LETTER TO THE FIELD STUDY STUDENT

To our Dear students,

Welcome to the world of field study!

This manual is your tool. This will be your companion for the next six (6) Field Study subjects that you are going to have as a pre-service teacher. So it is really having 6 workbooks in 1 manual! Each field study subjects has episodes for you to venture on. Think of it like you are on reality TV show called Teacher Factor (not Fear Factor), and the field study episodes are your guide on how get closer to your destination, i.e., becoming an effective teacher. An important aim of this manual is to link theory with practice. Always remember to make connections with what was taken up in your theory classes and what you see in actual settings.

Consider this manual as your OAR, (you know that long wooden thing shaped like a board blade at the end that boatmen use to propel or row boat). Like on oar, this workbook will be of help to you only when you exert effort to learn. The OAR without the boatmans effort is of no use. The boatman without an also has a big problem; much like a field student who goes to the field without any or purpose.

OAR is also an acronym that represents the general pattern of the tasks you might expect to do in the different episodes, you will basically.

Observe in actual settings or Orchestrate a plan, or Organize your output.

Analyze the experience, and then

Reflect on the experience.

Observation makes you more keenly aware of and sensitive to the learner and the learning environment. Orchestrating plans that lead you to create out puts uniquely your own, taps your problem solving skills and creativity.

Analyzing what you observe and do, trains you to become a critical thinker.

Reflecting on your experiences makes you a lifelong learner.

Just imagine your possibilities. You can truly become a teacher who is sensitive to the needs of the learner, a good problem solver, becoming with creativity, a critical thinker and a lifelong learner! What more could the future ask for? Read the orientation notes on the pages that follow so youll have more information and be more ready to begin.

Make your field study courses a great journey of discovery and learning!

Bon Voyage!

The Authors

LETTER TO THE FIELD STUDY TEACHER

Dear Field Study Teacher,

Yours the awesome job of facilitating the field experiences of preservice teachers. Think of this workbook as your partner in guiding them as they go through the six (6) field study subjects. Each subject is presented here with the syllabus and the different learning episodes. The Learning Episodes are meant to develop competencies reflected in the National Competency-Based Teacher Standards (NCBTS) and CHED Memo no. 30.

We are fully aware that different schools/colleges/universities have varying conditions/scenarios that form a unique backdrop against which the field study will be implemented. This is why we designed the workbook in such a manner, that it offers the greatest flexibility. It allows wider latitude

for the school administrators, field study teachers, cooperating teachers and pre-service teacher to work on. This flexibility is articulated in the following:

Flexibility in the theory course. The school has a choice on which professional subject to align or anchor the FS subject. Flexibility in the choice of learning episodes. The syllabus for each FS subject is presented before the episodes. This will help you decide with your students which episodes are do-able or feasible for them. You may or may not do all the learning episodes suggested. Flexibility in grouping. The learning episodes maybe done by the preservice teachers individually or in groups. Flexibility in time allotment. The FS teacher and the students can agree on the time allotment for each activity to sufficient cover the 17hour requirement of the course.

As you might have thought and planned already, an orientation is truly necessary to ensure better success of the field study students. We have prepared a brief collection of Orientation notes found on pages 4 to 7. We hope this will be helpful to you.

Lets work together in providing the best training and education to our pre-service teachers.

ORIENTATION NOTES FOR FIELD STUDY AND THIS WORKBOOK

The Authors

These orientation notes include:

Legal Foundations of Field Study Theoretical Foundations The OAR Approach to Field Study Field Study Subjects Matrix Suggested Guidelines

LEGAL FOUNDATIONS

CHED Memorandum Order no. 30 (CMO 30) was promulgated on September 13, 2004 for the purpose of rationalizing the undergraduate teacher education in the country to keep pace with the demands of global competitiveness. It is in accordance with the pertinent provisions of Republic Act no. 7722, the higher Education Act of 004. CMO 30 embodies the policies and standards for the undergraduate teacher education curriculum.

Article V. sec. 13 of CHED Memorandum Order no.30 states that, Field Study courses are intended to provide students with practical learning

experiences in which they observe, verify, and reflect on, in actual school settings. The experiences will begin with field observation and gradually intensify until students undertake practice teaching.

The field Study courses are composed of six field study subjects and practice teaching. This workbook addresses the six field study courses.

THEORETICAL FOUNDATIONS
This workbook adheres to the Vygotskian principle of social construction of knowledge, i. e., meaningful learning and construction of knowledge will occur if learners work hands-on in relevant settings and with the proper guidance. Complementary to Vygotskys theory is Albert Banduras Social Learning Theory. Bandura asserted that learning takes place not only through imitation but also observation. Recently, the situated Learning Theory reiterated Vygotskys and Banduras views. It emphasized that knowledge needs to be presented in a authentic context, I. e., settings and applications that would normally involve that knowledge; and that, learning requires social interactions and collaboration. The field study experience is geared towards exactly this, to give pre-service teachers the

opportunity to learn through meaningful and systematic exposure in actual settings.

Another important theoretical basis of this field study experience is reflective education. John Dewey stressed the vital role that reflection played in the growth and development of teachers. Reflection allows the learner explore his/her experience in order to arrive at new understanding or insights. It may be done individually or through sharing and discussion with others.

Ramasamy (2002), in his review of literature on reflective practice highlighted the following: Kohb (1984) in his model of the experimental learning cycle regards the process of reflecting upon experience as a crucial stage. Experience without the reflection does not lead to learning. According to Baud et al (1997) just having an experience does not necessarily mean that learning has occurred. The important factor which can turn raw experience into learning is the process of reflection. (p. 129). Brown and McCartney (1999) point out that reflection on both the content and the process of learning help learners move towards and stay within a deep approach to learning. Throughout the workbook, reflection is an integral component and is used to conclude each learning episode.

