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1

MISAMIS UNIVERSITYOroquieta Unit

Liberal Arts and Education

FIELD STUDY III(Technology in Learning Environment)

Adopted From the Following References:

R1: Teacher Education Council (TEC), Department of Education (DepEd), Comission on Higher

Education (CHED) ,Experential Learning Courses Handbook, TEC Copyright

R2: Dela Torre Lourdes G., et.al., Field Study Bridging Theories with Classroom Experience, Mutya

Publishing House, Inc.,Malabon City, 2008

R3: Torno, Beatriz, G. (2009). NCBTS-based Table of Specifications Examination for Teachers, PAFTE

Journal Vol.15 No.1, 39-109.

Dampor, Kiza Jelyn B.

FS Student

Rios, Nidelyn R

FS Instructor

S.Y 2016-2017

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TABLE OF CONTENTS

Description Page

Cover 1

Table of Contents 2

Misamis University and College of Education Vision/Mission tatement and

!b"ectives#

E$periential %earning Courses &rame'or( )

*asic +eference for E$periential %earning Courses ,E%C- .

Course Description +e0uirements and !b"ectives

& 1 ctivities 3

4uidelines in t5e Deployment of Pre6ervice Teac5ers 7

%earning ctivity 18 T5e c5ool9s %earning +esources 12

%earning ctivity 28 :*ulletin *oard Display; 1

%earning ctivity #8 Utiliands !ut Use- #1

%earning ctivity 8 lide Presentations #.

%earning ctivity 38 E6 Presentations #?

elf +ating Competency C5ec(list )@

Competency C5ec(list ,for faculty use- )1

Daily Time +ecord )2

& tudent Profile )#

Portfolio &ormat ))

& Portfolio ssessment +ubric ).

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#

Vision/Mission Statement and Objectives of the University

Vision/ Mision

The Misamis University upholding the principle that God is the center of its existence and education its service

offering to God and country, aims to be a leading private non-sectarian institution of learning.

It is committed to the development of the whole person who is God-fearing, principled, socially responsible, service-

oriented, environmentally concerned, and is competent to meet global challenges.

Objectives

Guided by the visionmission, MisamisUniversity is dedicated to the pursuit and attainment of the following!

". #rovide accessible education for all$

%. &evelop and maintain 'uality academic programs$

(. )oster an academic community that promotes unity, creativity, entrepreneurial spirit, environmentalconcern, appreciation and pride in our national history and cultural heritage$

*. +onduct researches that support effective instruction and are responsive to the needs of the communityand society$

. uild and maintain a strong partnership with the community, giving emphasis to extension programs andthe delivery of 'uality health care services.

Core Values

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)

Misamis University upholds the following core values that promote and shape its mission!

HONESTY INTEGRITYLOYALTY EXCELLENCE

Graduate Attributes. #rofessional /ualities!

". #rofessionally +ompetent %. Globally +ompetitive(. +ritical Thin0er *. 1ffective +ommunicator

. #ersonal 2alues!". God-fearing %. 3ocially-responsible(. 3ervice-oriented *. 1nvironmentally-concerned

(Sgd ) KAREN BELINA F. DE LEON, M.D., Ed .D.University #resident

The Experiential Learning Courses Framework

The Teacher 1ducation and &evelopment #rogramTeacher #erformance and &evelopment )ramewor0 for the

#re-3ervice and 4icensure 3ectors

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.

Introduction

The teaching profession has been struggling to 0eep pace with the changes in society and the accompanyingchallenges of the technological world. 5ith the notion that teacher education, which consists of the pre-serviceeducation of teachers 6#1T7 and the In-3ervice 1ducation of Teachers 6I831T7, has been unable to bridge the

growing gap between the needs and expectations of learners, and the 0nowledge and s0ill levels of both new andexisting teachers, the T1 was conceived. It has been initiated or advocated a grater formal partnership among themain sta0eholders! +91&, T1Is, #:+, the &ep1d and the +ivil 3ervice +ommission 6+3+7 for the improvement ofboth pre-service and in-service.

The &epartment of 1ducation is committed in providing a 'uality system of public education. It providesschools with teachers who are able to help students develop their abilities, s0ills, and attitudes for them to functioneffectively in an environment that is changing rapidly in many different ways.

The &ep1d has commenced the implementation of a Teacher Education and Development Program6T1that see0s to conceptuali;e a teacher7 domains that represent the desired features of the teaching and learning process.These domains incorporate a series of strands of desired teaching performance statements which can be identifiedas performance indicators that are observable indicators of the 'uality of a teacher

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courses and six 6?7 units of #ractice Teaching. The early exposure of the pre-service teachers in the actual learningenvironment will ensure better preparation and appreciation by them.

The pre-service teachers will be provided with hands-on experiential learning that will contribute to theirpersonal and professional growth as teachers. The T1Is and 13 will wor0 hand in hand to prepare them to be morehighly competent and competitive in the teaching profession. This 9andboo0 will guide them in implementation of hesaid courses.

