Republic of the Philippines

LUNA COLLEGES
Tayug, Pangasinan
FIELD STUDY 1 – OBSERVATIONS OF TEACHING-LEARNING IN 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 focus on the application of educational theories learned in content and pedagogy
courses will be made. Observation on learners’ behavior, motivation, teacher strategies of teaching, classroom management, assessment in
learning among others shall be given emphasis. A portfolio shall be required in the course.

 CREDIT UNITS: 3 Units

 MISSION-VISION REFLECTION
VISION: It envisions to create a community that is technologically, socially and spiritually equipped to face the challenges of the changing
world.

MISSION: It is tasked to prepare the STUDENTS with the best that EDUCATION can offer in manner that is consistent with the needs of
modern SOCIETY.

REFLECTION: Students in this course are provided opportunities for self-development, professional, leadership and group dynamics skills
training through the activities in the different topics presented. The students are further trained to discern issues and trends relevant for
group development and interpersonal relationships. It is hoped that they will be able to develop the skills necessary for the forming,
developing and to become skillful in providing group dynamics activities.
 GOALS:
 Produce graduates who are expected to be life-long learners, caring and trustworthy citizens, effective communicators, competent and
productive professionals;
 Maintain a roster of efficient faculty imbued with professionalism and integrity;
 Establish internal quality management system to develop a culture of excellence; and
 Uphold the legacy the founders in all performances of Luna Colleges as an education institution.

OBJECTIVES:
 Adherence to the legacy and philosophy of Luna Colleges;
 Implementation of school policies and standard procedures;
 Employment of professionally qualified faculty and staff;
 Strengthening the research culture responsive to the regional research agenda and;
 Intensifying of linkages and networking with stakeholders.

IV. COURSE OBJECTIVES

By the end of the course, the FS student must be able to:

 Describe how a safe and secure learning environment contributes to the physical and socio-emotional and cognitive development
of learners (PPST Domain 2)
 Determine ways of addressing learner’s diversity in terms of gender, needs, interest, cultural, backgrounds and difficult circumstances
(PPST Domain 3)
 Appraise how teacher manifest her/his personal and professional competencies. (PPST Domain 7)
 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 Domain 2 and 4)
 Analyze concepts, theories and principles in curriculum development in actual classroom setting (PPST Domain 4)
 Evaluate assessment and reporting practice done in the classroom (PPST Domain 5)
 Formulate one’s philosophy of teaching (PPST Domain 7)
 V. COURSE OUTLINE

Time
Allotment Teaching Evaluation
Instructional Values
Strategies/ Techniques/ References
Specific Objectives Topics Materials Integrated Output
(No. of Activities Measures
Hours)

