This course is designed to help Field study students verify the behavior of the child in the actual learning environment. It will require them to recognize feasible approaches to facilitate learning considering the learner’s different phases of development and social environment. Field Study 1 can be anchored on these Professional Education subjects:
· Child and Adolescent Development ED 102
· Facilitating Learning CITE 1S
· Social Dimensions of Education ED 101
1. Identify the stage of physical, motor, linguistic, literacy, cognitive, social and emotional development of the children or adolescents as manifested in the actual classroom setting
2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development
3. Analyze how the teaching and learning process should be conducted considering the different phases of child development
CLICK THE LINK BELOW TO DOWNLOAD THE SYLLABUS
I. COURSE TIMELINE:
A. Schedule for Micro Seminars Class 1 Class 2 Class 3
DOMAIN 1 : Curriculum Development 1. Gonzales & co. 1. Cabrisante & Co 1. Tripoli & Co
DOMAIN 2: Learning Environment 2. Trocio & Co. 2. Alamin & Co. 2. Ora & Co.
DOMAIN 3: Diversity of Learners 3. Sebua & Co. 3. Napila & Co. 3. Caceres & Co.
DOMAIN 4: Social Regard for Learning 4. Panes & Co. 4. Nierves & Co. 4. Taberna & Co.
Requirement for Micro Seminar: GROUP PORTFOLIO
( Executive summary, seminar proceedings, training design, speakers notes, attendance sheet, evaluation sheets, certificates, pictorials, working committee)
Please Click the link BELOW to DOWNLOAD Evaluation Sheet.
Means of Assessment: Micro-Seminar Presentation & Portfolio
NOTE: Each group is requested to publish your executive summary together with sample photo on this site using the ARTICLE section.
B. Field Observation
WEEK 1 Episode 1 & 2 - July 27,2011
WEEK 2 Episode 3 & 4 - August 3,2011
WEEK 3 Episode 5 & 6 - August 10, 2011
WEEK 4 Episode 7 - August 17, 2011
WEEK 5 Completion of FS Requirements - August 24, 2011
Format for FS Portfolio: To be publish later.
Deadline of FS Portfolio : To be announce later.
C. Culminating Activity : To be arrange later.
II. FIELD STUDY ORIENTATION
1.1. DepEd Vision 1.6. Theoretical Foundations
1.2. DepEd Mission 1.7. Approaches to Field Study
1.3. DepEd Core Values 1.8. Guidelines to FS Observation
1.4. Curriculum Description 1.9. Classroom Observation Etiquette
1.5. Legal Foundations 1.10. Strategies Used in Field Observations
1.1 . DepEd Vision
· We are people organization committed to a culture of excellence in public service. Believing that the most important resource of our country is its people, we make the task of educating the Filipino child our singular mission.
· We assist the Filipino child to discover his/her full potential in a child-centered and value-driven teaching-learning environment and thereby, enable him/her to create his/her own destiny in global community. We prepare him/her to become a responsible citizen and an enlightened leader who loves his/her country and is proud to be a Filipino.
· We provide a school system… Where teachers and principals achieve the desired learning outcome not only because they are empowered, competent and accountable, but because they care;
· Where administrator exercise visionary leadership responsive to emerging learning needs of the nation; ensure adequate resources; promote appropriate technology; create and sustain a conducive climate to enhance learning; and
· Where the family, the community and other institutions actively support our efforts.
We affirm the right of every Filipino child especially the less advantaged to benefit from such a system.
· This is our vision. With God’s help, we dedicate all our talents and energies to its realization.
1.2 . DepEd Mission
To provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for the common good.
1.3 . Core Values
· Serve the clientele and public with EXCELLENCE in order to contribute to the Nation-Building and ultimately to improve the Quality of Life of Filipinos.
· Find fulfillment and develop Pride in our accomplishments in order to achieve Dignity to deserve Respect for ourselves and our professions.
· Demonstrate Leadership that is inspiring and ethical
· Observe the Highest standards of Professionalism with Integrity as its hallmark; and
· Promote a oneness with the education family and a deep sense of Loyalty that enhance personal and professional well-being.
1.5. Curriculum Description
The Field Study Course are intended to provide students with practical learning experiences in which they can observe, verify, reflect on and actually experience different components of teaching learning process in actual school settings. The experiences will begin with field observation and gradually intensify until the students undertake practice teaching
Field Study 1
Learner’s Development & Environment
Field Study 4
Exploring the Curriculum
Field Study 2
Experiencing the Teaching-Learning Process
Field Study 5
Learning Assessment Strategies
Field Study 3
Technology in the Learning Environment
Field Study 6
On Becoming a Teacher
1.6. Legal Foundations
· CHED Memo Order no. 30 (CMO 30) was promulgated on September 13,2004 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 Act No 7722, The Higher Education Act of 1994. CMO 30 embodies the policies and standards for the undergraduate teacher education curriculum.
