Scanned th Conseannerpreface Philippine education is currently implementing a significant educational reform, the centerpiece of which is the K-12 curriculum. Being the centerpiece of this educational reform, K-12 curriculum requires the re-examination, and even a deliberate improvement of practices along its various components. This is to ensure better the success of the whole educational reform. Thus, there is corresponding need to improve on factors like, quality of teachers, instructional materials, modes of instructional delivery, physical resources, library resources, and the like which are critical to improving the quality of the teaching-learning process. The K-12 curriculum was conceived and implemented with the goal of developing skills for life and survival especially among the school-age population. Beyond this, it also aims to develop in them the skills necessary to compete and to cope with the fast technological changes and developments now occurring at a fast pace. Generally, this is in response to the ASEAN 2015 Integration and other international agreements and accords which the Philippines has entered into. Critical to the attainment of these goals, however, is the teacher. It has long been established that the teacher holds the key to the quality of educational outputs and outcomes. Hence, the current educational reform has important implications for teacher development, both at the pre-service and in-service levels. Parallel to the implementation of the K-12 curriculum is the development of the teacher education curriculum as a continuing effort to equip prospective teachers with the knowledge, skills and values necessary‘to enable them to become effective agents of change. A look at the teacher education curriculum shows that there is now comparatively more focus on getting the prospective teachers to be more familiar and knowledgeable with the dynamics of classroom teaching and learning. This is achieved through provision of more opportunities for immersion in the classrooms. This approach is expected to bridge the gaps between what the prospective teachers have learned and studied in their courses, and what they actually see and experience in the field. The concept of experiential learning as part or “requirement” of the teacher education curriculum, follows the same thinking and philosophy as what some notable educationists have been espousing. That “learning by experience” as a requirement for effective learning, among the young, has the same effect, even for adults. Going by this tenet, the teacher education curriculum provides prospective teachers with experiences as close as possible to the real or actual classroom situations. The prospective teachers are also given more opportunities for immersion and participation in classroom teaching activities. cma iii Scand th Conseannerhow to use the guide To the Student Teacher Field Study 1 handbook will guide you to conduct the art and process of a ‘systematic observation and inquiry. It provides ten systematic observational inquiry focused on four major areas: the cooperating school, the learners, the teachers, and the school community. The experiential episodes will gradually introduce you to specific teaching challenges and gradually prepare you for your forthcoming internship. You will begin as a “participant observer” engaged in meaningful field observation tasks noting and recording significant events inside and outside the classroom. Do not just be an “onlooker” but a learner who is a sensitive observer and inquirer. The order of observation tasks in the handbook is not mandatory. There may be unavoidable circumstances that the observation of the theme is not possible. Conferring with the cooperating teacher before observing may be helpful to determine the possible focus of observation for the day and to orient you on some particular aspects of observation. Feedback in coding observation statements include only spoken feedback. Your Field Study 1 will provide a context for your participation experiences in Field Study 2 and more importantly for your Teaching Internship journey. You are becoming a teacher now! To the Teacher The Commission on Higher Education's (CHED) revised professional component of the Teacher Education Program has provided a more integrated two Field Study courses prior to Teaching Internship| (CMO No. 74 & 75 s. 2017). . Field Study 1 will immerse preservice teacher education students to actual classroom situations and learning environment through direct observations and inquiries and will be continued in Field Study 2 that will allow them to participate and assist in actual teaching learning activities. The curriculum switch in teacher education internship program requires that student intern should engage in meaningful systematic experiential observation and inquiry. The Field Study 1 refreshes them of what they learned in professional v ‘Scand th Conseannercourses and at the same time fills in some gaps that can best be acquired throug, direct observation and inquiry as a part of a classroom and school community, ‘The student will be guided through a developmental sequence of ten data-basey learning experiences focused on observing the cooperating school, the learner, thy teacher and the school community. Two inquiry tools will be utilized in Field Study 1, guided observation ang structured interview. However, it may be necessary to rearrange the order ang collapse the experiential components of the learning experiences. The order of observation themes is not mandatory. ‘This experiential observation and inquiry will be optimally used if pre and pox, observation conferences are integrated to each episode. The Cooperating Teacher cay enhance the observation with upcoming student teaching experiences. The Field Study handbooks can be utilized for both BEEd and BSEd studen, teachers, Specific instructions are given separately for each group in the learning episodes. It is advisable that necessary orientation be given to this effect. vi ‘Scand th Conseannercontents