Workbook For FS 2 Portfolio

Republic of the Philippines
ROMBLON STATE UNIVERSITY

Romblon, Philippines
Field Study 2
rticipation and Teaching
Assistantship
INTRODUCTION
ACKNOWLEDGEMENT
CURRICULUM VITAE
TABLE OF CONTENTS
TITLE PAGE
INTRODUCTION
ACKNOWLEDGEMENT
CURRICULUM VITAE
TABLE OF CONTENTS
Episode 1 SEARCHING FOR INSTRUCTIONAL MATERIALS
Intended Learning Outcomes
Understanding
Exposure
Participation
Identification
Reexamining Your Assisting Task
Internalization
Dissemination
Assessment Rubrics
Episode 2 PREPARING INSTRUCTIONAL MATERIALS
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 3 ASSISTING IN PREPARING BULLETIN BOARD AND LEARNING STATION
DISPLAYS
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 4 ASSESSING LEARNERS’ PERFORMANCE

Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 5 ASSISTING IN ESTABLISHING ROUTINES
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 6 RECORDING LEARNERS’ ASSESSMENT RESULTS
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 7 MAINTAINING WHOLESOME AND SAFE LEARNING ENVIRONMENT
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 8 PARTICIPATING IN MAINTAINING INSTRUCTIONAL ROUTINES

Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 9 PARTICIPATING IN MAINTAINING MANAGEMENT ROUTINES
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 10 PARTICIPATING IN MAINTAINING ORDER DURING INSTRUCTIONAL
AND CO- CURRICULAR ACTIVITIES
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 11 PARTICIPATING IN GUIDING LEARNERS DURING TRANSITIONS OF
GROUP ACTIVITIES INTENDED LEARNING OUTCOMES
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 12 PARTICIPATING IN CONDUCTING INTERVENTION ACTIVITIES
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 13 PARTICIPATING IN SUPERVISING CO-CURRICULAR ACTIVITIES
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 14 INTRODUCTION TO ACTION RESEARCH
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 15 SEARCHING PROBLEMS FOR CLASSROOM-BASED ACTION RESEARCH
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Episode 16 WRITING A CLASSROOM-BASED ACTION RESEARCH
Understanding
Exposure
Participation
Identification
Internalization
Dissemination
Assessment Rubrics
Learning Episode 1 Searching for Instructional Materials

PPST Domain Curriculum and Planning
Strand Teaching and Learning resources including ICT

CMO Program Outcomes Apply skills in the development and utilization of ICT to promote quality,
Teacher Education
relevant and sustainable educational practices
1. Search for appropriate and effective instructional materials

2. Examine the instructional materials from the school’s resources or through
technology or digital resources.
3. Identify the purposes of instructional materials.
4. Identify the different principles in selecting instructional materials.
5. Apply guidelines in selecting instructional materials.
6. Present appropriate instructional materials.
Essential Question
1. Why shout a teacher spend time in searching for appropriate instructional

materials?
Understandings
Educational resources are very important tools used by every teacher to improve
the teaching-learning process. Effective use of instructional materials can assure
a teacher for an active and productive learning and assessment.
The importance of producing instructional materials is to facilitate the teaching-
learning process. The essence is not to use the instructional materials as an object
of decoration but instructional materials must be utilized for an effective,
meaningful and interactive teaching-learning engagement.
Purposes of the Utilization of Instructional Materials

1. The instructional materials capture the learners’ interest.
2. The instructional materials contribute in the realization of learning
objectives.
3. The instructional materials motivate the learners to be engaged in the
teaching-learning process.
4. The instructional materials contribute in making difficult concepts easy to
understand.
5. The instructional materials concretize abstract ideas or make concept realistic
to the learners.
6. The instructional materials afford degree of retention of concepts or ideas.
7. The instructional materials make learning more real and meaningful.
8. The instructional materials stimulate self-activity on the part of the learners.
9. The instructional materials address different learning styles and needs of the
learners.
1.1 EXPOSURE
Examining instructional materials from the school’s resources
or through technology or digital resources.
Subject School List of Technology Website and short description of the Instructional
Resources Materials or Digital Materials
and Short Resources
Description
1.2 PARTICIPATION
Identifying the Purposes of the Instructional Materials
1.3 IDENTIFICATION
Considering the different principles in selecting instructional
materials.
Check whether what you have search adhere to the given principles.
Yes No
a. Principle of Appropriateness (appropriate to the intended learning objectives
and level of learners)
b. Principle of Authenticity (present, accurate, up to date and dependable

information)
c. Principle of Cost (economical and easy to manipulate)
d. Principle of Interest (power to encourage creativity and imaginative response

among the learners)
e. Principle of Organization and Balance (clarity and in accordance with the

principles of learning such as reinforcement or transfer)
RE-EXAMINING YOUR ASSISTING TASK

In assisting your CT to search for appropriate instructional materials, what problems have you
encountered as regards the principles to apply in the selection of instructional materials?
1.4 INTERNALIZATION
Applying guidelines in selecting instructional materials
As you search for your Cooperating Teacher’s needed instructional materials fill out the
table below to serve as your guide in searching and preparing instructional resources.
Purpose for the Possible
Year
Learning Objectives Subject matter Instructional Instructional
Level
Materials Resources
1.5 DISSIMINATION
Presenting instructional materials – “Better this Time”
Subject Matter Learning Objectives List of Resources

1. Guided by the learning objectives of the subject matter given to you, provide your Cooperating
Teacher with the list of resources that you have searched.
2. Write your short reflection on how teaching a certain lesson can be better because the teacher
uses appropriate instructional materials.
Teaching ___________________________________________is Better this Time

Subject/Lesson
ASSESMENT
For Use of the FS Program Coordinator
Criterion: Depth of Understanding
Rubric
Score Description
91- Reflection shows evidence of exemplary understanding of the principles and guidelines in
100 searching for appropriate instructional materials.
81-90 Reflection shows evidence of adequate understanding of the principles and guidelines in
searching for appropriate instructional materials.
71-80 Reflection shows minimal understanding of the principles and guidelines in searching for
appropriate instructional materials.
61-70 Reflection shows difficulty in understanding the principles and guidelines in searching for
appropriate instructional materials.
51-60 Reflection shows a need for substantial guidance in understanding the principles and
guidelines in searching for appropriate instructional materials.
Rating for LE. 1: ____________
______________________________
Signature of FS Program Coordinator
Learning Episode 2 Preparing Instructional Materials

PPST Domain Curriculum and Planning
Strand Teaching and Learning resources including ICT

Teacher Education
1. Prepare instructional materials to support teaching learning engagement;

2. Define instructional materials for various purposes in the classroom;
3. Gather instructional materials from various resources;
4. Provide localized and indigenous material for classroom;
Create accessible course materials.
5. Create accessible course materials.
Essential Question
1. How can a teacher the teacher’s use of instructional materials stimulate

meaningful and lasting learning?
Understandings
Students of the 21st century are considered to be highly visual and manipulative
learners. They learn best if they have direct learning experience of the teaching-learning
process. They find the learning experiences meaningful if they are supplemented with
instructional materials for reading, listening, viewing and creating activities.
2.1 EXPOSURE
Defining Instructional Materials for Various Purposes in the Classroom.
Confer with your cooperating teacher the materials he/she wants to prepare. Identify the
types of print materials and audio-visual media for various purposes in the classroom.
Instructional Materials Purpose for Use
1. Print (Books, magazines ,

newspaper, posters, charts
2. Chalkboards/boardwork
3. Models, globes, maps, realia
4. Audio-media (analog tape,

cassettes, digital CDs
5. Videotapes, films, videodisc
6. Television
7. Technology-driven (websites,
YouTube videos
2.2 PARTICIPATION
Gathering Instructional Materials from Various Resources
Start gathering from various resources the needed instructional materials by your Cooperating
Teacher. Have a checklist of the inventory of the resources that you will us in assisting your CT.
From the Library_____________________________________________________________________
From the Media Center_______________________________________________________________
From the Laboratories

1. Science______________________________________________________________________
2. Speech_______________________________________________________________________
From the Information Technology Center:______________________________________________
From the Audio- Visual Center: _______________________________________________________
From Other Sources: _________________________________________________________________
2.3 IDENTIFICATION
Planning for Instructional Materials for Actual Use
Submit to your Cooperating Teacher your tentative layout of instructional materials that you
will prepare.
What difficulties confronted you while you were assisting your CT in the preparation of
instructional materials?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2.4 INTERNALIZATION
Preparing Instructional Materials for Actual Teaching and Learning
Get from your CT all the suggestions and the forms of assistance he/ she needs from you during
the actual use of instructional materials.
Guide for Using Instructional Materials
1. Reserve necessary materials and equipment from the AV room.