· Article V. Sec 13. Of CHED Memorandum Order 30 states that , “field study courses are intended to provide students with 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
1.7 Theoretical Foundations
· The FS 1 Course uses the principle of Vygotskian principle of Social Dimension of knowledge example meaningful learning and construction of knowledge will occur if learner work hands-on in relevant settings and with the proper guidance. Complementary to Vygotsky’s theory is Albert Bandura’s Social Learning Theory. .He asserted that learning takes place not only through imitation but also through observation.
· Situated Learning Theory as mentioned by Vygotsky and Bandura. They emphasize that knowledge needs to be presented in authentic context like settings and applications wthat 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 to explore his/her experience s in order to arrive at new undesrstanding or insights. It may be done individually or through sharing and discussion with others.
· Ramasamy (2002) stresses that Reflective Practices highlighted Kolb (1984) on his model of experiential learning cycle regards the process of reflecting upon experience as crucial stage because experience without reflections does not lead on learning.
1.8. Approach to Field Study
· OBSERVATIONS (Bandura & Vygotsky) actual setting is used to train students 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 observations
· ANALYSIS (Bruner) involves the use of critical thinking to break down the components of what was observed, orchestrated or organized. It will also involve the ability to synthesize or organize into a coherent pattern some of the salient points of what one has analyzed and learned
· REFLECTION (Dewey) involves the past, the present and future of FS student. Student should reflect on relevant experiences that might have affected their beliefs, values and attitudes about learning. This allows the integration of the future teacher as first and foremost a person with beliefs, values and attitudes.
1.9. Suggested Guidelines for Field Study Students. These set of guidelines will help pre-service students in the successful conduct of their field studies.
1. FS students are required to accomplish successfully activities in at least 17 hours every semester in every FS courses.
2. FS activities should be under the supervision of the FS Faculty of TEI in collaboration with the FS Cooperating Schools
3. FS student shall secure appropriate FS permits and undergo orientation/briefing before he/she is deployed in cooperating school.
4. Each FS shall secure a FS Notebook for each course
5. FS student shall wear official school/ university uniform during the SC in cooperating schools.
6. FS student shall demonstrate proper behavior in the presence of the learners, teachers, school personnel, administration and parents.
7. FS student shall request the signature of the resource teacher or person or the field study faculty immediately after the activity has been done
8. FS student is required to prepare a PORTFOLIO for every field study course. The FS Teacher is encouraged to prepare his/her rubric for authentic assessment of the portfolios. This rubric can be discussed with the students as art of the orientation so they would know what criteria will be used and how their portfolio will be assessed.
1.10. Classroom observation etiquette for student teachers
1. Be sure to be on time. School principals, Department / Curriculum Heads and teachers have a lot to do, and we don't want to abuse their hospitality by creating extra work. At least for the first week that each group (A,B,C,D) goes to a new school, wait until most or all of your colleagues are present and go in together.
2. When you enter a school building always go directly to the office and sign-in in the logbook and the bundy clock, reflect this to your form 48. Typically this will include you wearing an identification badge before you go to your classroom. (Not all schools have a badge type system). Don't forget to sign out when you leave the school as well.
3. Remember, you will be observing in groups with a members of three or four at each site. You will visit each sites; General Santos City High School, Fatima High School, Lagao National High School and MSU-CETD High School. Your observation period will be a half-day, beginning at the start of your teacher’s day and ending when the students leave for lunch or you can have it in the afternoon. You will need to take the time at the end of your observation to complete your reflections in your journal.
Do not sit next to fellow MIT students in the classroom. If you are able, sit in different parts of the room with different views of the classroom. If it ever seems possible, try to sit at the front of the room sometimes so that you can see students’ faces.
4. In order to explain your presence in the classroom, ask the teacher to introduce you to the students in the class. Let them know that you are also students who are learning about teaching. Also, let the teacher know what kinds of things you will be observing each day.
5. Do not initiate conversation with the children nor interfere as they do their work. If the children engage you, be polite but not engaging. If you avoid most individual eye contact, scan the room as you observe and take notes, the students probably will ignore you after they get used to your being there. Remember, this semester your task is to focus on observing and taking notes.