The periential Taxonomy: An Orientation Walk Through-- Transformational OBE Field Study Framework - OBE periential Tasks in the Different Field Study Lessons Outcome-Based Education: Response to Quality Learning --~ My Learning Journey in Field Study 1 ~ Experiential Landscape of Field Study 1 ~ A. Getting Ready for Experiential Learning - B. Observing Your Cooperating School earning Experience 1: The School for the Learners--~ The Classroom for Learning- Asarning Experience Learning Experience 3: Flashback as Learners -~ ° Observing the Learners Learning Experience 4: Understanding the Learners --- Learning Experience 5: Learner's Development and Instruction -~ D. Observing the Teacher Learning Experience 6:. The Teacher as a Classroom Manager-~ Learning Experience 7: The Teacher as a Facilitator of Assisted Learning —~ Learning Experience 8: The Teacher as an Implementor of Purposeful Assessment -~ Learning Experience 9: The Teacher as an Effective Administrator - m . Observing the Community Learning Experience 10: Observing the School Community as a Learning Resource-~ vii ‘Scand th ConseannerTHE EXPERIENTIAL TAXONOMY: AN ORIENTATION WALK THROUGH orl in articulating plan an experience and varied The Experiential Taxonomy serves as your basic framew' Outcome-Based Education (OBE). The Taxonomy will help you with specific objectives, a set of systematically sequenced activities, v assessment processes toward achieving the goal of developing higher-order thinking skills (HOTS) among the learners. This is very helpful for the Field Study Educator and the Field Study Student. . The experiential taxonomy developed and tested for many years by Norman W. Steinaker and M. Robert Bell has proven to be an effective tool for teacher development. Since teaching addresses the whole of human experience, there is a need for Field Study students for gestalt taxonomy to provide a framework for understanding the meaning of a total experience. As an experiential component of the present teacher education program Field Study is an actual “living through” events in the personal and professional life of a teacher. These experiences are perceived as an integrated whole and not as separate cognitive, psychomotor or affective response. The table on-the next page shows the relationship of Steinaker and Bell experiential taxonomy to Bloom, et.al, cognitive, Simpson psychomotor, and Krathwol, etal. affective taxonomies: ‘Scand th ConseannerRelationship of Experiential Taxonomy to Cognitive, Psychomotor and Affective Taxonomies FS. ) Exposure - Li Remembering | tt Perception- | 1.1 Receiving - *) cocina recognizing use of sense to willingness to and readiness and recalling obtain cues.t0) pve attention for further information guide motor experience activity L2_ Set objectives readiness to NS é activity (2. Participation - (2 Understanding- "| 13. Guided 1.2 Responding - Becoming a constructing responses actively part of the meaning performing with | participating experience a guide S (3. Identification - 13° Communication - Coming applying and using together of carry out process the learner and the experience ‘4, Internalization - La Analyze ~ L4 Mechanism - | 1.3 Valuing - attachi Experience . breakdown automatic ~ worth to affects the life materials into parts performance experience of the learner to identify with proficiency | 1.4 Organizing- relationship of parts | L5 Complex overt bringing together 15 Evaluating - making | response-skillful | different values judgment based performance ~ on criteria ) 5. Dissemination - U6 Creating - putting 15 Characterization) Positive sharing elements into new - value system through whole has controlled personalized his behavior (not sharing 4 immediately observed). ‘Scand th ConseannerTRANSFORMATIONAL OBE FIELD STUDY FRAMEWORK Sthe experiential taxonomy provides a synthesis of all aspects of cognitive, affectiveand even psychomotor elements in the total field learning experience gy rs. Likewise the experiential taxonomy not only relates, but als, upplements, and blends the different levels of the three taxonomies int, @ total OBE Field Study organizational framework, INTENDED LEARNING OUTCOMES Institutional Intended Program Intended Course Intended Learning Outcomes Learning Outcomes Learning Outcomes (ito) (PIL) (ciLo) NeBTs Teacher Education Field Study CMO 30, s. 2004 Curriculum Program Lt Outcome-Based Experiential Tasks FS Intended Learning Outcome mmouovxm ZoO-4pv-n-4z re Zo-4,e-n-4zmo- 2O-4>N-P pe zamae- zZo-4a>2-Emuu-o Formative Assessment Summative Assessment ‘An Overview of the Entire Field Study Experiential Process NCBTS and CMO 30, s 2004 serve as the poet institutions offering teacher education degree program x C tical framework for all ‘Scand th ConseannerThe Field Study Program allows the prospective teachers to experience directly iously classroom teachings before they finally go to the field to teach. The field experience also gives the prospective teachers an overall view of what to expect, especially, with regard to the implementation of the curriculum. ‘The Field Study Program draws its rationale from the National Competency- Based Teacher Standards (NCBTS) as contained in Commission on Higher Education (CHED) Memorandum Order, No. 30, s. 2004, This issuance necessitated an examination and enrichment of the Teacher Education curriculum, an important feature of which is the inclusion of Field Study Program. The Field Study Program provides for outcome-based experiential tasks, such that the prospective teachers go through increasing opportunities for experience, from simple awareness, participation, identification, and ultimately, internalization and dissemination or sharing of one’s learnings. Assessments are put in place to determine the level and extent from which outcomes are attained. There are five (5) basic sequential steps that build interdependently as the Prospective teachers go through a series of experiential tasks, namely: Level 1. Exposure - an invitation to experience; creating an awareness of the experiential