FIELD STUDY 4

Team Teaching Exploring the Curriculum

1. RATIONALE

Field Study 4 (FS 4) is one-unit course. It is one of the series of sequential studies in
the Bachelor in Elementary Education and Bachelor in Secondary Education
Programs (BEED and BSED). This Field Study is linked to Professional Education
subjects such as Curriculum Development, Principles of Teaching 1&2, and
Teaching Strategies.
FS 4 focuses on planning whole lessons, the preparation of instructional materials,
and team teaching with the Cooperating Teacher and other Pre-service Teachers.

A second focus of FS 4 is to have the Pre-Service Teachers explore the curriculum

and gain knowledge and understanding of its vital role towards the achievement of
the student learning. By exploring the curriculum, PST’s are encouraged to analyse
whether the school structures such as the school vision and mission, resources,
class schedule, and teacher assignments help and support the achievement of the
desired curriculum.

In the field study, the PST’s closely work and collaborate with the cooperating
teachers in making lesson plans. In the process, the PST’s start to explore the
curriculum by choosing the appropriate subject matter to teach, motivational
activities and teaching strategies.

Team teaching is a future of many school activities so, it is important that the PST’s
will develop an awareness of the skill (as indicate by the BEC), an understanding of
the Teaching- Learning process and the need to work collaboratively. The pre-
service student teachers will be immersed in a balanced of activities to give them the
opportunities to plan, teach and learn how to evaluate the learners’ performance.

In FS 4,the PST’s should manifest skill such as: planning, teaching, managing a
class, evaluating sequences of activities for individual and whole classes via team
teaching, designing instructional materials and, developing a professional portfolio.
Links to DepEd’s National Competency- Based Teacher Standards (NCBTS):

Domain 2-Learning Environment

2.5 Creates a healthy psychological climate for learning

Domain 3-Diversity of Learners

3.1 Determines, Understands and accepts the learners’ diverse background
knowledge and experiences.

Domain 4-Curriculum
4.1 Demonstrates, mastery of the subject.
4.4 Selects teaching methods, learning activities & instructional materials or
resources appropriate to learners and align to objectives of the lesson.

2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4

Stakeholders
1. Teacher Education Institution(TEI)
2. Dean of the College of Education
3. TEI Practicum Manager
 4. TEI Practicum Supervisor for Field Study4
5. School Divisions Superintendents(SDS)
6. DepEd Cooperating Principal
7. Site Supervisor
8. Cooperating Teachers for Field Study 4
9. Pre-service Teachers of Field Study 4

I. The teacher Education Institution(TEI)

A. The Dean of College of Education shall:

1. Designate a Practicum Manager to oversee/ coordinate the practicum
program.
2. Assign Practicum Supervisors with 25-30 Pre-service Teachers (PST’s)
3. Initiate conferences with the SDS’s in selecting public and private schools in
the province/city.
B. The Practicum Management shall:
1. Monitor the teacher handing FS.
2. Formulate policies and system for the practicum.
3. Manage administrative mater such as preparation and signing of MOA.
4. Communicate with stakeholders and handle paper work with regard to
practicum program.

C. The TEI Practicum Supervisor shall:

1. Orient the pre- service teacher of their in- campus/off-campus work with
regards to their expected attitudes, proper dress code, things to be done
when they are in the school, and the expectations of their cooperating
teachers;
2. Coordinate with Cooperating School Principal/Head regarding the selection of
the exemplary Cooperating Teachers to handle Pre- serve Teachers;
3. Assign the Pre-serve Teachers to Cooperating Teachers designated by
School Principal/Head;
4. Coordinate with Professional Education faculty regarding the needs of the
Pre- serve Teachers in their field studies;
5. Visit the pre- serve teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and
cooperating teacher regarding performance of pre- serve teachers;
7. Conduct weekly conferences for the Pre-serve Teacher to;
a. Monitor their performance/progress in the field
b. Special sessions on innovations teaching-learning process
c. Submission of the Task assigned to them like lesson plans, self-
made test, instructional materials and their Reflective Journals for
checking
 d. Discuss their problems If there are any
8. Assist the Pre- service Teachers in checking their lesson plans for team
teaching and in preparing their planning materials;
9. Submit written reports to the college DEAN, copy furnished to the school
principal and the SDS, at least once a month regarding the :
9.1 progress/performance of pre- service teacher
9.2 problems/difficulties met by the pre- service teacher
9.3 solutions/actions taken to solve the problems
10. Call the Pre- service Teachers for debriefing at the end of FS 4

