FIELD STUDY AND

TEACHING INTERNSHIP
Prepared by:
Jeanette F. Francisco
 EXPERIENTIAL LEARNING
Experiential Learning Theory (ELT) defines
learning as the process whereby knowledge is
created through the transformation of
experience. Knowledge comes from the
combination of grasping and transforming
experience (Kolb, 1984: 41).
 Philosophical Roots of
Experiential Learning
• Pragmatism- believes that the essence of
an idea comes from the consequence of its
test or practice; if it works, the idea is true or
good, if it doesn’t, the idea is false or bad.
 Philosophical Roots of
Experiential Learning
• Progressivism- change is the essence of
reality
-education is always in the process of
development
-essence of education is continual
reconstruction of experience
 Kolb’s Model of Experiential
Learning
• Concrete Experience (CE): This is the
action phase. Students are encouraged
to try-out the action and have a new
experience.
 Kolb’s Model of Experiential
Learning (1984)
• Reflective Observation (RO): This is
the observation phase. Students are
encouraged to intentionally reflect their
experience from multiple perspectives
(e.g. environment, stakeholder, context,
outcomes)
 Kolb’s Model of Experiential
Learning (1984)
• Abstract Conceptualization (AC): This
is the integration phase. Students
integrate experience into existing
schemas and theories. As a result, a new
concept is formed and can be applied to
future experience(s).
 Kolb’s Model of Experiential
Learning (1984)
• Active Experimentation (AE): This is
hypothesizing and trial phase. Students
are encouraged to hypothesize what will
happen and try the action out by making
decisions and solving problems.
 FIELD STUDY 1
Observations of Teaching-Learning in
Actual School Environment
(PPST,CMO No. 74-80 and
No. 82 s. 2017)
 LEARNING EPISODES
1: The School Environment
2: Learner Diversity: Developmental Characteristics,
Needs and Interests
3: Focus on Gender, Needs, Strengths, Interests,
Experiences Language, Race, Culture, Religion, Socio-
economic Status, Difficult Circumstances, and Indigenous
Peoples
4: Learner Diversity: The Community and Home
Environment
 LEARNING EPISODES
5: Creating an Appropriate Learning
Environment
6: Classroom Management and Classroom
Routines
7: Physical and Personal Aspects of Classroom
Management
8: Close Encounter with the School Curriculum
 LEARNING EPISODES
9: Preparing for Teaching and Learning
10: The Instructional Cycle
11: Utilizing Teaching-Learning Resources and
ICT
12: Assessment FOR Learning and Assessment
AS Learning (Formative Assessment)
 LEARNING EPISODES
13: Assessment OF Learning
14: The Teacher as a Person and as a
Professional
15: Towards Teacher Quality: Developing a
Glocal Teacher of the 21 Century
st
 Notes on Observation
Observation-core of FS 1; attitudes, beliefs and
practices that are effective in teaching and
learning
3 major objects of observation:
1. Environment- context (classrooms, learning
spaces, activities) in which teaching and
learning occur
 Notes on Observation
3 major objects of observation:
2. Learners- whose growth & development,
characteristics and diversity influence how they
interact, how they respond to teaching, shown
in their on-task and off-task behavior
 Notes on Observation
3 major objects of observation:
3. Teachers- guide and facilitators, managers of
learning, techniques they use, philosophy of
education, personal and professional
characteristics that influence their teaching and
learning strategies.
 Notes on Observation
Before and During Observation
• A skilled observer learns with a purpose,
focus and intentionality
A. Purpose- understand the intended outcomes
of the activity; non-participant observer; remain
unobstrusive (“invisible”)
 Notes on Observation
B. Focus- focus on what to observe; pay close
attention to details
Note: Make your observation multi-sensorial
(use your senses, look closely, listen intently but
discreetly, of course)
 Notes on Observation
C. Intentionality- knowing how you will record
and document observations; record and
document efficiently:
1. Use table/matrices, checklists that you can
fill out with data as you are observing.
2. Write brief notes of details you see while
using a checklist.
 Notes on Observation
3. Have a small notebook, pad or, sticky notes
ready for jotting additional notes.
4. Use apps to record your observation data.
5. Draw sketches or observational drawings.
6. Tally behaviors. An example would be noting
how many times a learner got up from his or her
chair within the whole class period.
 Notes on Observation
7. Make lists. An example would be making a list of
the words that a toddler used within a specified
time.
8. Write transcripts. This strategy is useful when
you pair your observation with interview or when or
you are documenting what you observed in a
specific incident and you are writing an anecdotal
record.
 Notes on Observation
9. Use audio or video gadget/equipment to
record data with permission from the teacher
and the learner/s. Some schools require
parents’ consent.
10. Take pictures with permission as well.
 Notes on Observation
After Observation
• Mnemonics- OAR (Observe, Analyze,
Reflect)
Observe- I shall look and see and listen and
hear. I should be able to record what I see and
hear.
 Notes on Observation
Analyze-I shall examine closely what I
observed, relate it to theories, principles and
concept that I already know.
Reflect- I shall think deeply of what I have
observed, connect it to my past experiences,
present undertakings and future goals and
plans as a teacher.
 Suggested Guidelines for
FS Students
The Field Study students:
1. are required to accomplish successfully the
activities in at least 54 hours in one semester
to earn a 1 unit credit.
2. Secure appropriate FS permits and
undergo orientation/briefing before they are
deployed in cooperating schools.
3. Observe classes and may work with a
partner. A Field Study partner is one whom
one can discuss and work with after the FS
Experience.
4. Wear official school/university uniform
during the Field Study in a cooperating
school.
5. Demonstrate personal qualities that
reflect a good image of a 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 Resource
Teacher or the Field Study faculty
immediately after the activity has been
done.
8. are required to prepare a portfolio for
every FS course. The FS Teacher is
encouraged to use a rubric for authentic
assessment of the portfolios. His 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.