task &9 Level 2. Participation - generating data; and deducing insights and meanings from the experience Level’3. Identification - recognizing the emotional and intellectual contexts of the experience @ Level 4. Internalization - imbibing and “feeling” the experience in one’s life as a future teacher Level S. Dissemination - sharing the experience with others through varied modalities xi ‘Scand th ConseannerRIENTIAL TASKS IN THE DIFFERENT OBE EXPE LD STUDY LESSONS ; LEVELS Unstructured Interviews Raw data Directed Observation tanosiire sensory experiences Data Exploration cian Poneman an invitation Viewing experiance Interviewing | Hi) Data Gathering Activities Walk Through Brainstorm Modelling Behavior Structured Data Gathering Conference Field Trip Charting Observation Data Field Activities Conferencing Participation meaning exploration ae Identification recognizing he experience| Data with attached meanings Insights Analyzed data Interpreted data Student Seminar =r Values Internalization det i Critiqued data nowy Imbibing the — een! experience Simulation ! Peer Teaching = Values Reflection oe nea Sharing with others: Personalized Sharing eee information Critiquing ‘Scand th ConseannerOUTCOME-BASED EDUCATION: SPONSE TO QUALITY LEARNING: The shift from the traditional input-based education (IBE) to Outcome- based Education (OBE) is being energized by the increasing demand for vigilant enforcement and accountability in all sectors of education. Stakeholders consider this student-centered and constructivist platform as a timely response to quality learning. Adriana Publishing, in its mission to advance the strides of the education sector, is offering the Teacher Education Textbook Series with an OBE framework, a trailblazing effort addressing the challenges posed by the 21" century. What is OBE? OBE is a process of curriculum design, teaching, learning and assessment that focuses on what students can actually do after they are taught. The basic tenets of OBE were advanced by the American Sociologist, William Spady, who defines OBE as... a comprehensive approach to organizing and operating an education system that is focused on and defined by the successful demonstrations of learning sought from each student (Spady, 1994:2) * Spady underscores Outcome as... clear learning results that we want students to demonstrate at the end of significant learning experiences... and are actions and performances that embody and reflect learners’ competence in using content, information, ideas, and tool successfully. In his own words, the paradigm shift’s goal was “to have a way for more learners to become more capable, empowered, and successful than what traditional conditions were allowing” The Commission on Higher Education (CHED) defines Outcome-based Education as “an approach that focuses and organizes the educational system around what is essential for all learners to know, value and do to achieve a desired level of competence at the time of graduation (CHED Implementation Handbook, 2013). Spady (1993) Identified Four Basic Principles of OBE: 1. Clarity of focus about outcomes - Learners are certain about their goals and are always given significant, culminating exit outcomes. 2. Designing backwards - Using the major learning outcomes as the focus and linking all planning, teaching and assessment decision directly to these outcomes. 3. Consistent, high expectations of success - Helping students to succeed by providing them encouragement to engage deeply with the issues they are learning and to achieve the set of high challenging standard. 4. Expanded Opportunity - Developing curriculum that allows every learner to progress in his/her own pace and that caters to individual needs and differences. xiii ‘Scand th ConseannerWhy Shift to OBE? OBE is distinguished from other reforms by its focus on outcomes: thereby enabling it to address the pressing worldwide concerns on accountability, and effective ative control with institutional autonomy (Evans, 1991). OBE makes it imperative to lay down what are the intended learning outcomes of an institution, and commit its educational resources until the goals are achieved. In its transformational phase, OBE is the benchmarking concept trending in higher education. It aims to organize a work-integrated education (WIE) at the program level to link students and faculty with the industry and eventually engage leaders of the profession and industry to enrich the teaching and learning activities, As diverse countries are synergizing towards connectivity propelled by technology, OBE is preparing young learners for global living. How to Adopt OBE? In OBE, learning outcomes are constructively aligned in a learning program that. fits this framework: Framework of Outcome-Based Education ¥ Institution’s Vision, Mission and Goals. u Institutional Outcomes (Competencies of HEI Ideal Graduate; Impact to Society) ¥ Program Outcomes (Competencies of Program Graduate) ¥ Standard and Demands Learning Outcomes Social Environment Context Learning Environment: Assessment and Evaluation ‘Content and Methodologies Teaching-Learning Systems Source: CHED Implementation Handbook xiv ‘Scand th Conseannera, Institutional Intended Learning Outcomes (ILO) - what the graduates of the university/college are supposed to be able to do b, Program Intended Learning Outcomes (PILO) - what graduates from a particular degree program should be able to do ¢, Course Intended Learning Outcomes (CILO) - what students should be able to do at the completion of a given course; and d._ Intended Learning Outcomes (ILO) - what students should be able to do at the completion of a unit of study of a course In the Outcome-Based Teaching and Learning (OBTL) Instructional Program, the learners take the center stage, as traced back to Tyler's (1949) basic principle of curriculum and instruction: It is what the students do as evidence of their learning. OBTL has a three-pronged implication: for the learners/students, it promotes a deep and lifelong learning skills; for the teachers, it promotes