Syllabus in Educ 401 Educ 403

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San Roque, Sogod, Southern Leyte

Email: president@southernleytestateu.edu.ph
Website: www.southernleytestateu.edu.ph
Excellence | Service | Leadership and Good Governance | Innovation | Social Responsibility | Integrity | Professionalism | Spirituality
COURSE SYLLABUS
Educ 401: FIELD STUDY 1
First Semester, 2023-2024
National Goal : The attainment of globally competitive Filipinos through quality and excellent education, relevant and responsive to changing environment,
accessible and equitable to deserving students, and efficient and effective in optimizing returns and benefits.
Vision : By 2040, Southern Leyte State University is a leading higher education institution that advances knowledge and will be known for innovation
and compassion for humanity, creating an inclusive society and a sustainable world.
Mission : We commit to be smart and green University that advances education, technological and professional instruction, research and innovation,
community engagement services and progressive leadership in arts, science and technology that are relevant to the needs of the glocal
communities. We produce graduates and life-long learners equipped with knowledge that enhances lives and invigorates economic
development.
University Breakthrough Goals:

1. Curricular programs, research and community engagement initiatives that meet domestic and international challenges, and driven by 4th
Industrial Revolution (4IR)
2. Sound financial stewardship and management of the university’s tangible resources.
3. Service delivery, management, and governance that meet international and domestic standards, powered by competent academic and non-
academic staff and the latest quality processes and technologies.
4. Academic and non-academic personnel of SLSU are exemplar educators and public servants
Quality Policy : We, at the Southern Leyte State University, commit enthusiastically to satisfy our stakeholders’ needs and expectations by adhering to good
governance, relevance and innovations of our instruction, research extension and other support services and to continually improve the
effectiveness of our Quality Management System in compliance to ethical standards and applicable statutory, regulatory, industry and
stakeholders’ requirements.
The Management commits to maintain, monitor and continually improve our Quality Management System and ensure that adequate
resources are available.
Doc. Code: SLSU-QF-IN01-B

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Date: 29 July 2019 https://www.youtube.com/c/SouthernLeyteStateUniversity
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Core Values : Excellence

Service
Leadership and Good Governance
Innovation
Social Responsibility
Integrity
Professionalism
Spirituality
Goal of the College of Teacher Education:
The SLSU-CTE aims to:

1. Produce Science and Technology oriented teachers imbued with reflective thinking and with theoretical, technical, and practical
competence;
2. Develop a sense of progressive leadership in helping build an economically viable community through ST-based research and extension;
3. Optimize future teachers’ abilities to transfer the technology of one’s field of specialization to communities and other service areas;
4. Capacitate prospective teachers with the skills in managing their professional, social and personal aspects of living; and
5. Imbibe SLSU’s core values of Service excellence, Leadership competence, Stewardship and accountability and Unity in diversity.
Program Objectives of the Bachelor of Technology and Livelihood Education:

1. To develop highly competent, motivated, and Science, Technology and Innovation (STI) ingrained TLE graduates.
2. To develop research acculturated TLE graduates
3. To nurture gender-responsive and sustainable extension advocates
4. To cultivate self-sufficient economically empowered graduates
Program Outcome Common to all program in all types of schools:

a. Articulate and discuss the latest developments in the specific field of practice. (PQF level 6 descriptor)
b. Effectively communicate orally and in writing using both English and Filipino
c. Work effectively and independently in multi-disciplinary teams. (PQF level 6 descriptor)
d. Act in recognition of professional, social, and ethical responsibility

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e. Preserve and promote “Filipino historical and cultural heritage” (based on RA 7722)
Program Outcome common (Teacher Education):

a. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts.
b. Demonstrate mastery of subject matter/discipline.
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners.
e. Apply skills in the development, and utilization of ICT to promote quality, relevant, and sustainable educational practices.
f. Demonstrate a variety of thinking skills in planning, monitoring, assessing and reporting learning processes and outcomes.
g. Practice professional and ethical teaching standards sensitive to the local, national and global realities.
h. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities.
i. Utilize research findings for classroom instruction, for production of innovative instructional materials, and for involvement in extension activities.
Program Outcome specific to BTLED (Technology and Livelihood Education)

