FS 1 Module 1

Field Study 1: Observations of Teaching and Learning in Actual School Environment
1
Cover Story

2
PREFACE
This instructional material is designed to meet the needs of the students taking
Field Study 1. This serves as their instructional basis for their observation and other
related activities in this course.
Field Study 1 is a modified experiential course which aims to connect the

concepts and theories learnt in content and pedagogy subjects with the actual teaching-
learning process. In this course, students are guided in their engagement for them to
appropriately deliver specific tasks required.
The content of this module is primarily anchored on the Experiential Learning

Handbook, a project of the Teacher Education Council shadowing CMO No. 30, s.2004,
CMO No. 52, s.2007, and CMO No. 27 s. 2017 aligned with the PPST designed in the
context of the present flexible learning modalities delivery system in teaching and
learning. Further, the presentation of activities is sequenced following the 4As principle –
Activate, Acquire, Apply, and Assess. The “Activate” section is where students discuss
or write about what they already know that is related to the lesson or activity. The
“Acquire” section is where the new information is presented. The “Apply” section allows
the students to practice what they have learned. The last phase of each episode is the
“Assess” section. This part tests how much the students have learned and determines if
there are gaps in understanding. The episodes in each unit have been streamlined to meet
the rigors, demands, challenges and limitations in teaching and learning brought about by
the COVID-19 pandemic.
This FS 1 material provides and guides students with the learning experiences on
flexible learning modalities and possibilities of exploring actual classrooms when the
situation warrants. The experiential learning experiences will be packaged together with
activities for authentic experiences of students on the real world of teaching and learning.
~ THE AUTHORS

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COURSE GUIDE
* Attach Course Guide here.

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LEARNING TIMELINE
Units/Episodes Title Weeks

The Learner’s Development and
Unit I (3 weeks)
Environment
Episode 1 School as a Learning Environment 1
Episode 2 Learners’ Characteristics and Needs 2
Episode 3 Home and School Link 3

Experiencing the Teaching-Learning
Unit II (5 weeks)
Process
Episode 1 Multiple Intelligence Theory 4-5
Episode 2 Teaching Approaches 5-6
Episode 3 Teaching Strategies 7-8
Unit III Technology in the Learning Environment (6 weeks)
Episode 1 Utilization of Teaching Aids 9-10
Episode 2 Slide Presentation 11-12
Episode 3 Online Learning 13-14
Unit IV Explorations of Possibilities (2 weeks)
Episode 1 Exploration on FS 1 15-16
Submission of Portfolio

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Target Population
This instructional material on Field Study 1 was developed for the Teacher
Education Program, especially for Fourth Year students in the College of Education of
Iloilo Science and Technology University.
Rationale
The Experiential Learning Module is designed to provide students with a clear

direction in attaining the desired competencies of the course. The activities provided aim
to connect the theories and techniques learned from the content and pedagogy subjects
with the teaching-learning practice in the actual school environment. The students will be
given enough avenue to observe learner’s behavior, motivation, teacher’s strategies of
teaching, classroom management, assessment in learning among others. Observations on
these areas shall be given emphasis.
Further, the students are instructed to note down the topics being presented to the
class for them to look for a possible website that could support further in facilitating the
teaching-learning process.
Objectives:
This instructional kit aims for the Field Study 1 students to:
1. analyze how the teaching and learning process should be conducted

considering the different phases of a child’s development;
2. identify the different teaching approaches and strategies to address the
multiple intelligences of learners; and
3. develop and utilize instructional materials appropriate for a chosen
subject area, particularly for remote teaching and learning.
Instruction to the Students:
Consider this manual as your tool. Aside from the worksheets, this instructional
material has other exercises to be answered. These activities should be answered while
doing the observation in your cooperating school. Be diligent enough in accomplishing
your tasks and mindfully jot down your observations as these will form part in your
Course Portfolio, which will be your output for this course.
Remember to bring your module each time you conduct your Field Study 1
observation. Make your Field Study 1 an avenue for a worthwhile learning experience.
All the best!

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TABLE OF CONTENTS
PAGE
I. PRELIMINARIES
A. Cover Story ii
B. Preface iii
C. Course Guide iv
D. Learning Timeline v
E. Rationale, Objectives, and Instruction to the Students vi
F. Table of Contents viii
G. Guidelines to FS 1 Students ix
H. Student’s Profile x
II. ACTIVITIES
A. Focuses
 The Learner’s Development and
Environment 10
Episode 1: School as a Learning Environment 10-14
Episode 2: Learners’ Characteristics and Needs 15-18
Episode 3: Home and School Link 19-21
 Experiencing the Teaching-Learning Process 22
Episode 1: Multiple Intelligence Theory 22-26
Episode 2: Teaching Approaches 27-30
Episode 3: Teaching Strategies 31-34
 Technology in the Learning Environment 35
Episode 1: Utilization of Teaching Aids 35-39
Episode 2: Slide Presentation 40-44
Episode 3: Online Learning 45-48
 Explorations of Possibilities 49
Episode 1: Exploration on FS 1 50-53
B. Additional Entries (Articles, Clippings, Letters,
and other relevant documents related to FS 1) 54
III. PERSONAL REFLECTIONS 55

IV. COMMENTS OF THE FACULTY 56
V. RUBRICS FOR THE MODULE 57
VI. SELF-RATING COMPETENCY CHECKLIST
FOR FS 1 (STUDENT’S USE) 58
VII. COMPETENCY CHECKLIST
FOR FS 1 (FACULTY USE) 59
VIII. ATTENDANCE 60

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GUIDELINES FOR THE FIELD STUDY 1 STUDENTS
1. Field Study 1 should be supervised by the Field Study teacher with the
cooperation of the Field Study Cooperating Schools.
2. Necessary Field Study permits should be secured prior to deploying FS 1 students

in cooperating schools.
3. A Field Study notebook is encouraged for each student.
4. FS 1 students shall wear the official school/university uniform during the conduct
of FS in the cooperating schools.
5. FS 1 students shall demonstrate personal qualities that reflect a good image of a

teacher. These qualities include but are not limited to courtesy, respect, honesty,
diligence, open-mindedness, and critical thinking while doing the Field Study 1.
6. FS 1 students shall demonstrate proper behavior in the presence of the learners,

teachers, school personnel, administration, and parents.
7. FS 1 students shall request the signature of the resource teacher immediately after
the activity has been completed. The attendance sheets should bear the original
signature of the teachers.
8. FS 1 students are required to prepare a Portfolio for this course, which will be
assessed based on the rubric prepared by the Field Study 1 teacher.

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STUDENT’S PROFILE
PERSONAL DATA
Name: Cristal Francine L. Huervana

Age: 22
Address: Lopez Jaena St. Oton Iloilo
Email Address: francinelim4@gmail.com
Mobile: 09702305839
Date of Birth: June 2, 2000
Place of Birth: St. Paul’s Hospital
Religion: Roman Catholic
Citizenship: Filipino
Civil Status: Single
Father’s Name: Roy Torres Huervana
Occupation: Driver
Mother’s Maiden Name: Maricris Subade Lim
Occupation: Government Employee
EDUCATION
Tertiary: Iloilo Science and Technology University
Secondary: Oton National High School
Elementary: Iloilo Central Elementary School
EXTRA-CURRICULAR ACTIVITIES
Leadership Training
MERITS AND AWARDS

With Honors (JHS)
Work Immersion Awardee (SHS)
Deans Lister
BELIEFS AND VIEWS ABOUT TEACHING

Teaching is a profession, it can help mold the students’ abilities, knowledge and learnings.
Teaching can be a major impact to all students.

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UNIT I
The Learner’s Development and Environment
This part of your Field Study 1 is designed to help you, future teachers, verify the
behavior of the child in the actual learning environment. This is to determine the school
learning environment, classroom management and learning, learners’ characteristics and
needs and the home and school link in the context of the new normal.
General Objectives:
At the end of the unit, the students must have:
1. identified the physical, motor, linguistic literacy, cognitive, social and

emotional development of the learners as manifested in the learning
environment, considering the context of the new normal;
2. reflected on the different approaches employed by the teacher in dealing
with learners in the different stages of development; and
3. analyzed how the teaching and learning process should be conducted,
considering the different phases of a child’s development.
EPISODE 1 School as a Learning Environment
LEARNING At the end of the episode, the students must have:

OUTCOMES
1. identified facilities available during the elementary years;
2. identified the learners’ characteristics, differences and needs;
3. described the facilities where the students believe to be
essential before pandemic; and
4. discussed the significance of identified school facilities in the
context of the pandemic.
Identify school facilities which you believe the top five (5) needs
ACTIVATE of elementary learners. Google and copy paste some sample
pictures here below:

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References:
Go back to your experiences. Identify, encode, and describe the

facilities available in your elementary school, and describe how
ACQUIRE
they are useful to the teaching and learning of learners before
the pandemic.
Facilities Description

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GOOGLE, find a picture and/or DRAW (take picture on it and
copy & paste on the space provided) how it looks like
APPLY
physically in a school environment which you believe functional
during the
pandemic.

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References (if applicable):
ASSESS In the advent of pandemic, what do you think is the learning

environment of the learners in their homes and or the study
room/area in terms of physical facilities (e.g. module, camera,
etc.)? You may google/draw and describe.

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Welcome to your new journey!

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EPISODE 2 Learners’ Characteristics and Needs

OUTCOMES
1. observed learners in the online classroom setting;
2. discussed the different characteristics, differences and needs
of learners; and
3. written a comparative analysis of the learners’
characteristics, differences and needs.
On the space provided below, paste the images of a local and
ACTIVATE
foreign classrooms loaded with learners.

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Look for two (2) video clips with interactive classroom
sessions and provide here the google drive if not to VLE for
ACQUIRE
validation. Briefly describe each of the video clips. Provide
the video link below and/or your references.
Your video link here:

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What are the characteristics, needs, and differences of these
APPLY
learners in the videos presented?
Characteristics Needs Differences

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What are the different approaches of teachers in the two (2)
videos in dealing with learners in the classroom on physical,
ASSESS motor, linguistic literacy, cognitive, social, and emotional
development of learners? Encode your answers in the space
provided.
Dimensions What the teachers’ do on the video?
Physical
Motor
Linguistic
Literacy
Cognitive
Social
Emotional
Development
Nakagawa ka ng MAY SAYSAY sa araw na ito! Congratulations!

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EPISODE 3 Home and School Link

OUTCOMES
1. interviewed a parent on the learning environment of their
child in the modular learning;
2. narrated activities of the school in partnership with the
parents on the management of modules and other learning
materials during this time of pandemic; and
3. reflected on the impact of home and family partnership in
the advent of modular learning.
ACTIVATE Study the pictures below and answer the question that follows.

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What is the story all about based on the images above? Write your answer
below.
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Conduct a brief online interview with parents regarding their

participation on their child’s modular learning. Also interview a
ACQUIRE
classroom teacher regarding their preparation of modules.
Submit the link to the Class GC and/or VLE.

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What are the roles of parents in the modular learning of their
children? What about teacher’s activities and management in
APPLY
the module preparation in a school? What partnership had been
established between the parents and the teacher?
Make a video of your answer and submit it together with your interview to parents
and teachers. This means video 1 - interview with parents; video 2 - interview with a
classroom teacher; video 3 - your answer on the partnership of parents and teachers in
the learner’s modular learning.
Your video links here:
Video 1:
Video 2:
Video 3:
On a video (video 4), what are the challenges and opportunities

ASSESS in the home and school partnership on learners’ modular
learning?
Your video link here:
Video 4:
You’re on the right track! Keep it up!

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UNIT II
Experiencing the Teaching-Learning Process
This course is designed to provide students with opportunities to examine the

application of teaching theories and principles in the learning environment. The students
are expected to verify the cognitive, meta-cognitive, individual differences and
motivational factors that influence the acquisition of knowledge. The students are given
the chance to develop and try out learning tasks, approaches, and strategies.
EPISODE 1 Multiple Intelligence Theory (Howard Gardner)

OUTCOMES
1. identified the multiple intelligences activities applied by
the teachers observed;
2. applied some multiple intelligences activities
appropriate for a specific topic; and
3. reflected on the importance of applying varied
activities in the classroom.
ACTIVATE
Directions:
1. Fill in the data required above (subject area, topic and grade or year
level) after viewing the video in “Acquire” task number 2.
2. Open the following links about the Multiple Intelligence Theory of

Howard Gardner.
a. 9 Multiple Intelligences by Howard Gardner EXPLAINED!

https://www.youtube.com/watch?v=_ocUjtB6-4Q, March 27,
2020
b. 11 Signs You have High Spiritual Intelligence –
https://www.youtube.com/watch?v=pE6Sfhl7kus
c. Secret Advantages of Having High Spiritual Intelligence-
https://www.youtube.com/watch?v=ohD-5wODAyQ, March 6,
2020
3. Study the guide below about the activities appropriate for each type
of intelligence.

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Types of Intelligence and Suggested Activities:
 Verbal Linguistic – reading, listening, writing and speaking activities
 Logical Mathematical – activities like reasoning, experimentation,

computation, solving puzzles, and problem solving
 Visual Spatial - drawing, painting, designing, and other visual

creative activities
 Musical – sing, play musical instruments, compose a song, jingles,

listening to music
 Bodily Kinesthetic - physical activities such as sports, dancing, acting,

hands-on learning, role playing, model building, and field trips
 Interpersonal – group or collaborative activities
 Intrapersonal – individual activities
 Naturalist – ability to work with plants, (i.e., gardening, farming, and

horticulture/agriculture) understanding animal behavior, needs, and
characteristics and natural interest in the environment
 Existential – make connections between what is being learned and the

world outside the classroom (let children experience the feel of a cold
winter’s day instead of just looking out the window stating it’s cold) allow
for curiosity, journal writing, etc.
 Spiritual – ability to think out of the box, hands-on/physical activities,

sharing ideas to classmates
ACQUIRE
Directions:
1. Research about the Multiple Intelligence Theory of Howard

Gardner and fill in the table below.
2. Open the link below provided for your course and watch the teaching
demonstration. You need to focus on the activities used by the teacher.
 For BEED - https://www.youtube.com/watch?v=LME2fccv3FQ
 For BSED, BTLED & BTVTED -
https://www.youtube.com/watch?v=v7t5fv5cerk
3. Identify if under which type of intelligence do the activities belong as
used by the teacher. Put a check in the second column if it is observed
and write your description of the activity or activities in

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the third column. For those which are not observed, put an (x) in the
second column and write your suggested activity or activities in the
third column.
APPLY
Directions:
Select a subject area and a topic related to your field of specialization/major
and identify the grade or year level that the topic is being taught. Then, assume that
you are to teach the lesson and you need to prepare some activities to develop your
students’ intelligences done during face to face and remote teaching.

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ASSESS
Direction: Answer the questions below.
1. What is Multiple Intelligence Theory?
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2. What is the purpose of applying multiple intelligences activities?
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3. With your experience as a learner since elementary grades to college,

identify one of your weaknesses and explain how you have surpassed
and fortunately improved it.
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4. Write your thoughts on the importance of applying varied activities in

the classroom.
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You’re doing a fantastic job!

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EPISODE 2 Teaching Approaches

OUTCOMES
1. identified the teaching approaches applied by the
teachers;
2. enumerated and applied other teaching approaches that can be
used for the lesson; and
3. reflected on the importance of using varied teaching
approaches.
ACTIVATE
Directions:
1. Fill in the needed information above after watching the video from
“Apply”.
2. Open the link: https://www.youtube.com/watch?v=xzBQHfDaD0Y
(Teaching Approaches for K-12 Basic Education Curriculum) and
watch the video.
ACQUIRE
Directions:
1. Below are some examples of teaching approaches. Research for other

additional approaches and write them on the space provided in the first
column. Use an additional sheet if necessary. Then, provide a definition
for each in the second column.
2. Include your references in the last row.
Teaching
Definition
Approaches
1. Direct
2. Interactive
3. Integrative
4. Collaborative
5. Constructivist
6. Individualistic

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7. Indirect/guided
8. Learner-
centered
9. Teacher-
centered
10. Teacher-
dominated
11. “Banking”
Approach
12. Subject-
matter-
centered
REFERENCES
APPLY
Directions:
1. Observe the class demonstration through the video using the link
provided below.
 For BEED: https://www.youtube.com/watch?

v=yExChEwCc6M
 For BSED, BTVTED & BTLED:

https://www.youtube.com/watch?v=9Y3KCDtHzt8
Focus your attention to the teaching approach/approaches used by the

teacher.
2. Identify the teaching approach/approaches applied by the

teacher.
3. Think and decide for your own approach/es if you were to teach the
same subject matter/topic.
4. Write your answers on the matrix provided below.

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Your Reason for
Teaching Approach/es Your Suggested
Choosing the
used by the Teacher Approach/Approaches
Approach/Approaches
ASSESS
Direction: Answer the questions below.

1. Look for another class demonstration from the Youtube or Facebook preferably
something which is in line with your field of specialization and compare it with
the one you had previously observed (from “Apply”). Write your reference or
link in the box below.
Reference:
2. Focus on the approach(es) used by the teacher. Then, answer the questions that
follow.

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a) What teaching approach/es are commonly used by the two teachers?
Were they effective? Why or why not?
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b) Are all teaching approaches applicable only to a traditional face to face

learning, online/remote teaching, or both? Elaborate your answer.
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c) Did the teachers use varied teaching approaches? Write your thoughts
on the importance of using varied approaches in the lesson.
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You’re halfway there!

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EPISODE 3 Teaching Strategies

OUTCOMES
1. identified the teaching strategies applied by the teachers;
2. compared and classified the teaching strategies
appropriate for traditional and online learning; and
3. reflected on the importance of using varied and suitable
teaching strategies.
ACTIVATE
Directions:
1. Fill in the needed information above after watching the videos later
(links can be found in “Acquire”).
2. Research about the different teaching strategies used for both face to
face learning and remote teaching. References should be 2 or more for
each. Take note of your references.
3. List down as many teaching strategies as you can in the first
column below.
4. Then, put a check in the 2nd or 3rd column where they are most
applicable. If the strategy can be used for both types of learning, you
can check both.

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ACQUIRE
Directions:
1. Observe the two classroom demonstrations focusing on the

strategies used by the teachers by clicking the following links:
a. https://www.facebook.com/watch/?v=817340385337024
b. https://www.youtube.com/watch?v=9Y3KCDtHzt8
2. Enumerate the teaching strategies used by the two teachers. Write

your answers in the matrix below.
Teaching Strategies used in the Teaching Strategies used in

F2F Teaching Online Teaching

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APPLY
Directions:
1. Select a subject area, topic related to your course and grade/year level.
You can look for a textbook utilized by the teachers in the field.
2. Identify the teaching strategies that you want to apply if you are to teach
in the traditional or in the remote classroom.
ASSESS
Directions:
1. Using the topic that you had selected from the above activity, identify three
approaches that can be applied as well as the strategies (the number depends
upon the topic) for each approach.
2. Then, answer the questions that follow.
Topic:
Approaches Strategies

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1. Is there a limit in using the teaching strategies in the lesson? How many
strategies can the teacher use in one topic?
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_
2. In this new normal education, one of the challenges on the part of the teachers
is preparing an interesting lesson where students could actively engage with. If
you are the teacher, what will you do?
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3. Are teaching strategies important? Write your thoughts on the importance of

using varied strategies.
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You’re ready for another learning adventure!

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UNIT III
Technology in the Learning Environment
This course is designed to enrich the students’ experiences in creating and using
appropriate technology and support instructional materials to facilitate learning. It shall
also provide firsthand experience in the use of Information and Communication
Technology (ICT) in the teaching-learning process.
General Objectives:
At the end of the unit, the students must have:
1. selected the teaching materials that best suit the needs of the learners;
2. applied the principles of developing instructional materials; and
3. developed and utilized instructional materials appropriate to a chosen
subject area.
EPISODE 1 Utilization of Teaching Aids

OUTCOMES
1. observed a class virtually;
2. identified the various teaching aids used in instruction; and
3. reflected on the appropriateness of the teaching aids to the
learners and the learning tasks.
In the new normal education, what are some of the

ACTIVATE commonly used teaching aids that you know? Post pictures
of those and identify them. Include your references.
Handouts
Worksheets

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Realia
References:
http://wingatchalian.com/wp-content/uploads/2021/07/BE7F173F-2EBB-4681-AD3B-CE7F4BCAB72F-768x457.jpg
Captured by; Yours truly at Oton National High School Em-Tech Class: Mr. Jonathan M. Mapa
ACQUIRE Let’s learn the following concepts.
Teaching Aids
These are materials that are used to aid in the transference of information from
one to another. For example, a teacher may use instructional materials to aid in the
learning of subject matter for a class. These instructional materials could include:
 Power Point Presentations

 Books, handouts, worksheets, video clips, audio file
 Articles
 Realia
 Materials for project development
The list goes on and on. Some call them instructional materials, while others
may call them learning or teaching aids.
Instructional Materials
 Used to facilitate teaching and learning

 Influence the content and procedures of learning
 Used as a resource for ideas and activities for learning

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Importance of Instructional Materials
 Essential classroom tools, physically or virtually

 Allows engagement, interaction, and collaboration among learners
 Augment and enrich the lesson
Advantages of Using Instructional Materials
 Make the classroom lively, engaging, and interactive

 Promote critical thinking if well-selected and implemented
 Encourage students to do something in consonance with the target
outcomes
Disadvantages of Using Instructional Materials
 Can be time consuming in terms of preparation

 May cost a lot of money
 May be irrelevant
Reference: http://wikipedia.org/wiki/InstructionalMaterial
Observing the same virtual class in Unit II, note down the
different teaching aids used by the teacher for a particular set
APPLY
of students and a particular subject area. Write down your
observations below.
Recommended Links:
 For BEED:
https://www.youtube.com/watch?v=yExChEwCc6M
 For BSED, BTVTED & BTLED:

https://www.youtube.com/watch?v=9Y3KCDtHzt8
NOTE: In case you want to virtually observe a class other than the
suggested classes above, you may do so. Make sure to include
your reference in the form on the next page.

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Grade/Year Level: Grade 10
Observation Date:
Subject: English
Brief Description of The teaching approach that the teacher used is indirect/guided
Teaching Approach wherein the teacher helps the learner make independent discoveries.
Used by the Teacher: By allowing the student to participate in the learning process under
his or her direction, the instructor fosters learning.
Comments on
the
Teaching Aids
Good Points Weak Points Appropriateness
Used
of the Teaching
Aids
Power Point • It is easy to • Overcrowded • Both beneficial
Presentation use and can and makes for students
visualize easy the students and teachers
for the bored. because it is
students. easy to
navigate and
use.
Worksheets • Enhance • Time • It is good for

pupils' consuming the students in
critical and costly. order to
thinking increase their
abilities to skills in
aid in their identifying and
understandin emphasizes.
g.
Visual Aids • In order for • Costly • Visual aids are

the students useful because
to see well students learn
and identify and remember
the things information
and words through both
clearly. hearing and
seeing it.
Reference (if applicable):

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Answer the following questions based on the virtual class you
ASSESS
have observed.
1. In your opinion/observation, what might have prompted the teacher to
choose those teaching aids?
I think the teacher chose to use the projector and PowerPoint presentations to
boost engagement and productivity in the class. In an effort to be more
creative and promote class engagement, the teacher employed visual aids and
let the students express their comprehension on the board. The instructor can
make the most of her class time by going over all of the necessary material
with the students with the aid of these teaching aids.
2. If you were the teacher, what would you have similarly? What would you have
done differently?
I don't think the instructor has to change her strategy, resources, or

instruction techniques. I like how she offers the information since it
is clear and organized. I think I would lead the activity where she
asks the students to share their opinions on the quotations or the
situation if I were a teacher. Understanding the students' perspectives
on the topic is essential before moving on to the discussion's main
objective.
Congratulations for making it this far!

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EPISODE 2 Slide Presentation

OUTCOMES
1. selected a topic and developed a slide presentation to
support the learning activity on the topic;
2. tried out the presentation; and
3. written a narrative, pointing out the strengths and
weaknesses of the presentation.
In preparing for a PowerPoint Slide Presentation, identify 3-5
ACTIVATE
aspects that you need to consider. Why?
Things to Consider Why?

Learn and needs to be aware that the presentation's information will
be advantageous or profitable.
Audience
The audience will find it simpler to understand what you're saying

or what you want to emphasize when your message has more impact
Using big fonts and is more significant.
In order to maintain your audience's interest and concentration, it's

also a good idea to vary the information you give on each slide.
Maintain using of
bullets in one slide
In order for the audience to see it clearly the words written in Power
Point presentation and does not hurt the eyes of the audience.
Appropriate theme and
color fonts
Longer statements should be divided into many slides, with

Eliminate the verbosity the relevant phrases being highlighted. This does not imply
that your writing is limited to dry, uninteresting facts.

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ACQUIRE Let’s learn the following concepts.
Tips for Effective PowerPoint Presentations
Fonts
 Use font size no smaller than 24 point.
 Clearly label each screen. Use a larger font (35-45 points) or different color
for the title.
 Avoid italicized fonts as they are difficult to read quickly.
 No more than 6-8 words per line
 For bullet points, use the “6 x 6 Rule.” One thought per line, with no
more than 6 words per line and no more than 6 lines per slide
 Use dark text on light background or light text on dark background.
However, dark backgrounds sometimes make it difficult for some people
to read the text.
 Do not use all caps (except for titles).
To test the font, stand back six feet from the monitor and see if you can read the slide.
Graphics and Design

 Keep the background consistent and subtle.
 Use only enough text when using charts or graphs to explain the
concept.
 Clearly label the graphic.
 Keep the design clean and uncluttered. Leave empty space around the text
and graphics.
 Use quality clipart and use it sparingly. The graphic should relate to and
enhance the topic of the slide.
 Try to use the same style graphics throughout the presentation (e.g.,
cartoons, photographs)
 Limit the number of graphics on each slide.
 Avoid flashy graphics and noisy animation effects unless they relate
directly to the slide.
Color
 Limit the number of colors on a single screen.
 Use no more than four colors on one chart.
 Check all colors on a projection screen before the actual presentation. They
may project differently than what appears on the monitor.
General Presentation
 Check the spelling and grammar.

41
 Do not read the presentation. Practice the presentation so you can speak
from bullet points. The text should be a cue for the presenter rather than a
message for the viewer.
 It is often more effective to have bulleted points appear one at a time, so the
audience listens to the presenter rather than reading the screen.
 Use a wireless mouse, or pick up the wired mouse, or a presenter so you
can move around as you speak.
 If the content is complex, print out the slides so the audience can take notes.
 Do not turn your back on the audience. Try to position the monitor so you
can speak from it.
Adapted from:
Bankerd, Kathy. “How to Optimize Projection Technology: Using Fonts, Graphics,

and Color to Maximize the Effectiveness of Your Presentation.” Syllabus.
November/December 1997.
Bird, Linda. “Avoid the Mistakes of PowerPoint Rookies.” Smart Computing.

January 2001.
Brown, David G. “PowerPoint-Induced Sleep.” Syllabus. January 2001.
Choose a topic and try to map out the flow of your

APPLY
PowerPoint Presentation using the form below.
SLIDE PRESENTATION PREPARATION ACTIVITY FORM

Em-Tech
Title of my Presentation:
• 1. Improve your knowledge on how ICT affects your
Objectives: everyday lives and the state of our nation;
• 2. compare and contrast the differences between online
platforms, sites, and content;
• 3. understand the features of Web 2.0;
• 4. understand the future of the World Wide Web through
Web 3.0; and
• 5. learn the different trends in ICT and use them to their
advantage.
Information and Communication Technology
Subject Matter/ Topic:
Enhancement (Check
appropriate box):
Graphics Music Hyperlink

Animation (slide
Voice Narration Video
transition)
42
Others, pls. specify:
Sound Effects Stylish Fonts

43
Making a power point presentation is a straightforward process
Description of that both experts and those unfamiliar with computers can do.
Appropriate Use: With just a mouse click, the presenter may control every slide
transition in the presentation after preparing the slides and
projecting them onto a big projection screen. Brightly colored fonts
and animated effects can be used to increase interest.
Presentation Story Board
Slide 1 Slide 2 Slide 3 Slide 4
NOTE: The number of slides may vary depending on your topic. Maximum of 20
slides.
44
45
ASSESS Answer the following questions based on the activity above.
1. What good features are present in your slide presentation?
Large Image
Direct to the point
There are only few words
2. If you were to revise/enhance your slide presentation, which aspect(s) would you
focus more on? Why?
If I were to revise or enhance the slide presentation, it should be the design and
the color because it should be match on the font or appealing to the eyes of the
audience. It would be really simple but enthusiastic slide presentation.
3. What difficulties, if any did you encounter in making the slide presentation? How did
you overcome them?
I find that having too much text on a slide presentation is the toughest
challenge. Nothing could be more dangerous to a presentation or less true. It's
important to interact with the audience and engage them in dialogue. You are
unneeded and the presentation is doomed if you are letting the slide show do
all the speaking.
You are almost there!