D. The Pre- service Teachers shall:

1. Participate actively in all school related activities, as appropriate
2. Consider/be open to constructive criticisms;
3. Have regular discussion/de- briefing with the cooperating teacher/practicum
survivor.
4. Respect the dignity and rights for the learners;
5. Check papers and test for the purpose of diagnosis and evaluation;
6. Check lesson plans with cooperating teacher/practicum supervisor before
teaching and evaluates effectiveness of plans of teaching(after teaching the
class);
7. Observe lesson plan policies established by the cooperating
teacher/practicum supervisor;
8. Accept decisions of the cooperating teacher/practicum supervisor concerning
material to be covered and methods of presentation;
9. Submit to the TEI Practicum Supervisor the duly accomplishment forms on
time;
10. Return all borrowed books and materials to the cooperating school before the
term ends, accomplish clearance from the cooperating schools;
11. Project a good image as a teacher at all times by observing
11.1 The Code of Ethics
11.2 Proper dress code
11.3 Punctually in all activities of the Field Study

II. The Department of Education(DepEd)

A. The school Division Superintendent (SDS) shall:

1. Review and subsequently approve request for cooperating school;
2. Conduct orientation on student teachingwith the TEI inclusive of the
dean, College Student Teaching Supervisors, and the School
Principal/Head Teachers.
3. Be the approving authority for Memorandum of Agreements between
TEI’s and DepEd.
B. The Cooperating Principal shall:
1. Identify exemplary Cooperating Teachers to handle Pre-service
Teachers’ team teaching;
2. Conduct orientation for the Pre-service teachers on:
a. policies and regulations on Field Study
b. mentors’ roles and responsibilities
c. expected activities and outcomes of FS 4
3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
d. expected activities and outcomes of FS 4
4. Monitor and provide feedback on pre-service teachers’ performance on
the team teaching;
5. Meet with the Cooperating Teachers, Pre-service Teachers and the
Practicum Supervisor for debriefing at the end of FS 4;
6. Prepare required reports to the TEI’s, copy furnish the Schools Division
Superintendent.
C. The Site Coordinator shall:
1. Assist the Principal in assigning the Cooperating Teachers;
2. Conduct regular conference with cooperating teachers as regards the
performance and behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and TEi
Practicum Supervisors.
4. Coordinate with TEI’s Practicum Supervisor concerning the Pre-service
Teacher’s classassignments and problems
5. See to it that student teachers are not allowed to substitute for teachers
who are absent or on leave.

D. The Cooperating Teacher shall:

1. Provide an appropriate environment and establish a positive working
relationship between Pre-service Teachers and Cooperating Teachers;
2. Provide support to Pre-service teachers as mentors by:
a. Lesson planning
b. Use of varied strategies/approaches/techniques
c. Classroom management
d. Assessment of learning outcomes
e. Questioning techniques
f. Preparation of instructional materials
3. Provide the student teacher participation in co-curricular and school/
community activities
4. Expect pre-service teachers to assume planned team-
teachingresponsibilities either to start the lesson, to develop it or to
conclude the lesson;
 5. Evaluate the pre-service teacher’s plan in advance in order to check
the appropriateness of the instructional materials and the strategies
that will be used in teaching-learning process;
6. Give regular appropriate praises, positive feedback, advice, support
and encouragement to the students practicing to be teachers;
7. Observe coach/mentor pre-service teachers in their team teaching.
8. Complete the form of summative evaluation report for each student
teacher.

III. COURSE DESRIPTION

Field Study 4 will encourage PST’s to work with a buddy PST, with the
assistance of their cooperating teacher and TEI Practicum Supervisors. They
will engage in the planning and team teaching of lessons utilizing various
teaching techniques. The PSTs will work closely with their cooperating
teachers. Initially they will either start the lesson, they will teach at the middle
of the lesson or they will end the lesson.

FS 4 will allow PST’s to apply and verify knowledge gained through exposure
to the existing curriculum. It shall also provide insights on how the curriculum
can be effectively implemented. This includes analysing the mission-vision of
the school relative to the existing curriculum. The PST’s will also examine the
resources available and reflect on how these support the implementation of
the curriculum. They will also look at the class schedule, room assignment
and teacher’s assignment in the effective implementation of the curriculum.

This course will further enrich the students’ experiences in preparing teaching
aids for classroom use such as manipulative hands-on materials, or self-
learning skills.

Course Objectives

At the end of the course, the pre-service teachers are expected to:
1. Apply knowledge and skills in writing a lesson plan;
2. Perform actual team teaching with a buddy, and with the CT.
3. Select and develop instructional materials appropriate to a chosen
subject area;
4. Produce instructional materials for classroom use.
5. Observe best practices in the effective implementation of curriculum.
 Expected Outcomes

1. Produce samples of three (3) self-made lesson plans.

2. Execute/ teach two (2) lesson plans for at least 2 subject areas.
3. Prepare appropriate materials that suit prepared lessons and maximize
its use.
4. Make reflections in reflective journals on the insights.
5. Analyse the curriculum used by the school in any subject area.

Course Requirements

1. Attendance during school hours, school functions and in special

meetings
2. Daily Time Record/Logbook for the attendance in the laboratory and
the cooperating schools
3. Professional Portfolio which includes:
a. Lesson Plans
b. PST’s Work- rating sheets/ evaluation forms completely filled in by
the pre-service teacher, cooperating teachers and the TEI
Practicum Supervisor on the instructional materials, lesson plan, art
of questioning and actual teaching practice
c. Journal Writing
d. The Vision-Mission of the School
e. Instructional Resources
f. Class Schedule, Room & Teacher’s Assignment
4. Production of instructional materials

Assessment Tools

1. Lesson Plan Rubric

2. Marking Guide for Instructional Materials
3. Pre-service Teacher’s Actual Teaching Rating
4. Marking Guide for Reflection/Journal Entries
5. Rubric for Student Teaching Portfolio\

Grading System

Rater: CT PS

 Attendance 10% 10%

 Professional Portfolio 30% 30%
 Instructional Materials 20% 15% 5%
 Journal Entries/Reflection 20% 20%
 Lesson Plan 20% 10% 10%
 Total 100% 35% 65%

IV. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4

Visit/ Venue Site/ Activity Time

Session Observation frame
1st TEI Classroom  Review Lesson on 1 hr
Lesson Planning
 Conference about
the course
expectations and
requirements
2nd Lab.School/ Conference  Orientation of the 1 hr
DepEd School room or school policies and
Session Hall regulations(if
assigned in
another school)
3rd School Classroom  Analyse the 2 hrs
Mission-Vision of
the school
 Examine the
resources available
 Observe the class
schedule, room
and teachers
assignment in
relation to the
effective
implementation of
the curriculum
 Journal Writing
th
4 School Classroom/  Class Observation 3 hrs
Faculty Room of CTs Teaching
 Lesson Planning
 Preparation of
Instructional
Materials
 Journal writing
th
5 School Classroom  Team Teaching 3 hrs
with CT/Buddy
 Journal Writing
 Post Conference
6th School Classroom  Team Teaching 3 hrs
 with CT/Buddy
 Journal Writing
Post Conference
7th School Classroom  Team Teaching 3 hrs
with CT/Buddy
 Conference with
TEI Practicum
Supervisor and CT

8th TEI Classroom  Debriefing of FS 4 1 hr

 Submission of the
Professional
Portfolio

17 hrs
V. COURSE CONTENT

A. Classroom Observation

Observation is an important technique employed in the monitoring of the teaching

learning situation. Observational activities are important means of gathering
evidences that would be of help to you, as pre-service teachers. These would serve
as your guide in the actual team teaching you are going to conduct. For this, you will
use TASK 1a as your guide. The examples of teacher’s activities given will further
serve as you guide in completing this task.

TASK 1a: Classroom Observation of Teacher’s Activities

Name of Pre-service Teacher: Charlene Mozo

Observed: Subject Matter:

Cooperating Teacher:

Cooperating School: Tagum City National High School

 Direction: Observe the Lesson with attention to Teacher’s Activities

Questions/Comments
For later discussion with
TEACHER’S ACTIVITIES OBSERVATION the Cooperating Teacher
and the Practicum
Supervisor

How does the teacher begin the

learning activity?

How is the learning activity

developed? For example:

statements
*using resources
*instructing children
*giving examples
*demonstrating
*setting tasks
*organizing groups
*assisting
*questioning
*acknowledging
*others

How is the learning conducted?

For example:

questioning
*facilitating reporting
*recapitulating
*stating future directions
*others

Summary Comment:
 TASK 1b: Classroom Observation of Students’ Activities

Name of Pre-service Teacher:

Observed: Subject Matter:

Cooperating Teacher:

Cooperating School:

Direction: Observe the Lesson paying attention to pupils’/students’ activities and

interactions as your guide.

Questions/Comments
STUDENT’S ACTIVITIES OBSERVATION For later discussion with the
Cooperating Teacher and the
Practicum Supervisor
How do the students
respond to the teacher in
the beginning of the
learning activity?
Examples:

statements
*actions
*recalling events
*experiences
*information
*others
What are the students
doing during the
development of the
lesson?
Examples:

responding
*initiating
*questioning
*discussing
*working cooperatively
*working independently
*using materials
*researching
*constructing
How are the students
participating in the ending
of the lesson?
Examples:

*contributing information
*reporting findings
*recalling
*raising further questions
*others

Summary Comment:

B. Exploring Curriculum

A commonly held belief is that curriculum is known as the list of subjects. Others
define it as a prospectus, a guide for course or program. However, curriculum
includes the life that encompasses the school. It is anchored on what the school
envisions for learners how it achieves this and when.

An effective curriculum contains the following aspects:

a. A clear and specific path on what learning is to be achieved by the
learners;
b. A clear and specific path on how learning is to be achieved. It provides
and communicates clear learning objectives suited and appropriate to the
level of the learners;
c. A clear and specific path on what teaching methods and strategies to use,
and how this is supported by appropriate learning materials and learning
activities.
 Task 2

Guidelines in the Analysis of Vision and Mission of Cooperating School

Name: Date:

Cooperating School:

Direction: Study and analyse the Vision and Mission of the school where you are assigned.

1. What is the Vision of the school?

2. What is the mission of the school?

3. Does the vision/mission cater to the needs of all the stakeholders? Yes ____or
No_____? Which stakeholders?
4. List the programs/activities accomplished/conducted by the school which address
the vision and mission of the school.
5. Does the school properly disseminate its vision/mission? Yes _____No ____ How?
a. Billboards _______________________ d. Newsletter______________________
b. Posted/printed on walls_____________ e. Orientation______________________
c. Bulletin of Information_____________________________

SIGNATURE OF CT:____________________ DATE:

Task 3

Examining the Resources

Name: Date:

Cooperating School:

Cooperating Teacher:

List the books or other reference materials used by your cooperating teacher.

(Pls. See last pages; Lists of references/books are listed)

A. Describe the instructional materials used (aligned to the objectives of the lesson) by
your CT.

B. What learning insights have you gained from these tasks?

Task 4

Class Program

Name: Date:
Cooperating School: Semester /SY:
Cooperating Teacher:
Direction: Make a report of the class program of the cooperating teacher.

A. Check whether the following are available/ not available.

STRUCTURE YES NO
(describe each)
1. Class schedule
2. Room assignment
3. Teacher’s
assignment

B. Describe how the class schedule, room assignment and teacher’s assignment
contribute to the effective implementation of the curriculum. (Interview your CT to
help you answer this.)

1. Class schedule

2. Room assignment

3. Teacher’s assignment

SIGNATURE OF CT:__________________________ DATE:

C. The Art of Questioning

Effective questioning is basic to effective teaching. Instead of pointing out the

significance of a particular bit of knowledge, the teacher assists his/her learners
by using his/her questions to help them discover it for themselves.

A pre-service teacher should devote a good deal of attention to develop this skill.

According to Arabit, et al (1993), there are four dimensions in the way we ask our
students some questions and each of these develop some skills like:

1. First Dimension Questions- require literal understanding which usually begins

with Who, What, and When.
Ex. Who was Ruben? What was he carrying?
2. Second Dimension Questions- interpret between lines because the facts are
not directly or literally mentioned but the idea is being inferred.
Ex. What good are meatless Fridays to people?
3. Third Dimension Questions- require understanding and grasping fully the
author’s ideas including supplementary meanings like asking How and Why.
Ex. Do you like the title of the story? Why?
 4. Fourth Dimension Questions- require judging the worth of ideas and
effectiveness of presentation.
Ex. What would you consider as good qualities of the Filipino families?
Explain.

Activity:

Provide one example of each question dimension that relates to a topic in your class.

The following area is provided by the corresponding/needed data in the last pages.

Dimension 1:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________

Dimension 2:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________

Dimension 3:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________

Dimension 4:

_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
________

Task 5: Observation Sheet on the Art of Questioning

Name: Date:
Teacher Observed: Time:

Subject: Lesson:

Direction: Observe your CT. Note the questions that are asked.

Listen carefully to the teacher and answer the following as your guide.

1. What are types of questions formulated in the lesson? Give example of each type.
2. List down all the questions asked by the teacher in the class that you observed.
Then group them using the four dimensions.
A. First Dimension (Literal Comprehension)

B. Second Dimension (interpretation)

C. Third Dimension (Critical Evaluation)

D. Fourth Dimension (Application/ Integration)

Signature of Pre-service Teacher: ____________________________________

Signature of Cooperating Teacher: ___________________________________

D. Instructional Materials
There are several types of instructional materials that teachers use in their day-
to-day teaching activities. These materials can arouse and sustain the interest
and attention of the learners. It can concretize abstract concepts/ideas to
promote meaningful learning. They also assist learning because of the rich
experience that they provide.

