GUIMARAS STATE COLLEGE

College of Teacher Education

Modules in Field Study 1

(Observations of Teaching – Learning in Actual School Environment)

Bachelor of Secondary Education

Bachelor of Elementary Education
Bachelor of Technology and Livelihood Education
Fourth Year

Module Title: Module 1

Topics:
1. Overview of Field Study
2. Orientation of the Course on Experiential Taxonomy
3. Relationship of Experiential Taxonomy to taxonomy of Learning
4. Transformational OBE Field Study & Experiential Tasks
5. OBE Experiential Tasks in the different Field Study Lessons
6. OBE Education: Response to Quality Learning
7. Learning Journey in Filed Study1
8. Experiential Landscape of Field Study 1

Module Introduction:
This module focuses on the experiential episodes will gradually introduce you to specific
teaching challenges and gradually prepare you for your forthcoming internship. As education student,
you will begin as “participant observer” engaged in meaningful field observation tasks noting and
recording significant events inside and outside the classroom. In this module, it will bring you back on
significant tenets that will augment your expected learning to have by means of having orientation first
before you forego the specific tasks to be done. In addition, in this module the topics are divided into
three (3) lessons presentation such as ; The Experiential Taxonomy, as to orient you the pathway to be
followed; the Transformational OBE Field Study Framework, as the new curriculum to be implemented
in teaching and learning process; OBE Experiential Tasks in the Different Field Study Lessons, that will
serve as your guide as you go along the Field Study 1; Outcome-based Education: Response to Quality
Learning that will serve as targets in accomplishing the reaching and learning process; Learning journey
in Field Study 1 and the Experiential Landscape of Field Study 1 that will serve as compass as you along
the journey of teaching and learning observations.

Module Outcomes: At the end of this module, the learners are expected to;

1. Conceptualize the overview of field study.

2. Recognize the orientation of the course on experiential taxonomy
3. Differentiate the relationship of experiential taxonomy to taxonomy of Learning
4. Expound the transformational OBE Field Study & experiential tasks
 5. Follow the OBE experiential tasks in the different Field Study lessons
6. Analyze the OBE education: Response to quality learning
7. Internalize the learning journey in Field Study1
8. Apply the experiential landscape of Field Study 1

Lesson Presentation 1:

1. Overview of Field Study

2. Orientation of the Course on Experiential Taxonomy
3. Relationship of Experiential Taxonomy to taxonomy of Learning

Lesson Outcomes: The learners are expected to have;

1. Conceptualized the overview of field study.

2. Recognized the orientation of the course on experiential taxonomy
3. Differentiated the relationship of experiential taxonomy to taxonomy of Learning.

ACTIVATE (Module 1 Task 1- A)

Answer the following questions below and write your answers in a brief and precise one
paragraph only.
1. As a student intern to be, what do you like to observe in the actual classroom situation?
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2. Why is experience in actual classroom setting necessary to a student intern like you?
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ACQUIRE: Read with comprehension and study well the text below.
Overview of Field Study

Field Study 1 is designed to help the Field Study students verify the behavior of the learner in the
actual learning environment. It is designed to recognize appropriate approaches to facilitate learning
considering the learner's different phases of development and social environment.

Field study is an educational technique, which makes the educational process more active, helps
the students to work in real situations and to develop skills, competencies and positive attitudes
through activation of their existing ones.

Field study is an investigation conducted in realistic situations. It is frequently used study in social
sciences and education. The study illustrates the real situation and natural behavior
 A field study is a general method for collecting data about users, user needs, and product
requirements that involves observation and interviewing. The data are collected about task flows,
inefficiencies, and the organizational and physical environments of users.

Field of study - a branch of knowledge; "in what discipline is his doctorate?"; “teachers should be
well trained in their subject"; "anthropology is the study of human beings" discipline, subject area,
subject field, bailiwick, subject, field, study.

Field experiences are an integral part of the teacher education preparation program. They are also
designed to expand and challenge personal and professional attitudes while providing personal and
professional growth opportunities for prospective teachers.
Investigators in field studies observe users as they work, taking notes on particular activities and
often-asking questions of the users. Observation may be either direct, where the investigator is actually
present during the task, or indirect, where the task is viewed by some other means like a video recorder
set up in an office. The method is useful early in product development to gather user requirements. It is
also useful for studying currently executed tasks and processes.

