Udy Observations of Teaching-Learning in Actual School Environment oa MARIA RITA D. LUCAS, PhD MILAGROS L. BORABO, PhD PURITA P. BILBAO, EdD BRENDA B. CORPUZ, PhD OBE - & PPST - BasedAZT es) Teaching Internship THE COVER When the 3 FS Books in Experiential Learning (FS1, FS2, Teaching Internship) are put together, a perfect octagon Is formed. This was intentional. An octagon is a figure with 8 straight sides and 8 angles. The symbol octagon has a great significance to FS teachers. ‘An octagon symbolizes: REGENERATION / REBIRTH / NEW BEGINNING — An 8* day is the beginning of a new week. An octave is the eighth note that begins the musical anew on a higher level. In the Bible, a boy ought to undergo circumeision on the 8° day. This marks the beginning of a new life. The FS books offer tasks that make you reflect on teaching as “a many splendored thing", May the FS courses with the use of these FS books mark the beginning of your new and transformed attitude toward the teaching profession. May your love for the teaching profession begin. BALANCE / SYMMETRY / TOTALITY - Eight is a perfect symmetrical shape. If cut in half vertically or horizontally, both halves mirror themselves perfectly. Perfect symmetry is perfect balance, the ideal. The use of these 2 FS books contain a balance of cognitive, psychomotor and affective tasks in order to contribute to the formation of a holistically developed FS student and would-be professional teacher. . HAPPINESS — For the Chinese, 8 is composed of two stylish characters that mean joy or happiness. May you enjoy this, FS courses wit h the help of these FS books. They were written in a way to make FS courses exciting and learning fun. May the joy be on your face as you engaged in lass observations colaborative work, reflective and written work. PROSPERITY — The Chinese word for 8 is ba which is similar to the Chinese word fa which means wealth and prosperity May your love for teaching prosper with every FS course and every FS book. INFINITY — The number 8 is also associated with infty, endlessness. May the FS courses, together with these FS books Spark in you the love for continuing professional development (CPD) and continuous quality improvement (CQ). “Once a teacher, forever a student.”i on ary eidhood educalon very (CEU) centennial n 2 nt Ee Ua enone, esa ‘tldhood Includes boing @ member of tho Technical Panel | el Sa Sis EE tr re te ch Se oye OF ee Seseeie icc cil ae te RS So ESD ae incon ie Asn for Teaco and Edvaors(PAFTE) oe caren, Caeparon oF " ssociation for the Education ‘of Young Children (NAEYC) In Washington, She is @ member fhe National As lagna cum au), 8 Masta’ dope InP ae (Mage cum aus ton in ary Chidhood Education, end a Docks ia degree in Psychology stincton), a Masters degree In Specil Educabon wih a Kae Ea, 4 ducaional Nanagement (Excelence In Research Award) ‘she has boon teaching in CI yeas, ighest ‘ ay be a Ma Scho ol Eaton orl As ue Soil Work CEU. She Pan ed Nr estan Lacs, They hve Wo gis, Ta, 21 ond Re 6 ‘and two boys, Enzo, 18, 17. se eimary 2021, se ced har Cera in Eay Education Leadosp from the Graduate Schoo! of Eaton of Haverd Umer former Director of the Professional and Continuing Education (PACE) PhD, st mer pagan i er om ned il 1s Lim-Borabo, lags Ln Boro, END ei it eae i i al ceva sara edi en hr ay Se een pain Elementary Ecucaton, Magna cum Laude fom Phipine Nona Cofege, P| rate ei ee tee ee Rea sea tere she alo eared her Master of Ais Dare in Fipino Lingus ¢ $e Sips ih et atl ice erg nRoszrch er. Se has been a prlessora the Navidad L_ Anion Child Development 2 and accede ofthe Philppines Aczeding Assocation of choc, ryt GEAPINGR Reading rea Chat, She san academic "erbenks and ares in diferent subject areas and grade lve arn several chOos rive Soveay cf the Pipe Assodaion for Teachers and Educa (PAFTE Nabond) and carey be Vow reser Lizo ade Exc Bre of ho Sid prfestnal apanzatan Sha fas oon es Fe te oe erage, Fo, vas Edueaton, Character Edvaton, Educational Tetndogy and Edson ae fas froessioal fer rescue speaker in various fps in he writen articles in | magazines and journals. Shei a very much sought fed of teaching. ‘set recipient ofthe Special Cian of PRC Outstanding Professional in he fd of tactng on ne 8, 2018, She is ene of fe awarded 06 one of he DisingishedJubaians of the Cento Escolar University Alumni Foundation Inc. on January ihe 2020 PNU Gawod Sul for Eminent Alumni in the field of Education and Teacher 48, 202. She is one of the recpenis Edacation on February 19,2020. i ‘consultant, a researcher, a resource speaker and Purita P. Bilbao, EdD, is a curicuium specialist and tducelor She was the former Vice President and the Dean of the College of Education of West Visayas State Unversity Pa seiner her Masters Degree in Scence Teaching from the Unversity ofthe Phiippines, Diiman, Quezon City and her doctorate in Curialum,Instucion and Evaluation trom West Visayas Sate University. She had a doctoral enrichment training in Science a erly and Qualitative Research immersion atthe University of Georgia 2 Caan Vga fecal ar Site Ue in Athens. She has been a research fellow at the Universidad de Deusto, Bilbao, Spain. She served as a consultant, technical InAs Sn eae ronson popes ole USA, UNESCO, Sv te Cuen Chant It aog aber. She ip so wc ano abo enw ec neha oe ronba ec Efvceen Cael TEC) be Deptet of Educaton ade em so Con ‘for Elem and Sec. Education of the Commission on Higher Education (CHED). and areata, ot eee Saree val metas ad barrg etalon estes of vars cous ke Thala, noes, sca Hg Ser, Van USA, San aor oe. resent she fa serar Graduate Scheel Faculy ofthe West Visayas Sa University. She member fe oka Enon Yodo Ga ob ee Sor nar Caen (TE) ‘of CHED. She has been a fnalst in the Search for Outstanding Teacher (College Level of the ( ) ofthe Metrobank and a recpient of an Brenda B, Corpuz, PhD, isa recipient ofthe Ouistancing Profesional ofthe Year Award in the i » PhD, 8 Bron 8, Corps PhD, su cca inbigher education, odninsatve experiences wih Callges of Educaion and Graduate Schcl lectures delvered and researches conducted and pesened inthe county and abroad, consultancy services with he Department of Education funded by Word Bank and ‘AusAID (nou DFAT, lst of wich th K to 12 Cucuun, membership inthe Board for Professional Teachers and experiences 25 LET rani ron an vis te Asa, ros od No Zend was 3 educaion as presenta apponoo to the Teacher Education Counc a representative oi education insttuions in Luzon, chlo the Commie on Technology and Lieihood Eaucaton and ter teil Poe {or Teacher Education of he Comission on Higher Education and ofthe Continuing Professional Development Counc fr Teachers tbe Prolene Rapdten Cri, i a much-sough-after lecturer in K to 12 Curicdum, OBE and OBTL, Teaching Strategies, Assessment andin ler tones ination Sh was presen of he Php ssocon fa Teter an Ear 6 yer ad te Den ofthe Calege of onan Dre Centr Teaching Exon o he Tet ste ol he Pipes (ng en spree ils CM ascarid bo ar of re Secondary Education, major English {Meare mat) Maser ats Eaton nln Boy (GPA uae lo Mage cme) ad Doetor of Philosophy in major inEducaonal Management (GPA equivalent fo Magna cu aude) fom St Louis Univers, Baguio City PreliminarySe | Field Study Observations of Teaching-Learning in Actual School Environment MARIA RITA D. LUCAS, PhD MILAGROS L. BORABO, PhD PURITA P. BILBAO, EdD BRENDA B. CORPUZ, PhD LORIMAR Publishing