BACKGROUND FOR FIELD

STUDY 2
 WHAT ARE FIELD STUDY SUBJECTS FOR?

• Field study 1 is the first experimental course which will immerse a future teacher in

actual classroom setting where direct observation of teaching-learning episodes

that apply educational theories learned in the content and pedagogy courses will

be made. This is followed by Field Study 2 where the future teacher assists and

participates in guided actual teaching-learning process. The conduct of action

research begins in this course and concludes during teaching internship.

WHAT ARE FIELD STUDY COURSES?

1. Field Study 1- Observations of Teaching-
Learning in Actual School Environment
2. Field Study 2- Participation and Teaching
Assistantship
3. Practice Teaching/Teaching Internship
As a Field Study student what I am expected to learn and
develop?

• “Intended learning outcomes refer to what you can do,

accomplish, achieve, or become as a result of a learning
experience.”

• Learning outcome is the heart of Outcome-Based Education

or OBE. To explain it simply, OBE neatly organizes or aligns
what you learn, the activities you and your teachers will work on
and how you will be assessed , while focusing on you as the
learner and the ultimate outcome of what you are expected to
be a world class teacher.

#Gustokongmagingmagalingnaguro
 To determine the
intended learning
• The CFSAT 21 outcomes for Filed
tells you what Study, the three
an ideal important sources
below, were used. What
ASEAN The PPST
Domains: kind of teacher should
teacher you be? Learn more
• Content
shouldknow about these three
Knowledge and
and be able to Pedagogy sources to find out.
do. • Learning
• It has 11 Environment
General Ideas • Diversity of
of Learners
Responsibilit
• Curriculum and • Competenci
Planning
y/Competenci • Assessing and es on which
es Reporting you will be
- Sameo • Community Program
tested in the
Innotech Linkages and
Professional LET Outcomes
Regional
Educationa Engagement CMO NO.
• Personal
Program 2010 Development 74-80,82
Competency Phillippine
S. 2017
Framework for Professional
Southeast Asian Standards for
Teacher
Teacher of the
21st Century
CFSAT 21
Kolb’s model consist of concrete
experiences, reflection, formation of
abstract concpets and generalizations
Experience
conceptualzation, and then testing
concept in a new situation.

-Kolb, 1884
Test Reflect

Conceptualize

What is the approach of this Field Study book ?

Our approach is called the OAR approach. The OAR sagwan in Filipino metaphor points to the importance having a
tool or a guide for your Filed Study journey. OAR approach kailangan ko ang sagwan
In 2006, an approach used in this book was derived from all theoretical underpinnings previously discussed. This is
the OAR approach .Living in archipelago, Filipinos would likely have in our collective unconscious the ancestral
memory of the boat and the oar. An oar is a tool that helps the boat move in its intended direction.
We used the acronym OAR to represent the general cyclical pattern of pre-service teachers’ task in the different
learning episodes. After the intended learning outcomes are given per episode, the Field Study student will
basically: Observe in actual setting. You will then Analyze the observed data and your experiences and Reflect on
the experience.
OAR is an acronym for the tasks you will do in Field Study 2:
O-bserve in actual setting. Notice both in the internal and external experience.
A-nalyze the observed data and your experience.
R-eflect on the experience.
What is the approach of this Field Study
book ?
• Our approach is called the OAR approach. The OAR sagwan in Filipino
metaphor points to the importance having a tool or a guide for your Filed Study
journey. OAR approach kailangan ko ang sagwan
• In 2006, an approach used in this book was derived from all theoretical
underpinnings previously discussed. This is the OAR approach .Living in
archipelago, Filipinos would likely have in our collective unconscious the
ancestral memory of the boat and the oar. An oar is a tool that helps the boat
move in its intended direction.
• We used the acronym OAR to represent the general cyclical pattern of pre-
service teachers’ task in the different learning episodes. After the intended
learning outcomes are given per episode, the Field Study student will basically:
Observe in actual setting. You will then Analyze the observed data and your
experiences and Reflect on the experience.
OAR is an acronym for the tasks you will do in Field Study 2
• O-bserve in actual setting. Notice both in the internal and external experience.
• A-nalyze the observed data and your experience.
• R-eflect on the experience
 The O.A.R Approach

I will remember
I will bring together to train my
my past, present senses be more
sensitive to the
future as I expresses
learner and the
my insights and do environment.
my portfolio. Reflect Observe
-Dewey -Bandura
and
Vygotsky

Analyze
-Bruner
I w
i
ob ll be
j
an ectiv
d
cri use e
t
thi ical
nk
ing
.
• As you do the task, you will sharpen your
sensitivity, observation skills, critical and
reflective thinking and creativity. The fruits of
reflection then affect subsequent observation
and analysis, thus making the model cyclical.
• Through the two Field Study courses, the FS
Student have repeated exposure and practice in
reflective teaching that the process becomes
second nature of them
• Observation was the core of Field Study 1. In the Field 2, you will
continue to exercise your observation skills. However, this time you will
have a more active role in the teaching-learning environment. File Study
1 allowed you o observe and learn. In Filed Study 2, you will participate
and assist in the critical areas of the teaching-learning process.

