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MISAMIS UNIVERSITYOroquieta Unit

Liberal Arts and Education

FIELD STUDY IV(Exploring the Curriculum)

Adopted From the Following References:

R1: Dela Torre Lourdes G., et.al., Field Study Bridging Theories with Classroom Experience, Mutya

Publishing House, Inc.,Malabon City, 2008

R2: Teacher Education Council (TEC), Department of Education (DepEd), Comission on Higher

Education (CHED) ,Experential Learning Courses Handbook, TEC Copyright

R3: Torno, Beatriz, G. (2009). NCBTS-based Table of Specifications Examination for Teachers, PAFTE

Journal Vol.15 No.1, 39-109.

Dampor, Kiza Jelyn B.

FS Student

Rios, Nidelyn R

FS Instructor


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S.Y 2016-2017

TABLE OF CONTENTS

Description Page

Cover

Acknowledgement

Resume

Student Profile

Table of Contents

Portfolio Format

History of Misamis University

ision!Mission and "b#ectives of t$e University

ision!Mission and "b#ectives of t$e College of %ducation

ision!Mission and "b#ectives of t$e Sc$ool Site of Field Study

Ac$ievements of t$e Hig$ Sc$ool &e'artment

%('eriential )earning Courses Framework

*asic Reference for %('eriential )earning Courses +%)C,

Course &escri'tion- Re.uirements and "b#ectives

FS / Activities

0uidelines in t$e &e'loyment of Pre1Service Teac$ers

2ournals and 3nsig$ts

)earning Activity 45 6C$eck and Try7

)earning Activity 85 6Come- 9e:ll Talk7

)earning Activity ;5 6T$e Anc$or7

)earning Activity /5 6Acce't and Connect7

)earning Activity


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Rating Scale

Mastery )evel of t$e Students

Sna's$ots

&aily Time Record

Clearance

)earners: 9orks

Comments of t$e Faculty

References

Personal Reflections on t$e Portfolio

FS Course Partici'ation and Performance Rubric +Self,

FS Course Partici'ation and Performance Rubric +Mentor,

FS Portfolio Assessment Rubric +Self,

FS Portfolio Assessment Rubric +Peer,

FS Portfolio Assessment Rubric +Mentor,

Self Rating Com'etency C$ecklist

Com'etency C$ecklist +for faculty use,

Parent:s Consent


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Vision/Mission Statement and Objectives of the University

Vision/ Mision

T$e Misamis University u'$olding t$e 'rinci'le t$at 0od is t$e center of its e(istence and education its service

offering to 0od and country- aims to be a leading 'rivate non1sectarian institution of learning=

3t is committed to t$e develo'ment of t$e w$ole 'erson w$o is 0od1fearing- 'rinci'led- socially res'onsible- service1

oriented- environmentally concerned- and is com'etent to meet global c$allenges=

Objectives

0uided by t$e vision!mission- MisamisUniversity is dedicated to t$e 'ursuit and attainment of t$e following5

4= Provide accessible education for all>

8= &evelo' and maintain .uality academic 'rograms>

;= Foster an academic community t$at 'romotes unity- creativity- entre'reneurial s'irit- environmentalconcern- a''reciation and 'ride in our national $istory and cultural $eritage>

/= Conduct researc$es t$at su''ort effective instruction and are res'onsive to t$e needs of t$e community

and society>


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LOYALTY EXCELLENCE

Graduate Attributes

A= Professional ?ualities5

4= Professionally Com'etent 8= 0lobally Com'etitive;= Critical T$inker /= %ffective Communicator

*= Personal alues5

4= 0od1fearing 8= Socially1res'onsible;= Service1oriented /= %nvironmentally1concerned

(Sgd ) AREN !ELINA "# DE LEON$ %#D#$ Ed #D#University President

The Experiential Learning Courses Framework

T$e Teac$er %ducation and &evelo'ment ProgramTeac$er Performance and &evelo'ment Framework for t$e