 EPISODE 1:
The School Environment
1. A physical environment conducive for learning is
one that practices the following, EXCEPT?
a. Maintain facilities that provide challenging
activities
b. In sync with the vision, mission and goals of the
school
c. Keep the school safe, clean, orderly and free
from distraction
d. Address the physical, social and psychological
needs of the students
1. A physical environment conducive for learning is
one that practices the following, EXCEPT?
a. Maintain facilities that provide challenging
activities
b. In sync with the vision, mission and goals of the
school
c. Keep the school safe, clean, orderly and free
from distraction
d. Address the physical, social and psychological
needs of the students
A physical environment conducive for learning is
one that has consistent practices that:
• Keep the school safe, clean, orderly and free
from distraction
• Maintain facilities that provide challenging
activities; and
• Address the physical, social and
psychological needs of the students.
2. A display board should move students to respond
and participate through interactive displays. They get
students to think about and communicate their
learning. What purpose of display board is
exemplified?
a. Decorative
b. Motivational
c. Informational
d. Instructional
2. A display board should move students to respond
and participate through interactive displays. They get
students to think about and communicate their
learning. What purpose of display board is
exemplified?
a. Decorative
b. Motivational
c. Informational
d. Instructional
Display boards- powerful in communicating
information about learning environment; build
and establish school culture
4 general purposes of display board:
• Decorative-offer visual stimulation and
appeal to aesthetics; set the social and
psychological atmosphere of the school
• Motivational- encourage students to perform
better and have greater confidence.
• Informational- used as a strategy to readily
disseminate information
• Instructional- move students to respond and
participate through interactive displays. They
get students to think about and communicate
their learning.
Criteria for evaluating bulletin board displays
• Effective communication
• Attractiveness
• Balance
• Unity
• Interactivity
• Legibility
• Correctness
• Durability
 EPISODE 2:
Learner Diversity: Developmental
Characteristics, Needs and Interests
3. Among observation guides for learner’s
characteristics in Episode 2, on which aspect of
observation report will you note the learners’ ability to
use words to communicate their ideas and their
language proficiency?
a. Emotional
b. Cognitive
c. Social
d. Physical
3. Among observation guides for learner’s
characteristics in Episode 2, on which aspect of
observation report will you note the learners’ ability to
use words to communicate their ideas and their
language proficiency?
a. Emotional
b. Cognitive
c. Social
d. Physical
 Observation Guide for Learners’
Characteristics
a. Physical
• Observe their gross motor skills how they
carry themselves, how they move or walk,
run, go up the stairs, etc.
• Are gross movements clumsy or
deliberate/smooth?
 Observation Guide for Learners’
Characteristics
a. Physical
• How about their fine motor skills? Writing,
drawing, etc.
 Observation Guide for Learners’
Characteristics
b. Social
• Describe how they interact with teachers and
other adults.
• Note how they also interact with peers. What
do they talk about? What are their concerns?
 Observation Guide for Learners’
Characteristics
c. Emotional
• Describe the emotional disposition or
temperament of the learners (happy, sad,
easily cries, mood-shifts)
 Observation Guide for Learners’
Characteristics
c. Emotional
• How do they express their wants/needs? Can
they wait?
• How do they handle frustrations?
• Describe their level of confidence as shown
in their behavior
 Observation Guide for Learners’ Characteristics
d. Cognitive
• Describe their ability to use words to
communicate their ideas. Note their language
proficiency.
• Describe how they figure out things. Fo they
comprehend easily? Look for evidence of their
thinking skills
 Observation Guide for Learners’
Characteristics
d. Cognitive
• Were there opportunities for problem solving?
Describe how they showed problem solving
abilities.
 EPISODE 3:
Focus on Gender, Needs, Strengths,
Interests, Experiences Language, Race,
Culture, Religion, Socio-economic
Status, Difficult Circumstances, and
Indigenous Peoples
4. Which student thinking/behavior indicates that he/she
values diversity?
a. He/She regards his culture as superior to other’s
culture
b. He/She regards his culture as inferior to other’s culture
c. He/She accepts the fact that all people are unique in
their own way.
d. He/She emphasizes the differences among people
and disregards their commonalities.
4. Which student thinking/behavior indicates that he/she
values diversity?
a. He/She regards his culture as superior to other’s
culture
b. He/She regards his culture as inferior to other’s culture
c. He/She accepts the fact that all people are unique in
their own way.
d. He/She emphasizes the differences among people
and disregards their commonalities.
Markers of valuing student diversity in the
classroom:
• Sensitivity and empathy
• Gender identity, culture and religion are
respected, their strengths are recognized
• Everyone has the chance to learn and succeed
5. What is a teaching-learning implication of student
diversity?
a. Compare students.
b. Make use of a variety of teaching and
assessment methods and activities.
c. Do homogenous grouping for group activities.
d. Develop different standards for different student
groups.
5. What is a teaching-learning implication of student
diversity?
a. Compare students.
b. Make use of a variety of teaching and
assessment methods and activities.
c. Do homogenous grouping for group activities.
d. Develop different standards for different student
groups.
Teachers who celebrate and leverage student diversity in the
classroom:
• Use strategies to build a caring community in the
classroom.
• Model respect and acceptance of different cultures and
religions.
• Bring each of the student’s home culture and language into
shared culture of the school.
• Provide more opportunities for cooperation than
competition.
6. All are features of the Indigenous Peoples Education
Curriculum, EXCEPT?
a. Affirms and strengthen cultural identity
b. Makes education exclusive to the indigenous culture
c. Revitalizes, regenerates and enriches IKSPS and
indigenous languages
d. Anchors the learning context on the ancestral
domain, the community’s world view, and its
indigenous cultural institutions
6. All are features of the Indigenous Peoples Education
Curriculum, EXCEPT?
a. Affirms and strengthen cultural identity
b. Makes education exclusive to the indigenous culture
c. Revitalizes, regenerates and enriches IKSPS and
indigenous languages
d. Anchors the learning context on the ancestral
domain, the community’s world view, and its
indigenous cultural institutions
 Features of Indigenous Peoples Education
Curriculum (IPED) Curriculum Framework
a. Anchors the learning context on the ancestral
domain, the community’s world view, and its
indigenous cultural institutions.
b. Includes and respects the community’s expression
of spirituality as part of the curriculum context.
c. Affirms and strengthens indigenous cultural
identity.
