COMPOSTELA VALLEY STATE COLLEGE

COLLEGE OF ARTS, SCIENCES AND EDUCATION

COMPOSTELA CAMPUS
COMPOSTELA, COMPOSTELA VALLEY PROVINCE

TEAM TEACHING: EXPLORING THE CURRICULUM

PORTFOLIO in FIELD STUDY 4

In Partial Fulfillment of the Requirements

for the Degree of Bachelor in Secondary Education

______________________
by

ANALYN S. MARIMON
APRIL 13 2018

ACKNOWLEGEMENT
 I just want to express my heartfelt gratitude to those who are so generous
with their time and expertise that help us to accomplish this portfolio.
To our Almighty God for giving us the knowledge, strength , wisdom and
guidance that leads us to select the most desirable way to success.
To my family who always there to understand, to love, to teach me moral
values ,to give me advices when I'm confused and to support me financially
and emotionally.
To my cooperating teacher, Ms. Maricel Asis for the support and cooperation
together with their students. Thank you for letting us learned with your class. We
really enjoy and learned a lot from our team teaching with your class. We wish
that we can express our appreciation to the them to their warm hospitality.
To our practicum supervisor, Ms. Lyzza Tampus, thank you for your outmost
effort in facilitating and checking my errors.
To the principal of Mangayon National High School, Sir Albert Albert
Camus, Thank you for giving us opportunity to practice our field study in your
school.

To my buddy Cristine Mae Maguilang and Hannah Mahinay thank you for
your understanding and company throughout the completion of this field study 4.
To my friends thank you for sharing your knowledge to us. Thank you for
everything.

PREFACE
The purpose in making this portfolio is to provide and share experiences to those
who undergo the same undertaking. Some of our problem and struggles the we
had encountered throughout the completion of field study 4 are mentioned and
the lesson that we get from those experiences. The goal of this portfolio is to
expose the Pre-service teacher to their experiences so that they can use it in
relating some theories that they learned inside of their classroom in order for
them to become a competitive graduates. It serves as their foundation and it
assessed the Pre-service service teacher leanings for the preparation of their
future life in facing the real world problems in teaching.

The greatest value that the Pre-service teacher get from these portfolio is that it
serves as the mirror to the Pre-service teacher in determining the progress and
achievements we learn throughout the completion of field study 4. I have tried to
show that field study 4 serves us a practice that engaging important applications
in professional subjects as well as being interesting and beautiful in its own right.

A good background in the previous field study 1, 2, 3 and other professional

subjects of the students can help to successfully done the completion of field
study 4. At one time, most of the activities in fields study 4 are application of
theories that taught in the professional education subjects. Discovering how to
present the topic given by the cooperating teacher in ways that can be
understood by the students in secondary level was the major and most
interesting challenge that they encounter throughout completion of this field study
4.
 TABLE OF CONTENTS

ACKNOWLEDGMENT ……………………………………
PREFACE
TABLE OF CONTENTS ……………………………………
RATIONALE 1
……………………………………
• Links to DepEd’s National Competency-Based Teacher Standards (NCBTS) 2
……………………………………
• Roles, Duties, and Responsibilities of Stakeholders in the Practicum 3-4
……………………………………
COURSE DESCRIPTION 5
……………………………………
• Course Requirements 5
……………………………………
• Assessment tools 6
……………………………………
• Grading system 6
……………………………………
SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4 7
……………………………………
COURSE CONTENT 8
A. Classroom Observation 9
……………………………………
Classroom Observation of Teacher's Activities 9
……………………………………
Classroom Observation of Students' Activities 9
B. Exploring Curriculum 10
……………………………………
C. The Art of Questioning 11
……………………………………
Observation Sheet on the Art of Questioning 12
……………………………………
D. Instructional Materials 13
……………………………………
Observation Guide on the ise of Instructional Materials 14
……………………………………
E. Lesson Planning 15
……………………………………
Sample Lesson Plan 16
……………………………………
F. Team Teaching 17
……………………………………
Evaluation of Learning Activities 17
……………………………………
Self Appraisal 18-19
……………………………………
GLOSSARY OF TERMS 20
……………………………………
REFERENCES 21
……………………………………
APPENDICES 22
……………………………………
• Appendix A: Reflective Journal Entries 23
……………………………………
Journal 1: On Preparing a Lesson Plan 23
Rubric for Journal Entry 24
Journal 2: Instructional Materials 25
……………………………………
Rubric for Journal Entry 26
Journal 3: On Actual Team Teaching 27
……………………………………
Rubric for Journal Entry 28
Journal 4: On Examining the Resources 29
……………………………………
Rubric for Journal Entry 30
Appendix B: Lessson Plan Rubric 31
……………………………………
Sample Self-made Lesson Plan 32
Sample taught Team Teaching Lesson Plan 33
Appendix C: Pre-Service Teacher's Actual Teaching Rating 34-35
……………………………………
Rated Rating Sheet 36
1. RATIONALE

Field Study 4 (FS 4) is a one-unit course. It is one of the series of sequential

studies in the Bachelor in Elementary Education and Bachelor in Secondary
Education Programs (BEED and BSED). This Field Study is linked to
Professional Education subjects such as Curriculum Development, Principles of
Teaching 1 & 2, and Teaching Strategies.

FS 4 focuses on planning whole lessons, the preparation of instructional

materials, and team teaching with the Cooperating Teacher and other Pre-service
Teachers.

A second focus of FS 4 is to have the Pre-Service Teachers explore the

curriculum and gain knowledge and understanding of its vital role towards the
achievement of the student learning. In this field study, the PSTs closely work
and collaborate with the cooperating teachers in making lesson plans. In the
process, the PSTs start to explore the curriculum by choosing the appropriate
subject matter to teach, motivational activities and teaching strategies.

Team teaching is a feature of many school activities so, it is important that the
PSTs will develop an awareness of the skills (as indicated by the BEC), an
understanding of the Teaching-Learning process and the need to work
collaboratively. The pre-service student teachers will be immersed in a balance of
activities to give them the opportunities to plan, teach and learn how to evaluate
the learners’ performance.