Here are some task in Filed Study 2 where you can participate and assist
in a limited actual teaching-learning on : among others
Participation in the preparation of instructional
materials
• Assist in the preparation of instructional materials or teaching aids for
specific lessons.
• Non-digital –charts, pictures, etc.-
• Digital –ICT-
• Store/keep instructional materials for future use of the mentor.
• Recycle throw-away materials for instructional purpose of the class.
Participation in the Assessment in Learning

• Assist in the making of the test items for the formative test and
summative test.
• Assist in recording and interpretation of the test results.
• Conduct remediation classes for slow learners.
• Conduct enrichment activities for advanced learners.
• Assist the FS Resource Teacher on Card-giving Day and
Parents-Teachers’ Conference
• Construction of Bulletin • Participation in
Boards classroom management
activities

• Assist in the construction of

• Assist in the physical
bulletin boards.
arrangement of the
For the classroom use
classroom
For the school bulletin
• Management of class
boards. routine ex. Passing in and
out of the room
• Assist during snack time
• Help maintain a safe
classroom atmosphere
Other activities in FS 2

• Assist FS Resource teacher in

Conducting co- curricular activities
Acting as coach in competitions non-academic and
academic
• Preparing a lesson plan in subject content.
• Teaching at least 1 demonstration lesson
• Develop an action research proposal
• Make a Portfolio
 NOTICING SKILLS DURING PARTICIPATION AND ASSISTANSHIP

As you go to the field to participate and assist, remember that observing is not simply seeing nor looking. In
Field Study 1 you learned to be skilled observer who goes in to the field with a purpose, focus, and
intentionality. Here in Field Study 2, you will further hone you skills in experiential learning, particularly,
noticing skills.

Noticing skills is related to observation; only it is more heightened and it involves attaining a higher level of
awareness in what you are focusing on. Noticing involves being reflexive; as you participate and assist ,
you look inwardly and assess yourself and respond to the situation outwardly as it is occurring. For example,
as you are reading a story to your students, internally , you become aware of what you are thinking and
feeling at the moment. You are nervous because your FS Resource Teacher is observing you. Externally,
you notice the environment, the children's’ and your teacher’s reactions and responses, and gestures.
Based on all these , you talk to yourself and decide if you need to change your response or behavior. Or you
notice there might be a better way of doing the story-telling next time.
OBSERVE and NOTICE-I shall look and see
and listen and hear. I should be able to record
what I see and hear.

ANALYZE- I shall examine closely what I

observed, relate it to the theories, principles
and concepts that I already know. Determine
where changes is necessary.

REFLECT- I shall think deeply of what I have

observed, connect it to my past experiences,
present undertakings and future goals as a
teacher. Learn how to make change possible.
 SUGGESTED GUIDELINES FOR FIELD STUDY 2 STUDENTS

These guidelines are suggested to help Field Study 2 students in the successful
conduct of their field study course. Each TEI shall address some institutional
peculiarities that are not covered in these guidelines.

Field Study 2 activities should be under the supervision of the FS Resource Teacher
of the TEI in collaboration with the Filed Study Cooperating Schools.

The Field Study Students:

1. are required to accomplish successfully the activities in at least 54 hours in one

semester to earn a three-unit credit.

2. secure appropriate Filed Study permits and undergo orientation/briefing before

they are deployed in cooperating schools.

3. participate and assist in classes and may work with partner. A Field Study partner
is one with whom one can discuss and work with after the FS experience.

4. Wear official school/university uniform during the Field Study in the FS resource
school for face – to- face modality.
5.demonstrate personal qualities that reflect a good image of teacher. These qualities

include courtesy, respect, honesty, diligence, open-mindedness, critical thinking and others.

6.demonstrate proper behavior in the presence of the learners, teachers, school, personnel,

administration and parents.

7.request the signature of the FS Resource Teacher or the Field Study Faculty immediately

after the activity has been done.

8.are required to prepare a portfolio for every Field Study course. The FS Resource Teacher

is encouraged to used a rubric for authentic assessment of the portfolios. This rubric can be

discussed with the students as part of the orientation so they would know what criteria will

be used and how the portfolio will be assessed.

 Course Syllabus for Field Study2: Participation and Teaching
Assistantship

Course Description

A school-based course which allows pre- service teachers to

participate and assist in limited actual teaching-learning activities that
relate to classroom management, preparation of learning
environment and instructional materials, delivery of instruction,
and assessment. A portfolio which will contain sample lesson or
learning plans and demonstration teaching of at least one subject
content will be required. An action research Shall be encouraged to
start in this course and conclude during the internship.
 CHED Program Outcomes Common to all Teacher Education Programs

6.2 a Articulate the rootedness of education in philosophical, socio-cultural, historical,

psychological and political contexts
6.2 b Demonstrate mastery of subject matter/discipline
6.2 c Facilitate learning using a wide range of teaching methodologies and delivery
modes appropriate to specific learners and their environments
6.2 d Develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse type of learners
6.2 e Apply skills in the development and utilization of ICT to promote quality,
relevent, and sustainable educational practices, and
6.2 f Demonstrate a variety of thinking skills in planning, monitoring, assessing , and
reporting learning processes and outcomes, and
6.2 g Practice professional and ethical standards sensitive to local, national and
global realities,
6.2 h Pursue lifelong learning for personal growth though varied experiential and field
based opportunities.
 Course Intended Learning Outcomes

• Create a safe and secure learning environment that contributes to the physical, socio-emotional
and cognitive development of learners –PPST Domain 2-
• Demonstrate ways of addressing learners’ diversity in terms of gender, needs, interest, cultural
background and difficult circumstances –PPST Domain 3-

• Reflect on how a teacher manifest her/his personal and professional competencies. –PPST
Domain 7-
• Participate in the teaching-learning process and use instructional materials , including ICT to
promote quality, relevant and sustainable educative process –PPST Domain 4-
• Apply the various classroom management strategies

– PPST Domain 4-
• Apply concepts, theories and principles in curriculum development in an actual classroom setting.
–PPST Domain 4-
• Demonstrate assessment and reporting practices done in the classroom –PPST Domain 5-
• Write an initial action research plan with the purpose of improving teaching practice –PPST
Domain 7-