The Experiential Taxonomy

The Experiential Taxonomy serves as your basic framework in articulating Outcome-Based

Education (OBE). The Taxonomy will help you plan an experience with specific objectives, a set of
systematically sequenced activities, and varied assessment processes toward achieving the goal of
developing higher 0oreder thinking skill (HOTS) among the learners. It has proven to be effective tool for
teacher development. For teaching addresses the whole of human experience, there is a need for Field
Study students for gestalt taxonomy to supplement a framework for comprehension of the total
experience meaning. Field Study is an actual “living through events in the personal and professional
growth of a teacher. The experiences are perceived as an integrated whole and not as separate
cognitive, affective, and psychomotor response.

Experiential learning is the process of learning through experience, and is more narrowly defined
as “learning through reflection of doing”. Hands-on learning can be a form of experiential learning, but
does not necessarily involve students reflecting on their product. It is personal and effective in nature,
influencing both feelings and emotions as well as enhancing knowledge and skills.

Relationship of Experiential Taxonomy to Cognitive, Psychomotor and Affective Taxonomies

Experiential Taxonomy Cognitive Taxonomy Psychomotor Taxonomy Affective Taxonomy

( Steinaker & Bell) ( Bloom, et.al) ( Simpson) ( Krathwol,et.al)

1. Exposure- L1 Remembering- L1 Perception- 1.1 Receiving-

Consciousness & Recognizing & Use of sense to obtain Willingness to give

readiness for further cues to guide motor attention
experience recalling activity
information L2 Set objectives
readiness to activity
2. Participation- L2 Understanding- L3 Guided responses 1.2 Responding-

Becoming a part Constructing Performing with a guide Actively participating

of the experience meaning

3. Identification- L3 Communication-

Coming together Applying and

of the leaner & using carry

the experience out process

4. Internalization- L4 Analyze- L4 Mechanism- 1.3 Valuing-

Experience affects Breakdown Automatic performance Attaching worth to

with proficiency experience
the life of the materials into
L5 Complex overt 1.4 Organizing-
learner parts to response-
Bringing together
identify Skillful performance different values
relationship

of parts

L5 Evaluating-

Making

judgment based

on criteria

5. Dissemination- L6 Creating- 1.5 Characterization-

Positive sharing Putting elements Valuing system has

controlled learner’s
through into new whole behavior( not
immediately
personalized sharing
observed)

Key Points to remember:

1. Experiential

2. Cognitive

3. Affective

4. Psychomotor
 5. Exposure

6. Participation

7. Identification

8. Internalization

9. Dissemination

APPLY: (Module 1 Task 1- B)

Supply the key words to the graph below using connection of words with each other based
of the given word.

ASSESS: (Module 1 Task 1- C)

Answer the following questions pertaining to the reading text above.

1. How do you conceptualize the overview of field study?

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2. How do you recognize the orientation of the course on experiential taxonomy?

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3. Differentiate the relationship of experiential taxonomy to taxonomy of Learning.

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Lesson Presentation 2:

1. The Transformational OBE Field Study & Experiential Tasks

2. OBE Experiential asks in the different Field Study lessons

Lesson Outcomes:

1. Expound the transformational OBE Field Study & experiential tasks

2. Follow the OBE experiential tasks in the different Field Study lessons

ACTIVATE: (Module 1 -Task 2 - A)

Answer the following questions below. Write your answers on the space given.

1. What are your ideas and knowledge about Outcome- Based Education (OBE)?

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2. How does OBE use in DEPEd curriculum?

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3. Is OBE necessary to be used in Field Study 1? Why?

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ACQUIRE: Read and study well the text below with comprehension. Answer the tasks that follow.

Transformational OBE Field Study Framework

The experiential taxonomy provides a synthesis of all aspects of cognitive, affective and even
psychomotor elements in the total fold learning experience of prospective teachers. Likewise the
experiential taxonomy not only relates, but also strengthens, supplements, and blends the different
levels of the three taxonomies into a total OBE Field Study organizational framework.
 INTENDED LEARNING OUTCOMES

Institutional Intended Program Intended Course Intended

Learning Outcomes Learning Outcomes Learning Outcomes

(IILO) (PILO) (CILO)

NCBTS Teacher Education Field Study

CMO, 30.s.2004 Curriculum Program

Outcome- Based
Experiential Tasks

E P I I D
X A D N I
P R E T S
O T N E S
S I T R E
U C I N M
FS Intended R I F A I Formative
E P I L N
Learning Outcome A C I A Assessment
T A Z T
I T A I
O I T O
N O I N
N O
N

Summative Assessment

The Field Study program allows the prospect teachers to experience the classroom teachings
before the finally go in the field of teaching. The field experience also gives the prospect teachers an
overall view of what to expect, especially, with regard to the implementation of the curriculum. The
Field Study Program provides for outcome-based experiential tasks, such that the prospect teachers go
through increasing opportunities for experience, from simple awareness, participation, identification,
and ultimately, internalization and dissemination or sharing of one is learning. Assessments are put in
place to determine the level and extent from which outcomes are attained.