To prepare pro-active S&T oriented school teachers in the secondary education who
a. Demonstrate the competencies of the Philippine TVET trainers-Assessors Qualifications Framework (PTTQF);
b. Demonstrate broad and coherent, meaningful knowledge and skills in technology and livelihood education.
c. Apply with minimal supervision specialized knowledge and skills in technology and livelihood education.
d. Demonstrate higher level of literacy, communication, numeracy, critical thinking, learning skills needed for higher learning.
e. Manifest a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students.
f. Show a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes.
g. Apply a wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational assessment,
and teaching approaches); and
h. Reflect on the relationship among the teaching process skills, the learning processing in the students, the nature of content/ subject matter, and other
factors affecting educational processes in order to constantly improve their teaching knowledge skills, and practices.

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Institutional Outcomes: Creative, innovative, and competent leaders and professionals

Graduate Attributes:
 S & T Leader
 Competent and Competitive
 Effective Communicator
 Value-oriented Individual
A. Course Details
COURSE NAME FIELD STUDY 1
COURSE NUMBER Educ. 401
COURSE DESCRIPTION This is the first experiential course which will immerse a future teacher to actual classroom situation and learning
environment where direst observation of teaching learning episodes that focus on the application of educational theories learned
in content and pedagogy courses will be made. Observations on learner’s 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.
NUMBER OF UNITS 3 (3 hours lecture/week; 54 hours/semester)
PRE-REQUISITE NONE
B. Course Outcomes and Relationship to Program Outcomes
Program Outcomes
Course Outcomes
Common to all Common to the Discipline Specific to BTLED
At the end of the course, g h GAD SD
a b c d e a b c d e f g h a b c d e f
the students must have:
1. Described how a safe

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and secure learning

environment contributes to
the physical, socio-
emotional and cognitive
development of learners.
(PPST Domain 2)
2. Determined ways of
addressing learner’s
diversity in terms of
gender, needs, interest,
cultural background and
difficult circumstances.
(PPST Domain 3)
3. Appraised how teacher
manifest his/her personal
and professional
competencies. (PPST
Domain 7)
4. Illustrated the teaching-
learning process and the
use of ICT to promote
quality relevant and
sustainable educated
process. (PPST Domain 4)
5. Assessed the various
classroom management
strategies observed in the

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class. (PPST Domain 2 and

4)
6. Analyzed concepts,
theories and principles in
curriculum development in
actual classroom setting.
(PPST Domain 4)
7. Evaluated Assessment
and reporting practices
done in the classroom.
(PPST Domain 5)
8. Formulate one’s
philosophy of teaching.
(PPST Domain 7)
C. Lecture Learning Plan/Course Design Matrix
Teaching Assessment Instructional

Intended Learning Outcomes Topics Hours
Strategies Tools Materials
By the time the students finished the PRELIMINARY CHAPTER
learning experience, they should have: Orientation
a. SLSU Vision and Mission - Essay/Open- - Syllabus of the
1. Explained and interpreted the national b. University Goals and Objectives Informal Teacher- ended Questions course
goal, University vision, mission goal and c. SLSU Hymn 1.5 Student talk - Graded - Vision and
objectives, teacher education program d. Program Objectives Modified KWL recitation Mission
objectives, and relate the overall course e. Basic Rights of Students - KWL chart
outline, grading system and course f. Code of Conduct for Students
requirement; and g. The Physically Handicapped

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2. Developed sense of equality in gender Students

role. h. Syllabus and Matrix of Activities
i. Grading System and Course
Requirements
By the time the students finished the
-Learning
learning experience, they should have: -Exploring the school
artifacts -FS1 book
campus
3 -Scoring Rubric -Web pictures
1. Determined the characteristics of a school 1. The School Environment -Observing bulletin
-Multiple Choice -Web videos
environment that is safe, secure, and is board displays.
Test
supportive of learning. (PPST 2.1.1)
learning experience, they should have: - Learning
-observing learner
2. Learner Diversity: artifacts -FS1 book
3 characteristics at
1. Described the characteristics, needs and Developmental Characteristics, - Scoring Rubric -Web pictures
different stages.
interests of learners from different Needs and Interests. -Multiple Choice -Web videos
developmental levels. (PPST 3.1.1) Test
By the time the students finished the 3. Focus on Gender, Needs, -observing -Learning
learning experience, they should have: Strengths, Interests, Experiences differences among artifacts
Language, Race, Culture, Religion, learners’ gender, -Scoring Rubric
1. Described the characteristics and needs of Socio-economic Status, Difficult needs, strengths, -Multiple Choice
learners from diverse backgrounds; Circumstances and Indigenous interests and Test.
2. Identified the needs of students with People experiences;
-FS1 book
different levels of abilities in the differences among
-Web pictures
classroom; learners’ linguistic,
-Web videos
3. Identified best practices in differentiated cultural, socio-
teaching to suit the varying learner needs economic and
3
in a diverse class; and (PPST 3.1.1) religious
4. Demonstrated openness, understanding backgrounds and
and acceptance of the learners’ diverse difficult
needs and backgrounds. circumstances.

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- observing
differences among
learners with
disabilities,
giftedness and
talents
-observing the school
experiences of
learners who belong
to indigenous groups
By the time the students finished the 4. Learner Diversity: The -Learning
learning experience, they should have: Community and Home artifacts
Environment -Scoring Rubric
-Observing the
1. Described the influencing factors in the -Multiple Choice -FS1 book
learner’s community
home environment that affect the 3 Test. -Web pictures
and home
students’ learning; and -Web videos
environment
2. Identified effective strategies on how
teachers can work together with the
family.
By the time the students finished the -Learning
learning experience, they should have: -Managing time, artifacts
5. Creating an Appropriate space, and learning -Scoring Rubric
1. Planned on how to manage time, space, Learning Environment resources -Multiple Choice -FS1 book
and resources; and 3 -Identifying the Test. -Web pictures
2. Provided a learning environment different aspects of -Web videos
appropriate to the learners and classroom
conducive to learning. management
By the time the students finished the 6. Classroom Management and -observing -Learning -FS1 book
3
learning experience, they should have: Classroom Routines classroom artifacts -Web pictures

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management and -Scoring Rubric -Web videos

1. Identified the classroom routines set by routines -Multiple Choice
the teacher; and -listing down Test.
2. Observed how the students execute the classroom rules
various classroom routines.
By the time the students finished the 7. Physical and Personal Aspects of - identifying -Learning
learning experience, they should have: Classroom Management personal and artifacts
physical aspects of -Scoring Rubric
1. Identified the two aspects of classroom classroom -Multiple Choice
management; and management Test -FS1 book
2. Determined the classroom management 3 Demonstrating -Web pictures
strategies that the Resource Teacher knowledge of -Web videos
employed in his/her class. positive and non-
violent discipline in
the management of
learner behavior.
By the time the students finished the 8. Close Encounter with the School
learning experience, they should have: Curriculum
-Curricula in the
1. Identified the different curricula that School Setting.
prevail in the school setting; -The Miniscule -Learning
School Curriculum: A artifacts -FS1 book
2. Described how the teacher manages the 3 Closer Look -Scoring Rubric -Web pictures
school curriculum by planning, - Constructive -Multiple Choice -Web videos
implementing lessons through different Alignment of the Test
strategies and assessment of learning Components of a
outcomes; and Lesson Plan.
3. Analyzed if the teacher aligns the

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objectives to subject matter, to teaching

strategies and assessment.
Midterm Examination 1.5 Paper-pencil Test

Sub-Total No. Hours 27
By the time the students finished the 9. Preparing for Teaching and
learning experience, they should have: Learning
-demonstrating an
1. Identified the teaching-learning practices
understanding of
that apply or violate the principles of
research based
teaching learning; -Learning
knowledge and
2. Identified the guiding principles on artifacts -FS1 book
principles of
lesson 3 -Scoring Rubric -Web pictures
Teaching and
objectives/learning outcomes applied in -Multiple Choice -Web videos
Learning.
instruction; Test
-Identifying
3. evaluated the lesson objectives/intended
Learning Outcomes
learning outcomes are SMART;
that are aligned with
4. Determined whether or not the intended
competencies
learning outcomes are achieved at the
- Distinguishing
end
between inductive
of the lesson;
and deductive
5. Observed the teaching methods used by
methods of teaching.
the Resource Teacher; and
4. Differentiated the different methods of
teaching.
By the time the students finished the 10. The Instructional Cycle -applying the
learning experience, they should have: guiding principles in
3
selection and use of
1. Identified the application of some guiding strategies -Learning