46
EPISODE 3 Online Learning

OUTCOMES
1. observed a class virtually, keeping in mind the topic
being discussed;
2. surfed the net to find sites that support materials and/or
interactive programs; and
3. reflectively evaluated the material/program.
In the new normal teaching-learning, what are some websites
that you might consider helpful in facilitating learning in your
ACTIVATE
area of specialization. Enumerate those sites below, as well
as its general content.
Helpful Websites General Content

A Canva product designed exclusively for teachers, students,
and school systems is called Canva for Education. All of Canva
Canva for Education Pro's features, such as a ton of professional templates, a ton of
royalty-free photos, premium icon and text fonts, a background
remover, and many more, are available without charge.
Log into your teacher account, create a class, invite students,
begin creating game-based activities, and share with students.
Kahoot
Khan Academy teaches courses like math, art, computer

programming, economics, physics, chemistry, biology,
Khan Academy medicine, finance, history, etc. makes it one of the most
comprehensive learning platforms for students.
One of the learning resources available to students is Prezi,

which focuses completely on helping you make video
Prezi presentations. This one is ideal for students who aren't in the
same area as their teachers and fellow course participants.
Zoom Education with the use of this technology, learning,

teamwork, and administration are improved for both students
Zoom Education and instructors.
NOTE: You may attach a screenshot of the sites and their contents so that the
reader and your teacher can have a clearer picture of those.

47
ACQUIRE Let’s learn the following fundamental concepts.
Educational Websites
Educational websites can include websites that have games, videos or topic
related resources that act as tools to enhance learning and supplement classroom
teaching. These websites help make the process of learning entertaining and attractive
to the student, especially in today’s age.
While there are many advantages of such websites, we also need to be aware of
the negatives. Students need to be guided properly. Without proper guidance, students
may find resources and content that are not reliable or do not align with the direction of
the teaching in class. Some websites are huge and offer a massive variety of games and
resources. Students may be easily distracted on such websites and end up spending
time on activities that are either below their level or do not complement or add to the
classroom teaching. Unrestricted access and freedom on the internet can be dangerous,
especially for younger students.
Considerations in Choosing a Website:
 Activities on the website should align to what is being taught in the

classroom and the academic level of the students.
 The website should be appropriate to the age of the students. Sites that
cater to a range of interests or learning styles are preferable.
 Websites should be safe (that have no adult ads or links), and have
reliable content.
 Use websites that are designed for classroom learning, i.e., allow the
teacher to monitor game scores, view progress, etc.
How to Introduce Websites in the Classroom:
 As you plan activities, consider the technology that is required.

 Think of creative ways in which you can incorporate these websites into
the learning process and supplement what you have already been
teaching.
 Guide the students.
 Ensure that you take steps to monitor their progress. If the students are
working at home, you may want to teach students to take screenshots to
show you the progress they are making.
Let the process be enjoyable and educational. It will work out best if you have
the support of parents as well as the school. A lot of parents monitor their children’s
internet usage, so, you may also want to provide an introductory
document to help them understand your goals.

48
What is Web-Based Instruction?
Web-based instruction has evolved from any number of computer-based

instructional methods, often referred to as Computer-Assisted Instruction (CAI),
Computer-aided Instruction (CaI), Computer-Managed Instruction (CMI), Internet-
Based Instruction (IBI), or Web-Based Instruction (WBI), but collectively called
Computer-Based Education (CBE).
Why Use Web-Based Instruction?
There are a number of reasons why a teacher might choose to use Web- Based
Instruction, including:
 enhancing student learning;

 spending more time with students working in small groups or one- on-
one;
 reducing repetitive teaching tasks;
 reducing paper flow and management, and;
 providing improved instructional materials.
References:
https://k12teacherstaffdevelopment.com/tlb/how-do-i-introduce-students- to-
educational-websites/
https://firstmonday.org/ojs/index.php/fm/article/download/732/641/
Based on your virtual class observation, look for a website

APPLY that may support the lesson and the overall pedagogy used
by the teacher. Evaluate the site using the form below.
WEBSITE VISIT ACTIVITY FORM

Richard Price
Name of Author
Academia Edu
Name of Site:
Posting or Revision September 2008 and active until now
Date:
Organization Academia Edu
Represented:
November 19, 2022
Date of Access:
URL: academia.edu

49
Visitors can access free academic articles on
Academia.edu, a for-profit open repository. Only signed-
Brief Description of the in users are permitted to upload and download. The only
Material on the Website: way to access additional features is to purchase a
subscription. Various social networking tools have been
introduced since 2016
Strengths Weaknesses
• Students can easily use • Features are
this website for their accessible only on
thesis. paid subscription.
• Academia.edu is a • Online platform
Evaluation of the platform that
Website (answer in academics use to share
bullet form): their research, follow
the research of other
scholars, and keep
track of in-depth
analytics about the
impact of their work.
Please write your reflections on this FS activity on the space

ASSESS
provided.
The entire educational system has changed as a result of technology. No

longer are we required to leave the house to attend class. All of this is now
possible thanks to online education. There are several advantages to online
learning. For instance, during COVID-19, when all educational institutions
were closed, students were given online instructions to continue their
studies. Without the ability to study online, all students' education during
COVID-19 would have come to an end. In the coming year, online
education will dominate the educational landscape.