In FS 4, the PSTs should manifest skills such as: planning, teaching, managing a
class, evaluating sequences of activities for individual and whole classes via
team teachings, designing instructional materials and, developing a professional
portfolio.

Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):

Domain 2- Learning Environment

2.5 Creates a healthy psychological climate for learning

Domain 3- Diversity of Learners

3.1 Determines, understands, and accepts the learners’ diverse background
knowledge and experiences.

Domain 4 -Curriculum
4.1 Demonstrates mastery of the subject.
4.2 Communicates clear learning goals for the lessons that are appropriate for
learners
4.3 Makes good use of allotted instructional time.
4.4 Selects teaching methods, learning activities & instructional materials or
resources
appropriate to learners and align to objectives of the lesson.
4.5 Recognizes general learning as well as unique process of individual learners.

2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4

Stakeholders

1. Teacher Education Institution (TEI)

2. Dean of the College of Education
3. TEI Practicum Manager
4. TEI Practicum Supervisor for Field Study 4
5. Schools Division Superintendents (SDS)
6. DepEd Cooperating Principal
7. Site Supervisor
8. Cooperating Teachers for Field Study 4
9. Pre-Service Teachers of Field Study 4

I. The Teacher Education Institution (TEI)

A. The Dean of College of Education shall:

1. Designate a Practicum Manager to oversee/coordinate the practicum

program.
2. Assign Practicum Supervisors with 25-30 Pre-service Teachers
(PST’s).
3. Initiate conferences with the SDS’s in selecting public and private
schools in the province/city.

B. The Practicum Manager shall:

1. Monitor the teachers handling FS.

2. Formulate policies and systems for the practicum.
3. Manage administrative matters such as preparation and signing of
MOA.
4. Communicate with stakeholders and handle paper work with regard to
practicum program.
C. The TEI Practicum Supervisor shall:

1. Orient the pre-service teachers of their in-campus/off-campus work

with regards to their expected attitudes, proper dress code, things to
be done when they are in school, and the expectations of their
cooperating teachers;
2. Coordinate with the Cooperating School Principal/Head regarding the
selection of the exemplary Cooperating Teachers to handle Pre-service
Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers
designated by the School Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs
of the Pre-service Teachers in their field studies;
5. Visit the pre-service teacher and observe the classroom teaching and
will hold conferences with the cooperating teacher when deemed
necessary;
6. Coordinate regularly with cooperating school principal/head teacher
and cooperating teacher regarding performance of the pre-service
teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
a. Monitor their performance/progress in the field
b. Special sessions on innovations in teaching-learning process
c. Submission of the Tasks assigned to them like lesson plans,
self-made test, instructional materials and their Reflective
Journals for checking
d. Discuss their problems if there are any
8. Assist the Pre-service Teachers in checking their lesson plans for team
teaching and in preparing their learning materials;
9. Submit written reports to the College Dean, copy furnished to the
school principal and the SDS, at least once a month regarding the:
9.1 progress/performance of pre-service teachers
9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
10. Call the Pre-service Teachers for debriefing at the end of FS 4.

D. The Pre-Service Teachers shall:

1. Participate actively in all school related activities, as appropriate

2. Consider/be open to constructive criticisms;
 3. Have regular discussions/de-briefing with the cooperating
teacher/practicum supervisor.
4. Respect the dignity and rights of the learners;
5. Check papers and tests for the purpose of diagnosis and evaluation;
6. Check lesson plans with cooperating teacher/practicum supervisor
before teaching and evaluates effectiveness of plans of teaching (after
teaching the class);
7. Observe lesson plan policies established by the cooperating
teacher/practicum supervisor;
8. Accept decisions of the cooperating teacher/practicum supervisor
concerning material to be covered and methods of presentation;
9. Submit to the TEI Practicum Supervisor the duly accomplishment
forms on time;
10. Return all borrowed books and materials to the cooperating school
before the term ends, accomplish clearance from the cooperating
schools;
11. Project a good image as a teacher at all times by observing
11.1 The Code of Ethics
11.2 Proper dress code
11.3 Punctuality in all activities of the Field Study

II. The Department of Education (DepEd)

A. The School Division Superintendent (SDS) shall:

1. Review and subsequently approve request for cooperating schools;

2. Conduct orientation on student teaching with the TEI’s inclusive of the
Dean, College Student Teaching Supervisors, and the School
Principals/Head Teachers.
3. Be the approving authority for Memorandum of Agreements between
TEI’s and DepEd.

B. The Cooperating Principal shall:

1. Identify exemplary Cooperating Teachers to handle Pre-service

Teachers’ team teaching;
2. Conduct orientation for cooperating teachers on:
a. policies and regulations on Field Study
b. mentors’ roles and responsibilities
c. expected activities and outcomes of Field Study 4
 3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
d. expected activities and outcomes of FS 4
4. Monitor and provide feedback on pre-service teachers performance on
the team teaching;
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the
Practicum Supervisor for debriefing at the end of FS 4;
6. Prepare required reports to the TEI’s, copy furnish the Schools Division
Superintendent

C. The Site Coordinator shall:

1. Assist the Principal in assigning the Cooperating Teachers;

2. Conduct regular conference with cooperating teachers as regards the
performance and behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI
Practicum Supervisors.
4. Coordinate with TEI’s Practicum Supervisor concerning the Pre-service
Teacher’s class assignment and problems
2. See to it that student teachers are not allowed to substitute for
teachers who are absent or on leave.

D. The Cooperating Teacher shall:

1. Provide an appropriate environment and establish a positive working

relationship between Pre-service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors by:
a. lesson planning
b. use of varied strategies/approaches/techniques
c. classroom management
d. assessment of learning outcomes
e. questioning techniques
f. preparation of instructional materials
3. Provide the student teacher participation in co-curricular and
school/community activities
4. Expect pre-service teachers to assume planned team-teaching
responsibilities either to start the lesson, to develop it or to conclude
the lesson;
 5. Evaluate the pre-service teachers’ plan in advance in order to check
the appropriateness of the instructional materials and the strategies
that will be used in the teaching-learning process;
6. Give regular appropriate praises, positive feedback, advice, support
and encouragement to the students practicing to be teachers;
7. Observe coach/mentor Pre-service Teachers in their Team Teaching.
8. Complete the form of summative evaluation report for each student
teacher.

