My Field Study

experiences
Jialyn Tonic Bulac

SUBMITTED TO:
DR. JUDY A. CORNELIA
 TABLE OF CONTENTS

INTRODUCTION...........................................................................................1

CURRICULUM VITAE...................................................................................2
BELIEFS ON TEACHING AND LEARNING (PRE AND POST)..................4
CERTIFICATE OF COMPLETION (60 HOURS)..........................................5
REFLECTIONS ON THE FIELD STUDY AREAS OBSERVED...................6
EVIDENCE OF LEARNING..........................................................................8
REFLECTION..............................................................................................12
 Introduction
In professional education, field study involves aligning with subjects
like child and adolescent development to facilitate learning. Teacher
Education Institutions are responsible for pairing this study with
relevant topics, focusing on observing learning dynamics, school
organization, and community engagement. "Field Study 1" is a
course within professional education that emphasizes practical
observations related to teaching, helping future educators
understand learning environments, school structures, and
community interactions. "Field Study 2" builds upon the experiences
of the first course, focusing on honing educators' skills in planning,
facilitating, and assessing learning in actual classrooms. It aims to
deepen understanding of effective teaching practices through
hands-on practice, reflective learning, and continuous improvement.
 CURRICULUM VITAE
NAME:JIALYN BULAC
CELLNO.:09659728451
EMAILADDRESS:JIALYNBULAC@GMAIL.COM
ADDRESS: DAWIS, BAYAWAN CITY
AGE: 21
SEX: FEMALE
CIVILSTATUS: SINGLE
NATIONALITY: FILIPINO
DATE OF BIRTH: JUNE 16, 2002
PLACE OF BIRTH: DAWIS,BAYAWAN CITY,
NEGROS ORIENTAL
DIALECTSUSED:CEBUANO,TAGALOG,ENGLISH
NAME OF FATHER: JOSE JOEL BULAC
NAME OF MOTHER: JUDELYN BULAC

EDUCATION
DAWIS ELEMENTARY SCHOOL ( 2007- 2012)
DAWIS NATIONAL HIGH SCHOOL ( 2013-2018)
DAWIS SENIOR NATIONAL HIGH SCHOOL (2018- 2020)
NEGROS OREINTAL STATE UNIVERSITY ( 2020-2025)

ACHIEVEMENTS
CONSISTENT HONOR STUDENT ( 2013-2020)
GIRL SCOUT OF THE YEAR

CERTIFICATIONS
(ICETIS2022) CERTIFICATE OF PARTICIPATION INTERNATIONAL
CONFERENCE ON EMERGING TECHNOLOGY AND INTERDISCIPLINARY
SCIENCES(ICETIS2022)
DEVELOPMENT OF INTERACTIVE LEARNING MATERIALS 2023(NEGROS
ORIENTAL STATE UNIVERSITY)
CONCEPTUALIZING INNOVATION TECHNICAL EDUCATION 2023(NEGROS
ORIENTAL STATE UNIVERSITY)
DEVELOPMENT OF COMPETENCY-BASED LEARNING MATERIALS BASED
ON TRAINING REGULATIONS AND DEPED CURRICULUM GUIDE–
2023(NEGROS ORIENTAL STATE UNIVERSITY)

ENVIRONMENTAL FORUM WITH EMBASSY KOREA, IN COLLABORATION

WITH THE AMERICAN CORNER DUMAGUETE(SEPTEMBER 19,
2023,ATTHEMPR, SILLIMAN UNIVERSITY)
WEBINAR ON MANAGING GENERATIVE ARTIFICIAL INTELLIGENCE (AI)
AMONG TEACHER EDUCATION INSTITUTIONS(TEIS)IN ASEAN
SETTING|OCTOBER10,2023(9:00AM)
 Beliefs on Teaching and Learning
(Pre and Post)

Initially, my conception of teaching was straightforward,

focusing on presenting information to students to ensure their
understanding. I believed that clear explanations would lead to
comprehension and learning. However, with experience, my view
evolved. I now understand that effective teaching goes beyond

information delivery. Recognizing diverse learning styles, I

emphasize creating interactive environments that encourage
questions, discussions, and activities. I've realized the value of
active student involvement, promoting critical thinking, problem-
solving, and collaboration. As a prospective teacher, my role is
now that of a facilitator, guiding students to discover knowledge
themselves and fostering curiosity and a love for learning. This
shift underscores the importance of student-centered learning,
prioritizing growth, engagement, and the development of lifelong
learning skills.
Certificate of Completion
(60 hours)
 Reflections on the Field Study
areas observed

Reflecting on the field study areas observed in Grade 7 Section

Catacutan, Cimafranca, and Dela Cruz, it's evident that my initial
perceptions of teaching have been challenged and expanded. In these
environments, I witnessed the diverse dynamics of student learning.

Initially, my understanding was limited to delivering information through

lectures. However, observing these classrooms highlighted the
importance of acknowledging and catering to various learning styles.
Students in these sections exhibited different preferences—some thrived
through hands-on activities, others through auditory learning, and some
through visual aids. This realization has significantly altered my
approach to teaching.

The experience emphasized the need for an interactive and engaging

learning atmosphere. It's not merely about presenting information but

encouraging questions, discussions, and activities that allow students to

explore and apply their knowledge. In these classrooms, I saw the impact
of fostering critical thinking, problem-solving, and collaborative skills.
Students were actively involved in their learning, and this engagement
deepened their understanding.
 Reflections on the Field Study
areas observed

As I move forward in my teaching journey, these observations have

reshaped my role from a mere transmitter of information to a facilitator

of knowledge discovery. My aim is to guide and support students,

providing opportunities for them to actively participate in the learning
process. The significance of student-centered learning has become
apparent, with an emphasis on growth, engagement, and the
development of lifelong learning skills.

In conclusion, the field study in Grade 7 Section Catacutan, Cimafranca,

and Dela Cruz has been instrumental in broadening my perspective on
effective teaching. It has reinforced the importance of adapting to
diverse learning styles and creating an environment that nurtures active
participation, critical thinking, and a genuine passion for learning.
EVIDENCE OF LEARNING

WEEK 1 ORIENTATION
EVIDENCE OF LEARNING

WEEK 2 OBSERVATION
EVIDENCE OF LEARNING

WEEK 3 OBSERVATION
EVIDENCE OF LEARNING

WEEK 4 OBSERVATION
 REFLECTION

Embarking on the field study at DCNHS was a rich and insightful

experience. The diverse student body and teaching approaches

provided a nuanced understanding of the intricate dynamics

within the educational setting. The school's unique context
served as a lens through which I examined the intersection of
theory and practice. In the classrooms, a spectrum of
pedagogical methods highlighted the adaptability of educators to
cater to diverse learning preferences. Witnessing dynamic
student interactions and engagement underscored the
significance of interactive education, where students actively
participated in their learning journey. Despite challenges such as
resource constraints, the resilience of both students and
educators hinted at opportunities for positive growth. Engaging
with the school community prompted personal reflection,
challenging my preconceptions and enriching my understanding

of the complexities inherent in education. In conclusion, my time

at DCNHS was transformative, offering valuable insights that will

undoubtedly shape my future endeavors in the field of education.