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FS-1- Course-PACK-Edited-Copy organized
Bachelor in elementary education (Cebu Technological University)
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1
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Cebu Technological University
M.J. Cuenco Ave, Cor R. Palma Street,
Cebu City, Philippines
6000
Tel 402-4060
Email information@ctu.edu.ph
This Course Pack is compiled and curated by a team of dedicated and dynamic teachers,
JERAMIE C. LINABAN, Dev.Ed.D.
CTU- Argao Campus
jeramie.linaban@ctu.edu.ph
ISRAELI S. CAMINOS, Ed.D.
CTU- San Francisco Campus
israeli.caminos@ctu.edu.ph
MILDRED G. MARTINEZ, M.A.V.Ed.
CTU- Argao Campus
mildred.martinez@ctu.edu.ph
ANTONIO P. CINCO, JR. M.A.V.Ed.
CTU- Tuburan Campus
antonio.cincojr@ctu.edu.ph
BRAULIO M. DIONGSON,
CTU- Daanbantayan Campus
braulio.diongson@ctu.edu.ph
SEPTEMBER 2021
This work is licensed under
the Creative Commons Attribution-Noncommercial 4.0 International
License.
To view a copy of this license, visit
http://creativecommons.org/licenses/by-nc/4.0/.
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PREFACE
Welcome, Field Study Students!
Welcome to your Field Study Course 1- Observations of Teaching-Learning in Actual School
Environment. This first experiential course allows you to immerse and engage yourself in actual classroom
situations and learning environments. Direct observation of teaching-learning episodes that focus on
applying educational theories learned in content and pedagogy courses will be made. Moreover, this FS 1
emphasizes your observation on learner's behaviors, motivation, teacher's teaching strategies, classroom
management, and the assessment in learning.
As you may know, your Field Study Courses are part of your curriculum that is intended to provide
experiential learning in which you can grasp Concrete Experience (CE), Abstract Conceptualization (AC),
Reflective Observation (RO), and Active Experimentation (AE). Experiential learning is a process of
constructing knowledge that involves a creative tension among the four learning modes responsive to
contextual demands. This process is portrayed as an idealized learning cycle or spiral where the learner
''touches all the bases'' – experiencing, reflecting, thinking, and acting – in a recursive process responsive
to the learning situation and what is being learned. Immediate or concrete experiences are the basis for
observations and reflections. These reflections are assimilated and distilled into abstract concepts from
which new implications for action can be drawn. These implications can be actively tested and serve as
guides in creating new experiences. The experiences will begin with field observation and gradually intensify
until you undertake practice teaching.
Given the risks posed by the ongoing pandemic, your FS Instructors and the school authorities of
Cebu Technological University have crafted your Field Study Activities. These shall abide by existing health
protocols and standards prescribed by the Inter-Agency Task Force for the Management on Emerging
Infectious Diseases (IATF), Department of Health (DOH), and other health and safety regulations
implemented by the HEI’s respective local government units. In any circumstances that relevant authorities
would permit face-to-face contact, minimum public health standards as stipulated in DOH Administrative
Order No. 2020-0015 shall still be strictly observed.
Furthermore, in order to promote your well-being and guarantee the quality of learning and
exposure and ensure your safety while undergoing Field Study Activities, our University and the Cooperating
Schools are adherent to the requirements of the Student Internship Program in the Philippines per CHED
Memorandum Order (CMO) No. 104, series of 2017 and the Guidelines on the Required Health Standards
in Basic Education Offices and School per DepEd Order No. 014, series of 2020.
In all this, we hope that you will enjoy your Field Study journey.
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TABLE OF CONTENTS
TITLES
PAGES
COVER
AUTHORS
2 PREFACE 3
TABLE OF CONTENTS
PRELIMINARY: VMGO AND COURSE OVERVIEW
ORIENTATION NOTES FOR FIELD STUDY 1
PRELIMINARY ACTIVITY
FS PORTFOLIO TASK # 1 STARTING THIS JOURNEY RIGHT
PRACTICE: Create Graphic Organizer
PERFORMANCE: Virtual Sharing
ASSESSMENT: Creative Presentation
TOPIC 1: THE TEACHER AS A PERSON; PHILOSOPHY AND
MISSION STATEMENT
EPISODE 1: THE TEACHER AS A PERSON
PRACTICE: A Detailed Guide
PERFORMANCE: Teachers’ Values and Philosophy Matrix
ASSESSMENT: My Mission Statement as a Future Teacher
TOPIC 2: THE LEARNER’S DEVELOPMENT
AND ENVIRONMENT
EPISODE 2: HOME-SCHOOL LINK
PRACTICE: An Observation/Interview
Guide for Home-School Link
PERFORMANCE: The Learner’s Development Profile
ASSESSMENT: Creative Visual Reflection
1
4
6
7
10
10
10
11
12
13
14
16
17
18
21
24
EPISODE 3: SCHOOL AS A LEARNING ENVIRONMENT 25 PRACTICE: School &
Classroom Facilities Checklist 26
PERFORMANCE: Reflection -School Facilities Checklist
28
ASSESSMENT: My Personal Illustration of an
Effective School Environment
29
FS PORTFOLIO TASK # 2 LEARNERS WITH DISABILITIES,
GIFTEDNESS AND TALENTS
30
PERFORMANCE: Teacher Interview & Analysis
33
ASSESSMENT: Reflection
34
TOPIC NO. 3: TEACHING APPROACHES AND METHODS EPISODE 4:
APPROPRIATENESS OF TEACHING
32
PRACTICE: Class Video Observation 32 PERFORMANCE: Teacher Interview & Analysis
33
ASSESSMENT: Reflection
34
TITLES
PAGES
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TOPIC NO. 4: UTILIZATION OF TEACHING AIDS
EPISODE 5: ON LESSON DEVELOPMENT
35
PRACTICE: Analysis of Lesson Development
36
PERFORMANCE: Essay
37
ASSESSMENT: Reflection
38
TOPIC NO. 5: CLASSROOM MANAGEMENT AND LEARNING
EPISODE 6: MANAGING TIME, SPACE AND RESOURCES 39 PRACTICE:
Classroom Management Matrix 41
PERFORMANCE: Analysis
42
ASSESSMENT: Essay
43
TOPIC NO. 6: ASSESSMENT ON STUDENTS’ LEARNING EPISODE 7 USING
APPROPRIATE ASSESSMENT TOOLS
44
PRACTICE: Observation Checklist
44
PERFORMANCE: Analysis
45
ASSESSMENT: Reflection
46
TOPIC NO. 7: EXPLORING THE CURRICULUM EPISODE 8: WHAT’S NEW
IN THE CURRICULUM?
