J.H.

CERILLES STATE COLLEGE

Mati, San Miguel, Zamboanga del Sur

SCHOOL OF TEACHER EDUCATION

COURSE SYLLABUS
Course Number: EDUC 304 Course Title: FIELD STUDY 2
Unit Credits : 3 Credit Units: 3
Term : SECOND SEMESTER S. Y 2023-2024 Pre-requisite: Prof.Ed & Major Courses

VISION MISSION
Leading public higher education institution serving the ASEAN  Provide need-based tertiary and advanced programs in Agriculture, Education and allied fields;
community with quality, innovative and culture-sensitive programs.  Undertake applied research, extension and production services that yield workable and durable solutions to sector specific challenges,
thus improving the socio-economic well - being of identified communities
Institutional GOALS Institutional OUTCOMES Graduate Attributes Core Values
 Relevant and quality tertiary programs and competent graduates  Demonstrate a high level of glocal competence in the workplace.
 Enhanced socio-economic productivity, and innovation  Manifest ingenuity in in creating ideas that best address emerging societal Glocally-competitive Justice
 Adaptive and sustainable solutions to community needs challenges. Innovator Honesty
 Continued partnership and community engagement  Demonstrate analytical thinking and decision-making skills in formulating Problem-solver Credibility
 Heightened and sound fiscal management system and solutions to challenges. Collaborator Social
entrepreneurship  Employ desirable interpersonal negotiation skills in establishing connections Service-oriented Responsibility
between/among partner agencies. Competence
 Demonstrate Professional Readiness and work ethics in the workplace
STE GOAL and Objectives PROGRAM OUTCOMES
The School of Teacher Education commits to develop globally competitive graduates with a high sense of desirable values Bachelor of Education major in English
dedicated to the promotion of a just and humane society. a. Possess broad knowledge of language and literature for effective learning
b. Use English as a glocal language in multilingual context as it applies to the
To produce graduates who: teaching of language and literature
1. have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and c. Acquire extensive reading background in language, literature, and allied fields
political processes; d. Demonstrate proficiency in oral and written communication
2. have a direct experience in the classroom; e. Shows competence in employing innovative language and literature teaching
3. can demonstrate and practice the professional and ethical requirements of the teaching profession; approaches, methodologies, and strategies
4. can facilitate learning of diverse types of learning environment using a wide range of teaching knowledge and skills;
f. Use technology in facilitating language learning and teaching
5. can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these
g. Inspire students and colleagues to lead relevant and transformative changes to
innovative approaches and
6. evaluate the effectiveness of such approaches in improving student learning; and improve learning and teaching language ad literature
are willing and capable to continue learning in order to better fulfill their mission as teachers. Display skills and abilities to be a reflective and research-oriented and literature
teacher

COURSE DESCRIPTION
A school-based course which allows pre-service teachers to participate and assist in limited actual teaching-learning activities that relate to classroom
management, preparation of learning environment and instructional materials, delivery of instruction, and assessment. A portfolio which will contain
sample lesson or learning plans and demonstration teaching of at least one subject content will be required. An Action research shall be encouraged to start in

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 this course and conclude during internship.

a. articulate the rootedness of education in philosophical, socio-cultural, historical, psychological and political contexts.
b. Demonstrate mastery of subject matter/discipline
c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments
CHED Program Outcomes Common to all d. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse types of learners
Teacher Education programs e. Apply skills in the development and utilization of ICt to promote quality, relevant, and sustainable educational practices, and
f. Practice professional and ethical standards sensitive to local, national and global realities,
g. Pursue lifelong learning for personal and professional growth through varied experiential and filed based opportunities.

By the end of the course, the student should be able to:

●Create a safe and secure learning environment that contributes to the physical, socio-emotional and cognitive development of learners (PPST Domain 2)
●Demonstrate ways of addressing learners’ diversity in terms of gender, needs, interst, cultural background and difficult circumstances (PPST Domain 3)
●Reflect on how a teacher manifests her/his personal and professional competencies. (PPST Domain 7)
●Participate in the teaching-learning process and use instructional materials including ICt to promote quality, relevant and sustainable educative process
(PPST Domain 4)
COURSE OUTCOMES ●Apply the various classroom management strategies (PPST Domain 2 and 4)
●Apply concepts, theories and principles in curriculum development in an actual classroom setting. (PPST Domain 4)
●Demonstrate assessment and reporting practices done in the classroom (PPST Domain 5)
Write an initial action research plan with the purpose of improving teaching practice (PPST Domain 7)

I. Course Content
Content Teaching Learning activities Assessment Tasks/Tools
EPISOD Professional Education Course
Intended Learning Outcomes (ILO)
alignment (Episode Title) (activity title)
E
1. CMO 75, s. 2017 The Teaching Profession The Teacher 1. Review of the qualities Observation of FS
6.1.D We Remember of good teachers based Resource Teacher and
6.3.1.g on PPST, Southeast Asia learners
6.3.3.g Teachers’ Competency
6.3.5. g Framework, code of Assisting FS Resource
6.3.6. h Ethics for Professional Teacher
6.3.6. n teachers Reflection
PPST Domain- Personal Growth and 2. Viewing of TEDx talks
Professional Development on “What makes a good Proposing problem/s
Cite the personal qualities of an teacher great” and “The for action research
effective teacher. Power of a Teacher”.

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 3. Participating and
assisting FS Resource
Teacher in teaching.
State the professional competencies
4. Noticing, analyzing and
expected of a teacher.
reflecting on what were
noticed
5. Completing action
research prompts
2. CHED PO 6.2. c and PPST Domain 2 All Professional Education Embedding action Making a List of Completed Learning artifacts
 Be familiar about action Courses as content as content Research for Action Research by the
research as a reflective teacher. of AR Reflective Teachers in the Field Scoring rubric
 Underscore the importance of  Foundation/Theories Teaching
doing action research and Concept courses Multiple choice test
 Pedagogical Content
Courses
 Experiential Learning
Course

FS 1 Major course-Research in
Education
3. CHED PO 6.2.c and PPST Domain 3 All Professional Education Understanding AR Comparing the Three Models Learning artifacts
 Use concepts and processes of Courses as Content of AR Concepts, action Research and analyzing
action research.  Foundation/Theories Processes and the components of Chosen Scoring Rubric
 Identify sample models of AR and Concept courses Models Model
such as DepEd, 2016;  Pedagogical Content Multiple choice test
 McNiff & Whitehead, 2006; and courses
Nelson, 2014  Experiential Learning
Course
-FS 1 major Course-Research
in Education
4. CHED PO 6.2.c, 6.2, and PPST All Professional education Matching Identifying Problematic Learning artifacts
Domain 3 Courses as Content of AR Problematic Classroom Situation and
 Analyze teaching learning  Foundation/Theories Learning Situation Matching with appropriate Scoring Rubric
problems prevailing in the and Concept Courses with Probable Action
classroom.  Pedagogical content Action Multiple choice test
 List matching action as a Course
probable solution to the  Experiential learning
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 teaching-learning problems. Outcome
-FS 1 Major Course-research in
Education
5. CHED PO 6.2, c 6.2.d, and PPST All Professional Education Preparing the Participating and assisting in
Domain 3 Courses as Content of AR Learning the Classroom by
 Assist in preparation of  Foundation/Theories Environment an -Making a Bulletin Board
traditional face-to-face learning and Concept Courses Overview Display
environment and  Pedagogical content -Conducting a Small Group
 Explore the different ways of Course discussion.
establishing a safe and  Experiential learning -checking class attendance in a
conducive virtual or on-line Outcome Virtual Classroom
learning classrooms. -FS 1 Major Course-research in
Education
6. CHED PO 6.2, c 6.2.d, and PPST All Professional Education Enhancing a face- Enhancing the current face-to- Learning artifacts
Domain 3 Courses as Content of AR to-Face learning face Learning Environment to
 Assist in preparation of  Foundation/Theories environment a Conducive One Scoring Rubric
traditional face-to-face learning and Concept Courses
environment and  Pedagogical content Multiple choice test
Explore the different ways of Course
establishing a safe and conducive  Experiential learning
virtual or on-line learning classrooms. Outcome
-FS 1 Major Course-research in
Education
7. CHED PO 6.2, c 6.2.d, and PPST All Professional Education Making Online or Organize a Virtual Class on Learning artifacts
Domain 3 Courses as Content of AR Virtual Learning Zoom, Google meet or any
 Assist in preparation of  Foundation/Theories Environment Safe platform Scoring Rubric
traditional face-to-face learning and Concept Courses and Conducive
environment and  Pedagogical content Multiple choice test
Explore the different ways of Course
establishing a safe and conducive  Experiential learning
virtual or on-line learning classrooms. Outcome
-FS 1 Major Course-research in
Education
8. CHED PO 6.2.b, 62.d, and PPST The Teacher and the school Establishing My Participating and assisting my Learning artifacts
Domains 2, 4 Curriculum Own Classroom Resource teacher in
 Establish my classroom routines Routines and establishing routines and Scoring Rubric
and procedures before during Facilitating Learner Centered procedures in a procedures, in the face to face
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 and after classes on a face to Teaching face-to-face/Remot or in remote learning Multiple choice
face or in remote learning. e Learning Assessment
 Explain the classroom routines
(what to do, how to do it, when
to do it, and why those need to
be done).
 Reflect on the basic questions
when building my classroom
routines and procedures in
classroom and in remote
learning.
 List down some possible topics
for action research on classroom
and procedures
 Use professional reflections and
learning to improve practice.
9. CHED PO 6.2.d, 6.2.f and PPST Facilitating Learner-centered Creating My Designing My management Learning artifacts
Domain 1,2 and 4 Teaching Classroom/remote Plan
 Explain the importance of my Learning Scoring Rubric
classroom management plan. management Plan
 Enumerate the components of Multiple choice test
my classroom management
plan.
 Write my classroom
management plan.
 Use professional reflections and
learning to improve practice.
10. CHED PO 6,2.b, 6.2.f and PPST Facilitating Learner-Centered Writing my Preparing My Learning plans Learning artifacts
Domains in 1 and 4 Teaching Learning Plans Scoring Rubric
 Explains the importance of Multiple Choice test
lesson/learning plans. The Teacher and the School
 Write learning/lesson plans curriculum
using specified learning
competencies reflections, and
effective communication skills
 Revise the lesson/learning plans
based on yhe feedback given by
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 the Resource Teacher
 Cite some problems
encountered in writing lesson
plans.
 Use professional reflection and
learning to improve practice.
11. CHED PO 6.2.e and PPST Domains Facilitating Learner-Centered Delivering My Completing the matrix using Learning artifacts
1,4,7 Teaching Lessons Gagne’s Events of Instruction
 Explain the importance of Scoring Rubric
lesson/learning plans, Technology for Teaching and Using classroom observation
 Execute my Learning sheet to evaluate the delivery of Multiple choice test
lesson/demonstration well. lessons
 Apply all the given suggestions The Teacher and the School
of my resource Teacher. Curriculum
 Demonstrate ability to teach two
or more lessons or subjects
using appropriate teaching
competencies and multiple
teaching strategies.
 Reflect on the instructional
process to improve quality of
instruction
12. CHED PO 6.2.f and PPST Domain 5 Facilitating Learner-Centered Selecting Non- -Planning the use of Learning artifacts
 Demonstrate knowledge of the Teaching digital Resources researches/materials for
design and use of formative and Instructional instruction Scoring rubric
assessment; and Materials
 Explain the importance of Multiple choice test
Formative assessment.
13. CHED PO 6.2.b, 6.2.f, and PPST Technology for Teaching and Utilizing -Evaluating apps using a set of Learning artifacts
Domain 5 Learning 1 and 2 Applications criteria
 Select applications that are most (Apps) for Using an app to deliver Scoring rubric
appropriate to different aspects Teaching and instruction
of the teaching-learning process Learning Multiple choice test
to address learning goals.
 (PPST 4.5.1)
 Show skills in the positive use of
applications for students
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 engagement in teaching and
learning (PPST 1.3.1)
 Demonstrate positive attitude
towards the use of technology
tools. (ICT CST 7.1.2).
 Use of professional reflection
and learning to improve
practice. (PPST 7.4.1).
14. CHED PO 6.2.g and PPST Domain 7 Technology for teaching and Utilizing Learning -Navigating and using and Learning Artifacts
 Identifying the components of learning 1 and 2 Management LMS
an LMS as a virtual learning Systems -Assessing features of the LMS Scoring rubric
environment.
 Demonstrate skills using a
learning management system Multiple choice test
(LMS) as a platform for
teaching and learning. (PPST
4.5.1)
 Demonstrate positive attitude
towards use of technology tools.
(ICT 7.1.2)
 Use professional reflection and
learning to improve practice.
(PPST 7.4.1)

15. CHED PO. 6.2.h and PPST domain 7 Technology for teaching and Utilizing Web- -Using the features/tools of Learning Artifacts
 Identify features and functions Learning 1 and 2 Conferencing web-conferencing apps
of web conferencing Apps for -analyzing the use of web- Scoring rubrics
applications that are useful to Synchronous E- conferencing apps using the
instruction. learning Community of Inquiry Model Multiple choice test
 Demonstrate skills in using a
web conferencing app for
synchronous teaching and
learning. (PPST 4.5.10
 Demonstrate positive attitude
towards use of technology tools.
(ICT CST 7.1.2)
 Use professional reflection and
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 learning to improve practice
(PPST 7.4.1)
16. CMO 74, s. 2017 Assessment in Learning 1 Assessing For, As Observation of FS Resource Learning artifacts
6.2.f and OF learning Teacher and learners
6.2.h Assessment in Learning 2 Scoring rubrics
 Distinguish among assessment Assisting FS resource Teacher-
for learning, assessment as formulating assessment tasks Multiple choice test
learning and assessment of
learning. Reflection
 Cite ways of doing assessment
for learning and assessment as Proposing problem/s for action
learning. research
 Explain the effect of assessment
for learning and assessment as
learning on summative
assessment.

17. CMO 75. S. 2017 Assessment in Learning 1 Using Traditional Observation of FS resource Learning Artifacts
6.3.3 d and authentic Teacher and learners
6.3.4.c Assessment in Learning 2 types of Scoring Rubrics
6.3.6.k assessment for Assisting FS Resource Teacher-
 Determine if an assessment task Formative and formulating assessment tasks Multiple choice test
is aligned to the intended summative
learning outcome. purposes Reflection
 Evaluate traditional and
authentic assessment tasks in Proposing problem/s for action
the light of principles of test research
construction.
 Identify a problem related to
traditional and authentic
assessment for action research.
18. PPST Domain 5 Assessment in Learning 1 Grading and Observation of FS resource Observation of FS
Strand 5.1. Reporting Teacher and learners resource Teacher and
Strand 5.2. Assessment in Learning 2 learners
Domain 5.3. Assisting FS Resource Teacher-
6.3.6. k formulating assessment tasks Assisting FS Resource
Domain 6. Community Linkages and Teacher-formulating

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 professional engagement Reflection assessment tasks
Strand 6.2
Strand 6.2.1 Proposing problem/s for action Reflection
 Interpret scores correctly research
 Compute grades based on Proposing problem/s
DepEd’s grading policy. for action research
 Report grades to parents
meaningfully.
19. CHED PO 6.2.a, 6.2.d and PPST All Professional Education Writing an Initial Developing an Initial Research Learning Artifacts
Domains 2 and 6 Courses as Content AR Action Research Action Plan
 Develop an initial Action Plan Scoring rubrics
Research Plan.
Multiple choice test
Total No. of Hours

II. MAJOR COURSE REQUIREMENTS:

a. Formative tests
b. Summative tests
c. Group reports
d. Case studies/Case Digest
e. Individual oral/written reports on assigned topics
f. Observation workbook /portfolio
g. Attendance sheet/IWAR

III. GRADING SCHEME:

For Lecture Class:

Quizzes/ Class Participation - 40%
Portfolio - 20%
Major Examination - 40%
Total 100%

IV. COURSE POLICIES:

1. Class Presence and Participation. Class participation is a very important part of the learning process in this course. Although not explicitly graded, you will be evaluated on the
QUALITY of your contributions and insights. Quality comments possess one or more of the following properties:
a. Offers a different and unique, but relevant, perspective;
b. Contributes to moving the discussion and analysis forward;
c. Builds on other comments;

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 d. Transcends the “I feel” syndrome. That is, it includes some evidence, argumentation, or recognition of inherent tradeoffs. In other words, the comment demonstrates some
reflective thinking.
e. Attendance is taken at all lectures, and participation in weekly sections will be graded on the following scale:
Unexcused absence = 0 points
In class, but asleep or mentally absent = 1 point
In class, but silent or ill-prepared = 2 points
In class and making an okay contribution = 3 points
In class and making quality contributions = 4 points
2. Submission of Requirements. Please submit your requirements on time. Failure to do so would mean demarcation on your scores.
3. Recording of Classes. Classroom activities may be recorded by a student for the personal, educational use of that student or for all students presently enrolled in the class only, and may
not be further copied, distributed, published or otherwise used for any other purpose without the express written consent of the instructor. All students are advised that classroom
activities may be taped by students for this purpose.
4. Academic Integrity: In order to maintain a culture of academic integrity, you are expected to promote honesty, trust, fairness, respect and responsibility. Kindly accomplish the student
honor code which will be explained and given to you at the start of the semester. Same honor code shall be used in time of grievance resolutions and appeals.
5. Grievance: Students, who believe that the instructor has been unfair or unreasonable, may have grounds for initiating a grievance. Please refer to the Student Manual for filing grievance
complaints.
6. Appeals: Students who believe they have a ground for an appeal should refer to Student Manual as well.

V. REFERENCES (should include at least 5 book titles from the library and journals):

1. Lucas, Maria Rita D., Borabo, M., Bilbao, P., Corpuz, B., ( Field Study 1- Observations of Teaching-Learning in Actual School Environment)
2. Philippine Professional Standards for Teaching (https://liloannhs.weebly.com/uploads/1/0/7/6/107653215/1_ppst_slide_decks.pptx
3. CMO No. 42, s. 2017
4. https://lawphil.net/statutes/presdecs/pd1974/pd_603_1974.html

Date Prepared/Revised: Prepared: Reviewed by: Recommending Approval: Approved:

February11, 2024 GEJAZYHLLE P. ENGANO GEJAZYHLLE P. ENGANO STARR CLYDE L. SEBIAL, PhD VILMA C. GRENGIA, Ph.D.
Faculty Program Chair Dean Vice President for Academic Affairs

Date Shown: Shown by: Shown to:

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______________ _________________ _______________________________ _______________________________ _________________________________
Faculty Student Student Student

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