JOSE MARIA COLLEGE

Philippine – Japan Friendship Highway, Sasa, Davao City

College of Teacher Education
COURSE SYLLABUS
FIELD STUDY 1 - OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT

PHILOSOPHY
Jose Maria College believes that education is an ennobling force that leads to the enlightenment and transformation of individuals.

VISION
Jose Maria College is a leading educational institution in the Philippines and in the Asia-Pacific Region committed to total human development for
the well-being of society and the environment.

MISSION
The mission of Jose Maria College is to achieve and sustain excellence in every area of its teaching and research, developing and maintaining its
position as a recognized leading world-class educational institution, and enriching the international, national, and regional communities through
the fruits of its research and instruction, the productivity of its alumni and staff, and the publishing of academic and educational materials.

GOALS
JMC’s commitment to excellence is reflected in its five over-arching goals, articulated below:
1. Student Excellence. Enroll, education, and graduate the most deserving, promising and diverse student body possible and in the process,
provide all students (basic education and undergraduate) with an education that is innovative, distinctive, and of the highest quality, that inspires
in them a zest for learning
2. Excellence in Research, Scholarship and Creativity. Achieve national and global pre-eminence in research, scholarship and creativity.
3. Faculty Excellence. Recruit, nurture and retain a diverse faculty who are outstanding scholars and teachers and an excellent, qualified staff
who provide outstanding support to faculty and students.
4. Excellence in Public Engagement. Strengthen the engagement of the institution’s instruction, research, and extension programs with local,
national, and international communities, consonant with its stature as an academically distinguished private institution with a mission.
5. Organizational and Staff Excellence. Review and enhance organizational structure, processes, and manpower and facilities that promote and
support academic excellence.
6. Educational Excellence. Review and enhance organizational structure and processes that promote and support academic excellence.

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 INSTITUTIONAL CORE VALUES
 Commit to Justice that provides fairness and equal avenues for all members of the JMC community.
 Support every Open opportunity for a collaborative, collegial and caring learning environment.
 Seek knowledge through free and open intellectual inquiry and expression between and among members of the JMC community.
 Sustain Excellence in teaching, research and extension engagement of the institution.
 Embrace opportunities to Maximize linkages, networking and promotions of the institution with external entities.
 Apply learning in every discipline to prepare the JMC community for ASEAN integration and global competitiveness.
 Reward and recognize merit, creativity and innovation of members of the JMC community.
 Instill faith and belief in the Divine Providence through a life of moral, and righteous living, and caring for people, creations and resources.
 Continue Active pursuit of life-long activities of faculty, students and personnel.

INSTITUTIONAL GRADUATE ATTRIBUTES

1. Professional Competence
Demonstrate proficiency in their respective area of specialization in consonance with regulatory and global standard.
(Assured Education)
2. Leadership Skills
Execute sustainable leadership in the practice and engagement in the world of work. (Consistent Education)
3. Value-Oriented
Exhibit exemplified learning with passion for people, creations and resources. (Quality Education)

PROGRAM EDUCATIONAL OBJECTIVES

Three to five years after graduation, the BEED/BSED graduates are expected to:
PEO A Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
PEO B Demonstrate mastery of subject matter/ discipline;
PEO C Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their
environment;
PEO D Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
PEO E Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
PEO F Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
PEO G Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
PEO H Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities; and
PEO I Model desirable values and attitudes, disciplined professionals with integrity and passion to engage in life-long learning undertakings.

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 STUDENT OUTCOMES PEOs
BEED/BSED students are expected to: A B C D E F G H I
SO a Acquire minimum qualifications necessary for the teaching profession     
SO b Possess and exhibit substantial understanding of the subject areas in terms
      
of knowledge and pedagogy
SO c Possess the required knowledge, skills and values that support the teaching
      
and learning process
SO d Employ strategies in all learning endeavors      
SO e Involve oneself to mentoring practices 
SO f Acquire minimum qualifications necessary for the teaching profession     

COURSE INFORMATION
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Course Title Observations of Teaching-Learning in Actual School Environment
Course Description This is the first experiential course, which will immerse a future teacher to actual classroom situation and learning
environment where direct observation of teaching learning episodes that focuses on the application of educational
theories learned in content and pedagogy courses will be made. Observations on learners’ behaviour, motivation,
teacher’s strategies of teaching, classroom management, assessment in learning among others shall be given
emphasis. A portfolio shall be required in the course.
Course Credits 3 units
Contact Hours/Week 3 hours a week
Prerequisite All professions and major/specialization subjects

COURSE OUTCOMES Upon completion of the course, the BSED/ BEED students are expected to: SOs
a b c d e
Determine the characteristics and needs of learners from different developmental L
CO 1
levels
CO 2 Show understanding and acceptance of the learners’ diverse backgrounds L
CO 3 Distinguish among assessment for, as, and of learning L
CO 4 Show appreciation of learning in all observations by creating a portfolio L

Legend:
L Facilitates learning of the competencies P Allows students to practice O Opportunity for development
competencies

