FIELD STUDY 4

25 Mar

FIELD STUDY 4

EXPLORING THE CURRICULUM

A PORTFOLIO

Presented to

 


And

 


Dean, College of Education

 

By


FS3 Student BEED3

 

School Year 2011-2012

i

Table of Contents

Title page                                                                                                              i

Table of contents                                                                                                  ii

Resume                                                                                                                iii-iv

Purpose of the portfolio                                                                                       v

Episode 1 “Thermometer check”

Observation                                                                                                           1

My script                                                                                                               2

Analysis                                                                                                                3

Discussion                                                                                                             4

Episode 2 “Come, let’s talk”

Observation & dialogue                                                                                       5

Personal reflections on the dialogue                                                                    6

Analysis                                                                                                                7

Discussion                                                                                                            8

Episode 3 “Tell me”

Observation                                                                                                          9

My insights & reflection                                                                                    10

Analysis                                                                                                              11

Reflections                                                                                                          12

Episode 4 “Bridging educational processes”

Observation                                                                                                         13

Analysis                                                                                                              14

Discussion                                                                                                           15

Episode 5 “Collect & critique”

My analysis report                                                                                              16

My interview report                                                                                            17

Analysis                                                                                                              18

Reflections                                                                                                          19

Episode 6 “Check points

Observation                                                                                                         20

Observation table                                                                                                21

Analysis                                                                                                              22

Reflections                                                                                                          23

Rubric for the portfolio                                                                                       24

Portfolio evaluation form                                                                                    25

Self-rating competency checklist (pre-assessment)                                            26

Self-rating competency checklist (post-assessment)                                          27

Student rating competency checklist                                                                  28

Learning Evidences (Pictures)                                                                            29

Comments from the Teacher                                                                              30

Attendance sheet                                                                                                 31

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PURPOSE OF THE PORTFOLIO

 

This compilation was prepared and developed to provide and share experiences for those who will undergo the same undertakings. Through the experiences written, some latest innovations and strategies in teaching were shared. Their applicability will vary depending on whatever and whenever it suited to the classroom situation. Some classroom problems were also mentioned. Whether they are severe or not, they are somehow enriching experiences that will guide and teach future mentors in performing teaching endeavors.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Episode 1

“THERMOMETER CHECK”

My Observation Report on Interaction

Name:      Year/Course: Beed 3

School Observed:

Grade Level: 2                                        Section: Rose

Subject Observed: English

Observations:

Student-to-Student Interaction Patterns: The interactions between students observed were always playful and mischief filled due to the fact that they are still children. Boys at this age level always play with other boys. The same can be observed with girls.

Student-to-Teacher Interaction Patterns: The students have high respect for their teacher. They always show their best while she was around. They always give respect to their teacher by way of greetings, paying attention during discussion, obeying what the teacher asks and answering politely.

Teacher-to-Student Interaction Patterns: The teacher-student interactions can be likened to that of a parent to his child. Loving and caring, but sometimes stern when the situation demands so. As observed she always tried to make her students behave by reminding them proper behavior a student should have.

Student-to-Non-Teaching Personnel Interaction Patterns: Student’s interaction with non-teaching personnel as observed was just plain and casual. Usually it is observable during break time at the canteen where non-teaching personnel were in charge.

Teacher-to-Teacher Interaction Patterns: Teacher to teacher interactions observed was friendly with lots of smile and chit-chat. This interaction can also be best observed during break time at the canteen where teachers regularly gather for snacks.

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MY SCRIPT

Outside the school canteen

Student 1: Friends! Let’s buy pencil at the canteen.

Student 2: Ok. But first I have a question for the two of you. But we should have a bet.

Student 3: What’s the bet?

Student 1: Alright. What is the question and the bet?

Student 2:  Student meal, if you answer it correctly I’ll treat you both, but if you miss, you treat us both.  Is that fine with you, buddy?

Student 3: That’s great!

Student 1: Well. Sure! What is it?

