CPT 6 -Field Study - Observations of Teaching-Learning in Actual School

Course Code/Title
Environment
Mon- 5:30-8:30 PM
st
Term 1 Semester S.Y. 2024-2025 Class Schedule Saturday 8:00 AM-12
BICOL
UNIVERSITY -1:00-3:00 PM
Legazpi City Revision Date August 21, 2024 Co-Requisite/s None
All Professional
Credit 3.0 Pre-Requisite/s
ISO 9001: 2015 Education Courses
SOCOTEC SCP000722Q
st st
Course Placement CPT-1 year 1 Semester Type of course Professional Education
Consultation
College College of Education Faculty Maria Asuncion N. Saunar, Monday 2:00-4:00 P.M.
Hours
MARead
09074533842 /
Department Management and Professional Education (MPE) Contact Details mariaasuncionnavia.saunar@bicol-
Dean/Director Lorna M. Miña, PhD
u.edu.ph
Program Certificate in Professional Teaching (CPT) Department Chair Maria Cecilia P. Aguilar, MAED
A University for Humanity characterized by
productive scholarship, transformative leadership, Core Values
Vision Scholarship, Leadership, Character, Service
collaborative service, and distinctive character for
sustainable societies.
The Bicol University shall give professional and
technical training, and provide advanced and
Bicol University commits to continually strive for excellence in instruction, research
specialized instruction in literature, philosophy, the Quality Policy
Mission and extension by meeting the highest level of clientele satisfaction and adhering to
sciences and arts, besides providing for the
quality standards and applicable statutory and regulatory requirements.
promotion of scientific and technical and
technological researches (RA 5521, sec.3.0)

Institutional Learning Outcomes:

Every BU graduate should:
1. Demonstrate critical thinking and integrative skills to solve problems and to support lifelong learning;
2. Communicate effectively and appropriately orally and in writing for various purposes with the responsible use ICT tools;
3. Collaborate with diverse people ethically and with mastery of knowledge and skills in given disciplines; and
4. Create knowledge and innovation to promote inclusive development as well as globalization.

Program Learning Outcomes:

The Certificate in Professional Teaching will enable completers to:

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 1. Manifest understanding of the diversity of learners and the learning principles applicable in promoting a learner-centered teaching;

2. Demonstrate competencies in instructional planning and facilitating learning, developing and using ICT, assessing and reporting learning process and
outcomes, and managing the learning environment;
3. Practice professional and ethical teaching standards sensitive to the changing local, national and global realities

Course Description: This is an experiential course which will immerse a future teacher in an actual classroom situation and learning environment. It will involve them in direct
observation of learner’s behavior, motivation, teachers’ strategies of teaching, classroom management, and assessment. It will also allow them to participate and assist in a
limited actual teaching-learning activities like preparation of instructional materials and bulletin boards, assessment, and other routines in the classroom. The course requires a
portfolio and completion of 60 hours actual immersion in a school.

Course Learning Outcomes:

Course Learning Outcomes P1 P2 P3

Formulate one’s philosophy of teaching. (PPST Domain 7) I I I
Describe how a safe and secure learning environment contributes to the physical, socio-emotional, and
cognitive development of learners. (PPST Domain 2) IP IP D

Determine ways of addressing learner’s diversity in terms of gender, needs, interests, cultural background,
and difficult circumstances. (PPST Domain 3) I I IP

Appraise how teacher manifests her/his personal and professional competencies. (PPST Domain 7) I I I
Illustrate the teaching-learning process and the use of ICT to promote quality relevant and sustainable
educated process. (PPST Domain 4) I I P

Assess the various classroom management strategies observed in the class. (PPST Domains 2 and 4) I IP IP
Analyze concepts, theories and principles in curriculum development in actual classroom setting. (PPST
Domain 4) I I IP

Evaluate assessment and reporting practices done in the classroom. (PPST Domain 5) I I IP

Legend: I – Introduced concepts/principles; P – Practice with supervision; D – Demonstrated across different settings with minimal supervision

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Course Outline:

Specific Learning Learning Content Instructional Instructional Performance Standard Assessment

Outcomes Delivery Resources Tasks/Outputs
Course Orientation Students read, list and Slide deck Clear presentation of the desired Statement of Desired
take note of the Presentation for the personal learning goals and Personal Learning Goa
Relate the CLOs to the Vision of the University, different course Course Orientation outcomes through one’s educational and Outcomes
Institutional Outcomes and VGMO of BUCE, Institutional, requirements in the autobiography and academic
VGMO of BU/BUCE, program and Course course (1 hr Activity Worksheet 1 roadmap My Educational
Orientation) Autobiography, My
Learning Outcomes
List and Take note of the Teaching Credo and
Creative Writing (My Academic Roadmap
Course Requirements, class Course Overview and Course
Educational
schedule and policies Requirements Autobiography or
Autobiographical
Write one’s educational PPST Domain 7: Personal Essay and My
autobiography, credo and Growth and Professional Teaching Credo)
academic roadmap setting and Development
expressing clearly their Visual Doodles
teaching philosophy and (My Academic
desired personal learning goals Roadmap)
and outcomes