 Features of Indigenous Peoples Education
Curriculum (IPED) Curriculum Framework
d. Revitalizes, regenerates, strengthens, and enriches
IKSPs (Indigenous Knowledge Systems and Practices),
ILS (Indigenous Learning Systems) and indigenous
languages.
e. Emphasizes competencies that are needed to support
the development and protection of the ancestral domain,
the vitality of their culture, and the advancement of
indigenous people’s rights and values.
 Features of Indigenous Peoples Education
Curriculum (IPED) Curriculum Framework
f. Supports the community’s efforts to discern new
concepts that will contribute to the community’s cultural
integrity while enabling meaningful relations with the
broader society
 EPISODE 4:
Learner Diversity: The Community
and Home Environment
7. Which parenting style/s contribute/s to the
development of children who have low level of
responsibility?
a. Authoritarian
b. Authoritative
c. Permissive
d. Neglecting and permissive
7. Which parenting style/s contribute/s to the
development of children who have low level of
responsibility?
a. Authoritarian
b. Authoritative
c. Permissive
d. Neglecting and permissive
 Baumrind’s Parenting Styles
• Authoritarian-very firm with their
children and expect unwavering and
unquestioning obedience. Rules are
set by parents and misbehavior is met
with withdrawal of affection, physical
punishments or threats.
 Baumrind’s Parenting Styles
• Permissive-not firm or controlling;
have few expectations; warm and
caring but may appear to be
uninvolved and uninterested.
 Baumrind’s Parenting Styles
• Rejecting-Neglecting- disengaged
from children; neither demanding nor
responsive to children; provide no
structure, supervision, support or
guidance
 Baumrind’s Parenting Styles
• Authoritative- achieves a good blend;
firm yet loving; clear and reasonable
expectations and limits for children;
treat children with respect and warmth;
understand the consequence of their
behavior
8. If a child was raised by authoritative parents,
how will most likely will he/she behave in
class?
a. Relates well to classmates
b. Is suspicious of others
c. Quarrels often with classmates
d. Has low level of independence
Children of:
• Authoritarian Parents- often unhappy,
fearful, withdrawn, inhibited, hostile
and aggressive; have low self-esteem
and difficulty with peers
Children of:
• Permissive Parents- often impulsive,
aggressive and lack self-control; may
they have low levels of independence
and responsibility
Children of:
• Rejecting-Neglecting Parents- are
found to be the least competent in their
over-all functioning and adjustment.
Children of:
• Authoritative Parents- are socially
competent, self-reliant, and have
greater ability to show self-control.
They have higher self-esteem and are
better adjusted.
 EPISODE 5:
Creating an Appropriate Learning
Environment
9. Learners are more likely to internalize and follow
classroom rules when ___________.
a. The teacher clearly explains the rules she prepared.
b. The learners know how the punishments for not
following the rules.
c. The learners participate in the rule-making process
d. The teacher gives additional points for those who
follow the rules
9. Learners are more likely to internalize and follow
classroom rules when ___________.
a. The teacher clearly explains the rules she prepared.
b. The learners know how the punishments for not
following the rules.
c. The learners participate in the rule-making process
d. The teacher gives additional points for those who
follow the rules
The classroom climate that is conducive for learning is
one that is non-threatening yet business-like. It is a
classroom where, when creating audio-visual
presentations, the following are observed:
• Specific classroom rules and procedures are clear.
• Classroom rules and procedures are discussed
within the first few days of the school.
• Students are involved in the deign of rules and
procedures.
• Techniques to acknowledge and reinforce
acceptable behavior are employed.
• Clear limits for unacceptable behavior are
established and negative consequences for such
are communicated
• Classroom processes are democratic.
 EPISODE 6:
Classroom Management and
Classroom Routines
10. What term applies to the established ways
of managing a classroom into a more
organized and systematic structure?
a. Classroom routine
b. Positive discipline
c. Classroom discipline
d. Classroom management
10. What term applies to the established ways
of managing a classroom into a more
organized and systematic structure?
a. Classroom routine
b. Positive discipline
c. Classroom discipline
d. Classroom management
Effective classroom routines
ensure order and discipline to help
the students to stay calm and focused
in their daily tasks
Best time to establish routines: At the
beginning/start of the year
11. The following are the advantages of
establishing routines early in the school year,
EXCEPT?
a. Ensures you to manage time effectively
b. Makes you more focused on teaching
c. Ensure retroactive actions for anticipated
problems
d. Helps you maintain order in the classroom
11. The following are the advantages of
establishing routines early in the school year,
EXCEPT?
a. Ensures you to manage time effectively
b. Makes you more focused on teaching
c. Ensure retroactive actions for anticipated
problems
d. Helps you maintain order in the classroom
Establishing routines early in the school year:
• Enables you to run your daily activities run
smoothly;
• Ensures you to manage time effectively;
• Helps you maintain order in the
classroom;
Establishing routines early in the school year:
• Makes you more focused in teaching
because you spend less time in giving
directions/instructions; and:
• Enables you to explain to the learners
what are expected of them.
