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Educ 301 OBTL
Educ 301 OBTL
VISION Tarlac State University is envisioned to be a premier university in the Asia – Pacific region.
Tarlac State University commits to promote and sustain the offering of quality and relevant programs in higher and advanced education ensuring
equitable access to education for people empowerment, professional development, and global competitiveness.
E – xcellence
Q - uality
U - nity
CORE VALUES I - ntegrity
T - rust in God, Transparency & True Commitment
Y - earning for Global Competitiveness
Form No.: TSU-VPA-SF-55 Revision No.: 00 Effectivity Date: May 22, 2020 Page 1 of 9
OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
Course Name Field Study 1-Observation of Teaching Learning of Actual School Environment
Course Credits 3 units
Course Description 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 focus on the application of educational theories learned in content and pedagogy courses will be made. Observations on learners’ behavior, motivation, and
teacher’s strategies of teaching, classroom management, and assessment in learning among others shall be given emphasis. A portfolio shall be required in the course.
(CMO No. 74, 75, 76, 78,79 & 80 series of 2017)
Contact Hours/ week 3 hours/week
Prerequisite All professional subjects and major subjects
Course Outcomes At the end of this course, the teacher education students are expected to:
1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social and emotional development of the children or adolescent as manifested in the actual
classroom setting
2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development
3. Analyze how the teaching and learning process should be conducted considering the different phases of child development.
4. Acquire concepts, skills, and attitudes they will need to develop for their forthcoming internship journey.
5. Engage in series of learning experiences which builds interdependently on different levels of experiential task.
6. Share their experiences through varied reflection modalities
7. Participate in activities that will progress to teaching assistantship and guided mentoring.
Form No.: TSU-VPA-SF-55 Revision No.: 00 Effectivity Date: May 22, 2020 Page 2 of 9
OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
Observe and reflect on the different approaches employed by the Completing the Learning and Experiential The student teachers are expected to engage in series of learning experiences which
teacher in dealing with learners in the different stages of Tasks/Growth Portfolio Entries builds interdependently on different levels of experiential task through participation and
development teaching assistantship.
Analyze how the teaching and learning process should be Completing the Learning and Experiential Student teachers are expected to share their experiences through reflection modalities. As
conducted considering the different phases of child development. Tasks/Growth Portfolio Entries they deepened their reflection of their participation and teaching assistantship that may
uncover problems, challenges and teaching dilemmas they have observe or experience.
Acquire concepts, skills, and attitudes they will need to develop for Completing the Learning and Experiential Student teachers are expected to participate in different activities that will engage them to
their forthcoming internship journey. Tasks/Growth Portfolio Entries a collaborative participation and teaching assistantship that give opportunities for
Engage in series of learning experiences which builds cooperating teacher to assist the student teacher who are preparing for internship journey.
interdependently on different levels of experiential task.
Share their experiences through varied reflection modalities
Participate in activities that will progress to teaching assistantship
and guided mentoring.
Demonstrate a high level of skills in applying the principles and Writing an Action Research Proposal These tasks are given to measure and monitor knowledge and understanding of the
requirements of writing an action research proposal. students.
Form No.: TSU-VPA-SF-55 Revision No.: 00 Effectivity Date: May 22, 2020 Page 3 of 9
OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
LEARNING PLAN
Engage in series of The Learner and its Learning Lucas, M. R., Borabo, M., Bilbao, P. & Brief discussions: Completing the Laptop 9 hours
learning experiences Environment Corpuz, B. (2019). Field study 1: With the aid of a power point Learning and Hand-out
which builds a. The School Environment Observations of teaching and learning in presentation and with the use of Experiential Module
interdependently on b. Learner Diversity: actual school environment. Quezon City: learning modules. Tasks/Growth
different levels of Developmental Characteristics, Lorimar Publishing. Portfolio Entries
experiential task. Needs and Interests
c. Focus on Gender, Needs,
Determine a school Strengths, Interests,
environment that Experiences Language, Race,
provided social, Culture, Religion,
physiological and Socioeconomic, Difficult
physical environment of Circumstances, and Indigenous
learning. Peoples
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OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
Form No.: TSU-VPA-SF-55 Revision No.: 00 Effectivity Date: May 22, 2020 Page 5 of 9
OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
Curriculum contained in
the law are observed.
Identify the application of Educational Technology Lucas, M. R., Borabo, M., Bilbao, P. & Brief discussions: Completing the Laptop 9hours
some guiding principles k. The Instructional Cycle Corpuz, B. (2019). Field study 1: With the aid of a power point Learning and Hand-out
the selection and use of l. Utilizing Teaching-Learning Observations of teaching and learning in presentation and with the use of Experiential Module
ICT and other Resources and ICT actual school environment. Quezon City: learning modules. Tasks/Growth
Technology. Lorimar Publishing. Portfolio Entries
Engage in series of
learning experiences
which builds
interdependently on
different levels of
experiential task.
Demonstrate a high level Assessing Students Performance Lucas, M. R., Borabo, M., Bilbao, P. & Brief discussions: Completing the Journal 9 hours
of skills in applying the m. Assessment for Learning and Corpuz, B. (2019). Field study 1: With the aid of a power point Learning and Thesis
principles and Assessment as Learning Observations of teaching and learning in presentation and with the use of Experiential Laptop
requirements in (Formative Assessment) actual school environment. Quezon City: learning modules. Tasks/Growth
assessment of learning n. Assessment of Learning Lorimar Publishing. Portfolio Entries
and assessment as (Summative Assessment)
learning.
Establish and Identify the The Teacher and the Teaching Lucas, M. R., Borabo, M., Bilbao, P. & Brief discussions: Completing the Journal 9 hours
characteristics of a Profession Corpuz, B. (2019). Field study 1: With the aid of a power point Learning and Thesis
professional and 21st o. The Teacher as a Person and Observations of teaching and learning in presentation and with the use of Experiential Laptop
century global teacher as a Professional actual school environment. Quezon City: learning modules. Tasks/Growth
p. Towards Teacher Quality: Lorimar Publishing.. Portfolio Entries
Developing A Global Teacher of
the 21st Century
q. On Teacher’s Philosophy of
Form No.: TSU-VPA-SF-55 Revision No.: 00 Effectivity Date: May 22, 2020 Page 6 of 9
OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
Education
r. Portfolio Making
Suggested Readings Lucas, M. R., Borabo, M., Bilbao, P. & Corpuz, B. (2019). Field study 1: Observations of teaching and learning in actual school environment. Quezon City: Lorimar Publishing.
and References
Form No.: TSU-VPA-SF-55 Revision No.: 00 Effectivity Date: May 22, 2020 Page 7 of 9
OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
1. Microsoft Teams will be used as the primary platform in every class; thus, all students are advised to download and install the aforementioned application. Just go to
office.com. and login using your @student.tsu.edu.ph account, choose Teams from the list of applications, from there your enrolled subjects will appear;
2. To uphold delivery of quality instruction, the class may also use added online platforms and applications like Zoom Cloud Meeting, FB Messenger, Viber, WhatsApp
and the like.
3. No Special Examination will be administered unless an excuse letter from parent/ guardian or medical certificate noted by the guidance counsellor and class adviser is
presented
4. Attendance will be checked every meeting. A student must complete 85% of the session in order for him/her be given credit for attendance.
5. Assignments are to be submitted on time. Failure to submit assignments is equivalent to a grade of 5.0.
Form No.: TSU-VPA-SF-55 Revision No.: 00 Effectivity Date: May 22, 2020 Page 8 of 9
OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
Approved:
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