 7- Resource Teacher Certificate 65
FIELD STUDY FORM 8- Assessment Rubrics for Episodes 66
FIELD STUDY FORM 8- Rubrics for Creative Presentation 68
 6

PRELIMINARY: VMGO AND COURSE OVERVIEW

Vision of the University:

A premier, multidisciplinary – technological university.

Mission of the University:

The University shall primarily provide advanced professional and technical instruction for special
purposes, industrial trade, teacher education, agriculture, fishery, forestry, engineering, aeronautics, and land -
based programs, arts and sciences, health sciences, information technology, and other relevant fields of study.
It shall undertake research, production, and extension services, and provide progressive leadership across the
areas of specialization for global empowerment (R.A 9744).

Goals of the University:

The university shall produce scientifically and technologically-oriented human capital equipped with
appropriate knowledge, skills and attitudes. It shall likewise pursue relevant research, strengthen linkages with
the industry, community, and other institutions and maintain sustainable technology for the preservation of the
environment.

Core Values:
Commitment, Transparency, Unity, Patriotism, Integrity, Excellence, Spirituality (CTU PIES)

Course Description:
This is the first experiential course, which will immerse a future teacher to actual classroom situation and
learning environment where direct observation of teaching learning episodes that focuses on the application of
educational theories learned in content and pedagogy courses will be made. Observations on learners’ behavior,
motivation, teacher’s strategies of teaching, classroom management, assessment in learning and among others
shall be given emphasis. A portfolio shall be required in the course.

Course Learning Outcomes:

Following the course pathways (OAR – Observe, Analyze, Reflect), the student teachers will be able to:
1. assess the appropriateness of the teaching methods and strategies to the individual differences
and phases of learner’s development; (POa, POc, POd, POg, POh; BTI 1.1.1, BTI 1.5.1)
2. select the teaching materials that best suit the needs of the learners by observing real classroom
situations; (POa, POb, POc, POd,Poe, POg, POh; BTI 4.5.1)
3. apply the principles of classroom management in managing time, space and resources
appropriate to the learners as observed in the
real classroom setting; and (POb, POf, POg, POh; BTI 1.5.1, BTI 4.5.1)
4. evaluate the assessment tools and methods used by the resource teacher in the teaching and
learning process. (POb, POe, POg, POh; BTI 1.5.1, BTI 4.5.1)
 7

ORIENTATION NOTES FOR FIELD STUDY 1

These orientation notes include:

 Legal Foundations of Field Study
 Theoretical Foundations
 The OAR Approach
 Field Study Matrix
 Suggested Guidelines

LEGAL FOUNDATIONS
 CHED Memorandum Order No. 74 (BEEd) CMO No. 75 (BSEd) CMO No. 78 (BTLEd) were
promulgated on October 3, 2017 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 1004.
 CMO No. 74, 75 and 78 embody the policies and standards for the undergraduate teacher
education curriculum.
 Article V. sec 9 of CHED Memorandum Order No. 74,75 & 78 state that, “field study courses are
intended to provide students with the 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 teaching.

THEORETICAL FOUNDATIONS
 Vygotskian principle of social construction of knowledge. i. e., meaningful learning and
construction of knowledge will occur if learners work hands – on in relevant settings and with the
proper guidance.
 Albert Bandura’s Social Learning Theory – learning takes place not only through imitation but
also observation.
 Situated Learning Theory reiterated Vygotsky and Bandura’s views. It emphasized that
knowledge needs to be presented in an authentic context, i.e., settings and applications that
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 explore his/her experiences in order
to arrive at new understanding or insights. It may be done individually or through sharing and
discussion with others.
 Experience without reflection does not lead to learning (Kolb 1984)
 Reflection on both the content and the process of learning help learners move towards and stay
within a deep approach to learning. (Brown and McCartney 1999)
 8

APPROACH TO FIELD STUDY

 OAR Approach is used to represent the cyclical pattern of the tasks that pre – service teachers
are expected to do in the different episodes. After the goal/target and the map are given per
episode they will basically:
- O – observe in actual settings or organize an output;
- A – analyze/synthesize the experience;
- R – reflect on the experience.
 Observation in actual setting is meant for the FS students to train their 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
observation.
 Analysis involves the use of critical thinking to break down the components of what was
observed, orchestrated or organized. Further on it will also involve the ability to synthesize, i.e.,
to organize into a coherent pattern the salient points of what one has analysed and learned.
 Reflection involves the past, the present and the future of the field study student. In light of each
field experience episode, the Field Study students reflect on relevant past experiences that might
have affected their beliefs, values and attitudes about the learning. The students will also reflect
on how each episode is affecting their present thinking and finally, how their learning will impact
on their future as teachers. This allows for integration of the future teacher as first and foremost
a person with beliefs, values and attitudes.
 This approach answers in part to the “challenge” of “developing effective mechanisms for the
Experiential Learning Component of Pre – Service Teacher Education.” It moves away from the
old view that, “Teacher development is simply informational; that it only involves providing new
updated technical knowledge for teachers. It adheres to the new NCBTS paradigm that “teacher
development is transformational, experiential and contextual; it involves engaging teachers to
 9

critically reflect on old and new technical knowledge as these facilitate student learning in actual
contexts.

Source: Lucas, Maria Rita D. Ph.D. (2015). Field Study 1: The Learner’s Development and Environment. Lorimar
Publishing Inc. Quezon City, Manila

FIELD STUDY FORMS

(See appendices)

 Form 1 – Field Study Directory

 Form 2 – Letter to the Campus Director/Head
 Form 3 – Letter to the Head/Principal of the Basic Education Institutions (DepEd)
 Form 4 – Parents/Guardians’ Consent
 Form 5 – Episodes
 Form 6 – Individual Certification
 Form 7 - Certificate for the Resource Teacher/Principal
 Form 8 – Assessment Rubrics for FS Episodes

FIELD STUDY PROCESS/PROTOCOL

 BRIEFING – Talk your Walk. Prior to the conduct of the field study observation or interview, or
video viewing, the Field Study Facilitator (Teacher) gives instruction on what to do (DO’s) and
not to do (DONT’s)in the conduct of the activity.
 CONDUCT OF FIELD STUDY/SCHOOL OBSERVATION/INTERVIEW/VIDEO VIEWING
 DEBRIEFING – Walk your Talk. After the actual field study observation, video viewing,
debriefing or sharing of experiences, lessons learned and output to the class will be done
individually or by group.
 10

PRELIMINARY ACTIVITY

FS PORTFOLIO TASK # 1 STARTING THIS JOURNEY RIGHT

Name of FS Student: Signature:

Course/Yr./Sec: Date of Activity:

INTENDED LEARNING OUTCOMES

At the end of this activity:
1. conceptualize your understanding and insights on the teaching profession base on your
prior knowledge from the different Professional education courses;
2. discuss how the course helps in the realization of CTU’s VMGO particularly in this new
normal;

INSTRUCTIONAL PROCESS
PREPARATION:
 Read and understand the activity form provided for you to document your answers. A good
understanding of the activities and tasks to be accomplished in the activity sheet will yield
congruent better learning results.

