Escolar Documentos
Profissional Documentos
Cultura Documentos
Bislig Campus
Maharlika, Bislig City
COLLEGE OF EDUCATION
Presented to:
PROF. LOVELLA C. DE RAMOS
FS 6 Supervisor
Prepared by:
NOEL B. BANDA
BSED-IV
October 2016
Field Study 6
PRE-SERVICE TEACHER TRAINING UNIT
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Acknowledgement
The success of this portfolio will not be possible without the aid of:
First and foremost, the Almighty and Heavenly Father, Jesus Christ for giving the
researchers knowledge, wisdom and understanding as well as good health while making the
research;
To the respected professors of University of Southeastern Philippines-Bislig Campus,
Madam Lourdes L. Bauya, the FS 5 Supervisor and Madam Lovella C. De Ramos, the FS 6
Supervisor, thank you so much for sharing your knowledge, ideas and dedication in making
our Filed Study 5 into a success;
To the most approachable principal of Mangagoy National High School Madam
Marlynda Q. Dela Pena, the deepest appreciation of PST in supporting the FS 5 of USeP-
Bislig Campus Education students;
To the accommodating Cooperating Teacher, Madam Sr. Nathan Diaz who exerted
full support for the enhancement of the Pre-Service Teacher assigned to her especially during
demonstrations and feedbacking
To the PSTs buddy, Shiela Mae B. Yangan, for her support and partnership that lead
to the success of the FS 5;
To the friends and classmates who accompanied in all the trials and achievements
encountered along the entire process;
With heartfelt gratitude, I acknowledge all the efforts, big or small, extended for the
realization of this folio.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
DEDICATION
I warmly dedicate this achievement of mine to my beloved parents and relatives who
inspired and supported me in making this portfolio, Field Study 5 (Assessment for Students
Learning).
Most of all, want to thank our Almighty Father for giving me knowledge, wisdom,
Field Study 6
FS 6 PORTFOLIO CONTENT
Title Page..............................................................................................................
Acknowledgement................................................................................................
Table of Contents..................................................................................................
Introduction.....................................................................................................
Links to NCBTS....................................................................................................
Course Description................................................................................................
Grading System.
Schedule of Activities.....................................................................................
Cooperating School Profile...................................................................................
Pre-Service Profile.................................................................................................
Cooperating Teacher Profile..................................................................................
Vision and Mission................................................................................................
Class Profile
Class list..................................................................................................
Class schedule.
Class seat plan.........................................................................................
Teachers classroom management skills...............................................................
Lesson plan guide making.....................................................................................
Guidelines..............................................................................................................
Micro teaching.......................................................................................................
Participation and Actual Teaching Transition.......................................................
Co-Curricular and Extra.........................................................................................
Appendices
a. Appendix A
Journal Writing...........................................................................
b. Appendix B
Classroom Management of Learning Environment....................
c. Appendix C
Rubric Form................................................................................
d. Appendix D
Lesson Plan Rubric.....................................................................
e. Appendix E
Rubric for Micro Teaching Plan.................................................
f. Appendix F
PST Teaching Performance Rating Sheet...................................
g. Appendix G
Rubric for Pre-Service FS Portfolio..........................................
Glossary of terms....................................................................................................
References..............................................................................................................
Documentation........................................................................................................
o DTR
o Clearance
o Certificates
o Pictures
o Comments of the CT
Field Study 6
PRE-SERVICE TEACHERS PROFILE
PERSONAL INFORMATION
EDUCATIONAL BACKGROUND
Elementary: Bislig Central Elementary School
Secondary: Bislig City National High School
College: University of Southeastern Philippines (Bislig Campus)
Teaching comes always with a price and that price depends on how you extend effort to your
students.
- Anonymous
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
INTRODUCTION
FS 6 is a field study course that brings together the PSTs experiences from Field Studies one
to five. It aims to immerse students in taking on the role of the teacher.
This course focuses on exposing the learners to a range of experiences in becoming a teacher,
and the acquisition and application of the teaching theories, strategies, skills, values and
attitudes necessary in becoming a professional teacher. It will include lesson transition and
involve PSTs in making links with the community.
