LEARNING GUIDE – FIELD STUDY 1 [FS-1]

FIELD STUDY 1
OBSERVATION OF TEACHING – LEARNING
ACTUAL SCHOOL ENVIRONMENT
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. Observation on learner’s behavior, motivation and
teacher’s strategies of teaching, classroom management and assessment in learning among others shall be given
emphasis. A portfolio shall be required in the course
            This course is designed to help the field study students verify the behavior of the student in the actual learning
environment. It will require them to recognize feasible approaches to facilitate learning considering the learner’s
different phases of development and social environment

Field Study 1 can be anchored on these Professional Education subjects:

 Child and Adolescent Development
 Facilitating Learning
 Social Dimension of Education

LEARNING OBJECTIVES
1. Identifying the stage of the physical, motor, linguistic, literacy, cognitive, social and emotional development of
the children or adolescent as manifested in the actual classroom setting
2. Observing and reflecting on the different approaches employed by the teacher in dealing with learners in the
different stages of development
3. Analyzing how the teaching and learning process should be conducted considering the different phases of child
development.

EPISODE 1
FS1- THE LEARNER’S DEVELOPMENT
AND ENVIRONMENT
Introduction
           Observation is to provide opportunity for the student teachers to relate theory to actual practice. To help
them do this, remember to: know and understand guides, jot down details carefully separate facts from
interpretation and accomplish the checklist/ forms as:

Learning Outcome:
At the end of this activity, student teacher should be able to:

1. Determine a school environment that provided social, physiological and physical environment of
learning.
2. Differentiate the characteristics and needs of learners from the different developmental levels

Performance (How Will Be Rated)

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 Very
Excellent Satisfactory Satisfactory Poor Very Poor
Tasks 5 4 3 2 1
Fewer than Never of the
All done half of tasks task done, no
outstanding Nearly all tasks done; or most objectives
quality; work All or nearly all done with objectives meet and
Observation/ exceeds task done with acceptable meet but with very poor
Documentation expectation high quality quality poor quality quality
All or nearly all
Analysis of asks done with
questions are high quality.
answered Analysis of Analysis Analysis of Analysis of
completely; in questions are questions were questions are questions are
depth answers answered satisfactory by not all completely no
thoroughly completely. answered answered. answer.
based on Clear in completely. Grammar and Grammar and
theories/ connection with Vaguely related spelling spelling are
My Analysis exemplary theories to the theories unsatisfactory very poor
Reflection
statement are
Reflection Refection not totally
statements are statement are Reflection cleared and
profound and clear, but not statements are Reflection shallows are
clear, clearly shallows; statement are not supported
supported by supported by supported by unclear and by
experiences experiences the experiences shallows and experiences
from the from the from the are not from the
My Reflection episode episode. episode. supported episodes
Portfolio is
complete, clear
Portfolio is well- organized
complete, clear; and most
well-organized supporting
and all documentation Portfolio is Portfolio has
supporting are available incomplete; Portfolio has completely
documentation and/or in logical supporting many lacking lacking
which located and clearly documentation components; is component is
in sections marked on organized unorganized unorganized
My Portfolio clearly locations. but is lacking and unclear and very poor
Three days
Two days A day after the Two days after after the
Submission before deadline On the deadline deadline the deadline deadline

Total Score
Overall Score : Rating ( Based on transmutation)
Transmutation to grade/rating

Score              Grade
20                    1.0                 99
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 18-19              1.25                96
17                    1.50                93
16                    1.75                90
15                    2.00                87
14                    2.25                84
12-13              2.50                81
11                    2.75                78
10                    3.00                75
7 below          5.00

            At the end of this activity, a student teacher should be able to determine a school
environment that provides social, psychological and physical environment learning

Observation
                                    An Observation Guide for the Classroom Visit
          Be guided by this task as you do your observation. Then accomplish the matrix data below.
Look at the walls of the classroom. What are the posted on the walls? What heroes, religious figures, lessons, visual aids,
announcement you see posted?
1. Examine how the figure is arranged. Where the teacher’s table is located? How are the tables chairs/desk
arranged?
2. What are the learning materials / equipment are present?
3. Observe the students. How many students are occupying the room?
4. Is the room lighted and well ventilated?

