Field Study 4 Module Revised 2015 16 - 25 May

PRE-SERVICE TEACHER TRAINING
Extended School Experience
FIELD STUDY 4 MANUAL

Team Teaching: Exploring the Curriculum
CED Module Field Study 4

Version 2
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
PREFACE AND ACKNOWLEDGMENT
Field Study 4 Module Version 2 is the revised copy of Field Study 4 Manual
developed by the Basic Education Assistance for Mindanao – Pre-Service Teacher
Training Unit. This manual is designed to be used by Pre service teachers.
The enhancement of the FS 4 module is on the complementation of objectives,

course requirements and activities in relation to the competencies linked to the NCBTS.
To facilitate the implementation of FS 4, appendices are also provided as guide
The Review Committee tasked for Version 2 of the Field Study 4 Module is
composed of the following:
Adora P. Zerrudo, MAED-ECE & MED-SPED
Geraldine E. Francia, MAT-Science
Ivy Lyt M. Sumugat, MAT-Math
Jennifer P. Dequito, MAT-ELA, Med- Ey
Leonardo Pongos, MAT-ELA, MAED TESOL
Marivic N. Neri, MAT- ELA, MAPPLI
Maxima A. Piala, MAED-English; Ph.D. –Linguistic (On-going)
Raquel Almasa MAED-ECE; EDD-Educ’l Mgt (On-going)
Lindy C. Lulab, MAED Certificate; MIT; Ed.D-ELM
Vilma D. Andoy, MTE-Tech’l English; Ed.D.Educ’l Mgt.; Ed.D. SPED
Bonifacio G. Gabales Jr., MS-Educational Measurement & Evaluation;
Ph.D.-Dev’t. Research & Administration
The laudable contribution of the reviewers in enriching this manual is greatly

acknowledged.

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TABLE OF CONTENTS
1. RATIONALE 1
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS) 1
2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4 2
3. COURSE DESCRIPTION 4
Expected Outcomes 5
Grading System 5
Assessment Tools 5
4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4 6
5. COURSE CONTENT 7
A. Classroom Observation 7
Classroom Observation of Teacher’s Activities 7
Classroom Observation of Students’ Activities 7
B. Exploring Curriculum 7
C. The Art of Questioning 7
D. Instructional Materials 8
E. Lesson Planning 9
Sample Lesson Plan 9
F. Team Teaching 9
6. GLOSSARY OF TERMS 10
7. REFERENCES 11
8. APPENDICES 12
Appendix A: Reflective Journal Entries 13
Preparing a Lesson Plan 13
Instructional Materials 14
Actual Team Teaching 15
Examining the Resources 16
Appendix B: Lesson Plan Rubric 17
Appendix C: Pre-Service Teacher’s Actual Teaching Rating 18
Appendix D: Marking Guide for Instructional Materials 20
Appendix E: Marking Guide for Reflection/Journal Entries 21
Appendix F: Rubric for Student Teaching Portfolio 22
Appendix G:Sample Portfolio Format in Field Study Courses 23

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1. RATIONALE
Field Study 4 (FS 4) is a one-unit course. It is one of the series of sequential studies in the
Bachelor in Elementary Education and Bachelor in Secondary Education Programs (BEED and
BSED). This Field Study is linked to Professional Education subjects such as Curriculum
Development, Principles of Teaching 1 & 2, and Teaching Strategies.
FS 4 focuses on planning whole lessons, the preparation of instructional materials, and team
teaching with the Cooperating Teacher and other Pre-service Teachers.
The second focus of FS 4 is for Pre-Service Teachers to explore the curriculum and gain
knowledge and understanding of its vital role towards student learning. In this field study, the
PSTs closely work and collaborate with the cooperating teachers in making lesson plans. In the
process, the PSTs start to explore the curriculum by choosing the appropriate subject matter to
teach, motivational activities and teaching strategies.
Team teaching is a feature of many school activities this is important that the PSTs will develop
awareness of the skillsanunderstanding of the teaching-learning process and the need to work
collaboratively. The pre-service student teachers will also be immersed in activities that will give
them the opportunities to plan, teach and learn how to evaluate the learners’ performance.
In FS 4, the PSTs should manifest skills such asplanning, teaching, managing a class,
evaluating sequences of activities for individual and whole classes via team teaching. PSTs will
also design instructional materials and develop a professional portfolio.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):

Domain 2- Learning Environment
2.5 Creates a healthy psychological climate for learning
Domain 3- Diversity of Learners

3.1 Determines, understands, and accepts the learners’ diverse background knowledge and
experiences.
Domain 4 -Curriculum
4.1 Demonstrates mastery of the subject.
4.2 Communicates clear learning goals for the lessons that are appropriate for learners
4.3 Makes good use of allotted instructional time.
4.4 Selects teaching methods, learning activities & instructional materials or resources
appropriate to learners and align to objectives of the lesson.
4.5 Recognizes general learning as well as unique process of individual learners.