2. Practice operating the equipment.
3. Preview Point presentation.
4. ____________________________________________________________________________
5. ____________________________________________________________________________
6. ____________________________________________________________________________
7. ____________________________________________________________________________
8. ____________________________________________________________________________
9. ____________________________________________________________________________
10. ____________________________________________________________________________
2.5 DISSIMINATION
Utilizing Instructional Materials Specific Objectives/ Activities
Make sure that your materials for instruction are all ready. Assist your Cooperating Teacher
according to his/ her instruction. List other activities that your CT may need assistance in utilizing
instructional materials.
Print Materials
1. Count the number of materials and assist your CT for distribution if needed.
2. Assist your CT in mounting or posting the pictures on the board.
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
Chalkboard/Boardwork exercises
1. Write boardwork legibly.

2. Assist your CT in erasing the boardwork.
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
Models, Globes and Maps
1. Borrow models, globes from the media center.

2. Clean models and globes before use.
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
Audio-Media Materials
1. Check functionality of materials

2. Ready the materials and assist your CT in manipulating the materials.
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
Videotapes, Films and Videodisc
1. Preview the materials

2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
Technology Driven
1. Assist your CT in setting up the computer.

2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
Write your experiences of success in preparing various instructional materials.
My Success Story in Preparing Instructional Materials

ASSESMENT
Criterion: Comprehensive Narration
Rubric:
Score Description
91-100 The narrative talks about the unforgettable experience and shows comprehensive
details of the learning experience of preparing instructional materials.
81-90 The narrative talks about an interesting experience and shows some details of the
learning experience of preparing instructional materials.
71-80 The narratives talk about some interesting experience but more details are needed to
tell the learning experience of preparing instructional materials.
61-70 The narrative needs focus on the experience and the detail do not relate to the
experience of preparing instructional materials.
51-60 The narrative needs focus on the experience and details are needed.
Rating for LE. 2: ____________________
____________________________________
Learning Episode 3 Assisting In Preparing Bulletin Board and Learning

Station Displays
PPST Domain Learning Environment
Strand Management of classroom structure and activities

Teacher Education
1. Assist in making and creative and interactive bulletin board and learning station
displays;
2. Identify appropriate instructional materials for bulletin boards and learning station
according to purpose;
3. Determine the guidelines in structuring bulletin board and learning station;
4. Make a layout of bulletin boards and learning station;
Essential Question
1. What is a good bulletin board and learning station displays?
Understandings
Bulletin boards are an important component of classrooms. They provide a way

to introduce new material or display student work. Educators should create boards that
are equally engaging and educational. The use of interactive boards in the classroom
ensures that students recognize the importance of the posted materials. Bulletin boards
should be changed frequently and relate to concepts currently being covered in class.
The board should be at eye level, include color, be durable, and have clear
directions about how to interact with it. An interactive bulletin board does students no
good if they cannot reach it. When planning such a board, make sure that it is at their eye
level and easily accessible for young hands.
Bulletin board displays that change periodically to reflect new lessons help
visual learners better understand new material, reinforce new words and concepts,
and challenge students to participate in new ways.
3.1 EXPOSURE
Getting Ready with Materials for Making Classroom Displays.
Inquire from your Cooperating Teacher on the kind of bulletin board displays and
learning stations he she finds appropriate in the classroom. Then design tentative bulletin board
displays and learning stations. Present to your Cooperating Teacher for approval.
List down the materials you will be needing in structuring the proposed bulletin board
and learning stations.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
3.2 PARTICIPATION
Identifying Appropriate Instructional Materials for Bulletin
Board and Learning Station According to Purpose
Work with your Cooperating Teacher as regards to appropriateness of materials you
intend to use. List down the purpose of the displays that you will be assisting your CT to work for.
Bulletin Board Purpose/s
3.3. IDENTIFICATION
Determining the Guidelines in Structuring Bulletin Board
and Learning Stations
Check your readiness in assisting your Cooperating Teacher in structuring bulletin board
display by considering the following guidelines:
Easy on My Part There will be Problems on