Tools
          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
          Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data
Map
          A general observation of the campus and the classroom is an exciting way to start my observation.
Mission is to do the following tasks:
1. Visit a school. Look into facilities and support learning areas in the campus, the in the classroom
2. Accomplish the checklist as you move around the school premises.
3. Based on the gathered data in the checklist, describe the school environment.
4. Make a reflection on the characteristics of a school environment that promotes learning
5. Present your idea of a good school environment through any of these:
 Descriptive Paragraph
 Photo Essay
 Sketch or Drawing

Target/Learning Objectives
 Look at the walls of the classroom. What are the posted on the walls? What heroes, religious figures, lessons,
visual aids, announcement you see posted?
 Examine how the figure is arranged. Where the teacher’s table is located? How are the tables chairs/desk
arranged?

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  What are the learning materials / equipment are present?
 Observe the students. How many students are occupying the room?
 Is the room lighted and well ventilated?
Classroom Facilities Matrix

Facilities Description

The Dean Office is clean and free for noise outside. Papers and Books appear
Dean’s Office were properly displayed,

Learning Resources Books are available in Learning Resources Centre. It arranged it

Center properly. Seats are available and comfortable for every learner.

Shop Room/
Industrial Shop room or working area have many heavy equipment and theirs signage to
Workshop Area do and not to do for safeties.

Cafeteria is very accessible to everyone. Every student can easily avail for the
cheap prize. One thing I noticed is lack of comfort for students while eating
Canteen/Cafeteria because chairs are limited.

Medical clinic is huge enough. Cleanliness is visible and the apparatus and
Medical Clinic medicines are arrange properly.

Inside the Media center, Television and Speakers are visible inside. I think it’s
Media Center good enough for students hearing and visions.

Reading center is available inside the library. The school has also sheds that
Reading Center they can also use as reading facility with natural air and peaceful surrounding.

Computer Computer Laboratory is available with internet access. Computers are not
Laboratory brand new but still properly functioning.

Faculty Room is available for every visitor. There is a secretary that

Faculty Room answering each inquiry if the teacher is not available.

Research Room is full of books including thesis and research books. You just
Research Room need to log in first before you enter.

Comport rooms are available. But need to sanitized every one and then. There
Comfort Room are cubicles but no waters.

Library Library is huge enough. Very peaceful and have many table and chairs.

  HE Room has complete equipment and materials. There are enough space for
HE Practical House student while doing their tasks.

School Facilities Checklist

Familiarized yourself with the different areas and facilities of the school. Check the column that indicates their
availability. Give a brief description on it
Not
Facilities Available Available Description

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 Dean’s Office

Learning Resources Center

Shop Room/ Industrial Workshop Area

Canteen/Cafeteria

Medical Clinic

Media Center

Reading Center

Computer Laboratory

Faculty Room

Research Room

Comfort Room

Library

HE Practical House

Analysis:
1. How do the school and the laboratory rooms in particularly impact on the learning of the students
on going to school? What are your conclusions?
Reflection: Write
___________________________________________________________
a brief reflection of your feelings and insights from your observation experiences
1. Would you like to teach in the school environment you just observed? Why?
2. What kind of school is conducive to learning?
3. What kind of classroom is conducive to learning?
4. In the future, how you can accomplish your answer in number 3?
5. Write your additional learning insights here.
Portfolio: Personal Illustration of an Effective School Environment Competitive School Environment

Episode 2:
PRINCIPLES OF LEARNING
My Learning Episode Overview
This Episode focus on principles of learning applied to effective learning. Enable the student teachers applies in
the classroom.

My Learning Outcome
In this Episode, I must able to identify a classroom practice that applies the principle of learning.