Two very important documents that help re-define and give direction to the Teacher 1ducation are theTeacher 1ducation and &evelopment #rogram as illustrated in the Teacher &evelopment Map 6)igure "7 and the8ational +ompetency-ased Teacher 3tandards 68+T37 6)igure %7.

The Teacher 1ducation and &evelopment #rogram 6T1 serves as the roadmap where differentgovernment agencies such as the &epartment of 1ducation 6&ep1d7, the +ommission on 9igher 1ducation 6+91&7with the Teacher 1ducation Institutions 6T1Is7, and the #rofessional :egulation +ommission 6#:+7 @oin hands inorder to enhance the education and training of the future teachers. The T1 was conceived to halt the continuingdecline of the 'uality of education in the county. 5e all agree that at the center of education is the T1+91: whoneeds to continually improve in order to cope with the changes in society. The T1 see0s to conceptuali;e a

teacher

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3

+=U:31 :1/UI:1M18T3!

". Templatesctivity 3heets "AB

/ui;;e

ssignments

ttendance

Cournal with Insights

%. &emonstration Teaching %AB(. #eriodical 1xam (AB*. #ortfolio (AB

Gained insights from the picture documents

. #erformance "AB

rated performance rubric 6cooperatingcritic teacher7

rated performance rubric 6self7

rated portfolio assessment rubric 6self, peer and instructor7

Total 1!

G181:4 =C1+TI213!

". 3elect the teaching materials that best suit the needs of the learners.%. pply the principles of developing instructional materials.

(. &evelop and utili;e instructional materials appropriate to a chosen sub@ect area.

NCBTS DOMAIN COMPETENCIES/PERFORMANCE INDICATORS

Curriculum

Adentifies and classifies resources t5at facilitate teac5ing6learningprocessesB

ppraises t5e effectiveness of displays as learning resourcesB

Designs a bulletin board displayB

Determines t5e appropriateness of teac5ing aids to learning tas(sB

Prepares materials t5at are appropriate to t5e learning contentB

BIBLIOGRAPHY:

References:

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?

R1: Dela Torre Lourdes G., et.al., Field Study Bridging Theories with Classroom Experience, Mutya

Publishing House, Inc.,Malabon City, 2008

R2: Teacher Education Council (TEC), Department of Education (DepEd), Comission on Higher Education

(CHED) ,Experential Learning Courses Handbook, TEC Copyright

R3: Torno, Beatriz, G. (2009). NCBTS-based Table of Specifications Examination for Teachers, PAFTEJournal Vol.15 No.1, 39-109.

FS III Activities

&ocus pecific Tas( %earning Evidences Domain

Competencies/

PerformancesAndicators

T5e c5ool9s

%earning+esources

*ulletin *oard

Ma(e an ocular visit

to t5e learningresources center of

sc5oolBMa(e an inventory of

its available learning

resourcesBClassify t5em

according to t5eirfunctions and

c5aracteristicsB

n Anventory and

Classification of%earning +esources

n Evaluation +eport

on Vie'ed *ulletin

Curriculum

Curriculum

Adentifies and

classifiesresources t5at

facilitate teac5ing

and learningprocessB

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7

Displays

Utiliandouts

lide

Presentations

%oo( around a sc5oolfor bulletin board

displaysB Evaluate t5e displayB Propose

en5ancements to

ma(e t5e display

more effectiveB

!bserve a class on its

regular sc5eduleBot do'n t5e various

teac5ing aids t5at

'ere utili

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1@

!n6line

%earning

,using transparenciesstill slides or relevant

computer programs- Try out your

presentation to a

group of learnersB=rite a narrative

pointing out t5estrengt5s and

'ea(nesses of your

presentation

!bserve a classB Ta(e

not of t5e topic beingpresentedB urf t5e net to find

sites t5at providesupport materials

and/or interactiveprograms on t5e

topicB Evaluate t5e material/

programs

n evaluation report

on visited 'ebsites

Curriculum

learningB+ecogni

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11

1xperiential 4earning +ourses 614+7 D refer to the sub@ects in the pre-service education curricula thatinclude )ield 3tudy +ourses.

)ield 3tudy - is a component of the new #re-service teacher 1ducation +urriculum that aims to expose thestudents to actual field experiences so that they can relate the theories learned insidethe classroom with those experiences. These off-classroom experiences wouldemphasi;e the importance of understanding the complex wor0 of the teacher in this

era of globali;ation.

)ield 3tudy 3tudents 6)337 - refer to the students ta0ing field study courses.

Mentoring D a nurturing process in which a s0illed or more experienced person provides support andencouragement to a less experienced person.

#re-service teacher - refers to the student enrolled in 11d, 31d and other related teacher educationprograms.

:esource Teacher -refers to the resource facilitator in the )ield 3tudy +ourses.