My Part
1. I will assist in structuring

the bulletin board simple
yet emphasizing the desired
central theme.

our bulletin board always
updated.
3. I will see to it that our

bulletin board displays are
purposeful.
4. I will assist to make our

bulletin board displays
engaging to the learners.

to make our bulletin board
displays catchy and
meaningful.

While you were helping your CT in the preparation of your bulletin boards and learning
stations, what problems have you encountered in trying to make your bulletin boards and learning
stations appropriate to the learners?
3.4 INTERNALIZATION
Making a layout of Bulletin Board and Learning Stations
Knowing the purpose, the theme and available materials that you can use to assist your CT,
make a layout of a bulletin board displays and other learning stations. Ask your CT signature for
approval.
A. Sketches/ Layout for Bulletin Board
B. Sketches/ Layout for Learning Stations
3.5 DISSEMINATION
Instructional Display Making
Having assisted your Cooperating Teacher in making Bulletin Board displays, make your own
plan in putting up a bulletin board display once you become a teacher yourself.
My Bulletin Board Plan for the Opening of the School Year

ASSESMENT
Criterion: Appropriateness and Ingenuity of Plan
Rubric:
Score Description
91-100 The plan presents interesting and innovative design following all the guidelines in
bulletin board making. The layout is appropriate and attractive.
81-90 The plan presents design following all the guidelines in bulletin board making. The
layout is appropriate and neat.
71-80 The plan presents design following some guidelines in bulletin board making. The
layout is appropriate and neat
61-70 The plan presents design following few guidelines in bulletin board making. The
layout is somewhat neat
51-60 The plan presents designs which is inappropriate, the layout is poorly designed
Rating for LE. 3: ____________
______________________________
Learning Episode 4 Assessing Learners’ Performance

PPST Domain Assessment and Reporting
Strand Monitoring and evaluation of learners’ progress and

achievement
CMO Program Outcomes Demonstrate a variety of thinking skills in planning, monitoring, assessing
Teacher Education
and reporting learning processes and outcomes
1. Demonstrate skills in the application of different types of assessment;

2. Assist in assessing learner’s performance;
3. Define the parameters of learners’ performance;
4. Describe the rubrics as scoring guides;
5. Recognize the importance of good assessment practices;
6. Classify outputs based on the given categories;
7. Make an impression of your personal view about on how important are rubrics
in assessing learning performance
Essential Question
1. What important role do rubrics paly in assessment?
Understandings
Information about student learning can be assessed through both direct and
indirect measures. Direct measures may include homework, quizzes, exams, reports,
essays, research projects, case study analysis, and rubrics for oral and other
performances.
Well-designed assessment methods provide valuable information about

student learning. They tell us what students learned, how well they learned it, and where
they struggled.
4.1 EXPOSURE
Defining the Parameters of Learners Performance
Make a table of the learning performance that your cooperating teacher would like to assess. List
down the part of the output assigned to you.
Learning Performance Part to Correct Timetable for Checking/

Correcting
4.2 PARTICIPATION
Familiarizing with Rubrics or Scoring Guides
Rubrics as a terminology in education refers to the scoring guide used by teachers in evaluating
the quality of students written, oral/skill performance and outputs. Rubrics usually include evaluation
criteria, quality definitions for those criteria at a particular level of achievement/performance and a
scoring strategy.
Study very well the rubrics used by your cooperating teacher in evaluating the quality of
students’ constructed responses to questions especially essays.
Take note of the evaluative criteria for scoring the learning outputs both written works and
performance tasks.
Activity
1. Do you find using or having a rubric/ scoring guide useful when you checked students learning
outputs? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. List down advantages of having rubrics in checking students learning output.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4.3. IDENTIFICATION
Recognizing the Importance of Good Assessment Practices
Have a table of learning outputs that you checked and record the assessment practices that you
employed in assisting your Cooperating Teacher in correcting students’ learning outputs.
Learning Time Allotted for Good Assessment Practices

Outputs checking
Date Date
Given Finished Did I do the following? Yes No
1. Used rubrics as guide in

checking
2. Reviewed scores given in the
criteria
3. Recounted scores

In your experience of assisting your CT in checking students’ learning outputs, what problems
did you come across in correcting students’ portfolio, projects and other learning outputs?
4.4 INTERNALIZATION
Categorizing Learning Outputs
Go over the learning outputs that you have assisted your Cooperating Teacher in checking.
Record them under the following categories.
Learning Formative Summative Written Works Performance

Outputs Tasks
4.5 DISSEMINATION
Snapshots of My Assessing of Learning Performance
Having experienced assisting your Cooperating Teacher in assessing student’s learning

performance, make an impression on your personal view (snapshots) on how important are rubrics in
assessing learning performance.
My Reflection on the Importance of Rubrics in Assessing Student’s Learning

Performance
ASSESMENT
Criterion: Depth of Understanding
Rubric:
Score Description
91-100 Reflection shows evidence of exemplary understanding of the principles and

guidelines in assessing students learning outputs.
81-90 Reflection shows evidence of adequate understanding of the principles and guidelines
in assessing students learning outputs.
71-80 Reflection shows minimal understanding of the principles and guidelines in assessing
students learning outputs
61-70 Reflection shows difficulty in understanding the principles and guidelines in assessing
students learning outputs.
51-60 Reflection shows a need for substantial guidance in understanding the principles and
guidelines in assessing students learning outputs.
Rating for LE. 4: ____________
______________________________
Learning Episode 5 Assisting in Establishing Routines

PPST Domain Learning Environment
Strand Promotion of purposive learning

CMO Program Outcomes Facilitate learning using a wide range of teaching methodologies and delivery
Teacher Education modes appropriate to specific learners and their environments
1. Sustain and monitor established routines;

2. Monitor the implementation of classroom routines;
3. Identify the effective strategies for transition routines and activities;
4. Recognize consequences of transition periods;
5. List the challenges you have encountered in establishing classroom routines and
procedure
6. Write your thoughts on how of an organized and happy classroom.
Essential Question
2. What can make a positive classroom atmosphere?
Understandings
Maintaining positive classroom atmosphere in order to achieve learning goals is

one of the biggest challenges of teachers. Teachers employ various strategies to keep a
positive learning environment and establishing classroom routines is one of the teachers’
labor-saving strategies.
5.1 EXPOSURE
Monitoring the implementation of classroom routines
Assist your cooperating teacher in the implementation and monitoring of the following classroom
routines and check the students’ level of compliance. The students’ level of compliance will serve as your
guide in assisting your CT in monitoring the implementation of the routines.
Level of Students’ Compliance

Classroom Routine Always Comply Seldom Comply Never Comply
1. Raising hands properly.

2. Lining up for checking of seatwork
and assignment
3. Greeting visitors.
4. Passing papers and notebooks
5. Using class pass for going out of the
room
6. Observing proper listening procedure
7. Working in small group
8. Following teacher’s hand signal
9. Observing movement during activities
List other routines
5.2 PARTICIPATION
Identifying effective strategies for transition routines
and activities
List down the classroom routines that your Cooperating Teacher needs you the most of your
assistance. Set them as your priority to help your CT make a wholesome learning environment.
Review the following strategies and identify which of them can be effective in assisting your
CT during transition.
1. Use hand signals.

2. Be a good observer.
3. Give clear directions all the time.
4. Use time signal like bell.
5. Practice the routine with the learners again and again.
6. Use sign language.
7. Sing songs for classroom transitions.
8. Observe line rules.
9. Review class rules everyday.
10. Other strategies of your cooperating teacher.
Match them with effective transition strategies of your cooperating teacher.
1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________
6. ____________________________________________________________________________
7. ____________________________________________________________________________
8. ____________________________________________________________________________
9. ____________________________________________________________________________
10. ____________________________________________________________________________
5.3. IDENTIFICATION
Recognizing Consequences of Transitions Periods
1. Assist your Cooperating Teacher in establishing classroom routines during transition period
and list down how you assisted in establishing the classroom routines.
 Before starting the lesson
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 During lesson proper
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 After the lesson
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. What could have happened if these transitional activities were not done?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

During your assisting task in establishing routines, what are the problems that you have
encountered in carrying out the different transition routines?
5.4 INTERNALIZATION
Practicing Classroom Routines and Procedures
Continue assisting your Cooperating Teacher by practicing with the students their classroom
routines and procedure. List the challenges you encountered in the following:
Bahavioral Routines and Procedure
Challenges Encountered
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Working Routines and Procedure
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Transitional Movement Routines and Procedures
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5.5 DISSEMINATION
Designing an Organized and Happy Classroom
Based from your assisting experience in establishing routines, write your thoughts of an
organized and happy classroom.
A Happy and an Organized Classroom

ASSESMENT
Criterion: Relevance of Experience
Rubric:
Score Description
91-100 The experience of assisting in establishing routine is found to be very relevant in

keeping positive learning environment.
81-90 The experience of assisting in establishing routine is found to be relevant in keeping

positive learning environment.
71-80 The experience of assisting in establishing routine is found to be somewhat relevant in

keeping positive learning environment
61-70 The experience of assisting in establishing routine is found not relevant at all in
keeping positive learning environment.
51-60 There is no indication of experience of assisting in establishing routines.
Rating for LE. 5: ____________
______________________________
Learning Episode 6 Recording Learner’s Assessment Result

PPST Domain Assessment and Reporting
Strand Communication of learner’s needs, progress and achievement to key

stakeholders
CMO Program Outcomes Demonstrate a variety of thinking skills in planning, monitoring, assessing and
Teacher Education reporting learning processes and outcomes
1. Record accurately the learner’s assessment result;

2. Collect student’s outputs following specific guidelines;
3. Organize your list of learners’ outputs by recording them in the given categories;
4. Determine the importance and difficulties in recording learning outputs and performance;
5. Make your own plan of preparing and recording strategies relative to your future
students.
Essential Question
1. How important is accurate recording of learners’ performance?
Understandings
Having accurate factual and up to date record keeping of learners’ academic

output is a very important part of teachers’ role. Teachers’ need to keep effective
assessment records of every student so that they can have accurate judgement about
students’ progress. Moreover, these records are important to parents so that they can have
clear understanding of their children’s learning progress and achievement in school. A
student teacher needs the experience of how proper recording of academic outputs and
performance tasks is done by the teacher.
6.1 EXPOSURE
Collecting and Safekeeping of Academic Outputs and Performance
Tasks
ACTIVITY
List down your CT’s guidelines or instructions on how you will collect, sort, and keep the
students’ outputs.
1. ___________________________________________________________________
___________________________________________________________________
2. ___________________________________________________________________
___________________________________________________________________
3. ___________________________________________________________________
___________________________________________________________________
4. ___________________________________________________________________
___________________________________________________________________
5. ___________________________________________________________________
___________________________________________________________________
6.2 PARTICIPATION
Getting Acquainted with Learners’ Outputs and Tasks
Organize your list of learners’ outputs by recording them in a given categories.
Classes Categories
Learning Outputs Performance Task
6.3. IDENTIFICATION
Collecting, Organizing and Recording Practices of
Learners’ Performance Outputs
Assist your Cooperating Teacher in organizing the collection of students’ learning

outputs by putting them in their designated collection station such as:
 Storage of drawer pocket

 Pocket folder portfolio
 Deep baskets
 Color code filing system
 Homework/projects collection station
 Others
Record in the table below the learning outputs and performance task of your CT’s class.
Learning Outputs Performance Tasks

As you record the assessment results of the students, what are some of the critical issues of
accountability in recording have you experienced?
6.4 INTERNALIZATION
Recognizing the Importance and Difficulties in Recording Learning Outputs
and Performance Tasks
What are the challenges you encountered in assisting your Cooperating Teacher in recording
students’ academic learning outputs and performance tasks?
Challenges Encountered in Assisting the Recording of

