Juan dela Cruz St.
, Toril, Davao City
Tel. No. (082) 291 – 1882 / Fax No.(082) 291-2053
E-mail Address: davaocentralcollege2011@[Link]
Official Website: [Link]
COURSE: FS 1 - Field Study 1: The Learner’s Development and Environment
I. VISION
Empowered individuals imbued with Christian ideals for service
III. GOALS
II. MISSION To achieve its mission, DCC, Inc. aims to:
We commit ourselves to: 1. Strengthen the total development of persons;
Provide integral formation of persons; 2. Develop self-sustained community;
Develop God-loving and community service-oriented individuals; and 3. Cultivate the value3 of patriotism;
Promote competence through quality instruction and research for nation 4. Promote global standard of education;
building.
5. Intensify faculty and staff development program;
6. Establish a strong research culture; and
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
7. Upgrade physical plant and facilities. Competence
IV. CORE VALUES Compassion
Discipline Integrity
PROGRAM: Teacher Education (BSEd/BEEd)
V. BEED/BSED PROGRAM OBJECTIVES (P.O.)
Graduates of the BEED and BSED programs are teachers who:
1. have a deep and principled understanding of a wide range of teaching process (including curriculum development, lesson planning, materials development, educational
assessment and teaching approaches) and the role of the teacher in facilitating these processes in their students (COGNITIVE/KNOWLEDGE);
2. have creativity and innovation in applying alternative teaching approaches, while demonstrating basic and higher level literacy, communication, numeracy, critical
thinking, and learning skills needed for higher learning in diverse types of learning environments (PSYCHOMOTOR/SKILLS); and
3. can demonstrate and practice the professional and ethical requirements of the teaching profession (AFFECTIVE/VALUES).
VI. STUDENT LEARNING OUTCOMES (S.L.O.)
a. Can demonstrate and apply the basic and higher level literacy, communication, numeracy, critical thinking skills needed for higher learning.
b. Can establish and maintain an environment needed for the holistic development of learners.
c. Can identify and describe educational philosophies that influence modern teaching methods and practices.
d. Can create an environment conducive to learning.
e. Can demonstrate mastery of the subject matter.
f. Can apply familiarity with the learner’s knowledge and experience in appropriate situations.
g. Can facilitate learning of diverse types of learners.
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in teaching and decide the ethical solutions.
j. Can demonstrate and practice the professional requirements of the teaching profession.
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
VII. CURRICULUM MAPPING
Student Learning Outcomes Professional Courses
a. Can demonstrate and apply the basic and higher level literacy, communication, numeracy, 1. Child and Adolescent Development (a, b)
critical thinking skills needed for higher learning. 2. Historical, Philosophical, Psycho-Social and Legal Foundations of
b. Can establish and maintain an environment needed for the holistic development of 3. Education (a,b,c)
learners. 4. The Teaching Profession (a,b,c,d)
c. Can identify and describe educational philosophies that influence modern teaching 5. Principles of Teaching 1&2 (a,b,c,d,e,f)
methods and practices. 6. Assessment of Learning 1&2 (a,b,c,d,e,f,g,h)
d. Can create an environment conducive to learning. 7. Educational Technology 1&2 (a,b,c,d,e,f,g,h)
e. Can demonstrate mastery of the subject matter. 8. Curriculum Development (a,b,c,d,e,f,g,h)
f. Can apply familiarity with the learner’s knowledge and experience in appropriate 9. Field Study (a,b,c,d,e,f,g,h,i)
situations. 10. Practice Teaching (a,b,c,d,e,f,g,h,i,j)
g. Can facilitate learning of diverse types of learners.
h. Can apply a wide range of teaching skills.
i. Can analyze ethical problems in teaching and decide the ethical problems in teaching and
decide the ethical solutions.
j. Can demonstrate and practice the professional requirements of the teaching profession.
COURSE: Field Study 1: The Learner’s Development and Environment
VIII. COURSE DESCRIPTION
This course is designed to help the Field Study students verify the behavior of the child in the actual learning environment. It will require them to recognize feasible approaches to
facilitate learning considering the learner’s different phases of development and social environment.
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
IX. COURSE LEARNING OUTCOMES
Student learning outcomes (adapted from CMO No. 30, s. 2004):
Can identify physical, motor, linguistic literacy, cognitive, social and emotional development of the children or adolescents as manifested in the actual classroom
setting;
Can observe and reflect on the different approaches employed by the teacher in dealing with the learners in the different stages of development; and
Can analyze how the teaching and learning process should be conducted considering the different phases of child development.
X. TARGET STUDENT LEARNING OUTCOMES (S.L.O.): a,b,c,d,e,f,g,h,i
XI. COURSE CONTENT
Expected Outcomes, Topics Desired Learning Outcomes Teaching-Learning Activities Assessment Tasks (AT)
and Time Allotment (DLO) (TLA)
The students shall have: Can set direction and parameter to Bridging Text to Context Think-in Reflection Paper
connect Professional Education Session
Identified the physical, motor, linguistic literacy, cognitive, social, subjects with Field Study for
and emotional development of the children or adolescents as experiential learning. An illustration of a school
manifested in the actual classroom setting. that is supportive of learning
Can determine an environment that School Visit: or a child-friendly school
Course Orientation (2 hours) provides social, psychological, and Look into its facilities and areas through any of the following:
physical environment supportive of that support learning (i.e., A descriptive paragraph
Focus 1: learning. classroom, library, playground, A photo essay
School as a Learning Environment (2 hours) canteen). A sketch or drawing
Describe the school Poem, song, rap, others
environment.
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
Prepare an observation log.
Observed and reflected on the different approaches employed by Can differentiate learners of varied Classroom Observation: A comparative description
the teacher in dealing with learners in the different stages of learning characteristics and needs. Observe four (4) learners from of the observed learners
development. different levels (i.e., kinder,
grades 1-6, grades 7-10)
Focus 2: Describe each of the learners
Learner’ Characteristics and Needs (3 hours) based on your observation.
Compare them in terms of their
interests and needs.
Validate your observation by
interviewing each of the
learners.
Analyzed how the teaching and learning process should be Can manage time, space and Classroom Observation: Checklist on evident
conducted considering the different phases of child development. material resources to provide an Observe a class. classroom
environment conducive to learning. Using a checklist, find out if the management
Focus 3: important components of components
Management and Learning (2 hours) classroom management are Description of learners’
evident. behavior during a
Describe the general behavior learning activity
of the learners in the class Reflections on the
during the learning activities. effect of classroom
Relate the data in your checklist management to
to the learners’ behavior. learning
Reflect on how classroom
management affects learning.
Assessed the extent of safety and conduciveness to learning the Can recognize multi-cultural Classroom Observation: A reflective journal on the
school’s physical environment provides. background of learners when Observe a class on a regular congruence of the
providing learning opportunities. recitation day. learners’ characteristics
Determined teaching approaches and techniques appropriate to Describe the characteristics of and learning activities
the learners. the learners in the class,
Enumerate and describe the
Focus 4: activities that took place.
Learners’ Characteristics and Learning Activities (2 hours) Tell how the activities
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
facilitated learning considering
the learners’ characteristics.
Pointed out indicators of fairness that the learning environment Can determine, understand, and Shadowing: Narrative Report
manifests; accept the learners’ diverse Shadow two learners of
background. different learning abilities but
Focus 5: the same grade level (i.e.,
Individual Differences and the Learning Process (2 hours) Can relate the learners’ background kinder, grades 1-6, grades 7-
to their performance in the 10).
classroom. Interview them to gather their
background information.
Observe them as they
participate in a classroom
activity.
Write a narrative report.
Correlated the appropriateness of learning goals , teaching Can reflect on the impact of home Home visitation: Home Visitation Report
methods, learning activities and instructional materials with the and family life to learning Select a learner from the class
learners’ multiple intelligences and learning styles. that you have observed.
Conduct a home visit to your
Focus 6: selected learner.
Home-School Link (2 hours) Describe the family and home
environment of the learner.
Interview the
parents/guardians/relatives/pe
ers on the learner’s activities
and behavior while at home.
Demonstrated personal qualities that reflect a good image of a Can expound on one’s Teacher Interview: Interview Guide Sheet
teacher, such as, courtesy, respect, honesty, diligence, open understanding of the learning Interview the resource teacher who A reflection paper on
mindedness, critical thinking, and others while doing field study. processes and the role of the taught in the class that you have. the teacher’s roles
teacher in facilitating these based on one’s
Focus 7: processes in their students. understanding of child
Perceived Roles of a Teacher (2 hours) development and
Can accept personal accountability learning
to learners’ achievement and
performance.
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
Total No. of Hours : 17
REFERENCES
R1: EXPERIENTIAL LEARNING COURSE HANDBOOK
A Project of the Teacher Education Council (TEC)
Department of Education (DepEd)
Commission on Higher Education (CHED)
2009 Edition
R2: Dela Torre, L. et al. 2008. Field Study: Bridging Theories with Classroom Experiences,Mutya Publishing, Potrero, Malabon City.
R3: Regant, A. A. and Gavino, R. 2008. Field Study: Experiential Learning Course. C&E Publishing, Quezon Avenue, Quezon City.
R4: Lucas, M.R. et al. 2007. Field Study: Experiential Learning Course, LORIMAR Publishing, Inc., Cubao, Quezon City.
R5: Journals, e-books
Course Evaluation:
Other References:
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs
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June 2015 May 2015 PROFED CLUSTER Program Head - CELA LYNDON F. DEVERO, Ph.D.
VP for Academic Affairs