 Determine the  The School 3 hours  Google  FS  On-line Nationalism Corpuz, B. Lucas, Answers the
characteristics of a Environment Classroom Workbook/ Recitation Teamwork M.R., Child and question
school environment  Google Module Cooperation Adolescent given from
that is safe, secure, Meet  Written Learners and the
and is supportive of  Zoom  Laptop & Tests Learning observation
learning  Virtual DLP Principles (2018) sheet (FS 1
 Interview Workbook)
Corpuz, B.,
 Research Lucas, M.R., Portfolio
Output Lucido, P.,
Research
Borabo, H. Child
output
(2010)
 Describe the  Learner 3 hours  Google  FS  On-line Nationalism Corpuz, B. Lucas, Answers the
characteristics, Diversity: Classroom Workbook/ Recitation Teamwork M.R., Child and question
needs and interest Development  Google Module Cooperation Adolescent given from
of the learners from al, Meet  Written Learners and the
different Characteristi  Zoom  Laptop & Tests Learning observation
developmental cs, Needs  Virtual  DLP Principles (2018) sheet (FS 1
levels. and Interest  Interview Workbook)
Corpuz, B.,
 Research Lucas, M.R., Portfolio
Output Lucido, P.,
Borabo, H. Child Research
(2010) output
Describe the  Focus on 3 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
characteristics and Gender, Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
needs of learner from Needs,  Google Module Cooperation Child and given from
diverse backgrounds Strengths, Meet  Written Adolescent the
Identify the needs of Interests,  Zoom  Laptop & Tests Learners and observation
students with Experiences  Virtual  DLP Learning sheet (FS 1
different levels of Language,  Interview Principles (2018) Workbook)
abilities in the Race,
classroom Culture,  Research Corpuz, B., Portfolio
Identify best Religion, Output Lucas, M.R.,
practices in the Socio- Lucido, P., Research
varying learner needs economic Borabo, H. Child output
in a diverse class Status, (2010)
Demonstrate Difficult
openness, Circumstanc
understanding and es, and
acceptance of the Indigenous
learners’ diverse Peoples
needs and
backgrounds
Describe the  Learner 3 hours  Google  FS  On-line Nationalism Corpuz, B. Lucas, Answers the
influencing factors in Diversity: Classroom Workbook/ Recitation Teamwork M.R., Child and question
the home The  Google Module Cooperation Adolescent given from
environment that Community Meet  Written Learners and the
affect the students’ and Home  Zoom  Laptop & Tests Learning observation
learning. Environment  Virtual  DLP Principles (2018) sheet (FS 1
Identify effective  Interview Workbook)
strategies on how Corpuz, B.,
teachers can work  Research Lucas, M.R., Portfolio
together with the Output Lucido, P.,
family Borabo, H. Child Research
(2010) output
Plan on how to  Creating an 3 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
manage time, space Appropriate Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
and resources Learning  Google Module Cooperation Child and given from
Provide a learning Environment Meet  Written Adolescent the
environment  Zoom  Laptop & Tests Learners and observation
appropriate to the  Virtual  DLP Learning sheet (FS 1
learners and  Interview Principles (2018) Workbook)
conducive to learning
 Research Corpuz, B., Portfolio
Output Lucas, M.R.,
 Lucido, P., Research
Borabo, H. Child output
(2010)
Identify the  Classroom 3 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
classroom routines Management Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
set by the teacher; and  Google Module Cooperation Child and given from
and Classroom Meet  Written Adolescent the
Observe how the Routines  Zoom  Laptop & Tests Learners and observation
students execute the  Virtual  DLP Learning sheet (FS 1
various classroom  Interview Principles (2018) Workbook)
routines.
 Research Corpuz, B., Portfolio
Output Lucas, M.R.,
Lucido, P., Research
Borabo, H. Child output
(2010)
Identify the two (2)  Physical and 3 hours  Google  Module  On-line Nationalism Corpuz, B., Answers the
aspects of Personal Classroom Recitation Teamwork Lucas, M.R., question
management; and Aspects of  Google  Laptop & Cooperation Child and given from
Determine the Classroom Meet  DLP  Written Adolescent the
classroom Management  Zoom Tests Learners and observation
management  Virtual Learning sheet (FS 1
Principles (2018) Workbook)
strategies that the  Interview Corpuz, B., Lucas, Portfolio
Resource Teacher M.R., Lucido, P.,
employed in his/her  Research Borabo, H. Child Research
class Output (2010) output
Identify the different  Close 3 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
curricula that prevail encounter Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
in the school setting with the  Google Module Cooperation Child and given from
Describe how the School Meet  Written Adolescent the
teacher manage the Curriculum  Zoom  Laptop & Tests Learners and observation
school curriculum by  Virtual  DLP Learning sheet (FS 1
planning,  Interview Principles (2018) Workbook)
implementing lessons
through different  Research Corpuz, B., Portfolio
strategies and Output Lucas, M.R.,
assessment of Lucido, P., Research
learning outcomes Borabo, H. Child output
Analyze if the (2010)
teacher aligns the
objective to subject
matter, to teaching
strategies and
assessment
Identify the  Preparing for 4 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
teaching-learning Teaching Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
practices that apply and Learning  Google Module Cooperation Child and given from
or violate the Meet  Written Adolescent the
principles of teaching  Zoom  Laptop & Tests Learners and observation
learning.  Virtual  DLP Learning sheet (FS 1
Identify the guiding  Interview Principles (2018) Workbook)
principles on lesson
objectives/learning Portfolio
outcomes applied in Corpuz, B.,
instruction Lucas, M.R., Research