6. You may see things in the classroom that you don't agree with. These observations will give you your first chance to control your body language -- your non-verbal responses. If you see something you are uncomfortable with, describe it in your journal and don't discuss it with anyone but the faculty. Remember you are a guest, not a classroom parent nor a paid evaluator.
7. You’ll notice in the weekly guidelines, questions to ask the teacher. Check in with the teacher for a convenient time to pose these questions and talk for about 5 minutes.
8. At the end of each observation session, plan to meet with your observation partners for 20 to 30 minutes. Go out of the school and find a spot to debrief what you each saw and what questions you may have. Note alternate interpretations your partners bring to the same situation. For example, maybe I thought the teacher was angry and aggressive in giving directions, my observation partner may have interpreted that same interaction as the teacher being clear and direct. After each observation and reflection, write down a question or two about teaching, learning, and schooling that arises from your observation. We will share these on Friday afternoons (see syllabus).
9. At the end of your observation, be sure to let the teacher know how much you appreciated the opportunity to observe. A note or card is always appropriate. If you can think of one or two things that you learned or thought were particularly good, let the teacher know.
10. It is important to appreciate that these teachers are being generous to let us come in and observe. It is easy for outsiders and people new to the profession to be highly critical of what is going on in the classroom. While we want you to reflect deeply on the relationship between teaching, learning, and schooling, it is not appropriate to be negatively critical of the teachers we visit. We don’t know their circumstances, and teaching is a very complex profession.
11. You are bound by confidentiality and must not discuss anything you hear or see in the classroom with people outside the program. Do not have conversations with your peers in public places where you may be overheard. You never know if the teacher’s best friend or the parent of a child is sitting near you. WHAT YOU SEE IS WHAT YOU GET!!!
Here's to a great experience!
1.11. Strategies used in Field Observations:
1. Noting Classroom Organization, Procedures and Common Student Characteristics – This type observation yields an overall perspective of classroom functioning and is often a good format for someone new to the setting. The observer uses a four-column sheet to list characteristics of (a) the physical arrangement, (b) the daily procedures and routines, (c) the transitions, and (d) the students assigned to the classroom/program.
2. Scripting Lesson – The observer keeps a running record of everything that happens during the instructional period to get an overview of the lesson. The idea is to write down everything that happens without making judgments. Afterward the teacher and observer can discuss and analyze the data.
3. Completing a Lesson Plan – Using a formal lesson plan format, the observer completes the categories to get an understanding of how the lesson was organized. Objectives, materials, methods and procedures, individual student adaptations, homework assignments, and student evaluation should all be noted.
4. Identifying Problems & Solutions – This type of observation gives insight into the teacher’s ability to solve problems as they arise in the classroom. The observer records problem situations and how the teacher resolved each problem. As a good teacher often “prompts” appropriate behavior to avoid problems, the observer may also record the “prompts” used to prevent problems.
5. Tallying Reinforcement & Correction – The observer uses a tally sheet to develop an understanding of how the teacher keeps the students focused during a lesson. On a two-column (reinforcement – correction) sheet the observer records the words or actions used by the teacher to reinforce appropriate behavior and redirect inappropriate behavior.
6. Recording Events Related to Specific Student – To develop a better understanding of one student, the observer concentrates solely on that student. He/She records all events and behaviors related to that student. Afterward the teacher and observer can discuss and analyze the information.
7. Time Analysis – The observer notes the time that the teacher started each “piece” of the lesson to examine the “pace” of the lesson and how the teacher manages to fit the structure of the lesson into the allotted time period. Time spent introducing the lesson, passing out materials, reviewing past learning, teaching a new concept, practicing new learning, assigning homework, cleaning up, etc. can all be documented.
8. Teacher & Student Movement – A seating chart and arrows are used to document movement throughout the lesson. Notes can be made on the chart to record conversations and activity at various locations throughout the classroom. Using a different color arrow for teacher movement will give a better idea of how the teacher circulated among the students.
9. Directions/Response Record – A two-column (teacher directions – student response) sheet is used to record the teacher’s directions and the associated pupil response. This can be used to emphasize he importance of providing clear, concise direction to the class.
10. Question/Answer Record – A two-column (teacher question – student answer) sheet is used to record all the questions that a teacher asks and the corresponding student responses. Data from this observation will give insight into the type of questioning used to elicit higher level thought from the student.
11. Discussion Analysis – The observer uses a seating chart to document the interactions that the teacher has with individual students. It can be used as a tool to identify how many students are involved in classroom discussion. If the class is broken into smaller groups, the observer may record the discussion interaction in one of the groups.