My Performance Criteria

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I will be rated the following criteria:

1. Quality of my observations and documentations

2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation-based reflections,
4. Completeness, organization, clarity of my portfolio and
5. Time of submission of my portfolio

My Performance (How I Will Be Rated)

Very
Excellent Satisfactory Satisfactory Poor Very Poor
5 4 3 2 1
Tasks

Never of the
Fewer than task done,
All done Nearly all half of tasks no
outstanding All or nearly tasks done done; or most objectives
Observation/
quality; work all task done with objectives meet and
exceeds with high acceptable meet but with very poor
Documentation expectation quality quality poor quality quality

All or nearly
Analysis of
all asks done
questions are
with high Analysis of
answered
quality. Analysis questions
completely; in
Analysis of questions were Analysis of are
depth answers
questions are satisfactory by questions are completely
thoroughly
answered answered not all no answer.
based on
completely. completely. answered. Grammar
theories/
Clear in Vaguely Grammar and and spelling
connection related to the spelling are very
My Analysis exemplary with theories theories unsatisfactory poor

Reflection
statement
are not
totally
cleared
Reflection Refection Reflection
statements are statement are statements are
profound and clear, but not shallows; Reflection and shallows
clear, clearly supported by statement are are not
supported by supported by the unclear and supported by
experiences experiences experiences shallows and experiences
from the from the from the are not from the
My Reflection episode episode. episode. supported episodes

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has Portfolio has

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 complete, clear
well-
organized and
complete, most
clear; well- supporting completely
organized and documentation lacking
all supporting are available incomplete; many lacking component
documentation and/or in supporting components; is
which located logical and documentation is unorganized
in sections clearly marked on organized unorganized and very
clearly locations. but is lacking and unclear poor

Two days Two days Three days

before On the A day after the after the after the
Submission deadline deadline deadline deadline deadline

Total Score

Overall:                                                                       Rating:

Score :                                                                         (Based on Transmutation)

Signature of ST Supervisor                                                           Date:

Transmutation to grade/rating

Score              Grade  
20                    1.0                 99
18-19              1.25                96
17                    1.50                93
16                    1.75                90
15                    2.00                87
14                    2.25                84
12-13              2.50                81
11                    2.75                78
10                    3.00                75
7 below          5.00

Map
To realize theLearning Outcomes, I will work my way through these steps:

Learning Activities/Tools
         Use the Observation sheet as a guide during the observation then analyze and reflect my observation with
the help of guide questions.

What did the Resource Teacher do which applies/contradicts the learning principle?
Principles of Learning Application of Non-application/ the
Principles  Contradiction of the
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 principles
1. Effective learning begins with the setting of clear and
high expectations and learning outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal meaning and
relevance of ideas.
4. Learning is the cooperative and collaborative
process           
5. Learning is enhanced in an atmosphere of cooperation
and collaboration
Analysis:
1. Describe what are the principles of teaching applies by the cooperating teacher during the discussion?         
2. Which learning principles is applied most?
3. Which learning principles applied least?
4. Do you agree with this principle of learning? Which principles of learning do you think needs to go deeper?
Reflections:
1. My reflection based on the observation of Cooperating Teacher about most commonly use teaching
principles. Do my cooperating Teachers adhere to these principles?
2. Lessons I have learned from my observations in the classroom align with the application of the teaching-
learning principles.
LEARNING PORTFOLIO
1. Ending Principle
2. Starting Principle
3. Guiding Principle
4. Student-Centered Principle
Practical Principle

___________________________________________________________________

EPISODE 3:
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
My Learning Episode Overview
          Benjamin Bloom cited three (3) domains of knowledge- cognitive, psychomotor and affective. Kendall
and Marzano also gave three (3) groups of learning – information (declarative knowledge), metacognitive
procedures (procedural knowledge) and psychomotor procedures (motor or physical skills). This episode will
focus on these domains and learning.

Learning Outcome
In this episode, students must able to:
1. Classify the lesson/s under Bloom’s Taxonomy of knowledge and Kendall’s and Marzano’s domain
of learning activities.
2. Reflect on what lesson is more meaningful and relevant based on the domains of knowledge and
learning activities.
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Performance Criteria
Students will be rated along the following:
1. Quality of my observations and documentations
2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.
My Performance (How I Will Be Rated)
Very
Excellent Satisfactory Satisfactory Poor Very Poor
5 4 3 2 1
Tasks

Fewer than
half of tasks Never of
done; or the task
All done Nearly all most done, no
Observation/
outstanding All or nearly tasks done objectives objectives
quality; work all task done with meet but meet and
Documentati exceeds with high acceptable with poor very poor
on expectation quality quality quality quality