Five (5) basic sequential steps build interdependently as the prospect teachers go through a series of
experiential tasks, namely:

Level 1. Exposure – an invitation to experience; creating an awareness of the experiential task

Level 2. Participation – generating data; and deducting insights and meanings from the experience

Level 3. Identification – recognizing the emotional and intellectual context of the experience

Level 4. Internalization – imbibing and “feeling” the experience in one’s life as a future teacher

Level 5. Dissemination – sharing the experience with others through varied modalities

OBE Experiential Tasks in the Different Field Study Lessons

Unstructured Interviews LEVELS

Directed Observation Exposure
Data Exploration Preparation an Raw data
Demonstration invitation to Sensory experiences
Viewing experience
Interviewing
Data gathering Activities Participation
Walk Through Meaning Data with attached
Brainstorm exploration meanings
Modelling Behavior insights
Structured Data Gathering
Conference Identification
Field Trip Recognizing the Analyzed data
Charting Observation experience Interpreted data
Data Field Activities
Conferencing
Student Seminar Internalization
Inquiry Imbibing the Values
Role Playing experience Critiqued data
Simulation
Peer Teaching Dissemination
Reflection Sharing of Values
Personalized Sharing information Sharing with others
Critiquing
Key Points:

1. Transformational Outcome-Based Education (OBE)

2. IILO

3. CILO

4. PILO
 5. Formative assessment

6. Summative assessment

APPLY: (Module 1- Task 2- B)

Answer the question that follows. Write your answers on the space provided.

1. Based on the text above, how do you understand the contents of the tables in relation to
transformational OBE that could be applied on OBE experiential tasks?

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ASSESS: (Module 1 - Task 2- C)

Answer the following questions. Write your answers after each item.

1. Why is transformational OBE Field Study required in teaching and learning?

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2. How experiential tasks be done?

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3. If you will engage in actual teaching and learning process, are you going to follow the
OBE experiential tasks in your lessons? Why and How?

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 Lesson Presentation 3:
1. OBE Education: Response to Quality Learning
2.Learning Journey in Field Study1
3. Experiential Landscape of Field Study 1

Lesson Outcomes:

1. Analyze the OBE education: Response to quality learning

2. Internalize the learning journey in Field Study1
3. Apply the experiential landscape of Field Study 1

ACTIVATE: (Module 1 - Task 3 - A)

Watch the video that is posted in the google classroom or messenger then explain what
you have learned from it. Write your answers on the space provided below.

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ACQUIRE: Read and study well the text below with comprehension. Answer the tasks that follow.

Outcome-Based Education: Response to Quality Learning

What is OBE?

OBE is a process of curriculum design, teaching, learning, and assessment that focuses on what students
can actually do after they are taught. The basic tenets of OBE were advanced by the American
sociologist, William Spady, who defines OBE as a comprehensive approach to organizing and operating
an education system that is focused on and defined by the successful demonstrations of learning sought
from each student.

Spady underscores outcome as clear learning results that we want students to demonstrate at the end
of significant learning experiences and are actions and performances that embody and reflect learners’
competence in using content,information,ideas,and tool successfully. According to Spady, OBE is to have
a way for more learners to become more capable, empowered, and successful than what traditional
conditions were allowing.

The Commission on Higher Education (CHED) defines Outcome-based Education is an approach that
focuses and organizes the educational system around what is essential for al learners to know, value and
do to achieve a desired level of competence at the time of graduation.

Four Basic Principles of OBE according to Spady (1993)

1. Clarity of focus about outcomes – learners are certain about their goals and are always given
significant, culminating exit outcomes.

2. Designing backwards – using the major learning outcomes as the focus and linking all planning,
teaching, and assessing decision directly to the outcomes.

3. Consistent, high expectations of success – helping students to succeed by providing them

encouragement to engage deeply with the issues they are learning and to achieve the set of high
challenging standard.

4. Expanded opportunity – developing curriculum that allows every learner to progress in his/her own
pace and that caters to individual needs and differences.

Why Shift to OBE?

OBE is distinguished from other reforms by its focus on outcomes, thereby enabling it to address the
pressing worldwide concerns on accountability, and effectively pair’s legislative control with institutional
autonomy. It makes it imperative to lay down what are the intended learning outcomes of an institution,
and commit its educational resources until the goals are achieved.

In its transformational phase, OBE is the bench-marking concept trending I higher education. I aims to
organize a work-integrated education at the program level to link students and faculty with the industry
and eventually engage leaders of the profession and industry to enrich the teaching and learning
activities. As diverse countries are synergizing towards connectivity propelled by technology, OBE is
preparing young learners for global living.