 EPISODE 7:
Physical and Personal Aspects of
Classroom Management
12. The following must be noted as
observations for Physical Classroom
Management, except for ________.
a. Attendance
b. Acoustics
c. Structure/design of the classroom
d. Seating arrangement
12. The following must be noted as
observations for Physical Classroom
Management, except for ________.
a. Attendance
b. Acoustics
c. Structure/design of the classroom
d. Seating arrangement
 Two Aspects of Classroom Management
1. Personal Classroom Management
• Voice
• Personal grooming
• Attendance
• Punctuality
• Personal graciousness
 Two Aspects of Classroom Management
2. Physical Classroom Management
• Ventilation
• Lighting
• Acoustics
• Seating arrangement
• Structure/design of the classroom
• Physical space/learning stations
 EPISODE 8:
Close Encounter with the
School Curriculum
13. The influence of media, peers, community
tradition, advancement in technology, though not
deliberately taught in the lesson, will influence the
curriculum. This is referred to as ___________.
a. Written curriculum
b. Recommended curriculum
c. Implemented curriculum
d. Hidden curriculum
13. The influence of media, peers, community
tradition, advancement in technology, though not
deliberately taught in the lesson, will influence the
curriculum. This is referred to as ___________.
a. Written curriculum
b. Recommended curriculum
c. Implemented curriculum
d. Hidden curriculum
• Recommended Curriculum- used
nationwide as mandated
• Written curriculum- e.g. K-12 Curriculum;
a Leson Plan is a written curriculum in
miniscule
• Taught Curriculum- implementation
• Supported Curriculum- resources
(materials, objects, gadgets, laboratory, etc.)
• Recommended Curriculum- used
nationwide as mandated
• Written curriculum- e.g. K-12 Curriculum;
a Leson Plan is a written curriculum in
miniscule
• Taught Curriculum- implementation
• Supported Curriculum- resources
(materials, objects, gadgets, laboratory, etc.)
 EPISODE 9:
Preparing for Teaching and
Learning
14. Teacher Lily avoids drills out of context. She gives
real-world Math problems for students to drill on. She is
convinced of which principle of learning?
a. Learning is an active process.
b. Learning is the discovery of the personal meaning of
ideas.
c. Learning is a cooperative and a collaborative process.
d. Effective learning begins with setting clear
expectations and learning outcomes.
14. Teacher Lily avoids drills out of context. She gives
real-world Math problems for students to drill on. She is
convinced of which principle of learning?
a. Learning is an active process.
b. Learning is the discovery of the personal meaning of
ideas.
c. Learning is a cooperative and a collaborative process.
d. Effective learning begins with setting clear
expectations and learning outcomes.
These are time-tested principles of teaching and learning:
1. Effective learning begins with setting clear
expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget;
what I see, I remember; what I do, I understand”
3. Learning is the discovery of the personal meaning of
ideas. Students are given the opportunity to connect
what they learn with other concepts learned, with real
world experiences and with their own lives.
These are time-tested principles of teaching and learning:
4. Learning is a cooperative and collaborative
process.
 EPISODE 10:
The Instructional Cycle
15. The more senses that are involved, the more and
the better the learning. Which practice is aligned with
this principle?
a. Employ cooperative learning.
b. Teach using mostly verbal symbol.
c. Invite parents as resource speakers in class.
d. Bring students to field trips with consent of school
and parents.
15. The more senses that are involved, the more and
the better the learning. Which practice is aligned with
this principle?
a. Employ cooperative learning.
b. Teach using mostly verbal symbol.
c. Invite parents as resource speakers in class.
d. Bring students to field trips with consent of school
and parents.
 Guiding Principles in the Selection and
Use of Teaching Methods
1. Learning is an active process.
2. The more senses that are involved, the more and
the better the learning.
3. A non-threatening atmosphere enhances
learning.
 Guiding Principles in the Selection and
Use of Teaching Methods
4. Emotion has the power to increase retention and
learning.
5. Good teaching goes beyond recall of information.
6. Learning is meaningful when it is connected to
students’ everyday life.
 Guiding Principles in the Selection and
Use of Teaching Methods
7. An integrated teaching approach is far more
effective than teaching isolated bits of information.
16. In OBTL, upon which should my assessment
be based?
a. Content
b. Intended Learning Outcome
c. Scope of subject matter
d. Teaching and Learning activity
16. In OBTL, upon which should my assessment
be based?
a. Content
b. Intended Learning Outcome
c. Scope of subject matter
d. Teaching and Learning activity
• When you apply OBTL (Outcome-based
Teaching and Learning), you see to it
that the teaching-learning activities
(TLAs) and in turn the Assessment
Tasks (Ats) are aligned with the
intended learning outcomes.
 EPISODE 11:
Utilizing Teaching-Learning
Resources and ICT
17. Miss Inton is evaluating a website for her Literature class.
She is making sure that factual pieces of information found on
the site are well-documented, and pictures and diagrams are
properly labeled. She is also checking that there are no
misspelled words nor grammar errors. What criterion is she
focusing on?
a. Appropriateness
b. Clarity
c. Motivation
d. Accuracy
17. Miss Inton is evaluating a website for her Literature class.
She is making sure that factual pieces of information found on
the site are well-documented, and pictures and diagrams are
properly labeled. She is also checking that there are no
misspelled words nor grammar errors. What criterion is she
focusing on?
a. Appropriateness
b. Clarity
c. Motivation
d. Accuracy
Criteria for evaluating resources:
1. Accuracy. The resource material comes from a
reliable source and is accurate, free from error and is
up-to-date.
2. Appropriateness. The resource is grade/level-
appropriate. The content matches what is needed by
the teacher.
3. Clarity. The resource clearly addresses the
instructional goals in mid.
Criteria for evaluating resources:
4. Completeness. The content is complete. It has all the
information needed to be able to use them.
5. Motivation. The resource is engaging and rewarding to
learners. It will encourage the active participation of the
learners.
6. Organization. The resource is logically sequenced. It
clearly indicates which steps should be taken. The
procedures or processes flow smoothly.
18. A Science teacher uses a powerpoint presentation to show
the classification in Kingdom Animalia. The teacher then teaches
them how to use a software in making graphic organizers.
Students then use this to create their own graphic organizers to
classify animals. This shows technology integration which is
____________.
a. Entry-constructive
b. Adoption-constructive
c. Infusion-constructive
d. Transformation-constructive
18. A Science teacher uses a powerpoint presentation to show
the classification in Kingdom Animalia. The teacher then teaches
them how to use a software in making graphic organizers.