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principles in the selection and use of -determining artifacts

teaching strategies; outcome-based -Scoring Rubric -FS1 book
2. Determined whether or not the lesson teaching and -Multiple Choice -Web pictures
Development was in accordance with learning Test -Web videos
outcome-based teaching and learning; -applying effective
3. Outlined a lesson in accordance with questioning/reactin
outcome-based teaching-learning; and g techniques.
5. Identified the Resource Teacher’s
questioning and reacting techniques.
By the time the students finished the 11. Utilizing Teaching-Learning - visiting the
learning experience, they should have: Resources and ICT learning resources
center -Learning
1. Described the learning resource/ - observing artifacts
multimedia center as part of the learning technology -Scoring Rubric -FS1 book
environment; integration in the -Multiple Choice -Web pictures
2. Identified and classify technology 3 classroom Test -Web videos
resources that facilitate the teaching- - exploring
learning processes; education
3. Analyzed the level of technology -exploring MOOCS
integration in the classroom; and for PPST-aligned
4. Evaluated resources in the virtual Professional
learning environment. Development.
By the time the students finished the 12. Assessment for Learning and - observing -Learning
learning experience, they should have: Assessment as Learning (Formative assessment for artifacts
Assessment) learning practices -Scoring Rubric -FS1 book
1. Demonstrated knowledge of the design -Observing -Multiple Choice -Web pictures
3
and use of formative assessment; and assessment as Test -Web videos
2. Explained the importance of formative learning practices
assessment.

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learning experience, they should have:
-Aligning assessment
1. Determined the alignment of assessment
task with learning
tools and tasks with intended learning
outcome
outcomes;
- Observing the use
2. Critiqued traditional and authentic
of traditional
assessment tools and task for learning in
assessment tools.
the context of established guidelines on 13. Assessment of Learning
-Observing the use
test construction; (Summative Assessment)
of non-traditional
2. Evaluate non-traditional assessment -Learning -FS1 book
assessment tools and
tools artifacts -Web pictures
scoring rubrics
including scoring rubric and sample -Scoring Rubric -Web videos
- Scrutinizing the
portfolio; -Multiple Choice
types and parts of
3. Constructed assessment questions for Test
portfolio.
HOTS following BLOOMs Taxonomy as
- Determining the
revised by Anderson and Krathwohl and
level of teacher’s
Kendall’s and Marzono’s taxonomy; 4
questions
4. Explained the Function of Table of
-Analyzing a Table
Specifications;
of Specifications
5. Examined different types of rubrics used
- Computing grades
and relate them to assessment of
based on DepEd
student
grading system.
learning; and
-Reporting student’s
6. Computed students’ grade based on
performance
DepEd grading policy.

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By the time the students finished the 14.The Teacher as a Person and as
learning experience, they should have: a Professional -Learning
artifacts -FS1 book
1. Describe the personal qualities and -Teacher Qualities: A -Scoring Rubric -Web pictures
competencies of effective classroom View from My Lenses -Multiple Choice -Web videos
teachers; and 3 -Is the teacher, a Test
2. Enumerated the professional Professional
characteristics of practicing teachers Teacher?
observed as based on the professional
standards and code of ethics for the
profession.
By the time the students finished the 15. Towards Teacher Quality: -A Day in the School
learning experience, they should have: Developing a Glocal Teacher of the Life of Quality
21st Century Teachers -Learning
1. Described the personal qualities and - The Creation and artifacts -FS1 book
competences of a glocal classroom Enhancement of -Scoring Rubric -Web pictures
teachers at the 21st century; and 3 Classroom -Multiple Choice -Web videos
2. Designed a learner-centered classroom Management Skills Test
for the 21st century learners with in Developing A New
learning spaces that are safe, allows Learning
creativity and use of ICT. Environment for the
21st Century
By the time the students finished the 16. On Teacher’s Philosophy of
learning experience, they should have: Education -Analyzing DepEd
Philosophy of
1. Determined prevailing philosophies of Education -Learning
3
education based on DepEd Vision and - Articulating My artifacts
Mission Statements, core values and Personal Philosophy -Scoring Rubric -FS1 book
mandate, the K to 12 Curriculum of Teaching. -Multiple Choice -Web pictures
Framework and Guide and RA 10533; Test -Web videos

