MISAMIS UNIVERSITY

Oroquieta Unit

Liberal Arts and Education

FIELD STUDY III

(Technology in Learning Environment)
Adopted From the Following References:
R1: Teacher Education Council (TEC), Department of Education (DepEd), Comission on Higher
Education (CHED) ,Experential Learning Courses Handbook, TEC Copyright
R2: Dela Torre Lourdes G., et.al., Field Study Bridging Theories with Classroom Experience, Mutya
Publishing House, Inc.,Malabon City, 2008
R3: Torno, Beatriz, G. (2009). NCBTS-based Table of Specifications Examination for
Journal Vol.15 No.1, 39-109.

Teachers, PAFTE

Dampor, Kiza Jelyn B.

FS Student

Rios, Nidelyn R
FS Instructor
S.Y 2016-2017
1

TABLE OF CONTENTS
Description

Page

Cover

Table of Contents

Misamis University and College of Education Vision/Mission Statement and

Objectives

Experiential Learning Courses Framework

Basic Reference for Experiential Learning Courses (ELC)

Course Description, Requirements and Objectives

FS 1 Activities

Guidelines in the Deployment of Pre-Service Teachers

Learning Activity 1: The Schools Learning Resources

12

Learning Activity 2: Bulletin Board Display

16

Learning Activity 3: Utilization of Teaching Aids

24

Learning Activity 4: Teaching Aids Bank

27

Learning Activity 5: Paper Works (Hands Out Use)

31

Learning Activity 6: Slide Presentations

35

Learning Activity 7: E- Presentations

38

Self Rating Competency Checklist

40

Competency Checklist (for faculty use)

41

Daily Time Record

42

FS Student Profile

43

Portfolio Format

44

FS Portfolio Assessment Rubric

45
2

Vision/Mission Statement and Objectives of the University

Vision/ Mision
The Misamis University upholding the principle that God is the center of its existence and education its service
offering to God and country, aims to be a leading private non-sectarian institution of learning.
It is committed to the development of the whole person who is God-fearing, principled, socially responsible, serviceoriented, environmentally concerned, and is competent to meet global challenges.
Objectives
Guided by the vision/mission, MisamisUniversity is dedicated to the pursuit and attainment of the following:
1. Provide accessible education for all;
2. Develop and maintain quality academic programs;
3. Foster an academic community that promotes unity, creativity, entrepreneurial spirit, environmental
concern, appreciation and pride in our national history and cultural heritage;
4. Conduct researches that support effective instruction and are responsive to the needs of the community
and society;
5. Build and maintain a strong partnership with the community, giving emphasis to extension programs and
the delivery of quality health care services.

Core Values
3

Misamis University upholds the following core values that promote and shape its mission:
HONESTY
LOYALTY

INTEGRITY
EXCELLENCE

Graduate Attributes
A. Professional Qualities:
1. Professionally Competent
3. Critical Thinker

2. Globally Competitive
4. Effective Communicator

B. Personal Values:
1. God-fearing
3. Service-oriented

2. Socially-responsible
4. Environmentally-concerned

(Sgd) KAREN BELINA F. DE LEON, M.D., Ed.D.

University President

The Experiential Learning Courses Framework

The Teacher Education and Development Program
Teacher Performance and Development Framework for the
Pre-Service and Licensure Sectors
4

Introduction
The teaching profession has been struggling to keep pace with the changes in society and the accompanying
challenges of the technological world. With the notion that teacher education, which consists of the pre-service
education of teachers (PET) and the In-Service Education of Teachers (INSET), has been unable to bridge the
growing gap between the needs and expectations of learners, and the knowledge and skill levels of both new and
existing teachers, the TEDP was conceived. It has been initiated or advocated a grater formal partnership among the
main stakeholders: CHED, TEIs, PRC, the DepEd and the Civil Service Commission (CSC) for the improvement of
both pre-service and in-service.
The Department of Education is committed in providing a quality system of public education. It provides
schools with teachers who are able to help students develop their abilities, skills, and attitudes for them to function
effectively in an environment that is changing rapidly in many different ways.
The DepEd has commenced the implementation of a Teacher Education and Development Program (TEDP)
that seeks to conceptualize a teachers career path as a continuum that starts with entry to a teacher education
program and concludes when a teacher reaches retirement from formal service. The TEDP will address each stage of
this continuum as an integrated part that is linked closely to preceding and ensuing elements. One key element in the
Program is the establishment of a set of National Competency-Based Teacher Standards (NCBTS) so that teachers,
pupils and parents are able to appreciate the complex set of behaviors, attitudes and skills that each teacher must
possess, in order to carry out a satisfactory performance of their roles and responsibilities.
The set of competencies is incorporated in a Teacher Performance and Development Framework that is
based upon the core values of Filipino teachers and on the principles of effective teaching and learning. The
framework is divided into seven (7) domains that represent the desired features of the teaching and learning process.
These domains incorporate a series of strands of desired teaching performance statements which can be identified
as performance indicators that are observable indicators of the quality of a teachers performance.
The seven domains are:
1.
2.
3.
4.
5.
6.
7.

Social Regard for Learning

The Learning of Learners
The Diversity of Learners
Curriculum
Planning, Assessing and Reporting
Community Linkages
Personal Growth and Professional Development

Each of these domains is part of a set of Competency-Based Teacher Standards that will lead to a National
Teacher Performance and Development Framework. This framework will allow teachers to self-assess their own
performance against the Competency Standards in order to identify areas of strength as well as areas that need to be
developed further in order for them to function more effectively as facilitators of learning.
Basic Reference for ELC
The Experiential Learning Courses (ELC) are valuable components of the Teacher Education program.
Under the new Teacher Education Curriculum, Experiential Learning Courses consist of six (6) units of Field Study
5

courses and six (6) units of Practice Teaching. The early exposure of the pre-service teachers in the actual learning
environment will ensure better preparation and appreciation by them.
The pre-service teachers will be provided with hands-on experiential learning that will contribute to their
personal and professional growth as teachers. The TEIs and BES will work hand in hand to prepare them to be more
highly competent and competitive in the teaching profession. This Handbook will guide them in implementation of he
said courses.
Two very important documents that help re-define and give direction to the Teacher Education are the
Teacher Education and Development Program as illustrated in the Teacher Development Map (Figure 1) and the
National Competency-Based Teacher Standards (NCBTS) (Figure 2).
The Teacher Education and Development Program (TEDP) serves as the roadmap where different
government agencies such as the Department of Education (DepEd), the Commission on Higher Education (CHED)
with the Teacher Education Institutions (TEIs), and the Professional Regulation Commission (PRC) join hands in
order to enhance the education and training of the future teachers. The TEDP was conceived to halt the continuing
decline of the quality of education in the county. We all agree that at the center of education is the TEACHER who
needs to continually improve in order to cope with the changes in society. The TEDP seeks to conceptualize a
teachers career path as a continuum hat star with the pre-service until retirement from service.
At the heart of the various stages of the TEDP is the National Competency-Based Teacher Standards
(NCBTS) that serves as a mold for both the pre-service and in-service education and training. It is the touchstone that
ensures the continuing response to the changing needs of the teaching learning process. While the pre-service
teachers are being formed using this mold, it is hope that the in-service teachers will use the same mold to continue
ad deepen their personal and professional development.

FS3
Field Study

Technology in the Learning Environment

Credit 1 unit
Duration: 17 hours

Course Description:
This course is designed to enrich the 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) in teaching.
Field Study 3 can be anchored on these Professional Education Subjects: Educational Technology 1
and Educational Technology 2.
No. of Units: 1 unit
Time Duration: 17 hours
6

COURSE REQUIREMENTS:
1. Templates/Activity Sheets
Quizze
Assignments
Attendance
Journal with Insights
2. Demonstration Teaching
3. Periodical Exam
4. Portfolio
Gained insights from the picture documents
5. Performance
rated performance rubric (cooperating/critic teacher)
rated performance rubric (self)
rated portfolio assessment rubric (self, peer and instructor)

10%

20%
30%
30%
10%

Total

100%

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.

NCBTS DOMAIN

COMPETENCIES/PERFORMANCE INDICATORS
Identifies and classifies resources that facilitate teaching-learning
processes.
Appraises the effectiveness of displays as learning resources.

Curriculum

Designs a bulletin board display.

Determines the appropriateness of teaching aids to learning tasks.
Prepares materials that are appropriate to the learning content.

BIBLIOGRAPHY:
References:
7

R1:

Dela Torre Lourdes G., et.al., Field Study Bridging Theories with Classroom Experience, Mutya
Publishing House, Inc.,Malabon City, 2008

R2: Teacher Education Council (TEC), Department of Education (DepEd), Comission on Higher Education
(CHED) ,Experential Learning Courses Handbook, TEC Copyright
R3: Torno, Beatriz, G. (2009). NCBTS-based Table of Specifications Examination for
Journal Vol.15 No.1, 39-109.

Teachers, PAFTE

FS III Activities

Focus
The Schools
Learning
Resources

Bulletin Board

Specific Task
Make an ocular visit
to the learning
resources center of
school.
Make an inventory of
its available learning
resources.
Classify them
according to their
functions and
characteristics.

Learning Evidences

Domain

An Inventory and
Classification of
Learning Resources

Curriculum

An Evaluation Report
on Viewed Bulletin

Curriculum

Competencies/
Performances
Indicators
Identifies and
classifies
resources that
facilitate teaching
and learning
process.

Utilization of
teaching Aids

Look around a school

for bulletin board
displays.
Evaluate the display.
Propose
enhancements to
make the display
more effective.

A Teaching
Aids Bank

Observe a class on its

regular schedule.
Not down the various
teaching aids that
were utilized in the
teaching-learning
process.
Comment on the
appropriateness of the
teaching aids to the
learning tasks

Displays

Classroom
Handouts

Slide
Presentations

Decide on a specific
content area or theme
Develop a pile of
each of these teaching
aids.
Flashcards
Word cards
Pictures
Cut-outs
Transparencies
Others
Organize them in a box.
Prepare handouts for
a selected topic (i.e.
flowcharts, schema,
graphic organizers)
Describe your
handouts
Present them to your
FS Teacher before
reproducing them.
Select a topic.
Develop a slide
presentation to
support a learning
activity on the topic

Board Displays
A Proposed Bulletin
Board Designs
A list of Teaching
Aids that Were
Utilized
Comments on the
Appropriateness of
the
Teaching Aids

Curriculum

Appraises the
effectiveness of
displays as
learning resource.
Designs a bulletin
board display.
Determines the
appropriateness of
teaching aids to
learning tasks.

Curriculum
A Bank varied
Teaching Aids

Prepares
instructional
materials that are
appropriate to the
learning content.

A compilation of
sample classroom
handouts
A description of the
classroom handouts

Prepares,
instructional
materials that are
appropriate to the
learning content.

Curriculum

A slide presentation
of a selected topic
A narrative on the
strengths and
weaknesses of the
material developed

Develops and
utilizes materials
which involve
students in
meaningful
9

On-line
Learning

(using transparencies,
still slides or relevant
computer programs)
Try out your
presentation to a
group of learners.
Write a narrative
pointing out the
strengths and
weaknesses of your
presentation
Observe a class. Take
not of the topic being
presented.
Surf the net to find
sites that provide
support materials
and/or interactive
programs on the
topic.
Evaluate the material/
programs

learning.
Recognizes
strengths and
weaknesses of
slide presentation
in facilitating the
teaching-learning
process.
An evaluation report
on visited websites

Curriculum

Determines the
appropriateness of
the internet
resources to the
learning tasks.

GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS

(Enclosure No.1 to DepEd Order No.3, s 2007)

I.

Definition of Terms
Cooperating School refers to the school (elementary or high school) where the pre-service teacher
undergoes field study.
Experiential Learning Courses (ELC) Coordinator - refers to the faculty member of the Teacher Education
Institution (TEI) in charge of supervising and evaluating the off-campus activities of the
student teachers in collaboration with the cooperating school.

10

Experiential Learning Courses (ELC)

refer to the subjects in the pre-service education curricula that
include Field Study Courses.
Field Study - is a component of the new Pre-service teacher Education Curriculum that aims to expose the
students to actual field experiences so that they can relate the theories learned inside
the classroom with those experiences. These off-classroom experiences would
emphasize the importance of understanding the complex work of the teacher in this
era of globalization.
Field Study Students (FSS) - refer to the students taking field study courses.
Mentoring a nurturing process in which a skilled or more experienced person provides support and
encouragement to a less experienced person.
Pre-service teacher
Resource Teacher

- refers to the student enrolled in BEEd, BSEd and other related teacher education
programs.
-refers to the resource facilitator in the Field Study Courses.