47
PRACTICE: DepEd Administrator/ Teacher in Charge Interview
48
PERFORMANCE: SURVEY-Do you really need to innovate?
48
ASSESSMENT: Pledge of Commitment
49
TOPIC NO. 8: ON BECOMING A GLOBAL TEACHER EPISODE NO. 9 “THE
GLOBAL TEACHER” 50 PRACTICE: Interview – “Global Teacher” 50
PERFORMANCE: Analysis
51
ASSESSMENT: Creative Illustration- “Global Teacher”
52
TOPIC. NO. 9: TEACHING as a VOCATION
PORTFOLIO TASK # 3. MILA: VIEWING TEACHING
AS A VOCATION
53
PRACTICE: Film Review 53 PERFORMANCE: Film Analysis 55
ASSESSMENT: Global Teacher Life-Line
56
REFERENCE
57
APPENDICES
58
FIELD STUDY Form 1- Field Study Directory
58
FIELD STUDY Form 2- Letter to the Campus Director/Head
59
FIELD STUDY Form 3- Letter to the Head/Principal (DepEd)
61
FIELD STUDY Form 4- Parents/Guardians’ Consent 63 FIELD STUDY FORM 6FS Student Certificate 64 FIELD STUDY FORM 7- Resource Teacher Certificate
65
FIELD STUDY FORM 8- Assessment Rubrics for Episodes
66
FIELD STUDY FORM 8- Rubrics for Creative Presentation
68
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PRELIMINARY: VMGO AND COURSE OVERVIEW
Vision of the University:
A premier, multidisciplinary – technological university.
Mission of the University:
The University shall primarily provide advanced professional and technical instruction for special purposes,
industrial trade, teacher education, agriculture, fishery, forestry, engineering, aeronautics, and landbased programs, arts
and sciences, health sciences, information technology, and other relevant fields of study. It shall undertake research,
production, and extension services, and provide progressive leadership across the areas of specialization for global
empowerment (R.A 9744).
Goals of the University:
The university shall produce scientifically and technologically-oriented human capital equipped with appropriate
knowledge, skills and attitudes. It shall likewise pursue relevant research, strengthen linkages with the industry,
community, and other institutions and maintain sustainable technology for the preservation of the environment.
Core Values:
Commitment, Transparency, Unity, Patriotism, Integrity, Excellence, Spirituality (CTU PIES)
Course Description:
This is the first experiential course, which will immerse a future teacher to actual classroom situation and learning
environment where direct observation of teaching learning episodes that focuses on the application of educational theories
learned in content and pedagogy courses will be made. Observations on learners’ behavior, motivation, teacher’s strategies
of teaching, classroom management, assessment in learning and among others shall be given emphasis. A portfolio shall be
required in the course.
Course Learning Outcomes:
Following the course pathways (OAR – Observe, Analyze, Reflect), the student teachers will be able to:
1. assess the appropriateness of the teaching methods and strategies to the individual differences and
phases of learner’s development; (POa, POc, POd, POg, POh; BTI 1.1.1, BTI 1.5.1)
2. select the teaching materials that best suit the needs of the learners by observing real classroom
situations; (POa, POb, POc, POd,Poe, POg, POh; BTI 4.5.1)
3. apply the principles of classroom management in managing time, space and resources appropriate to the
learners as observed in the
real classroom setting; and (POb, POf, POg, POh; BTI 1.5.1, BTI 4.5.1)
4. evaluate the assessment tools and methods used by the resource teacher in the teaching and learning
process. (POb, POe, POg, POh; BTI 1.5.1, BTI 4.5.1)
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ORIENTATION NOTES FOR FIELD STUDY 1
These orientation notes include:
Legal Foundations of Field Study
Theoretical Foundations
The OAR Approach
Field Study Matrix
Suggested Guidelines
LEGAL FOUNDATIONS
CHED Memorandum Order No. 74 (BEEd) CMO No. 75 (BSEd) CMO No. 78 (BTLEd) were promulgated on
October 3, 2017 for the purpose of rationalizing the undergraduate teacher education in the country to
keep pace with the demands of global competitiveness.
It is in accordance with the pertinent provisions of Republic Ac t No . 7722 , the Higher Education
Act of 1004.
CMO No. 74, 75 and 78 embody the policies and standards for the undergraduate teacher education
curriculum.
Article V . sec 9 o f CHED Memorandum Order No . 74,75 & 78 state that, “field study courses
are intended to provide students with the practical learning experiences in which they observe, verify,
reflect on, in actual school settings. The experiences will begin with field observation and gradually
intensify until students undertake practice teaching.
The Field Study courses are composed of six field study subjects and practice teaching.
THEORETICAL FOUNDATIONS
Vygotskian principle of social construction of knowledge. i. e., meaningful learning and construction of
knowledge will occur if learners work hands – on in relevant settings and with the proper guidance.
Albert Bandura’s Social Learning Theory – learning takes place not only through imitation but also
observation.
Situated Learning Theory reiterated Vygotsky and Bandura’s views. It emphasized that knowledge needs
to be presented in an authentic context, i.e., settings and applications that would normally involve that
knowledge; and that, learning requires social interaction and collaboration.
Reflective Education (John Dewey), stressed the vital role that reflection played in the growth and
development of teachers. Reflection allows the learner explore his/her experiences in order to arrive at
new understanding or insights. It may be done individually or through sharing and discussion with others.
Experience without reflection does not lead to learning (Kolb 1984)
Reflection on both the content and the process of learning help learners move towards and stay within
a deep approach to learning. (Brown and McCartney 1999)
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APPROACH TO FIELD STUDY
OAR Approach is used to represent the cyclical pattern of the tasks that pre – service teachers are
expected to do in the different episodes. After the goal/target and the map are given per episode they
will basically:
- O – observe in actual settings or organize an output; - A –
analyze/synthesize the experience; - R – reflect on the
experience.
Observation in actual setting is meant for the FS students to train their senses to really focus on important
details of the learning situation and perceive them with clarity and objectivity. It entails that students
learn to differentiate making an observation and interpreting the observation.
Analysis involves the use of critical thinking to break down the components of what was observed,
orchestrated or organized. Further on it will also involve the ability to synthesize, i.e., to organize into a
coherent pattern the salient points of what one has analysed and learned.