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and
2. Expressed their personal Teaching
Philosophy as a future teacher.
FINAL EXAMINATION 1.5 Paper-pencil Test
Sub-Total No. of Hours 27
TOTAL 54
D. References
1. M.R. Lucas et al, 2020. Field Study 1 Observations of Teaching-Learning in Actual School Environment. Lorimar Publishing.
2. Pawilen, Greg T., et. al. 2019. Field Study for 21st Century Student Teachers. First Edition. REX Bookstore. Quezon City. Philippines.
3. Reyes, Ericson M., et. al. 2021. A Course Module for Teaching Internship. REX Bookstore. Quezon City, Philippines.
E. Course Requirements:
1. A course output shall be produced and submitted every term.
2. Students are required to accomplish all the activities and tasks.
3. Learning tasks (problem sets, reflections)
4. Outputs (midterm and final)
G. Grading System
Learning Tasks (Journal/ Learning Episodes) 60%

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Midterm/Final Term Rating 40%

(Resource Teacher/FS Supervisor-Portfolio, Journal, Committee assignment)
TOTAL: 100%
E. Provision for Flexibility
► Students with special needs shall be dealt with accordingly.

► A blended mode as strategy for instruction shall be applied whenever possible through moodle, g-mail, video calls/conferencing and/or FB
messenger as group chat platforms, to facilitate flow of instruction and to manage conflict of time of the professors’ administrative functions and
the students school activities and the like.
F. Sustainable Development and GAD Class Policy
All students should commit to sustainable development in which the materials to be used to comply course requirements must be environment-friendly;
as much as possible avoid the use of plastic-based products; proper garbage disposal (biodegradable/non-biodegradable) should be observed always;
compliance to course requirements should be economical; and welfare of stakeholders with gender equality should be upheld all the time.

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A. COURSE DETAILS
COURSE NAME FIELD STUDY 2-PARTICIPATION AND TEACHING ASSISTANTSHIP
COURSE NUMBER Educ 403
This course is a continuation of Field Study 1. It is school based and allows a pre-service student to participate and
assist in a limited actual teaching –learning activities that relate to assessment of learning, preparation of
COURSE DESCRIPTION instructional materials, preparation of bulletin boards, and other routines in the classroom. A portfolio which will
contain sample lesson or learning plans and demonstration teaching of at least one subject content area will be
required. An action research shall be encouraged to start in this course and conclude during the internship.
NUMBER OF UNITS 3 units
PREREQUISITE All professional subjects and major subjects
B. COURSE OUTCOME AND RELATIONSHIP TO PROGRAM OUTCOMES (BTLED)
Course Outcomes Program Outcomes
At the end of the course, both Common to all Common to Teacher Education Specific to Technology and Livelihood Education
male and female should have: A B C D E A B C D E F G H PO PO PO PO PO PO PO PO GA SD
A B C D E F G H D

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1. 1. Created a safe and secure

learning environment that P
contributes to the physical,
socio-emotional and cognitive
development of learners.
2. (PPST Domain 2)
2. Demonstrated ways of
addressing learner’s diversity P
in terms of gender, needs,
P D D
interests, cultural background
and difficult circumstances
(PPST Domain 3)
3. Reflected on how a teacher

manifests his/her personal
and professional P D
competencies. (PPST D
Domain 7)
4. Participate in the teaching-

learning process and use
instructional materials, P D
including ICT to promote
quality, relevant and

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sustainable educative
process. (PPST Domain 4)
5. Apply concepts, theories and

principles in curriculum D
development in an actual P
classroom setting. (PPST
Domain 4
6. Demonstrate assessment and

reporting practices done in
the classroom. (PPST Domain
5) D
7. Write an initial action research

plan with the purpose of
improving teaching practice. P
(PPST Domain 7)
C. COURSE DESIGN MATRIX