Inc. ©2020 OBE - & PPST - Based Published by E.D STUDY 1 Soaisione of Teaching-Learning in Actual School Environment Copyright, 2020 by MARIA RITA D. LUCAS, PhD MILAGROS L. BORABO, PhD PURITA P. BILBAO, EdD BRENDA B. CORPUZ, PhD and LORIMAR PUBLISHING INC. ISBN 978-621-8035-85-0 Published by LORIMAR PUBLISHING INC. 10-B Boston Street, Bgy. Kaunlaran, Cubao, Quezon City, Metro Manila Tel. Nos. 721-2715, 723-1560, 727-3386 Cellphone No. 0918-5375190 Telefax (632) 727-3386 Cover and book design by: Ronnie Llena Martinez All rights reserved. No part of this book may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording, mimeographing, or by any information and retrieval system, without written permission from the copyright holder. INC. To purchase additional copies of this book, please call, LORIMAR. PUBLISHING Tel. Nos. 721-2715 + 723-1560 * 727-3386 * CP No. 0918-5375190 Telefax (632) 727-3386, send e-mail to [email protected]Foreword ii eee ee ee Setting new benchmarks for teacher education is is i _ Se : ‘no mean task. This is so in the instance of Project WRITE (Writing Resources for Innovative Teacher Education) which we initiated on Aus Product mn) w igust 4, 2006 that led to the i and publication of textbooks and workbooks. = Tt was a yeoman’s task to gather our collea; : gues from Luzon, Visayas and Mindanao and motivated them to get involved in a textbook writing Process. The best happened such that we were able to form a prolific Partnership as proven by this WRITE publication. Field Study 1 — Observations of Teaching-Learning in Actual School Environment is aligned with the Philippine Professional Teaching Standards (PST), the standards of quality teaching in the Philippines. The PPSTs consist of seven (7) domains and thirty seven (37) strands and 148 performance indicators of good teaching and Program Outcomes of common to all teacher education programs as contained in CMO No. 74-80 and No. 82, s. 2017. The PPSTs are focused on the development of the 21* century teacher who can respond to the demands of the K to 12 Basic Education Curriculum which the Department of Education began implementing in SY 2012-2013. This textbook is aligned to the current trends in education such as constructivist, integrative, interactive, collaborative, inquiry-based, brain-based, research-based and reflective teaching-leaming. We gratefully acknowledge the authors, Dr. Ma. Rita D. Lucas, Dr. Milagros L. Borabo, Dr. Purita P. Bilbao, Dr. Brenda B. Corpuz. This Project WRITE publication is one of the latest editions of the more than 60 publications that are in active circulation throughout. the country, We look forward to more publications that will help improve teacher performance by enhancing both the pre-service and in-service phases of teacher education. Onward to Project WRITE! DR. PAZ I. LUCIDO PAFTE, President EmeritusPreface 4 see eee eee eee Features of the Book ‘This book is divided into Learning Episodes. Each Learning Episode contains the following com. Ce) Pisoni eam G TARGET Your intended Learning Outcomeso—|" & This specifies the knowledge, skills and values that the FS student must be able to demonstrate after the learning episode. The outcomes are stated in a specific, measurable, attainable, realistic and time bound (SMART) manner. ponents: eee SPARK Your Interest This introduces the FS student to the EPISODE to prepare him/her to undertake the activities. )_REVISIT the Learning Essentials This gives a brief summary of the theory/theories and concept/s which serve! s as substrate or context of class observations. It refreshes the student's mind on the essential concepts and theories learned. | 2 CSF OBSERVE, ANALYZE, REFLECT ©) OBSERVE oe This part gives the FS student the tools to help him/her focus his/her observation on specific aspects of teaching and learning tackled in th episode. ee wet eo rel en mem ESB spel Se Sas a anaes ey a oe payor anata bom Tea oe hi aoe Be ae Reap eS SS) ‘Sa wont? Ont WHE a8 ee poen pot ea ANALYZE It highlights the FS student's ability to break the nr rn pin pnt? a Dh tr paneer information leamed and experiences undergone me ge i se a into parts for an in-depth and incisive study of the iene same. \wesetestrmasates tyesREFLECT §=Q——__________.lstae SSCS = igher thinking berhis problems, This consists of LET‘ke test items to determine ifthe {he intended ‘outcomes were realized. This gives, opportunity to answer LET-ike test tere = the FS student an ‘SHOW Your Learning Artifacts Ne the shen Learing in (capsule, an authentic form of ‘suicase of the leamers' proofs and documents in vaous fom (noioyaphe, nsec a ‘songs, fhymes, acronyms andthe Uke) with hisher whectons: EVALUATE Performance Task OO This includes an an quay cf the wi ‘scoring rubric that evaluates the of observation/documentations, analysis ed the on-time submission of the Learin Hi is tool, primarily intended for the FS Teacher to rato the FS studen upay completon of te episode. con aii be ine On Ss student for sel- ‘ating purposes upon completion of ‘The FS handbook has the following best features: + Employs highly interactive and meaningful activities * Promotes higher-order-thinking skills * Aligned with CHED Program Outcomes common Teacher Education Programs * Anchored on the Philippine Professional Standards for Teachers (PPST) Neer etnies {he eeeesom a to * Allows opportunities to dwell on the wonders of field ‘study at its best * Reinforces theories learned in the classroom *Unfolds many possibilities in the teaching-learning Process A Certificate in Field Study 1 is given to the FS student upon completion of the three-unit course as an evidence of his/her noteworthy accomplishment. To prepare the FS student for the Licensure is likewise provided. Happy learning! Happy teaching! Examination for Teachers, the Table of Specifications — MRDL, MLB, PPB, BBCTable of Sp ecifications of General Education of the Licensure Examination for Teachers (LET) 1 Fro 7 Kona Fi i ra jmaaa5 ra tas ng asa aa 2 Filo 2- Pappa al Papsll ng sa Pararaia 21 Wababasa asiog pa unaws Toksib sa Batang dspina asi a Pi agagarit nang may fussy ang Fino a pogtuo gag sulting pananaihsk TE Natagat 2g argon na repeal a 9 pogpapata aaianan,avangsan a sbbin T Math Funan of Wa rT serial operaions OBE wih whee TBO, SoS ecions 6 corona mabe me facerzabon ala measur of conta measures “thutiply by 1.6 or 2 if otal numberof items is 150 oF 200, respectively. vill Field Study St : Chute Subj Competency "Zz Soh, esata, manipulate syrBoic ad. ural poblons mass and robaDaN_ ping nde ls, pnoplos and | Fenty scenic ois and sind ORBIT | oS vareut stators Zs scente ng resale Tao, eves and pranomena i he etl wid [designing expermeni,clcing organza, ‘nang ond wterpeing, dia, mating Tencusns, and communicating result Use siete krowodge fo engl natal. Dheromona end pcac ears resources “—Anayreatvarages ard dsadsanianes of Seer sliionst paiva pectoms 5A te argact of woot oF [SOC ences Thing and ivng tog 1 Phippne Govern New Carsiaion wit Huan Rig to the present gto “Li Domandats understanding of he vous Toms of goverment fom the barangay % Costin, és advantages and dsacar ‘damental iw of ie se Z Phiggne tsi e-ccnalto conlmporay periods TE Esplan be nature and provsos oe peso over he chasm the past ands Wticon as etsy 1 Tiace the ory of he Piggies Fom | 7ZE_Draw te ingcatons of fe hist eu ofthe Phiggines os resent soco pla conan Economics, Texaion, Lard