II. Role of Department of Education (DEpEd) and Commission on Higher Education (CHED)

A. Schools Division OfficesThe 3chool &ivision 3uperintendent 63&37 , in collaboration with the T1I and school

#rincipals, shall

". forge a M= with T1I on the deployment of pre-service teachers on experiential learning courses.%. review and subse'uently approve re'uests for cooperating schools(. conduct orientation on field study with the T1Is and cooperating staff$ and*. monitor and evaluate the capacity of the cooperating schools

B. Cooperating Schools

". The #rincipal shall accept the )33 and see to tit that they are assigned to observe any teacher.

%. The principal shall coordinate with 14+ coordinator concerning field study assignments and problems.

(. The #rincipal shall ensure the orientation of the )33 on the following!a. policies, regulations and environment of the schoolb. assignment of classes and responsibilities

*. The #rincipal will participate in debriefing session with the resource teacher, the )33 and the 14+coordinator.

C. Resource Teacher and Cooperating Teachers/ Mentors

The :esource Teachers shall!

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12

". see to it that the )33

hours of field study or classroom observation in the different classes of the asic 1ducation, from#reschool to 9igh 3chool.

. The student shall wear the prescribe school uniform when reporting to the asic 1ducation for the fieldstudyclassroom observation.

?. The students shall maintain courtesy to the cooperating teachers and shall respect the dignity and rightsof the pupilsstudents at all times.

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1#

>. 1ach student shall maintain +3 )orm *E 6&T:7 to be signed by the cooperating teachermentor to reflecthis actual field studyclassroom observation.

E. The students shall prepare observation log@ournal and shall accomplish activity templates.

F. student shall 0eep his observation log and any informationdata in the classroom with utmostconfidentiality.

"A. 1ach student must complete one 6"7 successful teaching for the entire field study period. 3uccessfulteaching means a grade of not less than E or %.%.

"". t the end of the field study period, each student shall submit portfolio to the instructor whichcontains the following!

a. &T:b. )ield 3tudy 4ogc. ccomplished ctivity Templatesd. =ther documentsproofs of his field studyclassroom observation participation. 63tudent Teacher

Teaching +ompetencies :ating 3cales, approved lesson plans, photos with insights7

Learning Activity 1: The Schools Learning Resources

ame of &8 tudent8

Course8 ear F ection8

+esource Teac5er8 ignature8

Cooperating c5ool8

o!r "oal

t t5e end of t5e activity you 'ill be competent in identifying and classifying instructional

resources t5e facilitate teac5ing and learning processB

o!r Ta#$#

ou are going to e$plore t5e 'orld of educational tec5nologyB our visit to t5e media resource

center is a start of your "ourneyB

ou are e$pected to follo' t5ese steps8

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1)

Ste% &Visit a sc5ool %oo( at t5eir resource center and see '5at resources and

facilities are found as t5eir collectionB

Ste% 'An0uire from t5e person6in6c5arge 5o' t5e e0uipment or facilities are used

and 5o' often t5ey are being usedB

Ste% (Ma(e an inventory of t5e available resourcesB

Ste% ) Classify t5em according to t5eir c5aracteristics and functionsB

Ste% * =rite a s5ort reflection of your observation e$perienceB

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1.

o!r Tool#

c5ool Visited8

Date of Visit8

ame of !bserver8

An O+#ervation "!i,e -or a Learning Re#o!rce# Center

1B Ma(e an ocular visit and ta(e note if '5y t5e follo'ing are present in t5e

sc5ool8

media center

computer room

library

internet facilities

learning resource center

2B E$amine 5o' t5e material6collections are classified and arrangedB

#B re t5ere any guideline on t5e use of t5e resources and facilitiesG

)B Ta(e some p5otos of t5e resources/facilities in t5e sc5oolB

fter your observation ma(e a 'ritten report on t5e resources/facilities t5at you

5ave seen in t5e sc5oolB Classify suc5 resources by filling up t5e matri$ t5at follo'sB

LIST OF AVAILABLE LEARNING RESOURCES

VA%*%E %E+A4

+E!U+CE

C>+CTE+ATAC D

UAHUE &ETU+E

TEC>A4 PP+!C>E=>E+E T>E +E!U+CE

+E M!T UE&U%

Print +esources

udio +esources

on6Electronic Media

+esources

ACT +esources

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1

Ampressions8 !bserver8

Your Analysis

>o' are t5e materials arrangedG re t5ey classified according to t5eir functions and

c5aracteristicsG+elate your observations 5ereB

re t5e guidelines in place to facilitate access of t5e teac5ers to t5ese resourcesG

=5at are t5e strengt5s of t5e resource centerG

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13

=5at are t5eir 'ea(nessesG

=5at do you suggest to improve t5e resourcesG

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1?