Links to DepEds National Competency-Based Teacher Standards (NCBTS):
Domain 1- Social Regard for Learning
-The teacher acts as a positive role model for students.
Domain 2- Learning Environment
-Promotes fairness, fair and conducive to learning
Domain 3- Diversity of Learners
-The domain of diversity of learning process in diverse learner, concerned with
the holistic development of the learner.
Domain 4- Curriculum
- Demonstrates mastery of the subject matter and the learning process
-Selects teaching methods, learning activities and instructional materials
appropriate to the learners ability and learning styles.
Domain 5- Planning, Assessing and Reporting
-Planning, Assessing, and reporting (feed backing)
-The teacher develops and uses variety appropriate assessment strategies to
motivate and evaluate learning.
Domain 6- Community Linkages
-It focuses on the establishment of learning environment that respond to the
experiences and aspirations of the community thus, make learning relevant and
meaningful.
Domain 7- Personal and Professional Development
-It takes pride in the nobility of teaching as a profession which builds professional
links with colleagues to enrich teaching practice and reflects the extent of the
attainment of professional development goals.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Stakeholders
1. Teacher Education Institution (TEI)
2. Dean of the College of Education
3. TEI Practicum Manager
4. TEI Practicum Supervisor for Field Study 6
5. Schools Division Superintendents (SDS)
6. DepEd Cooperating Principal
7. Site Coordinator
8. Cooperating Teachers for Field Study 6
9. Pre-Service Teachers of Field Study 6
Field Study 6
2. Coordinate with the Cooperating School Principal/Head regarding the selection of the
exemplary Cooperating Teachers to handle Pre-service Teachers;
3. Assign the Pre-service Teachers to the Cooperating Teachers designated by the
School Principal/Head;
4. Coordinate with the Professional Education faculty regarding the needs of the Pre-
service Teachers in their field studies;
5. Visit the pre-service teacher and observe the classroom teaching and will hold
conferences with the cooperating teacher when deemed necessary;
6. Coordinate regularly with cooperating school principal/head teacher and cooperating
teacher regarding performance of the pre-service teachers;
7. Conduct weekly conferences for the Pre-service Teachers to:
Monitor their performance/progress in the field
8. Coordinate with the school Principal/Department Head regarding the participation and
involvement of the PSTs in at least one institutional co-curricular and one
extracurricular activity.
9. Assist the Pre-service Teachers in checking their lesson plans for team teaching and in
preparing their learning materials;
10. Submit written reports to the College Dean, copy furnished to the school principal
and the SDS, at least twice a month regarding the:
9.1 progress/performance of pre-service teachers
9.2 problems/difficulties met by the pre-service teachers
9.3 solutions/actions taken to solve the problems
11. Call the Pre-service Teachers for debriefing at the end of Field Study 6.
Field Study 6
8. Prepare and check lesson plans with cooperating teacher/practicum supervisor before
teaching and evaluates effectiveness of plans of teaching (after teaching the class).
9. Observe lesson plan policies established by the cooperating teacher/practicum
supervisor.
10. Accept decisions of the cooperating teacher/practicum supervisor concerning material
to be covered and methods of presentation.
11. Submit to the TEI Practicum Supervisor the duly accomplishment forms on time.
12. Return all borrowed books and materials to the cooperating school before the term
ends; accomplish clearance from the cooperating schools.
13. Project a good image as a teacher at all times by observing
13.1 The Code of Ethics
13.2 Proper dress code
13.3 Punctuality in all activities of the Field Study
Field Study 6
5. Meet with the Cooperating Teachers, the Pre-service Teachers and the Practicum
Supervisor for debriefing at the end of Field Study 6.
6. Prepare required reports to the TEIs, copy furnish the Schools Division
Superintendent
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
COURSE DESCRIPTION
Field Study 6 is a one-unit course which is anchored on the professional subject, The
Teaching Profession. The course includes individual half day teaching, the transition from
one lesson to another and involvement in co and extracurricular activities.
Manage the whole class, make a smooth transition from one lesson to another, conduct a
micro-teaching lesson and participate actively in at least one co/extracurricular activity.
At the end of the course, the pre-service teachers are expected to have experiences in:
1. Managing the whole class, focusing on classroom discipline and routines.
2. Preparing lesson guides for all required classes.
3. Transition teaching of one lesson to another
4. Conducting micro teaching with either enhancement, remedial or tutorial focus
5. Assisting in at least one co and one extracurricular activity such as; Science Fair,
Speech or Communication Arts Fest, LinggongWika etc. (co-curricular activities),
Scouting, Clean and Green Drive, Nutrition Month etc. (extracurricular activities)
Course Requirements
1. Attendance at the Field Study 6 Orientation
2. Participation in the Cooperating Teachers classes during lesson transition; actualize 2
classes as assigned by the CTs.
3. Facilitate 1 micro teaching activity in either enhancement, remedial or tutorial
teaching
4. Preparation of 4 lesson guides as:
3 lesson guides for regular classes
1 lesson guide for 1 micro teaching class
5. Involvement in 1 co- curricular and 1 extracurricular activity
6. Interview a CT about his/her role in the community as professional teacher.
7. Complete a Reflection Journal on Becoming a teacher, including reflections about
co-curricular and extra- curricular involvement.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
GRADING SYSTEM
Assessment Tools
1. Actual Teaching Checklist
2. Interview Checklist for Community Involvement
3. Rubric for Micro-Teaching
4. Rubric for Lesson Guide
5. Rubric for Reflection /Journal Entries
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Mangagoy National High School (formerly Mangagoy Public High School) was
opened on June 1999 as the sole public high school in the thickly populated Barangay
Mangagoy. This was initiated by the Barangay Officials of Mangagoy to answer the demand
of times and to hopefully decongest Tabon Maximino Estrella National High School and
later to be transformed into an effective school with an efficient delivery of educational
services. It is situated in Cauntuan, Panaghiusa District, Mangagoy, Bislig City.
The school is presently utilizing a one (1) hectare lot donated by the late Lucio G.
Requina under the Deed of Donation signed by and between the former Barangay Captain
Honorable Kag. Anita A. Banalo and the Department of Education, Culture and Sports thru
the Schools Division Superintendent on 31st day of July 1996.
Initially, the school operates with just one (1) year level which was composed of 91
students. It was divided into two (2) sections handled by the pioneering teachers namely: Mr.
Jay S. Ayap, Mrs.Cecilia A. Superio and Mrs. Arlene Abuga. They were supervised by Mrs.
Josita B. Carmen as per Special Division Order. Classes were temporarily held at Barangay
Mangagoy gymnasium while the school construction at the present school site in Cauntuan,
Panaghiusa District was still on-going. On its third year of operation, SY 2001-2002, classes
were formally held at the main school building situated at the donated school site with seven
(7) classrooms yet to be completed. Though the resources were limited and the teaching
process seemed difficult because it was still at its budding stage, the dream to create the
second, third and fourth year levels was realized in the succeeding school year i.e,
School Year 2002-2003.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
VISION
MISSION
GOAL
To empower the youth of Bislig with functional knowledge, operational skills and
ideal attitudes set in a holistic approach of learning and nature loving paradigm ready to
respond to the challenge of time.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Total 17 hrs
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
COURSE CONTENT
To become professional, the Pre-service Teachers, need to be equipped with the holistic
experience of becoming a teacher. In this context, the Pre-service Teachers will bring
together their experiences from Field Studies one to five.
In this observation on Teachers classroom management skills the Pre-service Teachers will:
1. Record 2 observations for each item in a and b.
2. Relate the observations and describe how he/she would manage these activities/
situation in his/her own classroom.
NOTE: The Lesson Guide prepared by the Pre-service teachers will be assessed by both Pre-
service Teachers and Cooperating Teachers using the following Lesson Guide
checklist.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
DIRECTION: Make an evaluation of the prepared lesson guides against this checklist.
Answer with Yes or No by checking it. Then give a reflective answer on the
question given below.
YES NO
1. Do your lesson guides have the basic component parts like?
a. objectives
b. Subject Matter/ Topics
c. Materials/ References
d. Teaching strategies/ activities
e. Assessment tools for Authentic Assessment and Evaluation
2. Are your objectives stated in behavioral terms which include the three
learning domains?
3. Are your objectives learner-centered and interactive?
4. Are the materials needed written down and appropriate to the lesson
objectives?