Reform and Cooperative cy ‘31 Manet understanding of the Pilpgina ‘canoe eandion wih reped lo aral lard reform and coperave as wel a8 fe ruth of ts Gross National Progua SZ Aepy the fundamental economic ponies ha ‘curren economic coe of the Phigpines [ES and Cuture with Family Planing 41 Apply basic concep, heres and porepecbes planning ine which eat to sity, cure are fay * “42 Recognize tial lemons Pat ae GSinaly Fa S.Rval ard oer Heroes ‘3.1 Ana}ee how Ras We and wos have canbuled othe county's development BZ Evaluate fe contibuion of ter Phipps ‘heroes and heroines to th development of te aunty Piao (Aral a re of Fig, Fino Soc and fs emerging (BZ Weanfest aerial and analica attude nar a — = a Le] 7A Demenstale understanding off aly eT aan errr lit Ts popci t * a as appocaton of eas oreo an ineaive and whoisbc vw of We *e eee a INFORMATION AND COMMUNICATION TECHNOLOGY | s n poet “principles and operations of information and_ s communication wehnolagy (CT) 7 TZ Wn vad ard eprprai se % ([“Sivalze s foc ngat ICT on te envionment LT Source: Table of Speciation pages 1STable of Specifications of Professional Education of the Licensure Examination for Teachers (LET) Cluster/Subject/Competency 1.7 Reflect on the professional teacher's accountability to leamers’ performance and tothe feacher's total involvement inthe teaching profession [Weight Teaching Profession, Social Dimensions of Education, Field Study, Practice Teaching 20% 7 14 _ Determine ways and means to ensure high standards ofthe leachers personal and professional development] 2% 412 _ Describe the roles and responsibiies ofthe teacher inthe local and global community 2 1.3. Analyze the historical, economic, socio-cultural, geographical, environmental, polcal and socio psychologeal| 6% | factors that influence the school as an agent of change and the teacher as a facitatorofeaming Interpret educational problems i the Tight of philosophical and legal foundations of education — oe 1.5 Apply the four plas ofleaming- leaning to know, earring todo, leaming to lve together, leaming to ben responding tothe aspirations ofthe leamer and the community head 1.6 _ Apply ethical principles in the teacher's personal ife and in Fisiher relationship with other people 3 2. Principles of Teaching, Educational Technology, Curriculum Development, Field Study, Practice Teaching 23 as traditional and alternative teaching strateales 35% 24° Employ activites, teaching methods, instructional materials and fednology, dassroom management techniques appropriate for a chosen subjectarea 10% 2.2. Apply appropriate approaches to lesson planning and cuculum development 8% ‘Apply principles in the preparation and utiization of the conventional and non-conventional technology as well 5% 2.4 _ Align curriculum components to instruction and assessment 5% 2.5 Distinguish the roles of stakeholders (students; teachers; employers; parents; and community) in the delivery of the curriculum 1% 2.6 Use activities that enhance critical, creative and metacognitive reading skills 5% 2. Analyze extrinsic and intrinsic factors that affect reading performance. 3% 3. Facilitating Learning, Child and Adolescent Development 20% 3.1__Analyze the cognitive, metacognitive, motivational socio-cultural factors that affect learning 3.2 Apply theories of leaming and development to the teaching-leaming process == ic ings ing a 2 rcopmen sneak he oop ingle cot, cl rd paypal Sets % ‘34 Organize a leaming environment that is responsive to leamer's needs and that promotes faimess among leamers of various cultures, family background, and gender % 4. Assessment of Learning, Feld Study Practice Teaching 25% = Apply = Th constructing tradtonal and alemativeTauthentic forms of high qualiy assessment 0% | ‘42 Interpret assessment results Th 3 Uilize processed data and assessment reslls Ih reporing leamers performance to improve Teaching and = leaming Tools in assessing ‘Source: PAFTE Joumal, Vol. 15 No. 1, pp. 48-49Table of Com a ae ‘About the Authors Title Page. Copyrigh wv Foreword. v Preface. vi ‘Table of Specifications of General Education of the LET... Table of Specifications of Professional Education of the LET. Table of Contents Letter to the Field Study Student. Letter to the Field Study Teacher Orientation Notes for Ficld Study and this FS book.. Notes on Observation...... Suggested Guidelines for Field Study Students Course Syllabus for Field Study 1 [FEDSTUDYI] FS q The School En rsity: Developmental Characteristics, Needs and Interests be Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, nment FS q Gye Culture, Religion, Socio-economic Status, 30 Difficult Circumstances, and Indigenous Peoples Learner Diversity: The Community and 4 Home Environment 2 Creating an Appropriate Learning Environment “ Classroom Management and Classroom n Routines Physical and Personal Aspects of Classroom Management Close Encounter with the School CurriculumTable of Contents SR RRR RRR eee eee ro] a datizing Teaching-Learning Resources and Assessment FOR Learning and Assessment AS Learning (Formative Assessment) ‘The Teacher as a Person and as a Professional Towards Teacher Quality: Developing a Glocal Teacher of the 21* Century FS 4q 16 On Teacher's Philosophy of Education 4 227 | Appendix A - Grading System based on DepEd Order # 8, 8. 2015 ......242 Appendix B - Certificate of Completion Ficld Study 1... we 2ASLetter to the Field Study Student eRe eRe eee se ‘Our Dear Students, Welcome to the world of Field Study! You have signed up to become teachers. Before you become qualified, you will undergo several experiences. From the theories and principles that you have learned in the different professional education courses, you will gradually validate those by actual classroom observations before you assume responsibilities as novice teachers. This FS book is your tool, it will be your companion in Field Study 1, which will take you to the reality of what a teacher and teaching are all about. You will verify and clarify if what you have learned from your classroom interactions and other activities are practiced in the actual teaching-learning situations, This is the beginning of your Experiential Learning, Field Study 1 provides activities that will allow you to master the required standards for Filipino teachers based on the program outcomes of the CHED Memorandum Order 74-80, 82 (CMO) for all degree Programs in teacher education and the Professional Standards for Teachers (PPST). An important aim of this book is to link theory with practice. Always remember to make connections with what was taken up in your theory classes and what you see in actual settings. Consider this book as your OAR, (you know... that long wooden thing shaped like a broad blade at the end, that boatmen use to propel or row the boat). Like an oar, this book will be of help to you only when you exert effort to lean. The oar without the boatman’s effort is of no use. The boatman without an car also has a big problem; much like a Field Study student who goes to the field without any clear guide or purpose. OAR is also an acronym that represents the general pattem of the tasks you might expect to do in the different episodes. After the target and the learning essentials are given per episode, you will basically: Observe in actual settings or Orchestrate a plan, or Organize your output Analyze the experience, and then Reflect on the