Analysis of
All or nearly Analysis
questions are
all asks done of
answered
with high Analysis questions
completely;
quality. questions Analysis of are
in depth
Analysis of were questions completely
answers
questions are satisfactory are not all no answer.
thoroughly
answered by answered answered. Grammar
based on
completely. completely. Grammar and
theories/
Clear in Vaguely and spelling spelling
connection related to the unsatisfacto are very
My Analysis exemplary with theories theories ry poor

My Reflection Refection Reflection Reflection Reflection

Reflection statements statement are statements statement statement
are profound clear, but not are shallows; are unclear are not
and clear, clearly supported by and totally
supported by supported by the shallows cleared
experiences experiences experiences and are not
from the from the from the supported
and
episode episode. episode.
shallows
are not
supported
by
experience
s from the

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 episodes

Portfolio is
complete,
clear well-
Portfolio is organized
complete, and most
clear; well- supporting Portfolio
organized documentati has
and all on are Portfolio is Portfolio completely
supporting available incomplete; has many lacking
documentati and/or in supporting lacking component
on which logical and documentati components is
located in clearly on on ; is unorganize
sections marked organized unorganized d and very
My Portfolio clearly locations. but is lacking and unclear poor

Two days Two days Three days

before On the A day after after the after the
Submission deadline deadline the deadline deadline deadline

Total Score

Overall                                                                       Rating

Score                                                                          (Based on Transmutation)

Signature of ST Supervisor                                                           Date

Transmutation to grade/rating

Score              Grade  
20                    1.0                 99
18-19              1.25                96
17                    1.50                93
16                    1.75                90
15                    2.00                87
14                    2.25                84
12-13              2.50                81
11                    2.75                78
10                    3.00                75
7 below          5.00
Map
          Student will observe at least 3 different classes. Focuses on the information of what cooperating teacher
teaches the lesson. Do the student learn from the lesson. Cite any proof of evidence.
__________________________________________________________________________

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 EPISODE 4:
ORGANIZING CONTENT FOR
MEANINGFUL LEARNING
For the Cognitive Lesson
1. What is the lesson all about?
2. What are the facts/information mention in the lesson?
3. Do the lessons end with learning? Or does it lead to understanding of concepts? Prove your answer.
4. Describe instances how the cooperating teacher discuss the lesson (giving examples, examining cause-
effect relationships, relating ideas or concept to one another)
5. Cite what part of the lesson that students encourage to ask question, recite and reflect on what they
have learn.
For the motor Skill/Psychomotor Lesson

1. What is the lesson all about? Identify the skills that focuses target/learning?
2. Write evidences of the teacher’s encouragement of divergent thinking of the learners?
3. What are the proofs of evidences that the cooperating teacher promotes?
4. Describe how students learn about problem solving? What are the strategies apply by cooperating during the
discussion?
5. What are the proofs that the student encouraged to do critical thinking?
         

Values/Affective Lessons

1. What are the values of the lessons learn by students?

2. Is the value integrated in the lesson?
3. How is the values develop in the lesson?
         
Kendall and Marzano’s Domain of Knowledge
Domain Knowledge
1. Cognitive Domain – information (declarative knowledge) – Vocabulary, terms facts, concepts, principle,
hypothesis, theory
2. Mental Procedures (Procedural Knowledge) e.g. mental skills such as writing a paragraph
3. Concrete Example/s for each Domain of Knowledge from my Observation (what did your Cooperating
Teacher teach? What is the focus of the lessons?) Students are informing the importance of giving
simple thing to someone specially it if is personalized. They say people more appreciate little things
compare to expensive one. Student thinks what words will be used in writing their letters. Their
creativity and words and their talent in designing will enhance by doing this activity.

Bloom’s Domain of Learning Activities

3. Psychomotor – Skills
 Creativity in doing a design
 The proper use of colours depending on the season.
 The proper instruction how to do on this lesson
4. Affective – values, attitudes
 Appreciation by giving simple gift.
 Being personalized through letters
 Reminding the receiver that someone remembering them.
 To feel someone that there are special.
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 My Learning Portfolio
Write a sample lesson plan citing the three domains of learning:
Cognitive, affective and psychomotor. How will you integrate values in the lesson?