Pre1Service and )icensure Sectors

Introduction


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T$e teac$ing 'rofession $as been struggling to kee' 'ace wit$ t$e c$anges in society and t$eaccom'anying c$allenges of t$e tec$nological world= 9it$ t$e notion t$at teac$er education- w$ic$consists of t$e 're1service education of teac$ers +P%T, and t$e 3n1Service %ducation of Teac$ers+3@S%T,- $as been unable to bridge t$e growing ga' between t$e needs and e('ectations of learners-and t$e knowledge and skill levels of bot$ new and e(isting teac$ers- t$e T%&P was conceived= 3t $asbeen initiated or advocated a grater formal 'artners$i' among t$e main stake$olders5 CH%&- T%3s- PRC-

t$e &e'%d and t$e Civil Service Commission +CSC, for t$e im'rovement of bot$ 're1service and in1service=

T$e &e'artment of %ducation is committed in 'roviding a .uality system of 'ublic education= 3t'rovides sc$ools wit$ teac$ers w$o are able to $el' students develo' t$eir abilities- skills- and attitudesfor t$em to function effectively in an environment t$at is c$anging ra'idly in many different ways=

T$e &e'%d $as commenced t$e im'lementation of a Teacher Education and DevelopmentProgram+T%&P, t$at seeks to conce'tualie a teac$er:s career 'at$ as a continuum t$at starts wit$ entryto a teac$er education 'rogram and concludes w$en a teac$er reac$es retirement from formal service=T$e T%&P will address eac$ stage of t$is continuum as an integrated 'art t$at is linked closely to

'receding and ensuing elements= "ne key element in t$e Program is t$e establis$ment of a set ofNational Competency-Based Teacher Standards+@C*TS, so t$at teac$ers- 'u'ils and 'arents are ableto a''reciate t$e com'le( set of be$aviors- attitudes and skills t$at eac$ teac$er must 'ossess- in orderto carry out a satisfactory 'erformance of t$eir roles and res'onsibilities=

T$e set of com'etencies is incor'orated in a Teac$er Performance and &evelo'ment Frameworkt$at is based u'on t$e core values of Fili'ino teac$ers and on t$e 'rinci'les of effective teac$ing andlearning= T$e framework is divided into seven +B, domains t$at re'resent t$e desired features of t$eteac$ing and learning 'rocess= T$ese domains incor'orate a series of strands of desired teac$ing'erformance statements w$ic$ can be identified as 'erformance indicators t$at are observable indicatorsof t$e .uality of a teac$er:s 'erformance=

The seven domains are:

4= Social Regard for )earning

8= T$e )earning of )earners;= T$e &iversity of )earners/= Curriculum


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assess t$eir own 'erformance against t$e Com'etency Standards in order to identify areas of strengt$ aswell as areas t$at need to be develo'ed furt$er in order for t$em to function more effectively asfacilitators of learning=

Basic Reference for ELC

T$e %('eriential )earning Courses +%)C, are valuable com'onents of t$e Teac$er %ducation'rogram= Under t$e new Teac$er %ducation Curriculum- %('eriential )earning Courses consist of si( +,units of Field Study courses and si( +, units of Practice Teac$ing= T$e early e('osure of t$e 're1serviceteac$ers in t$e actual learning environment will ensure better 're'aration and a''reciation by t$em=

T$e 're1service teac$ers will be 'rovided wit$ $ands1on e('eriential learning t$at will contribute tot$eir 'ersonal and 'rofessional growt$ as teac$ers=T$e T%3s and *%S will work $and in $and to 're'aret$em to be more $ig$ly com'etent and com'etitive in t$e teac$ing 'rofession= T$is Handbook will guidet$em in im'lementation of $e said courses=

Two very im'ortant documents t$at $el' re1define and give direction to t$e Teac$er %ducation are t$eTeac$er %ducation and &evelo'ment Program as illustrated in t$e Teac$er &evelo'ment Ma' +Figure 4,and t$e @ational Com'etency1*ased Teac$er Standards +@C*TS, +Figure 8,=