Your Reflections

=5ic5 of t5e materials 5ave caug5t your attentions mostG =5yG

=5ic5 gadget/e0uipment are you confident to use/operateG

=5ic5 e0uipment do you feel you need to learn more aboutG

An '5at 'ay do you t5in( you 'ill learn to operate suc5 e0uipmentG

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17

Learning Activity 2: Bulletin Board Display

ame of &8 tudent8


+esource Teac5er8 ignature8 Cooperating c5ool8

Your Goal

t t5e end of t5is activity you 'ill be able to display boards as learning resources according its

effectiveness in conveying messages/(no'ledgeB

Your Tasks

*ulletin boards are t5e most common and readily available learning resource in any sc5oolB An t5is

activity you are going to observe and describe t5e bulletin board display of t5e sc5ool you visitedB

To reac5 your goal follo' t5e boards belo'B

Ste% &%oo( around t5e sc5ool for a bulletin boardB

Ste% 'C5oose one t5en describe and evaluate t5e displayB

Ste% (Propose en5ancements to t5e display to ma(e it more effectiveB

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2@

Your Tools

s you loo( around and e$amine board displays use t5e activity form provided to document your

observationsB

O+#ervation Re%ort

ame of c5ool !bserved8

%ocation of t5e c5ool8

Date of Visit8

Ta(e note of t5e follo'ing details and 'rite t5em in your observation reportB

1B umber of *ulletin *oard Displays8

2B %ocation of *ulletin *oard Displays ,**D-8

#B Describe eac5 **D in terms of t5e follo'ing8

aB t5e message,s- it provides

bB images and color

cB arrangement of information/messages

)B Materials used in t5e display

.B Errors noticed if any

B *orders if any

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21

3B Clarity of messages

?B P5oto documentation if any

Paste your p5oto documentation of t5e bulletin display 5ere8

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22

An Evaluation Report of a Bulletin Board

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2#

%ocation of t5e *ulletin *oard Display8

Description of t5e *ulletin *oard8

Eval!ation.

EAL0ATION STREN"1TS 2EA3NESSES

Educational Content ,Messages-

Amage/Color

rrangement of Anformation

Materials Used

!t5ers

+ecommendations or uggestions for Amprovement

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2)

ignature8 Date8

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2.

Your Analysis

Describe t5e board display design in terms of raising t5e target audience9s interestsB

Use of language in ma(ing t5e target audience9s understanding of t5e informationB

T5e intention of t5e *oard Display

our uggestion

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2

*ased on your suggestions propose a bulletin board display by using t5e form belo'8

PROPOSED BOARD DISPLA

T5eme8

*oard Title8

!b"ective,s-8

*est &eatures of My Proposed *ulletin En5ancement

Content +esources ,ame eac5 needed resource and describe eac5B-

Materials for est5etic En5ancementB

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23

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2?

ou can ma(e your display lay6out 5ereB At may be 5and6madeI an electronic generated one or a collageB

M BOARD DISPLA LA4O0T

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27

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#@

Your Reflections

&rom '5at you 5ave observed about t5e bulletin board display '5at are t5e s(ills t5at must be developed

by a teac5erG

Did you 5ave any e$perience designing or ma(ing a bulletin boardG =5ic5 s(ill do you already 5aveG

re t5ere s(ills you t5in( you still needG +eflect on 5o' you can ac0uire and improve on t5ese s(illsB

ignature8 Date8

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#1

Learning Activity 3: Utilization of Teaching Aids

ame of &8 tudent8



4rade %evel !bserved8

Your Goal

t t5e end of t5is activity you 'ill develop competence in determining appropriate teac5ing aids

for learning tas(sB

Your Tasks

To reac5 your goal follo' t5ese steps8

Ste% &!bserve a class on its regular sc5eduleB

Ste% ' Ta(e note of t5e varied instructional materials used in t5e

teac5ing6learning processB

Ste% (4ive comments '5et5er t5e teac5ing aids are appropriate to t5e

learning tas(sB

Ste% ) +eflect on your observationsB

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#2

Your Tools

Use t5e activity form of your observations in t5is activityB

My O+#ervation "!i,e

*efore going to your observation visit read t5e follo'ing statementsB

1B =5at is t5e lesson aboutG

2B =5at visual aids/materials are being used by t5e teac5erG

#B Ta(e note 5o' t5e teac5er uses t5e teac5ing aids/materialsB

)B !bserve 5o' t5e learners respond to t5e teac5er9s use of t5e visual/aidsB Do t5ey

s5o' appreciation and/or eagerness on t5e lessonG

.B >o' do t5e learners manifest non6verbal responsesG Do you observe t5em to s5o'

interest eagerness and understandingG

O+#ervation Re%ort

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##

Date of !bservation8

c5ool8 4rade/ear %evel8

ub"ect 8 Topic8

0TILI5ATION OF TEAC1IN" AIDS FORM

4rade/ear %evel of Class !bserved8

Date of !bservation8

ub"ect Matter8

Description of Teac5ing pproac5 Used by t5e Teac5er

TEAC1IN" AIDS

0SED 6EN0MERATE7STREN"T1S 2EA3NESSES

COMMENTS ON T1EAPPROPRIATENESS

OF T1E TEAC1IN"

AIDS 0SED

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#)

Your Analysis

=5at is t5e basis of t5e teac5er in c5oosing suc5 instructional material in t5e lessonG

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#.

