FIELD STUDY 4 Team Team Teaching Teaching Exploring Exploring the Curriculum
1. RATIONALE Field Study 4 (FS 4) is one-unit course. It is one of the series of sequential studies in the Bachel Bachelor or in Elemen Elementary tary Educat Education ion and Bache Bachelor lor in Secon Secondary dary Educa Educatio tion n Programs (BEED and BSED). his Field Study is lin!ed to Professional Education
su"#ects such as $urriculum De%elo&ment' Princi&les of eaching *' and eaching Strategies. FS 4 focuses on &lanning +hole lessons' the &re&aration of instructional materials' and team teaching +ith the $oo&erating eacher and other Pre-ser%ice eachers. , second focus of FS 4 is to ha%e the Pre-Ser%ice eachers eachers e&lore the curriculum and gain !no+ledge and understanding of its %ital role to+ards the achie%ement of the student learning. By e&loring the curriculum' PSs are encouraged to analyse +hether the school structures such as the school %ision and mission' resources' class schedule' and teacher assignments hel& and su&&ort the achie%ement of the desired curriculum. In the field field study study'' the PSs PSs closel closely y +or! +or! and and colla colla"or "orate ate +ith +ith the coo&e coo&erat rating ing teachers in ma!ing lesson &lans. In the &rocess' the PSs start to e&lore the curr curric icul ulum um "y choo choosi sing ng the the a&&r a&&ro& o&ri riat ate e su"# su"#ec ectt matte matterr to teac teach' h' moti% moti%at atio iona nall acti%ities and teaching strategies. eam teaching is a future of many school acti%ities so' it is im&ortant that the PSs +ill de%elo& an a+areness of the s!ill (as indicate "y the BE$)' an understanding of the eaching aching-- /earni /earning ng &roces &rocess s and the need need to +or! +or! colla" colla"ora orati% ti%ely ely.. he &re&reser%ice student teachers +ill "e immersed in a "alanced of acti%ities to gi%e them the o&&ortunities to &lan' teach and learn ho+ to e%aluate the learners &erformance. In FS 4'the PSs should manifest s!ill such as0 &lanning' teaching' managing a class' e%aluating sequences of acti%ities for indi%idual and +hole classes %ia team teaching' designing instructional materials and' de%elo&ing a &rofessional &ortfolio. Links to DepEd’s National Competency- Based Teache !tandads "NCBT!#$
Domain 2-Learning Environment *.1 $reates a healthy &sychological climate for learning Domain 3-Diversity of Learners 2. 2. Dete Determ rmin ines es'' 3nde 3nders rsta tand nds s and and acce acce&t &ts s the the lear learne ners rs di%e di%ers rse e "ac! "ac!gr grou ound nd !no+ledge and e&eriences. Domain 4-Curriculum 4. Demonstrates' mastery of the su"#ect. 4.4 4.4 Sele Select cts s teac teachi hing ng meth method ods' s' lear learni ning ng acti acti%i %itie ties s inst instru ruct ctio iona nall mate materi rial als s or resources a&&ro&riate to learners and align to o"#ecti%es of the lesson. %. ROLE! AND E&'ECTATION! E&'ECTATION! O( !TA)E*OLDE !TA)E*OLDER! R! IN (! + Sta!eholders . eacher Education Education Institutio Institution(EI n(EI)) *. Dean Dean of the the $olle $ollege ge of of Educat Education ion 2. EI EI Prac Practic ticum um an anag ager er
su"#ects such as $urriculum De%elo&ment' Princi&les of eaching *' and eaching Strategies. FS 4 focuses on &lanning +hole lessons' the &re&aration of instructional materials' and team teaching +ith the $oo&erating eacher and other Pre-ser%ice eachers. , second focus of FS 4 is to ha%e the Pre-Ser%ice eachers eachers e&lore the curriculum and gain !no+ledge and understanding of its %ital role to+ards the achie%ement of the student learning. By e&loring the curriculum' PSs are encouraged to analyse +hether the school structures such as the school %ision and mission' resources' class schedule' and teacher assignments hel& and su&&ort the achie%ement of the desired curriculum. In the field field study study'' the PSs PSs closel closely y +or! +or! and and colla colla"or "orate ate +ith +ith the coo&e coo&erat rating ing teachers in ma!ing lesson &lans. In the &rocess' the PSs start to e&lore the curr curric icul ulum um "y choo choosi sing ng the the a&&r a&&ro& o&ri riat ate e su"# su"#ec ectt matte matterr to teac teach' h' moti% moti%at atio iona nall acti%ities and teaching strategies. eam teaching is a future of many school acti%ities so' it is im&ortant that the PSs +ill de%elo& an a+areness of the s!ill (as indicate "y the BE$)' an understanding of the eaching aching-- /earni /earning ng &roces &rocess s and the need need to +or! +or! colla" colla"ora orati% ti%ely ely.. he &re&reser%ice student teachers +ill "e immersed in a "alanced of acti%ities to gi%e them the o&&ortunities to &lan' teach and learn ho+ to e%aluate the learners &erformance. In FS 4'the PSs should manifest s!ill such as0 &lanning' teaching' managing a class' e%aluating sequences of acti%ities for indi%idual and +hole classes %ia team teaching' designing instructional materials and' de%elo&ing a &rofessional &ortfolio. Links to DepEd’s National Competency- Based Teache !tandads "NCBT!#$
Domain 2-Learning Environment *.1 $reates a healthy &sychological climate for learning Domain 3-Diversity of Learners 2. 2. Dete Determ rmin ines es'' 3nde 3nders rsta tand nds s and and acce acce&t &ts s the the lear learne ners rs di%e di%ers rse e "ac! "ac!gr grou ound nd !no+ledge and e&eriences. Domain 4-Curriculum 4. Demonstrates' mastery of the su"#ect. 4.4 4.4 Sele Select cts s teac teachi hing ng meth method ods' s' lear learni ning ng acti acti%i %itie ties s inst instru ruct ctio iona nall mate materi rial als s or resources a&&ro&riate to learners and align to o"#ecti%es of the lesson. %. ROLE! AND E&'ECTATION! E&'ECTATION! O( !TA)E*OLDE !TA)E*OLDER! R! IN (! + Sta!eholders . eacher Education Education Institutio Institution(EI n(EI)) *. Dean Dean of the the $olle $ollege ge of of Educat Education ion 2. EI EI Prac Practic ticum um an anag ager er
4. 1. 5. 6. 7. 8. I.