Judge if lesson  Research Lucido, P., output
objectives/intended Output Borabo, H. Child
learning outcomes (2010)
are SMART
Determine whether
or not the intended
learning outcomes
are achieved at the
end of the lesson
Observe the teaching
methods used by the
Resource Teacher
Differentiate the
different methods of
teaching
Identify the  The 3 hours  Google  FS  On-line Nationalism Corpuz, B. Lucas, Answers the
application of some Instructional Classroom Workbook/ Recitation Teamwork M.R., Child and question
guiding principles in Cycle  Google Module Cooperation Adolescent given from
the selection and use Meet  Written Learners and the
of teaching strategies  Zoom  Laptop & Tests Learning observation
Determine whether  Virtual  DLP Principles (2018) sheet (FS 1
or not the lesson  Interview Workbook)
development was in Corpuz, B.,
accordance with  Research Lucas, M.R., Portfolio
outcome-based Output Lucido, P.,
teaching and learning Borabo, H. Child Research
Outline a lesson in (2010) output
accordance with
outcome-based
teaching-learning
Identify the
Resource Teacher’s
questioning and
reacting techniques.
Describe the  Utilizing 3 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
Learning Resource/ Teaching Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
Multi-Media Center Learning  Google Module Cooperation Child and given from
as part of the Resources Meet  Written Adolescent the
learning environment; and ICT  Zoom  Laptop & Tests Learners and observation
Identify and classify  Virtual  DLP Learning sheet (FS 1
technology resources  Interview Principles (2018) Workbook)
that facilitate the
teaching-learning  Research Corpuz, B., Portfolio
processes; Output Lucas, M.R.,
Analyze the level of Lucido, P., Research
technology Borabo, H. Child output
integration in the (2010)
classroom;
Evaluate resource in
the virtual learning
environment
Demonstrate  Assessment 4 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
knowledge of the for Learning Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
design and use of and  Google Module Cooperation Child and given from
formative Assessment Meet  Written Adolescent the
assessment; and of as  Zoom  Laptop & Tests Learners and observation
Explain the Learning  Virtual  DLP Learning sheet (FS 1
importance of (Formative  Interview Principles (2018) Workbook)
formative assessment Assessment)
 Research Corpuz, B., Portfolio
Output Lucas, M.R.,
Lucido, P., Research
Borabo, H. Child output
 (2010)
Determine the  Assessment 4 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
alignment of of Learning Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
assessment tools and (Summative  Google Module Cooperation Child and given from
tasks with intended Assessment) Meet  Written Adolescent the
learning outcomes;  Zoom  Laptop & Tests Learners and observation
Critique traditional  Virtual  DLP Learning sheet (FS 1
and authentic  Interview Principles (2018) Workbook)
assessment tools and
tasks for learning in  Research Corpuz, B., Portfolio
the context of Output Lucas, M.R.,
established guidelines Lucido, P., Research
on test construction; Borabo, H. Child output
Evaluate non- (2010)
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 and
Kendall’s and
Marzano’s taxonomy;
Explain the function
of the Table of
Specifications;
Distinguish among
types of learners’
portfolio and their
functions;
Examine different
types of rubrics used
and relate them to
assessment of
student learning;
Compute students’
grade based on
DepEd’s grading
policy;
State the reason(s)
why grades must be
reported to the
parents; and
describe what must
be done to make
grade reporting
meaningful.
Describe the  The Teacher 4 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
personal qualities as a Person Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
and competence of and as a  Google Module Cooperation Child and given from
effective classroom Professional Meet  Written Adolescent the
teachers  Zoom  Laptop & Tests Learners and observation
Enumerate the  Virtual  DLP Learning sheet (FS 1
professional  Interview Principles (2018) Workbook)
characteristics of
practicing teachers  Research Corpuz, B., Portfolio
observed as based on Output Lucas, M.R.,
the professional Lucido, P., Research
standards and code Borabo, H. Child output
of ethics for the (2010)
profession
Describe the  Towards 4 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
personal qualities Teacher Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
and competencies of Quality:  Google Module Cooperation Child and given from
a glocal classroom Developing a Meet  Written Adolescent the
teacherws of the 21st Glocal  Zoom  Laptop & Tests Learners and observation
century; and Teacher of  Virtual  DLP Learning sheet (FS 1
Design a learner- the 21st  Interview Principles (2018) Workbook)
centered classroom Century
st
for the 21 century  Research Corpuz, B., Portfolio
learners with learning Output Lucas, M.R.,
spaces that are safe, Lucido, P., Research
allows creativity, and Borabo, H. Child output
use of ICT. (2010)
Determine prevailing  On Teacher’s 4 hours  Google  FS  On-line Nationalism Corpuz, B., Answers the
philosophies of philosophy Classroom Workbook/ Recitation Teamwork Lucas, M.R., question
education based on of Education  Google Module Cooperation Child and given from
DepEd Vision and Meet  Written Adolescent the
Mission statements,  Zoom  Laptop & Tests Learners and observation
core values and  Virtual  DLP Learning sheet (FS 1
mandate, the K to 12  Interview Principles (2018) Workbook)
Curriculum
Framework and  Research Corpuz, B., Portfolio
Guide and RA 10533 Output Lucas, M.R.,
Cite teacher’s Lucido, P., Research
teaching behaviors Borabo, H. Child output
and the philosophies (2010)
of education on which
these behaviors are
founded