7.1.1 Articulate a personal

philosophy of teaching that is
learner centered

7.4.1 Demonstrate an
understanding of how
professional reflection and
learning can be used

7.5.1 Demonstrate motivation to

realize professional
development goals based on
the PPST

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 Share their thoughts, insights Orientation on the PPST/ Reading DP 42 s. DepEd Order No. Clear presentation of the students’ Rubrics on Reflection
and reflections on the Philippine Career Stages and 2017 42 s. 2017 insights and reflections on the PPST, Paper for the
Professional Standards for Beginning Teacher Career Stages and BTIs reflection Performance Based
Teachers (PPST) Indicators Viewing the PPST Explainer paper on PPST Assessment Task
instructional or Video available
explainer videos on
through the link
PPST
http://deped.in/PP
STexplainervideo
or access the
slides in the PPST
Orientation
through the link
http://deped.in/PP
STSlides

Activity Worksheet 2

Determine a school PPST Domain 2 – Learning Visual Imagery Activity Worksheet 3 Recall the school campus of the Rubrics on the
environment that is physically, Environment Technique previous school attended. submitted worksheets
psychologically, and socially
supportive of learning. Viewing of Document observations based on the Accomplished Activity
documentary materials videos/onsite class and answer the Sheet/s.
Differentiate the characteristics on the Phil School guide questions from the activity
and needs of learners from system through the sheet/s. My Personal Illustration
different developmental levels. link: of an Effective School
Based on the video/s, write the most Environment: a) photo
https:// salient developmental characteristics essay; b) a sketch or
www.youtube.com/ of the learners you observed, thick of drawing; c) a poem or
watch?v=hsWaQVu- implications for the teacher. rap
o1Y

https://
www.youtube.com/
watch?
v=RV9myozat44

https://
www.youtube.com/
watch?v=3MGLtlNfsgo

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 https://
www.youtube.com/
watch?
v=5lMEkeKzZh8
Demonstrate content Teaching – Learning Process Videoconferencing Activity Worksheet 4 The students can: Observation notes on
knowledge of the principles of platform, messenger, the principles of
teaching and learning and its e-mail or text Write the principles of teaching and teaching and learning a
messaging for face to learning used by the cooperating well as teaching
application in the teaching –
PPST Domain 1: Content face , synchronous teacher. strategies used by the
learning process. and asynchronous cooperating teacher.
knowledge and Pedagogy
discussions depending Enumerate the various strategies
Identify the different on what is accessible used by the cooperating teacher. Analysis on how the
approaches employed by the to students teaching and learning
teacher in dealing with learners Write an analysis on how the process should be
in the teaching-learning process Videos of teaching and learning process should conducted considering
demonstration be conducted considering the the different teaching
Analyze how the teaching and teachings different teaching approaches and approaches and
learning process should be principles of teaching and learning in principles of teaching
conducted considering the Class observations a face-to-face or flexible learning and learning.
( onsite ) modality in the new normal.
different teaching approaches
Reflection paper on the
and principles of teaching and teaching strategies
learning. employed by the teache
in a face-to-face video
demonstration flexible
learning modality in the
new normal.
Authentic Midterm
Examination
Describe the characteristics, PPST Domain 3: Diversity Observe and take Activity Worksheet Clear presentation of the Rubrics on Reflection
needs and interests of of Learners note of the 5 characteristics, needs and Paper for the
learners from different characteristics, interests of learners from different Performance Based
developmental levels. needs and interests Guide Questions developmental levels and Assessment Task
of learners from teacher-guided activities/practices
different that address learner’s gender,
Discuss the influencing developmental needs strengths, interests and
factors in the home levels. experiences.
environment that affect the
students’ learning Onsite /Online Student-led discussion on the
interview factors in the home environment
Identify teacher-guided that affect the students’ learning.
activities/practices that

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 address learner’s gender,
needs strengths, interests
and experiences.
Identify the different curricula PPST Domain 4: Close Onsite /online Activity Worksheet Critique the constructive Learning artifacts
that prevail in the school Encounter with the School learning via a 7 alignment of the components of a
setting. Curriculum learning lesson plan. Scoring rubrics

Describe how the teacher management

Multiple choice test
manages the school system
curriculum by planning, Accomplished activit
implementing lessons sheet/s.
through different strategies
and assessment of learning
outcomes.
Analyze if the teacher aligns
the objectives to subject
matter, to teaching strategies
and assessment.
Identify learning PPST Domain 6: Community Onsite / online Activity Worksheet 8 Clear presentation on roles of Video analysis
environments that are Linkages and Professional learning via a (Home-School Link: various stakeholders in the
responsive to community Engagement Connect Me) learning process. Reflection Paper
learning
contexts
management Accomplished
system worksheet
Describe the parents’ roles
and the wider school Onsite Online
community in the educative interview
process
Video viewing
Enumerate school policies
and procedures that
link/connect school to other
stakeholders.
Developing of Portfoli
with scoring rubrics

