Republic of the Philippines

University Of Southeastern Philippines

College of Education
Obrero, Davao City

FS 1: The Learner’s Development and School Environment

COURSE SYLLABUS

August 10, 2016

COURSE SYLLABUS in FS 1: The Learner’s Development and School Environment
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 VISION

By becoming a premier university in the ASEAN Region, the USEP shall be a center of excellence and
development, responsive and adaptive to fast-changing environments. USEP shall be known as the leading
university in the country that fosters innovation and applies knowledge to create value towards social, economic,
and technological developments.

MISSION

USeP shall produce world-class graduates and relevant research and extension through quality education and
sustainable resource management.

Particularly, USEP is committed to:

 Provide quality education for students to grow in knowledge, promote their well-rounded development, and
make them globally competitive in the world of work;
 Engage in high impact research, not only for knowledge’s sake, but also for its practical benefits to society;
and,
 Promote entrepreneurship and industry collaboration.

GOALS

To achieve its mission, the University aims to:

 produce globally competitive and morally upright graduates.
 develop a strong RDE culture with competent human resource and responsive and relevant researches that
are adapted and utilized for development.
 produce an effective and efficient generation, allocation, and utilization of resources within the academe.

INSTITUTIONAL GRADUATE ATTRIBUTES

Leadership Skills

Creates and inspires positive changes in the organization; exercises responsibility with integrity and
accountability in the practice of one’s profession or vocation.

Critical and Analytical Thinking Skills

Demonstrates creativity, innovativeness, and intellectual curiosity in optimizing available resources to develop
new knowledge, methods, processes, systems, and value-added technologies.

Service Oriented

Demonstrates concern for others, practices professional ethics, honesty, and exemplifies socio-cultural,
environmental concern, and sustainability.

Lifelong Learning

Demonstrates enthusiasm and passion for continuous personal and professional development.

Professional Competence

Demonstrates proficiency and flexibility in the area of specialization and in conveying information in accordance
with global standards.

COURSE SYLLABUS in FS 1: The Learner’s Development and School Environment

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PROGRAM INFORMATION
IGA-PEO-GO Mapping
Institutional Graduate Attributes Program Educational GO Graduate Outcomes
Objectives CODE
Leadership Critical Service Lifelong Professional
Skills and Oriented Learning Competence
Analytical
Thinking
Skills

PEO1 Model quality instruction

X X
X X
X X
X the assistance of the
X X
GO1 that conforms to the national
Expert elementary and international standards.
schools classroom Practice professionalism at
managers who equip GO2
all times.
their students with the Develop and implement an
necessary knowledge, instructional plan that
skills, attitudes and actively engages students in
values to be the learning and teaching
competitive in the GO3
processes underpinned by
glocal market. the principles of inclusive
education and humanistic
approach.
PEO2 Integrate a wide range of
Proficient elementary learning and teaching
schools instructional GO4 process skills to provide
leaders who exemplify meaningful learning
utmost capability in the experiences.
pursuit of pedagogical, Actively engages in
X instructional and professional developments to
technological advance professionalism and
excellence, as well as in practices.
GO5
the use of available
resources to achieve
higher learning
outcomes.
PEO 3 Conduct research activities
Responsive to find effective ways of
researchers who GO6 delivering learning and
teaching practices for
engage in a range elementary students.
of research Investigate educational
activities to issues and concerns and
improve introduce appropriate
professional measures.
GO7
practices and
student learning
performance in
elementary schools.
PEO4 Actively involve
Responsible community stakeholders to analyze and
builders who mobilize respond to community needs
GO8 to effectively support student
internal and external learning.
stakeholders to support
learning and teaching.
PEO 5 Produce contextualized and
Innovative instructional relevant instructional
material materials for elementary
developers/technology - students in accordance with
based projects the national and global
GO9
developers who design standards.
and utilize context –
based learning
materials.

COURSE SYLLABUS in FS 1: The Learner’s Development and School Environment

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Performance Indicators

Graduate Outcome PERFORMANCE INDICATORS

G.O.6 Conduct research activities to find
effective ways of delivering learning and
teaching practices for elementary
students.
G.O. 8 Actively involve stakeholders to analyze
and respond to community needs to
effectively support student learning.
P.I.3 Write a scholarly paper for research output
dissemination
P.I.1 Use the community as a learning resource.
P.I.2 Write and disseminate properly well-written
reports (progress reports, assessment,
official communications, among others).