3. COURSE DESCRIPTION

Field Study 4 will encourage PSTs to work with a buddy PST, with the assistance
of their cooperating teachers and TEI Practicum Supervisors. They will engage in
the planning and team teaching of lessons utilizing various teaching techniques.
The PSTs will work closely with their cooperating teachers. Initially they will either
start the lesson, they will teach at the middle of the lesson or they will end the
lesson.

FS 4 will allow PST’s to apply and verify knowledge gained through exposure to
the existing curriculum. It shall also provide insights on how the curriculum can
be effectively implemented. This includes analyzing the mission-vision of the
school relative to the existing curriculum. The PST’s will also examine the
resources available and reflect on how these support the implementation of the
curriculum. They will also look at the class schedule, room assignment and
teachers assignment in the effective implementation of the curriculum.

This course will further enrich the students’ experiences in preparing teaching
aids for classroom use such as manipulative hands-on materials, or self-learning
kits.

Course Objectives

At the end of the course, the pre-service teachers are expected to:

1. Apply knowledge and skills in writing a lesson plan;

2. Perform actual team teaching with a buddy, and with the CT
3. Select and develop instructional materials appropriate to a chosen
subject area;
4. Produce instructional materials for classroom use.
5. Observe best practices in the effective implementation of curriculum.
Expected Outcomes

1. Produce samples of three (3) self-made lesson plans.

2. Execute/teach two (2) lesson plans for at least 2 subject areas.
3. Prepare appropriate materials that suit prepared lessons and maximize
its use.
4. Make reflections in reflective journals on the insights.
5. Analyze the curriculum used by the school in any subject area.

Course Requirements

1. Attendance during school hours, school functions and in special

meetings
2. Daily Time Record/Logbook for the attendance in the laboratory and
the cooperating schools
3. Professional Portfolio which includes:
a. Lesson Plans
b. PSTs Work – rating sheets/evaluation forms completely filled in by
the pre-service teachers, cooperating teachers and the TEI
Practicum Supervisor on the instructional materials, lesson plan, art
of questioning and actual teaching practice
c. Journal Writing
d. Instructional Resources
4. Production of instructional materials

Assessment Tools

1. Lesson Plan Rubric

2. Marking Guide for Instructional Materials
3. Pre-service Teachers Actual Teaching Rating
4. Marking Guide for Reflection/Journal Entries
5. Rubric for student Teaching Portfolio
Grading System

Rater
CT PS
· Attendance 10% 10%
· Professional Portfolio 30% 30%
· Instructional Materials 20% 15% 5%
· Journal Entries/Reflection 20% 20%

· Lesson Plan 20% 10% 10%

Total 100 % 35% 65%
4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4

Visit/ Time
Sessio Venue Site/Observation Activity fram
n e
· Review Lesson on Lesson
1st Planning
TEI Classroom 1hr
session · Conference about the course
expectations and requirements
1hr
· Orientation of the School
Policies and Regulations (if
assigned in another School)
Lab. · Examine the resources
Conference Room
School/ available
or Session Hall
DepEd · Journal Writing
st
1 visit School

School 2 hrs
Classroom
 · Class Observation of CTs
Teaching
· Lesson Planning
2nd visit Classroom/Faculty
School · Preparation of Instructional 3 hrs
Room
Materials
· Journal Writing
· Team Teaching with CT/Buddy
3rd visit School Classroom · Journal Writing 3 hrs
· Post Conference
· Team Teaching with CT/Buddy
4th visit School Classroom · Journal Writing 3 hrs
· Post Conference
· Team teaching with CT/Buddy
5th visit School Classroom · Conference with TEI Practicum 3hrs
Supervisor and CT
· Debriefing of FS 4
2nd
TEI Classroom · Submission of the Professional 1 hr
session
Portfolio

17hrs

5. COURSE CONTENT

A. Classroom Observation

Observation is an important technique employed in the monitoring of the teaching

learning situation. Observational activities are important means of gathering
evidences that would be of help to you, as pre-service teachers. These would
serve as your guide in the actual team teaching you are going to conduct. For
this, you will use TASK 1a as your guide. The examples of teachers activities
given will further serve as your guide in completing this task.

TASK 1a: Classroom Observation of Teacher’s Activities

Name of Pre-service
Teacher:
Observed: Subject Matter:
Cooperating
Cooperating Teacher: School:

Direction: Observe the Lesson with attention to Teacher’s Activities

 TEACHER’S ACTIVITIES OBSERVATION Questions/Comments
(Write your observations For later discussion
here) with the Cooperating
Teacher and the
Practicum Supervisor
How does the teacher The students respond to the
begin the learning teacher in the beginning of
activity? the learning activity by
For example: questioning action and statements. The
* showing materials students immediately
* recalling prior respond to the teacher
experience instructions. They follow
* others what the teacher instructed
to them.
How is the learning The students doing during
activity developed? the development of the
For example: statements lesson is responding and
* using resources questioning.
* instructing children
* giving examples
* demonstrating
* setting tasks
* organizing groups
* assisting
* questioning
* acknowledging
* others
How is the learning
activity concluded?
For example: questioning
* facilitating reporting
* recapitulating
* stating future directions
* others
Summary Comment:
 TASK 1a: Classroom Observation of Teacher’s Activities

Name of Pre-service
Teacher: Analyn S. Marimon
Observed: Subject Matter: MAPEH
Mangayon
Cooperating National High
Cooperating Teacher: Ms. Maricel Asis School: school