With the proper selection and use of instructional devices or educational media,
learning becomes more permanent (Garo, 2004).

Audio-Visual materials
a. Audio—media are materials or sounds that are transmitted, produced or
received through high fidelity waves which are heard through certain
equipment like radio broadcast and recordings.
b. Visual materials are representations of direct reality, which comes in the
form of sign and symbols. Examples of which are: cartoons, pictures,
posters, drawings/ sketches, diagrams, charts,graphs,strip
drawings/comics strip and maps.

Multi-Media as an approach to teaching refers to the use of an integrated format of

audio-video and animation applications to create a multi-sensory teaching and
learning situation. The use of computer applications is very useful in the preparation
of the material.
 Task 6:
Use the Observation Guide provided to evaluate the instructional materials used by
your cooperating teachers. This will give you an idea about how to prepare your own
learning materials.

Observation Guide on the use of Instructional Materials

Name:
Class Observation:
Subject: Lesson:
Date: Time:

1. What is mean by instructional materials? Give 4 examples of those commonly

used.

2. What are the values of audio-visual aids? Name three. How can aids like TV,
movies or computers assist the teacher? Justify your answer.

3. What teaching aids did the teacher use in the class you observed? What purpose
did each of them serve?

4. What multi-sensory materials does the classroom have?

5. What are three (3) key things that you should consider when preparing
instructional materials?

Signature of PST: _____________________________________

Signature of Practicum Supervisor: ________________________
E. Lesson Planning
Teachers need to plan to integrate what is to be taught and how to carry it out
effectively. Teaching is not a haphazard process. The highly interactive and
demanding nature of the classroom requires that a teacher plans thoroughly to
maximize student learning. The goal of planning should always be student-
learning.

Types of Daily Lesson Plan

1. Detailed Lesson Plan- presents both the teacher’s activity and the
learner’s activity under procedure or strategies.
2. Semi- Detailed Lesson Plan- includes only the teacher’s activity under
procedure or strategies.
3. Brief Lesson Plan- shows only the main parts of the lesson plan minus the
actual questions that you intend to ask.

Format of the Lesson Plan

Different author suggest different components or format of a lesson plan. However,

most agree that it should contain the following essential parts:

1. Purpose or Objectives or Targets

2. Subject Matter
3. References and materials
4. Procedures or strategies

Task 7
a. Use the following lesson plan to guide you in preparing a lesson that you
will teach.
b. Use the Lesson Plan Rubric (appendix B) with your CT, to evaluate your
lesson plan.

Task 7a: Sample Lesson Plan

Lesson Title:
Grade/ year level: No. of Pupils/ Students:

I. Objectives
II. Subject Matter:
Concept:
Values:
BEC:
Competency:
III. Learning Procedures
 A. Routine:
B. Learning Activities/ Lesson
Proper
C. Generalization
D. Application
E. Evaluation

IV. Assignment:
V. MATERIALS
A. Teacher reference materials
B. Instructional Materials:

F. Team Teaching
Task 8a

At this point, you are now ready to conduct Team Teaching with your co-Pre-
service teacher. Ask for the lesson subject matter from Cooperating Teacher.
Plan the lesson with your buddy and the CT and have it checked by your
Cooperating teacher. Once it is checked, prepare the visual materials appropriate
for your subject matter.
Activity: Teach the lesson in collaboration with your CT and your buddy.
(discuss who will do what first)

Evaluation of Learning Activities

Evaluation is the process of determining the effectiveness of a learning activity or
a unit of work which includes many learning activities. The aim of evaluation is to
develop the effectiveness of your teaching.

Task 8b

Evaluation should be undertaken by you and also by your Cooperating

Teacher/TEI Practicum Supervisor. Following the learning activity, and as soon
as you can manage.
Activity: Use the evaluation sheet (8b) with your CT, to evaluate your lesson

TASK 8b
Guidelines for Evaluating Learning Activities

Name of Pre-service Teacher:

Activity: Date:
Cooperating Teacher:
Cooperating School:

EVALUATION OF THE PLANNED ACTIVITY AND STUDENT’S LEARNING

1. To what extent did the students/pupils achieve the specific learning

outcomes?

2. How do I know? What did I observe in students’/pupils’ responses?

3. What modifications would I make this activity if I did it again?

(Task? teaching strategies? grouping? organization? resources?)