experience. Observation makes you more keenly aware of and sensitive to the learner and the learning environment. Orchestrating plans that lead you to create outputs uniquely your own, taps your problem solving skills and creativity. Analyzing what you observe and do, trains you to become a critical thinker. Reflecting on your experiences makes you a lifelong learner. Just imagine your possibilities. You can truly become a teacher who is sensitive to the needs of the learner, a good problem solver, beaming with creativity, a critical thinker and a lifelong learner! What more could the future ask for? You hold such great promise. We believe in you! Read the orientation notes on the pages that follow so you'll have more information and be more teady to begin. Make this Field Study course a great joumey of discovery and learning! Bon voyage!Letter to the Field Study Teacher Dear Field Study Teacher, Yours is the awesome job of facilitatin; it : a : 1g the field experiences of pre- ae. ees Think of this book as your partner in ing them as they go ugh the Field Study subjects. The Learning Episodes are meant to develop competencies reflected in the Philippine Professional Standards for Teachers (PPST) and explicitly stated in eight CHED PSGs for Teacher Education issued in 2017 and the Competency Framework for Southeast Asian Teachers. We are fully aware that different schools/colleges/universities have varying conditions/scenarios that form a unique backdrop against which the Field Study is implemented. This is why we designed the book in such a manner, that it offers the greatest flexibility. It allows wider latitude in which the school administrators, Field Study teachers, cooperating teachers and pre-service teachers can work. This flexibility is articulated in the following: + Flexibility in the choice of learning episodes. You may or may not do all the learning episodes included because given your context, they are not doable nor feasible. + Flexibility in grouping. The learning episodes maybe done by the pre-service teachers individually or with a learning partner or in groups. To have a Learning Partner, however, is strongly encouraged for collaborative learning. However, the Reflections and the Learning Porfolio are done individually. «Flexibility in time allotment. The FS teacher and the students can agree on the time allotment for each activity to sufficiently cover the 54-hour requirement of the course. As you might have thought and planned already, an orientation is truly necessary to ensure better success of the Field Study students. We have prepared 2 brief collection of orientation notes found on the succeeding pages. We hope this will be helpful to you. Let’s work together in providing the best training and education to our pre-service teachers. PS. We would love to hear from you. Please e-mail your feedback about the book at [email protected] or editorial@lorimarph -THE AUTHORStation Notes for Field Study 1 | an wad eee ee ee Get ready for ; : This contains short clips of important topics related to Field Study. &. EE a What are Field Study subjects for? Field Study 1 is the first ‘experiential course which will immerse a future teacher in actual classroom setting where direct observation of teaching-learning episodes thal apply educational theories Jeamed in the content and pedagogy courses will be made. This is followed by Field Study 2 where the future teacher assists and participates in guided actual teaching-leaming process. The conduct of action research begins in this course and concludes during teaching intemship. ’ 1. Field Study 1 - Observations of Teaching-Learing in Actual School Environment 2. Field Study 2 - Participation and Teaching Assistantship 3. Practice Teaching/Teaching Internship CMO Nos. ie (Source: 74,75,76,77/18)79, AE AS“as a Field Study stu jearn and develop? dent what am | expected to sintended learning outcomes refer to determi whi ‘in etm em telnet Outcome Is the heart of Outcor Fade = me-Bas jycation or OBE. To explain it simply, OBE. feat fr io cota organizes of aligns what you will lear, the activt s Oe waaed you and your teachers will work on and how you wl be ‘Whi (iota |, while focusing on you as the learner and th sou youn? timate outcome of what you are expected to be ~ a . ea ae - in more about these three sources world class teacher! to find out! ingmagalingnaguro The PPST Domains: é ‘ Gaenk ee Program 3g The CFSAT 21 tooo and ICH} Quicomes % tells you what : ft 45 Gndeal ASEAN + Learning on which [SGMONG > _ teacher should Environment Pon Tey i know and be + Diversity of ( #8 abletodo. Leamers SU |) 22 elthas 11 * Curriculum and ie) Se 2 General Areas of Planning & Responsibility/ + Assessing and i Competencies Reporting - Seameo Innotech * Community | E Regional Education Linkages and Program, 2010 Professional : Engagement | + Personal Growth } and Professional ore 4 ive to learn art Strive He phili Be ready for tOAR is an acronym for the tasks you will do in Field Study: book, our approach is called, the OAR Approach. points to the importance of having a tool or a guid ia A. Kolb wrote about his own In 1984, David AO ential learning cycle. ience, reflection, b's model consists of concrete experience, f [ovation of abstract concepts and generalizations {conceptuaiization) and then testing the concept in 2 new situation. - Kolb, 1884 What is the approach of this Field Study book? , aa 'As you have probably read from our, Letter tothe Field Study Student at the beginning of ones Wa ‘The metaphor of the oar (sagwan in Filipino) fe for your Field Study journey. OAR Approach # kailangankoangsagwan In 2006, an approach used in this book was derived from all the theoretical underpinnings previously discussed. This is the OAR approach. Living in an archipelago, Filipinos would likely have in our collective unconscious the ancestral memory of hte boat and the oar. The oar is a tool that helps the boat move into its intended direction. We use the acronym OAR to represent the general cyclical pattern of the task that pre-service teachers are expected to do in the different learning episodes. After hte intended learning outcomes are given per episode, you, the Field Study student will basically, Observe in an actual setting. You will then Analyze the observation data and your 7 ‘experience and Reflect on the experience. As you do the task, you sharpen your sensitivity, observation skills and critical and reflective thinking and creativity. The fruits of reflection then affect subsequent observation and analysis, thus making the model cyclical. te O-bserve in an actual setting. A-nalyze the observation data and your experi Reeflect on the experience. pee Through the two Field STudy courses, the FS students have repeated exposure and practice in reflective teaching that the process second nature to them. dNotes on Observation a¢ aa Observation is i . is the core of Field Study 1, Observation experiences: will make‘youiaware of teaching attitudes, beliefs and, classroom practi d , Practices that ive i Si itnessit int ctns that are ee in etching id Tearing, by witnessing up close, juow skys: "i a In this course, ; aegis ioe you focus on the three major objedli of obser/ation Which’ ate the?!” 1. environment, which ToDeterer tive sate dose eons are a the context (classrooms, learning spaces, activities) in which 2, learners, mee growth and development, characteristics