Juan dela Cruz St.

, Toril, Davao City

Tel. No. (082) 291 – 1882 / Fax No.(082) 291-2053
E-mail Address: davaocentralcollege2011@gmail.com
Official Website: http://www.davaocentralcollege.org

COURSE: FS 2 - Field Study 2: Experiencing the Teaching-Learning Process

I. VISION

Empowered individuals imbued with Christian ideals for service III. GOALS

To achieve its mission, DCC, Inc. aims to:

II. MISSION 1. Strengthen the total development of persons;

2. Develop self-sustained community;
We commit ourselves to: 3. Cultivate the value3 of patriotism;

 Provide integral formation of persons; 4. Promote global standard of education;

 Develop God-loving and community service-oriented individuals; and 5. Intensify faculty and staff development program;
 Promote competence through quality instruction and research for nation 6. Establish a strong research culture; and
building.
7. Upgrade physical plant and facilities.

IV. CORE VALUES

 Discipline

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
  Competence  Compassion
 Integrity

PROGRAM: Teacher Education (BSEd/BEEd)

V. BEED/BSED PROGRAM OBJECTIVES (P.O.)

Graduates of the BEED and BSED programs are teachers who:

1. have a deep and principled understanding of a wide range of teaching process (including curriculum development, lesson planning, materials development, educational
assessment and teaching approaches) and the role of the teacher in facilitating these processes in their students (COGNITIVE/KNOWLEDGE);
2. have creativity and innovation in applying alternative teaching approaches, while demonstrating basic and higher level literacy, communication, numeracy, critical
thinking, and learning skills needed for higher learning in diverse types of learning environments (PSYCHOMOTOR/SKILLS); and
3. can demonstrate and practice the professional and ethical requirements of the teaching profession (AFFECTIVE/VALUES).

VI. STUDENT LEARNING OUTCOMES (S.L.O.)

a. Can demonstrate and apply the basic and higher level literacy, communication, numeracy, critical thinking skills needed for higher learning.
b. Can establish and maintain an environment needed for the holistic development of learners.
c. Can identify and describe educational philosophies that influence modern teaching methods and practices.
d. Can create an environment conducive to learning.
e. Can demonstrate mastery of the subject matter.
f. Can apply familiarity with the learner’s knowledge and experience in appropriate situations.
g. Can facilitate learning of diverse types of learners.
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in teaching and decide the ethical solutions.
j. Can demonstrate and practice the professional requirements of the teaching profession.

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
 VII. CURRICULUM MAPPING

Student Learning Outcomes Professional Courses

a. Can demonstrate and apply the basic and higher level literacy, communication, numeracy, 1. Child and Adolescent Development (a, b)
critical thinking skills needed for higher learning. 2. Historical, Philosophical, Psycho-Social and Legal Foundations of
b. Can establish and maintain an environment needed for the holistic development of 3. Education (a,b,c)
learners. 4. The Teaching Profession (a,b,c,d)
c. Can identify and describe educational philosophies that influence modern teaching 5. Principles of Teaching 1&2 (a,b,c,d,e,f)
methods and practices. 6. Assessment of Learning 1&2 (a,b,c,d,e,f,g,h)
d. Can create an environment conducive to learning. 7. Educational Technology 1&2 (a,b,c,d,e,f,g,h)
e. Can demonstrate mastery of the subject matter. 8. Curriculum Development (a,b,c,d,e,f,g,h)
f. Can apply familiarity with the learner’s knowledge and experience in appropriate 9. Field Study (a,b,c,d,e,f,g,h,i)
situations. 10. Practice Teaching (a,b,c,d,e,f,g,h,i,j)
g. Can facilitate learning of diverse types of learners.
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in teaching and
decide the ethical solutions.
j. Can demonstrate and practice the professional requirements of the teaching profession.

COURSE: Field Study 2: Experiencing the Teaching-Learning Process

VIII. COURSE DESCRIPTION

This course is designed to provide students with opportunities to examine the application of teaching theories and principles in the learning environment. Students are expected to
verify the cognitive, meta-cognitive, individual differences, and motivational factors that influence the acquisition of knowledge. The students are given the chance to develop and
try out learning tasks, instructional materials, and assessment tools.

