FS 413A BPE Syllabus

DON HONORIO VENTURA STATE UNIVERSITY
Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines

COLLEGE OF EDUCATION
ISO 9001: 2015 Center of Development for Teacher Education
Tel. No. (6345) 458 0021; Fax (6345) 458 0021 Local 211 QMS-Certified DHVSU Main Campus, Villa de Bacolor, Pampanga
URL: http://dhvsu.edu.ph E-Mail Address: coedhvsu@gmail.com
OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing DHVSU-BC-COE-OBTLCP-

001
(Bachelor of Physical Education) Revision No. 00
Institutional Vision, Mission, and Core Values Semester 1st Semester
Academic 2021-2022
Year
University Vision
A lead university in producing quality individuals with competent capacities to generate knowledge and technology and enhance professional practices for sustainable national and global
competitiveness through continuous innovation
University Mission
DHVSU commits itself to provide an environment conducive to continuous creation of knowledge and technology towards the transformation of students into globally competitive
professionals through the synergy of appropriate teaching, research, service and productivity functions.
Core Values
• Professionalism
• Excellence
• Good Governance
• Gender Sensitivity and Responsiveness
• Disaster Resiliency
Course Information
Course Code FS413a Course Title Observations of Teaching-Learning in Actual School Environment
This is the first experiential course, which will immerse a future teacher to actual classroom situation and learning environment where direct observation of
teaching learning episodes that focuses on the application of educational theories learned in content and pedagogy courses will be made. Observations on
Course Description
learners’ behavior, motivation, teacher’s strategies of teaching, classroom management, assessment in learning among others shall be given emphasis. A
portfolio shall be required in the course.
Course Credits / Units 3 units No. of Hours/week 3 hours/week
Pre-requisite/s All professional and major/specialization courses Co-requisite/s None
Course Classification Experiential Learning Curriculum Basis CMO 80, s. 2017
No. of Times Revised 0 Date of Revision September 08, 2021
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Course Structure
This course will adapt the Blended Learning Approach, which means that Face-to-Face and Distance Education/ Learning modalities will compose the course structure. Students will
participate through varied online strategies and media.
Program Outcomes
Common to the Discipline (Teacher Education)
PO-001 Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
PO-002 Demonstrate mastery of subject matter/discipline.
PO-003 Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
PO-004 Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
PO-005 Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices.
PO-006 Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes.
PO-007 Practice professional and ethical teaching standards sensitive to the changing local, national, and global realities.
PO-008 Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
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The Beginning Teacher Indicators (Philippine Professional Standards for Teachers [PPST])
Domain 1: Content Knowledge and Pedagogy Domain 2: Learning Environment Domain 3: Diversity of Learners
1.1.1. Demonstrate content knowledge and its application 2.1.1. Demonstrate knowledge of policies, guidelines and 3.1.1. Demonstrate knowledge and understanding of
within and/or across curriculum teaching areas. procedures that provide safe and secure learning differentiated teaching to suit the learners’ gender,
environments. needs, strengths, interests and experiences.
1.2.1. Demonstrate an understanding of research-based 2.2.1. Demonstrate understanding of learning environments 3.2.1. Implement teaching strategies that are responsive to
knowledge and principles of teaching and learning. that promote fairness, respect and care to encourage the learners’ linguistic, cultural, socio-economic and
learning. religious backgrounds.
1.3.1 Show skills in the positive use of ICT to facilitate the 2.3.1. Demonstrate knowledge of managing classroom 3.3.1. Use strategies responsive to learners with disabilities,
teaching and learning process. structure that engages learners, individually or in giftedness and talents.
groups, in meaningful exploration, discovery and
hands-on activities within the available physical
learning environments
1.4.1 Demonstrate knowledge of teaching strategies that 2.4.1. Demonstrate understanding of supportive learning 3.4.1. Demonstrate understanding of the special educational
promote literacy and numeracy skills. environments that nurture and inspire learner needs of learners in difficult circumstances, including:
participation. geographic isolation; chronic illness; displacement due
to armed conflict, urban resettlement or disasters; child
abuse and child labor practices.
1.5.1 Apply teaching strategies that develop critical and 2.5.1. Demonstrate knowledge of learning environments 3.5.1 Demonstrate knowledge of teaching strategies that
creative thinking, and/or other higher-order thinking that motivate learners to work productively by are inclusive of learners from indigenous
skills. assuming responsibility for their own learning. groups.
1.6.1 Use Mother Tongue, Filipino and English to 2.6.1. Demonstrate knowledge of positive and non- violent
facilitate teaching and learning. discipline in the management of learner behavior.
1.7.1 Demonstrate an understanding of the range of verbal
and non-verbal classroom communication strategies
that support learner understanding, participation,
engagement and achievement.
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Domain 6: Community Linkages and Domain 7: Personal Growth and