PRESENTATION:
 Recall on your past lessons in the different Professional Educations subjects.

PRACTICE:
 Conceptualize - Through a graphic organizer or a poster conceptualize your insights and
understanding on the nature of the teaching profession.

PERFORMANCE
 Share- Virtual sharing and processing of output will be done by group/team and by class.

Task No. 1 Inside the box below, conceptualize your understanding and insights of your chosen
profession ‘TEACHING’ through a graphic organizer or a slogan.

Task No. 2 Discuss your slogan or graphic organizer below.

 11

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Task no. 2 Answer the following questions in relation to the CTU’S VMGO.
1. In your own understanding, how does this course/subject (FS 1) help in the attainment of the
University’s vision which is to become a premier, multidisciplinary – technological university?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. As students in CTU, what CTU Core Values (Commitment, Transparency, Unity, Patriotism, Integrity,
Excellence, Spirituality) (CTU PIES) do you need to acquire for the attainment of your VMGO in life as
soon to be teacher? Why?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

ASSESSMENT:
 The individual output will be shared to the group.
 Group leader/representative from the group will present their unified output to the class
virtually.
 To rate the output of this task, use the rubrics for Creative Presentation provided. See
appendices in page.
 12

TOPIC 1: THE TEACHER AS A PERSON; PHILOSOPHY AND MISSION

STATEMENT

EPISODE 1: THE TEACHER AS A PERSON

Name of FS Student: ____________________________ Signature of FS Student: ___________

Course: _______________________________________ Year & Section: __________________
Resource Teacher: ______________________________ Signature: ______________________

INTENDED LEARNING OUTCOMES:

- At the end of this episode, the FS student will clarify their values about teaching and in
articulating and demonstrating one’s personal philosophy of teaching and craft their own
mission statement as future teachers.

INSTRUCTION PROCESS

PREPARATION:

For you to be an effective teacher in the future it is important to first start with an awareness of
your values about teaching and then write your mission statement or philosophy that you will uphold
with conviction.

PRESENTATION:

To reach your target, do the following TASKS:

STEP 4. Express these

values and philosophy
in your own mission
statement.
STEP 1. You find a
partner. Interview at
least 3 teachers about
their beliefs on the why,
what and how of
teaching.

STEP 3. Reflect about STEP 2. Analyze the

your own values and values and philosophy
philosophy about behind the teachers’
teaching. beliefs.
 13

PRACTICE:

Use the ACTIVITY FORM provided for you to document your interview.
A DETAILED GUIDE
Read the following carefully before you begin to observe. Then write your observation report on the provided
space.
1. As you interview each teacher, ask each one to answer the three sentence completion items below:
a. My goal/s for my pupils / students is / are _______________________________. This statement reflects
the teacher’s values / philosophy about WHY one should teach.
b. What I really want to teach to my pupils / students is / are ___________________. This statement
reflects the teacher’s values / philosophy about WHAT one should teach.
c. I will teach my pupils / students by _______________________. This statement reflects the teacher’s
values / philosophy about HOW one should teach.
2. Use the sentence completion form on the next page when you interview the teachers.
3. Fill out the Teachers Values and Philosophy Matrix to document the teachers’ responses.
4. Analyze the teachers’ responses by identifying the values and philosophies they reflect. You can use the
book, The Teaching Profession (Bilbao, et al, 2006) as a guide.
TEACHER INTERVIEW FORM
1. Teacher’s Name _____________________________________ Subject Taught: ______________________________
Level: _________________________________
a) My goal/s for my pupils/students is/are _______________________________________________________
_________________________________________________________________________________________________
b) What I really want to teach to my pupils or students is / are _______________________________________
_________________________________________________________________________________________________
c) I will teach my pupils / students by ___________________________________________________________
__________________________________________________________________________________________________

2. Teacher’s Name _____________________________________ Subject Taught: ______________________________

Level: _________________________________
a) My goal/s for my pupils/students is/are _______________________________________________________
_________________________________________________________________________________________________
b) What I really want to teach to my pupils or students is / are _______________________________________
_________________________________________________________________________________________________
c) I will teach my pupils / students by ___________________________________________________________
__________________________________________________________________________________________________

3. Teacher’s Name _____________________________________ Subject Taught: __________________

Level: _________________________________
a) My goal/s for my pupils/students is/are _______________________________________________________
_________________________________________________________________________________________________
b) What I really want to teach to my pupils or students is / are _______________________________________
_________________________________________________________________________________________________
c) I will teach my pupils / students by ___________________________________________________________
__________________________________________________________________________________________________
 14

PERFORMANCE

Task no. 1. Analyse the answers of the three teachers that you interviewed and fill in the matrix
below.
TEACHERS’ VALUES AND PHILOSOPHY MATRIX
Teacher’s Your Analysis Your Analysis Your Reflection
Responses Values Reflected Philosophy Reflected Your Comments / reactions
(Refer to pp. 6-10 of Bilbao, et (Do you agree / disagree with the
al, The Teaching Profession) views of the teacher? Is it similar /
different from your own view?
Write your statements here.)

TEACHER 1
A) WHY teach

B) WHAT to
teach

C) HOW to
teach

TEACHER 2
A) WHY teach

B) WHAT to
teach

C) HOW to
teach
 15

TEACHER 3
A) WHY teach

B) WHAT to
teach

C) HOW to
teach

Task No. 2. Base on the interview conducted with the three teachers, reflect on the following guide
questions:
1. Which views do you agree with? Disagree with? Expound.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. This time, it’s your turn to answer the three sentence completion items.
a. My goal/s for my pupils / students is / are
_______________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
b. What I really want to teach to my pupils / students is / are
________________________________________________________________________________
 16

________________________________________________________________________________
________________________________________________________________________________
c. I will teach my pupils / students by
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

d. What philosophy do you adhere to? Why?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

ASSESSMENT:

A mission statement is a clear and concise expression of your beliefs, values and philosophy. Write
your own mission statement here. Below is a sample, but you are free to make your own format. Just
K.I.S.S. it. Keep It Short and Simple, so that you can remember it by heart. Most importantly, that you
will live by it.