and diversity ifificnee “how ‘they salen ley respond to teaching, shown in their on-task or off-task behavior. anes mi ayer ihe guide ie facilitators, ‘managers’ of-learninig; the’ techiniques they use, philoso toh tit pevedad mae obadl seria ends bet : teaching and leaming stategies, rewrite ome u meme As you go to the field to learn about the environment, the teacher and.ti r 0 f \d,the, learners, remember that OBSERVING is NOT simply SEEING NOR LOOKING. A «killed observer learns, with a purpose, focus, and intentionality, ae « Purpose. Before starting any field observation activity, make sure you clearly understand the intended ‘outcomes of the activity. Remember that you are a rion-participanit observer. You need to remain unobstrusive meaning, you should be as “invisible” as you'can, and not. to attract attention to yourself. Strive not to cause any unintended effect on the environment, learners, and teachers. Focus. As a Field Study student, you are often overwhelmed by the many things going on as you observe. There is just too much to see and you do not know what to observe, at one time, When your purpose is clear, it is easier to tune in and select what,to'observe. For example, if you are observing the behavior of the students in class, focus your ‘observation on specific rows of leamers at a time, rather than attempting to observe everyone at'the same time. When you specify your focus, you can pay close attention to details.) parran | Make your observation multi-sensorial. Use your senses: Look closely. Listen intently. Note the smell of the surroundings, even the learners and teachers. (Disereetly, of course.) Intentionality. In every step of the way, you are guided by the purpose ¢s you consider details of how you will go about your observation. Crucial here is distinelly knowing how you will record and document your observations. ‘Choose the-best strategy from among 'the following to record and document efficiently: F a Use tblesfmatices, checklists that you can fill out with data as you are observing. i f ils yc jhile'using a checktistiJLwy WOU Write: brief notes Of details you see w! le‘using a Ms Have a small notebook, pad or, sticky nofes main ting additional notes. to record your observation data, Use apps Draw sketches or observational drawings. Tally behaviors. An or her chair within the ayvrene ‘example would be noting how many times'a leamer got up from his ‘whole class period. :After Observation. ; iy , { of the words that a toddler used within Je would be making a I 7. Make lists. An examp! wu pair your observation with interview aga ‘This strategy is useful when you as Seba or alae ‘documenting what you observed in & specific incident and you arg rk riting an anecdotal record. ‘ 9. ‘Us wut or video gadget/equipment to record data with permission fromthe teacher ang * the leamer’s, Some schools require parents’ consent. ’ Ww 10,. Take pictures with permission as well. Once you have collected your, observation data, you are now ready to analyze the data. Be ‘guided by the analysis questions, Remember to be objective and non-judgmental. While it ig it is vital to be Saportant to connect what you observed with your prior knowledge and experience, aware of your own biases that may affect your analysis. ‘ow reflect on what you learned from your observation, After you have analyzed, you must ni Ponder and’cohtemplate and derive insights on how 'the experience connects to you. Express .d or'have been changed. Share how your Field Study | how your perspectives have been reinforce: experience links to your future role as a teacher. OBSERVE - I shall look and see and listen and hear. I should be able to record what I see and hear," ? ANALYZE -1 shall examine “closely what I observed, relate ‘it to’ the theories, principles and concepts that I already know. REFLECT - I shall think: deeply of what have. ey Eyed connec Ih 10 my. "past experiences, present voc ve J undertakings and'future goals } and plans as.a teacher, Hails Now with: your teacher's ‘guidance Wot are ready to do your tasks!Suggested Guidelines:for. I ol QUB ALIS Field Study Studentgei Ly rolkeesadO e440 eee These guidelines are suggested : wish a to help Field Study students in the successful: condiict of: théir ekaee cee shall address; some, institutional peculiarities that are,not covered in Field Study. activities should be under the 4 vision of the Fi ¢ ace ee swpsrvison ofthe Fil Study Faulty ofthe TE n operating Schools... ‘The Field Study students: . 1. are required to accomplish successfully the activities in at least 54 hours in one semester to edit a one unitdedie? tis x i maigeS GAH 2.°\ secure appropriate’ Field Study permits‘and undergo orientation/briefing before they are deployed in cooperating schools, 3. _ observe,classes and may work with a partner, A Field Study partner is one whom one can discuss and work with after, the FS experience. 4, wear official schéol/university uniform’ during’ thé Field Studyin the’ i ty ie ly ‘ooperating, school. 5. demonstrate personal qualities that reflect a good, image of a, teacher. These qualities ni include. courtesy, .respect, honesty,diligence, .open-mindedness,. critical, thinking; and others. . wie . 6. demonstrate proper behavior in the' presence! f the learners, teachers, school personnel, administration and parents. wslindevnetbadad bak 7. request the signature of the Resource Teacher or the Field Study faculty immediately after the activity has been done. 109ING prints! bebr 21Ww0d innoite8..- are: required to prepare va portfolio for, every:Field Study course. The“FS teacher is encouraged to use a rubric for authentiéassessment of the portfolios. This rubric can Be ldisctssed ‘with’ tHe stints aé'Patt of the’ Orientation so_ they would know what criteria will be used and how and hoy ‘th’ prt io’ will be' assessed. of TO To ges ott bas eas201q (b isco 1254 1) geoly odie bovivedo waigeiede rxenagesesn me ; es yi momgolovab muluainr ai aaigivang, bie tai ooh evoitoaia y siintuiaC T2149) (8 sigenoGCOURSE SYLLABUS for FIELD STUDY. 1:)' eae ae a uauauy Course Description: boo” ‘mhis'is the first experiential eourse, Which will immersé a future teacher to actual classrsoi situation and leaming environment where direct observation of teaching learning episodes: that 'F focus on the application of ediicational thesties learned ‘in coritent and pedagogy courses will be made, Observations on leamers’ behavior, motivation, teacher's strategies of teaching, classroom management, assessment in learning among others shall be given emphasis. A portfolio shall be required in the course. CHED Program Outcomes Common to all Teacher Education Programs | 6,2... Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts 62b Demonstrate mastery of subject matter / discipline © 62.¢ Facilitate leaming using a wide ‘range of teaching methodologies and delivery modes appropriate to specific learners and their environments +6.2.4, Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse : types of learners ) 6.2.e Apply skills in the development and utilization of ICT to promote quality, relevant, and sustain- ’ able educational practices, and Ln 62.