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
 IX. COURSE LEARNING OUTCOMES

Student learning outcomes (adapted from CMO No. 30, s. 2004):

 Can reflect on the different theories on learning and knowledge acquisition;

 Can identify the teaching methods and strategies utilized by the teachers; and
 Can develop learning activities and design instructional materials that promote cognitive and metacognitive processes, positive motivational processes,
developmental dimensions in learning, socio-cultural; dimensions of learning, and utilization of diversity as a resource for leaning.

X. TARGET STUDENT LEARNING OUTCOMES (S.L.O.): a,b,c,d,e,f,g,h,i

XI. COURSE CONTENT

Expected Outcomes, Topics Desired Learning Outcomes Teaching-Learning Activities Assessment Tasks (AT)
and Time Allotment (DLO) (TLA)
The students shall have: Can identify varied methods and 1. Observe at least three classes. List of methods and
strategies, instructional materials, List down the different methods strategies, instructional
Enriched knowledge on teaching methods and strategies, and assessment tools used in the and strategies, instructional materials and assessment
appropriate instructional materials and assessment tools used by learning environment. materials and assessment tools tools in the learning
teachers; used by the teacher. environment.
2. Observe a class. Identify the
Course Orientation (2 hours) methods and strategies,  Reflection Paper
instructional materials and
Focus 1: assessment used by the teacher.
Meaningful Learning Experiences (3 hours) 3. Reflect on how the items on the
list facilitate cognitive,
metacognitive and positive
motivational processes as well
as the varied resources of learning
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
Reflected on the application of different theories of learning and Can establish and maintain 1. Observe a class. Focus on the Learning Matrix
knowledge acquisition that promote the cognitive and meta- consistent standards of behavior. lesson proper.
cognitive positive motivational processes and use of varied 2. Make a matrix showing the
resources of learning in the actual learning environment; Can create healthy psychological teacher’s activity, describing the
climate for learners. learning behaviors of the
Developed alternative ways of teaching a lesson; learners and identify the
corresponding theories of
Focus 2: learning applied by the teacher.
Enriching Learning (5 hours) 3. On another column suggest an
activity that would promote
better learning. Indicate your
reason for the choice.
Evaluated the congruency of learning goals, instructional Can determine, understand and 1. Observe a class. Identify the Observation Matrix
strategies and materials used by teachers; accept the learner’s diverse lesson objectives, learning
background and experience. activities, instructional
Pointed out how standards of learners’ behavior are established materials and assessment tools
and maintained; Can develop and utilize creative and employed by the teacher.
appropriate instructional planning.
Stressed how teachers act as a positive role models for students; 2. Interview the teacher. Find Interview Guide
and Can develop and use variety of out the reason behind the use of
appropriate assessment strategies the observed learning activities
Related how the progress of students of learners are to monitor and evaluate learning. and the instructional materials.
communicated promptly and clearly to learners, parents and
superiors. Can demonstrate mastery of the 3. Reflect on the reasons cited by Reflection Paper
subject matter.. the teacher.
Focus 3:
Assisting the Teacher (7 hours) 4. Request the resource teacher to Profile of Learner
recommend a learner who (background, interests,
needs help/assistance in a needs and difficulties)
specific concept/skill.

5. Interview the recommended Reflection Paper

learner to find out his/her
background, interests, needs
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
 and difficulties.

6. Design an activity to help the

recommended learner. Hold
session/s with the learner.

7. Reflect on the interaction you

have with the learner.

Total No. of Hours : 17

REFERENCES

R1: EXPERIENTIAL LEARNING COURSE HANDBOOK

A Project of the Teacher Education Council (TEC)
Department of Education (DepEd)
Commission on Higher Education (CHED)
2009 Edition

R2: Dela Torre, L. et al. 2008. Field Study: Bridging Theories with Classroom Experiences,Mutya Publishing, Potrero, Malabon City.
R3: Regant, A. A. and Gavino, R. 2008. Field Study: Experiential Learning Course. C&E Publishing, Quezon Avenue, Quezon City.
R4: Lucas, M.R. et al. 2007. Field Study: Experiential Learning Course, LORIMAR Publishing, Inc., Cubao, Quezon City.
R5: Journals, e-books

Course Evaluation:

Other References:

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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs