University of the EastCollege of Education

DEPARTMENT OF PROFESSIONAL EDUCATIONSchool Year 2011-2012

A. SUBJECT: EDFS 1

B. COURSE TITLE: Field Study 1: The Learner’s Development and Environment

C. COURSE CREDIT: 1 unit

D. COURSE DESCRIPTION:

This course shall aid learners to verify the learner’s 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: None

F. FACULTY IN-CHARGE: Prof. Eric D. Agustin

G. CONTACT ADDRESS / NO.: 12 Eustaquio Street, Sto. Niño, Marikina City, +639387327490 (Contact address/no. may change w/o advance notice.)

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/adolescent’s 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/adolescent’s stages of development.Analyze the different teaching and learning processes for the various stages of development.Post all FS 1 outputs in the Group’s website/blogsite.

EDUC 401 – Page 1 of 5

J. COURSE OUTLINEWeek/Hours/Minutes (Cumulative)

Objectives Topic Outline Activities Outcome / Results

Weeks 1-2 / 2 / 0

1. To orient student observers about their field study observations

Pre-deployment Task No. 1 – OrientationA. Agreement Between the UE-CEduc and Cooperating School

1. Goals and Objectives of CEduc2. Policies relating to FS 3. The Field Study Course

3.1 Roles of CEduc3.2 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)

Discussion/Interaction

Observations of the FS Coordinator among FSSO

Evaluation of FSSO’s behavior

Weeks 3-4 / 4 / 0

1. To explain the contents of the Letter of Request to the Cooperating Schools

2. To set down the Cooperating Schools’ policies on FS in the respective schools on behavior, official time and compliance to requirements of/by FSSO

3. To lay down expectations of the principal and cooperating teachers

4. To discuss ancillary services that may be assigned to student teachers

Pre-deployment Task No. 2 – Letter of Request & the Cooperating School

1. Preparation of the Letter of Request2. Permit from the Cooperating School

Principal

Thorough Explanation

Observations of the cooperating principals and their cooperating teachers in both the elementary and secondary levels

Weeks 5 / 5 / 0

1. To gain familiarity on the different services, offices and centers (guidance, clinic, canteen) where FSSO will be deployed

2. To meet with the cooperating teachers

Deployment Proper and Familiarity with the School Setup

1. Orientation/Briefing of FSSO by Cooperating School Principals

Observation Intro Part of the e-Scrapbook

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Week/Hours/Minutes (Cumulative)

Objectives Topic Outline Activities Outcome / Results

3. To comply with all the cooperating school’s policies, rules, and regulations

2. School’s Organization Setup2.1 Location2.2 Administration and Supervisors

of School PersonnelWeeks 6-7 / 7 / 0

1. Visit a school2. Observe its physical plant and facilities such as classrooms,

computer laboratory, canteen, playground, etc.3. Describe the school4. e-Publish one’s output5. Develop a 5-point scale and have it used by at least 10

people in rating your output

Field Study Proper No. 1: The School Milieu

Journal 1: The School as a Miniature Society for a Learner

Journal 1

Weeks 8-9 / 9 / 0

1. Observe a class2. Using a checklist, take note of the learners and how they are

being managed in a class3. Research about effective classroom management4. Reflect on your classroom observation and the research

findings you made about classroom management and its effect to learning

5. e-Publish group’s output6. Develop a 5-point scale and have it used by at least 10

people in rating your output

Field Study Proper No. 2: The Learner and the Classroom Manager

Journal 2: The Inclusive Learner and His Classroom Managerough Explanation

Journal 2

Weeks 10-11 / 11 / 0

1. Observe a class according to one’s specialization/major2. Study the learners’ characteristics and needs (Attributes).

You may focus on one of the following: gender, culture, interests and needs, intellectual ability, etc.

3. Take note of the classroom activities that transpired4. Analyze how the activities facilitated learning considering

their attributes5. Compare your analysis with the findings of a research

journal6. e-Publish output

Field Study Proper No. 3: The Learner’s Characteristics and Needs and/or Unity in Diversity

Journal 3: The Learners’ Individualities

Journal 3

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Week/Hours/Minutes (Cumulative)

Objectives Topic Outline Activities Outcome / Results

7. Develop a 5-point scale and have it used by at least 10 people in rating your output

Weeks 11-12 / 13 / 0

1. Read a journal on “learner’s uniqueness”2. Observe a class according to your major3. 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 output7. Develop a 5-point scale and have it used by at least 10

people in rating your output

Field Study Proper No. 4: Learner’s Uniqueness

Journal 4: The Learner is Unique

Journal 4

Weeks 13-14 / 15 / 0

1. Interview a learner2. Conduct a home visit to your interviewed learner3. Describe the learner’s family using the Journal 5

Questionnaire4. e-Publish output5. Develop a 5-point scale and have it used by at least 10

people in rating your output

Field Study Proper No. 5: The Learner’s Family

Journal 5: The Learner’s Family

Journal 5

Weeks 15-16 / 17 / 0

1. To discuss:1.1 Reactions of FSSO towards their observation

experiences1.2 problems met by FSSO during their FS and possible

solutions to thresh out these problems1.3 Strengths and weaknesses of the FS program1.4 Submission of the e-scrapbook

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

Discussion E-Scrapbook FSSO

Awards Certificate of

Appreciation for the Cooperating Teachers

Note:

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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)3. On the time allotment for each activity to sufficiently cover the 17-hour requirement of the course.

K. REQUIREMENTS OF THE COURSE1. In-campus Attendance + Attitude2. Off-campus Field Study / Observations3. E-scrapbook (in hardbound, email, CD)4. Others

L. GRADING SYSTEM1. 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 Continuum2. Philippine Secondary Learning Continuum3. Teacher Education Program4. Student Teaching and Field Study, CHED Memo Order No. 30, s. 2004, Article IV, Section 6: Competency Standards5. R.A. No. 7722: “Higher Education Act of 1994”6. Other related references may be used

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