EI Practicum Practicum Su&er%iso Su&er%isorr for for Field Field Study4 Study4 School School Di%isions Di%isions Su&erinten Su&erintendents dents(SDS) (SDS) De&Ed De&Ed $oo& $oo&era eratin ting g Princ Princi&a i&all Site Site Su&e Su&er% r%is isor or $oo&erati $oo&erating ng e eachers achers for Field Study 4 Pre-ser%ic Pre-ser%ice e e eachers achers of Field Study 4
The tea teache Ed,cation Ins Instit, tit,ttion"TEI#
A. The Dean Dean o Collee Collee o Ed,cation Ed,cation shall$ shall$ . Desi Design gnat ate e a Prac Practi ticu cum m ana anage gerr to o%er o%erse see9 e9 coor coordi dina nate te the the &rac &racti ticu cum m &rogram. *. ,ssign Practicum Practicum Su&er%isors Su&er%isors +ith *1-2: *1-2: Pre-ser%ice Pre-ser%ice e eachers (PSs) (PSs) 2. Initiate Initiate conference conferences s +ith the SDSs SDSs in selecting selecting &u"lic &u"lic and &ri%ate &ri%ate schools schools in the &ro%ince9city. &ro%ince9city. B. The 'actic,m 'actic,m /anaemen /anaementt shall$ shall$ . onito onitorr the teach teacher er hand handing ing FS. FS. *. Formulate Formulate &olici &olicies es and and system system for for the &racticum. &racticum. 2. anage anage administra administrati%e ti%e mater mater such as &re&ara &re&aration tion and signin signing g of ;,. 4. $ommu $ommuni nica cate te +ith +ith sta! sta!eh ehol olde ders rs and and hand handle le &a&e &a&err +or! +or! +ith +ith rega regard rd to &racticum &rogram. C. The TEI TEI 'actic, 'actic,m m !,pe0i !,pe0iso so shall$ shall$ . ;rie ;rient nt the the &re&re- ser% ser%ic ice e teac teache herr of thei theirr inin- cam& cam&us us9o 9off ff-c -cam am&u &us s +or! +or! +ith +ith regards to their e&ected attitudes' &ro&er dress code' things to "e done +hen +hen they they are in the school school'' and and the e&ec e&ectat tation ions s of their their coo&er coo&erati ating ng teachers< *. $oordinat $oordinate e +ith $oo&erating $oo&erating School School Princi&al9= Princi&al9=ead ead regarding regarding the selection selection of the eem&lary $oo&erating eachers to handle Pre- ser%e eachers< 2. ,ssi ,ssign gn the the PrePre-se ser% r%e e eache achers rs to $oo& $oo&er erat atin ing g eache achers rs desi design gnat ated ed "y School Princi&al9=ead< 4. $oord $oordina inate te +ith +ith Profes Professio sional nal Educati Education on faculty faculty regardin regarding g the needs needs of the Pre- ser%e eachers eachers in their field studies< 1. >isit >isit the &re- ser%e ser%e teacher teacher and o"ser%e o"ser%e the the classroom classroom teaching teaching and and +ill hold hold conferences +ith the coo&erating teacher +hen deemed necessary< 5. $oord $oordina inate te regula regularly rly +ith +ith coo&er coo&erati ating ng schoo schooll &rinci &rinci&al &al9he 9head ad teache teacherr and coo&erating teacher regarding &erformance of &re- ser%e teachers< 6. $onduct $onduct +ee!ly +ee!ly conferenc conferences es for the Pre-ser% Pre-ser%e e e eacher to< to< a. onitor onitor their their &erform &erformance9 ance9&rog &rogress ress in the the field field ". S&ecial S&ecial sessions sessions on inno%at inno%ations ions teaching teaching-lear -learning ning &rocess &rocess c. Su"missio Su"mission n of the a as! assigned assigned to them them li!e lesson lesson &lans' &lans' selfself- made test' instructional materials and their ?eflecti%e @ournals for chec!ing d. Discuss Discuss their &ro"lems &ro"lems If there there are any 7. ,ssi ,ssist st the the PrePre- ser% ser%ic ice e eache achers rs in chec chec!i !ing ng thei theirr less lesson on &lan &lans s for for team team teaching and in &reå their &lanning materials< 8. Su"mit Su"mit +ritten +ritten re&orts re&orts to the colleg college e DE,A' DE,A' co&y furnish furnished ed to the school school &rinci&al and the SDS' at least once a month regarding the 0
8. &rogress9&erformance of &re- ser%ice teacher 8.* &ro"lems9difficulties met "y the &re- ser%ice teacher 8.2 solutions9actions ta!en to sol%e the &ro"lems :. $all the Pre- ser%ice eachers for de"riefing at the end of FS 4 D. The 'e- se0ice Teaches shall$ . Partici&ate acti%ely in all school related acti%ities' as a&&ro&riate *. $onsider9"e o&en to constructi%e criticisms< 2. =a%e regular discussion9de- "riefing +ith the coo&erating teacher9&racticum sur%i%or. 4. ?es&ect the dignity and rights for the learners< 1. $hec! &a&ers and test for the &ur&ose of diagnosis and e%aluation< 5. $hec! lesson &lans +ith coo&erating teacher9&racticum su&er%isor "efore teaching and e%aluates effecti%eness of &lans of teaching(after teaching the class)< 6. ;"ser%e lesson &lan &olicies esta"lished "y the coo&erating teacher9&racticum su&er%isor< 7. ,cce&t decisions of the coo&erating teacher9&racticum su&er%isor concerning material to "e co%ered and methods of &resentation< 8. Su"mit to the EI Practicum Su&er%isor the duly accom&lishment forms on time< :.?eturn all "orro+ed "oo!s and materials to the coo&erating school "efore the term ends' accom&lish clearance from the coo&erating schools< . Pro#ect a good image as a teacher at all times "y o"ser%ing . he $ode of Ethics .* Pro&er dress code .2 Punctually in all acti%ities of the Field Study
II.