T$e Teac$er %ducation and &evelo'ment Program +T%&P, serves as t$e roadma' w$ere differentgovernment agencies suc$ as t$e &e'artment of %ducation +&e'%d,- t$e Commission on Hig$er%ducation +CH%&, wit$ t$e Teac$er %ducation 3nstitutions +T%3s,- and t$e Professional RegulationCommission +PRC, #oin $ands in order to en$ance t$e education and training of t$e future teac$ers= T$eT%&P was conceived to $alt t$e continuing decline of t$e .uality of education in t$e county= 9e all agreet$at at t$e center of education is t$e T%ACH%R w$o needs to continually im'rove in order to co'e wit$t$e c$anges in society= T$e T%&P seeks to conce'tualie a teac$er:s career 'at$ as a continuum $at starwit$ t$e 're1service until retirement from service=

At t$e $eart of t$e various stages of t$e T%&P is t$e @ational Com'etency1*ased Teac$erStandards +@C*TS, t$at serves as a mold for bot$ t$e 're1service and in1service education and training=3t is t$e touc$stone t$at ensures t$e continuing res'onse to t$e c$anging needs of t$e teac$ing learning'rocess= 9$ile t$e 're1service teac$ers are being formed using t$is mold- it is $o'e t$at t$e in1serviceteac$ers will use t$e same mold to continue ad dee'en t$eir 'ersonal and 'rofessional develo'ment=

Exploring the Curriculum

C"URS% &%SCR3PT3"@

Credit 1 unit

Duration: 17 hours

FS4Field Study


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T$is course s$all allow students to a''ly and verify knowledge gained on curriculum develo'mentt$roug$ e('osure to t$e e(isting curriculum= 3t s$all also 'rovide insig$ts to students on $ow t$ecurriculum can be effectively im'lemented=

Field Study / is anc$ored on t$e Professional %ducation sub#ect- Curriculum &evelo'ment=

@o= of Units 5 4 unitTime &uration 5 4B $oursC"URS% R%?U3R%M%@TS5

4= Tem'lates! Activity S$eets 4DE8= 2ournal! &iary wit$ insig$ts! reflections ;DE;= Final %(amination ;DE/= Portfolio ;DE

Tota& '

0%@%RA) "*2%CT3%S5

4= "bserve best 'ractices in t$e effective im'lementation of t$e curriculum=8= &evelo' insig$ts on t$e im'lementation of t$e curricular 'rograms at different

educational levels=;= A''ly knowledge learned about t$e different curricular designs=/= Plan- teac$ and evaluate lessons=

NC!TS DO%AIN CO%PETENCIES*PER"OR%ANCE INDICATORS

CurriculumCommunicates clear learning goals t$at are a''ro'riate to learners=

Selects teac$ing met$ods- learning activities- and instructionalmaterials or resources a''ro'riate to learners and aligned to t$eob#ectives of t$e lesson=

&evelo's and uses variety of a''ro'riate assessment strategies tomonitor and evaluate learning=

&emonstrates mastery of t$e sub#ect matter=

Communicates clear learning goals for t$e lessons t$at area''ro'riate for learners=

)earning %nvironmentCreates $ealt$y 'syc$ological climate for learners=


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&iversity of )earners&etermine- understands- and acce'ts t$e learner:s diversebackground and e('erience=

Social Regard for )earningTeac$er:s actions demonstrate value for learning=

Makes good use of allotted instructional time=

&emonstrates t$at learning is of different kind and of differentsources=

Planning- Assessing and Re'orting&evelo's and utilies creative and a''ro'riate instructional 'lanning=

&evelo's uses variety of a''ro'riate assessment to monitor andevaluate learning=

Social Regard for )earningMakes good use of allotted instructional time=

Selects teac$ing met$ods- learning activities- and instructionalmaterials or resources a''ro'riate to learners and aligned wit$ t$eob#ectives of t$e lesson=

&emonstrates t$at learning is of different kind and of differentsources=

!I!LIOGRAPHY+Re,erences+

R45 &ela Torre )ourdes 0=- et=al=- Field Study *ridging T$eories wit$ Classroom %('erience- Mutya Publis$ing House- 3nc=-Malabon City- 8DDR85 Teac$er %ducation Council +T%C,- &e'artment of %ducation +&e'%d,- Comission on Hig$er %ducation +CH%&, -%('erential )earning Courses Handbook-