EVALUATION AND REFLECTION ON MY OWN TEACHING AND

LEARNING

1. How effective were my teaching and management skills?

2. What goals should I set for improvement in my next planned activity?

3. What else did I learn about my teaching?

ASPECTS FOR DISCUSSION

Task 9- Self-Appraisal

Practicum should offer opportunities for self-appraisal of the teaching learning

experiences of a pre-service teacher. To become a responsible teacher, the
pre-service teacher should be able to self-evaluate, to diagnose strengths and
weaknesses, and to plan for improvements. The PST’s should be able on
their ability to be self-aware, self-evaluate and self-correcting (Beltran,1992)

Direction: Reflect on one of the lessons you have taught. Record your sefl-
evaluation on each item by placing a circle around the appropriate number. If
upon evaluating yourself, you are dissatisfied with your performance in any
area, think about how you could improve your practice. Re-evaluating yourself
frequently.
 A Pre-service Teacher Self-Appraisal Checklist

Name: Sem/School/year:
Grade/Yr& Section Observed: Date:
Cooperating School:
Lesson Taught:
High
Low

ITEMS TO RATE 5 4 3 2 1
I. Instructional Preparation
1. Was I aware of the latest research and professional
trends in my field?
2. Had I mastered the subject matter of each unit?
3. Had I organized each lesson and each unit of study?
4. Had I clearly defined instructional objective for each
unit and lesson?
5. Had I prepared and/or selected appropriate
instructional materials for each lesson and unit?
6. Was I able to show a relationship between subject
areas?
II. Instructional Materials
7. Did I individualize instruction as much as possible?
8. Was I aware of the abilities of each pupil/student?
9. Did I briefly review the previous day’s with work with
class?
10. Did I attempt to make the classroom attractive and
comfortable?
11. Did I create a relaxed atmosphere conducive to
learning?
12. Did I frequently use questions that encourage
comprehension, analysis, synthesis, and evaluation?
13. Did I often involve pupils/students in learning
activities?
14. Did I use variety of teaching methods and
techniques?
15. Did I use a variety of teaching materials?
16. Did I praise pupils/students when they show
progress?
17. Did I increase the pupils/students interest in learning?
18. Did I use appropriate audio-visual aids?
19. Did I make clear explanations?
20. Did I utilize community resources?
21. Did I relate what is being studied to some part of life?
22. Was I able to hold the interest of the class?
23. Did I give clear assignments?
24. Did I know and use pupil’s/student’s names?
 25. Did I encourage independent study?
26. Was my word choice on an appropriate level?
High
Low

ITEMS TO RATE 5 4 3 2 1
III. Human Relations
27. Did I avoid embarrassing pupils?
28. Did I allow all pupils to be heard?
29. Did I respect confidentially?
30. Did I avoid engaging in gossip about colleagues?
31. Did I praise colleagues about their accomplishments?
32. Did I criticizing a colleague?
33. Did I follow the “chain of command”?
34. Was I tactful when correcting the pupils/student?
35. Was I fair to everyone?
36. Did I respect the views of all persons?
37. Did I refrain from holding grudges?
IV. PERSONAL QUALITIES
38. Was I honest?
39. Was I reliable?
40. Did I forgive?
41. Did I dress neatly?
42. Did I dress appropriately?
43. Was I cooperative?
44. Was I courteous?
45. Did I cultivate my choice to be pleasant, clear and
forceful?
46. Did I care for my health?
47. Was I poised and at ease when teaching?
48. Was I enthusiastic?
49. Was I self-directing?
50. Did I have sense of humor?
51. Was I willing to accept corrective, objective
suggestions?
52. Was I model citizen?
53. Did I support worthly community activities?
54. Is my judgment sound?
55. Was I punctual?
56. Was I independent in my thinking?

Sources: Beltran, Linda B. (1992). A guide for the Supervision of Student

Teachers. Rex Bookstore.