Domain 4: Curriculum and Planning Domain 5: Assessment and Reporting
Professional Engagement Professional Development
4.1.1. Prepare developmentally sequenced 5.1.1. 5.1.1 Demonstrate knowledge of the 6.1.1. Demonstrate an understanding of 7.1.1. Articulate a personal philosophy of
teaching and learning processes to meet design, selection, organization and use knowledge of learning environments teaching that is learner-centered.
curriculum requirements. of diagnostic, formative and that are responsive to community
summative assessment strategies contexts.
consistent with curriculum
requirements.
4.2.1. Identify learning outcomes that are 5.2.1. Demonstrate knowledge of monitoring 6.2.1. Seek advice concerning strategies that 7.2.1. Demonstrate behaviors that uphold
aligned with learning competencies. and evaluation of learner progress and build relationships with parents/ the dignity of teaching as a profession
achievement using learner attainment guardians and the wider community. by exhibiting qualities such as caring
data. attitude, respect and integrity.
4.3.1. Demonstrate knowledge in the 5.3.1. Demonstrate knowledge of providing 6.3.1. Demonstrate awareness of existing 7.3.1. Seek opportunities to establish
implementation of relevant and timely, accurate and constructive laws and regulations that apply to the professional links with colleagues.
responsive learning programs. feedback to improve learner teaching profession, and become
performance. familiar with the responsibilities
specified in the Code of Ethics for
Professional Teachers.
4.4.1. Seek advice concerning strategies that 5.4.1. Demonstrate familiarity with a range 6.4.1. Demonstrate knowledge and 7.4.1. Demonstrate an understanding of how
can enrich teaching practice. of strategies for communicating understanding of school policies and professional reflection and learning
learner needs, progress and procedures to foster harmonious can be used to improve practice.
achievement. relationships with the wider school
community.
4.5.1. Show skills in the selection, 5.5.1. Demonstrate an understanding of the 7.5.1. Demonstrate motivation to realize
development and use of a variety of role of assessment data as feedback in professional development goals based
teaching and learning resources, teaching and learning practices and on the Philippine Professional
including ICT, to address learning programs. Standards for Teachers.
goals.
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Differentiated Learning Modalities/Strategies
This revitalized learning structure provides a constructive alignment of the most essential learning outcomes (MELOs) on the basis of differentiated categories of students that will be
reflected in the specific contents of the Course Design Matrix, with the aim of promoting inclusivity in the teaching-learning process.
Categories of Students
Student Category 2
Learning Structure Student Category 1 Student Category 3
(Limited Capacity and/or
(No Capacity and Connectivity) (With Capacity and Full Connectivity)
Weak/Intermittent Connectivity)
Identified Most Essential Learning Program Specialization Outcome 3– Curriculum and Program Planning, Implementation, Monitoring, and Evaluation
Outcome/s (MELOs) Use information, media and technology in pedagogy and for lifelong learning
If F2F is not feasible, use: • Asynchronous Learning • Synchronous Learning (e.g. Webinar
• Place-based learning • Distance/Blended Learning applications, Zoom, Google Meet,
• Project-based learning (PBL) • Digital and Non-Digital Platforms Webix, etc.)
Teaching and Learning Delivery Mode • Modular approach (printed task • Print Media • Remote Learning thru Digital
sheets, learning notes, etc.) Platforms (i.e. Learning Management
System such as Blackboard, Canvas,
Brightspace, Moodle, Google
Classroom, Schoology, Edmodo, etc.)
Any of the following: Any of the following: Any of the following:
• Self-Assessment Checklist • Project-based Assignment • Online Examination
• Portfolio Assessment • Portfolio Assessment • Project-based Assessment
Assessment • Reflective Journals • Written Correspondence • Portfolio Assessment
• Use of Rubrics • Video Presentation of Individual • Reflection/Reaction Paper
Works • Video Presentation of Individual
Works
(Adopted from Vergara, 2020)
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Course Learning Outcomes Vis-à-vis Beginning Teacher Indicators (BTIs) and Program Outcomes (POs)
Course Learning Outcomes

