Republic of the Philippines

Isabela State University

Cauayan City

COLLEGE OF EDUCATION
BACHELOR OF SECONDARY EDUCATION

A Portfolio

in

FIELD STUDY 2
(Participation and Teaching Assistantship)

As Partial Fulifillment of the Requirements in the Subject,

SED PROF 411 (Field Study 1 and 2)

Accomplished by

(type your first name, middle initial and family name in uppercases, bold)
______________________________
4th Year, BSE-English Student

Presented to

Dr. RONNIE BOY V. BLAS

Subject Specialist, SED PROF 411

January 2023

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 Acknowledgements

Here enumerate the people who directly supported you. How did each person extend his/her
services to you.

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 Course Description and Course Outline

Republic of the Philippines

ISABELA STATE UNIVERSITY
Cauayan City

COLLEGE OF EDUCATION
Course Outline
First Semester,
School Year 2022-2023
Course Number Course Title Credit Unit/s Hours per
week
SED PROF 411 FIELD STUDY 1 and 2 6 lecture units 6 hours
Course Description

Field Study 1 is the first experimental 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. Field Study 2 assists and participates future teacher in guided actual teaching-learning process. The conduct of
action reseach begins in this course and concludes during teaching intership.

Prerequisite/s : All SED Prof and Major subjects

Course Outcomes:

At the end of the course, the students should be able to:

1. Cognitive

1.1. determine ways of addressing learners’ diversity in terms of gender, needs, interests, cultural background and difficult
circumstances;
1.2. demonstrate assessment and reporting practices done in the classroom, and
1.3. assess and apply the various classroom management strategies observed in the class

2. Psychomotor

2.1. create a safe and secure learning environment that contributes to the physical, socio-emotional and cognitive
development of learners;
2.2. participate in the teaching-learning process and use instructional materials, including ICT to promote quality, relevant
and sustainable educative process;
2.3. formulate one’s philosophy in teaching, and
2.4. write an initial action research plan with the purpose of improving teaching practice
Grade Equivalent
3. Affective
1.0 98 – 100
1.25
3.1. reflect on how a teacher manifests his/her personal and professional competencies; 95 – 97
3.2. attempt to apply concepts, theories and principles in curriculum development 1.5 in an92actual
– 94 classroom setting, and
3.3. test and promote sensitivity, observation skills, critical, creative and reflective thinking skills.
1.75 89 – 91
2.0 86 – 88
Course Requirements:
2.25 83 – 85
2.5 80 – 82
 Attendance and Participation in Class Activities
2.75 77 – 79
 Written Outputs for Specific Episode
3.0 75 – 76 Passed
 Softbound Portfolio
 Demonstration teaching of at least one subject content
5.0 74 and below Failed
Inc. Incomplete
Grading Scheme

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Key Learning Areas
Preliminary Examination 15%
Midterm Exam 25%
Final Exam 25%
Class Participation/Recitation/Activities 15%
Portfolio /Output 10%
Presentation / Quizzes 5%
Attendance 5%
Total 100%

Final Grade = Tentative Grade * .50 + 50

Introduction

SED PROF 411 (FIELD STUDY 1 and 2) is a six-unit course having six-hour
lecture. All SED Prof subjects and Major subjects are the pre-requisite of this course. Pre-
service Teachers will accomplish the nineteen (19) Episodes in Field Study 2.

Field Study 2 (Participation and Teaching Assistantship) is aligned with the

Philippine Professional Standards for Teachers (PPST) and Program Outcomes common to
all teacher education programs as contained in CMO No. 74-80 and No. 82, s. 2017. The
PPSTs , the standards of quality teaching in the Philippines, consist of seven (7) domains,
and thirty-seven (37) strands and one hundred forty-eight (148) performance indicators of
good teaching the which are focused on the development of the 21st century teacher who can
respond to the demands of the K to 12 Basic Education Curriculum which the Department of
Education began implementing in SY 2012-2013.

In Field Study 2, pre-service teachers take a more active role and gets involved in the
teaching-learning process. The pre-service teachers continue to be keen observers but
simultaneously participates in the tasks involved in the different aspects of the instructional
process.

Through noticing, analysis and reflection, the FS student develops teacher agency to
believe that he/she can think of ways to make things work better and later act on them. The
teacher knows that he/she can try and test these ways t osee which one works. At the end of
each episode, the FS student is able to do a systhesis and is scaffolded to formulate an action
research working title related to the vital topic of the episode.

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 Guidelines for Field Study 2 Students

THE FIELD STUDY STUDENTS:

1. Are required to accomplish successfully the activities in at least 54 hours in one semester

to earn a three-unit credit.

2. Secure appropriate Field Study permits and undergo orientation/briefing before they are

deployed in cooperating schools.

3. Participate and assist in classes and may work with a partner. A Field Study partner is one

with whom one can discuss and work with after the FS experience.

4. Wear official school/university uniform during the Field Study in the FS resource school

(for face-to-face modality).

5. Demonstrate personal qualities that reflect a good image of a teacher. These qualities

include courtsey, respect, honesty, diligence, open-mindedness, critical thinking and

others.

6. Demonstrate proper behavior in the presence of the learners, teachers, school personnel,

administration and parents.

7. Request the signature of the FS 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. The FS Resource

Teacher is encouraged to use a rubic for every authentic assessment of the portfolios. This

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 rubic can be discussed with the students as part of the orientation so they would know

what criteria will be used and how the portfolio will be assessed.

Table of Contents

Title Page i
Acknowledgements ii
Course Description and Course Outcomes iii
Introduction iv
Guidelines for Field Study 2 Students v
Table of Contents vi
Learning Episode 1 (The The Teacher We Remember) 1
Learning Episode 2 (embedding Action Research for Reflective Teaching) 1
Learning Episode 3 ( Understanding AR Concepts, Processes and Models) 1

Learning Episode 4 1

Learning Episode 5 1

Learning Episode 6
Please type the rest of its 1

Learning Episode 7 descriptive titles 1

Learning Episode 8 1

Learning Episode 9 1

Learning Episode 10 Also, edit the page of your 1

Learning Episode 11 accomplished learning 1

Learning Episode 12 episodes 1

Learning Episode 13 1

Learning Episode 14 1

Learning Episode 15 1

Learning Episode 16 1

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Appendices
Appendix A. Scoring Rubric
Appendix B. Sample Learning Plan (Detailed Lesson Plan)
Appendix C. Documentation
Appendix D. Certificate of Completion

References
Lucas, Maria Rita D., Borabo, Milagros L, Bilbao, Purita P., and Corpuz, Brenda B. Field Study 2.
Participation and TeachingAssistantship. OBE-Based and PPST-Based. LORIMAR
PUBLISHING INC. Quezon City, Metro Manila. 2021

Add more, like the teacher you observed and interviewed

Link/s if there is/are

Note: No page number from appendices

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