Direction: Observe the Lesson with attention to Teacher’s Activities

TEACHER’S OBSERVATION Questions/Comments

ACTIVITIES (Write your observations here) For later discussion with
the Cooperating Teacher
and the Practicum
Supervisor
How does the teacher The teacher begins the learning
begin the learning activity by questioning and recalling
activity? prior experience. She throws some
For example:question related to her topic and
questioning relates it to her experience.
showing materials
recalling prior experience
others
How is the learning The learning activities developed
activity developed? by instructing children and using
For example: statements materials. The teacher give
using resources instructions on what they going to
instructing children do in their activity. She provides a
giving examples photo copy as materials for her
demonstrating activity. She also give some
setting tasks examples so that the learner can
organizing groups understand on what they going to
assisting do.
questioning
acknowledging
others
How is the learning The learning activity concluded by
activity concluded? questions and recapitulating. The
For example:teacher throws some questions to
questioning the students in order them to
facilitating reporting understand very well the topic. She
recapitulating recalls some of their discussion.
stating future directions
others

Summary Comment:
The teacher has mastery on her subject. The discipline in the class is observable. She
very well manages the classroom. The flow of her discussion is harmoniously done
from the start until it ends.

B. Exploring Curriculum

A commonly held belief is that curriculum is known as the list of subjects. Others
define it as a prospectus, a guide for every course or program. However,
curriculum includes the life that encompasses the school. It is anchored on what
the school envisions for learners how it achieves this and when.

An effective curriculum contains the following aspects:

a. a clear and specific path on what learning is to be achieved by the

learners;
b. a clear and specific path on how learning is to be achieved. It provides
and communicates clear learning objectives suited and appropriate to
the level of the learners;
c. a clear and specific path on what teaching methods and strategies to
use, and how this is supported by appropriate learning materials and
learning activities.
 Task 2

Examining the Resources

Name: Date:
Cooperating Cooperating
School: Teacher:

A. List the Books or other reference materials used by your cooperating teacher.

The reference materials used by my cooperating teacher are the Students

Manual in MAPEH and the internet.

B. Describe the instructional materials used (aligned to the objectives of the

lesson) by your CT.

The instructional materials used by our CT that is aligned to the objectives of

the lesson are very nice. The visual aids are readable in all students in the
four corners of the classroom. The teacher provides the student a worksheet
for her activity so that the students will accomplish the task easily. The
teacher allows the students to explore the knowledge independently as well
as providing repetition and gives an opportunity to practice a new skill gained
in the class. The teacher is really prepared enough and has a mastery of her
topic. The flow of the discussion plays very harmonious from the beginning of
the class until the end.

C. What learning insights have you gained from these tasks?

The learning insights that I have gained from these tasks are the following:
1. It is very important that our instructional materials are aligned to the
objectives of the lesson so that the learner can easily learn.
2. It is needed that the teachers have enough reference materials so that
they will able to accomplish the transferring of knowledge to the students.
3. Teaching materials use of the teacher has a great impact in the learning
process of the students because it can support student learning and
increase the student success.
 4. Learning materials are important because they can significantly
increase student achievement by supporting student learning.
5. Learning materials, regardless of what kind, all have some function in
student learning.

SIGNATURE OF DATE
CT: :

C. The Art of Questioning

Effective questioning is basic to effective teaching. Instead of pointing out the

significance of a particular bit of knowledge, the teacher assists his/her learners
by using his/her questions, to help them discover it for themselves.

A pre-service teacher should devote a good deal of attention to develop this skill.

According to Arabit, et.al (1993), there are four dimensions in the way we ask our
students some questions and each of these develop some skills like:
 1. First Dimension Questions – require literal understanding which usually
begins with Who, What, Where, and When.
Ex. Who was Ruben? What was he carrying?

2. Second Dimension Questions – interpret between lines because the facts

are not directly or literally mentioned but the idea is being inferred.
Ex. What good are meatless Fridays to people?

3. Third Dimension Questions – require understanding and grasping fully the

author’s ideas including supplementary meanings like asking How and
Why.
Ex. Do you like the title of the story? Why?

4. Fourth Dimension Questions – require judging the worth of ideas and

effectiveness of presentation.
Ex. What would you consider as good qualities of the Filipino families?
Explain.

Activity:

· Provide one example of each question dimension that relates to a topic in

your class.

Dimension 1:

Dimension 2:

Dimension 3:

Dimension 4:
 TASK 3: Observation Sheet on the Art of Questioning

Name: Analyn S Marimon Date: February 29 2018

Teacher Observed: Maricel Asis Time: 9:00 -10:30
Subject: English Lesson:

Direction: Observe your CT. Note the questions that are asked.

Listen carefully to the teacher and answer the following as your guide.

1. What are the types of questions formulated in the lesson? Give example of
each type.

The types of questions formulated by the teacher in the lesson are both
Divergent and convergent question. The teacher ask question that is
knowledge level that can only test the skills in retention and memorizing.
The examples of question that the teacher asks in this type are: 1.” What
are the missing words of the stanza? 2 What are the correct spellings of
the words?” What are the correct pronunciation and diction of the words?”
The teacher let the student recall the lyrics of the song each stanza. The
teacher also tests there listening skills as well as their skills in spelling the
words. The teacher also asks a HOTS (Higher Order Thinking Skills)
question that can test their critical thinking. The example of this type of
question is “Choose a stanza in the lyrics of the song and interpret it” and
“Which part of the song strike your heart? Explain.”. The teacher let the
student select a stanza and let the students interpret it and explain their
understanding about the topic. The teacher also let the students to read
the word in correct diction and pronunciation.
2. List down at least five (5) questions asked by the teacher in the class that you
observed. Then group them using the four dimensions.

First Dimension (Literal Comprehension)

The questions that the teacher asks are the following:
1. What is the correct spelling of the word?
2. What are the correct pronunciations of the word?
 3. What is the correct diction of the word?
4. What are the missing words of the stanza?
Second Dimension (Interpretation)
The question that the teacher asks is the following:
1. Choose a stanza in the lyrics of the song and share your
interpretation about those stanza.
Third Dimension (Critical Evaluation)
The question that the teacher asks is the following:
1. Do you like the song? Why?
D. Dimension (Application/Integration)
The question that the teacher asks is the following:
1. Which part of the song strikes your heart? Explain.