Reflection involves the past, the present and the future of the field study student. In light of each field
experience episode, the Field Study students reflect on relevant past experiences that might have
affected their beliefs, values and attitudes about the learning. The students will also reflect on how each
episode is affecting their present thinking and finally, how their learning will impact on their future as
teachers. This allows for integration of the future teacher as first and foremost a person with beliefs,
values and attitudes.
This approach answers in part to the “challenge” of “developing effective mechanisms for the Experiential
Learning Component of Pre – Service Teacher Education.” It moves away from the old view that, “Teacher
development is simply informational; that it only involves providing new updated technical knowledge
for teachers. It adheres to the new NCBTS paradigm that “teacher development is transformational,
experiential and contextual; it involves engaging teachers to
critically reflect on old and new technical knowledge as these facilitate student learning in actual contexts.
Source: Lucas, Maria Rita D. Ph.D. (2015). Field Study 1: The Learner’s Development and Environment. Lorimar
Publishing Inc. Quezon City, Manila
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FIELD STUDY FORMS (See appendices)
Form 1 – Field Study Directory
Form 2 – Letter to the Campus Director/Head
Form 3 – Letter to the Head/Principal of the Basic Education Institutions (DepEd)
Form 4 – Parents/Guardians’ Consent
Form 5 – Episodes
Form 6 – Individual Certification
Form 7 - Certificate for the Resource Teacher/Principal
Form 8 – Assessment Rubrics for FS Episodes
FIELD STUDY PROCESS/PROTOCOL
BRIEFING – Talk your Walk. Prior to the conduct of the field study observation or interview, or video
viewing, the Field Study Facilitator (Teacher) gives instruction on what to do (DO’s) and not to do
(DONT’s)in the conduct of the activity.
CONDUCT OF FIELD STUDY/SCHOOL OBSERVATION/INTERVIEW/VIDEO VIEWING
DEBRIEFING – Walk your Talk. After the actual field study observation, video viewing, debriefing or
sharing of experiences, lessons learned and output to the class will be done individually or by group.
PRELIMINARY ACTIVITY
FS PORTFOLIO TASK # 1 STARTING THIS JOURNEY RIGHT
INTENDED LEARNING OUTCOMES
At the end of this activity:
1. conceptualize your understanding and insights on the teaching profession base on your prior
knowledge from the different Professional education courses;
2. discuss how the course helps in the realization of CTU’s VMGO particularly in this new normal;
INSTRUCTIONAL PROCESS
PREPARATION:
Read and understand the activity form provided for you to document your answers. A good
understanding of the activities and tasks to be accomplished in the activity sheet will yield congruent
better learning results.
PRESENTATION:
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Recall on your past lessons in the different Professional Educations subjects.
PRACTICE:
Conceptualize - Through a graphic organizer or a poster conceptualize your insights and understanding
on the nature of the teaching profession.
PERFORMANCE
Share- Virtual sharing and processing of output will be done by group/team and by class.
Task No. 1 Inside the box below, conceptualize your understanding and insights of your chosen profession
‘TEACHING’ through a graphic organizer or a slogan.
Task No. 2 Discuss your slogan or graphic organizer below.
Education stands as the beacon of hope and the catalyst for change in the lives of countless
children around the world. Many perceive it as a lifeline that frees them from the bonds of
hardship and provides a route to a better future. This piece investigates the significant influence
that education has on children's lives, looking at how it has helped them overcome obstacles and
prepared them for a brighter future. It is impossible to overestimate how education may improve
lives and save kids from hardship. It is a force that opens doors to a multitude of opportunities,
instills values, and builds resilience in addition to imparting knowledge. It is clear that funding
education is an investment in people as well as a commitment to creating a better, more just
future for future generations as we consider the innumerable tales of kids whose lives have been
favorably impacted by education.
Task no. 2 Answer the following questions in relation to the CTU’S VMGO.
1. In your own understanding, how does this course/subject (FS 1) help in the attainment of the
University’s vision which is to become a premier, multidisciplinary – technological university?
I think the school's vision isn't just only focusing on one matter but rather they wanted a whole package to
envision excellence and development in research and other purposes. So, this subject is a helpful tool to the
vision of school to be a center of an academic excellence. I think FS 1 subject/course helps to attain the
University's vision by means of being able to verify a child's behavior in an actual setting since the school
provide a vision that support everyone.
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2. As students in CTU, what CTU Core Values (Commitment, Transparency, Unity, Patriotism, Integrity,
Excellence, Spirituality) (CTU PIES) do you need to acquire for the attainment of your VMGO in life as soon
to be teacher? Why?
Yes, I believe these core values are what I needed as a student to meet the VMGO in my teaching career soon
because with these core values I will become a great teacher and could save a generation. Along with these
core values. I will not just be taking these with talks but with actions. I will commit to my work, especially or
teaching. Being transparent with my attitude and personality. Giving clarity to different people with different
abilities so that I could unify the students that I might teach. Serving my country using my skill to teach. Having
a strong ethical and moral principle in life that I might use in class. I should exceed my own expectations and
shouldn't be content with what I can only meet. Most importantly, always have faith in God and with his plans.
As a student now. I am still practicing these core values so that in starting my career I will be ready and
confidently stand out as a teacher to my student’s.
ASSESSMENT:
The individual output will be shared to the group.
Group leader/representative from the group will present their unified output to the class virtually.
To rate the output of this task, use the rubrics for Creative Presentation provided. See appendices
in page 67.
TOPIC 1: THE TEACHER AS A PERSON; PHILOSOPHY AND MISSION STATEMENT
EPISODE 1: THE TEACHER AS A PERSON
Name of FS Student:
Year & Section:
Signature of FS Student:
Resource Teacher:
Course:
Signature:
INTENDED LEARNING OUTCOMES:
- At the end of this episode, the FS student will clarify their values about teaching and in articulating and
demonstrating one’s personal philosophy of teaching and craft their own mission statement as future
teachers.
INSTRUCTION PROCESS
PREPARATION:
For you to be an effective teacher in the future it is important to first start with an awareness of your
values about teaching and then write your mission statement or philosophy that you will uphold with conviction.
PRESENTATION:
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STEP 4. Express these
values and philosophy
in your own mission
statement.
STEP 1. You find a
partner. Interview at
least 3 teachers about
their beliefs on the why,
what and how of
teaching.
STEP 3. Reflect about
your own values
andSTEP 2. Analyze the philosophy
aboutvalues and philosophy
teaching.behind the
teachers’
beliefs.
PRACTICE:
Use the ACTIVITY FORM provided for you to document your interview.
A DETAILED GUIDE
Read the following carefully before you begin to observe. Then write your observation report on the provided space.