APPROACH TO FIELD STUDY

The approach taken in this workbook is of course derived from its theoretical underpinnings. We use the acronym OAR to represent the general cyclical pattern of the task that pre-service teachers are expected to do in the different learning episodes. After the goal/target and the map are given per episode, hey will basically. Observe in actual settings or Orchestrate a plan, or Organize an output. They will the Analyze/synthesize the experience, and Reflect on the experience.

Observation in actual setting is meant for the FS Student to train their senses to really focus on important details of the learning situation and perceive them with clarity and objectivity. It entails that students learn to differentiate making an observation and interpreting the observation.

Analysis involves the use of critical thinking to break down the components of what was observed, orchestrated or organized. Further on it will also involve the ability to synthesis, i.e., to organize into a coherent pattern the salient points of what one has analyzed and learned.

Reflection involves the past, the present and the future of the field study student. In light of each field study experience episode, the field study students reflect on relevant past experiences that might have affected their

beliefs, values and attitudes about learning. The students also reflect on how each episode is affecting their present thinking and finally, how their learning will impact on their future as teachers. This allows for integration of the future teacher as first and foremost a person with beliefs, values and attitudes.

The fruits or reflection is affect subsequent observations and analysis, thus making the model cyclical.

This approach answers in part to the challenge of developing mechanisms for the experiential learning component of pre-service teacher education. It moves away from the old view that, Teacher development is simply informational; that it only involves providing new and updated technical knowledge as these facilitate students learning in actual contexts.

Through the six field study courses, the students will have repeated exposure and practice in reflecting teaching. The end goal is for them to imbide reflective teaching that it becomes second nature to them.

THE OAR APPROACH

It involves training of the senses that makes FSs more keenly aware and sensitive to learner and the Learning Environment. It provides integration of FSs past, present and future.

Reflect (Dewey)

Observe/ organize/Orchestrate (Bandura and Vygotsky)

Reflective Teaching Practice

Analyze/Synthesize (Bruner) Trains FSs to become a Critical thinker

FOCUS EPISODE 1 School as learning Environment

SPECIFIC TASK

LEARNING EVIDENCE

DOMAIN

COMPETENCIES

Visit a school. Look into its facilities and areas that support learning (i.e., classroom, library, playground, canteen

an illustration of a school that is supportive of learning or a child-friendly school through any of the following: a descriptive paragraph a photo essay

Learning Environment

Determine an environment that provides social psychological and physical environment of learning

Peace Concept in focus

Describe the school environment

Curriculum

Building Friendship

Prepare an observation log.

EPISODE 2 Learners Characteristics and needs YOU AND I ARE DIFFERENT Observe 3 groups of learners from different levels (preschool, elementary, and high school) Describe each group of learners based on your Peace Concept in focus valuing observations. Narrative description of diversity among children. Diversity of the learners Differentiate Learners of varied characteristics and needs.

Diversity

Describe each group of learners based on your observations. Validate your observation by interviewing the learners. Compare them in terms of their interest and needs.

EPISODE 3 Classroom management and learning IN AND OUT Observe a class. Using a Checklist on classroom management components. Learning Environment Manage time, space, and resource to provide an environment

checklist, find out the evident classroom components Describe how the classroom is structured designed to allow everyone to participate in the learning activities. Relate the data in your checklist to the learners behavior. Reflect on how classroom Diversity of Learners

appropriate to the learner and conducive to learning.

management affects learning.

EPISODE 4 Learners characterized and learning activities TRAITS CHECK Observe a class on a regular day Take note of characteristic of the learners in the class Enumerate and describe the activities that took place in the class Analyze how the activities Collection of classroom activities written on card boats of rainbow colors S reflection paper on the consequence or match of learning activities to the learners characteristics Reflection on Learning Environment Recognize multicultural backgrounds of learners when providing opportunities.

facilitated learning considering the learners characteristics.

the interaction of the learners despite differences.

EPISODE 5 Individual Differences and the Learning Process Observation learners of different learning abilities he same grade/year Interview them to gather their background information. Observe them as they participate in a Learners Profile Diversity of Learners Determines teaching approaches and techniques appropriate to the learners. Determines, understand and accepts the learners; diverse background Relates the

classroom activity. Write a narrative report.

learners background to their performance in the classroom

EPISODE 6 Place concepts in focus: sameness in differences Individual Differences and the learning process Observe a class on a regular day Take note of characteristics of the learners in the class focusing on gender and cultural diversity Interview our Narrative description of Diversity among children Diversity of Learners Recognizes cultural backgrounds of learners when providing learning opportunities.

resource teacher about principles and practices that he/she uses in dealing with diversity in the classroom.

FS 3 SYLLABUS

THE LEARNERS DEVELOPMENT AND ENVIRONMENT Learning Environment Learning Environment

COURSE DESCRIPTION
This course is designed to help the Field Study Students verify the behavior of the child in the actual learning environment.

Field Study can be anchored on that Professional Education

Child and Adolescent Development Facilitating Learning Social Dimensions of Education

GENERAL OBJECTIVES
1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social and emotional development of the children or adolescents as manifested in the actual classroom setting. 2. Observe and reflect on the different approaches employed by the teacher in dealing with the learners in the different stages of the development. 3. Analyze the teaching and learning process should be conducted considering the differences phases of the development.