I. COURSE INFORMATION

Course Code: FS 1
Course Title: The Learner’s Development and School Environment
Pre-requisite: ___________________________________
Credit: 1 unit
Level: 2nd Year
Semester/Year: 1st Semester, 2016
Version number: 1 s, 2016

Course Description:

This course will introduce student observers to the learner’s behavior in the different phases of development,
school environment and the school community. It offers them opportunities and prospects for career development
as they observe the school structure, the classrooms, the school facilities, the teachers, the parents, and the
students. This observation course provides them avenues to enhance their communication skills as they
exchange ideas with their buddy, with the cooperating teachers, with pupils, and with parents. This observation
includes the way teachers interact with each other, with students, with parents, and other stakeholders

Workload of Students:

Includes 18 hours of visits to assigned cooperating school.

Faculty Information:

Name: JENNY L. ABASTO

Email: sped.jlabasto88.ph@gmail.com / j.abasto@usep.edu.ph
Contact Number: 0917 911 5646 / 0909 073 0010
Office: CTET-BEED / Culture and Sports Office
Consultation Hours: ______________________________

COURSE SYLLABUS in FS 1: The Learner’s Development and School Environment

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 II. COURSE OUTCOMES (CO):

On the completion of the course, student is expected to be able to do the following:

Course Outcomes Graduate Outcomes Aligned to

CO1 Compilation of FS 1 Portfolio GO6
CO2 Familiarize with the structure of the cooperating school as spelled out in the GO8
organizational chart
CO3 Adapt with the different facilities and amenities found in the cooperating GO8
schools that promote child friendly school system; policies, guidelines, rules
and regulations set by the school.

CO4 Conduct a an interview to two learners (1 boy and 1 Girl) GO8

III. LEARNING EVIDENCES:

As evidence of attaining the above learning outcomes, the student has to do and submit the following:

Learning Evidences Description and other Details Course Outcomes it represents

LO1 FS1 Portfolio

LO2 Chart of the school organization and identify
personnel/ key positions of the structural set-up of
the cooperating school.
It contains: reflective journals, project and professional portfolio CO1
You are expected to come up with a classroom layout and a fully accomplished
organizational structure and seating arrangement of learners.
CO2

LO3 Identify facilities of school and describe the status

and conditions on the policies, rules and
You are expected to come up with a list of school facilities with regards to status and
regulations set by the school. conditions on the policies, rules and regulations set by the school.
CO3

LO4 Profile of Learners (1 Boy /1 Girl)

You observe learners action in relation to the school environment. CO4

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 IV. MEASUREMENT SYSTEM:

Learning Evidence/Output to Assess: LO1: Portfolio

Area to Assess Beyond Expectation Expected Acceptable

5 3
1. Components include cover page (with name, All components are
title of unit, dates taught) table of contents, included and clearly
reference, list of appendices. marked.
2. Organization follows the instructions for the Organization follows the
portfolio. instructions for the
portfolio correctly and
completely.
3. Word processed; grammatically and Words processed, edited
mechanically correct and obviously proofread.
4. Neatness and creativity Presentation
demonstrates neatness
and creativity in all areas
and pages of the portfolio
5. Completeness of contents Contents are all
completely filed and
submitted.
6. Promptness (Working Days) Student portfolio is
submitted on time.
Total Score:
Rated by:
Designation:
Some of the preliminary
components are missing.
Organization slightly
follows the instructions for
the portfolio.
Words processed with few
grammatical and
mechanical errors.
Presentation slightly
demonstrates neatness
and creativity to some
extent.
Some contents are
missing and are
disarranged.
Student portfolio
submitted no more than
one day after the deadline.
1
Many of the components
are missing.
Organization does not
follow the instructions for
the portfolio.
Words processed but with
many grammatical and
mechanical errors.
Presentation is neither
neat nor creative.
Most of the contents are
missing and/or
disarranged.
Student portfolio
submitted a week or more
after the deadline of
submission.