1. As you interview each teacher, ask each one to answer the three sentence completion items below:
a. My goal/s for my pupils / students is / are
. This statement reflects the teacher’s
values / philosophy about WHY one should teach.
b. What I really want to teach to my pupils / students is / are
. This statement reflects the
teacher’s values / philosophy about WHAT one should teach.
c. I will teach my pupils / students by
. This statement reflects the teacher’s values /
philosophy about HOW one should teach.
2. Use the sentence completion form on the next page when you interview the teachers.
3. Fill out the Teachers Values and Philosophy Matrix to document the teachers’ responses.
4. Analyze the teachers’ responses by identifying the values and philosophies they reflect. You can use thebook, The
Teaching Profession (Bilbao, et al, 2006) as a guide.
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TEACHER INTERVIEW FORM
Teachers Name: Rose Tarongoy
Subject Taught: Science
Level: Grade 4
My goals for my pupils/ students is/are:
I have 2 goals in my teaching career; to teach my students about our subject and to teach my students
some important lessons in life which they can use in the future.
What I really want to teach to my pupils or students is/are
I want to teach my students to value education because this will lead them to a bright future. Education
is not just by doing task at school but also education is the pathway to a successful life.
I will teach my pupil/ students by
Providing visual aids and other instructional materials since my classroom don’t have any tv.
Teachers Name: Michelo Mari S. Cale
Subject Taught: History
Level: College
My goals for my pupils/ students is/are:
My objective is to provide a vibrant, welcoming, and deep learning atmosphere that encourages a
thorough comprehension of the material throughout the academic year. In order to improve students'
academic and social abilities, I try to use a variety of teaching strategies, promote active student
participation, and offer helpful criticism.
What I really want to teach to my pupils or students is/are
I want to teach my students the importance of history. Its is because our history is the mirror of
yesterday and it is part of our life. I want my students to know how our hero’s fought for our country just to
give freedom and dignity.
I will teach my pupil/ students by
Providing power point presentation, visual aids, movies that replicates the happening from the past
and by showing some pictures that relates to history.
Teachers Name: Cecilia Abueva
Subject Taught: College
Level: College
My goals for my pupils/ students is/are:
 To improve students' academic performance.
 To instill students with intrinsic motivation to learn.
What I really want to teach to my pupils or students is/are
As an English teacher I want to teach my students the importance of my subject and I want them to
that English plays a great role to their lives. Wherever they will go they will be able to communicate to other
people by speaking English language since this is the universal language. I will teach my pupil/ students by
Providing situations, letting them watch inspirational videos and also by answering activities at the
book.
PERFORMANCE
Task no. 1. Analyse the answers of the three teachers that you interviewed and fill in the matrix below.
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TEACHERS’ VALUES AND PHILOSOPHY MATRIX
Teacher’s
Your Analysis
Your Analysis
Your Reflection
Responses
Values Reflected
Philosophy Reflected
Your Comments / reactions
(Refer to pp. 6-10 of Bilbao, et
(Do you agree / disagree with the
al, The Teaching Profession)
views of the teacher? Is it similar /
different from your own view?
Write your statements here.)
To develop wholesome
personality
Key concept and
interest
Behaviorist
Highschool student must be
exposed to explore new
ideas and concept.
Progressivist
It is the best way to cater
different intellect and
capabilities.
To catch the attention of
every learner.
By molding and guiding
Perennialism
To enhance much
knowledge for the real
world.
Core values of calculating
and budgeting.
By grouping and
cooperative strategies.
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Progressivist
Behaviorist/Progressivist
Progressivist
Integrate moral values and
let them explore concepts
to have a better acquisition
of learning.
Not only their minds to be
develop but also their
personality and values.
Motivate them to do things
in an easy way by
cooperation.
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To develop their skills
and abilities.
Essentialist
I agree, in fact it is the best
role the teacher should
accomplish.
Behaviorist
To develop student’s moral
values to become a better
person.
Aspects in life.
Using different
strategies.
Progressivist
I agree in this situation
because it caters their
intellect and capabilities.
Task No. 2. Base on the interview conducted with the three teachers, reflect on the following guide questions:
1. Which views do you agree with? Disagree with? Expound.
I agree with the view of the 3 teachers that I interview, it is because they have almost the same goals and
principles in teaching. It is to teach and enhance the knowledge of the students and to prepare the
students in the real-life situations.
2. This time, it’s your turn to answer the three sentence completion items.
a. My goal/s for my pupils / students is / are
To enhance the knowledge of my students and to share to them some important values in life which
they can use in the near future. Beyond the transmission of information, we educators strive to ignite
curiosity, cultivate critical thinking, foster emotional intelligence, and instill values of social
responsibility. By pursuing these noble objectives, we teachers play a vital role in shaping not only the
academic success but also the character and lifelong trajectory of our students. The impact of a
dedicated teacher extends well beyond the classroom, resonating throughout the lives of those we have
touched and contributing to the fabric of a better, more enlightened society.
b. What I really want to teach to my pupils / students is / are
Aside from teaching my students the things that are in my syllabus, I also want to teach them how to
value education since this is one of the pathways to a successful life. I want them to know that
education is the cornerstone upon which people and cultures construct their futures; it is not just a
means to an end. Teaching pupils the value of education is a transformational effort for educators.
Students can understand how education has a significant impact on their life and the world around them
by realizing that it is a catalyst for social equality, economic opportunity, empowerment, critical thinking,
and global citizenship.
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c. I will teach my pupils / students by
First of all I will teach my students by following the book and the syllabus, by providing some power
point presentation to my students from and also by providing my students some engaging activity so
they enjoy while learning.
One of those philosophies that I adhere is progressivism, in such manner that we learn by doing. Like in
math and our way of thinking mathematically is very much a part of life, the way we put our knowledge and
skills to use, will spell the difference in our growth towards a better life
ASSESSMENT:
A mission statement is a clear and concise expression of your beliefs, values and philosophy. Write your own
mission statement here. Below is a sample, but you are free to make your own format. Just K.I.S.S. it. Keep It
Short and Simple, so that you can remember it by heart. Most importantly, that you will live by it.
I LIVE EACH DAY AS A TEACHER
who Listens both to words and silences
who Opens minds to wonder and explore
who Values thorough preparation
who Enjoys the daily routines
who Celebrates individual differences
who Advocates a child-friendly environment
who Relishes life-long learning
who Educates not just the mind
but the heart and spirit as well.
A FRIENDLY TLE TEACHER
Who Starts a class with full of energy
Who Minimizes students difficulty
Who Interpret problems in reality
Who Leads his mind and heart
To Educate for a better life
The individual output will be shared to the group.