The Depatment o Ed,cation"DepEd# A. The school Di0ision !,peintendent "!D!# shall$ . ?e%ie+ and su"sequently a&&ro%e request for coo&erating school< *. $onduct orientation on student teaching+ith the EI inclusi%e of the dean' $ollege Student eaching Su&er%isors' and the School Princi&al9=ead eachers. 2. Be the a&&ro%ing authority for emorandum of ,greements "et+een EIs and De&Ed. B. The Coopeatin 'incipal shall$ . Identify eem&lary $oo&erating eachers to handle Pre-ser%ice eachers team teaching< *. $onduct orientation for the Pre-ser%ice teachers on0 a. &olicies and regulations on Field Study ". mentors roles and res&onsi"ilities c. e&ected acti%ities and outcomes of FS 4 2. $onduct orientation for the Pre-ser%ice teachers on0 a. &olicies and regulations of the school
". roles and res&onsi"ilities of the Pre-ser%ice teachers c. assignment of areas of res&onsi"ility +here they should go d. e&ected acti%ities and outcomes of FS 4 4. onitor and &ro%ide feed"ac! on &re-ser%ice teachers &erformance on the team teaching< 1. eet +ith the $oo&erating eachers' Pre-ser%ice eachers and the Practicum Su&er%isor for de"riefing at the end of FS 4< 5. Pre&are required re&orts to the EIs' co&y furnish the Schools Di%ision Su&erintendent. C. The !ite Coodinato shall$ . ,ssist the Princi&al in assigning the $oo&erating eachers< *. $onduct regular conference +ith coo&erating teachers as regards the &erformance and "eha%iour of student teachers 2. Ser%e as a lin! among Pre-ser%ice eachers' Princi&als and Ei Practicum Su&er%isors. 4. $oordinate +ith EIs Practicum Su&er%isor concerning the Pre-ser%ice eachers classassignments and &ro"lems 1. See to it that student teachers are not allo+ed to su"stitute for teachers +ho are a"sent or on lea%e. D. The Coopeatin Teache shall$ 1. Pro%ide an a&&ro&riate en%ironment and esta"lish a &ositi%e +or!ing relationshi& "et+een Pre-ser%ice eachers and $oo&erating eachers< %. Pro%ide su&&ort to Pre-ser%ice teachers as mentors "y0 a. /esson &lanning . 3se of %aried strategies9a&&roaches9techniques c. $lassroom management d. ,ssessment of learning outcomes e. uestioning techniques . Pre&aration of instructional materials 2. Pro%ide the student teacher &artici&ation in co-curricular and school9 community acti%ities +. E&ect &re-ser%ice teachers to assume &lanned teamteachingres&onsi"ilities either to start the lesson' to de%elo& it or to conclude the lesson< 3. E%aluate the &re-ser%ice teachers &lan in ad%ance in order to chec! the a&&ro&riateness of the instructional materials and the strategies that +ill "e used in teaching-learning &rocess< 4. Ci%e regular a&&ro&riate &raises' &ositi%e feed"ac!' ad%ice' su&&ort and encouragement to the students &racticing to "e teachers< 6. ;"ser%e coach9mentor &re-ser%ice teachers in their team teaching. 7. $om&lete the form of summati%e e%aluation re&ort for each student teacher.
III.
CO5R!E DE!RI'TION
Field Study 4 +ill encourage PSs to +or! +ith a "uddy PS' +ith the assistance of their coo&erating teacher and EI Practicum Su&er%isors. hey +ill engage in the &lanning and team teaching of lessons utiliing %arious teaching techniques. he PSs +ill +or! closely +ith their coo&erating teachers. Initially they +ill either start the lesson' they +ill teach at the middle of the lesson or they +ill end the lesson. FS 4 +ill allo+ PSs to a&&ly and %erify !no+ledge gained through e&osure to the eisting curriculum. It shall also &ro%ide insights on ho+ the curriculum can "e effecti%ely im&lemented. his includes analysing the mission-%ision of the school relati%e to the eisting curriculum. he PSs +ill also eamine the resources a%aila"le and reflect on ho+ these su&&ort the im&lementation of the curriculum. hey +ill also loo! at the class schedule' room assignment and teachers assignment in the effecti%e im&lementation of the curriculum. his course +ill further enrich the students e&eriences in &reå teaching aids for classroom use such as mani&ulati%e hands-on materials' or selflearning s!ills.
Co,se O6ecti0es ,t the end of the course' the &re-ser%ice teachers are e&ected to0 . ,&&ly !no+ledge and s!ills in +riting a lesson &lan< *. Perform actual team teaching +ith a "uddy' and +ith the $. 2. Select and de%elo& instructional materials a&&ro&riate to a chosen su"#ect area< 4. Produce instructional materials for classroom use. 1. ;"ser%e "est &ractices in the effecti%e im&lementation of curriculum. E7pected O,tcomes . Produce sam&les of three (2) self-made lesson &lans. *. Eecute9 teach t+o (*) lesson &lans for at least * su"#ect areas. 2. Pre&are a&&ro&riate materials that suit &re&ared lessons and maimie its use. 4. a!e reflections in reflecti%e #ournals on the insights. 1. ,nalyse the curriculum used "y the school in any su"#ect area. Co,se Re8,iements . ,ttendance during school hours' school functions and in s&ecial meetings *. Daily ime ?ecord9/og"oo! for the attendance in the la"oratory and the coo&erating schools 2. Professional Portfolio +hich includes0
a. /esson Plans ". PSs or!- rating sheets9 e%aluation forms com&letely filled in "y the &re-ser%ice teacher' coo&erating teachers and the EI Practicum Su&er%isor on the instructional materials' lesson &lan' art of questioning and actual teaching &ractice c. @ournal riting d. he >ision-ission of the School e. Instructional ?esources f. $lass Schedule' ?oom eachers ,ssignment 4. Production of instructional materials Assessment Tools . *. 2. 4. 1.
/esson Plan ?u"ric ar!ing Cuide for Instructional aterials Pre-ser%ice eachers ,ctual eaching ?ating ar!ing Cuide for ?eflection9@ournal Entries ?u"ric for Student eaching Portfolio
9adin !ystem ?ater0
$ • • • • •
,ttendance Professional Portfolio Instructional aterials @ournal Entries9?eflection /esson Plan otal
I>.