BTIs POs
Upon completion of the course, the students should be able to:
CLO-001 2.1.1 PO-003
Describe how a safe and secure environment contributes to the physical, socio-emotional and cognitive development of learners.
3.1.1 PO-003
Determine ways of addressing learners’ diversity in terms of gender, needs, interest, cultural background and difficult
CLO-002
circumstances.
CLO-003 Appraise how teacher manifest her/his personal and professional competencies. 7.2.1 & 7.5.1 PO-007
Illustrate the teaching-learning process and the use of ICT to promote quality relevant and sustainable educated 4.5.1 PO-005
CLO-004
process.
CLO-005 Assess the various classroom management strategies observed in the class 4.3.1 PO-006
CLO-006 Analyze concepts, theories and principles in curriculum development in actual classroom setting 2.3.1, 2.5.1 & 4.3.1 PO-006
CLO-007 Evaluation assessment and reporting practices done in the classroom 5.1.1 PO-006
CLO-008 Formulate one’s philosophy of teaching 7.1.1 PO-007
Course Design Matrix
INSTRUCTIONAL DELIVERY
DESIGN TIME
BTIs ASSESSMENT OF GENDER TABLE
INTENDED LEARNING COURSE CONTENT/ REF Distance Distance VALUES
CLO LEARNING SENSITIVENESS
OUTCOMES (ILO) SUBJECT MATTER
s
/S Education Education/ OUTCOMES (ALO) (GAD)
INTEGRATION
/Learning Learning
Teacher-managed Student-managed
Formulate ways to contribute Vision, Mission, Core [5] Discussion of the Students will cite Question and Answer • use non- sexist Professionalism Week 1
to the attainment of the Values and Outcomes [6] Syllabus their ways to words
University V-M-CV and ✓ The University contribute their share • show respect
Program Outcomes Vision, Mission and Teacher-facilitated in the attainment of regardless of
Core Values; discussion of the the University’s Essay gender
Recognize the course ✓ The College of course content. aspirations. • recognize gender
objectives, outcomes, Education Mission issues arising
requirements, and class and Goals; from their
policies ✓ The Bachelor of different social
Physical Education position and
Outcomes gender roles.
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DESIGN TIME
s
INTEGRATION
/Learning Learning
Content of the Syllabus
Class Rules
Determine the characteristics Learning Episode 1 – 2.1.1 [1] Lecture-Discussion Present pictures of Learning Activity • use non- sexist Professionalism Week 2
of a school environment that The School Environment [2] about School school environment Sheets words
is safe, secure and is [3] Environment they’ve been. • show respect Excellence
supportive of learning [4] Narrative Report regardless of
[8] Activity Sheet Student Sharing gender Self Confidence
Discussion • recognize gender
issues arising
from their
different social
position and
gender roles.
Describe the characteristics, Learning Episode 2 – 3.1.1 [1] Sharing about the Learning Activity • use non- sexist Collaboration Week 3
needs and interests of learners Learner’s Diversity: [2] last learning Sheets words
from different developmental Characteristics, Needs and [3] episode they • show respect Socialization
levels. Interests [4] experienced Narrative Report regardless of
[9] gender
recognize gender
issues arising
from their
Lecture-Discussion Observing learner Reflect on the Learning different social
about Learners’ characteristics at scenarios presented by position and
Diversity different stages the teacher gender roles.
through internet
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DESIGN TIME
s
INTEGRATION
/Learning Learning
Provide a learning Learning Episode 3 – 2.1.2 [1] Activity Sheet Observing the Learning Activitiy • recognize gender Creativity Week 4
environment appropriate to Creating an Appropriate [2] Discussion/Sharing learner’s community Sheets issues arising
the learners and conducive to Community and Home [3] and home Narrative from their Professionalism
learning Learning Environment [4] environment different social
position and Hard work
[7]
gender roles.
Lecture-Discussion • Show respect
about the topic regardless of age
and gender
The teacher will Students will reflect Search a video • Use of Norms-
show a video about about its effect to documentary about a Standard
“bad” community. learning environment learner that was ruined
and learners’ attitude by the type of
community he/she was
with.
Identify two (2) aspects of Learning Episode 4 – 2.2.1 [1] Activity Sheet • recognize gender Reflective Week 5
classroom management Classroom Management: [4] Discussion/Sharing issues arising
Physical and Personal [7] from their Expressive
Determine the classroom Aspects 2.5.1 different social
management strategies that The teacher will Students must Oral Recitation position and
the Resource Teacher present a video identify the problems gender roles.
employed in his/her class. about classroom showed in the video • Show respect
management. clips regardless of age
and gender
Lecture-Discussion Learning Activity • Use of Norms-
with PowerPoint Sheets Standard
presentation Narrative Report
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DESIGN TIME
s
INTEGRATION
/Learning Learning
Plan on how to manage time, Learning Episode 5 – 4.1.1 [1] Pre-assessment Learning Activity • show respect Creative Week 6
space and resources. [4] about the type of Sheets regardless of
The School Curriculum [7] curriculum Narrative Report gender Reflective
4.2.1 • reduce barriers in
Brief discussion Participate in the Case Analysis about a developing a
