Juan dela Cruz St.

, Toril, Davao City

Tel. No. (082) 291 – 1882 / Fax No.(082) 291-2053
E-mail Address: [email protected]
Official Website: http://www.davaocentralcollege.org

COURSE: FS 6 - Field Study 6: On Becoming a Teacher

I. VISION

Empowered individuals imbued with Christian ideals for service III. GOALS

To achieve its mission, DCC, Inc. aims to:

II. MISSION 1. Strengthen the total development of persons;

2. Develop self-sustained community;
We commit ourselves to: 3. Cultivate the value of patriotism;

 Provide integral formation of persons; 4. Promote global standard of education;

 Develop God-loving and community service-oriented individuals; and 5. Intensify faculty and staff development program;
 Promote competence through quality instruction and research for nation 6. Establish a strong research culture; and
building.
7. Upgrade physical plant and facilities.

IV. CORE VALUES

 Discipline
 Competence
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
  Compassion
 Integrity

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PROGRAM: Teacher Education (BSEd/BEEd)

V. BEED/BSED PROGRAM OBJECTIVES (P.O.)

Graduates of the BEED and BSED programs are teachers who:

1. have a deep and principled understanding of a wide range of teaching process (including curriculum development, lesson planning, materials development, educational
assessment and teaching approaches) and the role of the teacher in facilitating these processes in their students (COGNITIVE/KNOWLEDGE);
2. have creativity and innovation in applying alternative teaching approaches, while demonstrating basic and higher level literacy, communication, numeracy, critical
thinking, and learning skills needed for higher learning in diverse types of learning environments (PSYCHOMOTOR/SKILLS); and
3. can demonstrate and practice the professional and ethical requirements of the teaching profession (AFFECTIVE/VALUES).

VI. STUDENT LEARNING OUTCOMES (S.L.O.)

a. Can demonstrate and apply the basic and higher level literacy, communication, numeracy, critical thinking skills needed for higher learning.
b. Can establish and maintain an environment needed for the holistic development of learners.
c. Can identify and describe educational philosophies that influence modern teaching methods and practices.
d. Can create an environment conducive to learning.
e. Can demonstrate mastery of the subject matter.
f. Can apply familiarity with the learner’s knowledge and experience in appropriate situations.
g. Can facilitate learning of diverse types of learners.
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in teaching and decide the ethical solutions.
j. Can demonstrate and practice the professional requirements of the teaching profession.

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academics
 VII. CURRICULUM MAPPING

Student Learning Outcomes Professional Courses

a. Can demonstrate and apply the basic and higher level literacy, communication, numeracy, 1. Child and Adolescent Development (a, b)
critical thinking skills needed for higher learning. 2. Historical, Philosophical, Psycho-Social and Legal Foundations of
b. Can establish and maintain an environment needed for the holistic development of 3. Education (a,b,c)
learners. 4. The Teaching Profession (a,b,c,d)
c. Can identify and describe educational philosophies that influence modern teaching 5. Principles of Teaching 1&2 (a,b,c,d,e,f)
methods and practices. 6. Assessment of Learning 1&2 (a,b,c,d,e,f,g,h)
d. Can create an environment conducive to learning. 7. Educational Technology 1&2 (a,b,c,d,e,f,g,h)
e. Can demonstrate mastery of the subject matter. 8. Curriculum Development (a,b,c,d,e,f,g,h)
f. Can apply familiarity with the learner’s knowledge and experience in appropriate 9. Field Study (a,b,c,d,e,f,g,h,i)
situations. 10. Practice Teaching (a,b,c,d,e,f,g,h,i,j)
g. Can facilitate learning of diverse types of learners.
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in teaching and
decide the ethical solutions.
j. Can demonstrate and practice the professional requirements of the teaching profession.

COURSE: Field Study 6: On Becoming a Teacher

VIII. COURSE DESCRIPTION

This course is designed to complement the professional education subject, The Teaching profession. It shall bring about real life and vicarious experiences of a prospective teacher
with emphasis on characteristics of a teacher as a person and as a professional. It shall provide a wide array of opportunities for self-reflection that would prepare one to become a
student teacher.