>isit9 Session st
PS
:G 2:G *:G *:G *:G
:G
:G
2:G 1G *:G :G
::G
21G
51G
1G
!C*ED5LE O( ACTI:ITIE! (OR (IELD !T5D; +
>enue EI
Site9;"ser%ati ,cti%ity on $lassroom ?e%ie+ /esson on /esson Planning $onference a"out the course e&ectations and requirements $onference ;rientation of the room or school &olicies and •
ime frame hr
•
*nd
/a".School9 De&Ed School
•
hr
Session =all
2rd
School
$lassroom
•
•
•
•
4
th
School
$lassroom9Fa culty ?oom
•
• •
•
1
th
School
$lassroom
•
• •
5
th
School
$lassroom
•
•
6th
School
$lassroom
•
•
7th
EI
$lassroom
• •
regulations(if assigned in another school) ,nalyse the ission->ision of the school Eamine the resources a%aila"le ;"ser%e the class schedule' room and teachers assignment in relation to the effecti%e im&lementation of the curriculum @ournal riting $lass ;"ser%ation of $s eaching /esson Planning Pre&aration of Instructional aterials @ournal +riting eam eaching +ith $9Buddy @ournal riting Post $onference eam eaching +ith $9Buddy @ournal riting Post $onference eam eaching +ith $9Buddy $onference +ith EI Practicum Su&er%isor and $
* hrs
2 hrs
2 hrs
2 hrs
2 hrs
hr De"riefing of FS 4 Su"mission of the Professional Portfolio
1< hs :.
CO5R!E CONTENT
A. Classoom Ose0ation ;"ser%ation is an im&ortant technique em&loyed in the monitoring of the teaching learning situation. ;"ser%ational acti%ities are im&ortant means of gathering e%idences that +ould "e of hel& to you' as &re-ser%ice teachers. hese +ould ser%e as your guide in the actual team teaching you are going to conduct. For this' you +ill use ,SH a as your guide. he eam&les of teachers acti%ities gi%en +ill further ser%e as you guide in com&leting this tas!.
TA!) 1a$ Classoom Ose0ation o Teache’s Acti0ities Aame of Pre-ser%ice eacher0 $harlene oo ;"ser%ed0
Su"#ect atter0
$oo&erating eacher0 $oo&erating School0 agum $ity Aational =igh School Direction0 ;"ser%e the /esson +ith attention to eachers ,cti%ities
TEAC*ER’! ACTI:ITIE!
*o? does the teache ein the leanin acti0ity@
OB!ER:ATION
=,estions>Comments For later discussion +ith the $oo&erating eacher and the Practicum Su&er%isor
*o? is the leanin acti0ity de0eloped@ (o e7ample$ statements using resources instructing children gi%ing eam&les demonstrating setting tas!s organiing grou&s assisting questioning ac!no+ledging others
*o? is the leanin cond,cted@ (o e7ample$ questioning facilitating re&orting reca&itulating stating future directions others
!,mmay Comment$
TA!) 1$ Classoom Ose0ation o !t,dents’ Acti0ities Aame of Pre-ser%ice eacher0 ;"ser%ed0
Su"#ect atter0
$oo&erating eacher0 $oo&erating School0 Direction0 ;"ser%e the /esson &aying attention to &u&ils9students acti%ities and interactions as your guide.
!T5DENT’! ACTI:ITIE!
*o? do the st,dents espond to the teache in the einnin o the leanin acti0ity@ E7amples$ statements actions recalling e%ents e&eriences information others hat ae the st,dents doin d,in the de0elopment o the lesson@ E7amples$ res&onding initiating questioning discussing +or!ing coo&erati%ely +or!ing inde&endently using materials researching constructing
OB!ER:ATION
=,estions>Comments For later discussion +ith the $oo&erating eacher and the Practicum Su&er%isor
*o? ae the st,dents paticipatin in the endin o the lesson@ E7amples$ contri"uting information re&orting findings recalling raising further questions others !,mmay Comment$
B. E7ploin C,ic,l,m , commonly held "elief is that curriculum is !no+n as the list of su"#ects. ;thers define it as a &ros&ectus' a guide for course or &rogram. =o+e%er' curriculum includes the life that encom&asses the school. It is anchored on +hat the school en%isions for learners ho+ it achie%es this and +hen. ,n effecti%e curriculum contains the follo+ing as&ects0 a. , clear and s&ecific &ath on what learning is to "e achie%ed "y the learners< b. , clear and s&ecific &ath on how learning is to "e achie%ed. It &ro%ides and communicates clear learning o"#ecti%es suited and a&&ro&riate to the le%el of the learners< c. , clear and s&ecific &ath on what teaching methods and strategies to use' and ho+ this is su&&orted "y a&&ro&riate learning materials and learning acti%ities. Task % 9,idelines in the Analysis o :ision and /ission o Coopeatin !chool Aame0
Date0
$oo&erating School0 Direction0 Study and analyse the >ision and ission of the school +here you are assigned. . hat is the >ision of the schoolJ *. hat is the mission of the schoolJ 2. Does the %ision9mission cater to the needs of all the sta!eholdersJ Kes LLLLor AoLLLLLJ hich sta!eholdersJ 4. /ist the &rograms9acti%ities accom&lished9conducted "y the school +hich address the %ision and mission of the school.
1. Does the school &ro&erly disseminate its %ision9missionJ Kes LLLLLAo LLLL =o+J a. Bill"oards LLLLLLLLLLLLLLLLLLLLLLL d. Ae+sletterLLLLLLLLLLLLLLLLLLLLLL ". Posted9&rinted on +allsLLLLLLLLLLLLL e. ;rientationLLLLLLLLLLLLLLLLLLLLLL c. Bulletin of InformationLLLLLLLLLLLLLLLLLLLLLLLLLLLLL SICA,3?E ;F $0LLLLLLLLLLLLLLLLLLLL D,E0 Task 2 E7aminin the Reso,ces Aame0
Date0
$oo&erating School0 $oo&erating eacher0 /ist the "oo!s or other reference materials used "y your coo&erating teacher. "'ls. !ee last paes Lists o eeences>ooks ae listed# ,. Descri"e the instructional materials used (aligned to the o"#ecti%es of the lesson) "y your $.
B. hat learning insights ha%e you gained from these tas!sJ Task + Class 'oam Aame0 Date0 $oo&erating School0 Semester 9SK0 $oo&erating eacher0 Direction0 a!e a re&ort of the class &rogram of the coo&erating teacher. ,. $hec! +hether the follo+ing are a%aila"le9 not a%aila"le. !TR5CT5RE
;E! (descri"e each)
NO
. $lass schedule *. ?oom assignment 2. eachers assignment B. Descri"e ho+ the class schedule' room assignment and teachers assignment contri"ute to the effecti%e im&lementation of the curriculum. (Inter%ie+ your $ to hel& you ans+er this.) . $lass schedule
*. ?oom assignment
2. eachers assignment
SICA,3?E ;F $0LLLLLLLLLLLLLLLLLLLLLLLLLL D,E0 C. The At o =,estionin Effecti%e questioning is "asic to effecti%e teaching. Instead of &ointing out the significance of a &articular "it of !no+ledge' the teacher assists his9her learners "y using his9her questions to hel& them disco%er it for themsel%es. , &re-ser%ice teacher should de%ote a good deal of attention to de%elo& this s!ill. ,ccording to ,ra"it' et al (882)' there are four dimensions in the +ay +e as! our students some questions and each of these de%elo& some s!ills li!e0 1. irst Dimension !uestions- re"uire literal understanding which usually begins with #ho$ #hat$ and #hen. E%. #ho was &uben' #hat was he carrying' 2. (econd Dimension !uestions- inter)ret between lines because the facts are not directly or literally mentioned but the idea is being inferred. E%. #hat good are meatless ridays to )eo)le' 3. *hird Dimension !uestions- re"uire understanding and gras)ing fully the author+s ideas including su))lementary meanings li,e as,ing ow and #hy. E%. Do you li,e the title of the story' #hy' 4. ourth Dimension !uestions- re"uire udging the worth of ideas and effectiveness of )resentation. E%. #hat would you consider as good "ualities of the ili)ino families' E%)lain. ,cti%ity0 Pro%ide one eam&le of each question dimension that relates to a to&ic in your class. The ollo?in aea is po0ided y the coespondin>needed data in the last paes. Dimension 0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLL Dimension *0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLL Dimension 20 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLL Dimension 40 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLL
Task 3$ Ose0ation !heet on the At o =,estionin Aame0
Date0
eacher ;"ser%ed0
ime0
Su"#ect0
/esson0
Direction0 ;"ser%e your $. Aote the questions that are as!ed. /isten carefully to the teacher and ans+er the follo+ing as your guide. . hat are ty&es of questions formulated in the lessonJ Ci%e eam&le of each ty&e. *. /ist do+n all the questions as!ed "y the teacher in the class that you o"ser%ed. hen grou& them using the four dimensions. ,. First Dimension (/iteral $om&rehension) B. Second Dimension (inter&retation) $. hird Dimension ($ritical E%aluation) D. Fourth Dimension (,&&lication9 Integration) Signature of Pre-ser%ice eacher0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Signature of $oo&erating eacher0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL D. Inst,ctional /ateials
here are se%eral ty&es of instructional materials that teachers use in their dayto-day teaching acti%ities. hese materials can arouse and sustain the interest and attention of the learners. It can concretie a"stract conce&ts9ideas to &romote meaningful learning. hey also assist learning "ecause of the rich e&erience that they &ro%ide. #ith the )ro)er selection and use of instructional devices or educational media$ learning becomes more )ermanent /0aro$ 24. ,udio->isual materials a. ,udioMmedia are materials or sounds that are transmitted' &roduced or recei%ed through high fidelity +a%es +hich are heard through certain equi&ment li!e radio "roadcast and recordings. ". >isual materials are re&resentations of direct reality' +hich comes in the form of sign and sym"ols. Eam&les of +hich are0 cartoons' &ictures' &osters' dra+ings9 s!etches' diagrams' charts'gra&hs'stri& dra+ings9comics stri& and ma&s. ulti-edia as an a&&roach to teaching refers to the use of an integrated format of audio-%ideo and animation a&&lications to create a multi-sensory teaching and learning situation. he use of com&uter a&&lications is %ery useful in the &re&aration of the material.
Task 4$ 3se the ;"ser%ation Cuide &ro%ided to e%aluate the instructional materials used "y your coo&erating teachers. his +ill gi%e you an idea a"out ho+ to &re&are your o+n learning materials. Ose0ation 9,ide on the ,se o Inst,ctional /ateials Aame0 $lass ;"ser%ation0 Su"#ect0 Date0
/esson0 ime0
. hat is mean "y instructional materialsJ Ci%e 4 eam&les of those commonly used. *. hat are the %alues of audio-%isual aidsJ Aame three. =o+ can aids li!e >' mo%ies or com&uters assist the teacherJ @ustify your ans+er. 2. hat teaching aids did the teacher use in the class you o"ser%edJ hat &ur&ose did each of them ser%eJ 4. hat multi-sensory materials does the classroom ha%eJ
1. hat are three (2) !ey things that you should consider +hen &reå instructional materialsJ
Signature of PS0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Signature of Practicum Su&er%isor0 LLLLLLLLLLLLLLLLLLLLLLLL
E. Lesson 'lannin eachers need to &lan to integrate +hat is to "e taught and ho+ to carry it out effecti%ely. eaching is not a ha&haard &rocess. he highly interacti%e and demanding nature of the classroom requires that a teacher &lans thoroughly to maimie student learning. he goal of &lanning should al+ays "e studentlearning. Types o Daily Lesson 'lan . Detailed /esson Plan- &resents "oth the teachers acti%ity and the learners acti%ity under &rocedure or strategies. *. Semi- Detailed /esson Plan- includes only the teachers acti%ity under &rocedure or strategies. 2. Brief /esson Plan- sho+s only the main &arts of the lesson &lan minus the actual questions that you intend to as!. (omat o the Lesson 'lan Different author suggest different com&onents or format of a lesson &lan. =o+e%er' most agree that it should contain the follo+ing essential &arts0 . *. 2. 4.
Pur&ose or ;"#ecti%es or argets Su"#ect atter ?eferences and materials Procedures or strategies Task < a. 3se the follo+ing lesson &lan to guide you in &reå a lesson that you +ill teach.
". 3se the /esson Plan ?u"ric (a&&endi B) +ith your $' to e%aluate your lesson &lan. Task
III.
I:. :. ,. B. (.
