MABALACAT CITY COLLEGE

Mabalacat City, Pampanga

Institute of Teacher Education
1st Semester, Academic Year 2022-2023

COURES CODE: FS 2

COURES TITLE: Field Study 2: Participation and Assistantship

I. Course Description

Field Study II is a continuation of Field Study I. It allows the student teachers to participate and assist in
limited actual teaching-learning activities that relate to the assessment of learning, preparation of instructional
materials, and other routines in the classroom (CHED Memorandum Order No.s 74-80 & 82, s. 2017).

II. Course Intended Learning Outcomes (CILO)

At the end of this course, the students will be able to:

1. Reflect on the different educational theories and principles;

2. Observe classes and best teaching practices;
3. Interact with students;
4. Evaluate instructional materials and assessment tools; and
5. Analyze curriculum documents and analyze lessons.

III. Essential Learning

Teaching Learning Assessment SDG

Week ILO Learning Episode
Activities Methods Coherence
Cite the personal The Teacher We Observation of FS Learning Artifacts SDG No. 4
qualities of an Remember Resource Teacher Quality
effective teacher and learners Scoring rubric Education

State the professional Assisting FS Multiple-choice test

1 competencies Resource Teacher
expected of a teacher Reflection

Proposing problem/s
for action research

Be familiar about Embedding Action Observation of FS Learning Artifacts SDG No. 4

action research as a Research for Resource Teacher Quality
reflective teacher Reflective Teaching and learners Scoring rubric Education

Underscore the Assisting FS Multiple-choice test

2 importance of doing Resource Teacher
action research Reflection

Proposing problem/s
for action research

Use concepts and Understanding AR Observation of FS Learning Artifacts SDG No. 4

processes of action Concepts, Process, Resource Teacher Quality
research and Models and learners Scoring rubric Education
3
Identify sample Assisting FS Multiple-choice test
models of AR such as Resource Teacher
of DepEd, 2016; Reflection
McNiff &
 Whitehead, 2006; and Proposing problem/s
Nelson, 2014 for action research

Analyze teaching Matching Observation of FS Learning Artifacts SDG No. 4

learning problems Problematic Resource Teacher Quality
prevailing in the Learning Situation and learners Scoring rubric Education
classroom with Probable
Action Assisting FS Multiple-choice test
4 List matching action Resource Teacher
as probable solution Reflection
to the teaching-
learning problems Proposing problem/s
for action research

Assist in the Preparing the Observation of FS Learning Artifacts SDG No. 4

preparation of the Learning Resource Teacher Quality
traditional face-to- Environment: An and learners Scoring rubric Education
face learning Overview
environment Assisting FS Multiple-choice test
Resource Teacher
5
Explore the different Reflection
ways of establishing
a safe and conducive Proposing problem/s
virtual or on-line for action research
learning classrooms

Assist in the Enhancing a Face- Observation of FS Learning Artifacts SDG No. 4

preparation of the to-Face Learning Resource Teacher Quality
traditional face-to- Environment and learners Scoring rubric Education
face learning
environment Assisting FS Multiple-choice test
Resource Teacher
6
Explore the different Reflection
ways of establishing
a safe and conducive Proposing problem/s
virtual or on-line for action research
learning classrooms

Assist in the Making Online or Observation of FS Learning Artifacts SDG No. 4

preparation of the Virtual Learning Resource Teacher Quality
traditional face-to- Environment Safe and learners Scoring rubric Education
face learning and Conducive
environment Assisting FS Multiple-choice test
Resource Teacher
7
Explore the different Reflection
ways of establishing
a safe and conducive Proposing problem/s
virtual or on-line for action research
learning classrooms

Establish classroom Establishing My Observation of FS Learning Artifacts SDG No. 4

routines and Own Classroom Resource Teacher Quality
procedures before Routines and and learners Scoring rubric Education
during and after Procedures in a
classes Face-to-Face/ Assisting FS Multiple-choice test
8 Remote Learning Resource Teacher
Reflect on the basic Reflection
questions when
building classroom Proposing problem/s
routines and for action research
procedures in the
 classroom and in
remote learning

List down some

possible topics for
action research on
classroom routines
and procedures

Use professional
reflections and
learning to improve
practice

Explain the Creating My Observation of FS Learning Artifacts SDG No. 4

importance of Classroom/ Remote Resource Teacher Quality
classroom Learning and learners Scoring rubric Education
management plan Management Plan
Assisting FS Multiple-choice test
Enumerate the Resource Teacher
components of Reflection
classroom
management plan Proposing problem/s
9
for action research
Write classroom
management plan

Use professional
reflections and
learning to improve
practice

MIDTERM EXAMINATION
Explain the Writing My Observation of FS Learning Artifacts
importance of Learning/ Lesson Resource Teacher
lesson/learning plans Plans and learners Scoring rubric

Write Assisting FS Multiple-choice test

learning/lessons Resource Teacher
plans using the Reflection
specified learning
competencies, Proposing
reflections, and problem/s for action
effective research
communication
skills
10
Revise the lesson/
learning plans based
on the feedback
given by the
Resource teacher

