Legal Foundations
CHED Memorandum no. 30 (CMO 30) was promulgated on September 13, 2004 for the purpose of
rationalizing the undergraduate teacher education in the country to keep pace with the demands of global
competiveness. It is in accordance with the pertinent provisions of Republic Act No. 7722 , the Higher
Education Act of 1004. CMO 30 embodies the policies and standards for the undergraduate teacher
education curriculum.
Article V. Sec.13 of CMO 30 states that, field study courses are intended to provide students with
practical learning experiences in which they observe, verify, reflect on, in actual school settings. The
experiences will be given with field observation and gradually intensify until students undertake practice
teaching.
Theoretical Foundation
This workbook adheres to the Vygotskian principle of social construction of knowledge, meaningful
learning and construction of knowledge will occur if learners work hands-on in relevant settings and with the
proper guidance. Complementary to Vygotskys theory is Albert Banduras Social Learning Theory. Bandura
Asserted that learning takes place not only through imitation but also observation. Recently, the Situated
Learning Theory reiterated Vygotskys and Banduras views. It emphasize the knowledge needs to be
presented in an authentic contex, settings and applications that would normally involve that knowledge; and
that, learning requires social interaction and collaboration. The field study experience is geared towards
exactly this, to give pre-service teachers the opportunity to learn through meaningful and systematic
exposure in actual settings.
Another important theoretical basis of this field study experience is reflective education. John
Dewey stressed the vital role that reflection played in the growth and development of teachers. Reflection
allows the learner explore his/her experiences in order to arrive at new understandings or insights. It may
be done individually or through sharing and discussion with others.
Ramasamy (2002), in his review of literature on reflective practice highlighted the following: Kolb
(1984) in his model of the experiential learning cyle regards the process of reflecting upon experience as a
crucial stage. Experience without reflection does not lead to learning. According to Boud et.al, (1997, just
having an experience does not necessarily mean that learning has occurred. The important factor which
can turn raw experience into learning is the process of reflection. Brown and Mc.Cartney (1999) point out
that reflection on both the content and the process of learning help learners move towards and stay within
a deep approach to learning. Throughout the workbook, reflection is an integral component and is used to
conclude each learning episode.
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Observation
in actual setting is meant for the FS students to train their senses to really focus
on important details of the learning situation and perceive them with clarity and objectivity. It entails that
students learn to differentiate making an observation and interpreting the observation.
Analysis involves the use of critical thinking to breakdown the components of what was observed,
orchestrated or organized. Further on it will also involve th ability to synthesize,,, to organize into a coherent
pattern the salient points of what one has analyzed and learned.
Reflection involves the past, the present and the future of the field study student. In light of each
field experience episode, the Field Study students reflect on relevant past experiences that might have
affected their beliefs, values and attitudes about learning. The students also reflect on how each episode is
affecting their present thinking and finally, how their learning will impact on their future as teachers. This
allows for integration of the future teacher as first and foremost a person with beliefs, values and attitudes.
The fruits of reflection then affect subsequent observation and analysis, thus making the model
cyclical.
This approach answers in part to the challenge of developing affective mechanisms for the
Experiential Learning Component of Pre-Service Teacher Education. It moves away from the old view that,
Teacher development is simply informational; that it only involves providing new and updated technical
knowledge for teachers. It adheres to the new NCBTS paradigm that, teacher development is
transformational, experiential, and contextual; it involves engaging teachers to critically reflect on old and
new technical knowledge as these facilitate student learning in actual context.
Through the six field study courses, the students will have repeated exposure and practice in
reflective teaching. The end goal is for them to imbibe reflective teaching that it becomes second nature to
them.
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DOMAIN
COMPETENCIES
UNIT
Field Study 3
Technology in the
Learning
Environment
Curriculum
that
are
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Credit: 1 unit
Duration: 17hours
Course Description
This course is designed to provide students experiences in developing and utilizing appropriate
technology to facilitate learning. it shall also provide exposure and hands-on opportunities in the use of
Information and Communications Technology (ICT).