Intended Learning Outcomes Topics Allotted time Instructional
Teaching-Learning Activities Assessment Tasks
(ILO) in Hours Materials
At the end of the preliminaries, PRELIMINARY CHAPTER 1.5 hours

the students should have:
A. Orientation on:  Reflection  Student handbook
or copy of the

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1. Explained and interpret the 1. National Goal  Direct Instructions. SLSU VMGO
national goal, University vision, 2.SLSU Vision and Mission
mission goal and objectives, 3.University Goals
teacher education program
4.Program Objectives
objectives, and relate the overall
course outline, grading system 5.Course Objectives
and course requirement; and 6.Course Outline
2. Developed sense of equality in 7.Grading System
genders role 8.Course Requirements
Value: Appreciation of the SLSU

VGMO and development of
commitment and its attainment
At the end of the chapter the Chapter I. INTRODUCTION 8 hours

students should have: (Orientation Seminar)
1. Specified the personality traits A. FS Guidelines stipulate

as expected of Student Teacher; in BCP and in FS Filed Study 2 book
handbook
2. Expressed reactions and B. The Importance and BCP
Relevance of Philippine PPST
insights regarding the ST
Guidelines Professional Standards
for Teachers (PPST) to
Technology for
Teaching and Learning

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C. FS Learning Episodes
D. Journal Entry and FS
Values: Reflective Thinking Requirements
Obedience and Integrity
At the end of the chapter, the Chapter II. FIELD STUDY  Reflection https://youtu.be/vrU
students should have: 2- HANDBOOK  Multiple 6YJle6Q4
 Review of the qualities of choice test
1. Cited the personal qualities of good teachers based on
an effective teacher; PPST, Southeast Asia
1. The Teacher We Teachers’ Competency https://youtu.be/Ayo
2. State the professional Remember Framework, Code of Ethics gyD7vXbw
competencies expected of a for Professional Teachers
teacher (PPST Domain 7);  Viewing of TDEx talks on
“What makes a great
22. 25 hours teacher”
https://youtu.be/vrU6YJle6
Q4 and “The power of a Filed Study 1 book
Teacher”
https://youtu.be/AyogyD7v Filed Study 2 book
Xbw
3. familiarize about action 2. Embedding Action  Making a list of Completed  Learning artifacts Filed Study 2 book
research as a reflective Research for Reflective Action Research by the  Scoring rubric
teacher; and Teaching teachers in the field  Multiple choice
4. explained the importance of test
doing action research.
(PPST Domain 2)

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1. used concepts and processes 3. Understanding AR  Comparing the Three  Scoring rubric Filed Study 2 book
of action research; and Concepts, Processes and Models of Action Research  Multiple choice
2. Identified sample models of Models and Analyzing the test
AR such as DepEd, 2017; and components of the chosen
Mcniff and Whitehead, 200; model
and Nelson, 2014.
(PPST Domain 3)
1. Analyzed teaching learning 4. Matching Problematic  Identifying problematic  Scoring rubric Webinar on Effective
problems prevailing in the Learning Situation with classroom situation and  Multiple choice Interventions for
classroom; and matching with appropriate test Struggling Readers (9)
Probable Action
2. Listed matching action as a action Effective Interventions
probable solution to the  Viewing of an online for Struggling Readers -
teaching-learning problems. webinar on Effective YouTube
(PPST Domain 4) Interventions for Struggling
Readers - YouTube
1. Revisited the concept of 1. Preparing the Learning  Checking class attendance Internet
learning environment in the Environment: An in a virtual classroom. Laptop
context of the current teaching Overview
and learning situation; and Filed Study 1 book
Filed Study 2 book
2. Assisted in the preparation of 2. Enhancing a Face-to-  Enhancing the current face-  Scoring rubric Filed Study 2 book
the traditional face-to-face Face Learning to-face learning  Multiple choice
learning environment. Environment Safe and environment to a conducive test
Conducive one
1. Established my classroom 3. Establishing My Own  Participating and assisting  Learning artifacts Filed Study 2 book
routines and procedures Classroom Routines Resource Teacher in  Scoring rubric
before, during and after and Procedures in a establishing routines and  Multiple choice
classes on a face to face or in Face-to-Face/Remote