Student 2: Listen carefully, “How will you know if it’s a boy or a girl inside a common CR without knocking and asking but just observing?

Student 1: Is there any clue?

Student 2: Nothing.

Student 1: Can I call a friend?

Student 2: No!  If you do, you lose!

Student 1: Now, I quit, I lose. Sigh.

Student 2: Ha! Ha!  Wait until the door opens and then you’ll see whether it is a girl or a boy. Get it?! :D

 

 

 

 

 

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ANALYSIS:

Why is a classroom a miniature of a greater society?

The teacher or professor plays the role of the leader, while the students are the citizens. The citizens are supposed to follow the rules and laws of the society (class) that the leaders (teachers) set.

In every classroom, there are different kinds of people: Those who work hard, those who play hard, those who do both, and those who do neither. In society, you also get these kinds of people. There will probably be little cliques, in this case, representative of small groups in society.

Then there are the high class, those who fly past everything without hitches, the middle class who get by, and the lower class who are really struggling to keep up with the coursework.

 

What are found in the classrooms that are similar to what can be observed in the society?

Discussion and interaction among the learners and the teachers in promoting knowledge, unity, cooperation and creativeness in accomplishing given tasks and responsibilities; having a harmonious relationship on each and every member of the class and the facilities and equipment for learning and development.

 

 

 

 

 

3

DISCUSSION:

Discuss with your FS classmate your thoughts on Cooperation and Partnership in Curriculum Design. Then write down your thoughts as well as those of your classmates. Please use the space below.

In designing a curriculum we need the help of others most especially experts in order to come up with an effective, progressive and helpful curriculum. There must be a warm and harmonious relationship among them to ensure that these curriculums must be properly and actively implemented. There should be a smooth flow of cooperation in everybody who designs such curriculum in order to make it more organized.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Episode 2

“COME, LET’S TALK”

My Observation Report

Name:          Year/Course: 3 Beed

School Observed:

Grade Level: 2                                        Section: Rose

Subject Observed: English

Observations:  The dialogue between the teacher and students was observed during the last subject in the morning. After discussing the lesson about parts of speech, the teacher starts asking the students about the lesson for the day. But as it was about time, she decided to give the students some homework.

Situation:  Interaction between the teacher and the learners during the discussion.

The Dialogue

Teacher: Kindly give me just one part of speech?

Students: Ma’am (almost all raised their hands)

Teacher: Ok Lisa, and kindly give an example.

Lisa: Noun ma’am!

Teacher: Noun is correct, but you should give me an example of a noun.

Jean: Tables and chairs ma’am!

Teacher: Very good, another part of speech?

Student1: Verb ma’am!

Teacher: Yes, verb is correct, and what is a verb?

Student2: Verbs are action words ma’am.

Teacher: Correct. Give me an example.

Student2: Eating, ma’am!

Teacher: Look’s like you’re hungry class.

Students: Yes, ma’am!

Teacher: Ok class, it is almost time, I’ll dismiss you a little bit early to clean up the classroom, ok?  But before that, kindly write down your assignment for tomorrow. What are the different parts of speech? Give at least 10 examples each.

Students: Ma’am “that’s too many”

Teacher: Ok make it 20 then.

Students: Ma’am?????!!!!!

Teacher: Ok 10 each and place it in a one whole sheet of paper, understand?

Students: Yes Ma’am!!!

Teacher: Ok, you’re dismissed.

Students: Thank you ma’am, goodbye!

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Personal Reflections on the Dialogue:

As observed and based from the dialogue, the class discussion has a good interaction wherein the students shared their ideas on the different parts of speech, and were able to give an example for each. The observer also observed that all the students were attentive and were participating in the class discussion.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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ANALYSIS:

How important are dialogue and substantive conversation in the classroom in terms of students learning?

Theoretically, they’re very important because they enable the teacher to see if the students are capable of analyzing and synthesizing material. The reality of the situation is that it can become a vehicle for students to avoid more class work. Students love to discuss, but we have to know when it’s time to stop the conversation and move on. Many students just want to be heard, so kids will start repeating what someone else has said just so they can get class participation recognition. They realize that if they don’t keep the conversation going, we might actually get back to doing some work. One of the downsides is that some kids will use this time to take a mental vacation. While everyone else is contributing to the dialogue, someone will shut down. You could try all you want to draw the student into the conversation, but if he’s unwilling it becomes a distraction and ruins the flow of the dialogue. Yes, dialogue is important, but the teacher has to control the amount of time dedicated to it.

What learning benefits could teacher and student draw from intentional dialogue?

Perhaps the most obvious of all aspects, the dialog will greatly assist both students and teachers abilities to speak publicly and privately. It will develop their thought processes and make for much more engaging and intriguing conversation as well as vastly improve the vocabulary and speaking confidence of both the students and the teacher.

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DISCUSSION:

Discuss with your FS classmates your thoughts on Dialogue in Curriculum Design. Then write down your thoughts as well as those of your classmates. Please use the space below.

Having a dialogue in curriculum design is a good idea. So in order for us to design a curriculum we need all the inputs we can get and that is by having a dialogue with everyone concerned. Communication is important when making an important project such as curriculum design because sometimes we may not see a flaw in the design but if others concerned are around they may notice it.

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Episode 3

“TELL ME”

 

 

My Observation Report

Name:

School:

Date of Observation: Jan. 24, 2012

Subject Observed:English

The Learning Environment

Subject Matter/s Covered Library and/or Internet Resources
The learning environment observed was the classroom of Grade 2-Rose. Tables and chair are properly maintained for proper learning and sitting arrangement. It is well lighted, ventilated and has a toilet of its own. The room was equipped with audio and video equipments such radio and television.  The walls are decorated with learning materials like bulletin boards, graphs, and pictures. The subject matter covered includes all the subjects being taught in the school curriculum such as English, Filipino, Mathematics, Science, Hekasi. The class does not yet have an internet access in their classroom or a computer. But as observed they have brand new computer equipments in their ICT room. They have access to the library but have to be supervised when using it due to their age.

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MY INSIGHTS AND REFLECTIONS:
The Learning Environment Subject Matter/s Covered Library and/or Internet Resources
The students were blessed to have a classroom that is conducive to learning compared to other schools in rural areas because it boasts of learning tools and equipments which can greatly aid in students learning. The subject matters are in current curriculum so there is no problem. This is one of the areas that should be given importance in the future.  The knowledge grasp of children now-a-days are so advanced compared to our time that they should be guided and enlightened with things that we ourselves have only understood during our adulthood. With the changing times and appeal of mass media to children these days, we should pre-empt those wrong impressions from being accepted as truth by them. Concerning the library, the children are slowly introduced to it. But since some of them are just beginning to realize the importance of books, they should be guided more.

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ANALYSIS:

Why should teachers know about curriculum design?

Knowledge of curriculum design is important for understanding the arc of the educational year. If teachers have some experiences of this they will understand better the importance of each unit they are teaching during the year and how it relates to other units both past and present.  It is also good for them to understand the reasons behind the model for the curriculum they are teaching.  Most employers will be impressed if a teacher has done some curriculum designs in the past as this indicates the teacher has shown initiative and interest in the wider scope of their job. Administration is a large part of teaching and so any experience in this area is usually favorable.

What do most principles and theories of curriculum development have in common? How is this commonality expressed or spelled out in the curriculum of the class you have observed?

I used to have a class about curriculum design. From what I have learned, most progressive principles and theories about curriculum development revolves around “the total learning experience” and how the students are the center of learning. The curriculum, unlike before is designed basing on the needs of the students. It is no longer designed for the ease of the teacher’s implementation. In the class observed, the instruction is modified for every student. If they think that the students cannot cope up with their classmates in doing the same task, they provide another task for this student. If a student fails to do a task because he simply cannot do it, learning must be a continuous process.