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2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4

I. The Teacher Education Institution (TEI)
A. The Dean of College of Education shall:
1. Designate a Practicum Manager to oversee/coordinate the practicum program.
2. Assign Practicum Supervisors with 25-30 Pre-service Teachers (PST’s).
3. Initiate conferences with the SDS’s in selecting public and private schools in the
province/city.
B. The Practicum Manager shall:
1. Monitor the teachers handling FS.
2. Formulate policies and systems for the practicum after consultation of the Associate
Dean
3. Manage administrative matters such as preparation and signing of MOA.
4. Communicate with stakeholders and handle paper work with regard to practicum pro-
gram.
5. Submit program evaluation report to the Associate Dean of the College
C. The TEI Practicum Supervisor shall:
1. Orient the pre-service teachers of their in-campus/off-campus work with regards to
their expected attitudes, proper dress code, things to be done when they are in
school, and the expectations of their cooperating teachers;
2. Coordinate with the Cooperating School Principal/Head regarding the selection of the
exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the
School Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the Pre-
service Teachers in their field studies;
5. Visit the pre-service teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and cooperating
teacher regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
Monitor their performance/progress in the field
Arrange special sessions on innovations in teaching-learning process
Monitor submission of the lesson plans, self-made test, instructional materials
and their reflective Journals.
Respond to problems of PSTs.
8. Assist the Pre-service Teachers in checking their lesson plans for team teaching and
in preparing their learning materials;
9. Submit written reports to the College Dean, copy furnished to the school principal
and the SDS, at least once a month regarding the:

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9.1 progress/performance of pre-service teachers

9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
10. Call the Pre-service Teachers for debriefing at the end of FS 4.
D. The Pre-Service Teachers shall:
1. Participate actively in all school related activities, as appropriate
2. Consider/be open to constructive criticisms;
3. Have regular discussions/de-briefing with the cooperating teacher/practicum
supervisor.
4. Respect the dignity and rights of the learners;
5. Check papers and tests for the purpose of diagnosis and evaluation;
6. Check lesson plans with cooperating teacher/practicum supervisor before teaching
and evaluates effectiveness of plans of teaching (after teaching the class);
7. Observe lesson plan policies established by the cooperating teacher/practicum
supervisor;
8. Accept decisions of the cooperating teacher/practicum supervisor concerning
material to be covered and methods of presentation;
9. Submit to the TEI Practicum Supervisor the duly accomplishment forms on time;
10. Return all borrowed books and materials to the cooperating school before the term
ends, accomplish clearance from the cooperating schools;
11. Project a good image as a teacher at all times by observing
11.1 The Code of Ethics
11.2 Proper dress code
11.3 Punctuality in all activities of the Field Study
II. The Department of Education (DepEd)
A. The School Division Superintendent (SDS) shall:
1. Review and subsequently approve request for cooperating schools;
2. Conduct orientation on student teaching with the TEI’s inclusive of the Dean, College
Student Teaching Supervisors, and the School Principals/Head Teachers.
3. Be the approving authority for Memorandum of Agreements between TEI’s and
DepEd.
B. The Cooperating Principal shall:
1. Identify exemplary Cooperating Teachers to handle Pre-service Teachers’ team
teaching;
2. Conduct orientation for cooperating teachers on:
a. policies and regulations on Field Study
b. mentors’ roles and responsibilities
c. expected activities and outcomes of Field Study 4
3. Conduct orientation for the Pre-service teachers on:
a. policies and regulations of the school
b. roles and responsibilities of the Pre-service teachers
c. assignment of areas of responsibility where they should go
d. expected activities and outcomes of FS 4
4. Monitor and provide feedback on pre-service teacher’s performance on the team
teaching;