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remote learning; Learning procedures, in the face to test

2. Explained the classroom face or in remote learning.
routines (what to do, how to
do it, when to do it, and why
those needs to be done); and
3. Reflected on the basic
questions when building my
classroom routines and
procedures in the classroom
routines and procedures.
(PPST Domain 2, 4)
1. Explained the importance of 4. Creating My  Designing My Management  Learning artifacts Filed Study 2 book
my classroom management Classroom/Remote Learning Plan  Scoring rubric
plan; Learning Management  Multiple choice
2. Enumerated the components Plan test
of my classroom management
plan;
3. Write my classroom
management plan; and
4. Use professional reflections
and learning to improve
practice. (PPST Domain 1,2, 4)
1. Explained the importance of 5. Writing My  Preparing My Learning  Learning artifacts Filed Study 2 book
lesson/learning plans; and Learning/Lesson Plans Plans  Scoring rubric
2. Written learning/lesson plans  Multiple choice
using the specified learning test
competencies reflections, and
effective communication skills;
3. Revised lesson plans/ learning

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plans based on the feedback

given;
4. Cited some problems
encountered in writing/ lesson
plans; and
5. Used professional reflections
practice. (PPST Domain 1, 4)
Midterm Examination:
Sub-Total: 31.75 hours
At the end of the chapter, the 6. Delivering My Lessons  Completing the matrix  Learning Filed Study 2 book
students should have: using Gagne’s Events of artifacts
Instruction  Scoring
1. Demonstrated planned  Using classroom rubric
lessons observation sheet to  Multiple
well; evaluate the delivery of the choice test
2. Applied all the given lessons
Suggestions; and
practice.
(PPST Domain 1, 4,7)
1. Showed skills in the positive 7. Selecting Non-Digital  Planning the use of  Learning Filed Study 2 book
use of non-digital/ or Conventional researches/materials for artifacts
conventional resources and Resources and instruction  Scoring
materials for student Instructional Materials rubric
engagement in teaching and  Multiple
learning,

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2. Demonstrated positive attitude choice test

towards the use resources and
instructional materials, and
practice. (PPST Domain 5)
1. Selected applications that are 8. Utilizing Applications  Using an apps using to  Learning artifacts Filed Study 2 book
most appropriate to the (Apps) for Teaching deliver instruction  Scoring rubric
different aspects of the and Learning  Multiple choice
teaching-learning process to test
address learning goals, and
practice. (PPST Domain 5)
1. Identified features and 9. Utilizing Web-  Using the features/tools of  Learning artifacts Filed Study 2 book
functions of web conferencing Conferencing Apps for web-conferring apps  Scoring rubric
applications that are useful to Synchronous E-  Multiple choice
instruction, learning test
2. Demonstrated skills in using a
web conferencing app for
synchronous teaching and
learning, (PPST 4.5.1)
and learning to improve 22. 25 hours
practice. (PPST 7.4.1)
1. Distinguished among 10. Assessing FOR, AS and  Formulating assessment  Learning artifacts Filed Study 2 book
assessment for learning, OF Learning tasks integrated in the  Scoring rubric
assessment as learning and lesson plan  Multiple choice
assessment of learning.  Reflection test

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(CMO 74 s, 2017)
4. Determined if an assessment 11. Using Traditional and  Formulating assessment  Learning artifacts Filed Study 2 book
task is aligned to the intended Authentic Types of tasks  Scoring rubric
learning outcomes, Assessment for  Multiple choice
5. Evaluated traditional and Formative and test
authentic assessment tasks in Summative Purposes  reflection
the light of the principles of test
construction. (CMO 75 s, 2017)
6. Interpreted scores correctly, 12. Grading and Reporting  Computing grades of the  Learning artifacts Filed Study 2 book
and students  Scoring rubric
7. Computed the grades based on  Conducting meeting for card  Multiple choice
DepEd’s grading policy. day test
(PPST 5)  reflection
8. Written an action research plan 13. Writing an Initial  Developing an initial  Learning artifacts Filed Study 2 book
(PPST 2,6) Action Research Plan Research Action Plan  Scoring rubric
 Multiple choice
test
 reflection
Final Examination:
Sub-Total: 22.25
Total: 54 hours
D. REFERENCES
1. Southern Leyte State University Student Manual