Group leader/representative from the group will present their unified output to the class
virtually.
To rate the output of this task, rubrics is provided. See appendices in page ….
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TOPIC 2: THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
EPISODE 2: HOME-SCHOOL LINK
Name of FS Student:
Year & Section:
Signature of FS Student:
Resource Teacher:
Course:
Signature:
INTENDED LEARNING OUTCOME:
-
At the end of this activity, the FS students can identify the factors in the home environment that might
affect learner’s behaviour and performance in the school by conducting an interview with the parent/s
of the child
INSTRUCTION PROCESS
PREPARATION:
To reach your TARGET, do the following tasks:
Home and School Link
You are supposed to select a learner from the class whom you have observed. Choose a learner,
son/daughter of your friend or relative.
Conduct a home visit to your selected learner.
PRESENTATION:
Describe the family in terms of number of siblings.
Reflect on how the feelings of belongingness and acceptance and cooperation are emphasized in the
play.
Interview the parents about the rules they implement at home concerning their child’s schooling, the
learner’s activities and behaviour while at home.
PRACTICE:
Use the activity form provided for you to document your observations.
AN OBSERVATION/INTERVIEW GUIDE FOR HOME-SCHOOL LINK
Read the following carefully before you begin to observe/interview. Then write your observation report on the
provided space.
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THE LEARNER
1. Make a general observation of the learner. Describe him in each of the domains of development:
•
Physical-body built and height (thin, chubby, underweight, overweight), level of physical activity (fast,
slow, lethargic, active,etc.)
•
Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fights, liked by
others, etc.)
•
Emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, excited,
indifferent, etc.)
•
Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shows
reasoning skills, turns in assignments and requirements, etc.)
INTERVIEW WITH PARENTS
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family picturesin the
living room.
2. Use the Interview Questions on the next page. Just ask the questions with which you feel comfortable.
SUGGESTED PARENT INTERVIEW GUIDE
Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if necessary.
Mother: Gina T. Yac
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PERFORMANCE
Task No. 1.
After you have gathered all the necessary data, write the Learner’s profile using the outline below.
Type the profile in a separate sheet and attached it to this learning episode.
THE LEARNER’S DEVELOPMENT PROFILE
Name of the Learner
Angelito T. Yac
School
Our Lady of Mount Carmel Learning Center INC.
Date of Home Visit
Decamber 03, 2023
Date of Birth: Feb 28, 2023
Age: 12
Grade/Year Level: Grade 6
Gender: Male
Family Profile
Number of Siblings:0
Birth Order: 1st
Parent
Mother:
Gina T.
T. Yac
Mother: Gina
Occupation: Self Employed
YacAge:
Educational Attainment:
Father: Lito Q. Yac
Age: 38
Educational Attainment: College Grad
Age: 48
Occupation: Self Employed
Educational Attainment:
College Grad
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PHYSICAL DEVELOPMENT
(In paragraph form, describe the physical development of the learner. Combine the parents’ responses and your
own observations.)
Base on the parent’s observation the child is well develop and they don’t encounter any serious problems
with his development. Based on my observation and opinion, I agree to what the parents said it is because I can
really see that the child is well develop at all.
SOCIAL DEVELOPMENT
(In paragraph form, describe the social development of the learner. Combine the parents’ responses and your
own observations.)
The social development of the child is quit a bit delay. At his age he cannot really go along with other
children. He is most likely to be an introvert. But if it’s his family like cousins he will really show off and never gets
shy.
EMOTIONAL-MORAL DEVELOPMENT
(In paragraph form, describe the emotional-moral development of the learner. Combine the parents’ responses
and your own observations.)
The kid is well disciplined and well mannered. The child doesn’t show any emotional damage and
disturbing actions.
COGNITIVE DEVELOPMENT
(In paragraph form, describe the cognitive development of the learner. Combine the parents’ responses and your
own observations.)
In terms of cognitive development, the child is well develop. From the sensorimotor explorations of
infancy to the abstract thinking of adolescence, each phase contributes to the emergence of a well-developed
cognitive individual. Sociocultural interactions, information processing, and language acquisition all play crucial
roles in shaping the cognitive landscape of a child. Nurturing a supportive environment that encourages
exploration and learning ensures the optimal development of cognitive abilities, laying the groundwork for a
lifetime of intellectual growth and achievement.
CONCLUSIONS
(Write your conclusions after you have analyzed the impact of the school and the home on the learner’s
development. The questions in the YOUR ANALYSIS portion of this learning episode can help you.)
Therefore, I conclude that the child is living the best life he can get with the guidance of his parents.
Being an introvert is not a big problem. He can outgrow that soon once the will mature.
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TASK 2.
Your findings and recommendations in the Learner Development Profile will help you answer the questions
here.
1. From your home visit and interview, what do you think is the style of parenting experienced by the
learner? Explain your answer?
I notice that the parents are doing their best to have the best parenting style towards there child.
They are very supportive in all ways and they make sure that the child gets all the attention, love
and care that he deserve.
2. Relating your data with what you learned from child development, what family factors do you think
contribute in the development and overall adjustment of the learner in school?
I realize that in order for the child to have a good moral conduct he should be discipline and
thought some good things in the house. Parents are the first teacher of the children.
3. Does the communication between the home-school have an effect on the learner? If yes, what are these
effects?
Yes, communication plays an important role to students. Home school students tends to express
their feelings without showing any concern to be judge because they are close to the people
around them. While children that are enrolled in a physical school is experiencing a hard time to
express their feelings because they are afraid to be judge by the people surrounding them.
ASSESSMENT:
Make an artistic, colourful, and creative visual expression of your insights or feelings about the
influence of the home and school to the learner. Then write a few statements on the space below
about your visual art.
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The family, school, and the community have a great influence on the
learner's development and achievement. When a child is in their home, they
have their family together. Parents help their child to grow; they are the
child's first teacher after all. Parents teach their children at home some thing
connected to school and of course manners. They often teach their children
together and embracing each other. Learning together with the family that
give children a big love and support is a great factor that helps in child
development.
Another one is school. In school, you can meet a lot of students, there are
different facilities to use, and other colorful things that are commonly seen
is schools. There, students learn together with their other classmates who
are also eager to learn new things. Teachers teach the student in different
colorful and meaningful ways They use materials that are engaging and
pleasant to the eyes of the learner which will attract their interest in
learning. In school also, teachers and guidance can guide the students on
their academic performance and also their emotional and mental health.