Do you observe any difficulty in t5e use of t5e instructional materialsG >o' did s5e manage itG

=as t5e use of t5e materials effectiveG =5yG =5y notG

>o' did t5e learners respond to t5e teac5er9s use of t5e visual aidsG

Your Reflection

Amagine yourself as t5e teac5erB =5at 'ould you do or not do if you 'ere to teac5 t5e same

sub"ect to t5e same group of studentsG

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#

ignature8 Date8

Learning Activity 4: Teaching Aids Bank

ame of &8 tudent8



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#3

Cooperating c5ool8


Your Goal

t t5e end of t5is activity you 'ill be competent in preparing instructional materials appropriate

to t5e learning contentB

Your Tasks

To reac5 your goal follo' t5e steps belo'8

Ste% &C5oose a specific topicB

Ste% '&ind t5e resources relevant to your topic t5at are available in t5e

learning centerB

Ste% (Develop a pool of teac5ing materials ,eBgB flas5 cards picturescut6outs etc-B

Ste% ) Devise a bo$ '5ere to pool6in your teac5ing aidsB

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#?

Your Tools

ame of &8 tudent8



Cooperating c5ool8


My !bservation 4uide

1B Describe t5e learning resources available in t5e learning center

t5at are useful to your topicB

2B Discuss t5e appropriateness of t5e learning resources to your

target grade/year levelB

#B Ma(e a list of t5e materials t5at you can useB

)B %ist do'n also some materials t5at you can ma(e and use for

your instruction ,'5et5er transparency slides etc-B

!bservation otes

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#7

=5en observing a class ta(e note of important dataB =rite your observation report on t5e activity forms

provided for youB

LEARNIN" RESO0RCES FOR M CONTENT AREA

Topic8 4rade/ear %evel8

E$B amang6tao %earning

+esource/Tools

lides

C5art

4rap5

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)@

Your Analysis

=5y is t5ere a need to ma(e a survey of available materials before ma(ing your o'n materialsG

1B

2B

#B

Your Reflections

=5at materials did you li(e mostG =5yG

=5at difficulties did you encounter in ma(ing t5e materialsG

>o' did you overcome itG

Ma(e suggestions to t5e teac5ers in t5e preparation of teac5ing materialsB

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)1

Learning Activity 5: Paper Works (Hand-Outs Use)

ame of &8 tudent8




Your Goal

t t5e end of t5is activity you 'ill gain competence in ma(ing instructional materials ,5and6outs-

appropriate to t5e learning contentB

Your Tasks

ou are going to c5oose one or t'o 5and6outs used by t5e teac5er in 5er lessonB naly

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)2

Your Tools

s you prepare your report about t5e teac5er9s 5and6outs fill out t5e activity form belo'B

A 1AND4O0T

ub"ect Matter8 4rade/ear %evel8 Content8

%earning ctivities8

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)#

ssessment Plan8

Tool#

An t5e presentation describe 5o' t5e tool 'as used in a particular lesson/timeB

Re-erence#

Your Analysis

=5ic5 feature of t5e 5and6out is not effectiveG

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))

=5at is measured by assessment planG As it process or productG E$plainB

Your Reflection

+ecall any difficulties encountered in ma(ing 5and6outsG >o' did you overcome t5emG

ignature8 Date8

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).

Learning Activity 6: Slide Presentations

ame of &8 tudent8




Your Goal

t t5e end of t5is activity you 'ill be competent in developing and using materials ,slide

presentation- '5ic5 involve students in meaningful learning activitiesB

Your Tasks

s a teac5er you are e$pected to create a student presentation of materials t5at en5ance

instructionsB

Ste% &C5oose a topicB

Ste% 'Create a slide presentation based on t5e c5osen topicB

Ste% (Try presenting your slide to t5e classB

Ste% ) 4et t5e friendly criti0ue from t5e classB

Ste% * Ma(e a narrative of suc5 e$perienceB

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)

Your Tool

+ecall t5e slide presentation you made in your ED Tec5 classB 4ive t5e important features

of t5e slide by noting t5e follo'ing8

Title of t5e Presentation8

!b"ectives8

ub"ect Matter8

Describe your slide in terms of t5e presence of t5e follo'ing8 Put a c5ec( if presentB

&ont Used8 4rap5ics8

ound Effects8 nimation8

Voice arration8 *ac(ground Music8

!t5ers 8

Ma(e a story board of your presentationB

lide 1 lide 2 lide # lide )

lide . lide lide 3 lide ?

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)3

lide 7 lide 1@ lide 11 lide 12

Your Analysis

*ased on t5e slide presentation you 5ave made '5at are t5e features of a good slide presentationG

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)?