Ao. of Pu&ils9 Students0
O6ecti0es !,6ect /atte$ $once&t0 >alues0 BE$0 $om&etency0 Leanin 'oced,es ,. ?outine0 B. /earning ,cti%ities9 /esson Pro&er $. Ceneraliation D. ,&&lication E. E%aluation
Assinment$ /ATERIAL! eacher reference materials Instructional aterials0 Team Teachin Task a
,t this &oint' you are no+ ready to conduct eam eaching +ith your co-Preser%ice teacher. ,s! for the lesson su"#ect matter from $oo&erating eacher. Plan the lesson +ith your "uddy and the $ and ha%e it chec!ed "y your $oo&erating teacher. ;nce it is chec!ed' &re&are the %isual materials a&&ro&riate for your su"#ect matter. ,cti%ity0 each the lesson in colla"oration +ith your $ and your "uddy. /discuss who will do what first E0al,ation o Leanin Acti0ities E%aluation is the &rocess of determining the effecti%eness of a learning acti%ity or a unit of +or! +hich includes many learning acti%ities. he aim of e%aluation is to de%elo& the effecti%eness of your teaching. Task E%aluation should "e underta!en "y you and also "y your $oo&erating eacher9EI Practicum Su&er%isor. Follo+ing the learning acti%ity' and as soon as you can manage.
,cti%ity0 3se the e%aluation sheet (7") +ith your $' to e%aluate your lesson
TA!) 9,idelines o E0al,atin Leanin Acti0ities Aame of Pre-ser%ice eacher0 ,cti%ity0 $oo&erating eacher0 $oo&erating School0
Date0
E:AL5ATION O( T*E 'LANNED ACTI:IT; AND !T5DENT’! LEARNIN9 . o +hat etent did the students9&u&ils achie%e the s&ecific learning outcomesJ
*. =o+ do I !no+J hat did I o"ser%e in students9&u&ils res&onsesJ
2. hat modifications +ould I ma!e this acti%ity if I did it againJ (as!J teaching strategiesJ grou&ingJ organiationJ resourcesJ) E:AL5ATION AND RE(LECTION ON /; ON TEAC*IN9 AND LEARNIN9 . =o+ effecti%e +ere my teaching and management s!illsJ *. hat goals should I set for im&ro%ement in my net &lanned acti%ityJ
2. hat else did I learn a"out my teachingJ
A!'ECT! (OR DI!C5!!ION Task - !el-Appaisal Practicum should offer o&&ortunities for self-a&&raisal of the teaching learning e&eriences of a &re-ser%ice teacher. o "ecome a res&onsi"le teacher' the &re-ser%ice teacher should "e a"le to self-e%aluate' to diagnose strengths and +ea!nesses' and to &lan for im&ro%ements. he PSs should "e a"le on their a"ility to "e self-a+are' self-e%aluate and self-correcting (Beltran'88*)
Direction0 ?eflect on one of the lessons you ha%e taught. ?ecord your sefle%aluation on each item "y &lacing a circle around the a&&ro&riate num"er. If u&on e%aluating yourself' you are dissatisfied +ith your &erformance in any area' thin! a"out ho+ you could im&ro%e your &ractice. ?e-e%aluating yourself frequently. A 'e-se0ice Teache !el-Appaisal Checklist Aame0 Crade9Kr Section ;"ser%ed0 $oo&erating School0 /esson aught0
Sem9School9year0 Date0
=igh
/o+ ITE/! TO RATE I. Inst,ctional 'epaation . as I a+are of the latest research and &rofessional trends in my fieldJ *. =ad I mastered the su"#ect matter of each unitJ 2. =ad I organied each lesson and each unit of studyJ 4. =ad I clearly defined instructional o"#ecti%e for each unit and lessonJ 1. =ad I &re&ared and9or selected a&&ro&riate instructional materials for each lesson and unitJ 5. as I a"le to sho+ a relationshi& "et+een su"#ect areasJ II. Inst,ctional /ateials 6. Did I indi%idualie instruction as much as &ossi"leJ 7. as I a+are of the a"ilities of each &u&il9studentJ 8. Did I "riefly re%ie+ the &re%ious days +ith +or! +ith classJ :.Did I attem&t to ma!e the classroom attracti%e and comforta"leJ . Did I create a relaed atmos&here conduci%e to learningJ *. Did I frequently use questions that encourage com&rehension' analysis' synthesis' and e%aluationJ 2.Did I often in%ol%e &u&ils9students in learning acti%itiesJ 4. Did I use %ariety of teaching methods and techniquesJ 1.Did I use a %ariety of teaching materialsJ 5. Did I &raise &u&ils9students +hen they sho+ &rogressJ 6.Did I increase the &u&ils9students interest in learningJ 7.Did I use a&&ro&riate audio-%isual aidsJ 8.Did I ma!e clear e&lanationsJ *:.Did I utilie community resourcesJ
3
+
2
%
1
*.Did I relate +hat is "eing studied to some &art of lifeJ **.as I a"le to hold the interest of the classJ *2.Did I gi%e clear assignmentsJ *4. Did I !no+ and use &u&ils9students namesJ *1.Did I encourage inde&endent studyJ *5. as my +ord choice on an a&&ro&riate le%elJ
=igh
/o+ ITE/! TO RATE III. *,man Relations *6.Did I a%oid em"arrassing &u&ilsJ *7.Did I allo+ all &u&ils to "e heardJ *8.Did I res&ect confidentiallyJ 2:. Did I a%oid engaging in gossi& a"out colleaguesJ 2. Did I &raise colleagues a"out their accom&lishmentsJ 2*.Did I criticiing a colleagueJ 22.Did I follo+ the Nchain of commandOJ 24. as I tactful +hen correcting the &u&ils9studentJ 21.as I fair to e%eryoneJ 25.Did I res&ect the %ie+s of all &ersonsJ 26.Did I refrain from holding grudgesJ I:. 'ER!ONAL =5ALITIE! 27.as I honestJ 28.as I relia"leJ 4:.Did I forgi%eJ 4.Did I dress neatlyJ 4*.Did I dress a&&ro&riatelyJ 42.as I coo&erati%eJ 44.as I courteousJ 41.Did I culti%ate my choice to "e &leasant' clear and forcefulJ 45.Did I care for my healthJ 46. as I &oised and at ease +hen teachingJ 47.as I enthusiasticJ 48.as I self-directingJ 1:.Did I ha%e sense of humorJ 1.as I +illing to acce&t correcti%e' o"#ecti%e suggestionsJ 1*.as I model citienJ 12.Did I su&&ort +orthly community acti%itiesJ 14.Is my #udgment soundJ 11.as I &unctualJ 15. as I inde&endent in my thin!ingJ
3
+
Sources0 Beltran' /inda B. (88*). , guide for the Su&er%ision of Student eachers. ?e Boo!store.