The community is also one of the factors that influence the growth and
development of a child. There are a numerous number of people included
in the community and also different from each other. The students can meet
a lot of people and make new friends regardless of age, social status, gender,
and beliefs. The community can mold the student in guiding them and
influence them in a good way. Community people can play as an actor of
promoting quality education in this sense.
Family, school, and community are a great factor that can affect and
influence the development of a child. When all of these comes in unity then
the growth and development of a children will be good and proper.
The individual output will be shared to the group.
Group leader/representative from the group will present their unified output to the class virtually.
To rate the output of this task, rubrics is provided. See appendices in page ….
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TOPIC 2: THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
EPISODE 3: SCHOOL AS A LEARNING ENVIRONMENT
Name of FS Student:
Year & Section:
Signature of FS Student:
Resource Teacher:
Course:
Signature:
INTENDED LEARNING OUTCOME:
At the end of this activity, the FS student will be competent in describing the school environment that is
conducive for learning and on how it affects the learners’ behavior
INSTRUCTION PROCESS
PREPARATION:
A general observation of the campus and the classroom is an exciting way to start your observation.
Your mission is to do the following tasks:
2.
Accomplish
the
checklist as you move
1. Visit a school. Look
into facilities and
support learning areas
in the campus, then in
the classroom.
around
the
premises.
school
3. Based on your
gathered data in the
checklist, describe the
school environment.
5. Present your idea of a good school
environment through any of these:
a) Descriptive Paragraph; b) Photo Essay; c)
Sketch or drawing; d) Poem, song, or rap.
4.Make a reflection on
the characteristics of a
school environment
that promotes learning.
PRESENTATION:
As you move around the campus, activity forms are provided for you to document your observations. It is
advised that you read the entire worksheet before proceeding to the school site. A good understanding of the
activities and tasks to be accomplished in the activity sheets will yield better learning results.
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PRACTICE:
SCHOOL FACILITIES CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to indicate their
availability. Give a brief description of those that are available on the last column.
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PERFORMANCE:
Task No. 1. Base from your observations, answer the following analysis questions:
1. How do the school campus and the classroom in particular impact on the learning of the students
going to school? What are your conclusions?
2. How does this relate to your knowledge of facilitating learning?
Task No. 2. Answer the following reflection questions.
1.
Would you like to teach in the school environment you just observed? Why or why not?
2.
What kind of school campus is conducive to learning?
3.
What kind of classroom is conducive to learning?
4.
In the future, how can you accomplish your answer in number 3?
5.
Write your additional learnings and insights here.
ASSESSMENT:
Lay-out your personal illustration of an effective school environment.
MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL ENVIRONMENT
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The individual output will be shared to the group.
Group leader/representative from the group will present their unified output to the class virtually.
To rate the output of this task, rubrics is provided. See appendices in page ….
TOPIC 2: THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
FS Portfolio Task # 2 LEARNERS WITH DISABILITIES, GIFTEDNESS AND TALENTS
INTENDED LEARNING OUTCOMES
Every Child is Special
INSTRUCTIONAL PROCESS
PREPARATION:
As you accomplish this task, activity forms are provided for you to document your answers. A good
understanding of the activities and tasks to be accomplished in the activity sheets will yield congruent
better learning results.
PRESENTATION:
You are to watch a movie entitled “Every Child is Special”.
PERFORMANCE
Make a reflection paper on the movie on how a teacher should handle special or exceptional learners.
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Title
ASSESSMENT:
After watching the movie, complete the following:
1. I realized that
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2. I believe that
3. I feel that
4. When I become a teacher, I will
TOPIC 3: TEACHING APPROACHES AND METHODS
EPISODE 4: APPROPRIATENESS OF TEACHING
INTENDED LEARNING OUTCOME:
-
INSTRUCTIONAL PROCESS
PREPARATION:
Now work on your way towards a closer look at the methods, strategies and approaches of teaching and learning.
PRESENTATION:
To hit your Target, work your way through these steps:
Step 1. Observe 2 classes and identify the teaching strategies or methods used by the teachers.
Step 2. Interview the teachers on the reason behind the use of observed teaching strategies.
Step 3. Reflect on the reasons given by the teachers interviewed.
PRACTICE:
For this video viewing, document your observations in the video using the activity forms provided for you.
Your Observation:
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PERFORMANCE
1. Who do you think is more effective in his/her teaching strategy/method, teacher 1 or 2? Why?
2. Which strategy/method is more interactive? Less interactive? Support your answer.
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3. If you will be the teacher in one of the topics being discussed by the teacher you’ve observed, will you use
the same strategy? Why or Why not?
4. In selecting a strategy in teaching a particular lesson, as a teacher what are the importantfactors that you
have to consider? How does each factor affect the teaching and learning process?
ASSESSMENT:
After going through the process of observation, thinking and reflection of your experiences, you
surely have drawn some insights and new understanding of teaching and learning process. Please
express your thoughts, feelings, insights or new understanding through an essay or a poem here.
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TOPIC NO. 4: UTILIZATION OF TEACHING AIDS
EPISODE 5: ON LESSON DEVELOPMENT
INTENDED LEARNING OUTCOME
(CLO 2)
INSTRUCTIONAL PROCESS
PREPARATION:
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Using the same videos in your episode number no. 4, observe the two (2) teachers on how they go through their
lessons.
PRESENTATION:
1. Accomplish observation sheet.
2. Analyse your observation.
PRACTICE:
Answer the following questions:
1. Describe how the teacher began his/her lesson. Why do you think did she/he do that?
2. What activity/es did the teacher ask the learners to do after she/he introduced the lesson?
3. What instructional materials did the teacher use in his/her discussion? Do you think these materials are
appropriate in enhancing the discussion of the topic? Why or why not?
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4. How did she end her/his lesson? Why do you she/he did that?
5. Did you notice an assessment of learning in the process of teaching? If yes how was it done?
6. Did you observe if the teacher checked learning at the end of her/his lesson?
PERFORMANCE
Answer the following questions:
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1. How should a lesson begin and end?
2. Did you observe any part of the lesson development to have been out of place? Explain your answer.
ASSESSMENT:
“Tell them what you want to tell them; tell them what you told them”. Relate this statement to lesson
development.
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TOPIC NO. 5 CLASSROOM MANAGEMENT AND LEARNING
EPISODE 6: MANAGING TIME, SPACE AND RESOURCES
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Name of FS Student:
Year & Section:
Signature of FS Student:
Resource Teacher:
Course:
Signature:
INTENDED LEARNING OUTCOMES:
At the end of this activity, the FS students will be able to describe how the classroom is
structured/designed to allow everyone to participate in the learning activities. (CLO 3)
INSTRUCTIONAL PROCESS
PREPARATION:
To reach your target, do the following tasks:
•
Watch a video from YouTube showing an actual classroom
focusing on classroom management
•
PRESENTATION:
•
Using a
checklist,
find
evident
classroom components.
setting
out
the
Describe how the classroom is structured / designed to allow
everyone
to participate in the learning activities.