>o' do you describe your slide presentation in terms of its good featuresG

Your Reflection

=5at difficulties 5ave you encountered in preparing t5e slide presentationG

=5at 'ere t5e feedbac(s of t5e class about your slide presentationG

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)7

Learning Activity 7: E-Presentations

ame of &8 tudent8




o!r "oal

t t5e end of t5is activity you 'ill be competent in using on6line resource materials and

interactive programsB

Your Tasks

&or t5is process e$plore t5e 'orld by doing t5ese tas(s8

Ste% &!bserve a class and ta(e note of t5e topic being discussedB

Ste% ' urf t5e net to find support materials and/or interactive

programs on t5e topicB

Ste% (Evaluate t5e materialsB

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.@

Your Tools

Please use t5e activity -ormprovided for you for every 'ebsite you visitedB

ame of t5e ut5or8

ame of ite8Posting or +evision of Data8

!rganio' did you find t5e tas( of surfing t5e net relevant in generating more information for your support

materials to t5e topicG

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.1

Insights

Amagine 5o' sc5ools located in communities 'it5out internet facilities cope 'it5 t5is needB

ignature of & tudent8 Date8

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.2

SELF-RATING COMPETENCY CHECKLIST FOR FS 3(For Students Use)

ame8 Course8 ear8

Direction#.C5ec( ,- t5e appropriate column t5at best describes your current level of mastery of eac5

listed competencyB

COMPETENC I cannot ,oI8m learning ho9

to ,o thi#

I can ,o thi#

+!t nee, to

learn more

an, im%rove

I can ,o thi#

very 9ell

1B Adentifies and classifiesresources t5at facilitate

teac5ing and learning

processesB

2B ppraises t5e effectivenessof displays as learning

resourcesB

#B Designs a bulletin board

displayB

)B Determines t5e

appropriateness of teac5ing

aids to learning tas(sB

.B Prepares instructional

materials t5at are

appropriate to t5e learningconte$tB

B Develops and utili

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.#

ame8 Course8 ear8

Direction#.C5ec( ,- t5e appropriate column t5at best describes t5e & students9 current level of

mastery of eac5 listed competencyB

COMPETENCThe FS #t!,ent

cannot ,o thi#

The FS #t!,ent

i# learning to ,o

thi#

The FS #t!,entcan ,o thi#

+!t nee, to

learn more

an, im%rove

The FS can ,o

thi# very 9ell

1B Adentifies and classifies

resources t5at facilitate

teac5ing and learning

processesB

2B ppraises t5e

effectiveness of displays

as learning resourcesB#B Designs a bulletin board

displayB

)B Determines t5e

appropriateness ofteac5ing aids to learning

tas(sB

.B Prepares instructional

materials t5at areappropriate to t5e learning

conte$tBB Develops and utili

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.)

MISAMIS UNIVERSITY

Oroquieta Unit


DAILY TIME RECORD

Mentee : Major

Laboratory/Cooperating School: Grade/Year Level:

DATE TIMENAME & SIGNATURE OFCRITIC/ COOPERATING

TEACHER

TOTALHOURS

REMARKS

IN OUT

Prepred !y" C#e$%ed !y" Nted !y"___________________ ______________________ ______________________

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..

Signature over the Printed Name Signature over Printed NameSignature over printed Name

Name of Student Critic/ Cooperating TeacherInstructor

FIELD STUDY STUDENT PROFILE

I: Per#onal Data.

ame 8

ge 8 e$8

Date of *irt5 8

Place of *irt5 8

Civil tatus 8

+eligion 8

Permanent ddress8

Contact umber 8

E6mail ddress 8

II: E,!cational Bac$gro!n,.

Course8

rea of pecialiig5 c5ool8Private non6sectarian8 Vocational/Trade >ig5 c5ool8

III: Socioeconomic Stat!#.

&or ingle8

&at5er9s Educational ttainment 8

Mot5er9s educational ttainment 8

&at5er9s !ccupation 8

Mot5er9s !ccupation 8

umber of iblings 8

Mont5ly &amily Ancome 8

For marrie,.

pouse9 Educational ttainment 8

pouse9 !ccupation 8

Mont5ly Cas5 Ancome 8

umber of C5ildren 8

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.

ignature over Printed ame

MISAMIS UNIVERSITY

Oroquieta Unit


FIELD STUDY CLEARANCE FORM

FS St!,ent . ;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

La+oratory/Coo%erating School.;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;;

T5e above6mentioned student is cleared from all accountabilities from t5is sc5oolB

Mentor/s8

%ibrarian8

Property Custodian8

c5ool Principal8

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.3

PORTFOLIO FORMAT IN FIELD STUDY COURSE

AB Preliminaries

B Title Page/Cover Page

*B Table of ContentsCB Vie's of Teac5ing

DB c(no'ledgment

EB +esume&B tatement of Purpose/s of t5e Portfolio

AAB Description of t5e c5oolsB >istory of Misamis University

*B Vision/Mission and !b"ectives of t5e University

CB pecific !b"ectives of t5e College of Education

DB Vision/Mission/!b"ectives/location/c5ievements of t5e c5ool ite of &ield tudy

AAAB arrative ummary of &iled tudy E$periences

B Journals and Ansig5ts*B ummary +eport of Pre6ervice Training and ctivities ttended ,eminar =or(s5op

ymposia c5ool ite &ield Trip-

CB Pictorials/DocumentationDB & Templates 'it5 +ating

AVB &ield tudy Teac5ing Performances and !bservation Evidences

B pproved %esson Plan/s 'it5 Ansig5ts*B MU CED K @@#*

CB Mastery %evel of t5e Pupils/tudentsDB Pictures 'it5 Ansig5tsEB DT+

&B Clearance

VB %earners9 =or(s and &eedbac(s

VAB Comments of t5e &aculty

VAAB +eferences

VAAAB ppendicesB Personal +eflections on t5e Portfolio

*B &ield tudy Course Participation and Performance +ubric

CB & Portfolio ssessment +ubricDB Parent Consent

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.?