£'- Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes, and ,, 6.28 ‘Practice professional and ethical standards sensitive to local, national and global realities, 6.2.h Pursue lifelong learning for personal and professional growth through varied experiential and field based opportunites i ¥ Course Intended ‘Learning Outcomes dat 5 i af vAlsDeseribe Hiow’a:safe and secure learning environment contributes to the physical; socio-emiotional ni 1scand cognitive|development of leamers. (PPST.Domain,2) | «iii: sry2e, Determine. ways, of addressing learners’ diyersity in terms of; gender, needs, interests, cultural background and difficult circumstances (PPST Domain 3), t 3. Appraise how teacher manifests her/his personal and professional competencies. (PPST Domain 7) 4. Illustrate the teaching-learning process and the use of ICT to promote quality relevant and sustainable educated process (PPST Domain 4) Assess the various classroom management strategies observed in the class (PPST Domains 2 and 4) Analyze concepts, theories and principles in curriculum development in actual classroom setting. (PPST Domain 4) 7. Evaluate assessment and reporting practices done in the classroom (erst Domain 5) 8. Formulate one’s philosophy of teaching (PPST Domain 7) aeLearning Plan Intended Leaming outa (with CHED Program one Common to all Teacher” Doane Education Programs and PPsT Domain Alignment) CHED PO62c and PPST Domain 2 CHED PO 6.2.¢ and Child and Leamer Diversity; PPST Domain 3 ‘Adolescent Developmental * Describe the characteristics, | Learner ‘and Chatacteristics, ‘Needs and interests of leamers Needs, and from different developmental Interests levels (3.1.1) 3 |CHEDPO62c, 624, and Focus on PPST Domain 3 Sender, Neods, * Describe the characteristics icnaths, and needs of leamers from Bere oe diverse backgrounds Language, Race, * Identity the needs of students Cult, Relic, with diferent levels of abies. | ¢ naaton Seco-eanomic conve tices in st ‘Special Circumstances, : toreniaed cae fosuit | andinclusive, | and Indigenous the we leamer needs ina | Education Peoples: diverse class (PPST 3.1.1) + Demonstrate openness, understanding, and acceptance of the leamers’ diverse needs and backgroundsS| Teaching Learning|... Assessment Learning Plan iks/Tools ‘Domain Alignment) ‘ 1 CHED POGzA, 62dend Learer Ohara | 4 fear 1 Prszecnbe the intuencing | Leamerend | and Home per ‘Scoring rubric’ factors in the home Leaming Environmer home fefronment that affect the | Principles environment | Multiple choice fest ‘students’ learning ‘The Teacher and + ‘identity effective strategies | the community, ‘on how teachers can work ‘School together with the family Culture, and Organizational Leadership fl CHED PO 6.2.4, and Facilitating Creating an 6.4 Managing PPST Domain 2 Leamer-Centered | Appropriate time, space * plan on how to manage time, Teaching Leaming and leaming ‘space, and resources Environment resources: + provide a learning environment 5.2 Identifying the ‘appropriate to the leamers and different aspects conducive to leaming. of classroom management Facilitating Classroom 6.1 Observing Teaming Artifacts Leamer-Centered | Management classroom Teaching ‘and Classroom, ‘management and’ | Scoring rubric ‘outines set by the teacher, Routines routines and 62 Listing down Multiple choice fest + observe how the students classroom rules 1 execute the various classroom routines. : ‘CHED PO 62.¢)6.2b, 6.2.4, and, | Facilitating Physical and | 7.1 Identifying Leaming Artifacts PPST Domains 2,3,4 Leamer-Centered | Personal Aspects personal and 1 + identify the two (2) aspects of | Teaching - | of Classroom physical aspects | Scoring rubric classroom management; and Management of classroom | + determine the classroom management —_| Multiple choice fest ‘management strategies 7.2 Demonstrating that the Resource Teacher knowledge of ae ‘employed in hisfher class, positive and jron-violent discipline in the | management of leamer-behaviorLearning Plan npld paimee! Intended Learning Outcomes | __Professional Conter —Content | Teaching Learning | _ Assessment (with CHED Program Outcomes |... Education| (Eplsode Title)» }> Activities. p«: |» Tasks/Tools »Commontoall Teacher:.| Course >i da th fsa 4 ia | Education Programs and PPST:|) Alignment Peete > Teertaaetnelcrens oe | ‘Domain Alignment) | ramninghs | 1299 hae ene hor potinani’ | H | ' Ghd | 1299 hae isi) | ‘CHED PO 6.2.b, 6.2.4, and. The —4 | pst oad ae tena | + identify the different curricula | that proven fe school, | ; : ‘Act: The Miniscule setting. | | rodescribe how the teacher | | School itis Choice | || manages the school | ‘Gurreului: A’ “| Assessment | curriculum by planning, | , Closer Look a yd implementing lessons. mo . through different strategies 1 [= Ten ARN Conese : 111 ‘Alignment of the ‘ | and assessment of learning \ ! | | Components of a sft ceases. | Lesson Plan is | | | + analyze if the teacher aligns, ij | ty] | | the objectives to subject | | | |] matter, to teaching strategies } and assessment. | LL CHED PO 6.2b,6.2.4,62fand | Facilitating Preparing for | 9.1 Demonstrating en PPST Domains 1.and4 Leamer-Centered -|-Teaching and. understanding of | |/* identify the teaching-learning | Teaching Learning + "research based || practices that apply or violate Knowledge and rinciples of teaching | principles of learning. ' Teaching and | | + identify the guiding principles Learning | ‘on lesson objectives/leaming 9.2 Identifying | | ‘outcomes applied in instruction | Leaming | i ‘+ judge if lesson objectives! Qutcomes that 1 intended learning outcomes { are aligned with 3 } | ‘are SMART | } ‘competencies 9 . | | . 9.3 Distinguishing 1 | | intended tearing outcomes |) | i between inductive 4 are achieved at the end of the | and deductive | | lesson. { | methods of | | _]+ observe the teaching methods |) teaching | | [pissed by the Resource Teacher, | - differentiate the differentLearning Plan Center as part of the learning ‘environment; + identify and classify technology resources that facilitate the 10.4 Applying the Ing principles 11.4 Exploring MOOCS for guid- | Leaming Artifacts PPST-aligned Professional DevelopmentLearning Plan [ET intended Learning Outcomes] (with CHED Program Outcomes | ‘Egeoucs § | cays onmen tall Teacher” Course lucation Programs and PST 8 Domain Alignment) aa E CHED PO 6.26, 6.2.4, 6.21, i a ' . | | PPST Domain 5 Assessment in (Garmatvo earning outcome | Scoring rubric |] determine the alignment Leaming 2 Assessment) | 13.2 Observing the of assessment tools and oe ae |e tasks with intended learning | Building and Poco oe | | outcomes: enhancing 43.3 Observing the * critique traditional and Literacies Across use of non-tradi- authentic assessment tools and | the Curriculum tional assessment tasks for leaming in the context tools and scoring of established guidelines on etre. test construction; 13.4 Scrutinizing the * evaluate non-traditional assessment tools including ‘scoring rubrics; = to evaluate a sample portfolio; + to distinguish among the 3 types of portfolio; + construct assessment ‘questions for HOTS following Bloom's Taxonomy as revised by Anderson and Krathwohl ne Kensal Marzano's ss aa + explain the function of a Table dents pr ‘of Specifications; «= distinguish among types of Jeamers' portfolios and their functions; + examine different types of rubrics used and relate them to assessment of student . nee students’ grade based ‘on DepEd’s grading policy; + state the reason(s) why grades | ij must be reported to parents; } and + desoribe what must be done to make grade reporting meaningful.Learning Plan Pe escrb the personal quaities | ‘and competences of effective | profession. CHED PO. 6.2 and PPST Domain 7 + describe the personal qualities ‘and competences of a glocal classroom teachers of the 21% ‘century; and + design a leamer-centered classroom for the 21* century leamers with learning spaces that are safe, allows creativity, and use of ICT, ‘CHED PO. 6.2 and PPST Domain 7 + determine prevailing philosophies of education based on DepEd Vision and Mission statements, core values and mandate, the Ko 412.Curiculum Framework and Guide and RA 10533 + cite teacher's teaching behaviors and the philosophies ‘of education on which these behaviors are founded The Teaching Profession Teacher as 8 Poreanand 088 Professional, Towatds Teacher Quality: Developing a Glocal Teacher of the 24st Century — (On Teacher's: Philosophy of Education Quatties: A re View from My | Scoring fubrc Lenses 44.2, 1s the Teacher, Professional feacher? , 15.1 A Day in the Schoo! Life of Quality Teachers 15. 