reflective teaching practices, and for the Institution, it addresses continuous program improvement. Under OBE, the Word Syllabus is replaced by a learner centered term called a Learning Program, consisting of the sample elements for a Learning Matrix as shown below (CHED Implementing Manual, 2013 — 1 eo | Atcivistas Reso Assessment | cou | * Discuss |* Introduction |* Case Study * Case Files * Case Analysis: Interrelations to attitude and | + Discussion '* Guide Questions} * Identifying between behavior * Role Playing * Role Playing interrelations, attitude, |* Interrelations Exercises *Concept behavior and | between attitude, Mapping the other behavior and factors in | other factors in society, society + Share insights |* The nature of |*Mediated | + Readings * Group Report on current an educational Lecture * Guide Questions issues and | setting + Small Group} » LCD Projector challenges in |+ Current issues and Discussion * Lap Top an educational | challenges * Group Reports 7 setting The OBE curriculum is driven by Assessments that focus on well-defined learning outcoines and not primarily by factors such as what is taught, how long the students take to achieve the outcomes or which path the students take to achieve their target (Kissane, 1995). The learning outcomes are projected on a gradation of increasing complexity that students are expected to master sequentially. ‘Scand th Conseanner‘The full implementation and success of OBE demands a concerted effort, as in the old aphorism: It takes a village to educate a child. There js an urgent call for all concerned to keep the rhythm in the steady march of humanity's progress: for educators, strategizing educational planning that is results oriented; for learners, assuming greater responsibility and actively participating in the learning process; and for parents and the community’at large, exercising their right to ensure that the quality of education for the next generation is not compromised by social, political and economic concerns. This textbook series is Adriana Publishing's keeping in step to the beat of the here and now,.from the transmissive to transformative teaching-learning paradigm. Outcome-Based Assessment: Formative and Summative OBE encourages the use of variety of assessment styles. variety of methods includes watching the students working in a group, listening to the students explaining their thoughts, feelings and reflections, reading the students’ observations and experience, evaluation of their own work and other activities that provide evidence of students learning. ‘The use of rubric is very important in OBE because rubrics provide clear set of criteria for students’ learning outcomes that include descriptions of levels of performance quality, based on the criteria. Intended learning outcomes are best indicated by performances - things students would do, make, say or write. Learning outcomes are assessed using either analytic or holistic types of rubric. Analytic rubric is for assessing learning outcome with specific dimension or trait. Criterion on the specific skill is set for assessment of skills-based lesson. However, there are lessons which require students’ complete demonstration of their learning outcomes and experiences; therefore holistic type of rubric is deemed necessary because the overall judgment of the students’ outcome or the wholeness of the experience is being assessed. Therefore, the assessments’ focus may vary from overall to specific demonstration of quality, proficiency, and understanding of contents or skills. More importantly, an on-going feedback between the learners and facilitators is required. ‘The Assessment of each Intended Learning Outcome (or ILO) is determined by the reported data or responses to the questions to be provided by them as observed. This could serve as a basis in measuring the levels of knowledge, skills and values they develop out of the experiences in the field. Rubrics are used to determine the achievement of learning outcomes of experiences. This is found at the end of each Learning Experience. xvi ‘Scand th Conseanner‘The Outcome-Based Field Experiential Learning Guide (FELG), was developed, out of the educational belief and thinking that “hands-on” experience assures effective learning, The use of this Guide provides the prospective teacher with the opportunity to experience, as close as possible, actual classroom instruction, even while still studying to be a teacher. This is achieved by classroom immersion through structured observations of actual classrooin teaching. References: Biggs, J. and C. Tang (2007). Teaching for quality learning at university. New York: Mc Graw. Evans, J. K. (1991). Can we achieve OBE? Educational Leadership, 73-74 (2013). CHED implementation handbook for OBE. Quezon City: Commission on Higher Education Kissane, S. W. (1995). Systematic approaches to articulating and monitoring expected student outcomes. Murdoch, Western Austrialia: Murdoch University McAvoy, B. (1985). How to choose and use educational objective. Medical Teacher (71), 27-35. McDonald, H. V. (1997). OBE. A Teacher's Manual. Kagisco: Pretoria. Spady, W. (1993). Choosing outcomes of significance. Educational Leadership, 51(6), 18-22. T. Guskey, P. P, (1995). Mastery learning in the regular classroom. Teaching Exceptional Children, 27(2), 15-18 Tyler, Ralph (1949). Basic principles of curriculum and instruction. University of Chicago Press xvii ‘Scand th ConseannerMY LEARNING JOURNEY IN FIELD STUDY 1 BEGINNING WITH THE END IN MIND Learning Outcome 9 Draw lessons from good test administration practices. Learning Outcome 8 Identify ways in which assessment : can be used for teaching and| Learning Outcome 7 learning. Identify assisted learning strategies provided by teachers. Learning Outcome 6 Develop an organized personal Learning Outcome 5 plan of management of instruction, 1, environment, relationship, | Y routine and time inferred from observation of the CT. Apply knowledge of learners’ cognitive characteristics to instructional strategies. ‘| if