I Live Each Day As A Teacher... My Mission Statement as a Future Teacher

Who Listens both to words and silences
Who Opens minds to wonder and explore
Who Values through preparation
Who Enjoys the daily routines

Who Celebrates individual differences

Who Advocates a child-friendly environment
Who Relishes life-long learning
Who Educates not just the mind
But the heart and spirit as well.

- Maria Rita D. Lucas -

 The individual output will be shared to the group.

 Group leader/representative from the group will present their unified output to the class
virtually.
 To rate the output of this task, rubrics is provided. See appendices in page ….
 17

TOPIC 2: THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

EPISODE 2: HOME-SCHOOL LINK

Name of FS Student: ____________________________ Signature of FS Student: ___________

Course: _______________________________________ Year & Section: __________________
Resource Teacher: ______________________________ Signature: ______________________

INTENDED LEARNING OUTCOME:

- At the end of this activity, the FS students can identify the factors in the home environment
that might affect learner’s behaviour and performance in the school by conducting an interview
with the parent/s of the child

INSTRUCTION PROCESS

PREPARATION:

To reach your TARGET, do the following tasks:

Home and School

Link

 You are supposed to select a learner from the class whom you have observed. Choose a learner,
son/daughter of your friend or relative.
 Conduct a home visit to your selected learner.

PRESENTATION:

 Describe the family in terms of number of siblings.

 Reflect on how the feelings of belongingness and acceptance and cooperation are emphasized
in the play.
 Interview the parents about the rules they implement at home concerning their child’s schooling,
the learner’s activities and behaviour while at home.
 18

PRACTICE:

Use the activity form provided for you to document your observations.
AN OBSERVATION/INTERVIEW GUIDE FOR HOME-SCHOOL LINK
Read the following carefully before you begin to observe/interview. Then write your observation report
on the provided space.

THE LEARNER
1. Make a general observation of the learner. Describe him in each of the domains of
development:
 Physical-body built and height (thin, chubby, underweight, overweight), level of physical
activity (fast, slow, lethargic, active,etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into
fights, liked by others, etc.)
 Emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind,
shows reasoning skills, turns in assignments and requirements, etc.)
INTERVIEW WITH PARENTS
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures
in the living room.
2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable.
SUGGESTED PARENT INTERVIEW GUIDE
Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions,
if necessary.

Name of Learner:

Date of Birth: Age:

Grade/Year Level: Gender:
Number of Siblings:
Birth Order:
Parents:
Mother:
 19

Age:
Occupation Educational Attainment:
Father:
Age:
Occupation Educational Attainment:
LEARNER’S PHYSICAL ASPECT
Health
Mother’s Health during pregnancy with the learner:

Ailments or health problems of the learner as a child:

Age of the learner when he started to walk/talk:

Food preferences of the learner as a child and at present:

Who took care of him/her as a child?

LEARNER’S SOCIAL ASPECT

Describe your child’s sociability (friendly, outgoing or shy, loner)

Who were the learner’s playmates?

As a child then was he/she allowed to play outside?

Is he/she allowed to go out with friends? Do you have rules for him/her to follow regarding going out? What
are these rules?

EMOTIONAL-MORAL
What are your expectations of your child?
 20

How do you provide a nurturing environment for your child?

Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her
emotional needs?

What do you do when he/she is not successful in something?

How do you discipline your children?

Do you have rules in the house? What are they?

How do you impose the rules?

What are the consequences of breaking the rules?

LEARNER’S COGNITIVE ASPECT

What are the child’s interests?

What is he/she good at in school?

In what subject/s does he/she have difficulty?

How do you monitor his/her performance in school? How do you motivate him/her?
 21

Do you have rules at home to help him develop good study habits? What are these rules? How are they
implemented?

PERFORMANCE

Task No. 1.
After you have gathered all the necessary data, write the Learner’s profile using the outline below. Type
the profile in a separate sheet and attached it to this learning episode.

THE LEARNER’S DEVELOPMENT PROFILE

Name of the Learner

________________________________________________________________________________
School
________________________________________________________________________________
Date of Home Visit
________________________________________________________________________________
Date of Birth: _______________________________________ Age: _________________________
Grade/Year Level: ___________________________________ Gender: ______________________

Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation Educational Attainment:
Father:
Age:
Occupation Educational Attainment:
 22

PHYSICAL DEVELOPMENT
(In paragraph form, describe the physical development of the learner. Combine the parents’ responses
and your own observations.)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
SOCIAL DEVELOPMENT
(In paragraph form, describe the social development of the learner. Combine the parents’ responses
and your own observations.)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
EMOTIONAL-MORAL DEVELOPMENT
(In paragraph form, describe the emotional-moral development of the learner. Combine the parents’
responses and your own observations.)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
COGNITIVE DEVELOPMENT
(In paragraph form, describe the cognitive development of the learner. Combine the parents’ responses
and your own observations.)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
FINDINGS
(Write here your salient findings about the learner.)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
CONCLUSIONS
(Write your conclusions after you have analyzed the impact of the school and the home on the learner’s
development. The questions in the YOUR ANALYSIS portion of this learning episode can help you.)
 23

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
RECOMMENDATIONS (Write your recommendations.)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Task No. 2
 Your findings and recommendations in the Learner Development Profile will help you answer
the questions here.
1. From your home visit and interview, what do you think is the style of parenting experienced by
the learner? Explain your answer?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. Relating your data with what you learned from child development, what family factors do you
think contribute in the development and overall adjustment of the learner in school?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Does the communication between the home-school have an effect on the learner? If yes, what
are these effects?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 24

ASSESSMENT:

 Make an artistic, colourful, and creative visual expression of your insights or feelings about the
influence of the home and school to the learner. Then write a few statements on the space below
about your visual art.

 The individual output will be shared to the group.