II. Role of Department of Education (DEpEd) and Commission on Higher Education (CHED)
A. Schools Division Offices
The School Division Superintendent (SDS) , in collaboration with the TEI and school
Principals, shall
1.
2.
3.
4.

forge a MOA with TEI on the deployment of pre-service teachers on experiential learning courses.
review and subsequently approve requests for cooperating schools
conduct orientation on field study with the TEIs and cooperating staff; and
monitor and evaluate the capacity of the cooperating schools

B. Cooperating Schools
1. The Principal shall accept the FSS and see to tit that they are assigned to observe any teacher.
2. The principal shall coordinate with ELC coordinator concerning field study assignments and problems.
3. The Principal shall ensure the orientation of the FSS on the following:
a. policies, regulations and environment of the school
b. assignment of classes and responsibilities
4.

The Principal will participate in debriefing session with the resource teacher, the FSS and the ELC
coordinator.

C. Resource Teacher and Cooperating Teachers/ Mentors

The Resource Teachers shall:
11

1. see to it that the FSSs role is limited to the requirements and activities of the particular field study
courses.
2. accommodate FSSin their actual classroom teaching and are not duty bound to mentor/ coach; and
3. certify the attendance of the FSS.
III. Role of the TEI
The TEI shall:
1. determine the readiness and ability of the pre-service teacher to go on field study; if not ready,
give more experience in on-campus.
2. request the Provincial/City Division Office to designate cooperating schools in the province/city.
3. initiate conferences with the Schools Division Superintendents (SDS) in selecting public and
private cooperating schools.
4. allocate a modest honorarium to personnel involved in student teaching as stipulated in the
Memorandum of Agreement.
IV. Selection of Cooperating Schools
All basic education schools may be chosen as cooperating schools.
V. Selection of Resource Teachers and Cooperating Teachers/ Mentors
Any teacher in a Field Study Cooperating School can be a resource teacher.
VI. Duties and Responsibilities of Pre-service Teachers
1. Field Study students shall take the field study courses congruent to their professional education subjects.
2. All field study students must observe a proper decorum and behavior when making field visits and
observations in the school where they are fielded;
3. Field study students shall accomplish the requirements of the course as scheduled.
4. All BEEd and BSEd students enrolled in Field Study subjects are required to undergo a minimum of 17
hours of field study or classroom observation in the different classes of the Basic Education, from
Preschool to High School.
5. The student shall wear the prescribe school uniform when reporting to the Basic Education for the field
study/classroom observation.
6. The students shall maintain courtesy to the cooperating teachers and shall respect the dignity and rights
of the pupils/students at all times.
12

7. Each student shall maintain CS Form 48 (DTR) to be signed by the cooperating teacher/mentor to reflect
his actual field study/classroom observation.
8. The students shall prepare observation log/journal and shall accomplish activity templates.
9. A student shall keep his observation log and any information/data in the classroom with utmost
confidentiality.
10. Each student must complete one (1) successful teaching for the entire field study period. Successful
teaching means a grade of not less than 85 or 2.25.
11.
At the end of the field study period, each student shall submit portfolio to the
instructor which
contains the following:
a. DTR
b. Field Study Log
c. Accomplished Activity Templates
d. Other documents/proofs of his field study/classroom observation/ participation. (Student Teacher
Teaching Competencies Rating Scale/s, approved lesson plan/s, photos with insights)

Learning Activity 1: The Schools Learning Resources

Name of FS: Student: ___________________________________________________________

Course: ____________________________________ Year & Section: ____________________
Resource Teacher: _____________________________________ Signature: _______________
Cooperating School: ____________________________________________________________

Your Goal
At the end of the activity, you will be competent in identifying and classifying instructional
resources the facilitate teaching and learning process.
Your Tasks
You are going to explore the world of educational technology. Your visit to the media resource
center is a start of your journey.
You are expected to follow these steps:
13

Step 1 Visit a school Look at their resource center and see what resources and
facilities are found as their collection.

Step 2 Inquire from the person-in-charge how the equipment or facilities are used,
and how often they are being used.

Step 3 Make an inventory of the available resources.

Step 4 Classify them according to their characteristics and functions.

Step 5 Write a short reflection of your observation experience.

14

Your Tools

School Visited: __________________________________________________

Date of Visit: ___________________________________________________
Name of Observer: _______________________________________________

An Observation Guide for a Learning Resources Center

1.

Make an ocular visit and take note if why the following are present in the
school:

media center
computer room
library
internet facilities
learning resource center

2. Examine how the material-collections are classified and arranged.

3. Are there any guideline on the use of the resources and facilities?
4. Take some photos of the resources/facilities in the school.
After your observation, make a written report on the resources/facilities that you
have seen in the school. Classify such resources by filling up the matrix that follows.

LIST OF AVAILABLE LEARNING RESOURCES

AVAILABLE LEARNING
RESOURCES

CHARACTERISTICS AND
UNIQUE FEATURES

TEACHING APPROACHES
WHERE THE RESOURCES
ARE MOST USEFUL

Print Resources
Audio Resources
Non-Electronic Media
Resources
ICT Resources

15

Impressions: ____________________________________________________________________
Observer:
____________________________________________________________________
Your Analysis
How are the materials arranged? Are they classified according to their functions and
characteristics?
Relate your observations here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Are the guidelines in place to facilitate access of the teachers to these resources?
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are the strengths of the resource center?
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

16

What are their weaknesses?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What do you suggest to improve the resources?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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Your Reflections
Which of the materials have caught your attentions most? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Which gadget/equipment are you confident to use/operate?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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______________________________________________________________________________
Which equipment do you feel you need to learn more about?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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In what way do you think you will learn to operate such equipment?
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________

18

Learning Activity 2: Bulletin Board Display

Name of FS: Student: ___________________________________________________________
Course: ____________________________________ Year & Section: ____________________
Resource Teacher: _____________________________________ Signature: _______________
Cooperating School: ____________________________________________________________

Your Goal
At the end of this activity, you will be able to display boards as learning resources according its
effectiveness in conveying messages/knowledge.
Your Tasks
Bulletin boards are the most common and readily available learning resource in any school. In this
activity, you are going to observe and describe the bulletin board display of the school you visited.
To reach your goal, follow the boards below.

Step 1 Look around the school for a bulletin board.

Step 2 Choose one then describe and evaluate the display.

Step 3 Propose enhancements to the display to make it more effective.

19

Your Tools
As you look around and examine board displays, use the activity form provided to document your
observations.
Observation Report

Name of School Observed: __________________________________________________________

Location of the School: ____________________________________________________________
Date of Visit:

___________________________________________________________________

Take note of the following details and write them in your observation report.
1. Number of Bulletin Board Displays: ___________________________________________
2. Location of Bulletin Board Displays (BBD):
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3. Describe each BBD in terms of the following:
a. the message(s) it provides
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
b. images and color
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
c. arrangement of information/messages
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
4. Materials used in the display
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5. Errors noticed, if any _______________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6. Borders, if any ____________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
20

7. Clarity of messages _________________________________________________________

______________________________________________________________________________
_____________________________________________________________

8. Photo documentation, if any __________________________________________________

_________________________________________________________________________
_________________________________________________________________________
Paste your photo documentation of the bulletin display here:

21

An Evaluation Report of a Bulletin Board

22

Location of the Bulletin Board Display: ________________________________________________

Description of the Bulletin Board: ____________________________________________________
_________________________________________________________________________________
Evaluation:
EVALUATION

STRENGHTS

WEAKNESSES

Educational Content (Messages)

Image/Color

Arrangement of Information

Materials Used

Others

Recommendations or Suggestions for Improvement

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

23

Signature: _________________________

Date: ____________________

24

Your Analysis
Describe the board display design in terms of raising the target audiences interests.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Use of language in making the target audiences understanding of the information.
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
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_______________________________________________________________________________
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_______________________________________________________________________________
The intention of the Board Display
_______________________________________________________________________________
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_______________________________________________________________________________
Your Suggestion
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

25

Based on your suggestions, propose a bulletin board display by using the form below:
PROPOSED BOARD DISPLAY
Theme:
Board Title:
Objective(s):

Best Features of My Proposed Bulletin Enhancement

Content Resources (Name each needed resource and describe each.)

Materials for Aesthetic Enhancement.