Learning Outcome 4 Identify the cognitive characteristics of learners belonging to their particular developmental stage. ye aS Learning Outcome 3 Draw similarities and differences of learners’ characteristics. across domains and stages of development. Learning Outcome 2 Recommend an appropriate classroom structure and display for promoting learning. Learning Outcome 1 Advocate school programs for addressing learner's developmental needs. xviii ‘Scand th ConseannerMy Learning Journey; Beginning with the End in Mind My learning Journey in Field Study starts with the end in mind. At the outset of this learning experience, the expected outcomes are made clear to the students. The Learning Outcomes set the tone and direction for every field study learning experience. The expected outcomes are attained through a set of Experiential Tasks and Reflection Triggers. The former represents what they will be exposed to; while Reflection Triggers serve as jump-off point and provide structure for them to process the learning experience starting from simple to complex tasks. Guided by the Reflection Triggers, students will go through the Experiential Tasks to achieve the expected outcomes. The Reflection Triggers stir or motivate them to exert more effort in making full use of the field-learning experience as contained in the Experiential Landscape of Field Study 1 xix ‘Scand th ConseannerEXPERIENTIAL LANDSCAPE OF FIELD STUDY 1: OBSERVATION Course Intended Learning Outcome: students will hay At the end of Field Study 1, the Teacher Education st % documented the application of educational theoties, principles and teaching ang learning strategies in the field through observation. OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT [AL Gerting Ready for Experiential Learning 1B. Observing Your Cooperating School 1 Tesshootter [adver sceo! 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Field Study 1 (FS 1) will experientially support your previously taken foundation professional education courses, particularly on how educational theories, principles, and strategies are applied in actual school environment. ‘Thus the Course Intended Learning Outcome (CILO) for FS 1 is At the end of Field Study |, the pre-service education students shall have documented the application of the educational theories, teaching and learning principles and strategies, classroom management and assessment in the field through direct observation and inquiry. The learning episodes of the program focus on learners’ characteristics and behavior, teachers’ strategies in teaching, classroom management, and assessment and the learning environment which includes the school and the community. As an FS student, you will be using two basic learning tools: OBSERVATION as an information gathering technique and documentation through PORTFOLIO for recording, synthesizing, and sharing your learning. As an observer, you will be guided by this manual on what relevant aspects of teaching and learning to observe and how to go about the process to attain the intended learning outcome. The two learning tools jibe with the basic components of the time-tested experiential model (Steinbaker and Bell, 1979) for teaching and learning. For this course, the OBSERVATION process will introduce you to becoming experientially aware of a learning phenomenon (Exposure), to being actively involved (Participation) in the process, and to being immersed in the social and intellectual context (Identification) of the intended objective through inquiry and analysis. Relevant documentation using the PORTFOLIO on the other hand, will lead you to imbibe the experience (Internalization) as a future teacher and share your learning (Dissemination). Figure 1 illustrates the relationship between the experiential model and learning tools. Getting Ready for Experiential Learning Scand th ConseannerOBSERVATION PORTFOLIO Figure 1: Experiential Learning Model Using Observation and Use of a Portfolio A: Observation as an Information-Gathering Technique 1. Observation in learning is basically used in gathering information about a phenomenon in a natural setting, In this course, it will adapt two types: direct or indirect. Direct observation requires your actual presence in site like being in the classroom or school premises when observing learners. Indirect observation on the other hand, may allow the use of the vicarious experience of a relevant person exposed to the same setting. You can directly observe learners’ behavior in a class by being inside the classroom or you may obtain similar information from the teacher based on his/her regular and substantial exposure to the class s/he is teaching by interviewing him/her. The latter can be used when there is time limitation on your part to cover all the (needed) information you need through observation or if it is not feasible to be at the required places to observe the phenomenon. The caveat may lie on the possible lack of cooperation among informants in making themselves available for interview. 2. Data or information collection methods can be classified as wide- angle methods or narrow-angle methods (Zepeda, 2012). Wide-angle observation covers a larger picture like observing an entire lesson to capture the ‘assisted learning strategies applied by the math teacher’ whereas narrow-angle observation focuses only on finite aspects like ‘checking classroom resources found in the room’ or ‘teacher's expressions for praising learners. 