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5. Meet with the Cooperating Teachers, the Pre-service Teachers and the Practicum
Supervisor for debriefing at the end of FS 4;
6. Prepare required reports to the TEI’s, copy furnish the Schools Division Superinten-
dent
C. The Site Coordinator shall:
1. Assist the Principal in assigning the Cooperating Teachers;
2. Conduct regular conference with cooperating teachers as to the performance and
behaviour of student teachers
3. Serve as a link among Pre-service Teachers, Principals and the TEI Practicum
Supervisors.
4. Coordinate with TEI’s Practicum Supervisor concerning the Pre-service Teacher’s
class assignment and problems
5. See to it that student teachers don’t substitute teachers who are absent or on leave.
D. The Cooperating Teacher shall:
1. Provide an appropriate environment and establish a positive working relationship
between Pre-service Teachers and Cooperating Teachers;
2. Provide support to pre-service teachers as mentors in the following tasks:
a. lesson planning
b. use of varied strategies/approaches/techniques
c. classroom management
d. assessment of learning outcomes
e. questioning techniques
f. preparation of instructional materials
3.Provide the student teacher participation in co-curricular and school/community activi-
ties
4. Expect pre-service teachers to assume planned team-teaching responsibilities either
to start the lesson, to develop it or to conclude the lesson;
5. Evaluate the pre-service teachers’ plan in advance in order to check the
appropriateness of the instructional materials and the strategies that will be used in
the teaching-learning process;
6. Give regular appropriate praises, positive feedback, advice, support and
encouragement to the students practicing to be teachers;
7. Observe coach/mentor Pre-service Teachers during Team Teaching.
8. Submit the summative evaluation report for each student teacher.

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3. COURSE DESCRIPTION
Field Study 4 will encourage PSTs to work with a buddy PST, with the assistance of their
cooperating teachers and TEI Practicum Supervisors. They will engage in the planning and
team teaching of lessons utilizing various teaching techniques. The PSTs will work closely with
their cooperating teachers. Initially they will either start the lesson; they will teach at the middle
of the lesson or they will end the lesson.
FS 4 will allow PST’s to apply and verify knowledge gained through exposure to the existing
curriculum. It shall also provide insights on how the curriculum can be effectively implemented.
This includes analyzing the mission-vision of the school relative to the existing curriculum. The
PST’s will also examine the resources available and reflect on how these support the
implementation of the curriculum. They will also look at the class schedule, room assignment
and teacher’s assignment in the effective implementation of the curriculum.
This course will further enrich the students’ experiences in preparing teaching aids for
classroom use such asmanipulative hands-on materials or self-learning kits.
Course Objectives:
At the end of the course, the pre-service teachers are expected to:
1. Apply knowledge and skills in writing a lesson plan;
2. Perform actual team teaching with a buddy, and with the CT
3. Select and develop instructional materials appropriate to a chosen subject area;
4. Identify best practices related to the implementation of the components of the
curriculum.
Expected Outcomes
1. Document three (3) self-made lesson plans.(See Appendixes B,C &E)
2. Execute/teach two (2) lesson plans for at least 2 subject areas with actual Teaching
Rating documentation
3. Photograph sample Instructional materials that suit prepared lessons and maximize
its use.
4. Reflective journals on the insights.
5. Journal of curriculum used by the school in any subject area.

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Grading System
Criteria/Components Weight Rater
Attendance 10% Cooperating Teacher
Instructional Materials 10% Cooperating Teacher

(10%)Cooperating Teacher
Lesson Plan
15%
(5%) Practicum Supervisor
Actual Teaching 25% Cooperating Teacher
Journal Entries/Reflection 20% Practicum Supervisor
Professional Portfolio 20% Practicum Supervisor
Total 100 %
Assessment Tools
1. Lesson Plan Rubric

2. Marking Guide for Instructional Materials
3. Pre-service Teacher’s Actual Teaching Rating
4. Marking Guide for Reflection/Journal Entries
5. Rubric for student Teaching Portfolio

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4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4
Visit/ Time
Venue Site/Observation Activity
Session frame
· Review Lesson on Lesson Planning
1st
TEI Classroom · Conference about the course 1hr
session
expectations and requirements
Lab. School/
Conference Room · Orientation of the School Policies 1hr
or Session Hall and Regulations (if assigned in
DepEd
1st visit another School)
School
2 hrs
Classroom · Examine the resources available
School
· Journal Writing
2nd visit School Classroom/ · Class Observation of CTs Teaching

Faculty Room · Lesson Planning
· Preparation of Instructional Materials 3 hrs
· Journal Writing
· Team Teaching with CT/Buddy

3rd visit School Classroom · Journal Writing 3 hrs
· Post Conference
· Team Teaching with CT/Buddy

4th visit School Classroom · Journal Writing 3 hrs
· Post Conference
· Team teaching with CT/Buddy
5th visit School Classroom · Conference with TEI Practicum 3hrs
Supervisor and CT
· Debriefing of FS 4
2nd
TEI Classroom · Submission of the Professional 1 hr
session
Portfolio
TOTAL 17hrs

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5. COURSE CONTENT
A. Classroom Observation
Observation is an important technique employed in the monitoring of the teaching learning
situation. Observational activities are important means of gathering evidences that would be of
help to pre-service teachers. These would serve as guide in the actual team teaching. The
observationof the examples of teacher’s activities and students’ activities given will further serve
as guide in completingtheactual teaching activities.
B. Exploring Curriculum
A commonly held belief is that curriculum is known as the list of subjects. Others define it as a
prospectus, a guide for every course or program. However, curriculum includes the life that
encompasses the school. It is anchored on what the school envisions for learners, how it
achieves this and when.
An effective curriculum contains the following aspects:
a. a clear and specific path on what learning is to be achieved by the learners;
b. a clear and specific path on how learning is to be achieved. It provides and
communicates clear learning objectives suited and appropriate to the level of the
learners;
c. a clear and specific path on what teaching methods and strategies to use, and how
this is supported by appropriate learning materials and learning activities.
C. The Art of Questioning

Effective questioning is basic to effective teaching. Instead of pointing out the significance of a
particular bit of knowledge, the teacher assists his/her learners by using his/her questions, to
help them discover it for themselves.
A pre-service teacher should devote a good deal of attention to develop this skill.
According to Arabit, et.al (1993), there are four dimensions in the way students are asked
questions and each of these develop skills like:
1. First Dimension Questions – require literal understanding which usually begins with
Who, What, Where, and When.
Ex. Who was Ruben? What was he carrying?
2. Second Dimension Questions – interpret between lines because the facts are not di-
rectly or literally mentioned but the idea is being inferred.
Ex. What good are meatless Fridays to people?
3. Third Dimension Questions – require understanding and grasping fully the author’s ideas
including supplementary meanings like asking How and Why.
Ex. Do you like the title of the story? Why?

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4. Fourth Dimension Questions – require judging the worth of ideas and effectiveness of
presentation.
Ex. What would you consider as good qualities of the Filipino families? Explain.
D. Instructional Materials
There are several types of Instructional Materials that teachers use in their day-to-day teaching
activities. These materials can arouse and sustain the interest and attention of the learners. It
can concretize abstract concepts/ideas to promote meaningful learning. They also assist
learning because of the rich experiences that they provide.
With the proper selection and use of instructional devices or educational media, learning
becomes more permanent (Garo, 2004).
Audio–Visual materials
a. Audio-media are materials or sounds that are transmitted, produced or received
through high fidelity waves which are heard through certain equipment like radio
broadcast and recordings.
b. Visual materials are representations of direct reality, which come in the form of signs
and symbols like cartoons, pictures, posters, drawings/sketches, diagrams, charts,
graphs, strip drawing/comics strip and maps.
Multi-Media as an approach to teaching refers to the use of an integrated format of audio-video

and animation applications to create a multi-sensory teaching and learning situation. The use of
computer applications is very useful in the preparation of the material.

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E. Lesson Planning
Teachers need to plan to integrate what is to be taught and how to carry it out effectively.
Teaching is not a haphazard process. The highly interactive and demanding nature of
the classroom requires that a teacher plans thoroughly to maximize student learning.
The goal of planning should always be student-learning.
Types of Daily Lesson Plan
1. Detailed Lesson Plan – This presents both the teacher’s activity and the learners’
activity under procedure or strategies.
2. Semi-Detailed Lesson Plan – This includes only the teacher’s activity under
procedure or strategies.
3. Brief Lesson Plan – This show only the main parts of the lesson plan and excludes
that are intended to ask.
Format of the Lesson Plan
Different authors suggest different components or format of a lesson plan. However, most agree
that it should contain the following essential parts:
1. Purposes or Objectives or Targets
2. Subject Matter
3. References and Materials
4. Procedures or Strategies
5. Evaluation Techniques
6. Assignment or Agreement
F. TEAM TEACHING
Taska
At this point, you are now ready to conduct Team Teaching with your co-Pre-service teacher.
Ask for the lesson/ subject matter from your Cooperating Teacher. Plan the lesson with your
buddy and the CT and have it checked by your Cooperating teacher. Once it is checked,
prepare the visual materials appropriate for your subject matter.
Activity: Teach the lesson in collaboration with your CT and your buddy.
(discuss who will do what first)
Evaluation of Learning Activities

Evaluation is the process of determining the effectiveness of a learning activity or a unit of work which
includes many learning activities. The aim of evaluation is to make informed decisions through
subsequent planning in order to increase students’ learning and teaching.
Task b:
Evaluation should be undertaken by you and also by your Cooperating Teacher/TEI Practicum
Supervisor. Follow the learning activity. As soon as you can manage it, review the experience
and write your evaluation