How to Adopt OBE?

In OBE, learning outcomes are constructively aligned in a learning program that fits this framework:

Framework of Outcome-based Education

Institution’s Vision, Mission and Goals

Institutional Outcomes

(Competencies of HEI Ideal Graduate; Impact to Society)

Program Outcomes

(Competencies of Program Graduate)

Learning Outcomes

Assessment & Evaluation COURSE DESIGN Learning Environment:

Content & Methodologies

Teaching-Learning Systems

a. Institutional Intended Learning Outcomes (IILO) – what the graduates of the university/college are
supposed to be able to do
b. Program Intended Learning Outcomes (PILO) - what the graduates from a particular degree program
should be able to do

c. Course Intended Learning Outcomes (CILO) - what students should be able to do at the completion of
a given course; and

d. Intended Learning Outcomes (ILO) – what students should be able to do at the completion of a unit
of study of a course.

In the Outcome-Based Teaching and Learning (OBTL) Instructional Program, the learners take the center
stage, as traced back to Tyler’s (1949) basic principle of curriculum and instruction. It is what the
students do as evidence of their learning. OBTL has a three-pronged implication: for the learners, it
promotes a deep and lifelong learning skill; for the teachers, it promotes reflective teaching practices,
and for the institution, it addresses continuous program improvement.

The OBE curriculum is driven by assessments that focus on well-defined learning outcomes and not
primarily by factors such as what is taught, how long the students take to achieve the outcomes or
which path the students take to achieve their target. The learning outcomes are projected on a
gradation of increasing complexity that students are expected to master sequentially.

The full implementation and success of OBE demands a concerted effort, as in the old aphorism: It takes
a village to educate a child. There is an urgent call for all concerned to keep the rhythm in the steady
march of humanity’s progress: for educators, strategizing educational planning that is results oriented;
for learners, assuming greater responsibility and actively participating in the learning process; and for
parents and the community at large, exercising their right to ensure that the quality of education for the
next generation is not compromised by social, political and economic concerns.

Outcome-Based Assessment: Formative and Summative

OBE encourages the use of variety of assessment styles. Variety of methods includes watching the
students working in a group, listening to the students explaining their thoughts, feelings and reflections,
reading the students’ observations and experience, evaluation of their own work and other activities
that provide evidence of students’ learning.

The use of rubric is very important on OBE because rubrics provide clear set of criteria for students’
learning outcomes that include descriptions of levels of performance quality, based on the criteria.
Intended learning outcomes are best indicated by performances-things students would do, make, say or
write.

Learning outcomes are assessed using either analytic or holistic types of rubrics. Analytic rubric is for
assessing learning outcome with specific dimension or trait. Criterion on the specific skill is set for
assessment of skills-based lesson.

However, there are lessons that require students’ complete demonstration of their learning outcomes
and experiences; therefore, holistic type of rubric is deemed necessary because the overall judgment of
the students ‘outcome or the wholeness of the experience is being assessed.
Therefore, the assessments’’ focus may vary from overall to specific demonstration of quality,
proficiency, and understanding of contents or skills. More importantly, an on-going feedback between
the learners and facilitators is required.

The assessment of each Intended Learning Outcome (ILO) is determined by the reported data or
responses to the questions to be provided by them as observed. This could serve as a basis in measuring
the levels of knowledge, skills and values they develop out of the experiences in the field. Rubrics are
used to determine the achievement of learning outcomes of experiences.

My Learning Journey in Field Study 1: Beginning with the End in Mind

Learning Outcome 1: Advocate school programs for addressing learner’s development needs.

Learning Outcome2: Recommend an appropriate classroom structure and display for promoting
learning.

Learning Outcome 3: Draw similarities and differences of learners’ characteristics across domains and
stages of development.

Learning Outcome 4: Identify the cognitive characteristics of learners belonging to their particular
developmental stage.

Learning Outcome 5: Apply knowledge of learner’s cognitive characteristics to instructional strategies.

Learning Outcome 6: Develop an organized personal plan of management of instruction, behavior,

environment, relationship, routine and time inferred from observation of the CT.

Learning Outcome 7: Identify assisted learning strategies provided by teachers.

Learning Outcome 8: Identify ways in which assessment can be used for teaching and learning.

Learning Outcome 9: Draw lessons from good test administration practices.

Learning Outcome 10: Develop a learning resource and concern profile of the community

Experiential Landscape of Field Study 1: Observations of Teaching-Learning in Actual School

Environment

Course Intended Learning Outcome:

At the end of Field Study 1 , the Teacher Education students will have documented the application of
educational theories, principles, and teaching and learning strategies in the filed through observation.

