FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

MODULE 1

GETTING READY FOR FIELD STUDY 2

FIELD STUDY 2 PARTICIPATION AND TEACHING

ASSISTANSHIP
Authors: Brawner and Caubic
Faculty
: Asst. Prof. Myla C. Dayrit

The Field Study Program allows the prospective teachers to experience directly
or vicariously classroom teachings before they finally go to the field to teach. The
field experience also gives the prospective teachers an overall view of what to expect,
especially, with regard to the implementation of the curriculum.
The Field Study Program draws its rationale from the Philippine Professional
Standards for Teachers (PPST). The handbook will prepare the students in acquiring
the competency-based teacher standards.

The Field Study Program provides for outcome-based experiential tasks, such
that the prospective teachers go through increasing opportunities for experience,
from simple awareness, participation, identification, and ultimately, internalization
and dissemination or sharing of one's learnings. Assessments are put in place to
determine the level and extent from which outcomes are attained.
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

There are five (5) basic sequential steps that build interdependently as the
prospective teachers go through a series of experiential tasks, namely:

Level 1. Exposure - an invitation to experience; creating an awareness of the

experiential task

Level 2. Participation - generating data; and deducing insights and meanings from
the experience

Level 3. Identification - recognizing the emotional and intellectual contexts of the

experience

Level 4. Internalization - imbibing and “feeling" the experience in one's life as a future
teacher

Level 5. Dissemination - sharing the experience with others through varied modalities

MY LEARNING JOURNEY IN FIELD STUDY 2

BEGINNING WITH THE END IN MIND

Learning Outcome 1
Search for appropriate and
effective instructional materials

Learning Outcome 2
Prepare instructional materials
to support teaching and learning
engagement.
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

Learning Outcome 3
Assist in making creative and
interactive bulletin board and learning
station displays.

Learning Outcome 4

Assist in assessing learning

performance.

Learning Outcome 5

Sustain and monitor established

routines.

Learning Outcome 6

Accurate recording of learners'

assessment results.

Learning Outcome 7

Participate in promoting wholesome and

safe learning environment.
FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

Learning Outcome 8

Establish instructional routine to assist

learners in gaining academic success.

Learning Outcome 9
Establish management routines
for ensuring smooth functioning of
the classroom.

Learning Outcome 10
Participate in meeting the short
term and long term needs of
students for order, safety and
positive development during
instruction and co-curricular
activities.

Learning Outcome 11
FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

Participate in implementing smooth

transition and group activities.

Learning Outcome 12
Carry out intervention activities for
students with learning needs.

Learning Outcome 13
Make responsible supervision of
co-curricular activities.

Learning Outcome 14

Develop a working knowledge

about classroom-based action
research as a tool to solve
or mitigate teaching-learning
problems.
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

Learning Outcome 15
Identify problems in the classroom,
and determine the "best" or the
"most appropriate" action that will
help solve the problem.

Learning Outcome 16
Apply the mechanics of writing
a proposal for classroom-based
action research.

My Learning Journey: Beginning with the End in Mind

My learning Journey in Field Study starts with the end in mind. At the outset
of this learning experience, the expected outcomes are made clear to the students.

The Learning Outcomes set the tone and direction for every field study learning
experience. The expected outcomes are attained through a set of Experiential Tasks
and Reflection Triggers.
The former represents what they will be exposed to; while
Reflection Triggers serve as jump-off point and provide structure for them to process
the learning experience starting from simple to complex tasks.

Guided by the Reflection Triggers, students will go through the Experiential

Tasks to achieve the expected outcomes. The Reflection Triggers stir or motivate
them to exert more effort in making full use of the field-learning experience as
contained in the Experiential Landscape of Field Study 2.
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

Getting Ready for Field Study 2

Welcome to your second field study course in your teacher education program!
Field Study 2 (FS 2) will experientially support your previously taken FS 1 and
foundation professional education courses, particularly on how educational theories,
principles, and strategies are applied in actual school environment through participation
and teaching assistantship.

The learning experiences of FS 2 will guide you to internalize learning after you
have collected some data, analyzed and translated them to information or knowledge a
future teacher needs. The information however, does not remain
as they are. Completion of experiential learning requires further reflection and sharing of
this knowledge with your peers, your mentors and your future co-workers in your world
of work.
This step leads you to becoming a professional teacher.
A learning tool most apt to lead you in performing this role is through the portfolio
preparation. It will also be through this technique that assessment of your course
performance will be done. Preparation of a portfolio for Field Study2  is a requirement of
the course. You have encountered portfolio assessment in your Assessment in Learning
course as an authentic method to effectively assess performance.

Here are some key ideas you must have learned about portfolio assessment:

1. Its basic tool is a portfolio which is a purposeful documentation and collection of

students' works and other evidences of accomplishments  in a pre-determined area for
a given period.