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6. GLOSSARY OF TERMS
Assessment - relates to collecting, synthesizing and interpreting data about the knowledge and
understanding, skills and attitudes of a person or group in order to facilitate decision making.
Class program- refers to the class schedule, room and teacher’s assignment
Cooperating Principal – is the head of the cooperating school responsible in assigning exemplary
cooperating teachers and to coordinate with the TEI Practicum Supervisor with regards the
assignment and problems of Pre-service Teachers
Cooperating Schools – refer to the school where the pre-service teacher undergoes off-campus
teaching.
Cooperating Teacher – is normally a classroom teacher at the laboratory and cooperating school directly
responsible for providing mentoring support to the pre-service teachers.
Curriculum – refers to the life and program of the classroom and the school.
Dean of the College of Education – is responsible for assigning Practicum Supervisors to handle Field
Studies including Practicum A and B.
Instructional Materials – refer to print materials, audio-visual and multi-media resources used by the
teacher in facilitating teaching-learning process.
Practicum Coordinator – refers to the person in-charge of monitoring the teachers handling Field
Studies and manages administrative matters pertaining the practicum program of the TEI.
Pre-Service Teachers – refers to the University/College BEED and BSED students who are enrolled in
the Field Study courses and are involved in micro teaching, team teaching, and teaching whole
lesson
Site Coordinator – He/She is responsible in assisting the Principal/Head of the School in assigning stu-
dents in classrooms and scheduling of classes for observation and participation and the conduct
of regular conference with cooperating teachers as regards the performance and behavior of stu-
dent teachers
TEI Practicum Supervisor – refers to the University of Southeastern Philippines.
Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering Teacher
Education Courses with curriculum aligned with that of CHED. There are 21 of these from
Regions XI, XII, and ARMM which established partnership with BEAM and DepEd.
Team Teaching - is any form of teaching in which a team consisting of two or more pre-service teachers
share responsibility in the planning, presentation, and evaluation of lessons prepared for the
same group of students.

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7. REFERENCES
Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.
Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.
Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.
Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of Teaching.
Lorimar Publishing Co.,Inc.
Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.
Danielson, C. and Abrutyn, L. (1997).An Introduction to Using Portfolios.Virginia, USA.

Association for Supervision and Curriculum Development
Garo, Candelaria, D. (2004). Teaching Educational Technology.National Bookstore.
Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Publishing Co., Inc.
Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing Co.,
Inc.
MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.
Professional Application and Reflection 1,2,3,and 4. (2004), Practicum Guidelines and

Resources for Schools and Organizations.University of South Australia.

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8. APPENDICES
The following appendices provide the marking guides for each assessment item.
Appendix A - Journal Entries

Journal 1: On Preparing a Lesson Plan
Journal 2: Instructional materials
Journal 3: Actual Teaching
Journal 4: Examining the Resources
Appendix B- Lesson Plan Rubric
Appendix C- Pre-service Teacher’s Actual Teaching Rating
Appendix D- Marking Guide for Instructional Materials
Appendix E- Marking Guide for Reflection/Journal Entries
Appendix F- Rubric for Student Teaching Portfolio

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Appendix A: Reflective Journal Entries

Task: Use your journals to reflect on the following questions.
JOURNAL 1
On Preparing a Lesson Plan
Name: Date
Subject Area: Cooperating Teacher:
1. Describe the goals and purpose of your lesson plan.
2. What problems did you encounter in writing your lesson plan?
3. How can you improve your written lesson plan?
4. Did you deviate from your lesson plan? Why/ why not?
5. Experienced teachers claim that they “can teach their classes even without alesson plan.”
How do you react to this? Provide reasons for your answer.
TEI Practicum Supervisor’s Feedback:

Area(s) for strength:
Area(s) for Improvement:
Signature of the TEI Practicum Supervisor:

Date:

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JOURNAL 2
Instructional Materials
Name: Date
1. What is the importance of developing/preparing Instructional Materials?
2. Describe one of the instructional materials you made. What was its purpose? Why did you
prepare it this way?
3. How will your instructional materials influence students/pupil’s learning? Give two
examples.
4. How will you know if your materials are effective in enhancing student learning?

Area(s) for Strength:

Date:

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JOURNAL 3
On Actual Team Teaching
Name: Date
1. After you have done your first actual team teaching, what were your realizations?
How did you feel about co-teaching the lesson?
2. What do you think went well in the lesson? Give details.
3. What would you like to improve and focus on during future planning and delivery?