50
https://www.canva.com/ https://kahoot.com/
https://www.khanacademy.org/ prezi.com
Zoom (app store & play store)
Keep the spirit alive!

51
UNIT 4
Explorations of Possibilities
This particular unit summarizes the full view of the course on the learners’ development and environmen
On these three dimensions, students are disclosing their perspective about the learners in the new normal
Thoughts on the possibilities of field study course designed, making it real in the utilization of approache
The challenges and opportunities of the students’ use of this user- friendly modified pandemic mod

52
EPISODE 1 Exploration on FS 1
LEARNING At the end of the module, the students must have:

OUTCOMES
1. described their views on flexible learning;
2. shared thoughts on the possibilities of field study course on
remote delivery; and
3. declared challenges and opportunities on the
implementation of the course in the new normal.
Copy & paste an image that would represent your understanding
of learners’ development and environment, teaching-learning
ACTIVATE processes, technology in the learning environment in the context
pandemic. Discuss what that image is all about in relation to the
three areas mentioned.
A student develops and learns in their surroundings. A student's environment is represented in

the classroom; if they are growing, they will study, participate, and apply what they have learned.
In the picture, students can be seen participating in the teacher's talk. The lesson or ideas the
instructor provides will be understood by the students, who will then let the teacher know how
well they understood it. The teacher and students converse ideas when teaching and learning.
Today's technology has a lot to offer both teachers and students. Teachers can properly and
successfully present their lessons by using a projector, laptops, and computers. Students can utilize
it to investigate topics that interest them and discover new facts.
References:
Captured by: Huervana, Cristal Francine L.

53
ACQUIRE Research for the description of the following and in your point of
view, how it is being done in the new normal in terms of flexible
learning.
1. Learner’s development and environment
In order for learners to learn and develop, the correct culture and
environment must be created. It involves understanding in new
normal, the organization's present and future skill requirements as
well as how to foster a learning culture that encourages participation
in ongoing professional development.
2. Teaching- learning processes
The teacher and students have confronted previously unheard-of

difficulties. They acknowledge that the new normal for teaching and
learning is a fluid environment that can tolerate isolation, quarantine, and
other unpleasant concerns. However, as we have overcome these
challenges, we have also grown more ingenious, inventive, and
compassionate toward one another.
3. Technology in the learning environment
Technology has become the main resource for both students and teachers in
the modern world. With the use of technology, they may all communicate and
discuss their lesson. Due to the fact that it is present at all times while kids are
studying, technology will likewise be considered as a part of their
surroundings. Even while they are at home, students will discuss ideas with
their teachers. Face-to-face setup technology is still used in schools and aids
in the efficient and
successful learning and teaching of both teachers and pupils. Everyone's
surroundings always include technology, which is very advantageous

54
APPLY Write your thoughts on the possibility of field study course
utilizing flexible (remote, virtual) learning in the absence of face-
to-face mode of delivery, implementation like that of actual
classroom observation, actual classroom teaching etc. Scribble
your answer on the space provided.
Field study 1 is the first experiential course that will

place a future teacher in a real classroom setting where they
will be able to directly observe teachers as they implement the
educational theories, they have learned in the content and
pedagogy courses. Both online and in-person classes are
open to observation. I can see how the school balances
maintaining instruction with everyone's safety. Additionally, I
can watch my resource teachers to learn how they organize
their tasks, schedules, and activities to deliver courses
effectively. Every arrangement allows for observation, and
teaching is possible, then watching them is too.

55
ASSESS
1. What are the challenges and opportunities in your use of this module
modified in the context of pandemic?
This module helped me understand why we need to observe everything in

teaching environment, it helps me a lot to know more everything in teaching,
it guided me to the path that I will be. I answered this module based on my
own understanding and observation on my resource teacher. It really helps
me realized on how teaching is hard in this time of pandemic. It will help me
immerse myself in the future in teaching field.
2. What are the challenges and opportunities on the learners’ development and
environment (physical, social, mental, and emotional), teaching- learning
processes, technology in the learning environment considering the context of
the new normal?
They found it difficult to acclimate to the new normal. Unfamiliar surroundings,

which can occasionally interfere with their academic progress. A challenge for everyone
is technology, especially if they don't like it. It is challenging to implement instructional
methods that will work with the new teaching-learning configuration. However, all of
these mistakes have given teachers and students the chance to learn new things and
advance their abilities. As long as there are students and professors, the
teaching-learning process continues to be the same in the new normal. Their
surroundings will foster their growth and provide them with experiences that will serve
as a tool for success.
Reference
Experiential Learning Handbook. A Project of the Teacher Education Council (TEC)
Department of Education (DepEd), Commission on Higher Education (2009).
Quezon City, Philippines.
Congratulations for reaching the finish line! You are now ready for the next leg of your Field
Study learning escapade.

56
ADDITIONAL ENTRIES
(Articles, Clippings, Letters, and Other Relevant Documents Related to FS 1)

57
PERSONAL REFLECTIONS
While I’m observing in Grade 11 and 12, I realize that

classroom plays a big role in our lives. I look forward how
the students, study well in order to become successful
someday. This observation brings back me to my Senior High
years, when I talked, sleep, eat and laughed with my fellow
classmates and friends. It gives me more realization that
being a teacher is really hard, but when you are
compassionate and really love this job, it’s gives you more
memories not to leave the students behind. Gives you more
opportunities to teach them and become a person who will
they someday. Leaving the ONHS gives me teary eyed
because I learned a lot and it give me and idea on how I will
do my best being a best teacher someday and a role model to
my students in the future. An effective classroom atmosphere
is made up of a variety of distinct elements, all of which we
as instructors are responsible for establishing. The tactics I
think are crucial to creating a good classroom climate will be
covered in the reflection that follows, along with my
justifications.