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 LEARNING PLAN

Schedule Intended Learning Course Content/ Teaching and Learning Assessment Tasks (AT) Learning
Outcomes (ILO) Subject Matter Activities Resources
Week 1 • Establish the • JMC Philosophy, Vision, • Oral Recitation • Poster and Slogan of •LCD Projector
connections of the Mission, and Goals • Group Sharing ACQ education
course to JMC’s • JMC Hymn, The College • Think-Pair-Share •Powerpoint
Vision, Mission and Student Handbook • Memorized JMC Slides
Goals. • Course introduction and philosophy, VMG
• Outline the overview •College
components and • Policies on Grading System, Handbook
requirements of the Attendance, and Course
course. Requirements
• Class Organization and
Acquaintance
Week 2-3 • Differentiate the • Learners’ Characteristics • Narrative Description of Rubric • Paper and pen
characteristics and and Needs Adversity Among
needs of learners • Learners’ Characteristics Children
from different and Leaning Activities
developmental levels a) Valuing diversity
• Demonstrate b) Inclusivity
understanding and
acceptance of the
learners’ diverse
backgrounds
Week 4-5 • Demonstrate • Individual Differences and • Reflection on the Rubric • Pen and paper
understanding and the Learning Process interaction of learners
acceptance of the a) Social and cultural despite differences
learners’ diverse diversity
backgrounds
• Identify best
practices in dealing
with diversity in the
classroom
Week 6-7 • Identify best • Classroom Management • Photo documentation of • Rubric •Printed output
practices in dealing and Learning the classroom setting •Card board
with diversity in the a) Observation guide / • Reflection paper

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 classroom checklist activities that allow
• Plan on how to inclusivity among
manage time, space, learners
and resources to • Collection of classroom
provide a learning activities
environment
appropriate to the
learners and
conducive to learning
• Reflect on how
classroom
management affects
learning
Week 8-9 • Identify teaching • Principles of Learning • Descriptive essay about Rubric • Paper and pen
practice/s in the a) Classroom practices classroom practices and
different levels of • New Taxonomy of activities
processing Educational Objectives: The
knowledge based on Levels of Learning
Bloom’s revised
cognitive taxonomy
and Kendall’ and
Manzano’s new
taxonomy
Week 10- • Identify the teaching • Deductive and Inductive • Venn diagram for Rubric • Paper and pen
11 method used by the Methods of Teaching deductive and inductive
resource teachers • Guiding Principles in the teaching methods
• Distinguish between Selection and Use of • Essay writing
deductive (direct) Teaching Methods
and inductive
(indirect) method of
teaching
• Identify the
application of some
guiding principles in
the selection and use
of teaching strategies
Week 12- • Determine • Guiding Principles in the • Reflection about having Rubric • Paper and pen
13 application of the Assessment of Learning diverse assessments
guiding assessment • Using Different Assessment catering multiple

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 principles in given Method, Tools, and Tasks intelligence
situations
• Identify different
assessment
methods, tools and
tasks
• Apply the basic
assessment
principles in the
teaching-learning
process
Week 14- • Construct a Table of • Table of Specifications • Making their own TOS Written test • Test papers
15 Specification (TOS) Content Validity and using old test papers • TOS
• Apply OBE by Outcome-Based Education
formulating test items (OBE)
with content validity

Week 16 • Examine different • Different Types of Comparative essay of Rubric • Pen and paper
types of rubrics used Assessment different types of
by resource teachers a) Rubric scoring assessment
and relate them to b) The K-12 grading
assessment of system
student learnings c) Reporting Students
• Compute the Performance
student’s grade
based on DepEd’s
grading policy
• Describe what must
be done to make
grade reporting
meaningful
Week 17- • Compilation of all • Portfolio Making Portfolio Rubric • Soft bound
18 learnings from Portfolio
learners’ behaviour
up to assessment of
learning

BASIC REFERENCES
1 Lucas, Maria Rita D., Field Study. Quezon City. LoriMar Publishing, Inc., 2015.

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 SUPPLEMENTARY READINGS
1

CLASSROOM POLICIES
Basic Expectations from Teacher Education Students
• intentional punctuality and consistent class attendance;
• timeliness in the submission of coursework and requirements;
• be responsible to regularly monitor his/her own academic standing;
• acquisition of a personal copy of the book or print copy of the reference;
• give sincere attention and listen to the person speaking in front;
• must have a notebook in which important details, unfamiliar terms, reminders, schedules, etc. is written;
• active participation in all classroom activities (e.g. reporting, oral recitation, group activities)

The JMC Culture of Excellence and the Future Teacher

• It is the student-teacher’s responsibility to come to class prepared therefore, s/he is also prepared in any oral or written quiz.
• Written outputs and other outcome-based requirements should reflect due diligence and effort, hence, late and low quality outputs are
unacceptable.
• Topic presentations must be in accordance with prescribed guidelines such as; sufficient before-class time preparation, effective visual
aids, use of the English language, and oral fluency.
• Excellence is doing ordinary things extraordinarily well. It not an act but a habit.