Signature of Pre-service
Teacher:
Signature of Cooperating
Teacher:

D. Instructional Materials

There are several types of Instructional Materials that teachers use in their day-
to-day teaching activities. These materials can arouse and sustain the interest
and attention of the learners. It can concretize abstract concepts/ideas to
promote meaningful learning. They also assist learning because of the rich
experiences that they provide.

With the proper selection and use of instructional devices or educational media,
learning becomes more permanent (Garo, 2004).

Audiovisual materials
a. Audio-media are materials or sounds that are transmitted, produced or
received through high fidelity waves which are heard through certain
equipment like radio broadcast and recordings.
b. Visual materials are representations of direct reality, which comes in
the form of signs and symbols. Examples of which are: cartoons,
pictures, posters, drawings/sketches, diagrams, charts, graphs, strip
drawing/comics strip and maps.
Multi-Media as an approach to teaching refers to the use of an integrated format
of audio-video and animation applications to create a multi-sensory teaching and
learning situation. The use of computer applications is very useful in the
preparation of the material.

TASK 6:

Use the Observation Guide provided to evaluate the instructional materials

used by your cooperating teachers. This will give you an idea about how to
prepare your own

TASK 4

Observation Guide on the use of Instructional Materials

Name:
Class
Observed:
Subject: Lesson:
Date: Time:

1. What is meant by instructional materials? Give 4 examples of those

commonly used.
Instructional materials are the tools or materials use by the teacher to aid the
students in teaching learning process.
2. What are the values of audio-visual aids? Name three. How can aids like TV,
movies or computers assist the teacher? Justify your answer.

3. What teaching aids did the teacher use in the class you observed? What
purposes did each of them serve?

4. What multi-sensory materials does the classroom have?

5. What are three (3) key things that you should consider when preparing
instructional materials?

Signature of PST:
Signature of Practicum
Supervisor:

E. Lesson Planning

Teachers need to plan to integrate what is to be taught and how to carry it out
effectively. Teaching is not a haphazard process. The highly interactive and
demanding nature of the classroom requires that a teacher plans thoroughly to
maximize student learning. The goal of planning should always be student-
learning.

Types of Daily Lesson Plan

1. Detailed Lesson Plan – presents both the teacher’s activity and the
learners’ activity under procedure or strategies.
2. Semi-Detailed Lesson Plan – includes only the teacher’s activity under
procedure or strategies.
3. Brief Lesson Plan – shows only the main parts of the lesson plan
minus the actual questions that you intend to ask.

Format of the Lesson Plan

Different authors suggest different components or format of a lesson plan.

However most agree that it should contain the following essential parts:

1. Purposes or Objectives or Targets

2. Subject Matter
3. References and Materials
4. Procedures or Strategies
5. Evaluation Techniques
6. Assignment or Agreement

Task 5:

a. Use the following lesson plan to guide you in preparing a lesson that
you will teach.
b. Use the Lesson Plan Rubric (appendix B) with your CT, to evaluate
your lesson plan.

Task 5a: Sample Lesson Plan

Lesson Title:
Grade/year No. of
level: pupils/student:
I. Objectives:

II. Subject Matter:

Concept:

Values:

BEC:

Competency:

III. Learning Procedures

A. Routine:
Drill
Review

B. New Lesson
Motivation
Presentation
Learning Activities/Tasks

C. Generalization

D. Application

E. Evaluation

IV. Assignment:
 V. MATERIALS

A. Teacher reference
materials:

B. Instructional Materials:

F. TEAM TEACHING

Task 6a

At this point, you are now ready to conduct Team Teaching with your co-Pre-
service teacher. Ask for the lesson subject matter from your Cooperating
Teacher. Plan the lesson with your buddy and the CT and have it checked by
your Cooperating teacher. Once it is checked, prepare the visual materials
appropriate for your subject matter.

Activity: Teach the lesson in collaboration with your CT and your buddy.
(discuss who will do what first)

Evaluation of Learning Activities

Evaluation is the process of determining the effectiveness of a learning activity or

a unit of work which includes many learning activities. The aim of evaluation is to
make informed decisions in your subsequent planning so that you increase
students’ learning and develop the effectiveness of your teaching.

Task 6b:

Evaluation should be undertaken by you and also by your Cooperating

Teacher/TEI Practicum Supervisor. Following the learning activity, and as soon
as you can manage it, review the experience and write your evaluation

Activity: Use the evaluation sheet (8b) with your CT, to evaluate your lesson

TASK 6b

Guidelines for Evaluating Learning Activities

Name of Pre-service
Teacher:
Activity: Date:
Cooperating Teacher
Cooperating School:

EVALUATION OF THE PLANNED ACTIVITY AND STUDENTS’ LEARNING

To what extent did the students/pupils achieve the specific learning outcomes?
The students achieve the specific learning outcomes by giving them a clear
instruction for them to follow .
How do I know? What did I observe in students’/pupils’ responses?

What modifications would I make this activity if I did it again?

(task? teaching strategies? grouping? organization? resources?)

EVALUATION AND REFLECTION ON MY OWN TEACHING AND LEARNING

How effective were my teaching and management skills?

What goals should I set for improvement in my next planned activity?

What else did I learn about my teaching?

ASPECTS FOR DISCUSSION

Things I want to discuss with my cooperating teacher or TEI practicum supervisor

are

Task 9 – Self Appraisal

Practicum should offer opportunities for self appraisal of the teaching learning
experiences of a pre-service teacher. To become a responsible teacher, the pre-
service teacher should be able to self-evaluate objectively, to diagnose strengths
and weaknesses, and to plan for improvements. The PST’s should be able to
reflect on their ability to be self-aware, self-evaluative, and self-correcting
(Beltran, 1992).

Direction: Reflect on one of the lessons you have taught. Record your self-
evaluation on each item by placing a circle around the appropriate number. If,
upon evaluating yourself, you are dissatisfied with your performance in any area,
think about how you could improve your practice. Re-evaluate yourself
frequently.