about its type activity provided by certain subject in K-12. personal and
the teacher What are the academic success
experienced of public created by sexism
teachers considering the recognize gender
hidden curriculum? issues arising
from their
Rubric will be used for different social
Assessment position and
gender roles
Identify the classroom Learning Episode 6 – 4.1.1 [1] Activity Sheet Learning Activity • show respect Cooperation Week 7
routines set by the teacher [4] Discussion/Sharing Sheets regardless of
The Teaching and the [7] gender Exploration
Learning Process Narrative Report • reduce barriers in
Discuss the Relate last class developing a Hard work
instructional cycle, observations to the personal and
1.2.1 and how to develop topic by describing academic success
SMART Learning the routines that they created by sexism
Objectives observed. recognize gender
issues arising
from their
different social
position and
gender roles
Page 9 of 15
DESIGN TIME
s
INTEGRATION
/Learning Learning
Participate and religiously do Devote their time in Asynchronous Session Week 8
their activities reading, watching videos
online and finishing their
task
MIDTERM Online exam using Week 9
EXAMINATION google form
Identify the teaching-learning Learning Episode 7- 1.1.1 [1] Lecture-Discussion Develop their Learning Activity • show respect Cooperation Week 10
practices that apply or violate the [7] on the Guiding Philosophy in Sheets regardless of
principles of teaching-learning. Principle in Teaching gender
Guiding principles in
Teaching and Learning Teaching and Narrative Report • reduce barriers in
Learning developing a Initiative
Students must state personal and
4.2.1 which principle is for academic success
them is most created by sexism
effective. recognize gender
issues arising
from their
different social
position and
gender roles
Identify and classify Learning Episode 8 – 1.2.1 [1] Sharing of last Learning Activity • reduce barriers in Cooperation Week 11
technology resources that [2] learning episodes. Sheets developing a
facilitate the teaching-learning Utilizing the Use of IM’s [3] personal and
processes and ICT in Teaching- 4.3.1 [4] Narrative Report academic success
Learning created by sexism Initiative
[7]
Present a study and Students will reflect Oral recitation recognize gender
survey about IMs on the benefits of issues arising
and ICT IMs and ICT in from their
teaching and learning different social
Lecture discussion process position and
about the topic gender roles
Page 10 of 15
DESIGN TIME
s
INTEGRATION
/Learning Learning
Demonstrate knowledge of Learning Episode 9 - 5.1.1 [1] Sharing about the Learning Activity • use non- sexist Cooperation Week 12
the design and use of [2] last episode they Sheets words
formative assessment Assessment FOR, AS, and [3] had.
OF Learning [4]
5.2.1 [7]
Lecture-Discussion Design a formative Narrative Report
about Assessment assessment and
FOR, AS, and OF explain the
Learning importance of it
Describe the personal qualities Learning Episode 10 – 7.2.1 [1] Sharing about the Learning Activity • recognize gender Determination Week 13
and competences of effective [2] last learning Sheets issues arising
classroom teachers The Teacher [3] episode they had. from their Enjoyment
As a Person and As a [7] Narrative Report different social
Professional position and Exploration
Tell the story of Reflect on Iah’s Video Presentation gender roles.
“Iah Seraspi” a story. presenting the good • Show respect Professionalism
LET board passer Students must qualities of a teacher regardless of age
who came from a numerate the and gender
poor family. professional • Use of Norms-
characteristics of Standard
practicing teachers
observed as based on
Lecture- the professional
Discussion about standards and code of
the topic ethics for the
profession
Page 11 of 15
DESIGN TIME
s
INTEGRATION
/Learning Learning
Learning Episode 11- 7.3.1 [1] Sharing about the Interview successful • recognize gender Confidence Week
Determine prevailing [2] last learning teachers and evaluate issues arising 14
philosophies of education- Teacher’s Philosophy of [3] episode they had. their philosophy in from their Academic Integrity
based Vision/Mission of the Education [7] teaching. different social
school Present the past Students must position and Experience
administrators of identify their gender roles.
Cite teacher’s teaching the Philippine educational reforms • Show respect
behaviors and the Educational System regardless of age
philosophies of education on and gender
which these behaviors are Discussion about Learning Activity • Use of Norms-
founded. Educational Sheets Standard
Philosophy
Narrative Report
Describe the personal qualities 7.1.1 [1] Sharing about the Learning Activity • recognize gender Critical thinking Week 15
and competence of a global Learning Episode 12 – [3] last learning Sheets issues arising and 16
classroom teachers of the 21st Towards Teacher Quality: 7.1.4 [7] episode they had. from their Confidence
century Developing a Glocal Narrative Report different social
Teacher of the 21st Century Lecture-Discussion Students must position and
with the use of PPT describe the qualities gender roles.
presentation and competence of • Show respect
global classroom regardless of age
teachers of 21st and gender
century • Use of Norms-
Standard
Participate and religiously do Devote their time in Asynchronous session Week 17