2
%
1
?ating0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
Signature of Pre-ser%ice eacher0 LLLLLLLLLLLLLLLLL Date0
:I.
9LO!ARR; O( TER/! ,ssessment- relates to collecting' synthesiing and inter&reting data a"out the !no+ledge and understanding' s!ills and attitudes of a &erson or grou& in order to facilitate decision ma!ing. $lass &rogram- refers to the class schedule' room and teachers assignment. $oo&erating Princi&al- is the head of the coo&erating school res&onsi"le in assigning eem&lary coo&erating teachers and to coordinate +ith the EI Practicum Su&er%isor +ith regards the assignment and &ro"lems of Preser%ice eachers. •
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•
•
•
• •
•
•
•
•
•
•
•
:II.
$oo&erating School- refers to the school +here the &re-ser%ice teacher undergoes off-cam&us teaching. $oo&erating eacher-is normally a classroom teacher at the la"oratory and coo&erating school directly res&onsi"le for &ro%iding mentoring su&&ort to the &re-ser%ice teachers. $urriculum- refers to the life and &rogram of the classroom and school. Dean of the $ollege of Education- is res&onsi"le for assigning Practicum Su&er%isors to handle Field Studies including Practicum , and B. Instructional aterials- refer to &rint materials' audio-%isual and multimedia resources used "y the teacher in facilitating teaching-learning &rocess. Practicum $oordinator- refers to the &erson in-charge of monitoring the teachers handling Field Studies and manages administrati%e matters &ertaining the &racticum &rogram of the EI. Pre-ser%ice eachers- refer to the 3ni%ersity9$ollege BEED9BSED students +ho are enrolled in the Field Study courses and are in%ol%ed in micro teaching' team teaching and teaching +hole lesson. Site $oordinator- he9she res&onsi"le in assisting the Princi&al9=ead of the school in assigning students in classrooms and scheduling of classes for o"ser%ation and &artici&ation. $onduct regular conference +ith coo&erating teachers as regards the &erformance and "eha%iour of student teachers. EI Practicum Su&er%isor- refers to the 3ni%ersity9$ollege faculty directly res&onsi"le for su&er%ising' monitoring and &ro%iding su&&ort to the uni%ersity student in on9off cam&us school e&erience. eacher Education Institutions (EIs)- refer to the uni%ersities and colleges offering eacher Education $ourses +ith curriculum aligned +ith that of $=ED. here are * of these from ?egions I' II' and ,? +hich esta"lished &artnershi& +ith Beam and De&Ed. eam eaching- is any form of teaching in +hich a team consisting of t+o or more &re-ser%ice teachers share res&onsi"ility in the &lanning' &resentation' and e%aluation.
RE(ERENCE! Barry' He%in and Hing' /en.(*::). Beginning eaching and Beyond hird Ed. Social Science Press' Ae+ South ales. Bustos' ,licia' S.' et al. (*::). Cuide to Student eaching. @$ Press' Inc. $ollin' arsh. (*::4). Becoming a eacher. Pearson Prentice =all' Ae+ South ales $or&us' Brenda' B. and Salandanan' Cloria' C. (*::2).Princi&les and Strategies of teaching./orimaar Pu"lishing $o.' Inc.
$ru' Brenda' B.' et al (886). anual for ;"ser%ation' Partici&ation and $ommunity Immersion. Hatha Pu"lishing $o.' Inc. Danielson' $. and ,"rutyn' /. (886).,n introduction to 3sing Portfolios.>irginia' 3S, ,ssociation for Su&er%ision and $urriculum De%elo&ment. Caro' $andelaria' Boo!store.
D.
(*::4).
eaching
Educational
echnology.Aational
/ardia"al' ,m&aro' S. (888). heory and Practice in Student eaching. Hatha Pu"lishing $o.' Inc. /ucido' Pa' I and Bora"o' ilagros' /. (886). Educational technology. Hatha Pu"lishing $o.' Inc. S entoring the Student eacher., #oint &ro#ect of the De&Ed and the EIs of ?egion ' Di%ision of isamis ;riental and the Di%ision of $agayan de ;ro $ity. Professional ,&&lication and ?eflection ' *' 2' and 4.(*::4). Practicum Cuidelines and ?esources for Schools and ;rganiations.3ni%ersity of South ,ustralia.
:III.
A''ENDICE! he follo+ing a&&endices &ro%ide the mar!ing guides for each assessment item. ,&&endi ,- @ournal Entries @ournal 0 ;n Preå a /esson Plan @ournal *0 Instructional aterials @ournal 20 ,ctual eaching @ournal 40 Eamining the ?esources @ournal 10 $lass Program ,&&endi B- /esson Plan ?u"ric ,&&endi $- Pre-ser%ice eachers ,ctual eaching ?ating ,&&endi D- ar!ing Cuide for Instructional aterials ,&&endi E- ar!ing Cuide for ?eflection9@ournal Entries ,&&endi F- ?u"ric for $ommunication S!ills in eaching ,&&endi C- ?u"ric for Student eaching Portfolio
Appendi7 A$ Relecti0e o,nal Enties Task$ 5se yo, 6o,nals to elect on the ollo?in 8,estions.
O5RNAL 1 On 'epain a Lesson 'lan Aame0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLDate0 LLLLLLLLLLLLLLLLLLLLLLL Su"#ect ,rea0 LLLLLLLLLLLLLLLLLLLLLLLLLL$oo&erating eacher0 LLLLLLLLLL . Descri"e the goals and &ur&ose of your lesson &lan. *. hat &ro"lems did you encounter in +riting your lesson &lan
2. =o+ can you im&ro%e your +ritten lesson &lanJ
4. Did you de%iate from your lesson &lanJ hy9 +hy notJ
1. E&erienced teachers claim that they can teach their classes e%en +ithout a lesson &lan. N=o+ do you react +ith thisJ Pro%ide reasons for your ans+er. EI Practicum Su&er%isors Feed"ac!0
,rea(s) for Strength0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL ,rea(s) for Im&ro%ement0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Signature of the EI Practicum Su&er%isor0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Date0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
O5RNAL % Inst,ctional /ateials Aame0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLDate0 LLLLLLLLLLLLLLLLLLLLLLL Su"#ect ,rea0 LLLLLLLLLLLLLLLLLLLLLLLLLL$oo&erating eacher0 LLLLLLLLLL . hat is the im&ortance of de%elo&ing9 &reå Instructional aterialsJ *. Descri"e one of the instructional materials you made. hat +as its &ur&oseJ hy did you &re&are it this +ayJ 2. =o+ +ill your instructional materials influence students9&u&ils learningJ Ci%e t+o eam&les. 4. =o+ +ill you !no+ if your materials are effecti%e in enhancing student learningJ EI Practicum Su&er%isors Feed"ac!0 ,rea(s) for Strength0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL ,rea(s) for Im&ro%ement0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Signature of the EI Practicum Su&er%isor0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Date0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
O5RNAL 2 On Act,al Team Teachin Aame0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLDate0 LLLLLLLLLLLLLLLLLLLLLLL Su"#ect ,rea0 LLLLLLLLLLLLLLLLLLLLLLLLLL$oo&erating eacher0 LLLLLLLLLL . ,fter you ha%e done your first actual team teaching' +hat +ere your realiationsJ =o+ did you feel a"out co-teaching he lessonJ *. hat do you thin! +ent in the lessonJ Ci%e details. 2. hat +ould you li!e to im&ro%e and focus on during future &lanning and deli%eryJ EI Practicum Su&er%isors Feed"ac!0 ,rea(s) for Strength0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL ,rea(s) for Im&ro%ement0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Signature of the EI Practicum Su&er%isor0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Date0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
O5RNAL +
On E7aminin the Reso,ces Aame0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLDate0 LLLLLLLLLLLLLLLLLLLLLLL Su"#ect ,rea0 LLLLLLLLLLLLLLLLLLLLLLLLLL$oo&erating eacher0 LLLLLLLLLL . hat is the im&ortance of aligning the Instructional ?esources and learning acti%ities +ith the o"#ecti%es of the lessonJ *. hat difficulties ha%e you encountered in &lanning your lesson &lan +ith regards to the a%aila"ility of instructional material resourcesJ 2. hat ha%e you done to address this &ro"lemJ (refer to question Q*) EI Practicum Su&er%isors Feed"ac!0 ,rea(s) for Strength0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL ,rea(s) for Im&ro%ement0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Signature of the EI Practicum Su&er%isor0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Date0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
O5RNAL 3 Class 'oam Aame0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLDate0 LLLLLLLLLLLLLLLLLL $oo&erating School0 LLLLLLLLLLLLLLLLLLLLLLLLLLLSem9SK0LLLLLLLLLLLLL $oo&erating eacher0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL . State the rele%ance of classroom schedule' room assignment and teachers assignment in the effecti%eness of teaching. *. Descri"e ho+ the classroom &rogram contri"utes to the effecti%eness im&lementation of the curriculum. 2. Inter%ie+ the $ on his9her roles in the &re&aration and im&lementation of the class &rogram. Signature of the EI Practicum Su&er%isor0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Date0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL
Appendi7 C$ 'e-se0ice Teache’s Act,al Teachin Ratin Aame0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSem9 S.K0 LLLLLLLLLLLLLLLLLLL Date0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLSu"#ect aught0 LLLLLLLLLLLLLLL $oo&erating School0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL ote his +ill ser%e as a guide to the $oo&erating eacher and EI Practicum Su&er%isor in assessing the actual teaching &erformance done "y the Pre-ser%ice eachers. $hec! the "o "elo+ that corres&onds to each item. /egend0 ::-81- Ecellent 77-72- Satisfactory 84-78- >ery Satisfactory 7*-67- Fair
66-6*- 3nsatisfactory
ITE/! TO RATE I. LE!!ON 'LAN ,. ;"#ecti%es +ere stated in "eha%ioural terms B. here +as congruence "et+een . ;"#ecti%e and su"#ect matter
II. ,. B. $. D. III. ,.
*. ;"#ecti%e and materials used 2. ;"#ecti%e and teaching &rocedure9 Strategies of eaching 4. ;"#ecti%e and formati%e test9 E%aluation 1. ;"#ecti%e and assignment TEAC*IN9 /ET*OD! ethods use +as9 +ere suited to the needs and ca&a"ilities of the students he teacher +as creati%e enough to ada&t his9her method to the students ca&a"ilities >isual aids and other eam&les +ere used to illustrate the lesson he teacher made effecti%e use of the formati%e test after teaching CLA!!ROO/ /ANA9E/ENT he teacher had a systematic +ay of chec!ing0 . ,ttendance *. ,ssignment9=ome+or! 2. Practice eercise 4. Crou& +or!9Pro#ect 1. Passing in nad out of the room 5. $orrecting' distri"uting' and collecting &a&er
E
:!
!
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B. ;rder and disci&line +ere &resent in the classroom $. >isual aids +ere +ithin easy reach of the teacher during his9her teaching I:. CO//5NICATION !)ILL! ,. he teacher s&o!e clearly +ith a+ell-modulated %oice B. he teacher used correct grammar in s&ea!ing $. $orrect res&onses +ere gi%en "y the students through the teachers s!ilful questioning. D. =e9 She o"ser%ed correct &ronunciation E. he "oard +or! of the teacher +as free from errors in grammar and s&elling F. he teachers hand+riting on the "oard and the lesson &lan +as legi"le enough to "e read and understood :. TEAC*ER’! 'ER!ONALIT; ,. he teacher is neat and +ell-groomed B. he teacher is free from mannerism or &hysical defects that tend to distur" the students attention $. he teachers &ersonality is strong enough to command' res&ect and attention. The pe-se0ice teache’s stenth ae$ LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLL Comments>!,estions o Impo0ement$ LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL LLLLLLLLLLLL (inal Ratin "Tick one# !atisactoy 5nsatisactoy ?ated "y0LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Designation0 LLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLLL Appendi7 D$ /akin 9,ide o Inst,ctional /ateials