A Pre-Service Teacher’s Self Appraisal Checklist

Analyn S.
Name: Marimon Sem/School/Year:
Grade/Yr & Section
Observed: Date:
Cooperating School
Lesson Taught:

High
ITEMS TO RATE Low
5 4 3 2 1

I. Instructional Preparations
1. Was I aware of the latest research and professional 
trends in my field?
2. Had I mastered the subject matter of each unit? 
3. Had I organized each lesson and each unit of study? 
4. Had I clearly defined instructional objective for each 
unit and lesson?
5. Had I prepared and/or selected appropriate 
instructional materials for each lesson and unit?
6. Was I able to show a relationship between subject 
areas?

II. Instructional Materials

7. Did I individualize instruction as much as possible? 
8. Was I aware of the abilities of each pupil/student? 
9. Did I briefly review the previous day’s work with class? 
10. Did I attempt to make the classroom attractive and 
comfortable?
11. Did I create a relaxed atmosphere conducive to 
learning?
12. Did I frequently use questions that encourage 
comprehension, analysis, synthesis, and evaluation?
13. Did I often involve pupils/students in learning 
activities?
14. Did I use a variety of teaching methods and 
techniques?
15. Did I use a variety of teaching materials? 
16. Did I praise pupils/students when they show 
progress?
17. Did I increase the pupil’s/student’s interest in learning? 
18. Did I use appropriate audio-visual aids? 
19. Did I make clear explanations? 
20. Did I utilize community resources? 
21. Did I relate what is being studied to some part of life? 
22. Was I able to hold the interest of the class? 
23. Did I give clear assignments? 
24. Did I know and use pupil’s/student’s names? 
25. Did I encourage independent study? 
26. Was my word choice on an appropriate level? 
27. Was I available for pupil conference? 

High Low
ITEMS TO RATE
5 4 3 2 1
III. Human Relations
28. Did I avoid embarrassing pupils? 
29. Did I allow all pupils to be heard? 
30. Did I respect confidentiality? 
31. Did I avoid engaging in gossip about colleagues? 
32. Did I praise colleagues about their accomplishments? 
33. Did I avoid criticizing a colleague? 
34. Did I follow the “chain of command”? 
35. Was I tactful when correcting the pupil/student? 
36. Was I fair to everyone? 
37. Did I respect the views of all persons? 
38. Did I refrain from holding grudges? 
IV. Personal Qualities
39. Was I honest? 
40. Was I reliable? 
41. Did I forgive? 
42. Did I dress neatly? 
43. Did I dress appropriately? 
44. Was I cooperative? 
45 Was I courteous? 
46. Did I cultivate my voice to be pleasant, clear and 
forceful?
47. Did I care for my health? 
48. Was I poised and at ease when teaching? 
49. Was I enthusiastic? 
50 Was I self-directing? 
51. Did I have sense of humor? 
 52. Was I willing to accept corrective, objective 
suggestions?
53. Was I model citizen? 
54. Did I support worthy community activities? 
55. Is my judgment sound? 
56. Was I punctual? 
57 Was I independent in my thinking? 

Source: Beltran, Linda B. (1992). A Guidebook for the Supervision of Student

Teachers. Rex Bookstore

Rating: 3
Signature of Pre-service
Teacher: Ms. LYZZA TAMPUS
Date: April 13 2018

6. GLOSSARY OF TERMS

Assessment - relates to collecting, synthesizing and interpreting data about the

knowledge and understanding, skills and attitudes of a person or group in
order to facilitate decision making.

Class program- refers to the class schedule, room and teacher’s assignment

Cooperating Principal – is the head of the cooperating school responsible in

assigning exemplary cooperating teachers and to coordinate with the TEI
Practicum Supervisor with regards the assignment and problems of Pre-
service Teachers

Cooperating Schools – refer to the school where the pre-service teacher

undergoes off-campus teaching.

Cooperating Teacher – is normally a classroom teacher at the laboratory and

cooperating school directly responsible for providing mentoring support to
the pre-service teachers.
Curriculum – refers to the life and program of the classroom and the school.

Dean of the College of Education – is responsible for assigning Practicum

Supervisors to handle Field Studies including Practicum A and B.

Instructional Materials – refer to print materials, audio-visual and multi-media

resources used by the teacher in facilitating teaching-learning process.

Practicum Coordinator – refers to the person in-charge of monitoring the

teachers handling Field Studies and manages administrative matters
pertaining the practicum program of the TEI.

Pre-Service Teachers – refers to the University/College BEED and BSED

students who are enrolled in the Field Study courses and are involved in
micro teaching, team teaching, and teaching whole lesson

Site Coordinator – He/She is responsible in assisting the Principal/Head of the

School in assigning students in classrooms and scheduling of classes for
observation and participation. Conduct regular conference with
cooperating teachers as regards the performance and behavior of student
teachers

TEI Practicum Supervisor – refers to the University/College faculty directly

responsible for supervising, monitoring and providing support to the
university student in on/off campus school experience.

Teacher Education Institutions (TEI’s) – refer to the universities and colleges

offering Teacher Education Courses with curriculum aligned with that of
CHED. There are 21 of these from Regions XI, XII, and ARMM which
established partnership with BEAM and DepEd.

Team Teaching - is any form of teaching in which a team consisting of two or

more pre-service teachers share responsibility in the planning,
presentation, and evaluation of lessons prepared for the same group of
students.
7. REFERENCES

Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed.
Social
Science Press, New South Wales.

Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.

Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South
Wales.

Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies

of Teaching. Lorimar Publishing Co.,Inc.

Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and
Community
Immersion. Katha Publishing Co., Inc.

Danielson, C. and Abrutyn, L. (1997). An Introduction to Using Portfolios. Virginia,

USA.
Association for Supervision and Curriculum Development

Garo, Candelaria, D. (2004). Teaching Educational Technology. National

Bookstore.

Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.

Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha

Publishing Co., Inc.

MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs
of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro
City.
Professional Application and Reflection 1,2,3,and 4. (2004), Practicum
Guidelines and
Resources for Schools and Organizations. University of South Australia.