2 The Creation and Enhancement of Classroom Management. Skills in Developing A New Leaming Environment for the 21st Century {_ 16.1 Analyzing DepEds Philosophy of Education 16.2 ArticulatingThe School Environment peat ~SPARK Your Interest 2 This ‘Episode ‘1 provides ‘an ‘épportunity'for students to’ examiné’ ahd ‘teflect’on’ a’ school environment that promotes learning and development. (GF) TARGET Your intended Learning Outcome > At the end of this Episode, I must be able to determine the characteristics of a school environment that is safe, secure, and is supportive of learning (PPST 2.1.1). B REVISIT the Learning Essentials a8 3° “As a basic part of the school’s visual environment, display boards hay 1..-A physical environment conducive for learning is one that has consistent practices that: + keep the school safe, clean, orderly and free from distraction; + maintain facilities that provide challenging activities; and + address the physical, social and psychological needs of the students. 2° Display boards ‘can be powerful in communicating. information’ absut “the Tearnitig énvironment. They help in building and establishing the school culture. “These boards become one way for everyone to lea about the vision-mission, goals, and values that the’ school upholds. - an , general” | purposes: | reese corative: They offer visual stimulation and'appeal to aestietics. They set the social and psychological atmosphere of the school. } | * Motivational- They encourage students to perform better and have greater confidence. ae example would be the display of students’ outpus that show tht each ‘output is) recognized anid valued. The bulletin boards help celebrate the learners’ growth and) 2 ess sak They ae used asa statgy t readily disseminate information + Instructional- They move students to respond and participate through interactive| displays. They get ‘students to think about and communicate their learning ae 4, The set of criteria for evaluating bulletin board displays includes effective commiinication, attractiveness, balance, unity, jnteractivity, legibility, correctness, and durability.Ce fiesoxanmne REFLECT 9° woe ‘ft Exploring the School Campus ( eR ee Teacher's Signature Seo Resource Teacher: Grade/Year Level: ‘Subject Area: Det To realize the Intended Learning Outcome, work my way through these steps: Visit a school, Look into facilities and support learning areas in the campus, then in th classroom. Observe and use the checklist as you move around the school premises. Analyze your gathered data ‘about the school environment. Reflect on the characteristics of a school.environment that promotes learning: 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 © OBSERVE As you move around the campus, observations forms are provided for you to document your observations. It is advised that you read the entire worksheet before in it s ‘you proceeding to the school site, good understanding of thevactivities and tasks to be accomplished in the activity sheets will val yeep better learning results. SCHOOL FACILITIES OBSERVATION CHECKLIST jarize yourself with the different areas and facilities of the school. Check the column to jive a brief description of those that are available, and say how each ts’ Jearning ‘and development. Will it contribute to the students’ learning and development. Why? OWEEMCIOL she ovitarratin dauoult oteq\ | i Audio Visual/Leaming Resource Center Science LaboratoryWill it contribute to the “| students’ learning ang | developme:An Observation Guide for the CLASSROOM VISIT situa 5 Read the following statements carefull provided. S carefully. Then.write, your observation report on..the space) Guide Question 4. Describe the ‘community or neighborhood where the School is found: |“ ye T BS norqupaeianolsMm ps campus. What colors, do you see? What is the condition of the Bill W I buildings? 3, Pass by the offices. What impression do you ' have of these offices? 4, Walk through the school halls, the library, the cafeteria. Look around and find out the other facilities that the school vhas. } |_—role rs Schools ‘ Lowe stars TIRES secpeosi2 Teather s’Signaturd 2 roger noitarraed® rw guagbennran te _-tHlita tno an pgtiie sinktvatiod 949 ‘anay Dont raderedt love. Took at itie;wails ofthe Glassroom. What are posted on the ‘walls? What heroes, religious figures, lessons, visual aids, announcements, do you see posted? fee Examine how the pieces of furniture are arranged. Where is the teacher's table located? How are the tables and chairs/ desks arranged? ~ 3 What leaming materials/equipment are present?” 4. Observe the students. How many are occupying one room? Is the room well-lit and well-ventilated?An Observation Guide for the CLASSROOM VISIT: Be guided by these tasks as you do your observation, Then accomplish the matrix, data. to record your CLASSROOM FACILITIES MATRIX Gare te Classroom Facilities Description (location, number, arrangement, condition) 4. Wall Displays 2. Teacher's Table 3,-Leamer’s Desks —— 4, Blackboard 5. Leaming Materials / Visual AidsWrite your observation report here. Wha =ee ovation of he School fo aoe ven ee ‘Gay ANALYZE How do the School campus and the classtoom in particular impact the learning of the students going to school? What are your conclusions? l How does this relate to your knowledge of child and adolescent development/How faoes this relaté to your knowledge of facilitating learning? ¥; REFLECT 1. Would you like to teach in the school environment you just observed? Why? Why not?2. What kind of schoot 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 leamings and insights here. ANALYZE, REFLECT cba Observing bulletin board displays | Teacher's Signatire ; ; Resource Teacher, | oS Subject Area: Dees | fear ae 1 aah | The display board, or what we more continonly refer to'as'bulletin bourd, is'one of the | Teadily available and versatile learning resourses through these steps: 1.| ded Learning Outcomes, work your way fe ‘ance, lobby, | To achieve the Intent’ ays. Include samples of those found at cate Gala Examine for ballet bo Oe ‘one and-evaluate-the-display.-3-Propose.