Learning Intended ACTIVITIES

Experience Learning Exposure Participation Identificatio Internalizatio Disseminatio
Outcome n n n
A. Getting Ready for
Experiential Learning
B. Observing your
Cooperating School
1.The School Advocate school Sketching Getting Determining Identifying the Preparing an
for the programs for The map acquainted The purpose challenges of ideal profile
Learners addressing of a school With the Of the school the school in of a school
 learners’ showing its facilities & Facilities & providing more which can
Developmental needs. structures resources of resources for opportunities meet the
the school Learner for physical,
development development social,
emotional,
intellectual
needs of
learners
2.The Recommend an Observing Recognizing Identifying the Matching the Designing an
Classroom for appropriate features differences in purpose of classroom ideal classroom
Learning classroom structure & of two the structure the resources resources with structure that
display classrooms & display of found in the learner can promote
for of different classrooms of the classroom characteristics active learning
promoting learning. levels two different for a given
levels developmental
stage
C. Observing the Learners
3. Flashback Draw similarities Recalling Identifying Discovering Recognizing & Reflecting on
as Learners & one’s various the growth accepting one’s the value of
differences of Experiences domains of patterns in the characteristics addressing the
learners’ In early growth and various stages across growth characteristics
characteristics across Childhood, development of & development and needs of
domains & stages Middle development levels learners during
of development childhood,& across the various
adolescent domains stages of
period while development
In school
4. Identify the Recalling age Observing Validating the Drawing Giving
Understandin cognitive typical learner age typical generalizations suggestions on
g the Learners characteristics characteristic Characteristics characteristics from how teachers
of s / of learners observations of can develop
learners of school Behaviors through learner’s the cognitive
belonging Learners while in observed behaviors abilities of
to their According to class behaviors learners
particular Piaget’s
developmental stage. Cognitive
theory
5. Learner’s Apply knowledge of Recalling Identifying the Recognizing Drawing the Exemplifying
Development learners’ characteristic instructional the guidelines applications of appropriate
& Instruction cognitive s of learners key events of a followed in the cognitive instructional
characteristics in the lesson in teaching characteristics strategies for
to instructional different teaching a learners of a of learners in teaching
strategies. stages of particular level particular teaching-
cognitive cognitive learning
development stage practices
D. Observing the Teacher
6. The Develop an Data Gathering data Sharing My own wish Connecting
Teacher as a organized exploration on teacher observation list of what I
Classroom personal from management experiences competencies observed- a
Manager plan psychological techniques as a classroom reflection
of management Theories, through manager
of research observation
instruction, behavior, models and
environment, time tested
relationship Teacher
management
practices
7. The Identify Observing Noting Identifying the Recognizing the Writing a
Teacher as a Assisted learning daily learning teachers’ effective importance of journal article
Facilitator of Strategies routine of practices in assisted assisted on how to
Assisted Provided by students in providing learning learning engage in
Learning teachers school assisted practices assisted
learning learning
8. The Identify ways Gathering Processing Inferring Identifying the Committing to
Teacher as an In which information information rationale for assessment adopt useful
Implementer assessment can directly from obtained from testing principles testing
of Purposeful be used for teachers teacher- practices of behind the practices to
Assessment teaching & interviewees teachers practices improve
learning teaching &
learning
9. The Draw lessons Observing a Recording Matching Inferring the Formulating
Teacher as an From good test practices prior teacher’s benefits of guidelines for
Effective Test administration administratio to, during,and testing administering effective test
Administrator practices n episode after giving a practices with tests properly administration
test good student
behavior
E. Observing the Community
10. Observing Develop a Undertaking Recording Drawing a Summarizing Preparing an
the School Learning resource initial information profile of the significant action program
Community as & concern community obtained from community learning using a on school-
Learning Profile of the walk the learning KWL chart community
Resource Community. community resources & collaboration
walk * concerns
interview of
resource
persons

Key Points:

1. Quality learning

2. Outcome-based assessment

3. Experiential landscape

4. Learning experience

5. Learning journey

APPLY: (Module 1- Task 3 - B)

Enumerate the learning outcomes to be followed and possible activities to be done while
having an actual observation in class. Use the space provided below.

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ASSESS: (Module 1- Task 3 - C)

Answer the following questions. Write your answers on the space provided after each item.
1. Is it true that OBE education a response to achieving quality learning? Why?
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2. Do you internalize your learning journey in Field Study 1? How?

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3. How are going to apply the experiential landscape of Field Study 1?

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