8. APPENDICES

The following appendices provide the marking guides for each assessment
item.

Appendix A - Journal Entries

Journal 1: On Preparing a Lesson Plan
Journal 2: Instructional materials
Journal 3: Actual Teaching
Journal 4: Examining the Resources
Appendix B- Lesson Plan Rubric
Appendix C- Pre-service Teacher’s Actual Teaching Rating
Appendix D- Marking Guide for Instructional Materials
Appendix E- Marking Guide for Reflection/Journal Entries
 Appendix F- Rubric for Communication Skills in Teaching
Appendix G- Rubric for Student Teaching Portfolio

Appendix A: Reflective Journal Entries

Task: Use your journals to reflect on the following questions.

JOURNAL 1

On Preparing a Lesson Plan

Name: Date
Subject
Area: Cooperating Teacher:

1. Describe the goals and purpose of your lesson plan.

2. What problems did you encounter in writing your lesson plan?

3. How can you improve your written lesson plan?

4. Did you deviate from your lesson plan? Why/ why not?
5. Experienced teachers claim that they “can teach their classes even without a
lesson plan.” How do you react to this? Provide reasons for your answer.

TEI Practicum Supervisor’s

Feedback:
Area(s) for
strength:

Area(s) for
Improvement:

Signature of the TEI Practicum

Supervisor:
Date:

(ATTACH JOURNAL RUBRIC)

JOURNAL 2

Instructional Materials

Name: Date
Subject
Area: Cooperating Teacher:

1. What is the importance of developing/preparing Instructional Materials?

2. Describe one of the instructional materials you made. What was its purpose?
Why did you prepare it this way?
3. How will your instructional materials influence students/pupil’s learning? Give
two examples.

4. How will you know if your materials are effective in enhancing student
learning?

TEI Practicum Supervisor’s

Feedback:
Area(s) for
Strength:

Area(s) for
Improvement:

Signature of the TEI Practicum

Supervisor:
Date:
 (ATTACH JOURNAL RUBRIC)

JOURNAL 3

On Actual Team Teaching

Name: Date
Subject
Area: Cooperating Teacher:

1. After you have done your first actual team teaching, what were your
realizations?
How did you feel about co-teaching the lesson?

2. What do you think went well in the lesson? Give details.

3. What would you like to improve and focus on during future planning and
delivery?

TEI Practicum Supervisor’s

Feedback:
Area(s) for
Strength:

Area(s) for
Improvement:
Signature of the TEI Practicum
Supervisor:
Date:

(ATTACH JOURNAL RUBRIC)

JOURNAL 4

On Examining the Resources

Name: Date
Subject
Area: Cooperating Teacher:

1. What is the importance of aligning the Instructional Resources and learning

activities with the objectives of the lesson?

2. What difficulties have you encountered in planning your lesson plan with
regards to the availability of instructional material resources?
3. What have you done to address this problem? (refer to question #2)

TEI Practicum Supervisor’s

Feedback:
Area(s) for
Strength:

Area(s) for
Improvement:

Signature of the TEI Practicum

Supervisor:
Date:

(ATTACH JOURNAL RUBRIC)

Appendix B: Lesson Plan Rubric (for use by CT and Practicum Supervisor)

Name of Pre-service
Teacher:
Subject Area Date:

Performa
nce Good Fair
(3) (2)
Criteria
Formulating
Defines objectives clearly Adequately define the objectives
Objective
Organization · Clearly links subject matter to Adequately links subject matter to
of lesson students’ interest and experiences students’ interest and experiences
presentation
· Clearly identifies sequential Adequately identifies sequential
development of activities development of activities

· Uses relevant examples Adequately uses relevant

· Accurately allocates time to activities
in accordance with objectives
· Clearly indicates transition procedure
from one activity to the next
· Plans a variety of teaching strategies
· Relates subject matter to other
knowledge and prior knowledge of
students
examples
Adequately allocates time to
activities in accordance with
objectives
Adequately indicates transition
procedure from one activity to the
next
Limited variety of teaching
strategies

Relates subject matter to other

knowledge
Use of · Uses a wide range of resources and · Uses a range of resources and
learning learning materials learning material
materials
· Structures a wide variety of materials · Uses an appropriate variety of
to stimulate students’ interest and materials to stimulate students’
achievement interest and achievement
Use of · Devises appropriate evaluation of · Devises appropriate evaluation
evaluative each students’ progress of students’ progress
measures
· Measures students’ progress with · Measures students’ progress
appropriate tests and a variety of with appropriate tests and othe
assessment methods methods

Total

Legend: 3 – Good (86 to 100 %) 2 – Fair (80 to 85 %) 1–Needs

Improvement ( 75 to 79%)

(ATTACH SELF-MADE LESSON PLAN)

 (ATTACH TAUGHT TEAM TEACHING LESSON PLAN)

Appendix C: Pre-Service Teacher’s Actual Teaching Rating

Name: Sem/Sy:
Subject
Date: Taught::
Cooperating
School:
Note: This will serve as a guide to the Cooperating Teachers and TEI Practicum
Supervisor in assessing the actual teaching performance done by the Pre-service
Teachers. Check the box below that corresponds to each item.

Legend: 100-95 - Excellent 88-83 - Satisfactory 77-72 -

Unsatisfactory
94-89 - Very Satisfactory 82-78 - Fair

V
ITEMS TO RATE E S F U
S
I. LESSON PLAN
A. Objectives were stated in behavioral terms
B. There was congruence between
1. Objective and subject matter
 2. Objective and materials used
3. Objective and teaching procedure / Strategies of
Teaching
4. Objective and formative test / Evaluation
5. Objective and assignment
II. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities
C. Visual aids and other examples were used to
illustrate the lesson.
D. The teacher made effective use of the formative test
after teaching
III. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework
3. Practice exercise
4. Group Work/Project
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom
C. Visual aids were within easy reach of the teacher
during his/her teaching
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with a well-modulated
voice
B. The teacher used correct grammar in speaking
C. Correct responses were given by the students
through the teacher’s skillful questioning.
D. He/She observed correct pronunciation
E. The board work of the teacher was free from errors
in grammar and spelling
F. The teacher’s handwriting on the board and the
lesson plan was legible enough to be read and
understood
V. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerism or physical
defects that tend to disturb the student’s attention.
C. The teacher’s personality is strong enough to
command respect and attention.
·The pre-service teacher’s strengths are:

·Comments/Suggestions for
Improvement:

· Final Rating (Tick one) Satisfactory Unsatisfactory

Rated by:
Designation: Cooperating Teacher
 (ATTACH RATED RATING SHEET)

Appendix D: Marking Guide for Instructional Materials

Name: Sem/Sy:
Date:

Direction: Check the box below that corresponds to each item.