3, Recording of observation can be done in different ways: a. by writing a description or narrative of an event’as it happens b. by writing only short notes to describe target actions, incidents or events as they occur c. by marking on a list of incidents, actions or artifacts expected to occur or be present during or after observation d. by doing anecdotal recording after the fact or after the event has happened. Getting Ready for Experiential Learnin ‘Scand th ConseannerThe first one, being a narrativ sequential as it occurs, for instance, faithfully writing a description of how the teacher motivates the learners to perform a task. The second one, although similarly sequential, depends on recorded items captured by the observer. Noting teacher's questions sequentially to a class after listening to a story is an exemplification. A variant of this recording method is one which is time- based like writing a short description of classroom events as they happen after every given time increment, Both techniques aim for recording behaviors as an event is unfolding. : The third one is quite often aided by an observation tool like a checklist which simply requires the observer to mark the presence or absence of expected behaviors, actions or artifacts. Sequential recording of incidents as they happen is not necessary. This is often used when tracking a narrow set of behaviors or a finite set of structures or display inside the school. The fourth one solely depends on notes or random descriptions jotted down by the observer and which are organized later. Recording is guided by questions or instructions. “What kind of questions do primary level learners ask?” or “Write down your observations on what learners do when taking a test.” 4, Some observation tools you will use in Field Study 1: a. Observation Checklist This is a prepared list of things that you will look for when observing a class or classroom (e.g. list of classroom resources seen inside the room, list of behaviors expected to occur). Your role is to indicate presence or absence of a physical object or a specific behavior by using marks or letters (e.g., Yes or O for observed or NO for Not observed; or simply a check mark (/) for presence or a cross mark (X) for absence. Frequencies or percentages of occurrence obtained for each of the categories are subject to analysis and interpretation. See Table 1 on the next page. Getting Ready for Experiential Learning cooMens TCE ‘Scand th ConseannerMaps /Globes Charts b. Combination of an Observation Checklist and a Rating Scale ‘Information from ordinary checklist only requires presence or absence of an item. In combination with a rating scale, information on the degree of occurrence can be obtained. See Table 2 for a sample observation checklist-rating scale that can be used by a teacher handling children belonging to middle childhood stage. Table 2: Sample Observation Checklist Teacher's Name: nei Mental 1. They can group things that belong together. 2. Children begin to read and write early in middle childhood and should be skillful in reading and writing by the end of this stage. 3. They can think through their actions and trace back events that happened to explain situations. ‘Scand th Conseanner Getting Ready for Experiential Learning4. Children learn best when ; they are active while they are learning rather than just listening to an adult explain rules. 5. Children can focus attention and take time to search for needed information. 6. There is greater memory . capability because many routines are automatic now. **Sourced from: “Developmental Milestones: Ages Six through Twelve” Education Portal c. Inventory This is a variant of a checklist which can collect multiple information, It allows recording by category and can elicit more than a single type of information for a certain item. They are often used to cover observation of over different periods of time. See example in Table 3 to record observation on assessment methods used by teachers of different subjects, Table 3: Sample Inventory of Assessment Strategies Observed Getting Ready for Experiential Learning ‘Scand th Conseannerd. Time-based Observation Form events in short | from the time the | as “scripting This is a global scan for writing down key rements of time (e.g, every 3 seconds) starting lesson starts up to the time it ends. This is referred to data by time’, See Table 4 as an example. | Table 4: Classroom Observation Form Grade Observed: _______ Name of Teacher: —— AM / PM. Subject Area Observed: ____ Time: ______ to Number of Students: —_ | eons itsenvayers 1 9:00_| Lesson starts | 2 9:03 _| Teacher showed a picture of a child who is ¢rying. | 3 9:06_| Teacher asked possible reasons why the child was crying. | 4 9:09 A 9:40_| Lesson ends | e. Selective Verbatim Notes Recording of actual words spoken by the person being observed, See Table 5 for a sample. Table 5 Subject Observed: Name of Teacher; | ——________ Time Lesson Started: a. Actual instructions given by the teacher to the class before the test proper: | | (Be as specific as possible in writing chronologically what the teacher says.) | | tT Getting Ready for Experiential Learning ‘Scand th Conseannerf. -Open Narra This often used in wide-angle observation. Anecdotal notes are recorded and are often guided by set of instructions and open-ended questions, Table 6 illustrates an observation guide to record Planning Cycle of a teacher. Table 6: Sample Open Narrative Instructions: 1. Observe a teacher in any subject. : 2. Write your observation relative to how the teacher puts in action a planning cycle. 3.__ Answer the guide questions. A. Preparation and Introduction Phase ‘ 1, How did the teacher begin the lesson? 2. Why did the teacher decide to teach the lesson? 3._How did the teacher communicate the lesson objectives? . 8. Content: What content did the teacher develop? C. Activities: How did the teacher implement,the activities? List down the steps. D. Approacl /hat approach did the teacher use? 1. Direct or expository 2._ Indirect or exploratory E, What method was used? F. Write the series of steps of the methods used by the teacher. 1 2. ' 3. 4, G. What techniques were used by the teacher? H. What materials were used? |.__How did the teacher assess the attainment of objectives? Getting Ready for Experiential Learning ‘Scand th ConseannerB. . : Documentation Through a Portfolio 1. The learning experiences of FS 1 will guide ye after you have collected some data, analyzed information or knowledge a future teacher needs. The does not remain as they are. Completion of expe further reflection and sharing of th mentors and your future co-workers in your world of work. Th you to becoming a professional teacher. A learning tool most apt to lead you in performing this r the portfolio preparation. It will also be through this te | assessment of your course performance will be done. portfolio for Field Study 1 is a requirement of the course. You have encountered portfolio assessment i Learning course as an authenti Here are some key ideas you must have learned about portfo Its basic tool is a portfolio which i: collection of students’ works and other evidences 0! a pre-determined area for a given period. It involves both cognitive and non-cognitive meas\ It assesses authentic performances involving hig! as analysis, application, synthesis, evaluation, and creativity. A portfolio is more than just an artistic co and artifacts. - It requires personal reflection on wor! description of processes followed, observations made and the emotions and impressions invoked. The process of documentation or collection is guided by the person's ou to internalize learning | and translated them to information however, ential learning requires with your peers, Your is step leads knowledge ole is through chnique that Preparation of a n your Assessment in ly assess performance, assessment: method to effective s a purposeful documentation and || f accomplishments in sures of student learning. her-order thinking such llection of work samples ks completed, motive for undertaking a portfolio. The learner's purpose defines what entries to be included in the portfolio and how they will be displayed. One's purpose can be any one or be a blend of the following: a. b. mo To provide evidences of what have been accomplished in a course To exhibit an organized collection of work samples and products To have the opportunity to display ones best To demonstrate one’s progress from start to completion in a field of _ work To communicate the learning processes adapted to show improvement To exhibit the initiatives of the learner to achieve his/her goals ~ Getting Ready for Experiential LearningGuidelines in the Preparation of your Portfolio for FS 1 a As a Field Study 1 student, the basic entries for your portfolio are your reflection papers describing what you have learned, and its effect on you as a future teacher, To be included, too, are your plans for sharing the ideas you have gained to your peers, mentors and future co-workers, These two aspects are found in the Internalization and Dissemination component of each Learning Experience of this manual. These parts are marked with icons, b. Your outputs for the other components (i.e. Exposure, Par' pation, and Identification) which are written in your FS manual, need not be included unless they are necessary to highlight some of your reflections. There may also be some artifacts you may want to use as evidences or illustrations for your Dissemination component. c. Assessment of the course is evidenced-based using your portfolio. A rubric for each learning experience is provided which uses a criterion relevant to the intended learning objective. Some criteria included for assessment are: i. Depth of Reflection ii, Clarity of Understanding . Value of Learning iv. Relevance of Exemplification v. Clarity of Purpose vi. Appropriateness of Application Rating for each Learning Experience will be given by your FS Coordinator/Cooperating Teacher. A self-rating can be included depending on your FS Coordinator. The final arrangement can be consensually decided upon by your FS Coordinator and the College Dean. d. FS 1 student decides on the form of his/her portfolio. The basic entries are those you have produced in the Internalization and Dissemination components of each episode and which are collected as part of the manual. You may organize separately your portfolio in a clear folder, an album, etc. Preliminary pages must include a Table of Contents and your portfolio objectives. The concluding pages can include an overall impression of your Field Study 1 experience and future plans. Inclusion of your rating sheets is optional. e. You will submit your portfolio to your FS Coordinator at the program's completion. Aside from the ratings to be given by learning experience, your portfolio may be subjected to an overall assessment using Organization and Clarity of Purpose as a criterion. Expected performance is satisfactory organization of your entries guided by a clear purpose for your portfolio. Getting Ready for Experiential Learning ‘Scand th Conseanner10 Rubric: Criterion: Organization and Clarity of Purpose Se 91-100 | Learner has very satisfactorily organized the entries of Sie according to a clear purpose for displaying accomplishments for the entire FS | Program. 81-90 | Learner has satisfactorily organized his/her entries in a systematic way but is not well-guided by his/her purpose. 71-90 Learner has arranged the entries without any clear purpose. 61-70 Learner has not organized the entries in a systematic way. | 51-60 | Learner shows serious difficulty in organizing a portfolio. f. Rating for Field Study 1 may consider two important components: The average rating obtained across the Learning Experience (70%) and the Overall Rating for the Portfolio (30%). See Table 7 and 8 on the next page. Getting Ready for Experiential LearningTable 7: Assessment Summary No 1: The School for Learners No 2: The Classroom for Learning No. 3: Flashback as Learners No. 4: Understanding the Learners No. 5: Instruction and Learners’ Development , No. 6: The Teacher as a Classroom Manager No. 7: The Teacher as Provider of Assisted Learning v No. 8: The Teacher as a User of Assessment No. 9: The Teacher as an Effective Test Administrator“ ~ No. 10: The Teacher in the Community ‘Average Rating: Rating for Field Study 1 Average Rating for Learning Experience : Overall Rating for Portfolio Final Grade + Table 8: Transmutation Table x70 x 30 98 - 100 99 95 - 97 1.25 96 92-94 15 93 89-91 175 90 86 - 88 20 87 83-85 2.25 a4 30-82 25 81 77-79 2.75 78 75-76 3.0 75 71-74 3.25 a 68-70 35 70 65 - 67 4.0 68 Below 64 5.0 65 & below tting Ready for Experiential Learning 11 ‘Scand th Conseanner<> The School forthe Learners Ce ee ‘wy = interesting door for you Learning Experience 1 opens an i mer’ a ae at the bigger world for the aaa a school! As the teacher converts the classroom to hi an environment for active learning for his/her class, the School head, together with all the other personnel, organizes the school to Provide other program facilities and resources that will support the development of the learners, This is what you will aim at doing in this episode ie. discovlr ee school program resources for supporting learners’ developmental neecs. Your Intended Learning Outcome: (QamngEnug@ aman Advocate school programs Terai for addressing learner's Pemniehon Gi musEsCe hearing / developmental needs. T 1.1 Exposure Sketching the map of a school showit structures 1.2 Participation Getting acquainted with the facilities and resources of the school 1.3 Identification Determining the purpose of the school facilities’ and resources for learner development * How can the school support the 1.4 Internalization development of learners? Identifying the challenges of the school in providing more opportunities for development 1.5 Dissemination Preparing an ideal profile of a school which can meet the physical, social, emotional, and intellectual needs of learners 2 Outcome Based Learning Experience 1: The Schoo! for the Learn ‘Scand th Conseanner1.1 EXPOSURE Sketching the map of a school showing its structures An initial activity for FS students is to become more or less familiar with the school they are assigned to. With the school heads permission, go around the school with a partner, and see for yourselves the different buildings or structures inside the school perimeter. ‘Try to approximate the shape of the school area in your writing pad. It may not be a perfect rectangle but an irregular one. Situate each structure you locate inside the school perimeter using shapes and number each one for identification in your aerial map. Note that a building is single detached, ie. not connected to another structure and which may contain more than one room. Locate the entrance of the school in your map. (See the sample map.) School Map 2 3 4 | | School Entrance Outcome-Based Learning Experience 1: The School for the Learners 13 “ae ‘Scand th ConseannerDraw your map here, Name of School: 14 Outcome-Based Learning Experience 1: The School for the Learners beat by SESE Yeh ‘Scand th Conseanner1.2 PARTICIPATION Ro36 Getting acquainted with the facilities and resources of the school . This time try to determine what is/are found inside each building. List them according to how you have numbered them in your map and enumerate the specific facilities and resources found in each building. i os M022 1 Classrooms for Grades ___} Chairs, tables, learning materials, etc. POI yAtee Computer Room Computers, printers, projectors 10 ! outcome-Based Learning Experience 1: The Schoo! for the Learners 15 y ‘Scand th Conseannera 1.3 IDENTIFICATION See O):|) Determining the purpose of the school facilities and resources for learner development school. Check those which are ist of possible facilities in a Below is a SST oN Sch available in your school. With the resources you have found, indicate which domain(s) is/are being developed and provided for by each one. Indicate the program (s) the school car 7 may want to consult the head of the school and the teachers in-charge of the ‘es out under the three developmental domains. You programs. Nese terae ] | Fails B | Geral Sept | Ghoti neleete Library/Reading e.g. Reading Enhancement Room Computer Room Home Technology Center Industrial Arts Center Health Clinics Guidance Room Gymnasium Canteens Music Room Playground Science Center Performance Center Office of School Head Others (Specify) 16 Outcome-Based Learning Experience 1: The School for the Learners ‘Scand th Conseanner ) )1.4 INTERNALIZATION Identifying the challenges of the school in providing more opportunities for development You have identified the facilities and resources of your school, What other facilities and resources do you think are needed for other development programs? * What aspects or development domains can you suggest as needing attention by the school? What programs can be suggested? ! Qutcome-Based Learning Experience 1: The School for the Learners 17 XZ Scand th ConseannerX 1.5 DISSEMINATION ae Preparing an ideal profile of a school which can meet the w physical, social, emotional, and intellectual needs of learners The School Head in your exit meeting would like to get some suggestions ‘on how they can improve or enrich the programs they are carrying out for the learners in their school, Prepare a simple development plan which will show What structures or facilities your dream school must have and the programs which can be offered. Use the information you have gathered earlier and your observation of other schools as input to your plan. Growth Portfolio Entry Poo ucaabunen Meret cr) Structures To Be Built Purpose Needed Resources 18 Outcome-Based Learning Experience 1: The Schoo! for the Learners ‘Scand th Conseanner i§ Outcome-Based Learning Experience 1: The School for the Learners x ———} | GROWTH PORTFOLIO ENTRY [NO. ‘Scand th Conseanner 19——_—_f | GROWTH PORTFOLIO ENTRY be]. ED 20 Scand th Conseanner Outcome-Based Learning Experience 1: The School for the Learners iASSESSMENT For Use of the FS Program Coordinator Criterion: Comprehensiveness of Plan Rubric 91-100 | Plan shows comprehensiveness in meeting all the significant developmental needs of learners. 81-90 | Plan can meet many of the significant developmental needs of the learners. 71-80 | Plan covers only needed academic classrooms for the learners. 61-70 | Plan shows very little bearing on development needs of the school learners, 51-60 | No plan was presented at all Rating for LE 1: Signature of FS Program Coordinator ! Outcome-Based Learning Experience 1: The School for the Learners ‘Scand th Conseanner 21