•
Relate the data in your checklist to the learners’ behaviour.
•
Reflect on how classroom management affects learning.
Use the activity form provided for you to document your observation.
AN OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS
Read the following statements carefully. Then write your observation report on the
provided space.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behaviour. Are they already able to manage their own behaviour?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.
Name of the school observed:
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PRACTICE:
Base on the video that you observed, fill in the matrix on classroom management below.
CLASSROOM MANAGEMENT MATRIX
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PERFORMANCE
Answer the analysis questions comprehensively.
1. How did the classroom organization and routines affect the learners’ behaviour?
2. What should the teacher have in mind when he / she designs the classroom organization androutines? What
theories and principles should you have in mind?
3. Which behaviour strategies were effective in managing the behaviour of the learners? In motivatingstudents?
Why were they effective?
ASSESSMENT:
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1. Imagine yourself organizing your classroom in the future. In what grade / year level do you seeyourself? What
routines and procedures would you consider for this level? Why?
2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?
3. Should learners be involved in making the class rules? Why? Why not?
TOPIC NO. 6 ASSESSMENT ON STUDENTS’ LEARNING
EPISODE 7: USING APPROPRIATE ASSESSMENT TOOLS
Name of FS Student:
Year & Section:
Signature of FS Student:
Resource Teacher:
Course:
Signature:
INTENDED LEARNING OUTCOMES:
After watching videos on YouTube on Assessment of Students learning, the FS students will be able to
identify and name the different assessment methods used by the teacher in his/her topic; and
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analyse what assessment method is most appropriate to use in a particular lesson
(CLO 4)
INSTRUCTIONAL PROCESS
PREPARATION:
For this process, go through the following steps:
1.
Review appropriateness of
assessment tools in ASL 1 and
2
2. Observe three different classes, from
YouTube and interview
3 resource teachers and request for
documents from them
3. Identify the proofs of the use of
these assessment tools.
4. Guided by a question/questions,
reflect on your own experience then
write down your reflection
PRESENTATION:
While watching the videos, fill in the observation checklist that follows.
PRACTICE:
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PERFORMANCE
Answer the following analyses questions:
1. What assessment method/s did you observe to be most often used? Least often used? What could explain
such observation?
2. If you are to teach the same lesson would you assess learning in the same way as your Resource teacher
did? Explain.
3. Which of the assessment method are categorized as traditional assessment? Which ones are classified as
authentic assessment?
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4. How does traditional assessment differ from authentic assessment?
ASSESSMENT:
Write your personal reflections of thoughts and feelings about the importance in the used of appropriate
assessment methods in the classroom, including what students and teachers can gain from appropriate
assessment tools. Share your reflection with your FS facilitator and classmates.
Peace Concept on Focus: APPROPRIATENESS
Appropriateness in the use of any method of assessment is not just something that teachers wish to consider, but rather an indispensable principle
of fair assessment practices. If taken for granted, our evaluation of students’ learning is erroneous, misleading, and unfair.
TOPIC NO. 7: EXPLORING THE CURRICULUM
EPISODE 8: WHAT’S NEW IN THE CURRICULUM?
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Name of FS Student:
Year & Section:
Signature of FS Student:
Resource Teacher:
Course:
Signature:
INTENDED LEARNING OUTCOMES:
-
At the end of this episode, discuss the different curricular issues and concerns faced by the educator and
administrator in DepEd
reflect on the new innovations, issues, concerns and challenges in the DepEd curriculum especially in this
new normal (CLO 1,2,3,4)
INSTRUCTIONAL PROCESS
PREPARATION:
Visit DepEd and interview school administrators (principal, teacher in charge, officer in charge and the like) on
various curricular issues and concerns.
PRESENTATION:
Interview faculty members on the merits and demerits on schools’ innovations.
PRACTICE:
Interview school officials, faculty members and education students to complete the matrix below.
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PERFORMANCE
Enriching Activities:
Select one innovation and complete the discussion web below. Interview at least 5 co – education students to get
their ideas on curricular innovations.
YES
NO
Do you really need to innovate?
Conclusions
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ASSESSMENT:
I
an education student of
(Name)
fully
(University/College/School)
commit myself to implement the curricular innovation on
to
the best of my ability.
I fully realize that I need to do this for the betterment of my learners
and that of my society.
Name and Signature
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TOPIC NO. 8: ON BECOMING A GLOBAL TEACHER
EPISODE NO. 9 “THE GLOBAL TEACHER”
Name of FS Student:
Year & Section:
Resource Teacher:
Signature of FS Student:
Course:
Signature:
INTENDED LEARNING OUTCOMES:
-
At the end of this episode the FS students will be able to describe the characteristics of a global
teacher; and assess themselves if they have possessed the characteristics of a global teacher. (CLO
1, 2, 3, 4)
INSTRUCTIONAL PROCESS
PREPARATION:
The high speed advancement of technology has linked peoples of different nations ever closer. We have all
become part of the global village. An effective teacher, therefore should be global.
PRESENTATION:
Step 1. Interview teachers about their ideas about the knowledge, skills and values that a global teacher
has.
Step 2. Analyze and synthesize their responses.
Step 3. Reflect on how you can become a global teacher in the future.
PRACTICE:
Read the following carefully before you begin to interview.
1. Interview 3 or more teachers. The three teachers can be any of the following: a.
A cooperating
teacher
b. A master teacher
c. A teacher who has experienced a teacher exchange program in another country
d. A teacher who studied in another country
e. A teacher who has taught in another country
f. A teacher awarded as Outstanding Teacher or your school or city
g. A metrobank Outstanding Teacher
2. Ask them about what makes a global teacher. Specifically ask about the knowledge, skills and
values that a teacher should have to be considered a global teacher
THE GLOBAL
TEACHER MATRIX
3. Ask them about experiences and challenges they met and how they managed the situations
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4. Use the global teacher matrix to present your interview data and your analysis and synthesis.
PERFORMANCE
Answer the following analysis questions promptly.
1. From the responses of the teacher, what conclusions can you make about the knowledge thata global
teacher should have?
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2. From the responses of the teacher, what conclusions can you make about the skills that aglobal teacher
should have?