 Group leader/representative from the group will present their unified output to the class
virtually.
 To rate the output of this task, rubrics is provided. See appendices in page ….
 25

TOPIC 2: THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

EPISODE 3: SCHOOL AS A LEARNING ENVIRONMENT

Name of FS Student: ____________________________ Signature of FS Student: ___________

Course: _______________________________________ Year & Section: __________________
Resource Teacher: ______________________________ Signature: ______________________

INTENDED LEARNING OUTCOME:

 At the end of this activity, the FS student will be competent in describing the school
environment that is conducive for learning and on how it affects the learners’ behavior

INSTRUCTION PROCESS

PREPARATION:
A general observation of the campus and the classroom is an exciting way to start your observation.
Your mission is to do the following tasks:
2. Accomplish the
checklist as you move
around the school
1. Visit a school. Look
premises.
into facilities and
support learning areas
in the campus, then in
the classroom.
3. Based on your
gathered data in the
checklist, describe the
school environment.

5. Present your idea of a good school

environment through any of these:

a) Descriptive Paragraph; b) Photo Essay; c)

Sketch or drawing; d) Poem, song, or rap.
4. Make a reflection on
the characteristics of a
school environment
that promotes learning.
 26

PRESENTATION:

As you move around the campus, activity forms are provided for you to document your observations.
It is advised that you read the entire worksheet before proceeding to the school site. A good
understanding of the activities and tasks to be accomplished in the activity sheets will yield better
learning results.

PRACTICE:

SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to indicate
their availability. Give a brief description of those that are available on the last column.
Facilities Available Not Description
Available
1. Office of the Principal

2. Library

3. Counselling Room

4. Canteen / Cafeteria

5. Medical Clinic

6. Audio Visual / Media

Center
7. Reading Center

8. Speech Laboratory

9. Science Laboratory

10. Gymnasium

11. Auditorium
 27

12. Home Economics

Room
13. Industrial Workshop
Area
14. PTA Office

15. Comfort Room for

Boys

16. Comfort Rooms for

Girls

Others (Pls. specify)

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description
(location, number, arrangement condition)
1. Wall Displays

2. Teacher’s Table

3. Learner’s Desks

4. Blackboard

5. Learning Materials /
Visual Aids
6.

7.

8.

9.

10.
 28

PERFORMANCE:

Task No. 1. Base from your observations, answer the following analysis questions:
1. How do the school campus and the classroom in particular impact on the learning of the
students going to school? What are your conclusions?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
2. How does this relate to your knowledge of facilitating learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Task No. 2. Answer the following reflection questions.
1. Would you like to teach in the school environment you just observed? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
2. What kind of school campus is conducive to learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What kind of classroom is conducive to learning?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. In the future, how can you accomplish your answer in number 3?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Write your additional learnings and insights here.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 29

ASSESSMENT:

Lay-out your personal illustration of an effective school environment.

MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL ENVIRONMENT

 The individual output will be shared to the group.

 Group leader/representative from the group will present their unified output to the class
virtually.
 To rate the output of this task, rubrics is provided. See appendices in page ….
 30

TOPIC 2: THE LEARNER’S DEVELOPMENT AND ENVIRONMENT

FS Portfolio Task # 2 LEARNERS WITH DISABILITIES, GIFTEDNESS AND TALENTS

Name of FS Student: Signature:

Course/Yr./Sec: Date of Activity:

INTENDED LEARNING OUTCOMES

At the end of this activity:
1. observe how teachers use various strategies in teaching talented, exceptional or special
students;
2. write a reflection paper about the film Every Child is Special.

INSTRUCTIONAL PROCESS
PREPARATION:
 As you accomplish this task, activity forms are provided for you to document your answers. A
good understanding of the activities and tasks to be accomplished in the activity sheets will yield
congruent better learning results.

PRESENTATION:

 You are to watch a movie entitled “Every Child is Special”.

PERFORMANCE
 Make a reflection paper on the movie on how a teacher should handle special or exceptional
learners.

__________________________
Title
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
 31

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________

ASSESSMENT:
After watching the movie, complete the following:
1. I realized that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2. I believe that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

3. I feel that
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. When I become a teacher, I will

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 32

TOPIC 3: TEACHING APPROACHES AND METHODS

EPISODE 4: APPROPRIATENESS OF TEACHING

METHODS AND APPROACHES
Name of FS Student: ____________________________ Signature of FS Student: ___________
Course: _______________________________________Year & Section: __________________
Resource Teacher: ______________________________Signature: ______________________

INTENDED LEARNING OUTCOME:

- At the end of this activity, evaluate the appropriateness of the teaching approaches or
methods used by the two teachers in the video

INSTRUCTIONAL PROCESS

PREPARATION:

Now work on your way towards a closer look at the methods, strategies and approaches of teaching
and learning.

PRESENTATION:

To hit your Target, work your way through these steps:

Step 1. Observe 2 classes and identify the teaching strategies or methods used by the teachers.
Step 2. Interview the teachers on the reason behind the use of observed teaching strategies.
Step 3. Reflect on the reasons given by the teachers interviewed.

PRACTICE:

For this video viewing, document your observations in the video using the activity forms provided for
you.
Your Observation:
A. Write your observations inside the table.
Teachers Being Observed Strategies Used by Description of the Teaching Strategies
the Teacher Used by the Teacher

Teacher 1
 33

Teacher 2

PERFORMANCE
1. Who do you think is more effective in his/her teaching strategy/method, teacher 1 or 2? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________
2. Which strategy/method is more interactive? Less interactive? Support your answer.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________
3. If you will be the teacher in one of the topics being discussed by the teacher you’ve
observed, will you use the same strategy? Why or Why not?
______________________________________________________________________________
______________________________________________________________________________
 34

______________________________________________________________________________
______________________________________________________________________________
_________________________________________________________________
4. In selecting a strategy in teaching a particular lesson, as a teacher what are the important
factors that you have to consider? How does each factor affect the teaching and learning
process?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
_____________________________________________________________________

ASSESSMENT:

After going through the process of observation, thinking and reflection of your experiences,
you surely have drawn some insights and new understanding of teaching and learning
process. Please express your thoughts, feelings, insights or new understanding through an
essay or a poem here.
 35

TOPIC NO. 4: UTILIZATION OF TEACHING AIDS

EPISODE 5: ON LESSON DEVELOPMENT

Name of FS Student: ____________________________ Signature of FS Student: ___________

Course: _______________________________________ Year & Section: __________________
Resource Teacher: ______________________________ Signature: ______________________

INTENDED LEARNING OUTCOME

- At the end of this activity, the FS students can determine the appropriateness of teaching
aids to learning tasks (CLO 2)

INSTRUCTIONAL PROCESS

PREPARATION:

Using the same videos in your episode number no. 4, observe the two (2) teachers on how they go
through their lessons.

PRESENTATION:

1. Accomplish observation sheet.

2. Analyse your observation.
3. Reflect on your observations.
OBSERVATION SHEET

Description of the Resource Teachers Observed: ____________________________

________________________________________________________________
School Address: ___________________________________ Date: ____________
Grade/Year Level: _________________________________
Subject Areas: _____________________
_____________________
 36

PRACTICE:

Answer the following questions:

1. Describe how the teacher began his/her lesson. Why do you think did she/he do that?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What activity/es did the teacher ask the learners to do after she/he introduced the lesson?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. What instructional materials did the teacher use in his/her discussion? Do you think these
materials are appropriate in enhancing the discussion of the topic? Why or why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. How did she end her/his lesson? Why do you she/he did that?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Did you notice an assessment of learning in the process of teaching? If yes how was it done?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 37

6. Did you observe if the teacher checked learning at the end of her/his lesson?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
7. Checklist: Of the following which did you observe? Please check if you observed the item.
Teaching Behavior Check Here
1. Connecting lesson to past lesson.
2. Introducing the lesson for the day.
3. Sharing the lesson objective of the day.
4. Motivating the students.
5. Students doing learning activity.
6. Teacher giving lecture.
7. Teacher checking for understanding.
8. Teacher/students summarizing the lesson.

PERFORMANCE

Answer the following questions:

1. How should a lesson begin and end?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Did you observe any part of the lesson development to have been out of place? Explain your
answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
 38

ASSESSMENT:

“Tell them what you want to tell them; tell them what you told them”. Relate this statement to lesson
development.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
 39

TOPIC NO. 5 CLASSROOM MANAGEMENT AND LEARNING

EPISODE 6: MANAGING TIME, SPACE AND RESOURCES

Name of FS Student: _________________________Signature of FS Student: ___________

Course: ___________________________________ Year & Section: __________________
Resource Teacher: __________________________Signature: ______________________

INTENDED LEARNING OUTCOMES:

At the end of this activity, the FS students will be able to describe how the classroom is
structured/designed to allow everyone to participate in the learning activities. (CLO 3)

INSTRUCTIONAL PROCESS

PREPARATION:

To reach your target, do the following tasks:

 Watch a video from YouTube showing an actual
classroom setting focusing on classroom management

PRESENTATION:

 Using a checklist, find out the evident classroom

components.
 Describe how the classroom is structured / designed to allow everyone to participate in the
learning activities.
 Relate the data in your checklist to the learners’ behaviour.
 Reflect on how classroom management affects learning.

Use the activity form provided for you to document your observation.
AN OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS
Read the following statements carefully. Then write your observation report on the
provided space.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
 40

3. Focus on their behaviour. Are they already able to manage their own behaviour?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.

Name of the school observed: ________________________________________________

Location of the School: _____________________________________________________
Date of Visit: ____________________________________________________________
 41

PRACTICE:

Base on the video that you observed, fill in the matrix on classroom management below.
CLASSROOM MANAGEMENT MATRIX
Aspect of Classroom Description Effect on the Learners
Management (to be filled up after you answer the
analysis questions)
1. Specific Areas in the
Classroom

2. Classroom Rules

3. Classroom
Procedures

4. Daily Routines

5. Seating
Arrangement

6. Handling
misbehaviour / off-task
behaviour
 42

7.Reinforcement of
Positive behaviour

8. Others…..

PERFORMANCE

Answer the analysis questions comprehensively.

1. How did the classroom organization and routines affect the learners’ behaviour?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________
2. What should the teacher have in mind when he / she designs the classroom organization and
routines? What theories and principles should you have in mind?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_____________________________________________________________________
3. Which behaviour strategies were effective in managing the behaviour of the learners? In motivating
students? Why were they effective?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 43

ASSESSMENT:

1. Imagine yourself organizing your classroom in the future. In what grade / year level do you see
yourself? What routines and procedures would you consider for this level? Why?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. Should learners be involved in making the class rules? Why? Why not?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
 44

TOPIC NO. 6 ASSESSMENT ON STUDENTS’ LEARNING

EPISODE 7: USING APPROPRIATE ASSESSMENT TOOLS

Name of FS Student: ____________________________ Signature of FS Student: ___________

Course: _______________________________________Year & Section: __________________
Resource Teacher: ______________________________Signature: ______________________

INTENDED LEARNING OUTCOMES:

 After watching videos on YouTube on Assessment of Students learning, the FS students
will be able to identify and name the different assessment methods used by the teacher in
his/her topic; and
 analyse what assessment method is most appropriate to use in a particular lesson
(CLO 4)

INSTRUCTIONAL PROCESS

PREPARATION:

For this process, go through the following steps:

1. Review appropriateness of 2. Observe three

assessment tools in ASL 1 and different classes, from
2 YouTube and interview
3 resource teachers
and request for
documents from them
when necessary.
3. Identify the proofs of the use of
these assessment tools.

4. Guided by a question/questions,
reflect on your own experience then
write down your reflection

PRESENTATION:

While watching the videos, fill in the observation checklist that follows.
 45

PRACTICE:

OBSERVATION CHECKLIST
Which method was used? Please score.
Assessment Method Tally Frequency
1. Written Response instruments
a. Multiple choice
b. True – False
c. Matching Type
d. Short Answer
e. Completion Test
2. Product Rating Scales (for book reports,
projects, other creative endeavours)
3. Performance tests (using a microscope, solving
math word problem)
4. Performance checklist
5. Oral Questioning
6. Observation and self-reports
Other methods….

PERFORMANCE

Answer the following analyses questions:

1. What assessment method/s did you observe to be most often used? Least often used? What
could explain such observation?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. If you are to teach the same lesson would you assess learning in the same way as your Resource
teacher did? Explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 46

___________________________________________________________________________
___________________________________________________________________________
3. Which of the assessment method are categorized as traditional assessment? Which ones are
classified as authentic assessment?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

4. How does traditional assessment differ from authentic assessment?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ASSESSMENT:

Write your personal reflections of thoughts and feelings about the importance in the used of appropriate
assessment methods in the classroom, including what students and teachers can gain from appropriate
assessment tools. Share your reflection with your FS facilitator and classmates.