Legend:
3 – Definitely (90 – 100)
2 – Moderately (51 – 89 )
1 – Not at all ( 0 – 50 )

3 2 1
ITEMS TO RATE Definitel Moderatel Not at all
y y
1. It is big enough that can be seen
by the farthest learner.
2. Colors for the material are realistic
and pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the
target learners.
9. It has originality.
10. It develops curiosity and a sense
of discovery in the learners.
Comments/Suggestions: (Strengths and suggestions for improvement)
Rating:
Rated by:
Designation:

Appendix E: Marking Guide for Reflection/Journal Entries

Performance Level 5 4 3

Excellent Proficient Satisfactory

Criteria

Reflection journal entry Presents Presents very Presents some

includes PSTs learning comprehensive clear description description of d
experiences, judgments, description of of worthwhile worthwhile
performance and other worthwhile experiences, experiences,
insights gained in the experiences, explains sound explains sound e
course. explains sound judgment on judgment on
judgment on personal personal strengths per
personal strengths strengths and and weaknesses an
and weaknesses weaknesses anchored on few
anchored on many anchored on theories learned.
theories learned. some theories
.. learned.

Legend:

1 – Needs Improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

Appendix F: Rubric for Communication Skills in Teaching

Name of Student: Date:

Criteria Performance Level

A. Non-Verbal Skills 10 7 4
Occasionally looks at
Maintains eye contact Focuses attention
1. Eye Contact someone or some
one person or grou
groups
Natural hand gestures
Natural hand gestures Artificial hand gestu
2. Gestures are occasionally
are demonstrated are demonstrated
demonstrated
B. Verbal Skills
1. Voice 8 6 3
Volume and rate is Volume loud enough Volume is low, rate
a. Volume
outstanding but rate is fast enough
7 5 3
Demonstrates strong Occasionally shows
Shows some negativ
b. Enthusiasm positive feeling about positive feelings
toward the topic
the topic about the topic
5 3 2
c. Vocalized
Pauses
No vocalized pauses
(uh, well uh, um) 1 - 5 are noticed 6 – 9 are noticed
noticed
(mannerisms/pet
words)
2. Words 10 7 4
1 – 2 speech sounds
Speech sounds are very There is evidence
a. Articulation are incorrectly
intelligible slurring and stamme
produced
There is evidence of There is an
Mispronunciations a
b. Enunciation fluency in pronouncing occasional
very frequent
the words mispronunciations
C. Content 15 12 9

a. Sentence Simple sentences on

Varied Little variety
Structure no variety

b. Words Correct and precise Adequate and correct Inadequate and wi

 (Grammar,
Spelling in general sense only few correct wor
&Vocabulary)
Ideas were expressed
Ideas were expressed in Ideas were somewha
in clear manner but
C. Ideas a very clear and organized but were n
the organization could
organized manner. clear.
have been better.
Overall Rating
Rated by:
Designation:

Appendix G: Rubric for Student Teaching Portfolio

5 3 1
Performance
(Good) (Fair) (Poor)
Criteria

1. Components All components Some of the Many of the

include cover are included and preliminary components are
page (with name, clearly marked. components are missing.
title of unit, dates missing.
taught) table of
contents,
reference, list of
appendices.

2. Organization Organization Organization Organization

follows the follows the slightly follows does not follow
instructions for instructions for the instructions the instructions
the portfolio. the portfolio for the portfolio. for the portfolio.
correctly and
completely.

3. Word Words Words processed Words

processed; processed, edited with few processed but
grammatically and and obviously grammatical and with many
mechanically proofread. mechanical grammatical and
correct errors. mechanical
errors.
4. Neatness and Presentation Presentation Presentation is
creativity demonstrates slightly neither neat nor
neatness and demonstrates creative.
creativity in all neatness and
areas and pages creativity to some
of the portfolio extent.

5. Completeness Contents are all Some contents Most of the

of contents completely filed are missing and contents are
and submitted. are disarranged. missing and/or
disarranged.

6. Promptness Student portfolio Student portfolio Student portfolio

(Working Days) is submitted on submitted no submitted a
time. more than one week or more
day after the after the
deadline. deadline of
submission.
Rated by: Rating:
Designation:

APPENDIX G: Daily Time Record

 Cooperating Teacher’s Profile

Pre-service Teacher’s Curriculum Vitae

Appendix K: Documentation
I. Format and Style

A. Margin: 1 inch (2.54 cm) for top, bottom, and right and 1.5 inch (3.81 cm)
for the left.
B. Spacing: 1.5 between all lines of every entries; double space after every
line in the title, headings, footnotes, quotations, figure captions, and all
parts of tables
C. Paper: 8.5 x 13 white paper, sub. 20
D. Font/Type: Arial 12 pt.
E. Line alignment: Justified
F. Page numbering: For the preliminary pages, use small Roman numerals
(i, ii, iii, iv); use Arabic numerals for the rest of the manuscript. Paging
should be placed at the upper right hand corner.
G. In case of any dividers inserted, you can use any format.
H. For documentation, always put caption at the bottom of every photo.
I. For PST’s and CT’s Profile, always use a formal,2x2 size picture. Profile
should be essay format with 3 paragraphs (introduction, body, conclusion)
J. Page numbers should at the bottom right side of the portfolio.
K. Do not put pages on dividers