Mindanao State University

COLLEGE OF EDUCATION
Department of Secondary
Marawi City

Course Syllabus in Experiential Learning Course 101

First Semester, Academic Year 2019 – 2020

A. COURSE INFORMATION

I. Course Code : ELC101

II. Course Title : Observations of Teaching-Learning in Actual School Environment
III. Course Credits (hrs/wk & hrs/sem) :
IV. Course Description :
V. Course Objectives :
3 Units ( 6 hours/week & 120 hours/semester)
This is the first experiential course which will immerse a future teacher to actual
classroom situation and learning environment where direct observation of teaching-
learning episodes that focuses on the application of educational theories learned in
content and pedagogy courses will be made. Observations on learners’ behavior,
motivation, teacher’s strategies of teaching, classroom management, assessment in
learning among others shall be given emphasis. A portfolio shall be required in the
course.
This course allows every future teacher to observe and learn from a mentor-teacher in
their field of specialization so as to manifest the following:

1. Gains insight and reflects on the different approaches employed by cooperating teachers in
dealing with learners in the different stages of development;

2. Scrutinizes the teaching and learning processes conducted in a specific classroom setting;

3. Manifests knowledge on teaching methods and strategies, appropriate instructional


VI. Prerequisites :
VII. Textbooks & References :
VIII. Course Requirements :
materials,
and assessment tools used by cooperating teachers;
4. Reflects on the different theories of learning and knowledge acquisition that promote the
cognitive and meta-cognitive processes, positive motivational processes, and the use of
effective resources of learning in the actual classroom setting;
5. Embraces sound principles of developing instructional materials;
6. Designs instructional materials appropriate to a chosen subject area;
7. Evaluates learners’ physical, motor, linguistic, cognitive, social and emotional development
as
manifested in the actual classroom setting;
8. Gains perceptivity into the characteristics of learners so as to acquire skills in interacting with
them;
9. Shows deep appreciation to the teaching profession as a personal career choice.
CPE 103; CPE 104; CPE 105; CPE 106; CPE 107
 Lucas, Marita Rita D. et. Al. (2007). Field Study Experiential Learning Courses. Cubao,
Quezon City: Lorimar Publishing Inc.
 Teacher Education Council (TEC) (2009): Experiential Learning Courses Handbook;
Department of Education.
 Corpuz, Brenda et.al. (2005): Student Teachers’ Manual for Observation and
Participation. Quezon City: Katha Publishing Company.
 Field Study Learning Guide
 K to 12 Curriculum Guide
 Actual classroom teaching observation (laboratory and off-campus observation)
 Portfolio and reflective journals
 Pre and Post Teaching Observation Conferences
IX. Grading System :  Attendance (10%)
 Actual Teaching Observation (20%)
 Portfolio and reflective journals (25%)
 Electronic Portfolio Oral Presentation/ Defense (25%)
 Pre and Post Teaching Observation Conferences/Interviews (20%)

X. Classroom Policies :  Comply with the number of hours (60 hours) required for classroom observation
 Submit portfolio and reflective journals on/before due date
 Attend classes regularly and actively participate in class discussion
 Undergo oral presentation/defense of electronic portfolio
 Go through a pre and post teaching observation conferences/interviews
Name of Faculty:
Class Schedule:
Room Number :
Consultation Hours

B. LEARNING PLAN

Learning Topics Time Methods/ Learning Resources Assessment Evidence of

Outcomes Frame Activities Outcomes
PART 1 –Before
Deployment
1. Gains further  Video presentation of  Handouts on  Reflection  Students must
insights on  MSU-Main the MSU-Main and the MSU-Main journal on the have submitted a
the Vision, campus 5 College of Education and College of VMGO of MSU- reflection journal
Mission and VMGO hours VMGO Education Main and on the VMGO of
Objectives of VMGO College of MSU-Main and
MSU and the  College of  Writing of a reflection Education College of
College of Education journal on the VMGO Education
Education; VMGO of MSU-Main and
College of Education
2. Demonstrates  Guidelines in  Lecture and small  School  All small groups
knowledge on the group discussion on Handbook  Group output of field study
the policies and deployment 5 the policies and presentation on students must
guidelines for of field hours guidelines in the the policies and have presented
deployment of study deployment of field guidelines in the their
field study students study students deployment of collaborative
students field study output on the
students on the policies
and guidelines
in the
deployment of
field study
students

3. Shows deep  The roles of  Writing of a reflection  Field Study  Presentation of  All students
appreciation on Teacher paper on the roles of Learning Guide Interview results must have
the roles of Education 5 Teacher Education with presented an
Teacher Institutions hours Institutions and cooperating interview
Education and cooperating schools teachers and output and a
Institutions and cooperating in the deployment of practicum reflection paper
cooperating schools in the field study students supervisors on the roles of
schools in the deployment the Teacher
deployment of of field  Interview with  Submission of a Education
field study study cooperating teachers reflection paper Institutions and
students students and practicum on the roles of cooperating
supervisors the Teacher schools in the
Education deployment of
Institutions and field study
cooperating students
schools in the
deployment of
 field study
students

Part 2: Actual
Classroom Teaching 60
Observation hours

1. Manifests  Meeting the  Writing of a reflection  Cooperating  Completion of  Field study

knowledge and cooperating paper about the School matrix on students must
appreciation of school cooperating school’s Handbook expectations have completed
school policies principal; policies and and a matrix on their
and procedures department procedures  Matrix on responsibilities expectations
to foster heads; and expectations of student- and
harmonious teachers  Completing the matrix and teachers responsibilities
relationship with on expectations and responsibilities
the cooperating  Getting responsibilities of field of field study  Submission of a  Students must
school; acquainted study students students reflection paper have submitted
with about the a reflection
 cooperating  Writing of a reflection cooperating paper about the
school’s paper about the teacher’s cooperating
policies and cooperating teacher’s classroom teacher’s
procedure classroom policies, policies, classroom
procedures and procedures and policies,
expectations expectations procedures and
expectations

A. The Learners’
Development and
Environment

2. Gains further Episode 1: School as a  Actual School  Observation  Completion of  Students must
insights about an Learning Environment Visitation and checklist / log an observation have completed
environment that classroom checklist/log an observation
provides social, observation  Field Study checklist/log
psychological and Learning Guide  Submission of a
physical  Preparing a photo photo essay of a  Students must
environment essay of a “child-  Digital camera “child-friendly” have submitted
supportive of friendly” school school a photo essay of
learning a “child-
 Completing a friendly” school
school/classroom
observation log

3. Differentiates Episode 2: Learners’  Field Study  Submission of a  Students must

learners of varied Characteristics and  Writing of a narrative Learning Guide narrative have presented
characteristics Needs description of description of a narrative
and needs diversity among  Observation diversity among description of
learners checklist / log learners diversity among
learners
 Completing a  Completion of
classroom an observation  Students must
observation checklist/log have completed
 log/checklist an observation
checklist/log

4. Reflects on the Episode 3: Classroom  Observation  Completion of  Students must

importance of Management and checklist / log an observation have presented
time, space and Learning  Completing an checklist/log a video
resources in observation checklist  Audio-visual documentation
providing an on classroom equipments  Showcasing of of different
environment management video classroom
appropriate to components documentations settings
the learners and of different
conducive for  Preparing a video classroom  Students must
learning documentation of settings have completed
different classroom an observation
settings checklist/log

5. Recognizes Episode 4: Individual  Observation  Completion of  Students must

multi-cultural Differences and checklist / log an observation have submitted
backgrounds of Learners’ Interaction  Writing of a reflection checklist/log a reflection
learners when (focusing on paper on the  Field Study paper on the
providing differences in gender, congruence of Learning Guide  Submission of a congruence of
opportunities racial, religious learning activities to reflection paper learning
backgrounds) the learners’ on the activities to the
characteristics congruence of learners’
learning characteristics
 Completing an activities to the
observation learners’  Students must
checklist/log characteristics have completed
an observation
checklist/log
6. Relates the Episode 5: Individual  Observation  Completion of  Students must
learners’ Differences and checklist / log an observation have completed
background to Learners’ Interaction  Completing an on learners’ checklist/log on an observation
their (focusing on different observation classroom learners’ checklist/log on
performance in levels of abilities) checklist/log on participation classroom learners’
the classroom learners’ classroom participation classroom
participation  Oral interview participation
schedule about  Submission of
 Conducts interview the learners an interview  Students must
about the learners varied output about have submitted
varied backgrounds backgrounds the learners completed an
varied interview
backgrounds output about
the learners
varied
backgrounds
7. Demonstrates  Observation  Presentation of
deep knowledge checklist / log home visitation  Students must
of cultural  Conducts actual home interview have presented
backgrounds of visitation and  Home visitation output home visitation
learners when Episode 6: Home- interview interview interview
providing school link schedule  Submission of a output
learning  Writing of a reflection reflection paper
opportunities paper on the impact on the impact of  Students must
of home and family home and have submitted
8. Reflects on the life to learning family life to a reflection
impact of home learning paper on the
and family life to  Completing an impact of home
learning observation  Completion of and family life
checklist/log an observation to learning
checklist/log
  Students must
have completed
an observation
B. Experiencing the checklist/log
Teaching-Learning
Process

8. Demonstrates  Observation
knowledge on checklist / log
varied methods  Completing an  Completion of  Students must
and strategies observation  Field Study an observation have submitted
instructional checklist/log on the Learning Guide checklist/log on a reflection
materials and varied methods and the varied paper on
assessment tools Episode 7: Looking strategies, methods and cooperating
used in the Through the instructional materials strategies, teacher’s
learning Meaningful Learning and assessment tools instructional actions that
environment Experiences used by the materials and demonstrate
cooperating teacher assessment value for
9. Reflects on tools used by learning
cooperating  Writing of a reflection the cooperating
teacher’s actions paper on cooperating  Students must
that demonstrate teacher’s actions that  Submission of a have completed
value for learning demonstrate value for reflection paper an observation
learning on cooperating checklist/log on
teacher’s the varied
actions that methods and
demonstrate strategies,
value for instructional
learning materials and
assessment
tools used by
the cooperating
teacher
10. Manifests  Field Study
consistent Learning Guide
standards of  Making of a matrix  Submission of a  Students must
learners’ showing the  LCD Projector matrix showing have submitted
behavior Episode 8: Learners’ cooperating teacher’s the cooperating a matrix
Characteristics and activity, describing the  Laptop / teacher’s showing the
11.Displays Needs learning behaviours of Desktop activity, cooperating
knowledge on the learners, and describing the teacher’s
the importance identify the  Projector screen learning activity,
of creating corresponding behaviours of describing the
healthy theories of learning  Audio-visual the learners, learning
psychological applied of the teacher equipments and identify the behaviours of
climate for corresponding the learners,
learners  Taking photographs theories of and identify the
and making of a video learning applied corresponding
presentation of a of the teacher theories of
healthy psychological learning applied
classroom climate for of the teacher
learners  Presentation
and showcasing  Students must
of a photo have presented
collage and and showcased
video clips of a a photo collage
healthy and video clips
psychological of a healthy
classroom psychological
climate for classroom
learners climate for
learners
12. Identifies and Episode 9: The  Learning
classifies school’s Learning Resources
resources that Resource Center  Making of an Inventory  Oral  Students must
facilitate teaching inventory on available Checklist presentation on have presented
and learning learning resources of the learning their learning
processes Episode 10: Bulletin the school  Bulletin Board resources resources
Board Displays Evaluation inventory inventory
13. Appraises the  Evaluation of school Sheet output output
effectiveness of bulletin board display
displays as  Presentation of  Students must
learning Bulletin Board have presented
resources Evaluation their Bulletin
Output Board
Evaluation
 Propose a Output
bulletin board
design  Students must
enhancement have proposed a
bulletin board
design
enhancement
 PART 3 – After 45
Classroom hours
Observation Period

1. Manifests  Code of
behaviors that Ethics for  Conducting an one-  Laptop /  Undergoing oral  Students must
uphold the Professional on-one post Desktop interview/post- have undergone
dignity of Teachers conference with field conference one-on-one oral
teaching as a study students  LCD Projector interview/ post
profession teachers and  Submission and conference with
practicum supervisors  Projector screen oral practicum
presentation/ supervisor
2. Articulates a  Formulation  Audio-visual defense of class
personal of a personal equipments observation  Students must
philosophy of philosophy of  Organization, electronic have submitted
teaching that is teaching submission and oral portfolio and orally
learner-centered presentation/defense presented/
 Organization of internship defended their
of class electronic portfolio observation
observation electronic
portfolio portfolio

 Classroom
Observation
Exit Requirements

Prepared By: Recommending Approval: Approved:

Prof. Lotis B. Daguisonan Prof. Nurhayna Eryll M. Unte Dr. Montia Jamilah D. Sarip
Faculty Department Chairperson Dean