Date:

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JOURNAL 4
On Examining the Resources
Name: Date
1. What is the importance of aligning Instructional Resources and learning activities with the
objectives of the lesson?
2. What difficulties have you encountered in planning your lesson plan in relationon the
availability of resources?
3. What have you done to address this problem? (refer to question #2)


Date:
Appendix B: Lesson Plan Rubric (for use by CT and Practicum Supervisor)

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Name of Pre-service Teacher:

Subject Area
Date:
Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
Formulating Adequately define the Objectives are not
Defines objectives clearly
Objective objectives clearly stated
Organization of  Clearly links subject Adequately links subject Subject does not link
lesson matter to students’ matter to students’ interest to students’ interest
presentation interest and and experiences and experiences
experiences
Adequately identifies Does not clearly
 Clearly identifies sequential development of identify sequential
sequential development activities development of
of activities activities
Adequately uses relevant
 Uses relevant examples Does not use relevant
examples examples
Adequately allocates time
 Accurately allocates to activities in accordance Does not allocate time
time to activities in with objectives to activities in
accordance with accordance with
Adequately indicates objectives
objectives transition procedure from
 Clearly indicates one activity to the next Does not indicate
transition procedure transition procedure
Limited variety of teaching from one activity to the
from one activity to the strategies
next next
Relates subject matter to Does not plan a variety
 Plans a variety of other knowledge
teaching strategies of teaching strategies
Does not relate subject
 Relates subject matter
matter to other
to other knowledge and
knowledge
prior knowledge of
students
Use of learning · Uses a wide range of · Uses a range of · Does not use a
materials resources and resources and learning range of
learning materials material resources and
learning materials
· Structures a wide · Uses an appropriate
variety of materials to variety of materials to · Does not structure
stimulate students’ stimulate students’ an appropriate
interest and interest and variety of materials
achievement achievement to stimulate
students’ interest
and achievement
Use of evaluative  Devises appropriate  Devises appropriate  Does not devise
measures evaluation of each evaluation of students’ appropriate
students’ progress progress evaluation of
students’ progress
 Measures students’  Measures students’
progress with progress with  Does not measures
appropriate tests and a appropriate tests and students’ progress
variety of assessment other methods with appropriate
methods tests and other
methods
Total
Legend: 3 – Good (86 to 100 %) 2 – Fair (80 to 85 %) 1–Needs Improvement( 75 to 79%)
Appendix C: Pre-Service Teacher’s Actual Teaching Rating

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Name: Sem/Sy:
Date: Subject Taught::
Cooperating School:
Note: This will serve as a guide to the Cooperating Teachers and TEI Practicum Supervisor in
assessing the actual teaching performance done of the Pre-service Teachers. Check the box
below that corresponds to each item.
Legend: 100-95 -Excellent 88-83 - Satisfactory 77-72 - Unsatisfactory
94-89 -Very Satisfactory 82-78 - Fair
ITEMS TO RATE E VS S F U
I. LESSON PLAN
A. Objectives were stated in behavioral terms
B. There was congruence between
1. Objective and subject matter
2. Objective and materials used
3. Objective and teaching procedure / Strategies of
Teaching
4. Objective and formative test / Evaluation
5. Objective and assignment
II. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities
C. Visual aids and other examples were used to illustrate
the lesson.
D. The teacher made effective use of the formative test after
teaching
III. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework
3. Practice exercise
4. Group Work/Project
B. Facilitation of students participation
(social and emotional climate)
C. Visual aids were within easy reach of the teacher during
his/her teaching
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with a well-modulated voice
B. The teacher used correct grammar in speaking
C. Correct responses were given by the students through
the teacher’s skillful questioning.
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D. He/She observed correct pronunciation

E. The board work of the teacher was free from errors in
grammar and spelling
F. The teacher’s handwriting on the board and the lesson
plan was legible enough to be read and understood
V. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerism or physical defects
that tend to disturb the student’s attention.
C. The teacher’s personality is strong enough to command
respect and attention.
The pre-service teacher’s strengths are:
Comments/Suggestions for Improvement:
 Final Rating (Tick one) Excellent

Very
Satisfactory Fair Unsatisfactory
Satisfactory
Rated by:
Cooperating Teacher
Designation:
Appendix D:Marking Guide for Instructional Materials

Version 2
19
Name: Sem/Sy:
Date:
Direction: Check the box below that corresponds to each item.
Legend:
3 – Definitely (90 – 100)
2 – Moderately (51 – 89 )
1 – Not at all ( 0 – 50 )
3 2 1
ITEMS TO RATE Definitely Moderately Not at all
1. It is big enough that can be seen by
the farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the
target learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.
Comments/Suggestions: (Strengths and suggestions for improvement)
Rating:
Rated by:
Designation:

Version 2
20
Appendix E: Marking Guide for Reflection/Journal Entries
Performance 5 4 3 2 1
Level Needs
Excellent Proficient Satisfactory Developing Improvement
Criteria
Reflection journal Presents Presents very Presents Presents few Presents no

entry includes PSTs comprehensive clear some description of description of
learning description of description of description of worthwhile worthwhile
experiences, worthwhile worthwhile worthwhile experiences, experiences,
judgments, experiences, experiences, experiences, explains does not
performance and explains sound explains explains sound explain sound
other insights gained judgment on sound sound judgment on judgment on
in the course. personal judgment on judgment on personal personal
strengths and personal personal strengths and strengths and
weaknesses strengths and strengths and weaknesses weaknesses
anchored on weaknesses weaknesses
many theories anchored on anchored on
learned. some few theories
.. theories learned.
learned.
Legend:
1 – Needs Improvement (75-79)