Rating:
__________________________________________________________
 Signature of Pre-service Teacher: _________________

Date:

VI. GLOSARRY OF TERMS

 Assessment- relates to collecting, synthesizing and interpreting data about
the knowledge and understanding, skills and attitudes of a person or group
in order to facilitate decision making.
 Class program- refers to the class schedule, room and teacher’s
assignment.
 Cooperating Principal- is the head of the cooperating school responsible in
assigning exemplary cooperating teachers and to coordinate with the TEI
 Practicum Supervisor with regards the assignment and problems of Pre-
service Teachers.
 Cooperating School- refers to the school where the pre-service teacher
undergoes off-campus teaching.
 Cooperating Teacher-is normally a classroom teacher at the laboratory
and cooperating school directly responsible for providing mentoring
support to the pre-service teachers.
 Curriculum- refers to the life and program of the classroom and school.
 Dean of the College of Education- is responsible for assigning Practicum
Supervisors to handle Field Studies including Practicum A and B.
 Instructional Materials- refer to print materials, audio-visual and multi-
media resources used by the teacher in facilitating teaching-learning
process.
 Practicum Coordinator- refers to the person in-charge of monitoring the
teachers handling Field Studies and manages administrative matters
pertaining the practicum program of the TEI.
 Pre-service Teachers- refer to the University/College BEED/BSED
students who are enrolled in the Field Study courses and are involved in
micro teaching, team teaching and teaching whole lesson.
 Site Coordinator- he/she responsible in assisting the Principal/Head of the
school in assigning students in classrooms and scheduling of classes for
observation and participation. Conduct regular conference with
cooperating teachers as regards the performance and behaviour of
student teachers.
 TEI Practicum Supervisor- refers to the University/College faculty directly
responsible for supervising, monitoring and providing support to the
university student in on/off campus school experience.
 Teacher Education Institutions (TEI’s)- refer to the universities and
colleges offering Teacher Education Courses with curriculum aligned with
that of CHED. There are 21 of these from Regions XI, XII, and ARMM
which established partnership with Beam and DepEd.
 Team Teaching- is any form of teaching in which a team consisting of two
or more pre-service teachers share responsibility in the planning,
presentation, and evaluation.

VII. REFERENCES

Barry, Kevin and King, Len.(2001). Beginning Teaching and Beyond Third Ed.
Social Science Press, New South Wales.

Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.
 Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South
Wales

Corpus, Brenda, B. and Salandanan, Gloria, G. (2003).Principles and Strategies

of teaching.Lorimaar Publishing Co., Inc.

Cruz, Brenda, B., et al (1997). Manual for Observation, Participation and

Community Immersion. Katha Publishing Co., Inc.

Danielson, C. and Abrutyn, L. (1997).An introduction to Using Portfolios.Virginia,

USA Association for Supervision and Curriculum Development.

Garo, Candelaria, D. (2004). Teaching Educational Technology.National

Bookstore.

Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.

Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational technology. Katha

Publishing Co., Inc.

MTST Mentoring the Student Teacher.A joint project of the DepEd and the TEI’s
of Region X, Division of Misamis Oriental and the Division of Cagayan de Oro
City.

Professional Application and Reflection 1, 2, 3, and 4.(2004). Practicum

Guidelines and Resources for Schools and Organizations.University of South
Australia.

VIII. APPENDICES

The following appendices provide the marking guides for each assessment item.

Appendix A- Journal Entries

Journal 1: On Preparing a Lesson Plan
Journal 2: Instructional Materials
Journal 3: Actual Teaching
 Journal 4: Examining the Resources
Journal 5: Class Program
Appendix B- Lesson Plan Rubric
Appendix C- Pre-service Teacher’s Actual Teaching Rating
Appendix D- Marking Guide for Instructional Materials
Appendix E- Marking Guide for Reflection/Journal Entries
Appendix F- Rubric for Communication Skills in Teaching
Appendix G- Rubric for Student Teaching Portfolio

Appendix A: Reflective Journal Entries

Task: Use your journals to reflect on the following questions.

JOURNAL 1

On Preparing a Lesson Plan

Name: _______________________________Date: _______________________

Subject Area: __________________________Cooperating Teacher: __________
1. Describe the goals and purpose of your lesson plan.

2. What problems did you encounter in writing your lesson plan

3. How can you improve your written lesson plan?

4. Did you deviate from your lesson plan? Why/ why not?

5. Experienced teachers claim that they can teach their classes even without a
lesson plan. “How do you react with this? Provide reasons for your answer.

TEI Practicum Supervisor’s Feedback:

Area(s) for Strength: __________________________________________________
Area(s) for Improvement: ______________________________________________

Signature of the TEI Practicum Supervisor: ________________________________

Date: ______________________________________________________________

JOURNAL 2

Instructional Materials

Name: _______________________________Date: _______________________

Subject Area: __________________________Cooperating Teacher: __________

1. What is the importance of developing/ preparing Instructional Materials?

2. Describe one of the instructional materials you made. What was its purpose?
Why did you prepare it this way?
3. How will your instructional materials influence students/pupil’s learning? Give two
examples.
4. How will you know if your materials are effective in enhancing student learning?