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academics
 IX. COURSE LEARNING OUTCOMES

Student learning outcomes (adapted from CMO No. 30, s. 2004):

 Can define roles of teachers as individuals and classroom managers;

 Can identify the responsibilities of a global teacher;
 Can discuss the various aspects of teaching as a profession;
 Can internalize the values of a professional teacher; and
 Can reflect on one’s total involvement in the teaching profession.

X. TARGET STUDENT LEARNING OUTCOMES (S.L.O.): a,b,c,d,e,f,g,h,i

XI. COURSE CONTENT

Expected Outcomes, Topics Desired Learning Outcomes Teaching-Learning Activities Assessment Tasks (AT)
and Time Allotment (DLO) (TLA)
The students shall have: 1. Develop a survey questionnaire Survey Results
Can identify personal qualities of designed to be used with
Described the characteristics of a teacher as a person; good teachers through survey. kindergarten, elementary and
secondary students to find out
Can use non-traditional assessment what personal qualities make a Student’s Creative Product
techniques. good teacher.
Course Orientation (2 hours) 2. Administer the survey
Can create a healthy and free instrument to at least one class.
Focus 1: expression of ideas. 3. Consolidate and interpret the
The Teacher as a Person (3 hours) survey results.
4. Create a presentation of your
summary of findings through
any of the following: Music,
Poetry, Narrative, story, Collage
or Picture..

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academics
Identified the competencies that make up a professional teacher Can provide timely and accurate 1. Interview a teacher to find out Professional Growth
in the classroom, in the community, and in the world; feedback to learners for them to who or what contributed to Timeline
reflect on. his/her professional growth.
Focus 2: 2. Make a professional growth Reflective Journal
The Teacher as a Professional (3 hours) timeline based on the interview.
3. Write a reflective journal on
this activity.
Documented best practices of outstanding teachers; Can discuss the learning processed 1. Interview a teacher on his/her Personal Growth and
and the role of the teacher in the roles and responsibilities in the Professional Development
Related how one builds professional links with colleagues to school; setting. school setting.
enrich teaching practice. 2. Reflect on the teacher’s sharing. Reflective Journal on the
Teacher’s Roles and
Focus 3: Responsibilities
The Teacher in the School Setting (3 hours)
Pointed out how one takes pride in the nobility of teaching as a Can explain educational processes 1. Interview at least three people Interview Results
profession; and relates these to larger social, in the community (parents,
cultural and political processes. barangay officials,
representatives from the Community List of
Clarified one’s values, attitude and belief about teaching. Can reflect on the relationship community organizations) on expectations on the
among the teaching processes, skills teachers’ involvement in Teachers Role in the
and the broader social forces in community activities and community Linkages
Focus 4: order to improve teaching skills and utilization of community
The Teacher in the Community (3 hours) practices. resources in teaching.
2. Reflect on the sharing of the
community people.
3. Make a list of expectations of
community people on the
teachers’ community
involvement.
4. Make a list of community
resources that are utilized by
the teachers in teaching.

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academics
 Reflect on the extent of the attainment of professional Can facilitate learning of diverse 1. Find out through interview Qualifications of Global
development goals. types of learners in diverse types of what qualifications are Teachers
learning environment. necessary to become a global
Focus 5: teacher.
The Global Teacher (3 hours) 2. Conduct a survey of the number List of Teachers Employed
of teachers in the school who in Other Countries
have opted to work abroad.

Total No. of Hours : 17

REFERENCES

R1: EXPERIENTIAL LEARNING COURSE HANDBOOK

A Project of the Teacher Education Council (TEC)
Department of Education (DepEd)
Commission on Higher Education (CHED)
2009 Edition

R2: Dela Torre, L. et al. 2008. Field Study: Bridging Theories with Classroom Experiences,Mutya Publishing, Potrero, Malabon City.
R3: Regant, A. A. and Gavino, R. 2008. Field Study: Experiential Learning Course. C&E Publishing, Quezon Avenue, Quezon City.
R4: Lucas, M.R. et al. 2007. Field Study: Experiential Learning Course, LORIMAR Publishing, Inc., Cubao, Quezon City.
R5: Journals, e-books

Course Evaluation:

Other References:

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academics