T%C Co'yrig$tR;5 Torno- *eatri- 0= +8DDG,= @C*TS1based Table of S'ecifications %(amination for Teac$ers- PAFT% 2ournal ol=4< @o=4- ;G14DG=

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS(Enclosure No.1 to DepEd Order No.3, s 2007)

I. Definition of Terms

Coo'erating Sc$ool refers to t$e sc$ool +elementary or $ig$ sc$ool, w$ere t$e 're1service teac$er undergoesfield study=

%('eriential )earning Courses +%)C, Coordinator 1 refers to t$e faculty member of t$e Teac$er %ducation 3nstitution+T%3, in c$arge of su'ervising and evaluating t$e off1cam'us activities of t$e student

teac$ers in collaboration wit$ t$e coo'erating sc$ool=

%('eriential )earning Courses +%)C, refer to t$e sub#ects in t$e 're1service education curricula t$at includeField Study Courses=

Field Study 1 is a com'onent of t$e new Pre1service teac$er %ducation Curriculum t$at aims to e('ose t$estudents to actual field e('eriences so t$at t$ey can relate t$e t$eories learned inside t$e


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classroom wit$ t$ose e('eriences= T$ese off1classroom e('eriences would em'$asie t$eim'ortance of understanding t$e com'le( work of t$e teac$er in t$is era of globaliation=

Field Study Students +FSS, 1 refer to t$e students taking field study courses=

Mentoring a nurturing 'rocess in w$ic$ a skilled or more e('erienced 'erson 'rovides su''ort and

encouragement to a less e('erienced 'erson=

Pre1service teac$er 1 refers to t$e student enrolled in *%%d- *S%d and ot$er related teac$er education 'rograms=

Resource Teac$er 1refers to t$e resource facilitator in t$e Field Study Courses=

II. Role of Department of Education (DEpEd) and Commission on Higher Education (CHED)

A. Schools Division Offices

T$e Sc$ool &ivision Su'erintendent +S&S, - in collaboration wit$ t$e T%3 and sc$oolPrinci'als- s$all

4= forge a M"A wit$ T%3 on t$e de'loyment of 're1service teac$ers on e('eriential learning courses=8= review and subse.uently a''rove re.uests for coo'erating sc$ools;= conduct orientation on field study wit$ t$e T%3s and coo'erating staff> and/= monitor and evaluate t$e ca'acity of t$e coo'erating sc$ools

B. Cooperating Schools

4=T$e Princi'al s$all acce't t$e FSS and see to tit t$at t$ey are assigned to observe any teac$er=

8=T$e 'rinci'al s$all coordinate wit$ %)C coordinator concerning field study assignments and 'roblems=

;=T$e Princi'al s$all ensure t$e orientation of t$e FSS on t$e following5a= 'olicies- regulations and environment of t$e sc$oolb= assignment of classes and res'onsibilities

/= T$e Princi'al will 'artici'ate in debriefing session wit$ t$e resource teac$er- t$e FSS and t$e

%)C coordinator=

C. Resource Teacher and Cooperating Teachers/ MentorsT$e Resource Teac$ers s$all5

4= see to it t$at t$e FSS:s role is limited to t$e re.uirements and activities of t$e 'articular field studycourses=


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8= accommodate FSSin t$eir actual classroom teac$ing and are not duty bound to mentor! coac$>and

;= certify t$e attendance of t$e FSS=

III. Role of the TEI

T$e T%3 s$all5

4= determine t$e readiness and ability of t$e 're1service teac$er to go on field study> if not

ready- give more e('erience in on1cam'us=

8= re.uest t$e Provincial!City &ivision "ffice to designate coo'erating sc$ools in t$e