2. It involves both cognitive and non-cognitive measures of student learning. It

assesses authentic performances involving higher-order thinking such as analysis,
application, synthesis, evaluation, and creativity.
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

3. A portfolio is more than just an artistic collection of work samples and artifacts. It
requires personal reflection on works completed, description of processes followed,
observations made and the emotions and impressions invoked.

4. The process of documentation or collection is guided by the person's

motive for undertaking a portfolio.

5. The learner's purpose defines what entries to be included in the portfolio and how
they will be displayed. One's purpose can be any one or be a blend of the following:
a. To provide evidences of what have been accomplished in a course
b. To exhibit an organized collection of work samples and products
c. To have the opportunity to display ones best
d. To demonstrate one's progress from start to completion in a field of work
e. To communicate the learning processes adapted to show improvement
f. To exhibit the initiatives of the learner to achieve his/her goals

Guidelines in the Preparation of your Portfolio for FS 2

A. As a Field Study 2 student, the basic entries for your portfolio are your reflection
papers describing what you have learned, and its effect on you as a future
teacher. To be included, too, are your plans for sharing the ideas you have gained
to your peers, mentors and future co-workers.
These two aspects are found in the Internalization and Dissemination component
of each Learning Experience of this manual. These parts are marked with icons.

B. Your outputs for the other components (i.e. Exposure, Participation, and
Identification) which are written in your FS manual, need not be included
unless they are necessary to highlight some of your reflections. There also be some
artifacts you may want to use as evidences or illustrations for your Dissemination
component.

C. Assessment of the course is evidenced-based using your portfolio. A rubric for each
learning experience is provided which uses a criterion relevant to the intended learning
objective. Some criteria included for assessment are:

i. Depth of Reflection
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

ii. Clarity of Understanding

iii. Value of Learning
iv. Relevance of Exemplification
v. Clarity of Purpose
vi. Appropriateness of Application.      

Rating for each Learning Experience will be given by your FS Coordinator/

Cooperating Teacher. A self-rating can be included depending on your FS Coordinator.
The final arrangement can be consensually decided upon by your FS Coordinator and
the College Dean.

D. FS 2 student decides on the form of his/her portfolio. The basic entries are those you
have produced in the Internalization and Dissemination components of each episode
and which are collected as part of the manual. You may organize separately your
portfolio in a clear folder, an album, etc.
Preliminary pages must include a Table of Contents and your portfolio
objectives. The concluding pages can include an overall impression of your Field
Study  1 experience and future plans. Inclusion of your rating sheets is optional.
E. You will submit your portfolio to your FS Coordinator at the program's completion.
Aside from the ratings to be given by learning experience, your portfolio may be
subjected to an overall assessment using Organization and Clarity of Purpose as a
criterion. Expected performance is satisfactory organization of your entries guided by a
clear purpose for your portfolio.

Criterion: Organization and Clarity of Purpose

RATING DESCRIPTION
91-100 has very satisfactorily organized the entries of his/her portfolio
according to a clear purpose for displaying accomplishments for the
entire FS I Program
81-90 Learner has satisfactorily organized his/her entries in a systematic way
but is
not well-guided by his/her purpose.

71-80 Learner has arranged the entries without any clear purpose.

61-70 Learner has not organized the entries in a systematic way.

51-60 Learner shows serious difficulty in organizing a portfolio.

Rubric:
 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

f. Rating for Field Study 2 may consider two important components:

1. The  average rating obtained across the Learning Experience (70%) and the
2. Overall Rating for the Portfolio (30%).

Table 1: Assessment Summary

LEARNING EXPERIENCES RATING

1 Searching for Instructional Materials
2 Preparing Instructional Materials
3 Assisting in Preparing Bulletin Board and Learning Station Displays
4 Assessing Learners' Performance
5 Assisting in Establishing Routines
6 Recording Learner's Assessment Results
7 Maintaining Wholesome and Safe Learning Environment
8 Participating in Maintaining Instructional Routines
9 Participating in Maintaining Management Routines
10 Participating in Maintaining Order During Instructional and Co-Curricular
Activities
11 Participating in Guiding Learners During Transitions or Group Activities
12 Participating in Conducting Intervention Activities
13 Participating in Supervising Learners in Co-Curricular Activities
14 Introduction to Action Research
15 Searching Problems for Classroom-Based Action Research
16 Writing a Classroom-Based Action Research Proposal
AVERAGE RATING

Rating for Field Study 2

Average Rating for Learning Experience: __________X.70 =_______

 FIELD STUDY 2 - PARTICIPATION AND TEACHING ASSISTANSHIP

Overall Rating for Portfolio :__________X.30=________

Final Grade : ________

Table 2: Transmutation Table

Average Rating Grade Point Pecentage Grade

98 - 100 1.0 99
95 - 97 1.25 96
92 - 94 1.5 93
89-91 1.75 90
86 - 88 2.0 87
83 - 85 2.25 84
80 - 82 2.5 81
77 - 79 2.75 78
75 - 76 3.0 75
71 - 74 3.25 72
68 - 70 3.5 70
65 - 67 4.0 68
Below 64 5.0 65 & below