Field Study 3 can be anchored on the following Professional Education subjects:
1. Educational Technology 1
2. Educational Technology 2
General Objectives
1. Select the teaching materials that best suit the needs of the learners;
2. Apply the principles of developing instructional materials;
3. Develop and utilize instructional materials appropriate to a chosen subject area.
SUGGESTED ACTIVITIES
FOCUS
The Schools
Learning
Resources
SPECIFIC TASKS
LEARNING
EVIDENCE
Episode 1
Name and Tell
Make an Ocular visit to
the learning resource
center of school(Media
center, AVR, computer
room, library, internet
facilities, resource center.
Curriculu
m
COMPETENCIES/PERFORMANCE INDICATORS
Identifies and classifies resources
that facilitate teaching and
Learning processes.
An inventory
and
classification
of Learning
Resources
DOMAIN
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Bulletin Board
Display
Episode 2
My Insight and
Boardwork
Look around a school for
bulletin Board Displays
An evaluation
report on
viewed bulletin
board
displays.
Curriculu
m
Utilizations of
Teaching Aids
A proposed
bulletin board
design
enhancement
Episode 3
SEE AND SAY
Observe a class on its
regular schedule
Note down the various
teaching aids that were
utilized in the teachinglearning processes
Determines appropriateness of
teaching aids to learning tasks.
A list of
Teaching Aids
were utilized
Comments on
the
appropriatene
ss of the
learning tasks
Comment on the
appropriateness of the
teaching aids to the
learning tasks.
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Curriculu
m
Episode 1
THE SCHOOLS LEARNING RESOURCE CETER
E
Name of FS student
NYear/Course
Date
Resource Teacher
Signature
Cooperating School
Your Target
At the end of this activity, you will be competent in identifying and classifying resources that facilitate
teaching and learning processes.
Your Map
It will be an interesting journey to the world of educational technology. A chance to visit and observe a
learning resource center of a school will start you off.
For this process, explore the world through these steps:
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1. Visit a schools learning resource center, look around and see what resources and facilities are
available inside.
2. Ask the learning resource center in-charge about how some equipment or facilities are used.
3. Make an inventory of its available resources and classify them according to their characteristics
and functions.
4. Write down a brief reflection of your experience
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Audio Resources:
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ICT Resources:
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The security Guard of PCES wont let me enter but he let me take some
pictures he told me that I dont have a permission to enter. I am so
thankful for his cooperation.
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Impression:
The school that Ive been observed are divided in to three namely Pagbilao East Elementary School next is Pagbilao West
Elementary School, lastly is Pagbilao Central Elementary School (PCES).I conducted an interview with the caretaker or the
person in-charge of the school as a whole. He told me that All of them has a very sophisticated gadget like the interactive
whiteboard which would be of great help for the students as well to the teachers who could teach their lessons easily by
using that kind of instructional aids in a particular subjects which is available on their school. The library was located on
PCES and also they have a good number of available learning resources which are still relevant to the needs of the
students and the teachers and at the same time it is also congruent to the curriculum. Hopefully, when they do have enough
budget, they would obtain more computer units because the 6 units of computer is not enough to sustain the needs of the
students and is not that proportionate to the number of students .
I was impressed to interactive whiteboard that they are using for teaching. It is attached to the wall of E-CLASSROOM.
They took good care of the said gadget.
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ANALYSIS
1. Were the learning resources/ materials arranged properly according to their functions and
characteristics?
At PCES the learning resources/ materials are arranged properly according to their functions, although they
were assigned to different areas. Aside from being organized, they have a system to be followed before
using the learning resources materials. They took good care of such gadgets and printed materials
including the audio and Non-electronic materials which provide the pupils a better learning experience
towards the realization of a particular subject matter.
2. Do the guidelines and procedures facilitate easy access to the materials by the teachers? Why?
Why not?
Yes, the guidelines are pretty much simple and the teachers can easily access the materials because the
in- charge of the facilities is always around but theres a system that it should be approve first by the
Principal before a teacher can use and access.