'rovince!city=

;= initiate conferences wit$ t$e Sc$ools &ivision Su'erintendents +S&S, in selecting 'ublic

and 'rivate coo'erating sc$ools=

/= allocate a modest $onorarium to 'ersonnel involved in student teac$ing as sti'ulated in

t$e Memorandum of Agreement=

IV. Selection of Cooperating Schools

All basic education sc$ools may be c$osen as coo'erating sc$ools=

V. Selection of Resource Teachers and Cooperating Teachers/ Mentors

Any teac$er in a FieldStudyCoo'eratingSc$ool can be a resource teac$er=

VI. Duties and Responsibilities of Pre-service Teachers

4= Field Study students s$all take t$e field study courses congruent to t$eir 'rofessional educationsub#ects=

8= All field study students must observe a 'ro'er decorum and be$avior w$en making field visits andobservations in t$e sc$ool w$ere t$ey are fielded>

;= Field study students s$all accom'lis$ t$e re.uirements of t$e course as sc$eduled=

/= All *%%d and *S%d students enrolled in Field Study sub#ects are re.uired to undergo a minimumof 4B $ours of field study or classroom observation in t$e different classes of t$e *asic %ducation-from Presc$ool to Hig$ Sc$ool=


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t$e e(isting curriculum of t$e sc$ool=

Reflect on $ow resource materials

su''ort t$e im'lementation of t$ecurriculum=

isit t$e sc$ool=

0et a co'y of t$e class sc$edule= Room

assignment and teac$er:s assignment=

"bserve $ow t$e class sc$edule- room

assignment and teac$er:s assignmentcontribute in t$e effectiveim'lementation of t$e curriculum=

alidate your observations t$roug$

interview=

Reflect on $ow t$ese items contribute to

t$e effective im'lementation=

&iversity of learners

Planning- Assessing andRe'orting

Curriculum

Social Regard for )earning

learning=

&etermine- understand and acce't t$elearners: diverse background ande('erience=

&evelo's and utilies creative anda''ro'riate instructional 'lanning=-

&evelo's and uses variety ofa''ro'riate assessment strategies tomonitor and evaluate learning=

&emonstrates mastery of t$e sub#ectmatter=

Communicates for t$e lessons t$at area''ro'riate for learners=

Make good use of allotted instructionaltime=

Selects teac$ing met$ods- learningactivities and instructional materials orresources a''ro'riate to learners andaligned to ob#ectives of t$e lesson=

&emonstrates t$at learning is ofdifferent kinds and of different=


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Learning Activity 1: Check and Try

Name of FS: Student: ___________________________________________________________

Course: ____________________________________ ear ! Se"tion: ____________________

#esour"e $ea"her: _____________________________________ Si%nature: _______________

Coo&eratin% S"hoo': ____________________________________________________________

(rade )e*e' +,ser*ed: __________________________________________________________

Your Goal

-t the end of this a"ti*it./ .ou i'' ,e a,'e to throu%h .our ref'e"tion ho the s"hoo' &romotes

&artnershi& and dia'o%ue

Your Tasks

For this a"ti*it./ %o throu%h fo''oin% tass:


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Step 1isit a s"hoo' and 'oo at their *isionmission and %oa's

Step 2-na'.e the *ision and mission in re'ation to the eistin% s"hoo'

"urri"u'um

Step 3 dentif. the s&e"ifi" %oa' of the s"hoo' and des"ri,e ho the

so"ia'/ &ersona'/ and a"ademi" intera"tions are &romoted

Step 4 ae a ref'e"tion of .our o,ser*ations

Your Tools

-s .ou *isit a s"hoo'/ 'oo for the *isionmission of the s"hoo'rite .our o,ser*ations on the forms &ro*ided

My Observation ReportName of S"hoo' isited: ______________________________________________________

Name of #esour"e $ea"her: _______________________Date of isit: _________________

rite the *isionmission and %oa's of the s"hoo'

ision: _______________________________________________________ _______________________________________________________

ission: _______________________________________________________ _______________________________________________________

S&e"ifi" +,e"ti*es:

__________________________________________________________ __________________________________________________________

S&e"ifi" s"hoo' a"ti*it. that ensures the attainment of the *isionmission of the s"hoo' __________________________________________________________


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__________________________________________________________ __________________________________________________________

;o do the *ar.in% so"ia' intera"tions he'& attain the *isionmission of the "o''e%earti"i&ants e"hani"s


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-n. aards %i*en< _____________________________________________________________________

