Philippines – Australia

BASIC EDUCATION ASSISTANCE FOR MINDANAO

PRE-SERVICE TEACHER TRAINING

Extended School Experience

FIELD STUDY 4 MANUAL

Team Teaching: Exploring the Curriculum
 TABLE OF CONTENTS
1. RATIONALE............................................................................................................1
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS).......1
2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4..............................2
3. COURSE DESCRIPTION.......................................................................................5
Course Requirements.............................................................................................5
Assessment Tools...................................................................................................6
Grading System.......................................................................................................6
4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4..............................................7
5. COURSE CONTENT...............................................................................................8
A. Classroom Observation......................................................................................8
Classroom Observation of Teacher’s Activities.................................................8
Classroom Observation of Students’ Activities..................................................9
B. Exploring Curriculum........................................................................................10
Examining the Resources................................................................................10
C. The Art of Questioning......................................................................................11
Observation Sheet on the Art of Questioning..................................................12
D. Instructional Materials.......................................................................................13
Observation Guide on the use of Instructional Materials................................14
E. Lesson Planning...............................................................................................15
Sample Lesson Plan........................................................................................16
F. Team Teaching..................................................................................................17
Evaluation of Learning Activities......................................................................17
Guidelines for Evaluating Learning Activities..................................................17
A Pre-Service Teacher’s Self Appraisal Checklist...........................................18
6. GLOSSARY OF TERMS.......................................................................................20
7. REFERENCES......................................................................................................21
8. APPENDICES.......................................................................................................22
Appendix A: Reflective Journal Entries............................................................23
Preparing a Lesson Plan.................................................................................23
Instructional Materials......................................................................................24
Actual Team Teaching......................................................................................25
Examining the Resources................................................................................26
Appendix B: Lesson Plan Rubric.....................................................................27
Appendix C: Pre-Service Teacher’s Actual Teaching Rating...........................28
Appendix D: Marking Guide for Instructional Materials...................................30
Appendix E: Marking Guide for Reflection/Journal Entries.............................31
Appendix F: Rubric for Communication Skills in Teaching..............................32
Appendix G: Rubric for Student Teaching Portfolio.........................................33
1. RATIONALE
Field Study 4 (FS 4) is a one-unit course. It is one of the series of sequential studies in the
Bachelor in Elementary Education and Bachelor in Secondary Education Programs (BEED
and BSED). This Field Study is linked to Professional Education subjects such as Curriculum
Development, Principles of Teaching 1 & 2, and Teaching Strategies.
FS 4 focuses on planning whole lessons, the preparation of instructional materials, and team
teaching with the Cooperating Teacher and other Pre-service Teachers.
A second focus of FS 4 is to have the Pre-Service Teachers explore the curriculum and gain
knowledge and understanding of its vital role towards the achievement of the student
learning. In this field study, the PSTs closely work and collaborate with the cooperating
teachers in making lesson plans. In the process, the PSTs start to explore the curriculum by
choosing the appropriate subject matter to teach, motivational activities and teaching
strategies.
Team teaching is a feature of many school activities so, it is important that the PSTs will
develop an awareness of the skills (as indicated by the BEC), an understanding of the
Teaching-Learning process and the need to work collaboratively. The pre-service student
teachers will be immersed in a balance of activities to give them the opportunities to plan,
teach and learn how to evaluate the learners’ performance.
In FS 4, the PSTs should manifest skills such as: planning, teaching, managing a class,
evaluating sequences of activities for individual and whole classes via team teachings,
designing instructional materials and, developing a professional portfolio.
Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):
Domain 2- Learning Environment
2.5 Creates a healthy psychological climate for learning

Domain 3- Diversity of Learners

3.1 Determines, understands, and accepts the learners’ diverse background knowledge
and experiences.

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

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2. ROLES AND EXPECTATIONS OF STAKEHOLDERS IN FS 4
Stakeholders
1. Teacher Education Institution (TEI)
2. Dean of the College of Education
3. TEI Practicum Manager
4. TEI Practicum Supervisor for Field Study 4
5. Schools Division Superintendents (SDS)
6. DepEd Cooperating Principal
7. Site Supervisor
8. Cooperating Teachers for Field Study 4
9. Pre-Service Teachers of Field Study 4
I. The Teacher Education Institution (TEI)
A. The Dean of College of Education shall:
1. Designate a Practicum Manager to oversee/coordinate the practicum program.
2. Assign Practicum Supervisors with 25-30 Pre-service Teachers (PST’s).
3. Initiate conferences with the SDS’s in selecting public and private schools in the
province/city.
B. The Practicum Manager shall:
1. Monitor the teachers handling FS.
2. Formulate policies and systems for the practicum.
3. Manage administrative matters such as preparation and signing of MOA.
4. Communicate with stakeholders and handle paper work with regard to practicum
program.
C. The TEI Practicum Supervisor shall:
1. Orient the pre-service teachers of their in-campus/off-campus work with regards
to their expected attitudes, proper dress code, things to be done when they are in
school, and the expectations of their cooperating teachers;
2. Coordinate with the Cooperating School Principal/Head regarding the selection of
the exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the
School Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the
Pre-service Teachers in their field studies;
5. Visit the pre-service teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and
cooperating teacher regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
a. Monitor their performance/progress in the field
b. Special sessions on innovations in teaching-learning process
c. Submission of the Tasks assigned to them like lesson plans, self-made
test, instructional materials and their Reflective Journals for checking
d. Discuss their problems if there are any
8. Assist the Pre-service Teachers in checking their lesson plans for team teaching
and in preparing their learning materials;
9. Submit written reports to the College Dean, copy furnished to the school principal
and the SDS, at least once a month regarding the:

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

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

Field Study 4 4
3. COURSE DESCRIPTION
Field Study 4 will encourage PSTs to work with a buddy PST, with the assistance of their
cooperating teachers and TEI Practicum Supervisors. They will engage in the planning and
team teaching of lessons utilizing various teaching techniques. The PSTs will work closely
with their cooperating teachers. Initially they will either start the lesson, they will teach at the
middle of the lesson or they will end the lesson.
FS 4 will allow PST’s to apply and verify knowledge gained through exposure to the existing
curriculum. It shall also provide insights on how the curriculum can be effectively
implemented. This includes analyzing the mission-vision of the school relative to the existing
curriculum. The PST’s will also examine the resources available and reflect on how these
support the implementation of the curriculum. They will also look at the class schedule, room
assignment and teacher’s assignment in the effective implementation of the curriculum.
This course will further enrich the students’ experiences in preparing teaching aids for
classroom use such as manipulative hands-on materials, or self-learning kits.
Course Objectives
At the end of the course, the pre-service teachers are expected to:
1. Apply knowledge and skills in writing a lesson plan;
2. Perform actual team teaching with a buddy, and with the CT
3. Select and develop instructional materials appropriate to a chosen subject area;
4. Produce instructional materials for classroom use.
5. Observe best practices in the effective implementation of curriculum.
Expected Outcomes
1. Produce samples of three (3) self-made lesson plans.
2. Execute/teach two (2) lesson plans for at least 2 subject areas.
3. Prepare appropriate materials that suit prepared lessons and maximize its use.
4. Make reflections in reflective journals on the insights.
5. Analyze the curriculum used by the school in any subject area.
Course Requirements
1. Attendance during school hours, school functions and in special meetings
2. Daily Time Record/Logbook for the attendance in the laboratory and the
cooperating schools
3. Professional Portfolio which includes:
a. Lesson Plans
b. PSTs Work – rating sheets/evaluation forms completely filled in by the pre-
service teachers, cooperating teachers and the TEI Practicum Supervisor on
the instructional materials, lesson plan, art of questioning and actual teaching
practice
c. Journal Writing
d. Instructional Resources
4. Production of instructional materials

Field Study 4 5
Assessment Tools
1. Lesson Plan Rubric
2. Marking Guide for Instructional Materials
3. Pre-service Teacher’s Actual Teaching Rating
4. Marking Guide for Reflection/Journal Entries
5. Rubric for student Teaching Portfolio
Grading System
Rater
CT PS
· Attendance 10% 10%
· Professional Portfolio 30% 30%
· Instructional Materials 20% 15% 5%
· Journal Entries/Reflection 20% 20%
· Lesson Plan 20% 10% 10%
Total 100 % 35% 65%

Field Study 4 6
4. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 4

Visit/ Time
Venue Site/Observation Activity
Session frame
· Review Lesson on Lesson
1st Planning
TEI Classroom 1hr
session · Conference about the course
expectations and requirements
1hr
· Orientation of the School Policies
and Regulations (if assigned in
another School)
· Examine the resources available
· Journal Writng

Conference Room or
Lab. School/
Session Hall
DepEd 2 hrs
1st visit
School

School
Classroom

· Class Observation of CTs

Teaching
· Lesson Planning
2nd visit Classroom/Faculty · Preparation of Instructional
School Materials 3 hrs
Room
· Journal Writing

· Team Teaching with CT/Buddy

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

17hrs

Field Study 4 7
5. COURSE CONTENT
A. Classroom Observation
Observation is an important technique employed in the monitoring of the teaching learning
situation. Observational activities are important means of gathering evidences that would be
of help to you, as pre-service teachers. These would serve as your guide in the actual team
teaching you are going to conduct. For this, you will use TASK 1a as your guide. The
examples of teacher’s activities given will further serve as your guide in completing this task.
TASK 1a: Classroom Observation of Teacher’s Activities

Name of Pre-service Teacher: Kaycee B. Miranda

Observed: Subject Matter: Science
Magugpo Pilot
Central
Mrs. Maria Luisa C. Elementary
Cooperating Teacher: Cilo Cooperating School: School

Direction: Observe the Lesson with attention to Teacher’s Activities

TEACHER’S ACTIVITIES OBSERVATION Questions/Comments
(Write your For later discussion with the
observations here) Cooperating Teacher and the
Practicum Supervisor
How does the teacher begin Mrs. Cilo begins her It's good to clarify and inform
the learning activity? class by showing the pupils the objectives of the
For example: questioning objective of the lesson lesson.
* showing materials and after that she asks
* recalling prior experience pupils their ideas about
* others the activity.
How is the learning activity By giving pupils clear Clear instructions is a way
developed? instructions, examples pupils could give good
For example: statements and demonstrating it to. performance.
* using resources Usually Mrs Cilo gives
* instructing children group activity with
* giving examples differing tasks.
* demonstrating After that everyone will
* setting tasks participate and be
* organizing groups questioned about their
* assisting tasks.
* questioning
* acknowledging
* others
How is the learning activity It is through questioning Using different strategy
concluded? and group performance everyday would pupils learning.
For example: questioning or reporting.
* facilitating reporting
* recapitulating
* stating future directions
* others
Summary Comment:
Our CT's pupils are disciplined that it'll be easy for us to teach them because they could
easily

Field Study 4 8
 TASK 1b: Classroom Observation of Students’ Activities
Name of Pre-service
Teacher: Kaycee B. Miranda
Observed: Subject Matter: Science
Magugpo Pilot
Central
Mrs. Maria Luisa C. Cooperating Elementary
Cooperating Teacher: Cilo School: School

Direction: Observe the Lesson paying attention to pupils’/students’ activities and interactions
as your guide.

STUDENT’S ACTIVITIES OBSERVATION Questions/Comments

(Write your observations For later discussion with the
here) Cooperating Teacher and
the Practicum Supervisor
How do the students Pupils ask questions to clarify It's good that teacher-
respond to the teacher in what is the activity all about students interaction can
the beginning of the and also giving their ideas perceive at the beginning of
learning activity? about it. the class.
Examples: statements
* actions
* recalling events,
experiences
* information
* others
What are the students In Mrs. Cilo’s class her Different levels of learners
doing during the activities are usually by group needs different levels of
development of the and each group have different tasks.
lesson? tasks but in the same lesson
Examples: responding everyone is participating
* initiating because they have rubrics to
* questioning be followed .
* discussing
* working cooperatively
* working independently
* using materials
* researching
* constructing
* others
How are the students All of the pupils participated Pupils' asks questions for
participating in the ending and contributed their ideas, them to understand deeper
of the lesson? asking further questions for the lessons.
Examples: them to clarify and learn the
* contributing information lesson.
* reporting findings
* recalling
* raising further questions
* others
Summary Comment:
Knowing you're pupils strengths and weaknesses /levels of learning would be a great help

Field Study 4 9
 on how you teach them considering this factors.
B. Exploring Curriculum
A commonly held belief is that curriculum is known as the list of subjects. Others define it as
a prospectus, a guide for every course or program. However, curriculum includes the life that
encompasses the school. It is anchored on what the school envisions for learners how it
achieves this and when.
An effective curriculum contains the following aspects:
a. a clear and specific path on what learning is to be achieved by the learners;
b. a clear and specific path on how learning is to be achieved. It provides and
communicates clear learning objectives suited and appropriate to the level of the
learners;
c. a clear and specific path on what teaching methods and strategies to use, and
how this is supported by appropriate learning materials and learning activities.
Task 2
Examining the Resources

Name: Kaycee B. Miranda Date:

Magugpo Pilot
Central Elementary Mrs. Maria Luisa C.
Cooperating School: school Cooperating Teacher: Cilo

A. List the Books or other reference materials used by your cooperating teacher.
Science Learner’s Materials 4
Edukasyon sa Pagpakatao(kagamitan sa pag-aaral)

B. Describe the instructional materials used (aligned to the objectives of the lesson) by your
CT.
The instructional materials that our CT used is the power point presentation were student
Is more likely to look and listen because it shows actual images of things that included in
the lesson. They also include videos to really let student see the actual on how a thing or
how a process works It can give more emphasis to the learning of the lesson.

C. What learning insights have you gained from these tasks?

That there are many strategies in teaching learners that both pupil and teacher will not
have a hard learning and teaching a lesson.

SIGNATURE OF CT: DATE:

Field Study 4 10
C. The Art of Questioning
Effective questioning is basic to effective teaching. Instead of pointing out the significance of
a particular bit of knowledge, the teacher assists his/her learners by using his/her questions,
to help them discover it for themselves.
A pre-service teacher should devote a good deal of attention to develop this skill.
According to Arabit, et.al (1993), there are four dimensions in the way we ask our students
some questions and each of these develop some skills like:
1. First Dimension Questions – require literal understanding which usually begins with
Who, What, Where, and When.
Ex. Who was Ruben? What was he carrying?

2. Second Dimension Questions – interpret between lines because the facts are not
directly or literally mentioned but the idea is being inferred.
Ex. What good are meatless Fridays to people?

3. Third Dimension Questions – require understanding and grasping fully the author’s
ideas including supplementary meanings like asking How and Why.
Ex. Do you like the title of the story? Why?

4. Fourth Dimension Questions – require judging the worth of ideas and effectiveness
of presentation.
Ex. What would you consider as good qualities of the Filipino families? Explain.

Activity:
· Provide one example of each question dimension that relates to a topic in your class.

Dimension 1:

What is weather?

Dimension 2:

What weather instrument is applicable in today’s weather ?

Dimension 3:

Do you think it is right to use thermometer in a windy day?

Dimension 4:

Is weather instrument important ? why?

Field Study 4 11
 TASK 3: Observation Sheet on the Art of Questioning

Name of Pre-service Teacher: Kaycee B. Miranda

Observed: Subject Matter: Science
Magugpo Pilot
Central
Mrs. Maria Luisa C. Elementary
Cooperating Teacher: Cilo Cooperating School: School

Direction: Observe your CT. Note the questions that are asked.

Listen carefully to the teacher and answer the following as your guide.
1. What are the types of questions formulated in the lesson? Give example of each
type.
Our CT use LOTS and HOTS questions in order to determine pupil level of thinking
Skills. Example: What are the processes of water cycle?
Describe the process of water cycle?

2. List down at least five (5) questions asked by the teacher in the class that you
observed. Then group them using the four dimensions.

A. First Dimension (Literal Comprehension)

What is evaporation?
What are the processes of water cycle ?
What is condensation?
What is precipitation?
What is fog?
B. Second Dimension (Interpretation)
Give an example of evaporation?
Fog is an example of what water cycle process?
Where does the energy for the water cycle come from?
Where does condensation occur in the water cycle?
How many steps are there in the water cycle?

C. Third Dimension (Critical Evaluation)

Why does water vapor condense (condensation) when it travels far above the earth?
How can water vapor in the air return to Earth?
Did the water cycle exist when the dinosaurs lived on
Earth?
Does water’s state of matter change during the water cycle?
D. Fourth Dimension (Application/Integration)
How important water cycle is?
How can water vapor in the air return to Earth?
What would happen to our planet if the water cycle
stopped?

Signature of Pre-service Teacher:

Signature of Cooperating Teacher:

Field Study 4 12
D. Instructional Materials
There are several types of Instructional Materials that teachers use in their day-to-day
teaching activities. These materials can arouse and sustain the interest and attention of the
learners. It can concretize abstract concepts/ideas to promote meaningful learning. They
also assist learning because of the rich experiences that they provide.
With the proper selection and use of instructional devices or educational media, learning
becomes more permanent (Garo, 2004).

Audio–Visual materials
a. Audio-media are materials or sounds that are transmitted, produced or received
through high fidelity waves which are heard through certain equipment like radio
broadcast and recordings.
b. Visual materials are representations of direct reality, which comes in the form of
signs and symbols. Examples of which are: cartoons, pictures, posters,
drawings/sketches, diagrams, charts, graphs, strip drawing/comics strip and
maps.

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

video and animation applications to create a multi-sensory teaching and learning situation.
The use of computer applications is very useful in the preparation of the material.
TASK 6:
Use the Observation Guide provided to evaluate the instructional materials used by
your cooperating teachers. This will give you an idea about how to prepare your own

Field Study 4 13
 TASK 4

Name of Pre-service
Teacher: Kaycee B. Miranda

Observed: Subject Matter: Science

Magugpo Pilot
Central
Mrs. Maria Luisa C. Cooperating Elementary
Cooperating Teacher: Cilo School: School

Observation Guide on the use of Instructional Materials

1. What is meant by instructional materials? Give 4 examples of those commonly used.

Instructional material is a tool to support teaching and learning.
Power point presentation, flashcards,charts and hand-out.

2. What are the values of audio-visual aids? Name three. How can aids like TV, movies or
computers assist the teacher? Justify your answer.
Audio-visual aids help pupils to become a versatile learners and they are likely to have
An actual experience to what lesson is all about. It assists teaching and learning process
And make it easier to understand for the pupils.

3. What teaching aids did the teacher use in the class you observed? What purposes did
each of them serve?
Our CT used power point presentation and hand-outs. As for the ppt it serve as to
Support learning and teaching process.

4. What multi-sensory materials does the classroom have?

Flat screen tv
Teacher used it for PPT presentation as well as video presentations that let pupils use
both their sense of hearing and sight at the same time.

5. What are three (3) key things that you should consider when preparing instructional
materials?
1.The appropriateness of the lesson to the grade level of pupils.
2.It follows your lesson plan /has significance to the lesson plan
3.Clearness and appropriateness

Signature of PST:
Signature of Practicum Supervisor:

Field Study 4 14
E. Lesson Planning
Teachers need to plan to integrate what is to be taught and how to carry it out effectively.
Teaching is not a haphazard process. The highly interactive and demanding nature of the
classroom requires that a teacher plans thoroughly to maximize student learning. The goal of
planning should always be student-learning.
Types of Daily Lesson Plan
1. Detailed Lesson Plan – presents both the teacher’s activity and the learners’
activity under procedure or strategies.
2. Semi-Detailed Lesson Plan – includes only the teacher’s activity under procedure
or strategies.
3. Brief Lesson Plan – shows only the main parts of the lesson plan minus the
actual questions that you intend to ask.
Format of the Lesson Plan
Different authors suggest different components or format of a lesson plan. However most
agree that it should contain the following essential parts:
1. Purposes or Objectives or Targets
2. Subject Matter
3. References and Materials
4. Procedures or Strategies
5. Evaluation Techniques
6. Assignment or Agreement
Task 5:
a. Use the following lesson plan to guide you in preparing a lesson that you will
teach.
b. Use the Lesson Plan Rubric (appendix B) with your CT, to evaluate your lesson
plan.

Field Study 4 15
 Task 5a: Sample Lesson Plan

Lesson Title:
Grade/year level: No. of pupils/student:

I. Objectives: At the end of the lesson plan, the students should be

able to:
Describe the different weather conditions;
Identify the different weather instruments; and
Value the importance of weather conditions in
everyday life.
II. Subject Matter:

Concept: Weather

Values: Value the importance of weather instruments

BEC:

Competency: Use weather instruments to measure the different

weather
III. Learning Procedures

A. Routine:
Drill
Review Review the lesson about the water cycle

B. New Lesson
Motivation Energizer"weather song"
Presentation
Learning Activities/Tasks Puzzle the pictures of different weather conditions
and present it to the class.
C. Generalization How would you identify if the weather is already
stormy?
How do you prepare for the upcoming storm in your
area?
If it's wet season what things you need to bring
everyday?

D. Application Give some insights what to do when they are

experiencing different weather conditions like:
Heavy rainfall
Flashflood
Typhoon

E. Evaluation Choose the correct answer from the box below. Write
the correct answer in given space before the number.
IV. Assignment: Agreement
Read in advance all about Safety measures during
different weather conditions.

Field Study 4 16
 V. MATERIALS

A. Teacher reference Science learners material,

materials: www.weatherwizkids.com

B. Instructional Materials:
PPT

F. TEAM TEACHING
Task 6a
At this point, you are now ready to conduct Team Teaching with your co-Pre-service teacher.
Ask for the lesson subject matter from your Cooperating Teacher. Plan the lesson with your
buddy and the CT and have it checked by your Cooperating teacher. Once it is checked,
prepare the visual materials appropriate for your subject matter.
Activity: Teach the lesson in collaboration with your CT and your buddy.
(discuss who will do what first)
Evaluation of Learning Activities
Evaluation is the process of determining the effectiveness of a learning activity or a unit of work which
includes many learning activities. The aim of evaluation is to make informed decisions in your
subsequent planning so that you increase students’ learning and develop the effectiveness of your
teaching.
Task 6b:
Evaluation should be undertaken by you and also by your Cooperating Teacher/TEI
Practicum Supervisor. Following the learning activity, and as soon as you can manage it,
review the experience and write your evaluation
Activity: Use the evaluation sheet (8b) with your CT, to evaluate your lesson
TASK 6b
Guidelines for Evaluating Learning Activities

Name of Pre-service Teacher:

Activity: Date:
Cooperating Teacher
Cooperating School:

EVALUATION OF THE PLANNED ACTIVITY AND STUDENTS’ LEARNING

To what extent did the students/pupils achieve the specific learning outcomes?
How do I know? What did I observe in students’/pupils’ responses?

What modifications would I make this activity if I did it again?

(task? teaching strategies? grouping? organization? resources?)

EVALUATION AND REFLECTION ON MY OWN TEACHING AND LEARNING

Field Study 4 17
 How effective were my teaching and management skills?

What goals should I set for improvement in my next planned activity?

What else did I learn about my teaching?

ASPECTS FOR DISCUSSION

Things I want to discuss with my cooperating teacher or TEI practicum supervisor are

Task 9 – Self Appraisal

Practicum should offer opportunities for self appraisal of the teaching learning experiences of
a pre-service teacher. To become a responsible teacher, the pre-service teacher should be
able to self-evaluate objectively, to diagnose strengths and weaknesses, and to plan for
improvements. The PST’s should be able to reflect on their ability to be self-aware, self-
evaluative, and self-correcting (Beltran, 1992).
Direction: Reflect on one of the lessons you have taught. Record your self-evaluation on
each item by placing a circle around the appropriate number. If, upon evaluating yourself,
you are dissatisfied with your performance in any area, think about how you could improve
your practice. Re-evaluate yourself frequently.
A Pre-Service Teacher’s Self Appraisal Checklist
Name: Sem/School/Year:
Grade/Yr & Section Observed: Date:
Cooperating School
Lesson Taught:

High Low
ITEMS TO RATE
5 4 3 2 1

I. Instructional Preparations
1. Was I aware of the latest research and professional trends in my
field?
2. Had I mastered the subject matter of each unit?
3. Had I organized each lesson and each unit of study?
4. Had I clearly defined instructional objective for each unit and
lesson?
5. Had I prepared and/or selected appropriate instructional materials
for each lesson and unit?
6. Was I able to show a relationship between subject areas?

II. Instructional Materials

7. Did I individualize instruction as much as possible?
8. Was I aware of the abilities of each pupil/student?
9. Did I briefly review the previous day’s work with class?
10. Did I attempt to make the classroom attractive and comfortable?
11. Did I create a relaxed atmosphere conducive to learning?
12. Did I frequently use questions that encourage comprehension,
analysis, synthesis, and evaluation?
13. Did I often involve pupils/students in learning activities?
14. Did I use a variety of teaching methods and techniques?

Field Study 4 18
 15. Did I use a variety of teaching materials?
16. Did I praise pupils/students when they show progress?
17. Did I increase the pupil’s/student’s interest in learning?
18. Did I use appropriate audio-visual aids?
19. Did I make clear explanations?
20. Did I utilize community resources?
21. Did I relate what is being studied to some part of life?
22. Was I able to hold the interest of the class?
23. Did I give clear assignments?
24. Did I know and use pupil’s/student’s names?
25. Did I encourage independent study?
26. Was my word choice on an appropriate level?
27. Was I available for pupil conference?

ITEMS TO RATE High Low

5 4 3 2 1
III. Human Relations
28. Did I avoid embarrassing pupils?
29. Did I allow all pupils to be heard?
30. Did I respect confidentiality?
31. Did I avoid engaging in gossip about colleagues?
32. Did I praise colleagues about their accomplishments?
33. Did I avoid criticizing a colleague?
34. Did I follow the “chain of command”?
35. Was I tactful when correcting the pupil/student?
36. Was I fair to everyone?
37. Did I respect the views of all persons?
38. Did I refrain from holding grudges?
IV. Personal Qualities
39. Was I honest?
40. Was I reliable?
41. Did I forgive?
42. Did I dress neatly?
43. Did I dress appropriately?
44. Was I cooperative?
45 Was I courteous?
46. Did I cultivate my voice to be pleasant, clear and forceful?
47. Did I care for my health?
48. Was I poised and at ease when teaching?
49. Was I enthusiastic?
50 Was I self-directing?
51. Did I have sense of humor?
52. Was I willing to accept corrective, objective suggestions?
53. Was I model citizen?
54. Did I support worthy community activities?
55. Is my judgment sound?
56. Was I punctual?
57 Was I independent in my thinking?

Source: Beltran, Linda B. (1992). A Guidebook for the Supervision of Student Teachers. Rex
Bookstore

Rating:
Signature of Pre-service Teacher:
Date:

Field Study 4 19
Field Study 4 20
6. GLOSSARY OF TERMS

Assessment - relates to collecting, synthesizing and interpreting data about the knowledge
and understanding, skills and attitudes of a person or group in order to facilitate
decision making.

Class program- refers to the class schedule, room and teacher’s assignment

Cooperating Principal – is the head of the cooperating school responsible in assigning

exemplary cooperating teachers and to coordinate with the TEI Practicum Supervisor
with regards the assignment and problems of Pre-service Teachers

Cooperating Schools – refer to the school where the pre-service teacher undergoes off-
campus teaching.

Cooperating Teacher – is normally a classroom teacher at the laboratory and cooperating

school directly responsible for providing mentoring support to the pre-service
teachers.

Curriculum – refers to the life and program of the classroom and the school.

Dean of the College of Education – is responsible for assigning Practicum Supervisors to

handle Field Studies including Practicum A and B.

Instructional Materials – refer to print materials, audio-visual and multi-media resources

used by the teacher in facilitating teaching-learning process.

Practicum Coordinator – refers to the person in-charge of monitoring the teachers handling
Field Studies and manages administrative matters pertaining the practicum program
of the TEI.

Pre-Service Teachers – refers to the University/College BEED and BSED students who are
enrolled in the Field Study courses and are involved in micro teaching, team
teaching, and teaching whole lesson

Site Coordinator – He/She is responsible in assisting the Principal/Head of the School in

assigning students in classrooms and scheduling of classes for observation and
participation. Conduct regular conference with cooperating teachers as regards the
performance and behavior of student teachers

TEI Practicum Supervisor – refers to the University/College faculty directly responsible for
supervising, monitoring and providing support to the university student in on/off
campus school experience.

Teacher Education Institutions (TEI’s) – refer to the universities and colleges offering
Teacher Education Courses with curriculum aligned with that of CHED. There are 21
of these from Regions XI, XII, and ARMM which established partnership with BEAM
and DepEd.

Team Teaching - is any form of teaching in which a team consisting of two or more pre-
service teachers share responsibility in the planning, presentation, and evaluation of
lessons prepared for the same group of students.

Field Study 4 21
7. REFERENCES

Barry, Kevin and King, Len. (2001). Beginning Teaching and Beyond Third Ed. Social
Science Press, New South Wales.

Bustos, Alicia, S., et al. (2001). Guide to Student Teaching. JMC Press, Inc.

Collin, Marsh. (2004). Becoming a Teacher. Pearson Prentice Hall, New South Wales.

Corpuz, Brenda, B. and Salandanan, Gloria, G. (2003). Principles and Strategies of

Teaching. Lorimar Publishing Co.,Inc.

Cruz, Brenda, B., et al. (1997). Manual for Observation, Participation and Community
Immersion. Katha Publishing Co., Inc.

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

Association for Supervision and Curriculum Development

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

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

Publishing Co., Inc.

Lucido, Paz, I and Borabo, Milagros, L. (1997). Educational Technology. Katha Publishing
Co., Inc.

MTST Mentoring the Student Teacher. A joint project of the DepEd and the TEIs of
Region X, Division of Misamis Oriental and the Division of Cagayan de Oro City.

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

Resources for Schools and Organizations. University of South Australia.

Field Study 4 22
8. APPENDICES

The following appendices provide the marking guides for each assessment item.

Appendix A - Journal Entries

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

Field Study 4 23
 Appendix A: Reflective Journal Entries

Task: Use your journals to reflect on the following questions.

JOURNAL 1
On Preparing a Lesson Plan

Name: Date
Subject Area: Cooperating Teacher:

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

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

3. How can you improve your written lesson plan?

4. Did you deviate from your lesson plan? Why/ why not?

5. Experienced teachers claim that they “can teach their classes even without a lesson
plan.” How do you react to this? Provide reasons for your answer.

TEI Practicum Supervisor’s Feedback:

Area(s) for strength:

Area(s) for Improvement:

Signature of the TEI Practicum Supervisor:

Date:

Field Study 4 24
 JOURNAL 2
Instructional Materials

Name: Date
Subject Area: Cooperating Teacher:

1. What is the importance of developing/preparing Instructional Materials?

2. Describe one of the instructional materials you made. What was its purpose? Why did
you prepare it this way?

3. How will your instructional materials influence students/pupil’s learning? Give two
examples.

4. How will you know if your materials are effective in enhancing student learning?

TEI Practicum Supervisor’s Feedback:

Area(s) for Strength:

Area(s) for Improvement:

Signature of the TEI Practicum Supervisor:

Date:

Field Study 4 25
 JOURNAL 3
On Actual Team Teaching

Name: Date
Subject Area: Cooperating Teacher:

1. After you have done your first actual team teaching, what were your realizations?
How did you feel about co-teaching the lesson?

2. What do you think went well in the lesson? Give details.

3. What would you like to improve and focus on during future planning and delivery?

TEI Practicum Supervisor’s Feedback:

Area(s) for Strength:

Area(s) for Improvement:

Signature of the TEI Practicum Supervisor:

Date:

Field Study 4 26
 JOURNAL 4
On Examining the Resources

Name: Date
Subject Area: Cooperating Teacher:

1. What is the importance of aligning the Instructional Resources and learning activities
with the objectives of the lesson?

2. What difficulties have you encountered in planning your lesson plan with regards to the
availability of instructional material resources?

3. What have you done to address this problem? (refer to question #2)

TEI Practicum Supervisor’s Feedback:

Area(s) for Strength:

Area(s) for Improvement:

Signature of the TEI Practicum Supervisor:

Date:

Field Study 4 27
 Appendix B: Lesson Plan Rubric (for use by CT and Practicum Supervisor)

Name of Pre-service Teacher:

Subject Area Date:

Performance
Good Fair Needs Improvement
Rating
(3) (2) (1)
Criteria
Formulating
Defines objectives clearly Adequately define the objectives Objectives are not clearly stated
Objective
Organization of · Clearly links subject matter to students’ interest and Adequately links subject matter to students’ interest Subject does not link to students’ interest and
lesson presentation experiences and experiences experiences

· Clearly identifies sequential development of activities Adequately identifies sequential development of Does not clearly identify sequential development
activities of activities
· Uses relevant examples
Adequately uses relevant examples Does not use relevant examples
· Accurately allocates time to activities in accordance with
objectives Adequately allocates time to activities in accordance Does not allocate time to activities in accordance
with objectives with objectives
· Clearly indicates transition procedure from one activity to
the next Adequately indicates transition procedure from one Does not indicate transition procedure from one
activity to the next activity to the next
· Plans a variety of teaching strategies
Limited variety of teaching strategies Does not plan a variety of teaching strategies
· Relates subject matter to other knowledge and prior
Relates subject matter to other knowledge Does not relate subject matter to other knowledge
knowledge of students
Use of learning · Uses a wide range of resources and learning materials · Uses a range of resources and learning material · Does not use a range of resources and
materials learning materials
· Structures a wide variety of materials to stimulate · Uses an appropriate variety of materials to
students’ interest and achievement stimulate students’ interest and achievement · Does not structure an appropriate variety of
materials to stimulate students’ interest and
achievement
Use of evaluative · Devises appropriate evaluation of each students’ · Devises appropriate evaluation of students’ · Does not devise appropriate evaluation of
measures progress progress students’ progress
· Measures students’ progress with appropriate tests and a · Measures students’ progress with appropriate · Does not measures students’ progress with
variety of assessment methods tests and other methods appropriate tests and other methods

Total

Legend: 3 – Good (86 to 100 %) 2 – Fair (80 to 85 %) 1–Needs Improvement ( 75 to 79%)

FS 4 28
 Appendix C: Pre-Service Teacher’s Actual Teaching Rating

Name: Sem/Sy:
Date: Subject Taught::
Cooperating School:
Note: This will serve as a guide to the Cooperating Teachers and TEI Practicum Supervisor
in assessing the actual teaching performance done by the Pre-service Teachers. Check the
box below that corresponds to each item.
Legend: 100-95 - Excellent 88-83 - Satisfactory 77-72 - Unsatisfactory
94-89 - Very Satisfactory 82-78 - Fair

ITEMS TO RATE E VS S F U

I. LESSON PLAN
A. Objectives were stated in behavioral terms
B. There was congruence between
1. Objective and subject matter
2. Objective and materials used
3. Objective and teaching procedure / Strategies of
Teaching
4. Objective and formative test / Evaluation
5. Objective and assignment
II. TEACHING METHODS
A. Method/s used was/were suited to the needs and
capabilities of the students
B. The teacher was creative enough to adapt his/her
method to the students’ capabilities
C. Visual aids and other examples were used to illustrate
the lesson.
D. The teacher made effective use of the formative test after
teaching
III. CLASSROOM MANAGEMENT
A. The teacher had a systematic way of checking:
1. Attendance
2. Assignment/Homework
3. Practice exercise
4. Group Work/Project
5. Passing in and out of the room
6. Correcting, distributing, and collecting paper
B. Order and discipline were present in the classroom
C. Visual aids were within easy reach of the teacher during
his/her teaching
IV. COMMUNICATION SKILLS
A. The teacher spoke clearly with a well-modulated voice
B. The teacher used correct grammar in speaking
C. Correct responses were given by the students through
the teacher’s skillful questioning.
D. He/She observed correct pronunciation

Field Study 4 29
 E. The board work of the teacher was free from errors in
grammar and spelling
F. The teacher’s handwriting on the board and the lesson
plan was legible enough to be read and understood
V. TEACHER’S PERSONALITY
A. The teacher is neat and well-groomed.
B. The teacher is free from mannerism or physical defects
that tend to disturb the student’s attention.
C. The teacher’s personality is strong enough to command
respect and attention.

·The pre-service teacher’s strengths are:

·Comments/Suggestions for Improvement:

· Final Rating (Tick one) Satisfactory Unsatisfactory

Rated by:
Designation: Cooperating Teacher

Field Study 4 30
 Appendix D: Marking Guide for Instructional Materials

Name: Sem/Sy:
Date:

Direction: Check the box below that corresponds to each item.

Legend:
3 – Definitely (90 – 100)
2 – Moderately (51 – 89 )
1 – Not at all ( 0 – 50 )

3 2 1
ITEMS TO RATE Definitely Moderately Not at all
1. It is big enough that can be seen by
the farthest learner.
2. Colors for the material are realistic and
pleasant.
3. It facilitates learning.
4. It can stand several uses.
5. It is economical to produce
6. It is light and easy to manipulate.
7. It is up to date.
8. It is related to the specific needs,
problems and experiences of the
target learners.
9. It has originality.
10. It develops curiosity and a sense of
discovery in the learners.
Comments/Suggestions: (Strengths and suggestions for improvement)

Rating:
Rated by:
Designation:

Field Study 4 31
 Appendix E: Marking Guide for Reflection/Journal Entries

Performance Level 5 4 3 2 1
Needs
Criteria Excellent Proficient Satisfactory Developing
Improvement

Reflection journal entry Presents Presents very clear Presents some Presents few Presents no
includes PSTs learning comprehensive description of description of description of description of
experiences, judgments, description of worthwhile worthwhile worthwhile worthwhile
performance and other worthwhile experiences, experiences, experiences, explains experiences, does
insights gained in the experiences, explains explains sound explains sound sound judgment on not explain sound
course. sound judgment on judgment on judgment on personal strengths and judgment on
personal strengths personal strengths personal strengths weaknesses personal strengths
and weaknesses and weaknesses and weaknesses and weaknesses
anchored on many anchored on some anchored on few
theories learned. theories learned. theories learned.
..

Legend:

1 – Needs Improvement (75-79)

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

Field Study 4 32
 Appendix F: Rubric for Communication Skills in Teaching
Name of Student: Date:

Performance Level
Criteria
A. Non-Verbal Skills 10 7 4 1 Rating
Maintains eye contact Occasionally looks at Focuses attention to one person Does not attempt to look
1. Eye Contact
someone or some groups or group at the person/s
Natural hand gestures are Natural hand gestures are Artificial hand gestures are
2. Gestures No gestures are noticed
demonstrated occasionally demonstrated demonstrated
B. Verbal Skills
1. Voice 8 6 3 1
Volume loud enough but rate Volume very low, rate
a. Volume Volume and rate is outstanding Volume is low, rate is enough
is fast very slow
7 5 3 1
Demonstrates strong positive Occasionally shows positive Shows some negativity toward Shows absolutely no
b. Enthusiasm
feeling about the topic feelings about the topic the topic interest in the topic
5 3 2 1
c. Vocalized Pauses
(uh, well uh, um) No vocalized pauses noticed 1 - 5 are noticed 6 – 9 are noticed 10 or more are noticed
(mannerisms/pet words)
2. Words 10 7 4 1
Speech sounds are very 1 – 2 speech sounds are There is evidence to slurring Speech sounds are very
a. Articulation
intelligible incorrectly produced and stammering defective
There is evidence of fluency in There is an occasional Mispronunciations are very Pronunciation of words is
b. Enunciation
pronouncing the words mispronunciations frequent very inaccurate
C. Content 15 12 9 6
Simple sentences only; no There is evidence of run-
a. Sentence Structure Varied Little variety
variety ons and fragments
b. Words (Grammar, Adequate and correct in Inadequate and with only few
Correct and precise Improper usage
Spelling &Vocabulary) general sense correct words
Ideas were expressed in
Ideas seem to be
Ideas were expressed in a very clear manner but the Ideas were somewhat organized
C. Ideas collection of unrelated
clear and organized manner. organization could have been but were not clear.
sentences.
better.
Overall Rating
Rated by:

Field Study 4 33
Designation:

Appendix G: Rubric for Student Teaching Portfolio

Performance 5 3 1

Criteria (Good) (Fair) (Poor)

1. Components include cover All components are included and Some of the preliminary Many of the components are
page (with name, title of unit, clearly marked. components are missing. missing.
dates taught) table of contents,
reference, list of appendices.

2. Organization follows the Organization follows the Organization slightly follows the Organization does not follow the
instructions for the portfolio. instructions for the portfolio instructions for the portfolio. instructions for the portfolio.
correctly and completely.

3. Word processed; grammatically Words processed, edited and Words processed with few Words processed but with many
and mechanically correct obviously proofread. grammatical and mechanical grammatical and mechanical
errors. errors.

4. Neatness and creativity Presentation demonstrates Presentation slightly demonstrates Presentation is neither neat nor
neatness and creativity in all areas neatness and creativity to some creative.
and pages of the portfolio extent.

5. Completeness of contents Contents are all completely filed Some contents are missing and Most of the contents are missing
and submitted. are disarranged. and/or disarranged.

6. Promptness (Working Days) Student portfolio is submitted on Student portfolio submitted no Student portfolio submitted a week
time. more than one day after the or more after the deadline of
deadline. submission.
Rated by: Rating:

Field Study 4 34
 Designation:

Field Study 4 35