26

27

You can make your display lay-out here. It may be hand-made; an electronic generated one, or a collage.
MY BOARD DISPLAY LAY-OUT

28

29

Your Reflections
From what you have observed about the bulletin board display, what are the skills that must be developed
by a teacher?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Did you have any experience designing or making a bulletin board? Which skill do you already have?
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
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________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
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Are there skills you think you still need? Reflect on how you can acquire and improve on these skills.
________________________________________________________________________________
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________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Signature: ___________________________

Date: ____________________
30

Learning Activity 3: Utilization of Teaching Aids

Name of FS: Student: ___________________________________________________________
Course: ____________________________________ Year & Section: ____________________
Resource Teacher: _____________________________________ Signature: _______________
Cooperating School: ____________________________________________________________
Grade Level Observed: __________________________________________________________
Your Goal
At the end of this activity, you will develop competence in determining appropriate teaching aids
for learning tasks.
Your Tasks
To reach your goal, follow these steps:

Step 1 Observe a class on its regular schedule.

Step 2 Take note of the varied instructional materials used in the

teaching-learning process.

Step 3 Give comments whether the teaching aids are appropriate to the
learning tasks.

Step 4 Reflect on your observations.

31

Your Tools
Use the activity form of your observations in this activity.

My Observation Guide
Before going to your observation visit, read the following statements.
1. What is the lesson about?
2. What visual aids/materials are being used by the teacher?
3. Take note how the teacher uses the teaching aids/materials.
4. Observe how the learners respond to the teachers use of the visual/aids. Do they
show appreciation and/or eagerness on the lesson?
5. How do the learners manifest non-verbal responses? Do you observe them to show
interest, eagerness, and understanding?

Observation Report

32

Date of Observation: ___________________________________________________

School: ______________________________ Grade/Year Level: ________________
Subject : _____________________________ Topic: _________________________
UTILIZATION OF TEACHING AIDS FORM
Grade/Year Level of Class Observed:
Date of Observation:
Subject Matter:
Description of Teaching Approach Used by the Teacher

TEACHING AIDS
USED (ENUMERATE)

STRENGTHS

WEAKNESSES

COMMENTS ON THE
APPROPRIATENESS
OF THE TEACHING
AIDS USED

33

Your Analysis
What is the basis of the teacher in choosing such instructional material in the lesson?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
34

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Do you observe any difficulty in the use of the instructional materials? How did she manage it?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Was the use of the materials effective? Why? Why not?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
How did the learners respond to the teachers use of the visual aids?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
_______________________________________________________________________________

Your Reflection
Imagine yourself as the teacher. What would you do or not do if you were to teach the same
subject to the same group of students?
_______________________________________________________________________________
_______________________________________________________________________________
35

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Signature: ___________________________

Date: ____________________

Learning Activity 4: Teaching Aids Bank

Name of FS: Student: ___________________________________________________________
Course: ____________________________________ Year & Section: ____________________
Resource Teacher: _____________________________________ Signature: _______________
36

Cooperating School: ____________________________________________________________

Grade Level Observed: __________________________________________________________

Your Goal
At the end of this activity, you will be competent in preparing instructional materials appropriate
to the learning content.
Your Tasks
To reach your goal, follow the steps below:

Step 1 Choose a specific topic.

Step 2 Find the resources relevant to your topic that are available in the
learning center.

Step 3 Develop a pool of teaching materials (e.g. flash cards, pictures,

cut-outs, etc).

Step 4 Devise a box where to pool-in your teaching aids.

37

Your Tools

Name of FS: Student: ___________________________________________________________

Course: ____________________________________ Year & Section: ____________________
Resource Teacher: _____________________________________ Signature: _______________
Cooperating School: ____________________________________________________________
Grade Level Observed: __________________________________________________________

My Observation Guide
1. Describe the learning resources available in the learning center
that are useful to your topic.
2. Discuss the appropriateness of the learning resources to your
target grade/year level.
3. Make a list of the materials that you can use.
4. List down also some materials that you can make, and use for
your instruction (whether transparency, slides, etc).