Academic Honesty
All Teacher Education students are expected to be academically honest. Cheating, lying and any dishonest behavior will not be tolerated.
Any student found guilty of cheating in examination (in any form) or plagiarism in submitted course requirements will automatically get a FAILED
mark in the course. Plagiarism refers to the use of books, notes or other intellectual property without giving proper attribution to its author, or
representing the work of another person as one’s own. Cheating refers to securing help in a test, copying tests, assignments, reports or term
papers; collaborating with other students during an examination or preparing academic work; signing another student’s name on an attendance
sheet; or otherwise, practicing scholastic dishonesty.
Policy on Absences
A student who incurs six (6) cumulative unexcused absences shall be dropped from the roll. Similarly, three (3) consecutive unexcused
absences shall result to being dropped from the roll. The student must present, upon returning to class, an authentic medical certificate (if
admitted) indicating the doctor’s license and contact number; or a letter (for simple sickness or family emergency) duly signed by the parent or
guardian stating the reason of the absence.
Presenting a falsified medical certificate or forged excuse letter is considered academic dishonesty. Moreover, it is the responsibility of the
student-teacher to cope with the lessons covered during his/her absence; however, NO SPECIAL QUIZZES shall be given. It is also the student’s
responsibility to consult with the teacher, program head or dean should her/his case be of special nature.

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Rules on Use of Electronic Gadgets in Class
The use of cellphone during class is utterly impolite and becomes a source of distraction. Students are strictly prohibited to use their
cellphones once the class begins or the moment the instructor arrives in the room. All phones must be put in silent mode. In case the student is
expecting an important message or call, he/she should ask permission from the instructor before going out of the classroom to use the phone to
answer.
Laptop computers are allowed in class for relevant presentation purposes only.

Policy on Examinations
• All gadgets, bags, books, and notebooks must be set aside.
• Nothing but pen, permit, answer sheet, and test questionnaire must be on the student’s desk during exams.
• Borrowing of anything from classmates is not allowed; the student must bring his/her own exam materials.
• Any unnecessary noise such as talking, whistling, humming, stomping, tapping, and clicking of pen is highly discouraged.
• No student is allowed to go out of the room once the exam has started.
• Special exams shall be administered after one (1) week of the regular exam schedule.
• The highest possible rating which can be obtained in a special exam is 80%.
• There shall be no special exam for the Final exam.
• Failure to take any exam shall be scored ZERO.
• Strictly “NO PERMIT, NO EXAM”

Grading System
• Each periodic grade has components with a corresponding weight. Please refer to the table below.
• Every student must know how to compute their grades following the Base-20 Grading System. Computations of grades shall observe the
following formula:

For each component: { [ ( Raw Score ÷ Number of items ) x 80] + 20} x weight of component = Computed
Weight
Example: { [ ( 45 ÷ 50) x 80] + 20} x 0.4 (exam) = 36.8

• Example grade computation (for Prelim)

{ [ ( 21 ÷ 30) x 80] + 20} x 0.05 (assignments) = 3.8
{ [ ( 21 ÷ 30) x 80] + 20} x 0.10 (projects) = 7.6
{ [ ( 21 ÷ 30) x 80] + 20} x 0.25 (participation) = 19.0
{ [ ( 34 ÷ 50) x 80] + 20} x 0.20 (quizzes) = 14.9
{ [ ( 54 ÷ 80) x 80] + 20} x 0.40 (exam) = 29.6
74.9 – Prelim Grade

• There are four (4) grading periods in the semester namely: Prelim, Midterm, Semi-Final, and Pre-Final.

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 • The Final Grade (FG) shall be the total rating after each grade is multiplied to 25%.
• Prelim (25%) + Midterm (25%) + Semi-Final (25%) + Pre-Final (25%) = FG

Instructor’s Consultation Schedule

• Day: Every 1st and 2nd Friday of the month
• Time: 3:00pm – 5:00pm
• Room: 440, CTE Office
• Form: College Academic Consultation Form

Prepared by: Reviewed by: Approved by:

JEANE S. DAGATAN Component JOAN MAE S.Weight

ESPINOSA, LPT, MAED CATHERINE G. SUAZO, LPT, EdD., FRIEDr
Name of Instructor
Assignment Program
5% Chair Dean, College of Teacher Education
Projects 10%
(Research/Requirements/ etc.)
Participation/ Performance 25%
Quizzes 20%
Periodic Examinations 40%
Total 100%
STUDENT’S ACKNOWLEDGEMENT

I have received and read the course syllabus in ( ________________ ). I understand that I have to comply with the
requirements of the course and the expectations from me as a student in the said course during the First/Second Semester, SY
__________ as these have been discussed also by our instructor. I am fully aware of the consequences of non-compliance with the
above mentioned requirements.

_______________________________________________ __________________________________
Student’s Signature over Printed Name Date Signed

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