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 Learning Evidence/Output to Assess: LO2 and LO3:Produce a classroom lay-out, seat plan, etc. (Assessment No.1page 20)

5 4 3 (Satisfactory) 2 1
(Outstanding) (Unacceptable)

Diagram is Diagram is Diagram is accurate according Diagram lacks accuracy No diagram presented
accurate, scaled accurate, clearly to layout
and enhanced labeled and
scaled
and the
and the and the and the
and the explanation is clear and
explanation supported by references (e.g. explanation barely explanation is missing
explanation critiques the DepEd) supports the diagram or incomplete
contains classroom layout
suggestions for
alternatives in
the classroom
layout
(alternatives are
feasible)
( Adopt: School Facilities Checklist p.34 of ELC as Assessment Item 1B)

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 Learning Evidence/Output to Assess: LO4:Produce a reflective journals( Assessment No.2page 21)

5 (Outstanding) 4 3 (Satisfactory) 2 1 (Unacceptable)

Reflections The journal Observations and The journal has all No journal presented
indicate an contains examples reflections are clearly and visits recorded.
ability to of the ability to logically recorded. The However, the Or
evaluate synthesize journal provides comments observations and
observations information on specific observations reflections are The journal does not
and provide gathered during and indicates thinking superficial. include observations and
comments about school and about the teaching reflections for every
environments classroom profession. classroom visit.
that enhance observations. The
learning. These student can relate
are supported by this to being a
examples of teacher.
observations
and experiences
in school.

COURSE SYLLABUS in FS 1: The Learner’s Development and School Environment

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OTHER REQUIREMENTS AND ASSESSMENTS (AA)
Aside from the final output, the student will be assessed at other times during the term by the following:

Assessment Activity Description and other Details Course Outcomes it represents

AA1 Attendance/Pre-Orientation The pre-service teacher will be checked and completed the numbers of hours required. CO1

V. GRADING SYSTEM:

The final grade in this course will be composed of the following items and their weights in the final grade computation:

Assessment
Grade Source (Score or Rubric Grade) Percentage of Final Grade
Item
AA1 Rubrics 50%
AA2 Rubrics(25/25) 30%
AA3 Rubrics(25/25)
AA4 Rubrics(25/25)
LO1.1 Attendance(6/6-No.of Visits) 20%
Total 100%

Passing Grade _________

Passing Grade conditions: ____________________________________________

Note: Passing Grade and computation of Grade could be numeric (0-100) or decimal (1.0, 1.25, 1.50, etc.). The choice is with the teacher handling the course. If the course will be working of combination of numeric or decimal
grades then an equivalence table should be provided in the syllabus. There are courses who has a passing grade condition, examples include (a) no grade of 0.0 in any assessment (b) a minimum of a grade of 2.5 is needed to
pass (c) no project – automatic fail in the course.

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 VI. LEARNING PLAN:

In order to achieve the outcomes of this course, learners will go through this learning plan

Course Teaching-Learning Required

Intended Learning Outcomes (ILO) Weeks Topics Assessment Activities Learning Output
Outcome Activities (TLA) Reading
 FS1 Course
Description/Content Orientation done with the FS FS 1 Properly oriented
Prepare program of supervisor. Manual
Orient the PSTs on FS 1 Activities 1  Grading System activities Set-up schedule of activities
 FS1 Requirements

Tour around the campus FS 1 Two paragraph description of

Manual the following:
Orientation Familiarity of school structure Schools’ VMGO
Create a two paragraph description on school
structure/ organizational chart.
2 Proper/Familiarization/ Campus Campus Tour and organization Historical Background of the
Tour ( Cooperating School) school
Rules and Regulation
CO2
Observation of learners. FS 1 CO2
Classroom Observe and enumerate the Manual Checklists
Classroom Observation of school/classroom facilities Checklist of Classroom
Produce reflective journal 3 Observation/school
Learners and School Facilities facilities and structures conditions. Facilities(page 9)
Checklist on Child-Friendly
School(Page10)
Design on the classroom FS 1 CO3
set-up. Manual Classroom lay-out
Classroom Class List
Class Observation of Learners Observation on Seat Plan
Produce a reflective journal 4 Checklist on Classroom
and School Facilities structure/school Facilities(page12)
facilities Task 1 on Learner’s
Profile( page 6)
Task 2 on CTs Profile
Observe learners Interview with the learners. FS 1 CO4
Produce a reflective journal 5 Observation on Learners action in relation to the Manual Chart 5 on Checklist on
school environment Communication Skills