58
COMMENTS OF THE FACULTY

59
RUBRICS FOR THE MODULE
* Attach Rubrics here.

60
SELF-RATING COMPETENCY CHECKLIST FOR FS 1
(STUDENT’S USE)
* Attach checklist here.

61
COMPETENCY CHECKLIST FOR FS 1
(FACULTY USE)
* Attach checklist here.

62
ATTENDANCE

63
THE AUTHORS
Dr. Joel A. Ciriaco is presently the Associate Dean and Head of Elementary Education Program of the
College of Education at Iloilo Science and Technology University.
His Bachelors’ degrees are on Biblical Studies (Cum Laude) and Psychology (With Highest Academic
Distinction). He earned his Master of Arts in School Administration and Supervision at the University of Negros
Occidental – Recoletos, Master of Education in Special Education and Master in Early Childhood Education at West
Visayas State University, Diploma in Research and Development Management at the University of the Philippines and
his Ph.D. in Educational Management at the University of St. La Salle.
He was formerly Dean of the College of Education and Associate Dean of the School of Graduate Studies respectively
at Central Philippine University.
His research interests are on educational management, psychology, religion, special education, early childhood
education, curriculum, and technology development among others.
Currently, he is the President of the State Universities and Colleges Teachers’ and Educators Association in Region
6 and the auditor of the national State Universities and Colleges Teachers’ and Educators Association.
Dr. Carmen L. Cruzata was a University Scholar at Central Philippine University where she finished
her Bachelor of Elementary Education degree.
She graduated her Master of Arts in Industrial Education Major in Educational Management at the West Visayas
State University and earned her Doctor of Education Degree Major in Educational Management at the Western Visayas
College of Science and Technology now ISAT U.
She was a trainer for School Based Training Program (SBTP) in the Division of Iloilo City for Elementary Science, a
Lesson Plan Writer, Test Constructor, and a Teacher Demonstrator when she was still connected at DepEd.
She had written and produced five instructional materials all copyrighted and utilized by the college of education
students of ISAT U. These are as follows: Workbook in Facilitating Learning, Workbook in Principles of
Teaching, Field Study 2, Special Topics, and LET Review Questions.
She was a former chair of the pedagogy section of the College of Education. At present, she is an Associate Professor V
and teaching the Professional Education subjects.
She believes, that “The best teachers, teach from the heart, not from the book.”
Dr. John Eric V. Juaneza
Mr. Renante E. Fernandez had been a public school teacher at Jaro National High School, Schools
Division of Iloilo City for almost nine years before he decided to transfer to Iloilo Science and Technology
University as an Instructor I under the College of Education.
He earned his Bachelor of Secondary Education degree major in English from Central Philippine University where he
graduated Cum Laude. A passionate educator, he obtained his Master of Arts in Education major in Language
Teaching in English from West Visayas State University in 2018. In the ensuing years, fueled by his desire to better
his craft, he pursued his Doctor of Education degree with concentration in Educational Management at Iloilo Science
and Technology University.
He believes that he still has a long way to go, yet his eyes are always set for the goal.

64

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Field Study 1: Observations of Teaching and Learning in Actual School Environment

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Field Study 1 is a modified experiential course which aims to connect the

The content of this module is primarily anchored on the Experiential Learning

Field Study 1: Observations of Teaching and Learning in Actual School Environment

* Attach Course Guide here.

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Units/Episodes Title Weeks

Episode 2 Learners’ Characteristics and Needs 2

Episode 3 Home and School Link 3

Episode 2 Teaching Approaches 5-6

Episode 3 Teaching Strategies 7-8

Unit III Technology in the Learning Environment (6 weeks)

Episode 1 Utilization of Teaching Aids 9-10

Episode 2 Slide Presentation 11-12

Episode 3 Online Learning 13-14

Unit IV Explorations of Possibilities (2 weeks)

Episode 1 Exploration on FS 1 15-16

Field Study 1: Observations of Teaching and Learning in Actual School Environment

The Experiential Learning Module is designed to provide students with a clear

1. analyze how the teaching and learning process should be conducted

Instruction to the Students:

Field Study 1: Observations of Teaching and Learning in Actual School Environment

III. PERSONAL REFLECTIONS 55

Field Study 1: Observations of Teaching and Learning in Actual School Environment

2. Necessary Field Study permits should be secured prior to deploying FS 1 students

3. A Field Study notebook is encouraged for each student.

5. FS 1 students shall demonstrate personal qualities that reflect a good image of a

6. FS 1 students shall demonstrate proper behavior in the presence of the learners,

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Name: Cristal Francine L. Huervana

MERITS AND AWARDS

BELIEFS AND VIEWS ABOUT TEACHING

Field Study 1: Observations of Teaching and Learning in Actual School Environment

The Learner’s Development and Environment

At the end of the unit, the students must have:

1. identified the physical, motor, linguistic literacy, cognitive, social and

EPISODE 1 School as a Learning Environment

LEARNING At the end of the episode, the students must have:

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Go back to your experiences. Identify, encode, and describe the

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Field Study 1: Observations of Teaching and Learning in Actual School Environment

ASSESS In the advent of pandemic, what do you think is the learning

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Welcome to your new journey!

Field Study 1: Observations of Teaching and Learning in Actual School Environment

LEARNING At the end of the episode, the students must have:

References (if applicable):

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Your video link here:

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Characteristics Needs Differences

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Dimensions What the teachers’ do on the video?

Nakagawa ka ng MAY SAYSAY sa araw na ito! Congratulations!

Field Study 1: Observations of Teaching and Learning in Actual School Environment

LEARNING At the end of the episode, the students must have:

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Conduct a brief online interview with parents regarding their

Field Study 1: Observations of Teaching and Learning in Actual School Environment

Your video links here:

On a video (video 4), what are the challenges and opportunities