Philippines – Australia

BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING

Extended School Experience

FIELD STUDY 1 MANUAL

Observation of Learner’s Development and
the School Environment

COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No

copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government
agency or office within the work is created shall be
necessary for exploitation of such work for profit.” This
material has been developed within the Basic Education
Assistance for Mindanao (BEAM) Project. Prior approval
must be given by the BEAM Project Management Unit and
the source must be clearly acknowledged.
 TABLE OF CONTENTS

1. RATIONALE.......................................................................................................2
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):............2
2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1.........................4
3. COURSE DESCRIPTION..................................................................................5
GRADING SYSTEM....................................................................................................5
4. SCHEDULE OF ACTIVITIES.............................................................................6
5. COURSE CONTENT.........................................................................................7
A. Learner’s Behavior:.................................................................................................7
B. The School Environment.........................................................................................8
The School Structure/ Organizational Chart.............................................................9
Checklist of School Facilities.................................................................................10
Checklist of a Child-friendly School........................................................................11
C. The Classroom Environment.................................................................................12
Checklist of Classroom Facilities...........................................................................13
D. Communication Skills............................................................................................14
Checklist for Communication Skills........................................................................15
E. Post Conference...................................................................................................16
6. GLOSSARY OF TERMS..................................................................................17
7. REFERENCES.................................................................................................19
8. APPENDICES..................................................................................................20
Criteria for Assessment Item 1...............................................................................21
Criteria for Assessment Item 2..................................................................................22

COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No

copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government
agency or office within the work is created shall be
necessary for exploitation of such work for profit.” This
material has been developed within the Basic Education
Assistance for Mindanao (BEAM) Project. Prior approval
must be given by the BEAM Project Management Unit and
the source must be clearly acknowledged.
 INTRODUCTION

Field Study 1 is the first in a series of six sequential studies in the Bachelor of Elementary
Education and the Bachelor of Secondary Education Programs (BEED and BSED) offered
by the Teacher Education Institutions (TEIs). Field study 1 is linked with a professional
education subject. It is the prerogative of the TEI to match with an appropriate subject such
as Child and Adolescent Development, Principles of Teaching, or Facilitating Learning.
The focus of Field Study 1 is observation of the learners, school structure and the
community. Since this is the first time the student teachers have been exposed to the
school environment, they are expected to take note of the school and classroom facilities,
and the organizational set-up of the school. The PSTs shall observe the behavior of the
learners in the actual learning environment. Based on their observations of learners, PSTs
shall develop their understanding on feasible approaches to facilitate learning considering
the various phases of growth and development.
To assist their transition, the students will be paired with a “buddy”. Included in FS 1 is the
enhancement of the students’ communication skills with his/her buddy since they are
expected to be adequate in the language they will be using during their hands-on teaching
in the remaining field studies.
This Course Information Booklet contains the course overview, objectives, learning content,
expected learning competencies, and assessment items/ strategies. It includes roles and
expectations of Teacher Education Institutions (TEIs), Practicum Supervisor, Pre-service
Teachers, Cooperating Teachers and Cooperating Principals. It has checklists and rating
scales to assess school and classroom facilities and, a schedule of visits and activities
related to Field Study 1. Rubrics are used to assess the PST’s.

1
 1. RATIONALE

Practicum is the core of pre-service teacher education program. This model uses a graded,
developmental, and sequential approach. It captures the essence of CHED Memorandum
Order No. 30 where Field Study 1 is the first in a series of six field study courses.
This one unit course, Field Study I, is linked to a professional subject at the university. It is
focused on observation of the learner’s development and school environment, the school
community, the teaching profession, and interpersonal communication. It is geared to guide
the PSTs in the suitability of teaching as a career path.
To quote then Sec Florencio Abad, commencement speech, U P College of Education
(Apr.22, 2005) “A central strategy we are developing is to transform our Dep-Ed regional
offices as orchestrators of teacher professional development that links teacher education
institutions with exemplary teacher practitioners in public schools. What we might want to
build are networks of master teachers in public schools who take on student teacher
apprentices enrolled in TEI’s. Such networks can then accelerate the development of the
teacher craft in ways that use the best practices combining formal instruction and field
practice that starts while teachers are still in teacher education courses but continues when
they work in day-to-day instruction at public schools.”
Its purpose is to connect the theories learned at the university and their application in the
field. Starting Field Study early will guide PSTs to decide whether teaching is an appropriate
career choice.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):
Domain 1- Social Regard for Learning
Competencies:
1.1 Acts as positive role model for students
1.1.1 implements school policies and procedures
1.1.2 demonstrates punctuality
1.1.3 maintains appropriate appearance
1.1.4 is careful about the effect of one’s behavior on students

Domain 2- Learning Environment

Competencies:
2.1 Creates an environment that promotes fairness
2.2 Makes the classroom environment safe and conducive to learning
* maintains a safe, clean and orderly classroom free from distraction.
2.5 Create a healthy, psychological climate for learning.
* Creates stress-free environment
Domain 3- Diversity of Learners
3.1 Determines, understands and accepts the learners’ diverse backgrounds, knowledge
and experiences.
* Obtains information on the learner’s learning style, multiple intelligences and
needs of learners.

3.2 Demonstrates concern for holistic development of learners.

2
* Employs integrative & interactive strategies for meaningful & holistic development
of learne

3
 2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 1

Teacher Education Institutions (TEI’s)

The Teacher Education Institution shall:
1. Determine the readiness of the student teachers to go on off-campus/extended field
study or FS1;
2. Request the City Division Office to designate cooperating school in the city;
3. Conduct conference/orientation among the selected school on the FS1 objectives;
The TEI Practicum Supervisor shall:
1. Prepare the program of activities of the student teachers.
2. Coordinate with Schools Division Superintendent in the selection of cooperating
schools.
3. Prepare and implement the MOA between the TEI and the Dep-Ed Division Office.
4. Coordinate regularly with the principal and cooperating teachers regarding the
performance of the student teachers.
5. Coordinate with the Principal of the cooperating school regarding the activities and
needs of student teachers relative to their observation of classes.
6. Prepare the student observers for their off campus observation activities.
7. Coordinate regularly with the Principal/Head Teacher/Cooperating Teacher regarding
the performance of the student observers.
8. Conduct debriefing, interview, case studies of student observers.
The Pre-service Teachers shall:
1. Perform in accordance with the Basic Professional Expectations detailed in these
guidelines.
2. Attend all sessions
3. Meet the individual objectives for performance as described.
4. Offer and perform services to the school at an appropriate level, in return for the
services which the school provides.
5. Operate and co-operate with the school community and its requirements and
expectations.
6. Observe and embrace the ethics of the profession including suitable attire and
punctuality.
7. Maintain a journal of the experience
Department of Education (DepEd)
Role of the Cooperating Principal
1. Identify cooperating teachers to handle the student teachers’ exposure.
2. Coordinate with the TEI’s supervisor concerning student teachers assignments and
problems.
The Cooperating Teacher
1. Provide opportunities for the Student Teacher to carry out the activities appropriate
for the stage of the Student’s Course.
2. Act as a role-model for the aspiring young teacher. While this activity occurs
consciously during demonstration sessions, it is of course, in operation all the time.
3. Help the Student relate activities within the school to the University program.

4
4. Evaluate the effectiveness of the activities of the Student Teacher on a continuing
basis, and to provide feedback so that progress can be made towards the aims of the
program.

5
 3. COURSE DESCRIPTION

Field Study 1 will introduce student observers to the learner’s behavior in the different phases of
development, school environment and the school community. It offers them opportunities and
prospects for career development as they observe the school structure, the classrooms, the
school facilities, the teachers, the parents, and the students. This observation course provides
them avenues to enhance their communication skills as they exchange ideas with their buddy,
with the cooperating teachers, with pupils, and with parents. This observation includes the way
teachers interact with each other, with students, with parents, and other stakeholders
Objectives
At the end of the course, Field Study 1, the student observers will be able to:

1. conduct a mini case study of one learner;

2. familiarize with the structure of the cooperating school as spelled out in the organizational
chart;
3. adapt with the different facilities and amenities found in the cooperating schools that promote
child friendly school system;
4. abide by the policies, guidelines, rules and regulations set by the school.
Expected Outcomes/ Course Requirements
Each student will:
1. Produce a case study report on the learner.
2. Produce a chart of the school organization and identify personnel/ key positions of the
structural set-up of the cooperating school.
3. Identify facilities of school and describe their status and conditions.
4. List and explain the policies, rules and regulations set by the school.
Assessment Items
Using the results of Chart 1 and Chart 2 the students shall write a narrative report of findings
that will serve as Journal Entry 1. The students will be assessed using Assessment Item 2
found in the Appendix (page 21)

GRADING SYSTEM
RATER

CT PS

Reflective Journal Writing ------------------------ 50%

- Journal entry no. 1, organizational chart & checklist on facilities
- Journal entry no. 2, after 2 class observations
- Journal entry no. 3, communication skills
- Journal entry no. 4, after 3rd and 4th class observations

Project ------------------- ----- 30%

- Classroom diagram
- Organizational chart

Professional Portfolio ------------------------- 20%

- Class List
- Seat Plan
- Checklist of Child-friendly School
 VENUE/ DETAILS
SITE/OBSER
TIME ACTIVITY
VATION
FRAME
An orientation / briefing with workshop is
TEI conducted to student teachers to verify the
Audio Visual Briefing/
First 3 hours/day behavior of the child in the actual classroom
Room Workshop settings and PSTs are expected to reflect all
observations through journal writing.
A “Campus Tour” is conducted by the cooperating
principal who brings the pre-service teachers
DepEd. around the campus to showcase a “Child-friendly
School Site school”. This includes orientation of school
School Familiarization/
Second Conference policies, rules and regulations. Pre-service
3 hours/day Campus Tour teachers are expected to come up with a
room
classroom layout and a fully accomplished
organizational structure and seating arrangement
of learners.
This is an actual observation in 2 different
DepEd Classroom A Classroom classrooms. The focus of observation is child
School behavior and the school environment. This
Observation of
Third 3 hours/day Classroom B includes interaction between student teacher and
Learners and his/her buddy that enhances skills in
School Facilities communication as well as observation of
learner’s interaction and the school facilities.
DepEd This is the second school visit observing two
School Classroom C Class classrooms different from the first. This
observation will provide them opportunity to
Observation of
Fourth 3 hours/day Classroom D make a classroom lay-out/diagram, and a chance
Learners and to open cabinets and divans. PSTs also observe
School Facilities learners action in relation to the school
environment.
DepEd Classroom E The focus here is to see whether furniture and
Class fixtures, seat plan, room arrangements, divans,
School
Observation of are in place. Available technology gadgets or
Fifth Classroom F
Learners and facilities are also observed.
3 hours/day
School Facilities
This is the last in a series of six activities.
Debriefing/ Debriefing is conducted to ensure that all issues
TEI Audio Visual and concerns are discussed and clarified. This is
Sixth Submission of
3 hours Room the time when Practicum Supervisor collects
requirements requirements such as; journals, portfolio, and
others relative to FS1.
Total 18 hrs

Field Study 1

7
 4. SCHEDULE OF ACTIVITIES

Field Study 1

8
 5. COURSE CONTENT
Learning Content

Observation is an effective means of learning how to be competent teachers

and it is done before actual teaching. The pre-service teacher has to
determine whether the school environment is conducive to learning because it
is a major factor in a number of environmental influences that condition the
learner’s growth. This is done through observation of the learner, school
structure, facilities, physical plant, rules and regulations, policies and
guidelines of the cooperating school.

A. Learner’s Behavior: After observing learners, PSTs will choose one learner for
their case study for learner’s behavior.

Task1. Ask your CT to select two pupils (1 boy and 1 girl) in a friendly environment.
Interview each individually. Use this proforma to find out about the learners. Record
the information in your notebook.

A. Learner’s Profile
Name: …….……………………………………………. Height: …….………………..
Age: …….………….. Sex: …….………………... Weight: …….………………..
Ordinal Position in the Family: …….…………………
Parent’s name: (Father): …….……………………….. Occupation: …….…………..
(Mother): …….……………………….. Occupation: …….…………..
Religion: …….…………………………………………… Ethnic group:…….………….
Barangay: …….………………………………………………………………………………
Grade School Level: …….…………………
Section: …….………………………….……
Class Adviser: …….……………………..…
Club Affiliation: …….…………………….…
Most liked Subject(s): …….…………………………………………………………………
Why? …….……………………………………………………………………………………
…….……………………………………………………………………………………
Least liked Subject(s): …..….………………………………………………………………
Why? …….……………………………………………………………………………………
…….……………………………………………………………………………………
1. Hobbies: ……………….…………………………………
2. Favorite Color: ……………………………………………
3. Favorite Flower:…..………………………………………
4. Favorite Song: ……………………………………………
5. Favorite TV Program: ……………………………………
6. Favorite Movie ……………………………………………
7. Favorite Game:……………………………………………

2 Things I like about the school are …………………………………………………………….

2 Things I would like to change about the school are ……………………………..…………

Field Study 1 9
Task2. Observe the two students for one lesson. In your journal, reflect on the learners in
terms of their behavior, attentiveness and interactions with others.

Observation of the two learner’s involvement in activities:

CTs comment about the two learners:

B. The School Environment

Observe your cooperating school’s structure and organization.
Fill out the following charts as your guide.

1. School Structure and Organization

2. School Facilities
3. Child-friendly School

COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No

copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government
agency or office within the work is created shall be
necessary for exploitation of such work for profit.” This
material has been developed within the Basic Education
Assistance for Mindanao (BEAM) Project. Prior approval
must be given by the BEAM Project Management Unit and
the source must be clearly acknowledged.

Field Study 1 10
 Chart 1
The School Structure/ Organizational Chart
Name of School: ………………………………………………………………………………..

Direction: Fill in the boxes with names of school personnel as reflected in the organizational
chart of DepEd. List two (2) main duties and responsibilities of each as spelled out during
the orientation program. (This may vary in appearance as each school has a different way
of presenting their organizational structure.

Field Study 1 11
 Chart 2
Checklist of School Facilities
Direction: Check on the facilities of the school whether available or not available and
specify the number, status, and condition. (Status may mean construction on going,
purchase being processed, construction nearing completion, etc. while condition may mean
functional, not functional, etc.)

IF AVAILABLE, WRITE THE

Not
B. School Available SPECIFICATIONS
Available

Number Status Condition

1. Library with
adequate number
of holdings
2. Laboratory with
adequate number
of equipments
3. Canteen / Cafeteria
4. Comfort Rooms
with lavatory
5. Reading Center
6. Home Economics
Room
7. Industrial Art Shop
8. Audio Visual Room
9. Printing /
Mimeographing
Room
10.Counseling Room
11.Others (specify)

12.Others (specify)

SUMMARY

Completed by: …………………………………………………

Assessed by: ………………………..…………………………

Field Study 1 12
 Chart 3
Checklist of a Child-friendly School

Direction: The following checklist should be accomplished by the pre-service teacher to

reflect whether the school is “Child-Friendly”.

If YES, give an
INDICATORS YES NO
example of this…
1. The school has facilities and
equipment for sports and
recreation.

2. The school has sufficient

lawn space and vegetation.
3. The school has a duly
assigned personnel in-
charge of securing its
premises, its properties and
those of the pupils and
teachers.
4. The school has a program
for children with special
needs.
5. The school coordinates with
the barangay and local
authorities to ensure the
safety and protection of the
students.
6. The teachers use non-
threatening modes of
discipline.
C. The Classroom Environment

Learning Content

The classroom’s physical environment, including the amount of space and

type of equipment, can influence the structure of the group and relationships
among its members. Therefore, it has to be safe and secure for work, study,
and play and has a relatively quiet, attractive, orderly and healthy learning
atmosphere.

The students will have an opportunity to observe six classroom settings during FS 1. In
order to give the students a wider range of classroom settings, the principal shall assign the
students (by buddies) in the following manner:

For BEED: Three classrooms from the primary level

Three classrooms from the intermediate level

For BSED: Three classrooms from the first and/or second year levels
Three classrooms from the third and/or fourth year levels
Objectives
At the end of the three consecutive sessions on class observation, the student observers
will be able to:
1. familiarize with the structure of the classroom;
2. adapt the different facilities found in the classroom;
3. state the standard size and features of the classroom set by Dep-Ed;
4. observe teaching-learning process.
Expected Outcome/ Course Requirement
Prepare and describe the actual classroom lay-out and make a critique of the classroom in
relation to the standards set by DepEd.
Activity 1
Prepare a classroom diagram (with the narrative explanation) for one of the six classroom
observations made.
Activity 2
After completing two classroom observations, write a reflective journal using the following
phrases:

After two class observations:

 I have learned that . . .
 I was surprised that . . .
 I was pleased that . . .
 I want to know . . .
 The class observations can be of help to me as a future teacher because/by...
 Chart 4
Checklist of Classroom Facilities

Not SPECIFICATIONS
A. Classroom: Available
Available
Number Status Condition
1. two (2) doors  2
(1 entrance, 1
exit)
2. ceiling fan 
3. comfort room with
lavatory
4. chairs / desks 
5. teacher’s table 
6. cabinets
7. shelves
8. bulletin boards
9. racks and stand
10. benches
11. others (specify)

12. others (specify)

SUMMARY

Completed by: …………………………………………………

Assessed by: ………………………..…………………………

D. Communication Skills

Learning Content

The pre-service teacher manifests positive attitude in communicating with

student buddy while observing the learners, school and the classroom
environment. This is enhanced through his/her interaction by sharing notes,
information and ideas with his/her buddy, hence, establishing interpersonal
relations.

Objective
1. To enhance oral and written communication skills with buddy.
Expected Output/ Course Requirement
1. Journal entry number 3 which reflects responses to questions found in Assessment
Item number 2 (see page 21).
Activity
Task 1
Complete the seven-item questionnaire for communications skills competency. This
will be assessed by the buddy as well as self-evaluation (use the checklist for
communication skills on page 14).

Task 2
Discussion with student buddy. Discuss your recorded observation with your buddy
and compare it with his/her observation of your communication skills.

Guide questions:
 What are common?
 What are different?
 What will you do to improve your interpersonal communication skills?
 Write your responses in your journal entry as number 3.

COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No

copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government
agency or office within the work is created shall be
necessary for exploitation of such work for profit.” This
material has been developed within the Basic Education
Assistance for Mindanao (BEAM) Project. Prior approval
must be given by the BEAM Project Management Unit and
the source must be clearly acknowledged.
 Chart 5
Checklist for Communication Skills
Direction: Using the checklist below, tick the appropriate box that assesses the
communication skills of your buddy and yourself.

RUBRICS for Communication Skills

Always Usually Sometimes Seldom Never

Communication
Observed Observed Observed Observed Observed
Skill
5 4 3 2 1
1. Manifests Me 
positive attitude
in
communicating Buddy 
with student
buddy
2. Listens to and Me 
shares
information with 
buddy. Buddy
3. Ideas are Me 
focused, clear
and specific. 
Buddy
4. Voluntarily Me 
speaks at
appropriate Buddy 
times.
5. Uses non- Me 
verbal cues
(eye contact,
facial Buddy
expression, 
posture).
6. Shares well- Me 
developed,
pertinent
information in a Buddy 
concise way.
7. Word choice is Me 
clear and
accurate.
Buddy 

Completed by: …………………………………………………

Assessed by: ………………………..…………………………

E. Post Conference
After making four classroom observations, a post conference will be held in the TEI to gather
information/insights from your experience. A fourth entry in the Reflective Journal will be
submitted as entry number 4.
Guide Questions:
 What do my experiences in Field Study 1 mean to me as a pre-service teacher? As a
future teacher?

 What influence do my observations have on my thoughts about my careers choice as a

teacher? The teaching profession in general?

 Other learnings/insights maybe included in the journal.

 COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No

copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government
agency or office within the work is created shall be
necessary for exploitation of such work for profit.” This
material has been developed within the Basic Education
Assistance for Mindanao (BEAM) Project. Prior approval
must be given by the BEAM Project Management Unit and
the source must be clearly acknowledged.
 6. GLOSSARY OF TERMS

Student Observers - University students of Bachelor in Elementary

Education and Bachelor in Secondary
Education who are enrolled in Field Studies
assigned to observe classes in the DepEd
schools.

Pre-service Teachers (PSTs) - University students of BEED and BSED who

are enrolled in the higher Field Study Courses
and are involved in micro teaching, team
teaching, and teaching whole lesson.

Supervising Teachers (CTs) - University faculty directly responsible for

supervising, monitoring and providing support
to the university student in on/off campus
school experience.

Cooperating Teacher (Mentor) - Normally a classroom teacher at the laboratory

school directly responsible for providing
mentoring support to the student teacher.
He/She may also be called Mentor.

School Coordinator - He/She is responsible for assigning students in

classrooms and scheduling classes for
observation and participation who is usually
the Principal of the Cooperating School.

Site Coordinator - He/She is responsible for assigning pre-service

students in the classrooms and in scheduling
classes for observation and participation who
is usually the Principal of the Cooperating
School.

Practicum - This is referred to as the Field Experience or

Field Study Course which involves exposure to
all types of schools of the DepEd.

Elementary Grades - These refer to the six grade levels of the

primary and elementary under the Basic
Education Curriculum of the DEP-ED.

Secondary Years - These refer to the four year levels of the

secondary course using the Basic Education
Curriculum of the DEP-ED.

Briefing - Serves as general orientation and workshop on

what are to be done at the practicum program.
Debriefing - It is a critical appraisal done by student teachers
in their observations at the field study
courses.

Teacher Education Institutions (TEIs) - Refer to the colleges and universities offering
Teacher Education Courses with Curriculum
aligned with that of CHED. There are twenty
one of these from Regions XI, XII & ARMM
which established partnership with BEAM and
Dep-Ed.

Department of Education Schools - Serve as the laboratory of the Extended School

Experience of the student teachers.
 COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No

copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government
agency or office within the work is created shall be
necessary for exploitation of such work for profit.” This
material has been developed within the Basic Education
Assistance for Mindanao (BEAM) Project. Prior approval
must be given by the BEAM Project Management Unit and
the source must be clearly acknowledged.
 7. REFERENCES

BOOKS

Acero, Victoria et al. (2000). Principles & Strategies of Teaching. Rex Book Store.

Atienza, Sonia et al. (2000). Student Teaching Handbook. Rex Book Store.

Barry, Kevin ans Len King. (1998). Beginning Teaching and Beyond. Social Sciences
Press.

Bullock, Ann Adams and Parmalee P. Hawk. (2001). Developing a Teaching Portfolio. Merill
Prentice Hall. Ohio.

Colin, Marsh. (2004). Becoming A Teacher. Pearson Prentice Hall. Australia.

Corpuz, Brenda and Gloria G. Salandanan. (2003) Principles and Strategies of Teaching...
Lorimar Publishing Co. Inc.

Corpuz, Brenda et al. (1997). Manual for OBSERVATION, Participation and Community
Immersion. Katha Publishing co. Inc.

Logus, Modesta Grey . Student Teaching Manual. National Book Store.

Pohl, M. (2000). Learning to Think, Thinking to Learn. Hawker Brownlow Education.

Singh, Amarjit. (2004). Classroom Management: A Reflective Perspective. Kanishka

Publishers Distributors, India.

Smith, Susan G. et al. (2003). teaching Challenges and Dilemmas. Nelson Smith. Australia
Pty. Limited.

MANUALS/HANDBOOKS

Child Friendly School Handbook by UNICEF

Joint DepEd-CHED Guidelines on Deployment of Student teachers. 2004.

Mentoring the Student Teacher. 2002. DepEd. Region X.

Professional Application and Reflections 2 (PAR 2). University of South Australia.

8. APPENDICES
 A. Criteria for Assessment Item 1
B. Criteria for Assessment Item 2 ( A Reflective Journal)

COPYRIGHT NOTICE

Section 9 of the Presidential Decree No. 49 provides: “No

copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government
agency or office within the work is created shall be
necessary for exploitation of such work for profit.” This
material has been developed within the Basic Education
Assistance for Mindanao (BEAM) Project. Prior approval
must be given by the BEAM Project Management Unit and
the source must be clearly acknowledged.
Assessment of PSTs
Criteria for Assessment Item 1
Direction: Prepare a diagram and an accompanying description of the classroom layout.
Your output will be rated through the foregoing RUBRIC.

Criteria: The diagram should:

- show the layout of the room (cupboards, etc.),
- be scaled.
- include labels.

The explanation should describe the layout of the classroom clearly and concisely.
Constructive comments and suggestions about how you might design your own classroom
based on your observations should be included.

5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)

Diagram is Diagram is Diagram is Diagram lacks No diagram

accurate, scaled accurate, accurate accuracy presented
and enhanced clearly according to
labeled and layout
scaled

and the and the and the and the and the

explanation explanation explanation is explanation explanation is

contains critiques the clear and barely missing or
suggestions for classroom supported by supports the incomplete
alternatives in layout references diagram
the classroom (e.g. DepEd)
layout
(alternatives are
feasible)
( Adopt: School Facilities Checklist p.34 of ELC as Assessment Item 1B)
 Criteria for Assessment Item 2
A Reflective Journal

Assessment task for student teachers

Produce a journal that describes your observations and reflections of each school and
classroom visit. The first entry is to be done after the orientation of the campus and school
rules and regulations. This includes classroom diagram and checklist of school and
classroom facilities. The second entry will be written after two classroom visits, the third
entry is on communication skills and the last entry is to be accomplished after the final visit.
Write a one-page reflection about your experiences and your thoughts about becoming a
teacher

Criteria:
- A journal is kept during school visits
- The journal contains classroom and school observations per visit
- The journal contains reflections about observations per school visit
- The final section of the journal contains a summary reflection of about half to
one page on experiences and thoughts related to becoming a teacher

5 4 3 2 1
(Outstanding) (Satisfactory) (Unacceptable)
Reflections The journal Observations The journal No journal
indicate an contains and reflections has all visits presented
ability to examples of are clearly and recorded.
evaluate the ability to logically However, the Or
observations synthesize recorded. The observations
and provide information journal provides and The journal
comments gathered comments on reflections are does not
about during school specific superficial. include
environments and classroom observations observations
that enhance observations. and indicates and reflections
learning. These The student thinking about for every
are supported can relate this the teaching classroom visit.
by examples of to being a profession.
observations teacher.
and
experiences in
school.