FIELD STUDY 1

Observations of Teaching-
Learning in Actual School
Environment
What are FIELD Study subjects for?
 Field Study 1 is the first experiential course which will immerse
a future teacher in actual classroom setting where direct
observation of teaching-learning episodes that apply
educational theories learned in the content and pedagogy
courses will be made. This is followed by Field Study 2 where
the future teacher assists and participates in guided actual
teaching-learning process. The conduct of action research
begins in this course and concludes during teaching
internship.
What are the Field Study courses?
 1. Field Study 1 – Observations of Teaching-Learning
in Actual School Environment.
 2. Field Study 2- Participation and Teaching
Assistance
 3. Practice Teaching/ Teaching Internship CMO Nos.

(Sourse: 74, 75/76,77,78,79,80,82 s2017)

As a Field Study student what am I expected to
learn and develop?
 “INTENDED LEARNING OUTCOMES refer to what you can
do, accomplish, achieve, or become as a result of a learning
experience”
 Learning Outcome is the heart of OUTCOME-BASED
EDUCATION or OBE. To explain it simply, OBE neatly organizes
or aligns what you will learn, the activities, you and your teachers
will work on and how you will be assessed, while focusing on you
as the learner and the ultimate of what you are expected to be- a
world class teacher!
David Kolb Experiential Learning Cycle
Model
What is the Approach of this Field Study book?
 Notes on Observation
In this course, you focus on the three major objects of observation which
are the:
 1. Environment, which serves as the context (classrooms, learning spaces,
activities)in which teaching and learning occur.

 2. Learners, whose growth and development, characteristics and diversity

influence how they interact, how they respond to teaching, shown in their on
task of off-task behaviour.

 3. Teachers, who are the guide and facilitators, managers of learning, the
techniques they use, their philosophy of education, their personal and
professional characteristics that influence their teaching and learning
strategies.
 Before and During Observations
 A skilled observer learns with a Purpose, Focus and Intentionally
 Purpose – Before starting any field observation activity, make sure you
clearly understand the intended outcomes of the activity. Remember that
you are a “non-participant” observer. You need to remain unobtrusive
meaning, you should be as “invisible” as you can, and not to attract
attention to yourself.
 Focus- When your purpose is clear, it is easier to tune in and select what
to observe.
Make your observation multi-sensorial. Use your senses. Look closely. Listen
intently Note the smell of the surroundings, even the learners and teachers.
 Intentionally – in every step of the way, you are guided by the purpose as
you consider details of how you will go about your observation. Crucial
here is distinctly knowing how you will record and document your
observations.
Choose the best strategy from among the following to record and document efficiently”
1. Use table/ matrices, checklists that you can fill out with data as you are observing.
2. Write brief notes of details you see while using a checklist.
3. Have a small notebook, pad or sticky notes ready for jotting additional notes.
4. Use apps to record your observation data.
5. Draw sketches or observational drawings.
6. Tally behaviours . An example would be noting how many times a learner got up from his or
her chair within the whole class period.
7. Make lists. An example would be making a list of a words that a toddler used within a
specified time.
8. Write transcripts. This strategy is useful when you pair your observation with interview or
when or you are documenting what you observed in a specific incident and you are writing an
anecdotal record.
9. Use audio or video gadget/equipment to record data with permission from the teacher and the
learners. Some schools require parent’s consent.
10.Take pictures with permission as well.
 After Observation
 OBSERVE – I shall look and see and listen and hear. I should be able to
record what I see.

 ANALYZE- I shall examine closely what I observed, relate it to the

theories, principles and concepts that I already know.

 REFLECT- I shall think deeply of what I have observed, connect it to my

past experiences, present undertakings and future gals and plans as a
teacher.
 Suggested Guidelines for Field Study Students
The Field Study students:
1. Are required a accomplish successfully the activities in at least 54 hours in one
semester to earn a one unit credit.
2. Secure appropriate Field Study permits and undergo orientation/ briefing before
they are deployed in cooperating schools.
3. Observe classes and may work with a partner.
4. Wear official school/university uniform during the Field study in the cooperating
school
5. Demonstrate personal qualities that reflect a good image of a teacher. These
includes courtesy, respect, honesty, open-mindedness, critical thinking and others.
6. Demonstrate proper behaviour in the presence of the learners, teachers, school
personnel, administration and parents
7. Request the signature of the Resource Teacher or the Field study faculty
immediately after the activity has been done
8. Are required to prepare a portfolio for every field study course
 Target Your Intended Learning Outcome
At the end of this episodes, I must be
ale to determine the characteristics of a
school environment that is safe, secure,
FIELD STUDY 1 and is supportive of learning (PPST,
2.1.1)

THE
SCHOOL
ENVIRON
MENT
Revisit the Learning Essentials
1. A physical environment conducive for learning is one that has consistent
practices that:
 keep the school safe, clean, orderly and free from distractions;
 Maintain facilities that provide challenging activities; and
 Address the physical, social and psychological needs of the students.

2. Display boards can be powerful in communicating information about the

learning environment. They help in building and establishing the school
culture. These boards become one way for everyone to learn about the
vision-mission, goals, and values that the school upholds.
Revisit the Learning Essentials
3. As a basic part of the school’s visual environment, display boards have four general
purposes:
 Decorative- They offer visual simulation and appeal to aesthetics. They set the
social and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have greater confidence.
An example would be the display of students’ outputs that show that each output is
recognized and valued. The bulletin boards help celebrate the learners’ growth and
progress.
Informational – They are used as a strategy to readily disseminate information.
Instructional – They move students to respond and participate through interactive
displays. They get students to think about and communicate their learning.
4. The set of criteria for evaluating bulletin board displays
includes effective communications, attractiveness, balance,
unity, interactivity, legibility, correctness, and durability.