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Course Requirements:
Type of Requirements Specific Requirements Modality of Submission Due Date
Compilation of the accomplished activity sheets, scoring rubrics, observation E Email attachment (save/share the files
Portfolio Dec 9-14, 2024
reports and reflective essays. using Google Drive)
Class Participation Attendance on face-to-face l meetings, graded recitations, etc. N/A
(Faculty will replace or remove or add entries in the table as applicable in the course.)
This syllabus is subject to change as it allows flexibility in the learning experiences or instructional delivery, assessment tasks, schedule and final requirements)

Community Engagement:
Type of Community Engagement Activities Observation and immersion in the teaching and learning process
Title/Name of CE Activities USWAG Tutorial Project
Duration 1 school year
Locale Albay Central School
CE Requirement Developing Tutorial Session Guide to Facilitate Tutorial Lesson

Lifelong Learning Opportunities

This course offers life-long learning opportunities for would-be elementary teachers. It gives them a glimpse and first-hand experience to assist the Basic Education
Teachers in the elementary and high school levels. Through the course, they are expected to navigate the curriculum for the Basic Education and be familiar with the principles
behind the many teaching approaches and strategies used in teaching the subject. Most importantly, the students will be given training on how to develop, select and design their
own lessons through the online presentations and modules prepared for them. This will equip them when they perform the online teaching demonstration.

Course Assessment:
System of Computing Grades:

BU Grading System (To include performance standards)

Product /Output------------------------------------ 30%

Quiz/ Performance ------------------------------- 20%
Midterm /Final Examination -------------------- 30%
Participation---------------------------------------- 20%
100%

BU Grading System (To include performance standards)

System of Computing Grades:
Midterm Grade
Tentative Grade
Final Grade = 1/3 (Midterm Grade) + 2/3 (Tentative Grade)

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REFERENCES:

Lucas, Maria Rita D., PhD, et al (2020). Field Study 1. Quezon City: Lorimar Publishing Inc.
Supporting Beginning Teachers: A Coaching and Mentoring Module for DepEd Supervisors of Experiential Learning Students, 2019
Developed through the Teacher Education Council and the Philippine National Research Center for Teacher Quality, Phil Normal University
With support from the University of England-SIMMER National research Center and the Australian Government

Course Policies:

These policies aim to guide you in achieving the learning outcomes in this course and in becoming more responsible and accountable for your learning.

Ethical Policies:
Proper decorum, whether in online or onsite modes, is expected from students. In communicating with the teacher or with your classmates, please use courteous
language and respond as promptly as possible to questions or discussion posts. If video conferencing is done in synchronous discussions, please wear a decent outfit
and groom yourselves properly. For more information on netiquette, you may visit https://www.educatorstechnology.com/2014/06/15-essential-netiquette-guidelines-
to.html.

Academic Integrity Policy:

Honesty is a highly valued principle in the teaching and learning process. Cheating, plagiarism or any other form of academic dishonesty shall be strictly and promptly
dealt with based on the BU student handbook. For more information on how to build academic integrity and avoid dishonesty, you may visit
https://guides.auraria.edu/copyright/plagiarism.

Policies on Absences and Tardiness:

Your attendance will be checked based on scheduled participation in their preferred modality. Students who confirmed engagement via synchronous, asynchronous
or in special arrangements, limited face to face modality are expected to participate based on agreed schedules. An absence will be marked if the student fails to follow
given schedules of participation.

Language of Instruction:
You are expected to use English as the formal medium of communication during interactions. Filipino and/or the regional language, Bikol, may be allowed by the
teacher depending on the need.

Use of the Learning Management System:

Google Classroom will be used for this course. As discussed, all materials and resources will be made available via this platform. Make sure you have your BU gmail
accounts. Otherwise, please contact the ICTO office at [email protected].

Use of Mobile Phones and Gadgets:

Gadgets like mobile phones, tablets, laptops and others are necessary to facilitate distance and flexible learning, so they shall be maximized provided they are
utilized for the purposes of teaching and learning.

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 Special/Make-Up Quiz/Examinations/Work:
Concerns regarding examinations and other requirements should be discussed with the teacher as soon as they arise so that possible adjustments can be made, but
these adjustments will be subject to the careful and principled consideration of the teacher.
Accommodations:
Concerns regarding any aspect of the course must be communicated directly to the teacher for possible consideration.

Statement on Student Wellness:

The outcomes, topics and requirements have been determined considering the many possible circumstances the students are in given the global health crisis that is
why several modes are provided in achieving them. The students’ well-being is a top priority in the implementation of the course and this will constantly be balanced with
the emphasis on achievement.

Advising and Support:

Students who are in need of assistance or support in this course are encouraged to communicate with their teacher. Regular consultations and varied modes of
communication will be offered.

Prepared by: Reviewed by: Approved:

MARIA ASUNCION N. SAUNAR, MARead Ed MARIA CECILIA P. AGUILAR, MAED LORNA M. MIṄA, PhD

Course Facilitator Department Chair Dean

August 21, 2024

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