Students then use this to create their own graphic organizers to
classify animals. This shows technology integration which is
____________.
a. Entry-constructive
b. Adoption-constructive
c. Infusion-constructive
d. Transformation-constructive
 EPISODE 12:
Assessment FOR Learning and
Assessment AS Learning
(Formative Assessment)
19. In which type of assessment are students expected to
go beyond completing the tasks assigned to them by their
teacher and so students move from the passive learners
to active owners of their own learning?
a. Assessment as learning
b. Assessment for learning
c. Assessment of learning
d. Assessment in learning
19. In which type of assessment are students expected to
go beyond completing the tasks assigned to them by their
teacher and so students move from the passive learners
to active owners of their own learning?
a. Assessment as learning
b. Assessment for learning
c. Assessment of learning
d. Assessment in learning
 EPISODE 13:
Assessment OF Learning
20. Learning outcome: Conduct an investigation to prove
that plants can manufacture their own food.
Test item: Can plants manufacture their own food?
Explain your answer.
Is the test item aligned to the learning outcome?
a. No
b. Somewhat
c. Yes
d. Yes, if explain your answer is dropped
20. Learning outcome: Conduct an investigation to prove
that plants can manufacture their own food.
Test item: Can plants manufacture their own food?
Explain your answer.
Is the test item aligned to the learning outcome?
a. No
b. Somewhat
c. Yes
d. Yes, if explain your answer is dropped
21. The students were at a loss as to what answer to
give in a completion type of test since there were so
many blanks. Which is TRUE of the test item?
a. Too complex
b. Unattractive
c. Over-mutilated
d. Implausible
21. The students were at a loss as to what answer to
give in a completion type of test since there were so
many blanks. Which is TRUE of the test item?
a. Too complex
b. Unattractive
c. Over-mutilated
d. Implausible
22. To pinpoint which part of the lesson needs
more explanation, which scoring rubric can
help?
a. Analytic
b. Holistic
c. Ana-Holistic
d. All of the above
22. To pinpoint which part of the lesson needs
more explanation, which scoring rubric can
help?
a. Analytic
b. Holistic
c. Ana-Holistic
d. All of the above
23. Formulate a 5-item imperfect matching type
of test, is a test item in the level of which
cognitive process?
a. Creating
b. Analyzing
c. Self-system thinking
d. Evaluating
23. Formulate a 5-item imperfect matching type
of test, is a test item in the level of which
cognitive process?
a. Creating
b. Analyzing
c. Self-system thinking
d. Evaluating
 EPISODE 14:
The Teacher as a Person and
as a Professional
24. Which of the following is a quality that is
unbecoming of a teacher?
a. Patience and understanding
b. Humble and open-minded
c. Aggressive and dominating
d. Dignified and accommodating
24. Which of the following is a quality that is
unbecoming of a teacher?
a. Patience and understanding
b. Humble and open-minded
c. Aggressive and dominating
d. Dignified and accommodating
 EPISODE 15:
Towards Teacher Quality:
Developing a Glocal Teacher of the
21 Century
st
25. Which is one of these descriptors exemplifies a glocal
teacher?
a. Teacher who has taught successfully abroad or
overseas.
b. Teacher who remains to teach in the community until
retirement.
c. Teacher who teaches in the community but quality of
teaching meets global standards.
d. Online teacher teaching learners all over the world.
25. Which is one of these descriptors exemplifies a glocal
teacher?
a. Teacher who has taught successfully abroad or
overseas.
b. Teacher who remains to teach in the community until
retirement.
c. Teacher who teaches in the community but quality of
teaching meets global standards.
d. Online teacher teaching learners all over the world.
The term “Teach local, reach global” means that
the teacher brings diverse experiences in the
classroom with the various skills to work and live
as citizens of a global society. What teachers do
in the local community impacts the larger
community. As global citizens, the work begins,
where the teachers are, thus a “glocal” teacher.
Major responsibilities of teachers based on
ASEAN countries survey
1. Actual Teaching
2. Management of Learning
3. Administrative Work
FIELD STUDY 2
Participation and Teaching
Assistantship
 TEACHING
INTERNSHIP
Teaching Internship
- is the capstone or culminating learning experience
in the preparation of future teachers as reflective
practitioners and emerging leaders who conduct
themselves ethically and professionally.
-one semester full time teaching internship in basic
education schools either in campus or off-campus
using a clinical approach under the mentorship of a
cooperating teacher.
 Key People in Teaching Internship
1. Teacher Education Institution (TEI)- refers
to higher education institutions offering
higher education programs.
2. College Supervisors- are faculty members
from the TEI assigned to monitor, and
evaluate the FSS and PTs in the experiential
learning course.
 Key People in Teaching Internship
3. Cooperating School- refers to the TEI partner
school where Field Study and Teaching Internship
are undertaken.
4. Cooperating Teachers (CTs)- are the selected
educators who act as coaches and mentors of PTs
in their teaching internship program at the partner
or laboratory school of a TEI.
 Key People in Teaching Internship
5. Practice Teachers (PTs)- are pre-service
teachers having their teaching internship programs
in a laboratory school of a TEI or in a partner
cooperating school.
 Five Phases of Teaching Internship
Phase 1: Orientation Sessions
Phase 2: Observation and building relationship
Phase 3: Onsite Tasks
Phase 4: Final demonstrations accomplishing exit
forms
Phase 5: Evaluation of Teaching Internship
 Phase 1: Orientation Sessions
• First Orientation- it is conducted by
College Supervisor and the following
are discussed:
a. Subject requirements
b. TEI’s teaching internship policies
Phase 1: Orientation Sessions
c. CHED Policies and Terms
d. Conduct of Discipline of Interns
e. Schedule of dialogues and
conferences
 Phase 1: Orientation Sessions
• Second Orientation- it is conducted by
Cooperating School and Cooperating
Principal and the following are
discussed:
a. CS Vision, Mission, Goals and Core
Values
 Phase 1: Orientation Sessions
b. School Rules and Policies
(student’s attendance, school activities)
c. Expectations of Interns
d. A school tour of the facilities is
conducted to familiarize the environment
 Phase 1: Orientation Sessions
• Third Orientation- it is conducted by the
Subject Area Coordinator/Cooperating
Teacher and the following are discussed:
a. CS Vision, Mission, Goals and Core
Values
b. Content of the subject area, lesson exemplars,
grading system, subject requirements
 Phase 1: Orientation Sessions
c. Forms to accomplish
 Phase 2: Observation and building
relationship
• Cooperating Teachers (CTs) shall
request you to observe his/her
classes in order that you will become
familiar with the classroom routines,
subjects, teaching strategies, etc.