 

 

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REFLECTIONS:

 

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Episode 4

“BRIDGING EDUCATIONAL PROCESSES”

 

My Observation Report

Name:                Date of Observation: 2/9/12

School:           Subject Observed: English

Calendar of Activities:

Activities                      Date               Participants                 

MTAP Challenge        1/19/12           Selected Students

Math Quiz Bee            1/20/12           Selected Students

Awards given: Certificates, Medals and Trophies.

 

Recipients: Winners – Grades 1, 2, 4 and 6.

 

Remarks: The certificates, medals and trophies received by the winners were from the sponsors but some are also from the school funds.

Sponsors: Metrobank for the MTAP

 

 

 

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ANALYSIS:

How important is involvement of all stakeholders of the school in the school’s programs and activities?

Family and society involvement is a powerful influence on the success of the school’s programs and activities. When families are involved in school’s programs and activities, they can help in giving brilliant ideas on how the programs and activities can be more intellectual. Their outmost support can make their children cooperate well in school. They can also help in covering some of the expenses in the programs and activities. A public schools budget is barely enough to cover core academic programs. So a little amount donated from the community can go a long way for a public school.  Because sad to say, maintenance and upgrades for the school are rarely covered by the school’s budget. Many times, public schools manage to maintain their facilities by support and donations from the community and from funds solicited from politicians. This also helps to make the children more interested in their studies and demonstrate more positive attitudes and behaviors. For these reasons, increasing family involvement is an important goal for the school.

 

What specific principles of curriculum development justify the importance of cooperation and collaboration among all stakeholders of the school?

 

Stakeholders have the power to grant or decline all programs in the school. If they do not get involved in the activities and programs, there are probably no activities that will be implemented at all. It is important they participate in the planning so they would find out if the activity or program proposed is necessary or not. Since they hold the highest position, they are the one who allocate the budget for the proposals. Stakeholders need to understand perfectly the goals of these proposals because if not, they could just turn down a very important program because of the high cost. Or sometimes, it could go the other way around, they could implement unnecessary programs because of low cost, it does not only waste effort but time and money as well. Also, by being involved in these events, parents see how much the school is dedicated for their children’s learning. This is a positive point for the school. If everyone in the school is involved in the learning of the students, it reflects a good school.

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DISCUSSION:

What are your thoughts on Cooperation and Collaboration among the schools stakeholders?  Write down your thoughts.

Just like in any other situations, in games for example, “Isn’t it that if all team members work together, they come up with better results”? Same with the school stakeholders, they all must be able to maintain good working relationships with each other. In an environment where young children’s learning might be jeopardized, there is no room for adults’ mistakes. We are all aware that no one is really perfect. That is why we must join our heads together to come up with ideas for the betterment of the school.

 

 

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Episode 5

“COLLECT AND CRITIQUE”

MY ANALYSIS REPORT

(Analysis of the Topic, Learning Activities, and Assessment used in relation to Curriculum Elements)

Name:                  Date of Observation: Feb. 2, 2012

School:               Subject Observed:English

The Topic  

Learning Activities 

Assessment of Learning(Filipino Subject)

Panandang PananongFill in the blanks, Rewrite the sentence.Recitation, Quiz and Assignment.

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MY INTERVIEW REPORT

(Analysis of the Topic, Learning Activities, and Assessment used in relation to Curriculum Elements)

Name of Teacher Interviewed:

Grade/Year Level & Section of Class Handled: Grade 2-Rose

School:

Date of Interview: Feb. 29, 2012       Interviewer:

Challenges

Resources Needed

Planning Strategies

To teach the students how to use the computer Visual Aids, Guide Books, Computer It is best to first familiarize the students with the parts and use of the computer. Next is to do an assessment test such as recitation if they really are knowledgeable enough to handle the computers.

Last is the actual practice to determine if students can be trusted in handling computers properly.

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ANALYSIS:

How important is it for teachers and curriculum planners to anchor their curricular plans to specific theories and principles of curriculum development?