¢ hallways and-classrooms *- the display more effectivei) OBSERVE = bi - id the observation guide and fy d and examine board displays, use tl ° Beng As you look avoir ent your observations. provided for you fo docum ‘An Observation Guide for BOARD DISPLAYS arefully before you observe. Read the following ¢ amine the board displays. How many board displays do 1, Go around the school and ex you see? |. Where are the display boatds ‘found? Ate they in'places where target viewers can see them? key messages do they convey? What images and 3. What are the displays about? What s of information and images arranged? colors do you see? How are the piece: What materials were used in making the displays? Are borders used? - Do you notice some errors? (misspelled words, grammar inconsistencies and the like) . Are the messages clear and easily understood? es SY Z ang eag Modan wT | conus Se 40 "Field StudyBased on the questions on the observation guide, write your observation report: "Observation REPORT. ‘(You may paste. pictures of the Board displays here.)[From among the board displays ti Beatuate it using the evaluation form below. f BOARD DISPLAYS EVALUATION FORM | Topic of the Board Display Location of the Board Display In School your rating. Write comments to back up your Check the column that Indic: ratings. i 4-Outstanding 3-Very Satisfactory | 2-Satisfactory —1-Needs Improvement r Wolcott | itera Nl s vs ° Gu ibe 3 4 ments Effective ‘Communication ttconveys the | message quickly and Hear, | . [Attractiveness Colors and arrange- | ment catch and hold interest. ‘Balance mo] Objects are ar- ‘ranged, so stabil | Repeated shapes oF colors or use of | borders hold display | together. [Interactivity [ay |— Correctness tis free from grammar errors, misspelled words, | ambiguity. | Durability a items are securely attached.[aletn Board Evaluated bya nay ao-sal vals oval yslqaib bined woy oem 2nolesyyue Woy no bees Location: 2 PNT Ty Tie at Brief Description ofthe Buletn Board RR TMi EVALUATION A ‘ | | } } ||[Evaluation of educational content. _| and other aspectsthrough any of these: * Ahand-made drawing or layout ~~ + Anelectronic (computer) drawing/illustration or layout + Acollage |My Board Display Lay-utbootade: What do you think was the Purpose of the board display? Did the ji i ’ board display design reftect the likes/interests of its target audience? Why? Why not? Was the language used clear and simple for the target audience to understand? Why? Why not? Was the board display effective? Why? Why not? fs Soe ee eee i | What suggestions can you make?F costs used on your suggestions, propose an enhanced version of the display. boRtd: USE IhE fing below. Svalnetb bnigod ofp) Jy ogoqrie ori ‘eww: dail) guy. ob ig My Proposed Board Display" : aly wdW Soonoibue torist ali lo etzaiainivwsadil oft 1yoftor ngizs! Best features of my proposed bulletin enhancement: Materials.for aesthetic enhancement: ____K REFLECT eee . arian © 1, Name at least five skills : is that.a, teacher sh i i displays. Elaborate on why each silt tol vee be able, to, come, up with effective board gaiwolled at ovat Glneda ae Uy ie, tool Iwobi ne sbi eo Tedd orth iW A TIFF Tomrtatl WniinL 2atOTTOT Hirao oft 2 -- : (a0) aianbae ban sine at A sayoanil Innotaestorq vnera blind eaves ont iz Wioleienos eatetninin bne eodeildutes 2. Which of the skills you named in # 1 do you already haye? Recall your past experiences in making board displays. How do you practice these skis? V9 717 aioivaqe'to souvent 3. Which skills do you still need to develop? What concrete, steps will you take. on how you can improve on or acquire these skills. zyniblisid loonlae HetLINK Theory to Practice Directions: Read thé items given bélow and encircle the correct answer. 1, With the PPST as guide, an ideal learning environment should have the following characteristics, EXCEPT A. the learning environment armies fairness B. is safe and conducive for learning C. builds many professional linkages D. establishes and maintains consistent standards of learner’s behavior 2. Which facilities are present in a health-promoting school environment? I. Canteen that sells all kind of food including junk food II. Comfort rooms common for boys and girls II. Sanitary drinking fountains IV. Safe playground A. II, and IV C. Tand II B, 1,1, andIv D. Ill andIV 3. Which physical school environment supports learning? A. Availability of flexible classroom furniture B. Presence of spacious classrooms C. Prominence of bulletin boards in every building D. Tall school buildingsgninte! wo¥ WOHE «+ 4 Examine; the bulletin board dis i mine, the play. This bulletin » board fulfils which primary purpose? SE ae arte A. Instructional-interactive B. Informational C. Motivational D. Decorative 5. Examine the bulletin board display. This bulletin _ board fulfills which primary purpose? A. Instructional-interactive B. Informational 5 oe mK C. Motivational D. Decorative 6. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A. Instructional-interactive B, Informational, decorative C. Motivational, decorative D. Instructional, informational |: Z FHOW Your Learning. Artifacts mpetfael eT My Personal Illustration of an EffectiveEVALUATE Performances Task | Evaluate Your Work Task Field stuc Leaming Outcome: "Determine th environment ly 1, Episode 1 - The School ©-characlratice ofa sohaol aru Supportive of learning Learning Environment \ jironment that provides social, psychological, and physical 7 im] | | of FS Student | La a Date Submited: } a : Couse: fi Episod ‘Leaning Episode ao Very Satistactory Satisfactory 3 2 ‘Accomplished | All bere wee One (1) to two (2) | Thee (@) observation | Four (4) or more, Rael observation questions! | questions/tasks observation questions! eotax i 'y answered! | tasks not answered / | not answered / tasks not answered / pela. plished, accomplished. accomplished, accomplished. Analysis Abcupsions were All questions were | Questions were not | Four (4) or more. wered completely; | answered completely, | answered completely; | observation questions answers are with depth | answers are cleerly | answers are not ‘were not answered. and are thoroughly ‘connected to theories; | clearty connected to | answers not connected grounded on theories; | grammar and spelling "| theories; one (1) fo | to theories; more. than. Grammar and spelling | are free from errors. | three (3) grammatical / | four (4) grammatical” are free from error speling errors. speling errors. Reflection Profound ‘anid clear; Clear but lacks depth; | Not so clear and Unclear and shallow, supported by what were | supported by what | shallow; somewhat __| rarely supported by observed and analyzed | were observed and | supported by what__| what were observed analyzed were observed and’ | and analyzed analyzed Leaming Artifacts | Portfolio is reflected | Portfolio is reflected | Portfolio is not Portfolio is not reflected ‘nin the context of on in the context reflected on in the | on in the context of sia) | the learning outcomes; | of the leaming Context of the leaming_ | the leaming outcomes; : Complete, well outcomes. Complete; | outcomes. Complete; . | not complete; not : organized, highly well organized, very | not organized. relevant | organized, not relevant relevant to the learning | relevant fo the leaming | to the leaming z outcome ‘outcome outcome ‘ Submission Submitted on the Submitted a day after | Submitted two (2) 118 Vdeadine deadline the deadline ©” ‘days or more after the Overall Score a ( TRANSMUTATION OF SCORE TO GRADEJRATING T-below Score [20 ite] 7[ 16 | 15] 14 | tt2] 1 | 10 | 08 Grade 1101 125 | 15| 1.75 | 200| 225| 250 | 275 | 300 | a5 | 500 : ns 7 75 72 71-Below c ate tos} 9 | 7 | | a | 7 —— —————rinied name on ‘Signature of FS Teacher above