5. Is the procedure presented in orderly manner?
6. Does the procedure begin with goal setting?
7. Does the development of the lesson connect the broader aspects of the topic
and other subjects?
8. Is there values integration?
9. Does the lesson end with a synthesis?
10. Is there an opportunity for a learning outcome evaluation?
11. Does it include a relevant workable assignment?
After making and evaluating my self-made lesson plan, I realize that it is very much
important to align our instructional resources, as well as our assessment and instructional
strategies with our learning objectives.
In addition, as planners, we must choose activities that would relate to our topic and would
also require less time for the students to maximize learning. Moreover, it is not enough to solely
rely ourselves with our LPs but as teachers we must be flexible and a master of our own craft
because that things that weve planned might change in the real setting.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
After observing my Cooperating Teacher, Sr. Nathan Diaz, I realized that it is not
easy teach students that are of different sections, attitudes and levels. It really
requires much of your effort and skill especially in creating big shift when it comes
to lessons or subjects, activities as well as the medium of instruction. And that I
realized that for an effective teacher to properly have this transition he or she must
be flexible and a master of his/her own craft.
2. What strategies do you think worked well in changing (transitioning) the lesson?
Give details.
I think all of the strategies that my CT have used worked and went well, from the
activities, lesson delivery up to instructional and assessment I could say that he was
able to deliver the lesson very well.
3. What would you like to improve in your transitioning from one lesson to another?
The things that I would like to improve in transitioning from one lesson to
another isthe act of being flexible and adaptive to the different kinds of setting that
I would be probably experiencing. I should be creative and innovative enough to
make use of appropriate instructional and assessment strategies. In addition, I
should also focus myself in harnessing my communication skills especially that the
subject that I am handling demands the constant use of the Filipino language.
Area(s) of Improvement:
A. List some of the co-curricular and extracurricular activities that take place in your
cooperating school.
1. SCI-MATH FAIR
2. Career Guidance
3. Bloodletting Activity
4. Coastal Clean-up
B. Reflective Questions:
1. Which particular activity were you involved in? Describe the activity?
The activity that I was involved in was the SCI-MATH FAIR held on
September 21, 2016 at MNHS. This activity aims to promote the value of
Science and Mathematics in everyday life.
2. How did the activity promote learning towards:
a. Students
- The students were exposed to the different Math and Science related trivias
and activities which will enable them to explore and understand more the beauty
and the benefits brought by Science and Mathematics.
b. PSTs
- The Pre-Service Teachers were given the opportunity to enhance skills in terms
of management of students in various activities. By the help of these events, there was
a greater camaraderie between the students and PSTs.
3. How did you mobilize resources (human & material) to support the activity?
In order to support these activities, the students were managed well before and
during the activities in order to have an organized event. In terms of resources, we
PSTs were summoned to participate the preparation before the activities by having
us decorate and utilize various materials for the events.
4. How were the results of the activity shared and publicized in the school?
During and after the events, documentations were done to have official records to
be publicized and for the success of the events be known to all.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Journal Writing 1
On Micro-teaching
B. After being aware of your students needs in the micro-teaching, cite two improvements
that you will apply to micro-teaching 2.
After being aware of my needs in the first microteaching, I realized that for an effective
teacher to transfer effective learning he or she must first become an entertainer before he or
she teaches the lesson. He or she must learn to take everything slow and learn to enjoy the
rest of the discussion in order for the students to be motivated to learn and participate
actively.
C. What needs to be improved in your micro-teaching? How will you address these?
In general, I need to be prepared at all times and have a good time management
before and during my teaching sessions. I also need to improve my classroom management
and art of questioning.
Furthermore, I should also make my phasing a little bit slow for my students to fully
grasp the lesson.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
1. How have you maintained the pupils enthusiasm while you were teaching? Give 2
examples.
In order for the pupils enthusiasm and interest will never have a downfall, I did the
following things. First, I cracked some jokes that are related to the topic and jokes are
trending to the teens nowadays. Second, I gave them real-life examples that would relate to
them as teenagers and as students. By doing these things, I am assured that they are attentive
and cooperative to my demonstration ad teaching.
2. What practices have you observed and tried out in providing for the varying needs of the
learners and their individual differences? How often have you done it?
I tried having them grouped with their friends, also giving tem activities that would
cater the different abilities and learning styles. Due to the short span of time during demos, I
am pushed to practice these kind of styles only often and not very frequent in order to be
time-conscious.
3. Describe 2 changes you made during the lesson. Why did you make these changes?
In two different demonstrations, I had to make some changes in the flow of my lesson
in order to grasp fully my allotted time. One was during my second demo where instead of
having an evaluation, I had to skip it due to lack of time. Another was during the latest demo
where instead of projecting the edited photo of one of the groups, I had to show the whole
class the picture only from the phone because my laptop did not recognize the phone and I
might take a very long time in waiting for it.
Individual teaching is not quite new to me because I have been experiencing this for
already many times. But, individual teaching will always give me surprises. I will always
find new things whenever I teach individually. This helps me obtain much more knowledge
and to where should I focus my improvements.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Journal 3: Evaluation
A. ON EVALUATION OF THE ASSESSMENTS
1. How did you evaluate the performance of your learners? Do you reflect on their
responses and review their achievements? How?
2. Did you use varied forms of assessment for the lessons? Which of these forms were most
useful? Why?
Yes, I am using varied forms of assessment in conducting my lessons and the type of
assessment that I found to be the most useful is formative mode of assessment for it
measures the totality or the general understanding of the students about a certain topic
being discussed.
3. How have you used formative and summative assessment strategies? Provide an
example of each.
I make used of formative assessment to topics or lessons which are short/brief in
type. Some of the items that I have constructed may have at least 10 (e. g. a 10-item
quiz).
In addition, I make used of summative assessment to topics which are quite big in
coverage. I include all the possible item which is covered with the chapter or unit that
me and my buddy have discussed. Some tests of this type may have 30-50 items
depending upon the coverage of each chapter or unit.
4. How do you use assessment results as a guide in further planning of your lessons?
After checking and analyzing the scores or outputs of my students, as a teacher I
reflect and review their achievements for me to identify their difficulties and progress in
order for me to have a basis to modify and use appropriate instructional and assessment
strategies thus having a further enhancement of their learning.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Journal 3: Evaluation
B. ON PERSONAL EVALUATION
1. How and where do you reflect on your own teaching style and techniques? How often
do you do this? What evidences will show that you gain progress in your teaching
performance? What constraints/ difficulties hinder in my progress?
Every after the conduct of my demonstration and our conference with our CT,I as a
PST reflect my own teaching performance base on the things that Ive shown and the
things also that my CT had mentioned and suggested. Through this, I will become
more aware of my needs and that I will be able to modify and made some adjustments
with my future demonstrations.
2. How often do you ask for specific feedback and advice from your mentors? In what
way will you be able to check on my progress and achievements?
Every after my demonstration, me and my CT, Sr. Nathan Diaz have a one or one
conference or talk with regards to my teaching performance. In this way, I am being
informed about my strengths and weaknesses and that I will become more aware of the
things that I should do and I should not do.
Moreover, the things that our Ct has told me will be my basis for me to modify or
change and further enhance my teaching performance.
3. To what extent do you discuss your teaching performance willingly with others and
respond positively to constructive criticisms? What should you do to successfully
improve your teaching performance?
Aside from having a conference with our respective CTs, we PSTs have our own
discussion with regards to our demonstrations. As part of the said discussion, I
positively and wholeheartedly entertain and receive their thoughts, comments, and
suggestions with regards to my teaching performance. In this way, I will be able to
improve my teaching performance.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
1. What measures have you taken to assure yourself that your test items were clear,
accurate and well focused on the objectives?
The measures that I have taken to assure myself that the test items that I have
constructed are clear, accurate, and well-focused on the learning objectives is by
constructing a specified Table of Specification (TOS) prior to the test construction
in order for me to properly distribute the test items in a written test.
2. What problems have you encountered? How did you respond to them? How could you
avoid them next time?
Constructing or using TOS is quite difficult and challenging because of the fact that it
has a lot of considerations. You are not allowed to just write or construct test items
without considering to the weight of time youve allotted to each learning objective and
the percentage and the number of items youve allotted for each learning domain or
skill you desire to be attained by your students.
These are just few of the things that I found to be problematic, and that as a future
teacher, I should be more aware of this things. I should carefully check the complexity
of each learning objective and properly weigh the time allotment for each. In addition, I
should plan in advance the suitability of the skill to be included and determine the
percentage of each skill whether its standardized or not.
3. Do your test items provide for a wide range of student learning abilities? Describe
how this has been catered for.
Consequently, following the said considerations, the test items that I have given
to my students during my first transition type demonstration was great for it
caters wide variety of student learning abilities. Based on the standard given by
Mangagoy National High School (MNHS) 60 % is for understanding and
comprehension, 30 % is for application and analysis and lastly, 10 % is for creation
and valuing.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Journal Writing 5
On Test Preparation
The information that we can get from correcting our students test are students
level of intelligence, skills, attitude, progress and most importantly, the items or
subjects they are difficult with. In addition, it will also tell our effectiveness in
teaching.
2. If the test result shows that 50% or more of the learners get low marks, what does
this tell you?
If the test result shows, that 50 % or more of the learners get low marks, this
means that there is something wrong with the test items being constructed. It might
that some or majority of the test items is too complex for the students to understand
or the teacher have included items which have not been discussed and most
probably the teacher is not that effective in delivering the lesson which creates a big
impact on the students scores and to their learning respectively.
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Journal entries should demonstrate the PSTs thinking and reflection on his/her observations
and experiences. At this stage of the practicum the PST should demonstrate Higher Order Thinking
Skills (HOTS) by analyzing, synthesizing and evaluating what he/she has seen and experienced as a
developing teacher in Field Study 6.
Performance 5 4 3 2 1
(Excellent) (Proficient) (Satisfactory) (Developing) (Needs
CRITERIA Improvement)
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Use of learning Uses a wide range of Uses a range of Does not use a range of
materials resources and learning resources and learning resources and learning
materials material materials
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Performance Needs
Level Very Good Good Fair Improvement Score
(25) (20) (15) (10)
Criteria
1.Microteaching The plan has The plan has The plan lacks The plan lacks
Planning complete component parts. one part. Some important parts.
Guide component parts. Most of the objectives are Most of the
All objectives objectives are behavioral, objectives are not
are behavioral, behavioral, learner-centered behavioral,
learner-centered learner-centered and interactive. learner-centered
and very and very and interactive.
interactive. interactive.
4.Management and The teacher is The teacher is The teacher is not The teacher is not
Learners very child- child-friendly and so child-friendly at all child-
friendly and applies and rarely applies friendly and does
applies democratic style democratic style. not apply
democratic style democratic style.
TOTAL
Scoring:
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Articulation
TEACHER
LEARNING FOCUS
Student centered learning
BEC/HOTS
Problem solving
Addressing Diversity
Active Learning
Application of Key Teaching
Strategies
Consideration of Students
Learning Styles
Consideration of Students
Multiple Intelligences
Application of Key
Assessment Strategies
Class attention
STUDENTS
Class Atmosphere
Field Study 6
Republic of the Philippines
University of Southeastern Philippines
COLLEGE OF EDUCATION
Bislig Campus
Maharlika, Bislig City
Criteria Description
5 4 3 2 1
1. Contents of the Has 90-100% of Has 75-89% of Has 60-74% of Has less than Has less than
Portfolio the needed the needed the needed 59% of the 40% of the
content content content needed content needed content
2. Objectives of Objectives are Objectives are Objectives are Some objectives Most objectives
the Portfolio SMART and SMART but SMART but are not SMART are not SMART
cover the whole cover only a cover only less and do not cover and cover only a
course minimum of 75% than 75% of the the whole course minimum of the
of the course course course
3. Quality of Entries are of best Entries are of Entries are of Some entries are Few entries are
Entries quality, well better quality, acceptable of acceptable of acceptable
selected and very many are well quality, some are quality, limited quality, not well
substantial. selected and well selected and selection and selected, and
substantial. substantial. substantial. very minimal
substance.
4. Presentation of Creative, neat and Creative, neat and Creative, neat and Minimal No creativity, in
Entries has a very strong has strong an average creativity, neat disarray, no
impact/appeal impact/appeal impact/appeal with minimal impact/appeal
impact/appeal.
Legend:
Field Study 6