_______________________________________________________________________________________

EPISODE 5
GUIDING PRINCIPLES IN THE SELECTION
AND USE OF TEACHING METHODS
Learning Episode Overview
          This Learning Episode is about the guiding principles in the selection and use of teaching method. It comes after
the FS student has been introduced to methods of teaching.

Learning Outcome
          In this Episode, I must able to identify the application of some guiding principles the selection and use of teaching
strategies

Performance Criteria
Will be rated along the following:
1. Quality of my observations and documentations
2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.
___________________________________________________________________________

EPISODE 6:
TEACHING APPROACHES AND
THE K TO 12 CURRICULUM
Learning Episode Overview
The K to 12 Law made explicit the pedagogical approach for the K to 12 Curriculum. This episode revolves
around this pedagogical approach
Learning Outcome
In this Episode, I must able:
1. Determine the teaching approach used by the Cooperating Teachers
2. Identify instances where the pedagogical approaches of the K to 12 Curriculum contained in the law are
observed.
Performance Criteria
Will be rated along the following:
1. Quality of my observations and documentations
2. Completeness and depth of my analysis
3. Depth and clarity of my classroom observation – based reflections,
4. Completeness, organization, clarity of mt portfolio and
5. Time of submission of my portfolio.

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Map
          Will observe at least one cooperating teacher on his actual teaching, analyze and reflect on my observation.
          To realize my Target/Learning Outcomes, I will follow the steps

Learning Activities
Will observe my Cooperating Teacher with the use of an Observation sheet for greater focus. I will analyze my
observation with the help of guide questions then reflect on my observation and analysis.

Learning Activities/Tools

Teacher – Centered
1. Does the teacher lecture all the time?
2. Is there any emphasis/mastery of the lesson? Prove.
3. Is the class atmosphere competitive? Why?
4. Does the teacher focus only on one discipline/subject?
Student– Centered
1. Are the students involving in the teaching – learning process? How will you describe? Are they more passive
recipient of instruction? 
2. Is the emphasis the student’s application of the lesson in real life? Cite evidences. 
3. Is the class atmosphere collaborative? Why? 
4. Does the teacher connect lesson to other discipline/subjects? 
5. What teaching – learning practices show that teaching approach is:

 Constructivist – connected to past experiences of learners; learners constructed new lesson meanings.
 Inquiry – Based
 Developmentally Appropriate – learning activities for the developmental stage of children
 Reflective
 Inclusive – no learner was excluded; teacher taught everybody.
 Collaborative – Student work together
 Integrative – Lesson was multidisciplinary
Reflection:
Learning Portfolio:
         
____________________________________________________________________
EPISODE 7:
TEACHING APPROACHES AND METHODS OF TEACHING
(DEDUCTIVE AND INDUCTIVE METHODS)

Learning Episode Overview

After a Learning Episode on Teaching – Learning Approach, the student teacher gets acquainted with methods of
teaching. A teaching method is a practical realization or application of an approach.
Intended Learning Outcome
Be able to:
 Identify the teaching method used by my Resource Teacher
 Distinguish between deductive (direct) and inductive (indirect) method of teaching
Performance Criteria
Will be rated along the following:
 Quality of my observations and documentations
 Completeness and depth of my analysis
 Depth and clarity of my classroom observation – based reflections,

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  Completeness, organization, clarity of mt portfolio and
 Time of submission of my portfolio.
Map
1. Will observe two (2) different classes.
2. Will reflect the guide questions given below
3. Hit the target, follow these steps:
STEP 1: Reflect the Learning Essentials given.
Step 2: Observe at least two (2) classes with a learning partner.
Learning Activities
Observe 2 major classes by using Observation sheet for greater focus then analyze the observation with the help
of guide questions. Write down the reflection on observation and experiences.