FS Course Participation and Performance Rubric

)3 3tudent!

1valuator! 3elf #eer Mentor

C+ATE+A VE+

4!!D,)-

4!!D

,,#-

&A+

,2-

P!!+

,1-

=EA4>T C!+E

TAME%AE

l'ays on

time on

assignments and

arrival to

sc5eduledobservatio

n

!ccasional

lateness

&re0uent

lateness

C5ronic

lateness L1

ADAVADU

%

P+TACAPTA!

ctively

participates

in allactivities

Participates

but

occasionallyoff tas(

&re0uent

side tal(ing

and/or offtas(

Does not

participate L1

TTATUDE Consistently

respectfulsupportiveand

cooperativ

e

Usuallyrespectful

supportiveandcooperative

%ac(s teams(ills but

does notinterfere'it5 ot5ers9

participation

+esistantdisrespectful

and un6cooperative

L2

C!MP%ETA

! !&A4ME

T D

!+TEC>A4/

Meets

criteria forall

assignment

s and orteac5ing/s

on time

4enerally

meets mostcriteria

usually on

time

!ften late

and/or oftenlate in

passing of

assignments

&ails to do

t5eassignments

L2

P+EP+TA

! &!+

C%CTAVATE

Consistentl

y prepared

Usually

prepared

&re0uently

unprepared

Unprepared L2

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.7

TEM=!+

ctively

participates

and

promotescooperativ

e

team'or(

Usually

participates

and promotes

cooperativeteam'or(

%ac(s team

s(ills but

does not

interferes'it5 ot5er9s

participation

Uninvolved

or obstructs

group

processes

L1

T!T%

Signature over Printed Name

Date

FS PORTFOLIO ASSESSMENT RUBRIC

)3 3tudent!


Criteria

Description

=eig5

t

core. ) # 2 1

1B Contents

of t5e

Portfolio

>as 7@61@@N

of t5e needed

content

>as 3.6?7

N of t5e

neededcontent

>as @63)

N of t5e

neededcontent

>as less

t5an .7N

of t5eneeded

content

>as less

t5an )@N

of t5eneeded

content

L2

2B

!b"ectives

of t5ePortfolio

!b"ectives are

M+T and

cover t5e'5ole course

!b"ectives

are M+T

but coveronly a

minimum

of 3.N oft5e course

!b"ectives

are

M+Tbut cover

only less

t5an 3.Nof t5e

course

ome

ob"ectives

are notM+T

and do not

cover t5e'5ole

course

Most

ob"ectives

are notM+T

and cover

onlya

minimum

of t5ecourse

L1

#B Huality

of

Entries

Entries are of

best 0uality

'ell selectedand very

substantial

Entries are

of best

0ualitymany are

'ell

selected andsubstantial

Entries are

of

acceptable0uality

some are

'ellselected

and

ome

entries are

ofacceptable

0uality

limitedselection

and

&e'

entries are

ofacceptable

0uality not

'ellselected

and very

L#

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@

substantial substantial minimal

substanceB

)BPresenta

tion of

Entries

Creative neatand 5as a very

strong impact/

appeal

Creativeneat and 5as

a strong

impact/appeal

Creativeneat and on

average

impact/appeal

Minimalcreativity

neat 'it5

minimalimpact/appeal

ocreativity

in disarray

no impact/appeal

L2

)B

+eflection/ Journal

Entries

Presents clear

descriptions ofe$periences

t5at are

considered'ort5'5ile and

5elpfulIincludes

successfuloutput and

accomplis5me

ntsB

Presents

somee$amples of

e$periences

andincludes

someac5ievemen

ts

Contains

somee$amples

of learning

e$periences'it5 fe'

statementsof '5at 5as

beenac5ievedB

T5ere is

littleevidence of

reflections

andinsig5ts

learned'it5 very

fe' detailsof

e$periences

B

T5ere is an

absence ofevidence

of

reflectionno details

ofe$perience

s andstatements

of

ac5ievementsB

L2

.BPromptnes

s

in t5e

submission

ubmitted

a5ead of

sc5edule

ubmitted

on sc5edule

ubmitted

1 6 . days

after

sc5edule

ubmitted

from K

1@ days

aftersc5edule

ubmitted

11 days or

more days

aftersc5edule

L1

Total

Signature Over Printed Name

Date


)3 3tudent!