Cite some problems

encountered in
writing lesson/
learning plans

Use professional
reflection and
 learning to improve
practice
Explain the Delivering My Observation of FS Learning Artifacts
importance of Lessons Resource Teacher
lesson/ learning and learners Scoring rubric
plans
Assisting FS Multiple-choice test
Execute lessons/ Resource Teacher
demonstration lesson Reflection
well
Proposing
Apply all the given problem/s for action
suggestions of the research
Resource teacher

Demonstrate the
ability to teach two
or more lessons or
11
subjects using
appropriate teaching
competencies and
multiple teaching
strategies

Reflect on the
instructional process
to improve quality of
instruction

Use professional
reflection and
learning to improve
practice

Show skills in the Selecting Non- Observation of FS Learning Artifacts

selection, Digital or Resource Teacher
development and use Conventional and learners Scoring rubric
of a variety of Resources and
teaching and Instructional Assisting FS Multiple-choice test
learning resources, Materials Resource Teacher
to address learning Reflection
goals
Proposing problem/s
Show skills in the for action research
positive use of non-
digital/conventional
resources and
12
materials for student
engagement in
teaching and
learning

Demonstrate positive
attitude towards the
use of resources and
instructional
materials

Use professional
reflection and
 learning to improve
practice

Select applications Utilizing Observation of FS Learning Artifacts

that are most Applications (Apps) Resource Teacher
appropriate to the for Teaching and and learners Scoring rubric
different aspects of Learning
the teaching-learning Assisting FS Multiple-choice test
process to address Resource Teacher
learning goals Reflection

Show skills in the Proposing problem/s

positive use of for action research
applications for
student engagement
13 in teaching and
learning

Demonstrate positive
attitude towards the
use of technology
tools

Use professional
reflection and
learning to improve
practice

Identify the Utilizing Learning Observation of FS Learning Artifacts

components of an Management Resource Teacher
LMS as a virtual Systems and learners Scoring rubric
learning
environment Assisting FS Multiple-choice test
Resource Teacher
Demonstrate skills in Reflection
using a learning
management system Proposing problem/s
as a platform for for action research
teaching and
14
learning

Demonstrate positive
attitude towards use
of technology tools

Use professional
reflection and
learning to improve
practice

Identify features and Utilizing Web- Observation of FS Learning Artifacts

functions of web Conferencing Apps Resource Teacher
conferencing for Synchronous E- and learners Scoring rubric
applications that are Learning
useful to instruction Assisting FS Multiple-choice test
15 Resource Teacher
Demonstrate skills in Reflection
using a web
conferencing app for Proposing problem/s
synchronous for action research
 teaching and
learning

Demonstrate positive
attitude towards use
of technology tools

Use professional
reflection and
learning to improve
practice

Distinguish among Assessing FOR, AS, Observation of FS Learning Artifacts

assessment for and OF Learning Resource Teacher
learning, assessment and learners Scoring rubric
as learning, and
assessment of Assisting FS Multiple-choice test
learning Resource Teacher
Reflection
Cite ways of doing
assessment for Proposing problem/s
learning and for action research
16 assessment as
learning

Explain the effect of

assessment for
learning and
assessment as
learning on
summative
assessment

Determine if an Using Traditional Observation of FS Learning Artifacts

assessment task is and Authentic Types Resource Teacher
aligned to the of Assessment for and learners Scoring rubric
intended learning Formative and
outcome Summative Purposes Assisting FS Multiple-choice test
Resource Teacher
Evaluate traditional Reflection
and authentic
assessment tasks in Proposing problem/s
17 the light of the for action research
principles of test
construction

Identify a problem
related to the
traditional and
authentic assessment
for action research

Interpret scores Grading and Observation of FS Learning Artifacts

correctly; Reporting Resource Teacher
and learners Scoring rubric
Compute grades
18 based on DepEd's Assisting FS Multiple-choice test
grading policy Resource Teacher
Reflection
Report grades to
parents meaningfully
 Proposing problem/s
for action research

FINAL EXAMINATION
Learning Episode 19: Writing An Initial Action Researcch
IV. Course Requirements:
• Grading System:
Class Standing - 60%
▪ Attendance, Class Participation/Recitation, Class Work
Major Examinations - 40%
▪ Midterm and Final Examinations

V. References:
Books
• Lucas, M., Borabo, M., Bilbao, P., Corpuz, B. (2021). Field Study 2 - Participation and Teaching
Assistantship. Lorimar Publishing, Inc.
• Pawilen, G.T., et. al. (2019). FIELD STUDY II A Guide For 21st Century Student Teachers First
Edition. REX Bookstore Manila, Philippines

Websites
• https://www.facebook.com/watch/live/?ref=search&v=510347536713736
• https://www.youtube.com/watch?v=vrU6YJle6Q4
• https://www.youtube.com/watch?v=AyogyD7vXbw

Prepared by:

Edward Q. Inong, LPT, MAELLT

Instructor

Reviewed by:

Conrad M. Buerkley, LPT, Ed.D.

Field of Study Head

Approved by:

Arvina D. Sarmiento, LPT, MAN

Dean cc: OVPAA