Peace Concept on Focus: APPROPRIATENESS

Appropriateness in the use of any method of assessment is not just something that teachers wish to consider, but rather an
indispensable principle of fair assessment practices. If taken for granted, our evaluation of students’ learning is erroneous, misleading,
and unfair.
 47

TOPIC NO. 7: EXPLORING THE CURRICULUM

EPISODE 8: WHAT’S NEW IN THE CURRICULUM?

Name of FS Student: ____________________________ Signature of FS Student: ___________

Course: _______________________________________Year & Section: __________________
Resource Teacher: ______________________________Signature: ______________________

INTENDED LEARNING OUTCOMES:

- At the end of this episode, discuss the different curricular issues and concerns faced by the
educator and administrator in DepEd
- reflect on the new innovations, issues, concerns and challenges in the DepEd curriculum
especially in this new normal (CLO 1,2,3,4)

INSTRUCTIONAL PROCESS

PREPARATION:
Visit DepEd and interview school administrators (principal, teacher in charge, officer in charge and the like) on
various curricular issues and concerns.

PRESENTATION:

Interview faculty members on the merits and demerits on schools’ innovations.

PRACTICE:

Interview school officials, faculty members and education students to complete the matrix below.

Curricular Innovations Advantages Disadvantages Your Insights

1.
 48

2.

3.

PERFORMANCE

Enriching Activities:
Select one innovation and complete the discussion web below. Interview at least 5 co – education
students to get their ideas on curricular innovations.

YES NO

Do you really
need to innovate?
 49

Conclusions

ASSESSMENT:

State your commitment as student regarding curricular innovations.

PLEDGE OF COMMITMENT

I ___________________________ an education student of

(Name)

____________________________________________________ fully
(University/College/School)
commit myself to implement the curricular innovation on
____________________________________________________ to
the best of my ability.

I fully realize that I need to do this for the betterment of my learners

and that of my society.

_________________________________________
Name and Signature
 50

TOPIC NO. 8: ON BECOMING A GLOBAL TEACHER

EPISODE NO. 9 “THE GLOBAL TEACHER”

Name of FS Student: ____________________________ Signature of FS Student: ___________

Course: _______________________________________ Year & Section: __________________
Resource Teacher: ______________________________ Signature: ______________________

INTENDED LEARNING OUTCOMES:

- At the end of this episode the FS students will be able to describe the characteristics of a
global teacher; and assess themselves if they have possessed the characteristics of a global
teacher. (CLO 1, 2, 3, 4)

INSTRUCTIONAL PROCESS

PREPARATION:

The high speed advancement of technology has linked peoples of different nations ever closer. We
have all become part of the global village. An effective teacher, therefore should be global.

PRESENTATION:
Step 1. Interview teachers about their ideas about the knowledge, skills and values that a global
teacher has.
Step 2. Analyze and synthesize their responses.
Step 3. Reflect on how you can become a global teacher in the future.

PRACTICE:

Read the following carefully before you begin to interview.

1. Interview 3 or more teachers. The three teachers can be any of the following:
a. A cooperating teacher
b. A master teacher
c. A teacher who has experienced a teacher exchange program in another country
d. A teacher who studied in another country
e. A teacher who has taught in another country
f. A teacher awarded as Outstanding Teacher or your school or city
g. A metrobankTHEOutstanding
GLOBALTeacher
TEACHER MATRIX
2. Ask them about what makes a global teacher. Specifically ask about the knowledge, skills and
values that a teacher should have to be considered a global teacher
3. Ask them about experiences and challenges they met and how they managed the situations
4. Use the global teacher matrix to present your interview data and your analysis and synthesis.
 51

Name of Knowledge Skills Values Other Shared

Teacher Experiences

Teacher 1

Teacher 2

Teacher 3

PERFORMANCE

Answer the following analysis questions promptly.

1. From the responses of the teacher, what conclusions can you make about the knowledge that
a global teacher should have?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. From the responses of the teacher, what conclusions can you make about the skills that a
global teacher should have?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 52

3. From the responses of the teacher, what conclusions can you make about the values that a
global teacher should have?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. Collect at least 2 articles/readings about global education and the global teacher. Enrich your
answers in 1-3 with these readings. Place the additional learnings/insights you got from your
readings. (Paste/attach the articles that you’ve read in a short bond paper.)
Your additional insights/learnings here:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

ASSESSMENT:

You illustrate of figure out what a global teacher looks like. Think of a title for your drawing or illustration.
What message does it convey? (Write down the message)

Title: ________________________
Its message:
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
 53

TOPIC. NO. 9: TEACHING as a VOCATION

PORTFOLIO TASK # 3. MILA: VIEWING TEACHING AS A VOCATION

Name of FS Student: Signature:

Course/Yr./Sec: Date of Activity:

INTENDED LEARNING OUTCOMES:

At the end of this task, the FS students will be able to:
- reflect on teaching in various situations as how it is viewed on the movie “MILA”
- make their own plan on how they can work towards becoming a global or a world class
teacher (CLO 1,2,3,4)

INSTRUCTION PROCESS

PREPARATION:

 What makes teaching as a Vocation not just a mere profession?

PRESENTATION:

 To fully understand the essence of teaching as your chosen vocation, you are to watch a
movie “MILA”

PRACTICE:

 While watching the movie you are to answer the following:

COMPLETE THESE.
How did Mila show her significance and make her difference to the following:
a. Primo (Piolo Pascual)
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
b. Linda (Princess Punzalan)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
 54

c. Rona (Cherry Pie Picache)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
d. Winona (Kaye Abad)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
e. Lani (Angelica Panganiban)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
f. Teresa (Kathleen Hermosa)
___________________________________________________________________________
_________________
___________________________________________________________________________
_________________
g. Mrs. Pangan ( Caridad Sanchez)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
h. Mr. de Castro (Tony Mabesa)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
i. Popoy
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
j. Jenny (Serena Dalrymple)
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
 55

k. Peklat (Jiro Manio)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________
l. Rambo
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

PERFORMANCE

Answer the following questions for your analysis:

1. Describe Mila as a person and as a teacher.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. What characteristics as a teacher does Mila possess that are worthy of emulation? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. Which part of the movie touches you most? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4. If you are in Mila’s situation, will you do the same, to leave her co – workers in the street that are
having their hunger strike? Why? Why not?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
5. Which scene/s in the movie do you think violated the Code of Ethics for Professional Teachers?
Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
6. What realizations came to your mind after viewing the movie, in relation to the teaching vocation?
___________________________________________________________________________
___________________________________________________________________________
 56

ASSESSMENT:

Make your own game plan about you can work towards becoming a global teacher, a teacher with
a mission and a vocation.. Write on the Future Global Teacher Life-Line the things you will work on
to become a global teacher, starting NOW!