VI. COURSE REQUIREMENTS

1. Maximum of (5) absences or approximately (20%) if the total class attendance for the whole semester considers a student officially
dropped from the course.
2. Oral report from the topic outline (syllabus). Group of students are assigned on (1) topic from any of the topic in Field Study 1.
3. An oral report must be designed that it can be tackled within 30 minutes to give ample time for class discussion and interaction.
4. One page summary of a topic report (synthesis must be given by the reporter to the member of the class.
5. A full-text of the Reporter’s assigned Report must be submitted to the instructor for credit/grading purposes following the format, viz:
5.1 A summary: Presented in Topical/Sub-Topical Headings
6. The report must be typewritten/ printed, double –spaced on an 8 ½ * 11’ bond paper (size), and soft bound.
7. The reporter should notify the instructor earlier if he/she can’t deliver his/her report on the schedule date or else he/she forfeits
his/her assigned report. (Note: A grade of (5.0) is earned if the reporter failed to assigned report in this particular category)
8. It is expected that the reporter must have his/her visual materials/illustration for clarity and facility on the part of the other members
of the class.
9. 5 Critique Papers/Reactions Report/ Book reviews must be passed by each student, that is, (2) articles on Field Study 1 issues before
the Mid-Term Examination and 3 articles after the final examination. Non-compliance would mean the concerned students earn
incomplete Grade (INC).

Grading System

Midterm Final
Participation 30% Participation 20%
Oral Report 20%
Reflections 30%
Midterm Exam 40% Reflections 20%
 Total 100% Final Exam 40%
Total 100%
Final Average: 40% MTG + 60% FG

VII. PERFORMANCE CONTRACT

The students are expected to come up with the requirement of the course, particularly in finishing the workbook, portfolio, and
research output.

VIII. REFERENCES

Bilbao, P. Coruz, B.; Llagas, A. Salandanan, G. (2018) The Teaching Profession. Quezon City, Philippines: Lorimar Publishing Inc.
Bilbao, P. (2005) Field Study 6 On Becoming a Teacher. Quezon City, Philippines: Lorimar Publishing Inc.
Bilbao, P.; Dayagbil, F.; Corpuz, B. (2015) Curriculum Development. Quezon City, Philippines: Lorimar Publishing Inc.
Borabo, M. & Borabo, H.G. (2015). Field study 4 exploring the curriculum. Quezon City, Philippines: Lorimar Publishing Inc.
CHED (2004) Commission on Higher Education Memorandum Order 30, series 2004
Corpuz, B.; Lucas, M.R.; (2018) Child and Adloescent Learners and Development Principles. Quezon City, Philippines: Lorimar Publishing Inc.
Corpuz, B.; Lucas, M.R.; (2010) Child and Adolescent Development, Philippines: Lorimar Publishing
Lucas, M.R. and Corpuz, B. Facilitating Learning: A Metacognitive Approach, 4 th Edition (2014)
K to 12 Basic Education Curriculum http://www.deped.gov.ph
K to 12 Basic Education Program. Official Gazzette of the Republic of the Philippines http:www.officialgazette.gov.ph
Kolb, D.A.(1984) Experiential Learning: Experience as the source of learning and development (Vol. 1) Englewood Cliffs, NJ; Prentice Hall
Krathwohl, D.R., Bloom, B.S. and Masia, B.B. (1964)Taxonomy of Educational objectives: Handbook II: Affective Domain. New York: David
McKay Co.
Marzano, Robert, J. and John S. Kendall (2006) The New Taxonomy of Educational Objectives, 2 nd Ed. SAGE Publications
MOOC List Teacher Education. Retrieved from https:www.mooc-list.com/tags/teacher-education
R.A. 10533, “The Enhanced Basic Education Act of 2013”
Teacher Education Council, DepEd (2009). Experiential Learning Handbook. TEC, DepEd, Manila
The TPACK Framework. Retrieved from http://www.tpack.org/
UNESCO. ICT Competency Framework for Teachers version 3, 2018
 Submitted by:

JEROME T. PASCIOLES
Instructor
Approved by:

ZENAIDA U. SUYAT, Ed. D.

Dean, College of Education