#e"i&ients: ___________________________________________________________________________

#emars: ____________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

Your Analysis

hat s"hoo' a"ti*ities are the "ommunit. mem,ers a"ti*e'. in*o'*ed in< ________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

h. is the "ommunit. "oo&eration and in*o'*ement ne"essar. in undertain% the s"hoo' a"ti*itiesu,'i" ;i%h S"hoo':

>ri*ate nonse"tarian: o"ationa'=$rade ;i%h S"hoo':

---7 Socioeconomic Status

For Sin%'e:

Father?s @du"ationa' -ttainment :

other?s edu"ationa' -ttainment :

Father?s +""u&ation :

other?s +""u&ation :

Num,er of Si,'in%s :

onth'. Fami'. n"ome :

5or marrie$

S&ouse? @du"ationa' -ttainment :

S&ouse? +""u&ation :

onth'. Cash n"ome :

Num,er of Chi'dren :


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Si%nature o*er >rinted Name

MISAMIS UNIVERSITY

Oroquieta Unit


FIELD STUDY CLEARANCE FORM

5S Stu$ent 888888888888888888888888888888888888888888888888888888888888888888888888888888

,aboratory"Cooperating School88888888888888888888888888888888888888888888888888888888888888888888888

$he a,o*ementioned student is "'eared from a'' a""ounta,i'ities from this s"hoo'

entor=s: ________________________________ _______________________

________________________________ _______________________

________________________________ _______________________

________________________________ _______________________

________________________________ _______________________

)i,rarian: ________________________________ _______________________

>ro&ert. Custodian: ________________________________ _______________________

S"hoo' >rin"i&a': ________________________________ _______________________


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PORTFOLIO FORMAT IN FIELD STUDY COURSE

>re'iminaries

- $it'e >a%e=Co*er >a%e

B $a,'e of ContentsC ies of $ea"hin%

D -"no'ed%ment

@ #esumeF Statement of >ur&ose=s of the >ortfo'io

Des"ri&tion of the S"hoo's

- ;istor. of isamis Ani*ersit.B ision=ission and +,e"ti*es of the Ani*ersit.

C S&e"ifi" +,e"ti*es of the Co''e%e of @du"ation

D ision=ission=+,e"ti*es='o"ation=-"hie*ements of the S"hoo' Site of Fie'd Stud.

Narrati*e Summar. of Fi'ed Stud. @&erien"es

- ourna's and nsi%htsB Summar. #e&ort of >reSer*i"e $rainin% and -"ti*ities -ttended Seminar/ orsho&/

S.m&osia/ S"hoo' Site/ Fie'd $ri&E

C >i"toria's=Do"umentation

D FS $em&'ates ith #atin%

Fie'd Stud. $ea"hin% >erforman"es and +,ser*ation @*iden"es

- -&&ro*ed )esson >'an=s ith nsi%htsB A C@D G 003B

C aster. )e*e' of the >u&i's=StudentsD >i"tures ith nsi%hts@ D$#

F C'earan"e

)earners? ors and Feed,a"s

Comments of the Fa"u't.

#eferen"es

-&&endi"es

- >ersona' #ef'e"tions on the >ortfo'io

B Fie'd Stud. Course >arti"i&ation and >erforman"e #u,ri"C FS >ortfo'io -ssessment #u,ri"

D >arent Consent


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FS PORTFOLIO ASSESSMENT RUBRIC

FS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII%valuator5 IIIIIIII SelfIIIIIIII Peer IIIIIIII Mentor

CriteriaDescription

0eig1t Score

2 3 4 5 '

4= Contents oft$e Portfolio

Has GD14DDE of t$eneeded content

Has B


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FS PORTFOLIO ASSESSMENT RUBRICFS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII%valuator5 IIIIIIII SelfIIIIIIII Peer IIIIIIII Mentor

CriteriaDescription

0eig1t Score

2 3 4 5 '



Has B


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FS PORTFOLIO ASSESSMENT RUBRICFS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII%valuator5 IIIIIIII SelfIIIIIIII Peer IIIIIIII Mentor

Criteria

Description

0eig1t Score2 3 4 5 '



Has B


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Field Study Course Participation and Performance Rubric

FS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

%valuator5 IIIIIIII Self IIIIIIII Mentor

CRITERIA 6ERY GOOD(3) GOOD((4) "AIR(5) POOR(') 0EIGHT SCORE

T3M%)3@%SSAlways on

time onassignmentsand arrival to

sc$eduledobservation

"ccasionallateness

Fre.uentlateness

C$ronic latenessIIIIIJ4

3@&33&UA)PART3C3PAT3"@

Actively'artici'ates inall activities

Partici'ates butoccasionally off

task

Fre.uent sidetalking and!or

off task

&oes not'artici'ate IIIIIJ4

ATT3TU&%Consistentlyres'ectful-su''ortive

andcoo'erative

Usuallyres'ectful-

su''ortive andcoo'erative

)acks teamskills but doesnot interferewit$ ot$ers:'artici'ation

Resistant-disres'ectful andun1coo'erative

IIIIIJ8

C"MP)%T3"@"F

ASS30@M%@TSA@& "R

T%ACH3@0!S

Meets criteriafor all

assignmentsand or

teac$ing!s ontime

0enerally meetsmost criteria-

usually on time

"ften lateand!or often late

in 'assing ofassignments

Fails to do t$eassignments

IIIIIJ8

PR%PARAT3"@F"R C)ASSACT33T%S

Consistently

're'ared

Usually 're'ared Fre.uently

un're'ared

Un're'ared IIIIIJ8

T%AM9"RKActively

'artici'atesand 'romotescoo'erativeteamwork

Usually'artici'ates and

'romotescoo'erativeteamwork

)acks teamskills but doesnot interfereswit$ ot$er:s'artici'ation

Uninvolved orobstructs grou'

'rocesses

IIIIIIJ4

T"TA)

IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIISignature over Printed Name

Field Study Course Participation and Performance Rubric

FS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII

%valuator5 IIIIIIII Self IIIIIIII Mentor


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45

CRITERIA 6ERY GOOD(3)

GOOD((4)

"AIR(5)

POOR(')

0EIGHT SCORE

T3M%)3@%SSAlways on

time onassignmentsand arrival to

sc$eduledobservation

"ccasionallateness

Fre.uentlateness

C$ronic latenessIIIIIJ4

3@&33&UA)PART3C3PAT3"@

Actively'artici'ates inall activities

Partici'ates butoccasionally off

task

Fre.uent sidetalking and!or

off task

&oes not'artici'ate IIIIIJ4

ATT3TU&%Consistentlyres'ectful-su''ortive

andcoo'erative

Usuallyres'ectful-

su''ortive andcoo'erative

)acks teamskills but doesnot interferewit$ ot$ers:'artici'ation

Resistant-disres'ectful andun1coo'erative

IIIIIJ8

C"MP)%T3"@"F

ASS30@M%@TSA@& "R

T%ACH3@0!S

Meets criteria

for allassignments

and orteac$ing!s on

time

0enerally meets

most criteria-usually on time

"ften late

and!or often latein 'assing ofassignments

Fails to do t$e

assignments

IIIIIJ8

PR%PARAT3"@F"R C)ASSACT33T%S

Consistently're'ared

Usually 're'ared Fre.uentlyun're'ared

Un're'ared IIIIIJ8

T%AM9"RKActively

'artici'atesand 'romotescoo'erativeteamwork

Usually'artici'ates and

'romotescoo'erativeteamwork

)acks teamskills but doesnot interfereswit$ ot$er:s'artici'ation

Uninvolved orobstructs grou'

'rocesses

IIIIIIJ4

T"TA)

SE,59RA*-/0 COM%E*E/C CEC:,-S* 5OR 5S 4

For Student AseE


46/49

46

Name: _______________________ Course: ______________________ ear: _______________

irectionsChe" E the a&&ro&riate "o'umn that ,est des"ri,es .our "urrent 'e*e' of master. of

ea"h 'isted "om&eten".

COM%E*E/C - cannot $o-+m learning

ho# to $o this

- can $o this

but nee$ tolearn more

an$ improve

- can $othis very

#ell

1 dentifies and "'assifies

resour"es that fa"i'itate

tea"hin% and 'earnin%

&ro"esses

2 -&&raises the

effe"ti*eness of dis&'a.s as

'earnin% resour"es

3 Desi%ns a ,u''etin,oard dis&'a.

4 Determines the

a&&ro&riateness oftea"hin% aids to 'earnin%

tass

5 >re&ares instru"tiona'

materia's that area&&ro&riate to the 'earnin%

"ontet

6 De*e'o&s and uti'ies

materia's hi"h in*o'*estudents in meanin%fu'

'earnin%

7 #e"o%nies stren%thsand eanesses of su"h

&resentation in fa"i'itatin%

the tea"hin%'earnin%&ro"ess

8 Determines the

a&&ro&riateness of the

interna' resour"es to the'earnin% tass

Date -""om&'ished: ______________________ #ater?s Si%nature: ___________________

COM%E*E/C CEC:,-S* 5OR 5S 4

For Fa"u't.=Co''e%e Su&er*isor AseE


47/49

47

Name: _______________________ Course: ______________________ ear: _______________

irectionsChe" E the a&&ro&riate "o'umn that ,est des"ri,es the FS students? "urrent 'e*e' of

master. of ea"h 'isted "om&eten".

COM%E*E/C

*he 5S

stu$ent

cannot $o this

*he 5Sstu$ent is

learning to $o

this

*he 5S

stu$ent can$o this

but nee$ to

learn more

an$ improve

*he 5S can

$o this very

#ell

1 dentifies and "'assifies

resour"es that fa"i'itate

tea"hin% and 'earnin%

&ro"esses

2 -&&raises the

effe"ti*eness of dis&'a.s as

'earnin% resour"es3 Desi%ns a ,u''etin

,oard dis&'a.

4 Determines the

a&&ro&riateness of tea"hin%

aids to 'earnin% tass

5 >re&ares instru"tiona'

materia's that are

a&&ro&riate to the 'earnin%

"ontet

6 De*e'o&s and uti'ies

materia's hi"h in*o'*estudents in meanin%fu'

'earnin%

7 #e"o%nies stren%ths

and eanesses of s'ide

&resentations in fa"i'itatin%

the tea"hin%'earnin%

&ro"ess

8 Determines the

a&&ro&riateness of the

interna' resour"es to the

'earnin% tass

Date -""om&'ished: ______________________ #ater?s Si%nature: __________________

MISAMIS UNIVERSITYOroquieta Unit


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48


Date

Dear r=s ____________________/

$his has referen"e to the fie'd stud. "ourse/ the first ins"hoo' &ra"ti"a' e&erien"e of our

&ros&e"ti*e tea"hers that ou'd a''o them to de*e'o& more fu''. their tea"hin% si''s in a"tua' settin%s

for the ____ semester/ S ___________ -s sti&u'ated in the (uide'ines in the De&'o.ment of >reser*i"e $ea"hers on @&erientia' )earnin%: Fie'd Stud. De&@d +rder No3/ s2007E/ a'' fie'd stud.students are reuired to under%o fie'd o,ser*ation/ *erifi"ation/ ref'e"tion and a"tua' tea"hin% inside and

outside the Ani*ersit. "am&us n *ie of this/ e are reuestin% .our &ermission to a''o .our

son=dau%hter to re&ort to the &u,'i" s"hoo's ithin +amiCit. for this &ur&ose $he in"'usi*e dates i'',e from _________________ >'ease si%n the &a&er ,e'o ith .our a&&ro*a' and return soonest

our su&&ort of our Fie'd Stud. >ro%ram is %reat'. a&&re"iated $han .ou and more &oer

$ru'. .ours/


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PARENTS CONSENT

%i*e &ermission for m. son=dau%hter_________________________________________________ to under%o fie'd stud. o,ser*ation outside

isamis Ani*ersit. "am&us from ________________________

_______________________________

>arent?s Si%nature o*er >rinted NameE

_______________________________

Date

fs4 edited

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