GLOBAL TEACHER LIFE-LINE

10 years from now, I will…

5 years from now, I will
2 years from now, I will…
Now, I will…

____________________________________
Signature Over Printed Name of FS Student
 57

REFERENCES

Bilbao, Purita Ed.D. (2015) Field Study 6: On Becoming a Teacher. Lorimar Publishing Inc. Quezon
City, Manila

Borabo, Milagros L. Ph.D. et.al. (2015) Field Study 4: Exploring the Curriculum. Lorimar
Publishing Inc. Quezon City, Manila

Corpuz, Brenda B. Ph.D. (2015). Field Study 2: Experiencing the Teaching and Learning
Process. Lorimar Publishing Inc. Quezon City, Manila

Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential
learning in higher education. Academy of management learning & education, 4(2), 193-212.

Lucas, Maria Rita D. Ph.D. (2020) Field Study 1: Observations of Teaching-Learning in the
Actual School Environment. Lorimar Publishing Inc. Quezon City, Manila

Lucas, Maria Rita D. Ph.D. (2015). Field Study 1: The Learner’s Development and Environment.
Lorimar Publishing Inc. Quezon City, Manila

Lucas, Maria Rita D. Ph.D. (2015). Field Study 3: Technology in the Learning Environment.
Lorimar Publishing Inc. Quezon City, Manila

Lucido, Paz I. Ph.D. et.al. (2015) Field Study 5: Learning Assessment Strategies. Lorimar
Publishing Inc. Quezon City, Manila

Pawilen, Greg T. et.al. (2019). Field Study 1: A Guide for 21st Century Student Teachers. Rex
Bookstore Inc., Quezon City, Manila
 58

APPENDICES

Field Study Form 1

Field Study Directory

Experiential Learning Activity
Date of FS : ______________________________________________
Chosen Laboratory School : ______________________________________________
Address of the Lab. School : ______________________________________________
Principal/School Head : ______________________________________________
Course/Year/Section : __________________ Name of the Team : ______________________
Team Leader : ________________________ Assistant Leader : ____________________
Team Secretary : _______________________ Messenger/s: __________________________
Members: ________________________________ ______________________________________
________________________________ ______________________________________

As Noted by: ____________________

Field Study Facilitator

Field Study Form 1

Field Study Directory

Experiential Learning Activity
Date of FS : ______________________________________________
Chosen Laboratory School : ______________________________________________
Address of the Lab. School : ______________________________________________
Principal/School Head : ______________________________________________
Course/Year/Section : __________________ Name of the Team : ______________________
Team Leader : ________________________ Assistant Leader : ____________________
Team Secretary : _______________________ Messenger/s: __________________________
Members: ________________________________ ______________________________________
________________________________ ______________________________________

As Noted by: ________________________

Field Study Facilitator
 59

Field Study Form 2

Letter to the Campus Director
Date: ______________________________

______________________________
Campus Director
CTU – Campus

Dear ______________________________

Warm Greetings!

The teaching profession has been struggling to keep pace with the changes in society and the accompanying
challenges of the technological world. CHED Memorandum Orders No. 74 (BEEd) CMO No. 75 (BSEd) CMO
No. 78 (BTLEd) were promulgated on October 3,2017 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. CHED Memorandum Orders
No. 74 (BEEd) CMO No. 75 (BSEd) CMO No. 78 (BTLEd) embodies the policies and standards for the
undergraduate teacher education curriculum.

Article V. sec 9 of CHED Memorandum Order No. 74,75 & 78 state that, “field study courses are intended to
provide students with the 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.

To this effect, the FS students (Course/Yr/Sec.:) _______________would like to ask from your good office
to allow us to undertake a hands-on experiential learning activity to different Basic Education Schools (BES) as
specified below on _________________(date), ______________(day) at _______________ -
_____________(time), specifically to be competent in identifying assessment strategies/activities used by the
teacher and in observing the relationship between the members of the educational institution and how they help
in the attainment of the schools vision, mission, goals and objectives as indicated in our Field Study Episode
Matrix/Forms (Please see attached FS Episode Matrix/Forms).

Team Basic Education Schools Address

1
2
3
4
5
 60

The early exposure of our pre-service teachers in the actual learning environment will ensure better preparation
and appreciation by them as affirmed in the vision and mission of the Cebu Technological University, goals of
CTU-Argao, and objectives of the College of Education.

Thank you so much in providing the best training and education to our pre-service teachers.

Very truly yours, Noted by:

______________________________ ______________________________
Signature over printed name of the Facilitator, Field Study
Overall Team Leader, Course/Yr./Sec: ________________

Recommending Approval:

______________________________
Chairman of _________ Department

______________________________ ______________________________
Dean, College of Education Dean of Instruction

Approved:

______________________________
Campus Director
 61

Field Study Form 3 Letter to the Cooperating School

Date: ______________________________

____________________________

_________________________________

_________________________________

_________________________________

___________________________:

Greetings!

The teaching profession has been struggling to keep pace with the changes in society and the accompanying
challenges of the technological world. Thus, CHED Memorandum Orders No. 74 (BEEd) CMO No. 75 (BSEd)
CMO No. 78 (BTLEd) were promulgated on October 3,2017 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. CHED
Memorandum Orders No. 74 (BEEd) CMO No. 75 (BSEd) CMO No. 78 (BTLEd)embodies the policies and
standards for the undergraduate teacher education curriculum.

Article V. sec 9 of CHED Memorandum Order No. 74,75 & 78 state that, “field study courses are intended to
provide students with the 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.

To this effect, the Field Study students, FS Team ______________________________ (Course/Yr/Sec.:

_______________) would like to ask from your good office to allow us to undertake a hands-on experiential
learning activity in your humble institution as specified below on _____________________ (date),
_______________ (day) at ____________ - _____________( time), specifically to be competent in
identifying assessment strategies/activities used by the teacher and in observing the relationship between the
members of the educational institution and how they help in the attainment of the schools vision, mission, goals
and objectives as indicated in our Field Study Episode Matrix/Forms (Please see attached FS Episode
Matrix/Forms). Attached herewith are the activity sheets and approval letter for your guidance and information.