2 – Developing (80-84)
3 – Satisfactory (85-89)
4 – Proficient (90-94)
5 – Excellent (95-100)

Version 2
21
Appendix F: Marking Guide for Reflection/Journal Entries
Performance 5 4 3 2 1
Level
Needs
Excellent Proficient Satisfactory Developing Improvement
Criterion
Presents Presents very Presents Presents few Presents no
Reflection comprehensiv clear some description of description of
journal entry e description description of description of worthwhile worthwhile
includes of worthwhile worthwhile worthwhile experiences, experiences,
PSTs experiences, experiences, experiences, explains does not
learning explains explains explains sound explain sound
experiences, sound sound sound judgment on judgment on
judgments, judgment on judgment on judgment on personal personal
performance personal personal personal strengths and strengths and
and other strengths and strengths and strengths and weaknesses. weaknesses.
insights weaknesses weaknesses weaknesses
gained in the anchored on anchored on anchored on
course. many theories some few theories
learned. theories learned
. learned.
Legend:

22
Appendix G: RUBRIC for Pre service Teacher FS PORTFOLIO (PRODUCT)
Criteria Description
5 4 3 2 1
1. Contents of the Has 90-100% Has 75-89% of Has 60-74% of Has less than Has less than 40%
Portfolio of the needed the needed the needed 59% of the of the needed
content content content needed content content
2. Objectives of Objectives are Objectives are Objectives are Some objectives Most objectives are
the Portfolio SMART and SMART but SMART but are not SMART not SMART and
cover the cover only a cover only less and do not cover cover only a
whole course minimum of than 75% of the the whole course minimum of the
75% of the course course
course
3. Quality of Entries are of Entries are of Entries are of Some entries are Few entries are of
Entries best quality, better quality, acceptable of acceptable acceptable quality,
well selected many are well quality, some quality, limited not well selected,
and very selected and are well selection and and very minimal
substantial. substantial. selected and substantial. substance.
substantial.
4. Presentation of Creative, neat Creative, neat Creative, neat Minimal No creativity, in

Entries and has a very and has strong and an average creativity, neat disarray, no
strong impact/appeal impact/appeal with minimal impact/appeal
impact/appeal impact/appeal.
5. Promptness in Submitted Submitted on Submitted 10 Submitted from Submitted 31 or

the submission ahead of schedule days after 11-30 days after more days after
schedule schedule. schedule schedule
Legend:

23
Appendix E: SAMPLE PORTFOLIO FORMAT IN FIELD STUDY COURSES
TABLE OF CONTENTS
I. Title Page /Cover Page.…………………………….……………...............................i
The title page/cover page may contain the title of the Field Study Courses, the
name of the student, year and section, the semester and year when the
FS Course is taken, and the name of the FS faculty and the school.
II. Clearance and completion from Cooperating School…………………….………..….ii
This part presents the statement of PST completion of the FS activities and
clearance from all accountabilities in the cooperating school showing the
signatures of the CT, Program head, and Principal.
III. Table of Contents………………………………….…………………………………..iii
This section provides the listing of the contents of the portfolio and the pages
where these are located.
IV. Introduction ..................................................................................................................iv
V. Students’ Curriculum Vitae/Resume…………..……….…………...…………....…...v
A short biography of the student shall be included in this section. It will also
include the student’s teaching belief or views of teaching.
VI. Statement of Purpose/Purposes of the Portfolio………………..……….……….…...vi
This section shall clearly state the purpose/s of the portfolio. It will express the
student’s intention for making the portfolio. This guides the student in the
making of his/her portfolio.
VII. FS Course Description, Rationale & NCBTS Link………………….………….…….1
VIII.FS Grading System……………….……………….……………....….………….…….3
IX. FS Schedule of Activities……………….……………..……………...……...…..……4
X. Logical Presentation & Documentation of Portfolio Content/Entries.
A. Portfolio entries shall be divided into sections. Each section shall contain the
section title, entries of evidences, and a reflection. The organization may be
sequential, categorical or thematic presentation of entries will depend on the
reativity of the student.
I. Title of section based on the focus in the syllabus.
II. Entries or evidences (e.g. narratives, reports, photo essays, drawing,
photos, drawings, poems, songs, caselets, pictures, learners outputs,
letters, checklists, reflections)
III. Reflection on each section
B. Additional entries to the portfolio include articles, clippings, letters, and
commendations that are relevant to the course or to the student who is
taking the course.
XI. Personal Reflections on the Portfolio………………..……………………….…..……9
This section captures the overall insights, feelings, beliefs, and views of the
student in relation to the different experiences, processes, and portfolio
contents in the particular field study course.
XII. Comments of the Cooperating Teacher/Faculty……………………………..……….12
A section shall be provided for the faculty in order to give his/her feedback
about the portfolio. This will allow the students to know their areas for
improvement and growth.
24
APPENDICES
Rubric for the Portfolio Output………………………………………………………….….21

