OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment

Republic of the Philippines

TARLAC STATE UNIVERSITY
Office of the Vice President for Academic Affairs

College College of Teacher Education

Department Bachelor of Secondary Education

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.

Towards this end, TSU shall:

MISSION 1. Provide high quality instruction through qualified, competent and adequately trained faculty members and support staff.
2. Be a premier research institution by enhancing research undertakings in the fields of technology and sciences and strengthening
collaboration with local and international institutions.
3. Be a champion in community development by strengthening partnership with public and private organizations and individuals.

E – xcellence
Q - uality
U - nity
CORE VALUES I - ntegrity
T - rust in God, Transparency & True Commitment
Y - earning for Global Competitiveness

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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.

COURSE OUTLINE AND TIMEFRAME

Course Content/Subject Matter

Week 1 A. Orientation, Overview of the Course Outline
Week 2 B. The School Environment
Week 3 C. Learner Diversity: Developmental Characteristics, Needs and Interests
Week 4 D. Understanding Learners Behavior, Attitude and Motivation
E. Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture, Religion, Socioeconomic, Difficult Circumstances, and
Indigenous Peoples
Week 5 F. Creating an Appropriate Learning Environment
Week 6 G. Classroom Management and Classroom Routines
Week 7 H. Physical and Personal Aspects of Classroom Management
I. Methods and Strategies of Teaching
Week 8 J. Close Encounter with the School Curriculum
Week 9 K. Preparing for Teaching and Learning
Week 10 L. The Instructional Cycle
Week 11 M. Utilizing Teaching-Learning Resources and ICT
Week 12 N. Assessment for Learning and Assessment as Learning (Formative Assessment)

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OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment

Week 13 O. Assessment of Learning (Summative Assessment)

Week 14 P. The Teacher as a Person and as a Professional
Week 15 Q. Towards Teacher Quality: Developing A Global Teacher of the 21st Century
Week 16 R. On Teacher’s Philosophy of Education
Week 17 S. Portfolio Making
One week (or an equivalent of three hours) T. Mid-Term/Final Term

Alignment of Course Outcomes with Summative Assessment Tasks

Course Objectives Summative Assessment Task Details

Identify the stage of the physical, motor, linguistic, literacy, Completing the Learning and Experiential The student teachers are expected to acquire and understand the concepts, skills, and
cognitive, social and emotional development of the children or Tasks/Growth Portfolio Entries attitudes they will need to develop for their forthcoming internship journey by means of
adolescent as manifested in the actual classroom setting participation and teaching assistantship.

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
conducted considering the different phases of child development.
Acquire concepts, skills, and attitudes they will need to develop for Completing the Learning and Experiential
their forthcoming internship journey.
Engage in series of learning experiences which builds
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
requirements of writing an action research proposal.
Completing the Learning and Experiential
Tasks/Growth Portfolio Entries
Tasks/Growth Portfolio Entries
Writing an Action Research Proposal
Student teachers are expected to share their experiences through reflection modalities. As
they deepened their reflection of their participation and teaching assistantship that may
uncover problems, challenges and teaching dilemmas they have observe or experience.
Student teachers are expected to participate in different activities that will engage them to
a collaborative participation and teaching assistantship that give opportunities for
cooperating teacher to assist the student teacher who are preparing for internship journey.
These tasks are given to measure and monitor knowledge and understanding of the
students.

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OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment

LEARNING PLAN

Desired Learning Flexible Teaching and Learning Assessment of Resource Time

Course Content/Subject Matter Textbook/ References
Outcomes (DLOs) Activities (FTLAs) Tasks (ATs) Materials Table
Acquire comprehensive 1. History of the COED and Brief Lecture: Laptop 1 hour
understanding of the TSU With the aid of a PowerPoint Hand-outs
mission, goals and 2. Vision, mission, goals and presentation via MS Team,
objectives of the college; objectives the college provide an discussion of the TSU
Internalize the vision, 3. Orientation and discussion History, Vision, Mission and
mission, goals and about the course Objectives
objectives of the college
to achieve excellence in
education
Acquire concepts, skills, Getting Ready for Field Study 1 Lucas, M. R., Borabo, M., Bilbao, P. & Brief discussions: Completing the Laptop 2 hours
and attitudes they will Corpuz, B. (2019). Field study 1: With the aid of a power point Learning and Hand-out
need to develop for their Observations of teaching and learning in presentation and with the use of Experiential Module
forthcoming internship actual school environment. Quezon City: learning modules. Tasks/Growth
journey. Lorimar Publishing. Portfolio Entries

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
Differentiate the
characteristics and needs
of learners from the
different developmental
levels
Desired Learning
Outcomes (DLOs)
Identify a classroom
practice that applies the
principle of learning.
Classify the lesson/s
under Bloom’s Taxonomy
of knowledge and
Kendall’s/ Marzano’s
domain of learning
activities and other
models of teaching and
learning
identify the application of
some guiding principles
the selection and use of
teaching strategies
Determine the teaching
approach used by the
Cooperating Teachers
Identify instances where
the pedagogical
approaches of the K to 12
Form No.: TSU-VPA-SF-55
Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
d. Understanding Learners
Behavior, Attitude and
Motivation
e. Creating an Appropriate
Learning Environment
Flexible Teaching and Learning Assessment of Resource Time
Course Content/Subject Matter Textbook/ References
Activities (FTLAs) Tasks (ATs) Materials Table
The Teacher and the Curriculum Lucas, M. R., Borabo, M., Bilbao, P. & Brief discussions: Completing the Laptop 12
f. Classroom Management and Corpuz, B. (2019). Field study 1: With the aid of a power point Learning and Hand-out hours
Classroom Routines Observations of teaching and learning in presentation and with the use of Experiential Module
g. Physical and Personal Aspects actual school environment. Quezon City: learning modules. Tasks/Growth
of Classroom Management Lorimar Publishing. Portfolio Entries
h. Methods and Strategies of
Teaching
i. Close Encounter with the School
Curriculum
j. Preparing for Teaching and
Learning
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OBTL Plan
Curriculum contained in
the law are observed.
Share their experiences
through varied reflection
modalities
Identify the application of
some guiding principles
the selection and use of
ICT and other
Technology.
Engage in series of
learning experiences
which builds
interdependently on
different levels of
experiential task.
Demonstrate a high level
of skills in applying the
principles and
requirements in
assessment of learning
and assessment as
learning.
Establish and Identify the
characteristics of a
professional and 21st
century global teacher
Form No.: TSU-VPA-SF-55
Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment
Educational Technology Lucas, M. R., Borabo, M., Bilbao, P. & Brief discussions: Completing the Laptop 9hours
k. The Instructional Cycle Corpuz, B. (2019). Field study 1: With the aid of a power point Learning and Hand-out
l. Utilizing Teaching-Learning Observations of teaching and learning in presentation and with the use of Experiential Module
Resources and ICT actual school environment. Quezon City: learning modules. Tasks/Growth
Lorimar Publishing. Portfolio Entries
Assessing Students Performance Lucas, M. R., Borabo, M., Bilbao, P. & Brief discussions: Completing the Journal 9 hours
m. Assessment for Learning and Corpuz, B. (2019). Field study 1: With the aid of a power point Learning and Thesis
Assessment as Learning Observations of teaching and learning in presentation and with the use of Experiential Laptop
(Formative Assessment) actual school environment. Quezon City: learning modules. Tasks/Growth
n. Assessment of Learning Lorimar Publishing. Portfolio Entries
(Summative Assessment)
The Teacher and the Teaching Lucas, M. R., Borabo, M., Bilbao, P. & Brief discussions: Completing the Journal 9 hours
Profession Corpuz, B. (2019). Field study 1: With the aid of a power point Learning and Thesis
o. The Teacher as a Person and Observations of teaching and learning in presentation and with the use of Experiential Laptop
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
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OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment

Education
r. Portfolio Making

Allotted for the Midterm and the Final 3 hours

Exams

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

Extended Readings Documents:

Alber, R. (2017). Rules and routines in the classroom. Retrieved online at https://www.edutopia.org/blog/rules-routines-school-year-start-classroommanagement
Bilbao, P. (2010). Field study 6: on becoming a teacher. Quezon City: Lorimar Publishing.
Borabo, M. & Borabo, H.(2010). Field study 4: Exploring the curriculum. Quezon City: Lorimar Publishing.
Corpuz, B. (2010). Field study 2: Experiencing the teaching - learning process. Quezon City: Lorimar Publishing.
Corpuz, B. (2015). Field study 5: Learning assessment strategies. Quezon City: Lorimar Publishing.
Guidelines in the deployment of pre-service teachers on experiential learning. Retrieved online at 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/
Lucas, M. R. (2010). Field study 3: Technology in the learning environment. Quezon City: Lorimar Publishing.
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.
Salana, J. ( ). Field study 1: The learner’s development and environment. Manila: Rex Book Store.
The instructional cycle. (n.d.).
http://www.paul.moggach.yorksoaring.com/GliderInstructorGSX/the_instructional_cycle.html

Course Requirements 1. Growth Portfolio Entries/Compilation of Learning and Experiential Activities

2. Class Active Participation (Group work, Mini-outputs in task, among others) via MS TEAMS
3. Term papers/Research
4. Written Exam (Midterm and Final)

Grading System STUDENT PERFORMANCE EVALUATION

Assignment, Output 20%

(Oral presentation, Reflective Writing, Online Exam, Reflective
Essay etc.)
Portfolio/Compilation of Activities 25%

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OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment

(Experiential and Learning Tasks)

Attendance and Online Class Participation 15%
(Students response to teacher-posted comprehension
questions. Students reflection on class required readings.)
Term Exam 40%

Credit Grade = (Midterm Grade + Final Term Grade)/2 100%

Policies Online/ Flexible Teaching and Learning:

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.

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OBTL Plan Educ 301 Field Study 1: Observation of Teaching Learning of Actual School Environment

Course Code: AY/Term of Effectively: Prepared by: Reviewed by:

EDUC 301 AY: 2021-2022

PROF. ELIZABETH P. BALANQUIT
FIRST SEMESTER MR. JAYSON Y. PUNZALAN Chairperson, BSED Program
Course Title: Area Coordinator, BSED Sciences
Field Study 1
Observation of Teaching Learning of DR. MELLANY G. MASANGKAY
Actual School Environment Chairperson, BEED Program
DR. JEANETTE M. BAQUING
Area Coordinator, BSED Filipino DR. JOANNE MARIE I. ESCALONA
Chairperson, BECED Program

PROF. PAULO XAVIER SAMSON

DR. CYNTHIA G. QUIAMBAO
Chairperson, BTTE Program
Unit Head, MAEd Physical Science/ FS Teacher, BSEd Sciences

PROF. TRINIDAD A. LUMNA

DR. MELLANY G. MASANGKAY Chairperson, BPE Program
Chairperson, BEED Program
Recommending Approval:

DR. JASPER JAY N. MENDOZA

Dean

Approved:

DR. ERWIN P. LACANLALE

Vice President for Academic Affairs

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