their activities reading, watching videos
online and finishing their
task
Page 12 of 15
DESIGN TIME
s
INTEGRATION
/Learning Learning
Answer with utmost honesty FINAL EXAMINATION Written examination/ Week 18
the exam. final exam on the entire
course
Note: This course design is flexible and may include additional topics and activities deemed necessary by the instructor/professor.
List of References:
Printed Materials:
[1]Bilbao, P. (2010). Field study 6: on becoming a teacher. Lorimar Publishing.

[2]Borabo, M. & Borabo, H.(2010). Field study 4: Exploring the curriculum. Lorimar Publishing.
[3]Corpuz, B. (2010). Field study 2: Experiencing the teaching - learning process. Lorimar Publishing.
[4]Corpuz, B. (2015). Field study 5: Learning assessment strategies. Lorimar Publishing.
[5]Don Honorio Ventura State University. (n.d.). DHVSU code. Author.
[6]Don Honorio Ventura State University. (n.d.). Student handbook. Author.
[7]Lucas MR., Borabo M., Bilbao P., Corpus B. (2020) Field Study 1: Observations of Teaching-Learning in Actual School Environment. Lorimar Publishing
Online References:
[8]https://www.deped.gov.ph/2007/01/24/do-3-s-2007-guidelines-in-thedeployment-of-pre-service-teachers-on-experiential-learning-field-study-andpractice-teaching/
[9]https://www.edutopia.org/blog/rules-routines-school-year-start-classroommanagement
[10]https://blog.mindresearch.or/blog/build-school-culture-through-bulletin-boards
Criteria for Grading

