THE PPT BACKGROUND-FOR-FIELD-STUDY-2.pptx

The Philippine Professional Standards for Teachers defines teacher quality in the Philippines. The standards describe the expectations of teachers' increasing levels of knowledge, practice and professional engagement.
A field study is a research method that involves conducting observations and collecting data in a natural setting. This method includes observing, interviewing, and interacting with participants in their environment, such as a workplace, community, or natural habitat.

1. BACKGROUND FOR FIELD STUDY 2

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? Field Study 1- Observations of Teaching-Learning in Actual School Environment Field Study 2- Participation and Teaching Assistantship Practice Teaching/Teaching Internship

3. 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

4. To determine the intended learning outcomes for Filed Study, the three important sources below, were used. What kind of teacher should you be? Learn more about these three sources to find out. The CFSAT 21 tells you what an ideal ASEAN teacher shouldknow and be able to do. It has 11 General Ideas of Responsibility/Competencies - Sameo Innotech Regional Educationa Program 2010 Competency Framework for Southeast Asian Teacher of the 21 st Century CFSAT 21 The PPST Domains: Content Knowledge and Pedagogy Learning Environment Diversity of Learners Curriculum and Planning Assessing and Reporting Community Linkages and Professional Engagement Personal Development Phillippine Professional Standards for Teacher Competencies on which you will be tested in the LET Program OutcomesCMO NO. 74-80,82 S. 2017

5. Kolb’s model consist of concrete experiences, reflection, formation of abstract concpets and generalizations conceptualzation , and then testing concept in a new situation. -Kolb, 1884 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. Experience Test Reflect Conceptualize

6. The O.A.R Approach I will bring together my past, present future as I expresses my insights and do my portfolio. I will remember to train my senses be more sensitive to the learner and the environment. I will be objective and use critical thinking. Reflect -Dewey Observe -Bandura and Vygotsky Analyze -Bruner 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.

7. 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. Construction of Bulletin Boards Assist in the construction of bulletin boards. For the classroom use For the school bulletin boards. Participation in classroom management activities Assist in the physical arrangement of the classroom Management of class routine ex. Passing in and out of the room Assist during snack time Help maintain a safe classroom atmosphere 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 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

8. 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.

9. 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.

10. 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: are required to accomplish successfully the activities in at least 54 hours in one semester to earn a three-unit credit. secure appropriate Filed Study permits and undergo orientation/briefing before they are deployed in cooperating schools. 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. Wear official school/university uniform during the Field Study in the FS resource school for face – to- face modality.

11. 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.

12. 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.

13. 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.

14. 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-