Observation Sheet 1
Observe how the Cooperating Teacher begin, develop and end his/her lesson
 Start of the Lesson
 Development of his/her Lesson
 Ending of his/her Lesson        
Observation Sheet 2
         Observe how the Cooperating Teacher begin, develop and end his/her lesson
 Start of the Lesson    
 Development of his/her Lesson      
 Ending of his/her Lesson

Analysis / Insight:
Reflection:
Learning Portfolio:
        
_____________________________________________________________________

EPISODE 8:
EFFECTIVE QUESTIONING
AND REACTING TECHNIQUES
Learning Episode Overview
This Episode dwells on types of questions, questioning and reacting techniques that teacher make use of. The
type of questions that teacher asked and their manner of questioning and reacting to student’s responses has a
bearing on class interaction.
My Learning Outcome
Must able to:
 Identify my cooperating Teacher’s questioning and reacting techniques
 Select type of questions, questioning and reacting techniques that promote/discourage interaction
My Performance Criteria
Be rated along the following:
 Quality of my observations and documentations
 Completeness and depth of my analysis
 Depth and clarity of my classroom observation – based reflections,
 Completeness, organization, clarity of mt portfolio and
 Time of submission of my portfolio.
Map

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 Observe at least three (3) Resource Teachers, analyze and reflect on the observations. To reach the Target, follow
the following:
Learning Activities
Observe 3 classes by using Observation Sheets for greater focus then analyze my observations with the help of
guiding questions. Write down my reflections on my observation and experiences.
Types of Questions
1. Factual/Convergent/Closed/Low Level
2. Divergent/Higher – Order/ Open – Ended /Conceptual
3. Evaluation
4. Comparison
5. Application
6. Problem – solving
7. Effective
Examples of Questions that the Resource Teacher Asked
1. What type of classroom management structure would you implement if you were hired?
2. How have you used, or how will you use, technology in the classroom?
3. What approach or strategy do you use to learn new information?
4. What continuing education classes, workshops, training, etc. have you attended?
5. Would you be interested in leading any after-school activities?How would you deal with a student who is
habitually late?
6. How would you engage a reluctant student?
7. What would you say to an angry parent about their child’s grade?
8. What would you do if you suspected neglect or abuse in the home of one of your students?
9. If you noticed a child being bullied in your class, how would you deal with the situation?

Observation of the Cooperating

Teaching (using Hots and art of
Questioning Behavior questioning)

Varying types of questions ✓

Asking non- directed questions (ask the question first before calling a student to
answer) ✓

Calling on non – volunteers ✓

Prompting by rephrasing or by providing partial answer ✓

Probing (to seek more details for clarification) ✓

Requiring abstract thinking (not just simple recall but require HOTS) ✓

Asking open – ended questions (divergent) ✓

Allowing sufficient time ✓

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 Involving as many as possible ✓

Observation of the Cooperating

Reacting Behavior/Reciting Teaching

Provide acceptance feedback ✓

Provide corrective feedback ✓

Giving appropriate and sincere praise ✓

Repeating the answer ✓

Explaining the answer/ expounding the answer ✓

Rephrasing the question ✓

Asking follow-up question ✓

Redirecting the questions to other students ✓

Soliciting student questions ✓

Encouraging through non – verbal behavior ✓

Criticizing respondent for his/her answer ✓

Scolding for misbehavior or for not listening ✓

Over using expressions such as “okay” or ”right” and other mannerisms ✓

Analysis:
Reflection:
Learning Portfolio:
     
Choose competencies from the K to 12 Curriculum Guide then formulate sample questions for each question type:
Type of Question     Write your Observation Open for
1. Convergent  Questioning
2. Divergent    To Develop Analyzing Conclusion
3. Evaluation  with evidence
4. Inference     To touch the feelings
5. Affective  To compare 
6. Comparison    
7. Cite at least five (5) praises which you can use to motivate your students to
be actively participate the discussion
                                     

                                                    
REFERENCES:
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 1. Experiential Learning courses Handbook
2. Student Teaching Manual
3. CHED Memo Number 30, Series of 2004
4. Republic Act 7836
5. Code of Ethics for Professional Teacher
6. Various Electronic Sources/Materials from the Internet
7. Field Study 1 and 2 by Maria Rita D. Lucas Ph.D
8. Other books, articles and Reading Materials that may benefit the Development of the Pre – Service Teacher
Training.

Prepared By: Dr. Lota Q. Baldemora

 

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