Theories and principles of curriculum development serve as the basis of learning and how it should be taught. If teachers and curriculum planners ignore the importance of these theories and principles, they could make a mistake of missing some important aspects in learning such as; learning is not only confined to transmission of knowledge. Students must be given the chance to construct their own knowledge and ideas. As educators, there is no room for mistakes. If in case we designed a curriculum that is not based on these principles and theories, we cannot ask the learners to repeat the level to relearn everything again.

 

Aside from the teacher, who else should be involved in the curriculum planning? Expand your thoughts.

 The school administrators should participate in curriculum planning because they can provide the essentials in planning in terms of structural changes, more materials, and the like. The student’s performances should also be taken into consideration. Professionals should be consulted as they can provide some valuable inputs especially if it concerns their field of specialization.

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REFLECTIONS:

From your FS experience, take a look into your significant learning and personal reflection. Express it in a simple poem. Then Share it with your classmates and your Field Study teacher.

 

An Educator 

Minds are different and diverse.

You and I may not have an agreement

But you have to understand my sentiment

For I have tried so much to do my task so fervent.

How complex could it be to educate minds?

With different learning styles, oh, too much kinds!

The right technique, I could never find

All by myself, without help, I would be blind.

Theories and principles that guide spectators

They consider everything, including factors

At least with these, I’m not just an actor

I become a real educator

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Episode 6

“CHECK POINTS”

My Observation Report

Name:                         Year/Course:  Beed 3

School Observed:

Grade Level: 2                                                           Section: Rose

Subject Observed: English

Observations:

Teacher’ Objectives:

To get a good result and rating for an incoming evaluation

 

Describe the Strategies:

The teacher reviews the pupils about their previous lessons and gives them a combination of oral and written examination.

Describe the Assessment Tools Used:

Recitation, fill in the blanks on the board and quiz.

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OBSERVATION TABLE

OBJECTIVES

(Write down the teacher’s Learning Objectives)

STRATEGIES

(Describe the strategies used by the teacher)

ASSESSMENT

(Describe the assessment method/s & tool/s used)

REMARKS (Write your personal judgment on the alignment of the Objective, Strategies, and Assessment)

To get a good result and rating  for an incoming evaluation The teacher reviews the pupils about their previous lessons and she gives them a combination of oral and written exams. Recitation, fill in the blanks on the board and quiz. The Alignment of the Objectives, Strategies and Assessment are just appropriate. The teacher’s objective is to get a good result for the incoming evaluation so she has to make sure that her students are in top form.


 

 

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ANALYSIS:

Why do teachers need to align the objectives, strategies, and assessment?

When there is alignment in our objectives, strategies, and assessment, we are assured that we are doing the right thing in educating our students. Sometimes, because of external pressures, we tend to stray from our objectives. When our students’ needs are too diverse from one another, we tend to prepare strategies that will not benefit everyone in the class. And lastly, when we do our assessment, we forget that not all assessments can cover all students in demonstrating their achievements. Planning is a crucial part of teaching; before we even go out to teach these students, we have to make sure that we have done our best in planning our instructions.

How should teachers align their objectives, strategies, and assessment? Suggest some strategies.

In aligning objectives with the strategies, they must be planned together. Objective will be the basis of your instruction, so prepare a good one. After this, consider the skills you want your student to develop together with your objective. How will you be able to appeal to more students during the instruction? Will my strategy carry the student’s focus away from my objective? Lastly is the assessment, this should not be taken for granted. To align assessment with the objective and the strategies, make use of the learning experience of the students during the instruction. If we are able to do all the steps we prepared, ask the students what have they learned. Recheck the objectives and see if the class is able to accomplish it. All must be relevant to each factor. By this, we do not waste time and effort in trying to teach our students.

 

 

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REFLECTIONS:

What has been your most meaningful experience in this episode? What makes it meaningful to you? How could such an experience help you become a better teacher?

One of the most meaningful experiences during this episode experienced by the observer was when he observed a class review of the students for an incoming evaluation. That experience opened the eye of the observer to the hardships a teacher undergoes just to teach. The observer realized that to be an effective teacher, he should at all times be patient, understanding and flexible with his schedule whenever the situation demands it so.