The early exposure of our pre-service teachers in the actual learning environment will ensure better preparation
and appreciation by them as affirmed in the vision and mission of the Cebu Technological University, goals of
CTU-Argao, and objectives of the College of Education.

Thank you so much in providing unparalleled accommodation and undying support to our pre-service teachers
and to our institution.
 62

Very truly yours,

______________________________ Received and approved by:

Signature over printed name of the
Team Leader, Course/Yr./Sec: ________________
___________________________________
(Name of Principal/School Head/TIC)

________________________________________
(Position/Designation)
Noted by:
________________________________________
(Name of Laboratory School)
______________________________
Facilitator, Field Study ________________________________________
(Address of Laboratory School)
 63

Field Study Form 4 Parent/ Guardian Field Study Course Consent

Mr./Mrs. ______________________

The purpose of this form is to inform you about the Field Study Course, and to seek your support
and permission for your son/daughter to participate. Field Study Courses are part of their Curriculum that
are intended to provide students with practical learning experiences in which they can observe, verify, reflect
on and actually experience different components of the teaching-learning processes in actual school settings.
The experiences will begin with field observation and gradually intensify until students undertake practice
teaching.
In connection with this, they will be sent for a class observation next week starting (duration of field
observation). The BEEd Students will have their observation at (Name of Elementary School). While the
BSEd Students will be at (Name of Secondary School). Please review the contents of this Consent and
Acknowledgement of risk carefully prior to providing permission for your son/daughter to participate in this
program
While the school will take reasonable steps to prevent any incidents to students during their class
observation, some degree of risk is inherent in the nature of this activity, and may occur without fault on
the part of the student, school board, its employees or agents, or the school where the program is taking
place. By allowing your child to participate in this activity, you are agreeing that the activity described above
is suitable for your son/daughter, and that there is a risk of any incidents.

 My son/daughter has been informed that he/she is to abide by the rules and regulations, including
directions and instructions from the school’s administrators, instructors, and supervisors over all
phases of the program.
 In the event my son/daughter fails to abide by these rules and regulations, disciplinary action may
require his/her exclusion from further participation.
 I acknowledge that the FS Instructor may secure transport to emergency medical services as they
deem necessary for my child's immediate health and safety, and that I shall be financially responsible
for such services.

I, ________________________(Name of parent/guardian) give permission for (Name of student)

____________________________ to participate in the field study described above. I understand that my
child may be exposed to any incidents due to accident while participating in this activity.

Date:__________Name(Pleaseprint):____________________Signature:____________
Parent/Guardian Contact Numbers: ______________________

Sincerely,

Name of the Instructor

FS Instructor

Noted by:
_______________________
Dean, College of Education
 64

Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII

Field Study Form 6

This is to certify that

____________________________________________________________
(Name of FS Student/Year & Section)
of Cebu Technological University – Argao Campus has visited

______________________________________________
(Name of School)

this _________________________________________
(Date)
and conducted experiential learning activity under the
Field Study Program of the College of Education of the university.
This certification is issued on ___________________________________
for the purpose of documentation.

___________________________________
(Name of Principal/School Head/TIC)

___________________________________
(Position/Designation)

___________________________________
(Name of Laboratory School)

___________________________________
(Address of Laboratory School)
 65

Field Study Form 7

College of education
Presents this

to

________________
for his/her sincere and profound service rendered as RESOURCE TEACHER during the
Hands –on Experiential Learning Activity or Class Observation of the Field Study Students/
____________ conducted on the
FIRST SEMESTER of the Academic Year 2021 – 2022 which contributed much to the
attainment of the University’s Vision, Mission, Goals, objectives and core values.

Given this ____ day of _____________ 2021, at Cebu Technological University Argao Campus,
Lamacan, Argao, Cebu

_____________
Campus Director
 66

Field Study Form 8

ASSESSMENT RUBRICS IN RATING THE EPISODES

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1
Observation/ All tasks were done All or nearly all tasks Nearly all tasks Fewer than half of
documentation outstanding quality; were done with high were done with tasks were done;
work exceeds quality acceptable quality or most objectives
expectations met but with poor
quality
My Analysis Analysis questions Analysis questions Analysis Analysis
were answered were answered questions were questions were
completely; in depth completely answered not not answered
answers; thoroughly completely
grounded on theories Clear connections Grammar and
with theories Vaguely related to spelling are
Exemplary grammar theories unsatisfactory.
and spelling. Grammar and
spelling are superior. Grammar and
spelling are
acceptable
My Reflection Reflection statements Reflection Reflection Reflection
are profound and clear, statements are statements are statements are
supported by profound and clear shallow; unclear and
experiences from the but not clearly supported by shallow and are
episode supported by experiences from not supported by
experiences from the the episode experiences from
episode the episode.
Submission Submitted before the Submitted on the Submitted a day Submitted two
deadline deadline after the deadline days after the
deadline

Rated by: __________________________________

FS Facilitator
 67

Field Study Form 8 ASSESSMENT RUBRICS IN RATING THE EPISODES

Name of Rater: ________________________ Signature: ___________________ TOTAL: _____

 68

Field Study Form 8 RUBRICS FOR CREATIVE PRESENTATION RUBRICS

CATEGORY 4 3 2 1
Content Shows a full Shows a good Shows a good Does not seem to
understanding of understanding of understanding of understand the
the topic. the topic. parts of the topic. topic very well.

Stays on Topic Stays on topic all Stays on topic Stays on topic It was hard to tell
(100%) of the most (99-90%) of some (89%-75%) what the topic
time. the time. of the time. was.

Preparedness Student is Student seems The student is Student does not

completely pretty prepared somewhat seem at all
prepared and has but might have prepared, but it is prepared to
obviously needed a couple clear that present.
rehearsed. more rehearsals. rehearsal was
lacking.

Props Student uses Student uses 1 Student uses 1 The student uses
several props prop that shows prop which makes no props OR the
(could include considerable the presentation props chosen
costume) that work/creativity and better. detract from the
show considerable which make the presentation.
work/creativity and presentation
which make the better.
presentation
better.
Time-Limit Presentation is 5-6 Presentation is 4 Presentation is 3 Presentation is
minutes long. minutes long. minutes long. less than 3
minutes OR more
than 6 minutes.