Students’ Learning Outputs
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. ___________________________________________________________________
5. ___________________________________________________________________
6. ___________________________________________________________________
7. ___________________________________________________________________
8. ___________________________________________________________________
9. ___________________________________________________________________
10. ___________________________________________________________________
6.5 DISSEMINATION
Preparing and Recording Strategies
From the experiences and challenges you have encountered, make your own plan of preparing
and recording strategies relative to your future students’ academic outputs and performance tasks.
My Strategies in Recording My Future Students’ Learning Outputs

and Performance Tasks
Strategy
Strategy
Strategy
Strategy
ASSESMENT
Criterion: Application and Understanding of Experiences
Rubric:
Score Description
91-100 All the learned experiences in preparing and recording strategies are correctly applied
and fully explained in the plan
81-90 Some of the learned experiences in preparing and recording strategies are correctly
applied and fully explained in the plan
71-80 Some of the learned experiences in preparing and recording strategies are correctly
applied but not explained in the plan
61-70 Some of the learned experiences in preparing and recording strategies are not correctly
applied and explained in the plan.
51-60 Very few learned experiences in preparing and recording strategies are mentioned in
the plan.
Rating for LE. 6: ____________
______________________________

Workbook For FS 2 Portfolio

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Workbook For FS 2 Portfolio

Uploaded by

Copyright:

Available Formats

Republic of the Philippines

ROMBLON STATE UNIVERSITY

Intended Learning Outcomes

Episode 8 PARTICIPATING IN MAINTAINING INSTRUCTIONAL ROUTINES

Learning Episode 1 Searching for Instructional Materials

Strand Teaching and Learning resources including ICT

Intended Learning Outcomes

1. Search for appropriate and effective instructional materials

1. Why shout a teacher spend time in searching for appropriate instructional

Purposes of the Utilization of Instructional Materials

b. Principle of Authenticity (present, accurate, up to date and dependable

c. Principle of Cost (economical and easy to manipulate)

d. Principle of Interest (power to encourage creativity and imaginative response

e. Principle of Organization and Balance (clarity and in accordance with the

RE-EXAMINING YOUR ASSISTING TASK

Subject Matter Learning Objectives List of Resources

Teaching ___________________________________________is Better this Time

Rating for LE. 1: ____________

Learning Episode 2 Preparing Instructional Materials

Strand Teaching and Learning resources including ICT

Intended Learning Outcomes

1. Prepare instructional materials to support teaching learning engagement;

1. How can a teacher the teacher’s use of instructional materials stimulate

1. Print (Books, magazines ,

3. Models, globes, maps, realia

4. Audio-media (analog tape,

From the Library_____________________________________________________________________

From the Media Center_______________________________________________________________

From the Laboratories

From the Information Technology Center:______________________________________________

From the Audio- Visual Center: _______________________________________________________

From Other Sources: _________________________________________________________________

RE-EXAMINING YOUR ASSISTING TASK

Guide for Using Instructional Materials

1. Reserve necessary materials and equipment from the AV room.

1. Write boardwork legibly.

Models, Globes and Maps

1. Borrow models, globes from the media center.

1. Check functionality of materials

Videotapes, Films and Videodisc

1. Preview the materials

1. Assist your CT in setting up the computer.

Write your experiences of success in preparing various instructional materials.

My Success Story in Preparing Instructional Materials

Rating for LE. 2: ____________________

Learning Episode 3 Assisting In Preparing Bulletin Board and Learning

Strand Management of classroom structure and activities

Intended Learning Outcomes

1. What is a good bulletin board and learning station displays?

Bulletin boards are an important component of classrooms. They provide a way

Bulletin Board Purpose/s

Easy on My Part There will be Problems on

1. I will assist in structuring

2. I will assist in structuring

3. I will see to it that our

4. I will assist to make our

5. I will assist in structuring

RE-EXAMINING YOUR ASSISTING TASK

B. Sketches/ Layout for Learning Stations

My Bulletin Board Plan for the Opening of the School Year

Rating for LE. 3: ____________

Learning Episode 4 Assessing Learners’ Performance