A rubric for the portfolio is attached in this section. This will be the basis for
evaluating the process and the product in the course portfolio.
Daily Time Record……………………..…………………………………….………...…...26
Pictorials with captions (Scan copies)……………………………………….………...…....27

.
Student’s Self Rating Competency Checklist………………………………………….…...30
This instrument will provide a guide to the student on what competencies
he/she is supposed to develop in the field study course.
Sample Format of PST Clearance

24

Department of Education
Region IX
San Roque Central Elementary School
Obrero St.,Davao City
_______________________________________________________________________
CLEARANCE
This is to certify that ___________________, a Pre Service Teacher of the University of Southeastern
Philippines has successfully completed his/her Field Study Activities at San Roque Central
Elementary School and that he/she is cleared of the properties and accountabilities of the said school,
this ___ Semester, School year 20__ -20___.
____________________ __ ________________
Cooperating Teacher Cooperating Teacher
________________________
Cooperating School Principal
24

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PRE-SERVICE TEACHER TRAINING

Extended School Experience

FIELD STUDY 4 MANUAL

CED Module Field Study 4

PREFACE AND ACKNOWLEDGMENT

The enhancement of the FS 4 module is on the complementation of objectives,

Adora P. Zerrudo, MAED-ECE & MED-SPED

Geraldine E. Francia, MAT-Science

Ivy Lyt M. Sumugat, MAT-Math

Jennifer P. Dequito, MAT-ELA, Med- Ey

Leonardo Pongos, MAT-ELA, MAED TESOL

Marivic N. Neri, MAT- ELA, MAPPLI

Maxima A. Piala, MAED-English; Ph.D. –Linguistic (On-going)

Raquel Almasa MAED-ECE; EDD-Educ’l Mgt (On-going)

Lindy C. Lulab, MAED Certificate; MIT; Ed.D-ELM

Vilma D. Andoy, MTE-Tech’l English; Ed.D.Educ’l Mgt.; Ed.D. SPED

Bonifacio G. Gabales Jr., MS-Educational Measurement & Evaluation;

Ph.D.-Dev’t. Research & Administration

The laudable contribution of the reviewers in enriching this manual is greatly

CED Module Field Study 4

CED Module Field Study 4

Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):

Domain 3- Diversity of Learners

CED Module Field Study 4

2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4

CED Module Field Study 4

9.1 progress/performance of pre-service teachers

CED Module Field Study 4

CED Module Field Study 4

CED Module Field Study 4

Criteria/Components Weight Rater

Attendance 10% Cooperating Teacher

Instructional Materials 10% Cooperating Teacher

Actual Teaching 25% Cooperating Teacher

Journal Entries/Reflection 20% Practicum Supervisor

Professional Portfolio 20% Practicum Supervisor

1. Lesson Plan Rubric

CED Module Field Study 4

4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4

2nd visit School Classroom/ · Class Observation of CTs Teaching

· Team Teaching with CT/Buddy

· Team Teaching with CT/Buddy

CED Module Field Study 4

C. The Art of Questioning

CED Module Field Study 4

Multi-Media as an approach to teaching refers to the use of an integrated format of audio-video

CED Module Field Study 4

Evaluation of Learning Activities

CED Module Field Study 4

TEI Practicum Supervisor – refers to the University of Southeastern Philippines.

CED Module Field Study 4

Danielson, C. and Abrutyn, L. (1997).An Introduction to Using Portfolios.Virginia, USA.

Garo, Candelaria, D. (2004). Teaching Educational Technology.National Bookstore.

Lardizabal, Amparo, S. (1999). Theory and Practice in Student Teaching. Katha

Professional Application and Reflection 1,2,3,and 4. (2004), Practicum Guidelines and

CED Module Field Study 4

Appendix A - Journal Entries

CED Module Field Study 4

Appendix A: Reflective Journal Entries

1. Describe the goals and purpose of your lesson plan.

2. What problems did you encounter in writing your lesson plan?

3. How can you improve your written lesson plan?

TEI Practicum Supervisor’s Feedback: