School Year: 2021- 2022

University of Cebu- Pardo & Talisay Campus

Semester/Term: 1st Semester
College of Teacher Education
Revision Date: July 2021

I. Course Information

I: Course Code: FS 412 LEC Units 3 II: Course Description:

This course is a continuation of Field Study 1. It is school based and allows pre-service student to
Course Title: Field Study 2 (Participation and Teaching Assistantship) LAB Units: 0 participate and assist in a limited actual teaching- learning activities that relate to assessment of
learning, preparation of instructional materials, preparation of the bulletin boards, and other
routines in the classroom. A portfolio which will contain sample lesson or learning plans and
Pre-requisite(s): All professional and major subjects LEC Hours: 54 demonstration teaching of at least one subject content area will be required. An action- research
shall be encouraged to start in this course and conclude during the internship.

Co-requisite(s): N/A LAB Hours: 0

At the end of the course, the students are expected to:

1. Demonstrate knowledge of learning environments that motivate learners to work productively by assuming responsibility for their own learning.
II: Desired 2. Prepare developmentally sequenced lesson plans with well-aligned learning outcomes and competencies based on curriculum requirements to demonstrate their
Outcome/Course abilities in contextualizing, localizing, and/or indigenizing lessons based on various trends and issues in curriculum development.
Intended Learning 3. Demonstrate expertise in designing, developing, and implementing learner-appropriate performance-based, product-based, and affective assessment tools for
Outcomes (CILO) monitoring and evaluating learner progress and achievement across multiple curriculum areas.
4. Make connections between high-quality assessment principles and the development and use of authentic assessment techniques and tools within and across
teaching areas to predict what they will learn, how they feel about it, and how they expect to feel about the learning experience.
5. Discuss the various laws governing teacher rights, privileges, welfare, and responsibilities, and consider how they apply in practice.
II. Institutional Statements of Vision, Mission, Institutional Goals, Graduate Attributes, and Core Values

UC Vision UC Mission INSTITUTIONAL GOALS UC Core Values UC Graduate Attributes

Democratize quality education. University of Cebu offers affordable and (IG1) To offer programs to include These are the core values that the University University of Cebu graduates is (a):
quality education responsive to the demands Alternative Learning Systems (ALS) or non- of Cebu upholds:
Be the visionary and industry of local and international communities. conventional programs that are relevant and (G5.2.1) Life-long Learner
leader. Innovation "Be the visionary and the Demonstrate skills and competencies in one’s
compliant with institutional, regulatory,
University of Cebu commits itself to: industry leader." educational level and field of discipline
Give hope and transform lives. industry and accreditation standards that will towards lifelong learning (IG1, IG2, IG3 &
develop life-long learners. (M1, M2) Camaraderie "Living in the spirit of IG4)
(M1) serve as an active catalyst in
providing efficient and effective delivery of harmony and approachability."
(IG2) To develop social awareness, (GA2) Effective Communicator
educational services; responsibility and accountability among Exhibit proficiency in listening, speaking,
Alignment "All activities are geared
stakeholders anchored on instruction, towards core values and priorities." writing, reading and viewing (IG1 & IG4)
(M2) pursue excellence in instruction,
research and production. (M2) Respect "Always a professional, mindful of
research and community services towards God, university, the community and self." (GA3) Socially Accountable and Responsible
social and economic development as well as (IG3) To complement the academic Demonstrate social accountability and ethical
environmental sustainability; programs with holistic an integrated student Excellence "To be great at whatever it is we responsibility towards the community and the
do and go for the best." environment (IG2 & IG6)
services. (M1, M2)

(M3) acquire, disseminate and utilize

appropriate technology to enhance the (IG4) To develop a pool of qualified,
university’s educational service; and, professional and motivated faculty in the (GA4) Team Player
(M4) foster an organizational culture that areas of instruction, research and community Exhibit proactive and collaborative attributes in
nurtures employee productivity and extension. (M2, M4) a diverse society (IG2)
engagement
(IG5) To ensure effective administration and (GA5) Technically Competent
supervision of instructional and learning Utilize appropriate technology (IG5 & IG7)
resources in support of the academic
programs. (M3) (GA6) Ethically Responsible
Manifest ethical behavior in diverse situations
(IG6) To provide an environment that is safe, (IG2)
functional and conducive to teaching,
learning and working. (M4)

(IG7) To ensure operations which are

collaborative, sustainable, efficient and
effective in meeting the needs of the
institution and its stakeholders. (M3, M4)
III. Departmental Statements of Vision, Mission, Goals and Core Values

CTE Vision (CTEV) CTE Mission (CTEM) CTE Core Values (CTECV) CTE Goals (CTEG)

The College of Teacher The College of Teacher Education is committed to: 1. D - dedication and commitment 1. To provide productive pedagogies and andragogies in teaching;
Education produces
ethically guided and 1. develop global and effective teachers who can teach 2. A - academic excellence and leadership skills 2. To train global communicators and strategists who can be effective
globally competent teachers across different learning areas in basic education coaches, mentors, and facilitators;
3. I - innovation through scholarly research
who will serve as leaders in
2. instill value consciousness and the ethics of the teaching 3. To produce teachers who can instill sound social, cultural, and
their respective 4. S - social justice, gender sensitivity, and unity in
profession; and moral values; and
communities. diversity
3. provide leadership skills necessary in the practice of the 4. To provide research and community development skills
teaching profession.

IV. Mapping on UC Graduate Attributes, Vision, Mission, Institutional Goals, Core Values, and College Vision, Mission, Goals, Core Values

UCV UCM UCCV UC IG CTEM CTEG CTECV

EV
CT
Graduate Attributes (GAs)
1 2 3 1 2 3 4 1 2 3 4 5 1 2 3 4 5 6 7 1 1 2 3 1 2 3 4 1 2 3 4

GA1. Lifelong Learner                               

GA2. Effective Communicator                             

GA3. Ethically Responsible                           

GA4. Socially Collaborative                            

GA5. Team Player                             

GA6. Technically Competent                           

V. Mapping on Program Objectives, Program Educational Objectives, and Graduate Attributes

PEO Graduate Attributes (GAs)

Program Educational Objectives
Program Objectives Specific to Bachelor of Elementary Education
(PEOs)
1 2 3 1 2 3 4 5 6

a. Demonstrate in-depth understanding of the diversity of learners in various learning

   
areas 1. Become effective and globally
competent teachers and/or
b. Manifest meaningful and comprehensive pedagogical content knowledge (PCK} of education specialists      
the different subject areas
2. Develop further theoretical,    
c. Utilize appropriate assessment and evaluation tools to measure learning outcomes
technical, and research competence
in the teaching-learning process;
d. Manifest skills in communication, higher order thinking and use of tools and   
and 
technology to accelerate learning and teaching
e. Demonstrate positive attributes of a model teacher, both as an individual and as a      
3. Practice the ethical standards of
professional
the teaching profession and the UC
    
f. Manifest a desire to continuously pursue personal and professional development and CTE core values.
Program Objectives Specific to Bachelor of Secondary Education Major in Program Educational Objectives PEO Graduate Attributes (Gas)
English (PEOs) 1 2 3 1 2 3 4 5 6
a. Possess broad knowledge of language and literature for effective learning   
1. Become effective and globally
b. Use English as a global language in a multilingual context as it applies to the      
competent teachers and/or
teaching of language and literature
education specialists
c. Acquire extensive reading background in language, literature and allied fields   
d. Demonstrate proficiency in oral and written communication 2. Develop further theoretical,      
e. Shows competence in employing innovative language and literature teaching technical, and research competence    
approaches, methodologies, and strategies in the teaching-learning process;
and
f. Use technology in facilitating language learning and teaching 3. Practice the ethical standards of    
g. Inspire students and colleagues to lead relevant and transformative changes to the teaching profession and the UC        
improve learning and teaching language and literature and CTE core values.
h. Display skills and abilities to be reflective and research- oriented language and      
literature teacher
 Program Objectives Specific to Bachelor of Secondary Education Major in Program Educational Objectives PEO Graduate Attributes (Gas)
Mathematics (PEOs) 1 2 3 1 2 3 4 5 6
a. Exhibit competence in mathematical concepts and procedures    
1. Become effective and globally
b. Exhibit proficiency in relating mathematics to other curricular areas      
competent teachers and/or
c. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of education specialists    
mathematics
d. Demonstrate competence in designing, constructing, and utilizing different forms of 2. Develop further theoretical,     
assessment in mathematics technical, and research competence
e. Demonstrate proficiency in problem- solving by solving and creating routine and in the teaching-learning process;       
non- routine problems with different levels of complexity and
f. Use effectively appropriate approaches, methods, and techniques in teaching 3. Practice the ethical standards of     
mathematics including technological tools the teaching profession and the UC
g. Appreciate mathematics as an opportunity for creative work, moments of and CTE core values.       
enlightenment, discovery and gaining insights of the world.

VI. Mapping on CILO, Mission, Institutional Goals, Graduate Attributes, Program Outcomes and Program Educational Outcomes
Course Intended Learning Outcomes (CILOs): PPST BASED M I.G. G.A. P.O. P.E.O.

At the end of the semester, the students can:

1 2 3 4 1 2 3 4 5 6 7 1 2 3 4 5 6 1 2 3 4 5 6 1 2 3

1. Demonstrate knowledge of learning environments that motivate learners to            D D P D D D P P D

work productively by assuming responsibility for their own learning.

2. Prepare developmentally sequenced lesson plans with well-aligned learning

outcomes and competencies based on curriculum requirements to demonstrate            D P P D D D P I D
their abilities in contextualizing, localizing, and/or indigenizing lessons based
on various trends and issues in curriculum development.

3. Demonstrate expertise in designing, developing, and implementing learner-

appropriate performance-based, product-based, and affective assessment tools             D P P D D D P P D
for monitoring and evaluating learner progress and achievement across
multiple curriculum areas.

4. Make connections between high-quality assessment principles and the           D P P P D D P P D

development and use of authentic assessment techniques and tools within and
across teaching areas to predict what they will learn, how they feel about it,
 and how they expect to feel about the learning experience.

5. Discuss the various laws governing teacher rights, privileges, welfare, and            D P P D D D P P P
responsibilities, and consider how they apply in practice.

Legend:
I - Introduced (the student gets introduced to concept/principles)
P - Practiced (the student practices the competencies with supervision)
D - Demonstrated (the student practices the competencies across different settings with minimal supervision

VII. Course Delivery

Course Topics Objectives Time Teaching Learning Activities Tools Assessment

Conten Frame
t/ and Asynchronous Synchronous Traditional Asynchrono Synchron Traditional Asynchronou Synchronous Tradition
CILO Date us ous s al
#

Prelim Period

University and College

VMGO-Core Values Google
and Graduate -Identify the UC VMGO Classroom Google DLP
Outcomes Orientation Meet/
Zoom
Quiz
Program Educational -Determine the Program Messenger Computer
Objectives and Educational Objectives Interactive Quiz
Program Intended and Program Intended Week 1 Assignment Lecture Discussion Videos Quiz
Learning Outcomes Learning Outcomes Oral
Orientation Messenger Recitation
PPT PPT
Course / CILO -Explain the Course
Orientation Intended Learning
Outcomes
Oral
Recitation

 Principles of - identify the different Quizzes

CILO # Learning principles of learning Google
 1 - evaluate classroom Pre-recorded/ Quiz Bee Classroom Google Computer
practices whether they YouTube Videos 60 Seconds Meet Seatworks
apply or violate the Google DLP Quizzes Oral
principles of learning Forms Recitation
Debate
Brainstorming PPT Assign-
- summarize the Forum Zoom
Google Docs ments
principles of learning
White Board/
Week Discussion Videos Chalkboard Seatworks Tag
2-3 PPT Presentation “What’s your Face-book Seatworks Boards UP
opinion?” E-books Label Game

Quizzes PPT Hang-outs Chalk/ Marker

Projects Hot Seat
Quizzes

Seatworks Skype

Assignments
Journal Entry Games

Assignments

Midterm Period

 Intended Learning - identify the guiding Pre-recorded/ Video Interactive Quizzes

Outcomes principles on lesson YouTube Videos Conference Discussion Google Computer
CILO # objectives/ learning Classroom Google Quizzes Oral Seatworks
2&3 Meet Recitation
outcomes applied in
instruction Reporting PPT
Forum
Google Assign-
- determine whether or
Oral Forms Zoom ments
not lesson objectives/
Recitation Lapel Seatworks
intended learning
PPT Presentation Collaborative Tag
outcomes served as a
Week Learning Google Docs Chalkboard Boards UP
guide in the lessons Facebook
4-8 Seatworks Game
observed Giving of
Quizzes Chalk
Feedback
- evaluate if the lesson
 objectives/ intended Interviews Hang-outs Quizzes Hot Seat
learning outcomes are Videos
SMART Seatworks Seatworks Projects

Skype
E-books
- Classify the lesson/s Quizzes
CILO #  The Three
2, 3 & under the Bloom’s
Domains of Journal Entry Assignments
4 taxonomy of knowledge PPT
Knowledge
and Kendall’s and Observation
Marzano’s domain in
learning objectives Observation Diary Giving
Feedback
- Reflect on what lesson
is more meaningful and
relevant based on the
domains of knowledge
and learning activities. Assignments

- identify teaching
practice/s in the different
 The New levels of processing
CILO # Taxonomy of knowledge based on
1 Educational Bloom’s revised
Objectives: The
cognitive taxonomy and
Levels of Learning
Activities Kendall’s and Marzano’s
new taxonomy

Semi- final Period

CILO #  Teaching - determine the teaching

3&5 Approaches and approach used by Interactive Google Computer Quizzes
the K-12 Resource Teachers Discussion Classroom
Curriculum
- identify instances
where the pedagogical
approaches to K to 12 Pre-recorded/ Video Google
Curriculum contained in
 the law are observed YouTube Videos Conference Meet DLP Quizzes Seatworks
Reporting Google
 Deductive and - distinguish between Forms Oral
Inductive Methods deductive (direct) and Recitation
CILO # of Teaching inductive (indirect)
3&4
method of teaching

-identify the application Collaborative PPT Assign-

 Lesson
of some guiding Learning Google Docs ments
Development:
CILO # Outcomes- Based principles in the
selection and use of Forum Oral Seatworks
2, 3, & Teaching-
teaching strategies Recitation
4 Learning (OBTL)
Zoom
and Competency-
Label
Based/ Standards-
Based Teaching- Games Videos
Learning Tag
Boards UP
Seatworks Game
Chalkboard/
PPT Presentation Research E-books White Board Projects
Seatworks
Reflection
Paper
Face-book
Library Work
PPT Chalk/
Marker
Hot Seat
Role Playing
Week Quizzes Assignments
9-12 Quizzes Games

Hang-outs

Seatworks
Games
 Quizzes

Projects Skype

Assignments

 Guiding Principles - Determine whether or

CILO # in the Selection not the lesson Computer Quizzes
2, 3, & and Use of development is in Video Oral
Interactive Google
4 Teaching Methods Recitation
accordance with the Discussion Classroom DLP Seatworks
Pre-recorded/ Conference Google Quizzes
outcomes- based
teaching and learning YouTube Videos Meet
Google PPT
Reporting Forms Assign-
- outline a lesson in
ments
accordance with
Forum Google Docs Zoom Label
Outcome- Based Oral
Teaching- Learning Collaborative Tag
Recitation Seatworks
Learning Videos Chalkboard/ Boards UP
White Board Game
PPT Presentation Face-book
 Effective E-books
CILO # Questioning and Week
- Select types of
Reacting 13-16
2, 3, & questions, questioning PPT Hot Seat
Techniques Giving Chalk/
4 and reacting techniques Quizzes Seatworks Hang-outs
Feedback Marker
that promote/ discourage
interaction Games

Seatworks Skype

Quizzes

Projects

Quizzes
 Assignments

VIII. Ancillaries

A. Instructional Online

Method video conferencing, readings, viewing tasks, observation logs, reflection paper, peer assessment, giving of feedback

Readings Textbook: Brawner, D. G., & Caubic, R. A. (2019). Field Study Participation and Teaching Assistantship (New ed.). Adriana Printing Co. Inc.

B. Technological Laptops/Smartphones with Zoom App, Youtube, Google Account, Google Meet

Requirements

C. Course Requirements FS 2 Textbook, Video recording, Assignments and Quizzes

Shall preferably attend meetings in zoom or video calls.
D. Language of English
Submission

E. Academic Integrity Everyone shall avoid cheating or reduplication of work. All work shall include proper citations whenever necessary

F. Grading System Major Examinations – 50%

Class Standing – 50%
Quizzes/Assignment/ Reflection Paper (WW) – 20%
Research Works/Projects/ Reporting/Oral (PT) – 20%
Attendance – 10%
Total: 100%
G. Percentage of Passing 75%

H. Submission Policies Make sure to submit on time all requirements as indicated in the course guide.

All requirements shall be submitted 3 days after the last meeting of the semester.

Submitted files shall be in pdf format.

Preferably do the online tasks as announced and turn them in on time too.
I. Communication ANNOUNCEMENTS:
Policies
Announcements will be posted on the Ethink LMS and this will also be posted via FB messenger

Checking of messages regularly is necessary as they contain important information about upcoming activities or class concerns.

QUESTIONS:

Questions related to the course such as clarifications about assignments, course materials, or assessments shall be posted on our FB messenger group chat. Classmates may share
inputs or insights to answer the concern.

For concerns related to the course which need private discussion with the teacher, students may use Facebook messenger or Email.

EMAIL:

When submitting messages, please do the following:

Put a NAME, COURSE, Concern/Task and WEEK, AND MESSAGE SUBJECT.

For Example: Florie May Cabria, Educ 4a, Assign, 2nd Week

Note:

Do not send message asking general information about the class, please post those in the FB messenger group chat

VIRTUAL OFFICE HOUR:

Twice a week the teacher will be available for virtual consultation. Virtual office hours will be one hour in the morning and one in the afternoon using group chat and Facebook
messenger or Email. Concerns and messages sent through email will also be answered during the announced virtual office hours .

TYPE OF COMMUNICATION: Written

J. Netiquette • Compose your comments and messages in a positive, supportive and constructive manner.

• Give honest feedback.

• Observe virtual office hours.

•Avoid uttering swear words, visiting inappropriate sites.

• Observe proper behavior in the virtual classroom.

• Be proactive and active learner always.

Prepared by:

RUTH DONATA M. MIJARES CHESSKA CARLA MORENO

RENNIL S. BORNIA

CTE FACULTY, UCPT CTE FACULTY, UCPT CTE FACULTY, UCPT