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1


CriteriaDescription

=eig5

t

core. ) # 2 1

1B Contents

of t5ePortfolio

>as 7@61@@N

of t5e neededcontent

>as 3.6?7

N of t5eneeded

content

>as @63)

N of t5eneeded

content

>as less

t5an .7Nof t5e

needed

content

>as less

t5an )@Nof t5e

needed

content

L2

2B!b"ectives

of t5e

Portfolio

!b"ectives areM+T and

cover t5e

'5ole course

!b"ectivesare M+T

but cover

only a

minimumof 3.N of

t5e course

!b"ectivesare

M+T

but cover

only lesst5an 3.N

of t5ecourse

omeob"ectives

are not

M+T

and do notcover t5e

'5olecourse

Mostob"ectives

are not

M+T

and coveronly

aminimumof t5e

course

L1

#B Huality

ofEntries

Entries are of

best 0uality'ell selected

and very

substantial

Entries are

of best0uality

many are

'ell


Entries are

ofacceptable

0uality

some are

'ellselected

andsubstantial

ome

entries areof

acceptable

0uality

limitedselection

andsubstantial

&e'

entries areof

acceptable

0uality not

'ellselected

and veryminimal

substanceB

L#

)B

Presentation of

Entries

Creative neat

and 5as a verystrong impact/

appeal

Creative

neat and 5asa strong

impact/

appeal

Creative

neat and onaverage

impact/

appeal

Minimal

creativityneat 'it5

minimal

impact/appeal

o

creativityin disarray

no impact/

appeal

L2

)B

+eflection/ Journal

Entries

Presents clear

descriptions ofe$periences

t5at are

considered

'ort5'5ile and

Presents

somee$amples of

e$periences

and

includes

Contains

somee$amples

of learning

e$periences

'it5 fe'

T5ere is

littleevidence of

reflections

and

insig5ts

T5ere is an

absence ofevidence

of

reflection

no details

L2

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2

5elpfulI

includes

successfuloutput and

accomplis5me

ntsB

some

ac5ievemen

ts

statements

of '5at 5as

beenac5ievedB

learned

'it5 very

fe' detailsof

e$periences

B

of

e$perience

s andstatements

of

ac5ievementsB

.BPromptness

in t5e

submission

ubmitteda5ead of

sc5edule

ubmittedon sc5edule

ubmitted1 6 . days

after

sc5edule

ubmittedfrom K

1@ days

aftersc5edule

ubmitted11 days or

more days

aftersc5edule

L1

Total


Date


Criteria

Description

=eig5

t

core. ) # 2 1

1B Contents

of t5e

Portfolio

>as 7@61@@N

of t5e needed

content

>as 3.6?7

N of t5e

needed

content

>as @63)

N of t5e

needed

content

>as less

t5an .7N

of t5e

neededcontent

>as less

t5an )@N

of t5e

neededcontent

L2

2B

!b"ectives

of t5ePortfolio

!b"ectives are

M+T and

cover t5e'5ole course

!b"ectives

are M+T

but coveronly a

minimum

of 3.N oft5e course

!b"ectives

are

M+Tbut cover

only less

t5an 3.Nof t5e

course

ome

ob"ectives

are notM+T

and do not

cover t5e'5ole

course

Most

ob"ectives

are notM+T

and cover

onlya

minimum

of t5e

course

L1

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#

#B Huality

of

Entries

Entries are of

best 0uality

'ell selectedand very

substantial

Entries are

of best

0ualitymany are

'ell


Entries are

of

acceptable0uality

some are

'ellselectedand

substantial

ome

entries are

ofacceptable

0uality

limitedselectionand

substantial

&e'

entries are

ofacceptable

0uality not

'ellselectedand very

minimal

substanceB

L#

)B

Presenta

tion ofEntries

Creative neat

and 5as a very

strong impact/appeal

Creative

neat and 5as

a strongimpact/

appeal

Creative

neat and on

averageimpact/

appeal

Minimal

creativity

neat 'it5minimal

impact/appeal

o

creativity

in disarrayno impact/

appeal

L2

)B+eflection

/ Journal

Entries

Presents cleardescriptions of

e$periences

t5at areconsidered

'ort5'5ile and

5elpfulI

includessuccessful

output and

accomplis5mentsB

Presentssome

e$amples of

e$periencesand

includes

some

ac5ievements

Containssome

e$amples

of learninge$periences

'it5 fe'

statements

of '5at 5asbeen

ac5ievedB

T5ere islittle

evidence of

reflectionsand

insig5ts

learned

'it5 veryfe' details

of

e$periencesB

T5ere is anabsence of

evidence

ofreflection

no details

of

e$periences and

statements

ofac5ieveme

ntsB

L2

.BPromptnes

sin t5e

submissio

n

ubmitted

a5ead ofsc5edule

ubmitted

on sc5edule

ubmitted

1 6 . daysafter

sc5edule

ubmitted

from K1@ days

after

sc5edule

ubmitted

11 days ormore days

after

sc5edule

L1

Total

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Date

Documents

FS 3 edited