3. From the responses of the teacher, what conclusions can you make about the values that a global
teacher should have?
4. Collect at least 2 articles/readings about global education and the global teacher. Enrich youranswers in
1-3 with these readings. Place the additional learnings/insights you got from your readings.
(Paste/attach the articles that you’ve read in a short bond paper.) Your additional insights/learnings
here:
ASSESSMENT:
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You illustrate of figure out what a global teacher looks like. Think of a title for your drawing or illustration. What
message does it convey? (Write down the message)
Title: Its message:
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TOPIC. NO. 9: TEACHING as a VOCATION
PORTFOLIO TASK # 3. MILA: VIEWING TEACHING AS A VOCATION
INTENDED LEARNING OUTCOMES:
-
“MILA”
(CLO 1,2,3,4)
INSTRUCTION PROCESS
PREPARATION:
What makes teaching as a Vocation not just a mere profession?
PRESENTATION:
To fully understand the essence of teaching as your chosen vocation, you are to watch a movie “MILA”
PRACTICE:
While watching the movie you are to answer the following: COMPLETE THESE.
How did Mila show her significance and make her difference to the following:
a. Primo (Piolo Pascual)
b. Linda (Princess Punzalan)
c.
Rona (Cherry Pie Picache)
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d. Winona (Kaye Abad)
e. Lani (Angelica Panganiban)
f. Teresa (Kathleen Hermosa)
g. Mrs. Pangan ( Caridad Sanchez)
h. Mr. de Castro (Tony Mabesa)
i.
Popoy
j.
Jenny (Serena Dalrymple)
k. Peklat (Jiro Manio)
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l.
Rambo
PERFORMANCE
Answer the following questions for your analysis:
4. If you are in Mila’s situation, will you do the same, to leave her co – workers in the street that are having
their hunger strike? Why? Why not?
5. Which scene/s in the movie do you think violated the Code of Ethics for Professional Teachers? Why?
6. What realizations came to your mind after viewing the movie, in relation to the teaching vocation?
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ASSESSMENT:
Make your own game plan about you can work towards becoming a global teacher, a teacher with a mission
and a vocation.. Write on the Future Global Teacher Life-Line the things you will work on to become a global
teacher, starting NOW!
GLOBAL TEACHER LIFE-LINE
Signature Over Printed Name of FS Student
REFERENCES
Bilbao, Purita Ed.D. (2015) Field Study 6: On Becoming a Teacher. Lorimar Publishing Inc. Quezon City,
Manila
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lOMoAR cPSD| 34736662
Borabo, Milagros L. Ph.D. et.al. (2015) Field Study 4: Exploring the Curriculum. Lorimar Publishing Inc.
Quezon City, Manila
Corpuz, Brenda B. Ph.D. (2015). Field Study 2: Experiencing the Teaching and Learning
Process. Lorimar Publishing Inc. Quezon City, Manila
Kolb, A. Y., & Kolb, D. A. (2005). Learning styles and learning spaces: Enhancing experiential
learning in higher education. Academy of management learning & education, 4(2), 193-212.
Lucas, Maria Rita D. Ph.D. (2020) Field Study 1: Observations of Teaching-Learning in the
Actual School Environment. Lorimar Publishing Inc. Quezon City, Manila
Lucas, Maria Rita D. Ph.D. (2015). Field Study 1: The Learner’s Development and Environment.
Lorimar Publishing Inc. Quezon City, Manila
Lucas, Maria Rita D. Ph.D. (2015). Field Study 3: Technology in the Learning Environment. Lorimar
Publishing Inc. Quezon City, Manila
Lucido, Paz I. Ph.D. et.al. (2015) Field Study 5: Learning Assessment Strategies. Lorimar Publishing Inc.
Quezon City, Manila
Pawilen, Greg T. et.al. (2019). Field Study 1: A Guide for 21st Century Student Teachers. Rex
Bookstore Inc., Quezon City, Manila
66
Field Study Form 8
ASSESSMENT RUBRICS IN RATING THE EPISODES
Tasks
Exemplary
Superior
Satisfactory
Unsatisfactory
4
3
2
1
Observation/ All tasks were done All or nearly all tasks Nearly all tasks Fewer than half of documentation
outstanding quality; were done with high were done with tasks were done; work exceeds quality acceptable quality or
most objectives expectations met but with poor
quality
My Analysis
Analysis questions Analysis questions
AnalysisAnalysis were answered were answered
questions were questions were
completely; in depth
completely
answered not
not answered
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answers; thoroughly
grounded on theories
My Reflection
Submission
completely
Clear connections
Grammar
and
with
theories
Vaguely related to
spelling are
Exemplary grammar theories unsatisfactory. and spelling. Grammar and
spelling are superior.
Grammar and
spelling are
acceptable
Reflection statements
Reflection
Reflection
Reflection
are profound and clear, statements are statements are statements
are
supported
by
profound and clear
shallow;
unclear and
experiences from the but not clearly supported by shallow and are episodesupported by
experiences from
not supported by
experiences from the
the episode
experiences from episode
the episode.
Submitted before the
Submitted on the
Submitted a day
Submitted two
deadline
deadline
after the deadline
days after the
deadline
Rated by:
FS Facilitator
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Field Study Form 8
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ASSESSMENT RUBRICS IN RATING THE EPISODES
Petalcorin
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Name of Rater:
Field Study Form 8
CATEGORY
Signature:
TOTAL:
RUBRICS FOR CREATIVE PRESENTATION RUBRICS
4
3
2
1
Content
Shows a full
Shows a good
Shows a good
Does not seem to
understanding of understanding of
understanding of
understand
the the topic.
the topic.
parts of the topic.
topic very well.
Stays on Topic
Stays on topic all
(100%) of the
Preparedness
pretty prepared
Stays on topic
Stays on topic
It was hard to tell
most (99-90%) of some (89%-75%)
what the topic
time. the time.
of the time.
was.
Student is
Student seems The student is Student does not completely
somewhat
seem at all
prepared and has but might have
prepared, but it is prepared to
obviously
needed a couple
clear that
present.
rehearsed.
more rehearsals.
rehearsal was
lacking.
Props
Student uses
Student uses 1
Student uses 1
The student uses
several props prop that shows prop which makes no props OR the (could
include considerable the presentation props chosen costume) that
work/creativity and better. detract from the show considerable which make
the presentation. work/creativity and presentation which make the better.
presentation better.
Time-Limit
Presentation is 5-6 Presentation is 4
minutes long.
minutes long.
Presentation is 3
minutes long.
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Presentation is
less than 3
minutes OR more
than 6 minutes.