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SUGGESTED RUBRIC FOR PORTFOLIO (PRODUCT)

Criteria

Description

5

4

3

2

1

Contents  of

the PortfolioHas 90-100% of the needed

contentHas 75-89% of the needed contentHas 60-74% of the needed contentHas less than 59% of the needed contentHas less than 40% of the needed contentObjectives of the PortfolioObjectives are

SMART and cover the whole courseObjectives are SMART but cover only a minimum of 75% of the courseObjectives are SMART but cover only less than 75% of the courseSome objectives are not SMART and do not cover the whole courseMost objectives are not SMART and cover only minimum of the courseQuality of entriesEntries are of best quality, well selected and very substantial.Entries are of better quality, many are well selected and substantial.Entries are of acceptable quality, some are well selected and substantial.Some entries are of acceptable quality, limited selection and substantial.Few entries are of acceptable quality, not well selected, and very minimal substance.Presentation

of EntriesCreative, neat and has a very strong impact/appeal.Creative, neat and has strong impact/appealCreative, neat and an average impact/appeal.Minimal creativity, neat with minimal impact appeal.No creativity, in disarray, no impact/appealPromptness in the submissionSubmitted ahead of schedule.Submitted on scheduleSubmitted 10 days after schedule.Submitted from 11-30 days after scheduleSubmitted 31 or more days after schedule

Cooperating teacher:

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Portfolio Evaluation Form

Excellent

5

Very Good

4

Good

3

Satisfactory

2

Poor

1

Design and operational fundamentalsText is readable(fonts, sizes, contrast)     Spelling and grammar are correct     Published materials respect copyright laws     An organizational scheme connects all evidence in to an integrated whole     A table of content is included     Over-all visual appealMaterial is presented/packaged in a neat and pleasing manner     Appropriate and thematic organizational elements (labels, dividers) are used     EvidenceFeatures quality pieces of evidence     Shows depth in major and related experiences     Shows breadth of knowledge and experience     Reflects terminology of field     Includes a resume     ReflectionAn underlying personal yet professional message is integrated into the portfolio     Reflective comments about evidence as well as reflective comments about what this evidence says about you is integrated into the portfolio     Inclusion of self-assessment associated with outcomes of your degree program     Inclusion of short-term goals (skills needed to add/improve, experience you are seeking)     Inclusion of long-term goals (professional and/or personal aims)     Interpretation of your own learning     

Cooperating teacher:

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SELF-RATING COMPETENCY CHECKLIST

 (For Student Use)

Name:     Course: BEED   Year & Section: 3rd Year

Direction: Check (  ) the appropriate column that the best describes the FS Student’s current level of mastery of each listed competency.

COMPETENCY

I cannot do this yet.

I am learning how to do this.

I can do this but I need to learn more and improve.

I can do this very well.

1.Determines an environment that provides social,

psychological and physical environment

Supportive of learning.    2.Differentiates learners of varied learning

Characteristics and needs.    3.Manages time, space and resources to provide an

Environment conducive to learning.    4.Recognizes multi-cultural background of learners

When providing learning opportunities.    5.Determines teaching approaches and techniques

Appropriate to the learners.    6.Determines, understands, and accepts the learner’s

Diverse background.    7.Relates the learner’s background to their perfor-

mance in the classroom.    8.Reflects on the impact of home and family life to

Learning.     9.Expounds on one’s understanding of the learning

processes and the role of the teacher in facilitating

These processes in their students.    10.Accepts personal accountability to learners’ achieve-

ment and performance.

(Pre-Assessment)

 

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SELF-RATING COMPETENCY CHECKLIST

 (For Student Use)

Name:   Course: BEED    Year & Section: 3rd Year

Direction: Check (  ) the appropriate column that the best describes the FS Student’s current level of mastery of each listed competency.

COMPETENCY

I cannot do this yet.

I am learning how to do this.