TEI Practicum Supervisor’s Feedback:

Area(s) for Strength: __________________________________________________
Area(s) for Improvement: ______________________________________________

Signature of the TEI Practicum Supervisor: ________________________________

Date: ______________________________________________________________
 JOURNAL 3

On Actual Team Teaching

Name: _______________________________Date: _______________________

Subject Area: __________________________Cooperating Teacher: __________

1. After you have done your first actual team teaching, what were your realizations?
How did you feel about co-teaching he lesson?
2. What do you think went in the lesson? Give details.
3. What would you like to improve and focus on during future planning and delivery?

TEI Practicum Supervisor’s Feedback:

Area(s) for Strength: __________________________________________________
Area(s) for Improvement: ______________________________________________

Signature of the TEI Practicum Supervisor: ________________________________

Date: ______________________________________________________________

JOURNAL 4

On Examining the Resources

Name: _______________________________Date: _______________________

Subject Area: __________________________Cooperating Teacher: __________

1. What is the importance of aligning the Instructional Resources and learning

activities with the objectives of the lesson?
2. What difficulties have you encountered in planning your lesson plan with regards
to the availability of instructional material resources?
3. What have you done to address this problem? (refer to question #2)
TEI Practicum Supervisor’s Feedback:
Area(s) for Strength: __________________________________________________
Area(s) for Improvement: ______________________________________________

Signature of the TEI Practicum Supervisor: ________________________________

Date: ______________________________________________________________

JOURNAL 5

Class Program
Name: ___________________________________Date: __________________
Cooperating School: ___________________________Sem/SY:_____________
Cooperating Teacher: ______________________________________________

1. State the relevance of classroom schedule, room assignment and teacher’s

assignment in the effectiveness of teaching.
2. Describe how the classroom program contributes to the effectiveness
implementation of the curriculum.
3. Interview the CT on his/her roles in the preparation and implementation of the
class program.

Signature of the TEI Practicum Supervisor: ______________________________

Date: ___________________________________________________________

Appendix C: Pre-service Teacher’s Actual Teaching Rating

Name: __________________________________Sem/ S.Y: ___________________

Date: ___________________________________Subject Taught:
_______________
Cooperating School:
___________________________________________________

Note: This will serve as a guide to the Cooperating Teacher and TEI Practicum
Supervisor in assessing the actual teaching performance done by the Pre-service
Teachers. Check the box below that corresponds to each item.

Legend: 100-95- Excellent 88-83- Satisfactory 77-72- Unsatisfactory

94-89- Very Satisfactory 82-78- Fair
ITEMS TO RATE E VS S F U

I. LESSON PLAN
A. Objectives were stated in behavioural terms

B. There was congruence between

1. Objective and subject matter

2. Objective and materials used

3. Objective and teaching procedure/ Strategies of
Teaching
4. Objective and formative test/ Evaluation
5. Objective and assignment
II. TEACHING METHODS
A. Methods use was/ were suited to the needs and
capabilities of the students
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities
C. Visual aids and other examples were used to illustrate
the lesson
D. The teacher made effective use of the formative test
after teaching
III. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework
3. Practice exercise
4. Group work/Project
5. Passing in nad out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom

C. Visual aids were within easy reach of the teacher during

his/her teaching
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with awell-modulated voice
B. The teacher used correct grammar in speaking
C. Correct responses were given by the student’s through
the teacher’s skilful questioning.
D. He/ She observed correct pronunciation
E. The board work of the teacher was free from errors in
grammar and spelling
F. The teacher’s handwriting on the board and the lesson
plan was legible enough to be read and understood
V. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed
B. The teacher is free from mannerism or physical defects
that tend to disturb the student’s attention
C. The teacher’s personality is strong enough to command,
 respect and attention.

 The pre-service teacher’s strength are:

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________
 Comments/Suggestions for Improvement:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
____________
 Final Rating (Tick one) Satisfactory Unsatisfactory

Rated by:_____________________________________________________
Designation: ___________________________________________________

Appendix D: Marking Guide for Instructional Materials

Name: _______________________________Sem/ S.Y: ____________________

Date: _____________________________________________________________

Legend: 3- Definitely (90-100)

2- Moderately (51-89)
1- Not at all (0-50)

ITEMS TO RATE 3 2 1
Definitely Moderately Not at
all
1. It is big enough that can be seen by the
farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
 5. It is economical to produce.
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experience of the target
learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.

Comments/ Suggestions: (Strengths and suggestions for improvement)

___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
______________

Rating: ________________________________________________________
Rated by: ______________________________________________________
Designation: ____________________________________________________