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University of the East College of Education DEPARTMENT OF PROFESSIONAL EDUCATION School Year 2011-2012

A. SUBJECT: B. COURSE TITLE: C. COURSE CREDIT: D. COURSE DESCRIPTION: This course shall aid learners to verify the learners behavior in varied actual learning classroom scenarios. Field Study 1 is anchored on these Professional Education subjects, viz.: Child and Adolescent Development, Facilitating Learning and Social Dimensions of Education. E. PRE-REQUISITE: F. FACULTY IN-CHARGE: G. CONTACT ADDRESS / NO.: None Prof. Eric D. Agustin 12 Eustaquio Street, Sto. Nio, Marikina City, +639387327490 (Contact address/no. may change w/o advance notice.) EDFS 1 Field Study 1: The Learners Development and Environment 1 unit

H. CONSULTATION SCHEDULES: Monday, Wednesday and Friday, 1300-1500H; Tuesday and Thursday, 1130-1330H. Or, by Appoitnment. Kindly text or call me using the above mobile phone # (+639387327490). In the message textbox of your phone, please include your Surname & Student Number. Thank you! I. GENERAL COURSE OBJECTIVES: Identify the various stages of the child/adolescents development physical/motor, affective/emotional, cognitive/mental, cultural/social, economic, etc. Reflect on the different methods/techniques/approaches employed by the teacher in dealing with the child/adolescents stages of developm ent. Analyze the different teaching and learning processes for the various stages of development. Post all FS 1 outputs in the Groups website/blogsite.
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J. COURSE OUTLINE Week/Hours/ Objectives Topic Outline Minutes (Cumulative) Weeks 1-2 / 1. To orient student observers about their field study Pre-deployment Task No. 1 Orientation 2/0 observations A. Agreement Between the UE-CEduc and Cooperating School 1. Goals and Objectives of CEduc 2. Policies relating to FS 3. The Field Study Course 3.1 Roles of CEduc 3.2 Duties and Responsibilities of the Cooperating School Principal 3.3 Duties and Responsibilities of the Cooperating / Resource Teacher 3.5 Roles of the FS Coordinator and His Expectations of FS student observers (FSSO) Weeks 3-4 / 1. To explain the contents of the Letter of Request to the Pre-deployment Task No. 2 Letter of 4/0 Cooperating Schools Request & the Cooperating School 2. To set down the Cooperating Schools policies on FS in the 1. Preparation of the Letter of Request respective schools on behavior, official time and compliance 2. Permit from the Cooperating School to requirements of/by FSSO Principal 3. To lay down expectations of the principal and cooperating teachers 4. To discuss ancillary services that may be assigned to student teachers Weeks 5 / 5 / 1. To gain familiarity on the different services, offices and Deployment Proper and Familiarity with 0 centers (guidance, clinic, canteen) where FSSO will be the School Setup deployed 1. Orientation/Briefing of FSSO by 2. To meet with the cooperating teachers Cooperating School Principals 3. To comply with all the cooperating schools policies, rules, 2. Schools Organization Setup
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Activities

Outcome Results

Discussion/Interac tion

Observations of the FS Coordinator among FSSO Evaluation of FSSOs behavior

Thorough Explanation

Observations of the cooperating principals and their cooperating teachers in both the elementary and secondary levels Intro Part of the e-Scrapbook

Observation

Week/Hours/ Minutes (Cumulative)

Objectives

Topic Outline

Activities

Outcome Results

and regulations

Weeks 6-7 / 1. 7/0 2. 3. 4. 5. Weeks 8-9 / 1. 9/0 2. 3. 4.

5. 6. Weeks 10-11 1. / 11 / 0 2.

3. 4. 5. 6. 7.

2.1 Location 2.2 Administration and Supervisors of School Personnel Visit a school Field Study Proper No. 1: The School Journal 1: The Journal 1 School as a Observe its physical plant and facilities such as classrooms, Milieu Miniature Society computer laboratory, canteen, playground, etc. for a Learner Describe the school e-Publish ones output Develop a 5-point scale and have it used by at least 10 people in rating your output Observe a class Field Study Proper No. 2: The Learner Journal 2: The Journal 2 Inclusive Learner Using a checklist, take note of the learners and how they are and the Classroom Manager and His being managed in a class Classroom Research about effective classroom management Manager Reflect on your classroom observation and the research ough Explanation findings you made about classroom management and its effect to learning e-Publish groups output Develop a 5-point scale and have it used by at least 10 people in rating your output Observe a class according to ones specialization/major Field Study Proper No. 3: The Learners Journal 3: The Journal 3 Study the learners characteristics and needs (Attributes). Characteristics and Needs and/or Unity Learners Individualities You may focus on one of the following: gender, culture, in Diversity interests and needs, intellectual ability, etc. Take note of the classroom activities that transpired Analyze how the activities facilitated learning considering their attributes Compare your analysis with the findings of a research journal e-Publish output Develop a 5-point scale and have it used by at least 10 people in rating your output
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Week/Hours/ Objectives Minutes (Cumulative) Weeks 11-12 1. Read a journal on learners uniqueness / 13 / 0 2. Observe a class according to your major 3. Identify a learner whom you believe is unique from the rest of the class. NOTE: Please keep you findings/narrative confidential 4. Validate your observation by interviewing the learner without letting him/her know that you are studying his/her uniqueness 5. Compare your interview findings with the journal that you read 6. e-Publish output 7. Develop a 5-point scale and have it used by at least 10 people in rating your output Weeks 13-14 1. Interview a learner / 15 / 0 2. Conduct a home visit to your interviewed learner 3. Describe the learners family using the Journal 5 Questionnaire 4. e-Publish output 5. Develop a 5-point scale and have it used by at least 10 people in rating your output Weeks 15-16 1. To discuss: / 17 / 0 1.1 Reactions of FSSO towards their observation experiences 1.2 problems met by FSSO during their FS and possible solutions to thresh out these problems 1.3 Strengths and weaknesses of the FS program 1.4 Submission of the e-scrapbook Note:

Topic Outline

Activities

Outcome Results

Field Study Proper No. 4: Learners Journal 4: The Journal 4 Uniqueness Learner is Unique

Field Study Proper No. 5: The Learners Journal 5: The Journal 5 Family Learners Family

Post-deployment Task No. 1: Appraisal Discussion of FSSO Experiences

E-Scrapbook FSSO Awards Certificate of Appreciation for the Cooperating Teachers

The Field Study Coordinator may decide: 1. To choose all or any of the suggested activities of the TEC Experiential Learning Courses Handbook. 2. On the mode of implementing the tasks (i.e., individually, dyad, or by group)
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3. On the time allotment for each activity to sufficiently cover the 17-hour requirement of the course. K. REQUIREMENTS OF THE COURSE 1. In-campus Attendance + Attitude 2. Off-campus Field Study / Observations 3. E-scrapbook (in hardbound, email, CD) 4. Others L. GRADING SYSTEM 1. In-campus Attendance + Attitude (5%) 2. Off-campus Field Study / Observations (40%) 3. E-scrapbook (in hardbound, email, CD) (50%) 4. Others (5%) M. REFERENCES: 1. Philippine Elementary Learning Continuum 2. Philippine Secondary Learning Continuum 3. Teacher Education Program 4. Student Teaching and Field Study, CHED Memo Order No. 30, s. 2004, Article IV, Section 6: Competency Standards 5. R.A. No. 7722: Higher Education Act of 1994 6. Other related references may be used

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