I can do this but I need to learn more and improve.

I can do this very well.

1.Determines an environment that provides social,

psychological and physical environment

Supportive of learning.    2.Differentiates learners of varied learning

Characteristics and needs.    3.Manages time, space and resources to provide an

Environment conducive to learning.    4.Recognizes multi-cultural background of learners

When providing learning opportunities.    5.Determines teaching approaches and techniques

Appropriate to the learners.    6.Determines, understands, and accepts the learners

Diverse background.    7. Relates the learner’s background to their                     performance in the classroom.    8.Reflects on the impact of home and family life to

Learning.     9.Expounds on one’s understanding of the learning

processes and the role of the teacher in                 facilitating

these processes in their students.    10. Accepts personal accountability to learners’ achievement and performance.

(Post-Assessment)

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STUDENT-RATING COMPETENCY CHECKLIST

Student Name:  Course: BEED Year: 3rd Year

Direction: Check (  ) the appropriate column that best describes the students current level.

COMPETENCY

Student cannot do this yet. Student is learning how to do this. Student can do this, but needs to learn more and improve. Student can do this very well.
Identifies varied methods and strategies, instructional materials and assessment tools used in learning environment.        
Distinguishes general learning process as well as unique process of individual learners.        
Identifies teachers’ actions that demonstrate value for learning.        
Explain the importance of using varied learning experiences.        
States the significance of using instructional materials that provide meaningful learning.        
Describes the significance of using varied assessment tools in diverse situations.        
Obtains important information on the learning styles, multiple intelligences and needs of learners.        
Explain the importance of using varied learning experiences.        
States the significance of using instructional materials that provide meaningful learning.        
Determines and accept learners’ diverse background and experiences.        
Identifies and analyze the factors to be considered in the selection of learning experiences, instructional materials and assessment tools.        
Develops and utilizes creative and appropriate instructional planning.        
Shows proof of instructional planning.        
Uses appropriate assessment strategies to evaluate learning.        
Sets appropriate learning goals.        
Delivers accurate and updated content knowledge using appropriate strategies.        
Engages and sustain learners’ interest in the subject through the use of meaningful and relevant content.        
Selects, prepares, and utilizes instructional materials appropriate to the learners and to the learning objectives.        
Makes good use of allotted instructional time.        

                                                                     

       

                                         

Cooperating Teacher:

 

                                                                                                     

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Learning Evidences (Pictures)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Comments from the Teacher

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                Cooperating Teacher: Image

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12 Responses to “FIELD STUDY 4”

  1. glaize January 6, 2013 at 12:53 pm #

    do you have fiels study 5 answer?

    • kilroykillz February 25, 2013 at 7:31 am #

      Sorry, too busy with my PT right now. Haven’t visited this site for some time now. I’ll upload later.

  2. Rhea February 25, 2013 at 7:19 am #

    ..thank you, it helps me a lot :)

    • kilroykillz February 25, 2013 at 7:28 am #

      Np. Just share if you have new articles to help others. :)

    • kilroykillz February 25, 2013 at 7:29 am #

      Np. Just share some if you have new articles to help others. :)

      • Lorimer September 22, 2013 at 1:05 pm #

        Thank you :) thanks for a very good information about FS4 :)

  3. jessa March 8, 2013 at 3:55 am #

    do u have personal reading about curriculum development?

  4. jai eli March 22, 2013 at 8:52 am #

    i find it very substantial and informative….

    thank you

    • Melhasan H. Indanan February 6, 2014 at 9:48 pm #

      Thank you I was found a lots of information on how to answer my Field Study because this portfolio was difficult to find an answer…
      thank you so much.

  5. LIANIE October 10, 2013 at 8:04 pm #

    THANK YOU…..FOR SHARING YOUR IDEA….

  6. Jan Rey Agulay Aquino September 19, 2014 at 11:09 am #

    Thank you for sharing this document.

  7. cristelle joy September 28, 2014 at 3:27 pm #

    thank you it really help me !! Godbless.

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