 Phase 3: Onsite Tasks
These include the following:
• Assisting in teaching-related tasks
• Checking of seat works and performance
tasks
• Assisting in accomplishing school forms
 Parts of Detailed Lesson Plan (DLP)
(DO No. 42, s. 2016)
I. Objectives
II. Content
III. Learning Resources
IV. Procedures
 Parts of Detailed Lesson Plan (DLP)
(DO No. 42, s. 2016)
V. Remarks
VI. Reflection
 ACCOMPLISHING SCHOOL FORMS
(DO No. 14, s. 2016)
SF 1: School Register-- Masterlist of Class
Enrollment
SF 2: Daily Attendance Report of Learner--
Recording of attendance, absence or
tardiness
 ACCOMPLISHING SCHOOL FORMS
SF 3: Books issued and returned—List of
books (by title) issue to or returned by learners
SF 4: Monthly Learner’s movement and
attendance– Enrolment count, transferred
in/out and dropout of Grade Level (summary of
SF 2)
 ACCOMPLISHING SCHOOL FORMS
SF 5: Report on Promotion and Level of
Proficiency– List of promoted/retained by class
SF 6: Summarized Report on Promotion and
Level of Proficiency– Number of
promoted/retained by grade level (summary of
SF 5)
 ACCOMPLISHING SCHOOL FORMS
SF 7: Inventory of School Personnel– List of
school personnel with basic profile and
teaching load/assignment
SF 8: Learner Basic Health Profile– Per
learner assessment of Body Mass Index
 ACCOMPLISHING SCHOOL FORMS
SF 9: Learner Progress Report Card–
Individual academic, behavioral, and
attendance report by quarter (formerly Form
138)
SF 10: Learner’s Permanent Academic
Record– Individual academic record by quarter
and SY (former Form 137)
 PARTS OF INTERNSHIP PORTFOLIO
I. Introduction
II. Acknowledgement
III. Curriculum Vitae of Practice Teacher
IV. Certificate of Completion
V. Professional Readings
 PARTS OF INTERNSHIP PORTFOLIO
VI. Weekly Journals
VII. Experiences, Evidences, and
Reflections on the PPST Domains
VIII. Teaching Philosophy
Writing Classroom-Based
Action Research (CBAR)
Action Research
➢ Refers to a wide variety of evaluative,
investigative and analytical research
methods designed to diagnose problems or
weaknesses --- whether organizational,
academic or instructional
Figure 1. The Action Research Cycle
Source: Nelson (2014)
Characteristics and Importance of
Action Research
• Improves educational practice
• Involves action, evaluation and reflection
• Gathers evidence to implement change in
practices
• Is participative and collaborative
• Is situation and context-based
Characteristics and Importance of
Action Research
• Develops reflection practices based on the
interpretations made by participants
• Is created through action and application
• Is based on problem-solving if the solution to
the problem results in the improvement of
practice
Characteristics and Importance of
Action Research
• Is iterative; plans are created, implemented,
revised, then implemented
• Is an ongoing process of reflection and revision
• Are not conclusive or abusive, but ongoing
findings emerge as action develops and take
place
 Steps in Action Research
I. Identify the problem
II. Define an Intervention
III. Apply intervention and collect data
IV. Analyze data and findings
V. Take action based on results
VI. Share Finding
Types of Action Research (Ferrance, 2000)
1. Individual Action Research
• Done by one teacher-researcher
• Identified problem: single classroom issue
• Support system: superior, co-teachers, parents
• Expected effects: instruction, assessment
change
Types of Action Research (Ferrance, 2000)
2. Collaborative Action Research
• Done by 2 or more teacher-researcher
• Identified problem: single issue or a common problem
• Support system: superior, community, parents,
organizations
• Expected effects: curriculum, instruction, assessment,
policy
Types of Action Research (Ferrance, 2000)
3. School-Wide Action Research
• Involves the whole school school administration, faculty,
and/or personnel
• Identified problem: school problem or area of collective
interest
• Support system: school commitment, leadership, partners
• Expected effects: school restructuring, policy change,
program evaluation
Types of Action Research (Ferrance, 2000)
4. District-Wide Action Research
• Involves the whole district administration, school heads,
and/or personnel
• Identified problem: district issue or organizational structure
concerns
• Support system: district commitment, leadership, partners
• Expected effects: allocation of resources, policy change,
structure evaluation
 Varieties of Action Research
• Diagnostic- researcher steps into an
existing problem and diagnosis the
situation
• Participatory- data is used to make
recommendations for the resolution of the
problem.
 Varieties of Action Research
• Empirical- conclusions are exclusively
derived from concrete, verifiable evidence
• Experimental- conducted with a scientific
approach using two sets of variables and
a hypothesis.