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2. Lucas, MD, Borabo, ML, Bilbao, PP, Corpuz, BB, PhD, 2021. Field Study 1 Observations of Teaching-Learning in Actual School Environment.
LORIMAR Publishing House
3. Lucas, MD, Borabo, ML, Bilbao, PP, Corpuz, BB, PhD, 2021. Field Study 2 Participation and Teaching Assistantship. LORIMAR Publishing House
E. COURSE REQUIREMENTS
1. Learning tasks
2. Reflective Journals
3. Portfolio
4. Class Demonstration
5. Action Research Proposal
5. Attendance
F. GRADING SYSTEM
Learning Tasks (Demo/ Learning Episodes) 60%
Midterm/Final Term Rating 40%
(Resource Teacher/FS Supervisor-Portfolio, Journal, Committee assignment)
TOTAL: 100%
G. AUTHENTIC ASSESSMENT TOOL (Rubric 1- Teaching Demonstration)

(Rubric 2- Scoring Rubric for every Learning Tasks)
(Rubric 3- Scoring Rubric for Reflective Journal)
H. PROVISION FOR FLEXIBILITY
1. Students with special needs shall be dealt with appropriately depending on the course activities/requirements.
2. Students with poor internet connectivity should be given consideration.
3. A blended mode of instruction shall be applied whenever possible through Gmail, google meet, zoom and www.facebook.com to facilitate smooth
flow of instruction and to manage the conflict of time of the instructor and student’s activities and the like.

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MAIN CAMPUS

San Roque, Sogod, Southern Leyte

University Breakthrough Goals:

Doc. Code: SLSU-QF-IN01-B

Core Values : Excellence

Goal of the College of Teacher Education:

The SLSU-CTE aims to:

Program Objectives of the Bachelor of Technology and Livelihood Education:

Program Outcome Common to all program in all types of schools:

Doc. Code: SLSU-QF-IN01-B

Program Outcome common (Teacher Education):

Program Outcome specific to BTLED (Technology and Livelihood Education)

Doc. Code: SLSU-QF-IN01-B

Institutional Outcomes: Creative, innovative, and competent leaders and professionals

COURSE NAME FIELD STUDY 1

COURSE NUMBER Educ. 401

B. Course Outcomes and Relationship to Program Outcomes

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and secure learning

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class. (PPST Domain 2 and

C. Lecture Learning Plan/Course Design Matrix

Teaching Assessment Instructional

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2. Developed sense of equality in gender Students

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management and -Scoring Rubric -Web videos

3. Analyzed if the teacher aligns the

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objectives to subject matter, to teaching

Midterm Examination 1.5 Paper-pencil Test

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principles in the selection and use of -determining artifacts

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By the time the students finished the

Doc. Code: SLSU-QF-IN01-B

Doc. Code: SLSU-QF-IN01-B

FINAL EXAMINATION 1.5 Paper-pencil Test

Sub-Total No. of Hours 27

Learning Tasks (Journal/ Learning Episodes) 60%

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Midterm/Final Term Rating 40%

E. Provision for Flexibility

► Students with special needs shall be dealt with accordingly.

F. Sustainable Development and GAD Class Policy

Doc. Code: SLSU-QF-IN01-B

B. COURSE OUTCOME AND RELATIONSHIP TO PROGRAM OUTCOMES (BTLED)

Course Outcomes Program Outcomes

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1. 1. Created a safe and secure

3. Reflected on how a teacher

4. Participate in the teaching-

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5. Apply concepts, theories and

6. Demonstrate assessment and

7. Write an initial action research

C. COURSE DESIGN MATRIX

At the end of the preliminaries, PRELIMINARY CHAPTER 1.5 hours

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Value: Appreciation of the SLSU

At the end of the chapter the Chapter I. INTRODUCTION 8 hours