3. What are the strengths of this Learning resource Center?
The library and the E-classroom were the learning resource center of PCES. One good thing about it is that
the Learning resource center is very useful for the pupils but unlike the library the E-Classroom were not
always open. They have arranged schedule well so that they can accommodate E-classroom users
anytime of the day. Aside from this, the library also has a good number of books and encyclopedia that the
Prelim and Midterm
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students can use. It is well cared for the benefit of the student that uses the facilities for longer use of the
next generation.
4. What are its weaknesses?
The library is in the corner of the said school. I would say that one of the weaknesses of the library is the
so-called room temperature especially during sunny days. I have noticed that theres no electric fan inside
the library and the windows are not so big enough to enter such air from the outside. It also needs better
lighting especially during cloudy and rainy days and better ventilation on warm and humid days. Also the
number of students that would be accommodated by the library is not that good, maximum of 10-15
students could be there to read.
5. What suggestions can you make?
When finance can suffice, it would be better to add more lighting fixtures and ventilation to the library. I also
suggest that at least two electric fans could be inside for the students may feel at ease or comfortable while
searching and reading such materials they needed the most.
REFLECTIONS
1. Which of the materials in the learning resources caught your interest the most? Why?
The Interactive Whiteboard wherein as we all know that kind of gadget is expensive. And that kind of
instructional material is available in our town that students could experience that kind of high technology
material not just surfing it on the internet for them to know what is it and how it works. It also eases the
teachers when they do have lessons in Science and Mathematics because there were available activities
and visual aids programmed for the lessons that they would teach.
2. Which gadgets/ materials are you already confident to use/ operate?
Among the gadgets that I am confident to use are the computer and its projector for PowerPoint
presentation which I really like to do so.
3. Which ones do you feel you need to learn about?
Although I am confident that I can use the computer as an instructional tool, I definitely would like to
learn on how to operate the interactive whiteboard because I was amazed when I saw it and what would be
the feeling if I would use that in reporting and in teaching. Not like the computer and the projector when you
use it, that instructional material it cant have any direct interaction with the audience but the interactive
whiteboard because of it is touch screen in nature so interaction would be encourage to the maximum.
4. Read about an article your answer in number 3.
Paste of a copy of it here.
Prelim and Midterm
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There are now many interactive whiteboard companies to choose from, and most feature video, image, and
lesson libraries. Here are some of the leading brands:
SMART introduced the first interactive whiteboard in 1991 and it is the worlds best-selling interactive
whiteboard. A leader in introducing touch technology into the classroom, SMART boards allow teachers to
access 6,600 learning objects and customizable lesson plans.http://smarttech.com/
Promethean now offers an integrated system that packages the interactive white board, Learner Response
System, lesson design and delivery software and online support and professional
development.http://www.prometheanworld.com/
Mimio is a system that creates an interactive whiteboard out of a standard whiteboard. For districts that are
trying to manage tight budgets and already own whiteboards, Mimio is a good option. It also includes online
training and certification. http://www.mimio.dymo.com
Numonics features electromagnetic technology and a multimedia pen to utilize a full range of crosscurricular activities and training. Their website, http://www.interactivewhiteboards.com/, offers the following
research statistics:
A study by the University of Wisconsin confirmed that using visual aids improved learning up to 200%.
Harvard and Columbia Universities found that student retention is improved up to 38%.
Wharton School of Business proved that the time to explain complex subjects is reduced by 25% to 40%.
eInstructions newest product offering, Interwrite Workspace, includes more than 4,000 digital, K-20
teaching resources from math to language arts and science. Publisher-independent, Interwrite
Workspace includes 50 tools to create, display, organize, record and share teaching
materials. http://www.einstruction.com/
Polyvisions eno board can be used as a traditional marker board, a magnetic board, or an interactive white
board with no plugs or cables. It promises the lowest total cost of ownership for schools and districts
looking for the most affordable interactivity. http://www.polyvision.com/
NEA member Chad Lehman of Horace Mann Elementary School in West Allis, Wisconsin, has seen a
marked increase in student attentiveness and engagement since his district began integrating interactive
white boards into elementary classrooms. As his schools media specialist and technology coordinator,
Lehman reviewed the districts technology plan which recommended both SMART and Mimio. Although
SMART had a much larger user community, he chose Mimio because it was more affordable and portable
whereas SMART boards are mounted on walls.
The down side to choosing Mimio is that they have fewer software and lesson resources, Lehman stated.
Our district has invested heavily in computers, video equipment and LCD projectors, so Mimio is very
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popular. He went on to say that the district technology goal is to have an interactive whiteboard in every
classroom, but finding the money could be a problem. Lehman did not know if his district would receive
any new federal stimulus funds, but said it was not likely that they would be used to buy interactive
whiteboards. This kind of technology helps us teach students 21st century skills, and Im confident well
continue to fund our implementation and training on this.
There are interactive whiteboards that meet every school and district budget. Teachers report that
increased student engagement is the number one benefit to teaching with this tool. The technology allows
teachers to integrate multiple information streams into a coherent lesson individualized for their students.
Interactive white boards provide an extraordinary opportunity to create classroom environments where
students with different learning styles can engage and learn from each other. This easy-to-learn technology
ensures that both students and teachers are developing 21st century skills.
Episode 2
BULLETIN BOARD DISPLAYS
Date:
Your Target
At the end of this activity, you will be competent in appraising the effectiveness of display boards as
learning resources.
Your Map
Prelim and Midterm
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Display board or what we more commonly refer to us bulletin board, is one of the most readily available and
versatile learning resources.
Displays.
Propose
enhancements
For the display.
Your Target
As you look around and examine board displays, use activity forms provided for you to document your
observations
OBSERVATION REPORT
Prelim and Midterm
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There are 5 bulletin board displays at PCES which is located right after I entered in the GATE. There is a
bulletin board like MAP of the said school so that the parents and visitors as well as students and teachers
are aware on the places inside the school. Then a bulletin board outside the library. Then bulletin board for
the process of enrollment and the most attracted is the one which is located outside the Audio Visual Room
of the said school. ALL BULLETIN BOARDS ARE colorful except one which is located outside the library. I
do not see some errors but some bulletin boards need to be improve. Yes. It is easily understood because
the letters are in Bold Type. Inside the classrooms as I roamed around the campus there are lots of bulletin
boards inside to inform the students specifically in the classroom of my cooperating teacher Mrs. Nympa
Guerrero.
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This Bulletin Board is more updated among others. But the size is
not enough to include some important information. Very colorful
that attracts the students, teachers, visitors to read such
information.
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3- Very Satisfactory
CRITERIA
EFFECTIVE
COMMUNICATION
Conveys the message quickly
and clearly
ATTRACTIVENESS
Colors and arrangement
catches and hold interest
BALANCE
Objects are arranged so
Prelim and Midterm
2-Satisfactory
3
1- Needs Improvement
COMMENTS
Yes, because thematically it sends forth its
message to the target audience. But the
problem was the location of it and the font and
picture size was not that big enough to convey
the message clearly.
The colors were combined strategically, very
pleasant to the eyes in particular with the
caption that had been laid down to it. But for me
it doesnt hold the interest of the students
because it was not that colorful and beautiful
(poster) to catch and hold the interest of the
students.
The design itself has stability but somehow
lacks elements of balance.
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stability is perceived
UNITY
Repeated shapes or colors or
use borders holds display
together
INTERACTIVITY
The style and approach entice
learners to be involved.
LEGIBILITY
Letters and illustrations can
be seen from a good distance
CORRECTNESS
Free from grammar errors
misspelled words, ambiguity
DURABILITY
Well-constructed, items are
securely attached
ANALYSIS
1. Did the board display design reflect the likes/ interest of its target audience? Why? Why
not?
As for me, it is not because the board displays are located in the isolated corners of the
classroom that before you could clearly see it you must go near, not well cared and the colors of it
have been faded away by time but in the school campus I would say yes because it really colorful
and big.
2. Was the language used clear and simple for the target audience to understand? Why? Why
not?
Yes, the language used is clear and simple- in fact the information about the subjects is written in
Filipino and English.
3. What do you think was the purpose of the board display? Was it effective? Why? Why not?
The purpose of the display is that to inform the students on other information about their subjects
that is very rare to tackle in the classroom. But it is not effective due to its location in the classroom
was on the corners, the legibility of it was not that good and the colors are not that attractive so the
students just ignore what has been displayed inside the classroom but in the school campus
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everybody will be inform because it is located in an open area. I interviewed one student there and
he doesnt really know the contents of the board display.
4. What suggestions can you make?
a. Have a regular update of the information that was posted in the board display.
b. Have an ideal location of the board display wherein they could have an easy access on
reading the posted displays.
c. Have a research on the things that would be interesting to the students for them to be able to
be interested to the board display.
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REFLECTIONS
1. Name at least 5 skills that a teacher should have to be able to come up with effective board
displays. Elaborate on why each skill is needed.
The skills that a teacher should possess in order to come up with an effective board
displays are:
Creativity- you must be able to come up with unique ways to portray lessons or concepts.
Elegance- you must strive for balance and harmony so that the message will be delivered
properly.
Ingenuity- you must be able to apply problem solving skills in coming up with a display.
Resourcefulness- you must be able to come up with an effective board display using the available
resources at hand.
Innovativeness- you must be able to introduce contemporary topics to your board display
2. Which of the skills do you already have? Recall your past experiences in making board
displays. How do you practice these skills?
The skills that I already have are creativity, resourcefulness and innovativeness. I do have a little
experience in making board display, the one that I could clearly remember was my teen age years
that I am able to practice these skill because I am a part of the ARTS TEAM in our church so were
the one responsible in making the church bulletin.
3. Which skills do you still need to develop? Reflect on how you can improve on or acquire of
these skills.
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I feel that I need to develop more elegance and ingenuity in coming up with designs not
only in making board display. I can improve these skills by constant practice and by research on
various designs helpful in coming up with instructional materials.
Episode 3
SEE AND SAY (Utilization of Teaching Aids)
Your Target
At the end of this activity, you will gain competence in determining the appropriateness of teaching aids to
learning task.
Your Map
]
.
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OBSERVATION REPORT
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Word
Chart
Strengths
Clearly written
and very
colorful.
Weakness
The word chart gives definition to the parts and function of the
circulatory system. The teacher is expanding and explaining
the parts and asking the students to memorize and recite it.
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Mock-up
Appropriate
instructional
material and
insightful
The teacher together with the word chart uses the mock-up of
Small in size that
the heart to point out the parts of the heart and where it is
the students at the
located. It gives the students the real picture of it and it is very
back cannot see it
effective because the each parts of the heart is detachable and
clearly.
it eases the instruction.
ANALYSIS
1. What do you think prompted the teacher to choose the materials/ learning resources that she/he
used?
Using of that kind of instructional material would be the most appropriate to the lesson. The detailed parts
had been taught through the use of the mock-up and for defining the terms used she uses the word chart.
The two avenues wherein the students learn was catered enough, visually and in auditory.
2. What difficulties, if any, did the teacher experience? How can this be managed?
It would be the handling of the mock-up while teaching because she cannot move freely while teaching. So
pointing where the parts is very hard. Maybe the teacher must have called a student to hold the mock-up
while teaching or have a small table in the front to lay down the mock-up.
4.Over-all, were the learning resources/materials used effectively? Why? Why not?
I would probably say yes, because the discussion was very healthy and the students participate to the
recitation so there was interaction between the students and the teacher. And at the end of the lesson the
students were able to point out and recite the parts and function of the circulatory system. That instructional
material helps the teacher to keep the interest of the students and go along the lesson.
REFLECTIONS
Put yourself in the place of the teacher. What would you do similarly and what would you do
differently if you will teach the same lesson to the same group of students? Why?
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I would use the same instructional material to caught and keep the interest of my students while I am
teaching. I know that if they are interested in the lesson the interaction would be healthy though the time
that I would be teaching is a time for others to take a nap and be sleepy. But I would include using the
interactive whiteboard to gain more participation and imagine if the recitation would not be just merely
uttering the answer but touching it and directly interact also with the instructional material.
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