Action Research vs. Formal Research
ACTION RESEARCH FORMAL RESEARCH

GOAL Solve problems of local Develop and test theories for

concern wide population
SOURCES OF DATA Opinions of researcher are Opinions of the researcher
considered as data are NOT considered as data
SAMPLING Purposive samples Samples with large
TECHNIQUE random population

RESEARCH DESIGN Flexible, quick time frame Rigorous, done over long
periods
Action Research vs. Formal Research
ACTION RESEARCH FORMAL RESEARCH

APPLICATION OF Practical significance Theoretical significance

RESULTS
OUTPUT Driven by intervention Driven by results, hypothesis-
testing, and findings

CONCLUSION Covers only specific content Entails general truth and

and locale universal knowledge and
theories
RECOMMENDATION Stated in one statement or Horizontal mapping with
brief paragraph findings, conclusion and SOP
Research Proposal vs. Research Report
RESEARCH PROPOSAL RESEARCH REPORT
Communicates a researcher’s Communicates results and
plan for a study what was done
States what will be done States the analysis of data,
findings, implications and
conclusions
Denotes future actions Denotes past actions
Both use third person pronouns to maintain formality
of the paper
 Kinds of Action Research
1. Qualitative- requires the
collection of narrative data and
utilizes an inductive reasoning
approach
 Kinds of Action Research
2. Quantitative - requires the
collection of numerical data and
utilizes a deductive reasoning
approach.
 Kinds of Action Research
3.Mixed Method - combines
both quantitative and
qualitative types of data.
 Methods/Strategies of
Qualitative Design
• Ethnography - describes
interactions between people in
cultural and social settings
 Methods/Strategies of
Qualitative Design
• Case Study - in-depth study of
individual activities, people, or
groups
 Methods/Strategies of
Qualitative Design
• Phenomenological Studies -
explores and focuses on people's
experience of a phenomena
 Methods/Strategies of
Qualitative Design
• Narrative Research - studies individual
lives and asks subjects to provide
stories about their lives, which is then
retold into a narrative chronology
 Methods/Strategies of
Quantitative Design
• Experimental Research - uses a
scientific approach towards manipulating
one or more control variables and
measuring their defect on the dependent
variables
 Methods/Strategies of
Quantitative Design
• Non-Experimental Research -
describes a phenomenon simply as it
stands, or a relationship between two or
more variables, all without any
interference
 Methods/Strategies in
Mixed-Method Design
• Sequential - may begin with qualitative
interview for exploratory purposes and
followed by quantitative survey method
for generalization
 Methods/Strategies in
Mixed-Method Design
• Concurrent - converging or
merging qualitative and
quantitative methods
 Methods/Strategies in
Mixed-Method Design
• Transformative - using
theoretical lens as an
overarching perspective
•Presentation, Analysis, and
Interpretation of Data
-It is the manner of organizing and
reporting collected data, while analyzing
and interpreting them. Presentation can
be done using tables, graphs, charts,
etc.
•Conclusions and
Recommendations
-Conclusions are the valid outgrowth
of the findings you would like to share
together with your research
statement.
•References and Appendices
- References are listings of
sources of materials that are
alphabetically arranged
•References and Appendices
- are questionnaires, letter/s of
transmittal, legal documents and
supplementary materials, referred to
or have been cited in the study.
•References and Appendices
- are questionnaires, letter/s of
transmittal, legal documents and
supplementary materials, referred to
or have been cited in the study.
•References and Appendices
- are questionnaires, letter/s of
transmittal, legal documents and
supplementary materials, referred to
or have been cited in the study.
 Data Collection Tools
1. Observations - watching
people, events, or noting physical
characteristics in their natural
setting
 Data Collection Tools
2. Anecdotal Records - detailed
descriptive narrative recorded
alter a specific behavior or
interaction occurs.
 Data Collection Tools
3. Field Notes - similar to
anecdotal records, except that
they include impressions and
interpretations.
 Data Collection Tools
4. Ecological Behavior Descriptions -
Behavioral ecology is the study of behavioral
interactions between individuals within
populations and communities, usually in an
evolutionary context.
 Data Collection Tools
5.Diaries - personal accounts on
a regular basis.
 Data Collection Tools
7. Focus Group Discussions - a
discussion of a selected group of
people on a given topic or issue,
facilitated by a professional, extemal
moderator.
 Data Collection Tools
8. Checklists - structured
performance or artifact
observations or evaluation of a
behavior.
 Data Collection Tools
9.Tests - highly quantitative
tools that bring more reliable
results.
 Data Collection Tools
10. Survey Questionnaires - used
for collecting data in survey
research; includes a set of questions
that explore a specific content.
 Data Collection Tools
11. Authentic Assessment -
measurement of demonstrated
skills and competencies through
rubrics
 Data Collection Tools
12. Portfolio
13. Documentary Analysis -
interpretations of recorded materials
(student grades, faculty evaluation,
enrollment records).
 Data Collection Tools
14. Narratives - transcribed
testaments about individuals’
lives
 Data Collection Tools
15. Projective Techniques -
doodles, graphical sketches to be
interpreted by psychometricians
or other concamed professionals
 Principle of Triangulation
It is the usage and employment of
multiple sources of data in order
to establish trustworthiness or
consistency of the facts.
 Ethics in Action Research
Four Types of Ethical Practices
(Carson, et. al, 1989)
• Ethics of Hope - AR must ensure
concern for the broad range of needs
of students and school community.
 Ethics in Action Research
• Ethics of Caring - AR must put into
prime consideration the general
welfare of both students and
teachers.
 Ethics in Action Research
• Ethics of Openness - AR
participation, purpose, and intent
must be made known to all
involved.
 Ethics in Action Research
• Ethics of Responsibility -
Teacher-researchers must be
committed to principled action.