Class Standing Percentage
Demonstration Teaching It includes performance in Demonstration Teaching 30%
Learning Episodes This includes all the requirements for the subject like accomplished learning activity sheets, narrative and learning outputs 30%
Cooperating Teacher’s Grade Grade given by the cooperating teacher based student pre-service teacher’s performance 20%
Attendance It includes attendance during scheduled online sessions and punctuality on submission of requirements for distance learning. 10%
Page 13 of 15
Midterm/Final Examination It includes performance in written midterm and final examinations 10%
TOTAL 100%
Course Policies
✓ Each FS student must accomplish Academic Integrity Form. Honesty and transparency are very important. Any work that will be submitted should be students’ own work (i.e., not
borrowed/copied from any other source). When using other people’s ideas to substantiate your own, please properly cite the original source. A form of cheating, plagiarism and academic
dishonesty are strictly forbidden.
✓ Each FS student will be assigned to a Cooperating Teacher aligned with their field of specialization. They should render the required number of hours for observation and limited participation.
Students will not be tasked to manage the classes independently. Their roles will be limited to assisting and guided activities related to teaching and learning activities in online class.
✓ Each FS student must submit all the require activity sheets and narrative reports on or before the given due date. Due dates for every assignments/outputs are provided. Any
assignments/outputs submitted after the due date will only receive 75% of the points allotted. In other circumstances, excuses are accepted when valid but this will still go through some
evaluations.
✓ Issues and concerns related to schedules, observations, and pre-service teacher absences must always be communicated to the Field Study teacher.
✓ Each FS student must be fully aware of his/her duties and responsibilities.
✓ No recording of online class session without a consent. If students wish to record it, it should only be for personal and educational purpose. A consequence is given for a shared, distributed
and posted copy/record of class meetings.
✓ Anyone who failed to complete the FS activity sheets and Portfolio will be marked incomplete or no grade.
Prepared and Submitted by:
Faculty : LUWY R. VALENZUELA, MAED

Email Address : lrvalenzuela@dhvsu.edu.ph
Contact Number : 09266488773
Consultation Hours : Every Friday (1:00-3:00 pm)
Reviewed and Noted by:
JULIUS CEAZAR G. TOLENTINO, MPES, MSHMS

Chairperson, BPEd Program
Approved:
RIZA B. LINTAG, EdD
Dean, College of Education
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DON HONORIO VENTURA STATE UNIVERSITY

Cabambangan, Villa de Bacolor 2001, Pampanga, Philippines

OUTCOMES-BASED TEACHING AND LEARNING COURSE PLAN Indexing DHVSU-BC-COE-OBTLCP-

Common to the Discipline (Teacher Education)

Domain 6: Community Linkages and Domain 7: Personal Growth and

Differentiated Learning Modalities/Strategies

Course Learning Outcomes

Course Design Matrix

Participate and religiously do Devote their time in Asynchronous session Week 17

[1]Bilbao, P. (2010). Field study 6: on becoming a teacher. Lorimar Publishing.

Criteria for Grading

Prepared and Submitted by:

Faculty : LUWY R. VALENZUELA, MAED

Reviewed and Noted by:

JULIUS CEAZAR G. TOLENTINO, MPES, MSHMS

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