Note: In order to formulate intended learning outcomes, you can use a reference learning taxonomy like Bloom’s taxonomy in order to see the Low-Order Thinking Skills verbs that needs to be activated before reaching the High-
Order Thinking Skills verbs. For example, if the course outcome uses the verb DESIGN, then intended learning outcomes should include verbs starting from IDENTIFY/RECALL  UNDERSTAND  SYNTHESIZE 
ANALYZE  DESIGN. Do not forget that the rubric criteria and descriptors should serve as a guide in determining essential content or topics and its arrangement in the learning plan.

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 VII. REFERENCES/ARTICLES

Acero, Victoria et al. (2000). Principles & Strategies of Teaching. Rex Book Store.

Atienza, Sonia et al. (2000). Student Teaching Handbook. Rex Book Store.

Barry, Kevin ans Len King. (1998). Beginning Teaching and Beyond. Social Sciences Press.

Bullock, Ann Adams and Parmalee P. Hawk. (2001). Developing a Teaching Portfolio. Merill Prentice Hall. Ohio.

Colin, Marsh. (2004). Becoming A Teacher. Pearson Prentice Hall. Australia.

Corpuz, Brenda and Gloria G. Salandanan. (2003) Principles and Strategies of Teaching... Lorimar Publishing Co. Inc.

Corpuz, Brenda et al. (1997). Manual for OBSERVATION, Participation and Community Immersion. Katha Publishing co. Inc.

Logus, Modesta Grey . Student Teaching Manual. National Book Store.

Pohl, M. (2000). Learning to Think, Thinking to Learn. Hawker Brownlow Education.

Singh, Amarjit. (2004). Classroom Management: A Reflective Perspective. Kanishka Publishers Distributors, India.

Smith, Susan G. et al. (2003). teaching Challenges and Dilemmas. Nelson Smith. Australia Pty. Limited.

MANUALS/HANDBOOKS

Child Friendly School Handbook by UNICEF

Joint DepEd-CHED Guidelines on Deployment of Student teachers. 2004.

Mentoring the Student Teacher. 2002. DepEd. Region X.

Professional Application and Reflections 2 (PAR 2). University of South Australia.

VIII. CLASSROOM POLICIES:

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 Pre-service teachers are invited guests in the cooperating schools and should therefore note the following expectations:

1. During the deployment period, pre-service teachers are expected to arrive at the cooperating school at a time that is expected of other staff at the site, e.g. before flag ceremony. Likewise,
departure times must be consistent with what is expected of other staff. Attendance should be reflected in the monitoring sheet or attendance logbook.
2. During the deployment period, absence is only allowable for valid reasons (e.g. illness) or compassionate reasons. Pre-service teachers who are absent must notify the cooperating teacher by
8:00 in the morning or 1:00 in the afternoon of absence and must also notify their TEI supervisor and cooperating teacher.
3. Appropriate professional behavior requires pre-service teachers to display a cooperative attitude, be responsible, follow appropriate dress codes, be punctual, respect confidentiality of
information, ask questions, return borrowed resources promptly and in good condition, show initiative and generally be prepared to learn.
4. A Pre-service teacher should manifest mastery of the medium of instruction. S/He has knowledge of effective verbal, non-verbal and media communication techniques to foster active inquiry,
collaboration and supportive interaction in the classroom.
5. A student must complete all the entries in his/her reflective journal.
6. A student must maintain a Pre-service Teacher’s Portfolio. The portfolio is a comprehensive and a well-organized reflective journals (Journal Entries 1-4), projects ( Classroom Diagram and
Organizational Chart) and professional portfolio (class list, seat plan, checklist of Child-Friendly School) record of contextual information of learners. (Ref.Practice Teaching Manual page 8(-1-
3,10-12).

Prepared by: Reviewed by: Recommending Approval: Approved:

JENNY ABASTO __________________________________ NANCY B. GONZALES JOCELYN A. MATILDO

Faculty Head, ICA Program Head/Chair Dean

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