Action Research Reporting and Sharing Improving
Research Culture
• Teacher-researchers, upon conclusion of their
action research may share their findings by:
• collective sharing with other schools and
districts collaborating with school admin to
explore changes conducting seminars with
parents and teachers conducting in-house
trainings in schools publishing and presenting
papers
1. Why is there a need to conduct orientation
sessions for Teaching Internship?
a. To avoid future problems
b. To make the practice teachers ready
c. This is a requirement of the school
d. To establish a harmonious relationship with
the school
1. Why is there a need to conduct orientation
sessions for Teaching Internship?
a. To avoid future problems
b. To make the practice teachers ready
c. This is a requirement of the school
d. To establish a harmonious relationship with
the school
2. To ensure quality and better orientation
sessions, what must you do?
a. Record the orientation sessions
b. Attend all the required orientation sessions
c. Focus on all the things you need to follow and
accomplish
d. Take down important noted during the
orientation sessions
2. To ensure quality and better orientation
sessions, what must you do?
a. Record the orientation sessions
b. Attend all the required orientation sessions
c. Focus on all the things you need to follow and
accomplish
d. Take down important noted during the
orientation sessions
3. Which plan is used by teachers who are new in
the service or those who have less than a year of
teaching experience?
a. Daily Lesson Log
b. Daily Lesson Plan
c. Detailed Lesson Plan
d. Daily Learning Activities
3. Which plan is used by teachers who are new in
the service or those who have less than a year of
teaching experience?
a. Daily Lesson Log
b. Daily Lesson Plan
c. Detailed Lesson Plan
d. Daily Learning Activities
4. Which can be given as an optional activity
to reinforce students’ learning?
a. Artwork
b. Activities
c. Assignment
d. Assessment
4. Which can be given as an optional activity
to reinforce students’ learning?
a. Artwork
b. Activities
c. Assignment
d. Assessment
5. These things can be routinized
EXCEPT____________.
a. Passing of papers/books
b. Checking of attendance
c. Going in and out of the classroom
d. Designing the bulletin boards
5. These things can be routinized
EXCEPT____________.
a. Passing of papers/books
b. Checking of attendance
c. Going in and out of the classroom
d. Designing the bulletin boards
6. Which is the best way to know why a
learner is always absent in class?
a. Call the parent/guardian
b. Write a letter to the parent
c. Report to the Guidance Counselor
d. Look at his/her Facebook account
6. Which is the best way to know why a
learner is always absent in class?
a. Call the parent/guardian
b. Write a letter to the parent
c. Report to the Guidance Counselor
d. Look at his/her Facebook account
7. Ms. Rufo is teaching in a multi-grade
class. What materials must she employ?
a. Less-costly materials
b. Electronic materials
c. Differentiated materials
d. Commercially-made materials
7. Ms. Rufo is teaching in a multi-grade
class. What materials must she employ?
a. Less-costly materials
b. Electronic materials
c. Differentiated materials
d. Commercially-made materials
8. You prepared a Powerpoint presentation on
verbs for your English class, however, there was a
power cut-off, which should you do?
a. Go to another lesson
b. Give a seatwork instead
c. Use the available materials in class
d. Borrow learning materials from another
teacher
8. You prepared a Powerpoint presentation on
verbs for your English class, however, there was a
power cut-off, which should you do?
a. Go to another lesson
b. Give a seatwork instead
c. Use the available materials in class
d. Borrow learning materials from another
teacher
9. The following are instructional components of
differentiated instruction according to Carol Ann
Tomlinson, EXCEPT?
a. Content
b. Teaching method
c. Process
d. Product
9. The following are instructional components of
differentiated instruction according to Carol Ann
Tomlinson, EXCEPT?
a. Content
b. Teaching method- Lorimar TI, p. 41
c. Process
d. Product
10. How will you use the leadership skills of
some of your students for the benefit of the
class?
a. Recognize their leadership skills
b. Let them be as they are
c. Refer them to the Guidance office
d. Encourage them to join as many activities in
class
10. How will you use the leadership skills of
some of your students for the benefit of the
class?
a. Recognize their leadership skills
b. Let them be as they are
c. Refer them to the Guidance office
d. Encourage them to join as many activities in
class
11. Which activities promote the use of numbers
through estimating, calculating, budgeting,
analyzing?
a. Media
b. Literacy
c. Numeracy
d. Information
11. Which activities promote the use of numbers
through estimating, calculating, budgeting,
analyzing?
a. Media
b. Literacy
c. Numeracy
d. Information
12. What things do you need to settle before you
leave any school?
I. Forms required by school
II. Financial Matters
III. Papers and other requirements
a. I only c. III only
b. II only d. I, II and III
12. What things do you need to settle before you
leave any school?
I. Forms required by school
II. Financial Matters
III. Papers and other requirements
a. I only c. III only
b. II only d. I, II and III
13. What form is needed for a student to
transfer to another school?
a. SF 1
b. SF 2
c. SF 8
d. SF 9
13. What form is needed for a student to
transfer to another school?
a. SF 1
b. SF 2
c. SF 8
d. SF 9
14. Why is there a need to conduct Parent-Teacher
Conference?
a. To meet all the parents in your class
b. To keep them updated of all the school activities
c. To help their children in their academic
performance
d. To foster better relationships among various
stakeholders
14. Why is there a need to conduct Parent-Teacher
Conference?
a. To meet all the parents in your class
b. To keep them updated of all the school activities
c. To help their children in their academic
performance
d. To foster better relationships among various
stakeholders
15. Why is there a need to do action
research?
a. To get promoted
b. To be recognized in the field
c. To improve teaching practice
d. To comply with the requirements
15. Why is there a need to do action
research?
a. To get promoted
b. To be recognized in the field
c. To improve teaching practice
d. To comply with the requirements
16. What is the first step in doing action
research?
a. Read literature on the topic.
b. Search for open online resources.
c. Interview stakeholders on an issue.
d. Look for problematic situations that
prevail in the classroom.
16. What is the first step in doing action
research?
a. Read literature on the topic.
b. Search for open online resources.
c. Interview stakeholders on an issue.
d. Look for problematic situations that
prevail in the classroom.
17. Why do we need to do an exit
clearance?
a. For compliance
b. For record purposes
c. For a graceful exit
d. For accountability purposes
17. Why do we need to do an exit
clearance?
a. For compliance
b. For record purposes
c. For a graceful exit
d. For accountability purposes
18. What is the most important use of narrative
report?
a. To keep for future use
b. For systematic assessment
c. To document the stay of practice teachers
d. To account for all the teaching
experiences
18. What is the most important use of narrative
report?
a. To keep for future use
b. For systematic assessment
c. To document the stay of pract ice
teachers
d. To account for all the teaching
experiences