Observation Notes

38

When observing a class, take note of important data. Write your observation report on the activity forms
provided for you.
LEARNING RESOURCES FOR MY CONTENT AREA
Topic: _____________________________________ Grade/Year Level: _____________________

Ex. Yamang-tao

Learning
Resource/Tools

Slides
Chart
Graph

39

Your Analysis
Why is there a need to make a survey of available materials before making your own materials?
1. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Your Reflections
What materials did you like most? Why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
What difficulties did you encounter in making the materials?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
How did you overcome it?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Make suggestions to the teachers in the preparation of teaching materials.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
40

Learning Activity 5: Paper Works (Hand-Outs Use)

Name of FS: Student: ___________________________________________________________
Course: ____________________________________ Year & Section: ____________________
Resource Teacher: _____________________________________ Signature: _______________
Cooperating School: ____________________________________________________________
Grade Level Observed: __________________________________________________________

Your Goal
At the end of this activity, you will gain competence in making instructional materials (hand-outs)
appropriate to the learning content.
Your Tasks
You are going to choose one or two hand-outs used by the teacher in her lesson. Analyze the handouts in terms of its contents, learning activities, and assessment plan. Reach your goal by following the
tasks ahead.

Step 1 Identify the subject area.

Step 2 Describe the hand-outs in terms of type

Step 3 Identify the learning activities used.

41

Your Tools
As you prepare your report about the teachers hand-outs, fill out the activity form below.
A HAND-OUT
Subject Matter: ________________________________ Grade/Year Level: _____________
Content:

Learning Activities:

42

Assessment Plan:

Tools
In the presentation, describe how the tool was used in a particular lesson/time.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
References
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Your Analysis
Which feature of the hand-out is not effective?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
43

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What is measured by assessment plan? Is it process or product? Explain.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Your Reflection
Recall any difficulties encountered in making hand-outs? How did you overcome them?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

Signature: ___________________________

Date: ____________________
44

Learning Activity 6: Slide Presentations

Name of FS: Student: ___________________________________________________________
Course: ____________________________________ Year & Section: ____________________
Resource Teacher: _____________________________________ Signature: _______________
Cooperating School: ____________________________________________________________
Grade Level Observed: __________________________________________________________

Your Goal
At the end of this activity, you will be competent in developing and using materials (slide
presentation) which involve students in meaningful learning activities.
Your Tasks
As a teacher, you are expected to create a student presentation of materials that enhance
instructions.

Step 1 Choose a topic.

Step 2 Create a slide presentation based on the chosen topic.

Step 3 Try presenting your slide to the class.

Step 4 Get the friendly critique from the class.

Step 5 Make a narrative of such experience.

45

Your Tool
Recall the slide presentation you made in your ED Tech class. Give the important features
of the slide by noting the following:
Title of the Presentation: _______________________________________________
Objectives: __________________________________________________________
Subject Matter: ______________________________________________________
Describe your slide in terms of the presence of the following: Put a check if present.

Font Used: ___________________________

Graphics: ___________________

Sound Effects: ________________________

Animation: _________________

Voice Narration: ______________________

Background Music: __________

Others : ________________________________________________________________

Make a story board of your presentation.

Slide 1

Slide 2

Slide 3

Slide 4

Slide 5

Slide 6

Slide 7

Slide 8

46

Slide 9

Slide 10

Slide 11

Slide 12

Your Analysis
Based on the slide presentation you have made, what are the features of a good slide presentation?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

47

How do you describe your slide presentation in terms of its good features?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
Your Reflection
What difficulties have you encountered in preparing the slide presentation?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
What were the feedbacks of the class about your slide presentation?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

48

Learning Activity 7: E-Presentations

Name of FS: Student: ___________________________________________________________
Course: ____________________________________ Year & Section: ____________________
Resource Teacher: _____________________________________ Signature: _______________
Cooperating School: ____________________________________________________________
Grade Level Observed: __________________________________________________________

Your Goal
At the end of this activity, you will be competent in using on-line resource materials and
interactive programs.
Your Tasks
For this process, explore the world by doing these tasks:
Step 1 Observe a class and take note of the topic being discussed.
Step 2 Surf the net to find support materials and/or interactive
programs on the topic.
Step 3 Evaluate the materials.

49

Your Tools
Please use the activity form provided for you for every website you visited.
Name of the Author:
Name of Site:
Posting or Revision of Data:
Organization Represented:
Date of Access:
URL:
Brief description of the
material in the website:
Evaluation of the website:

Strengths

Weaknesses

Name of Evaluator:
Your Reflections
Write your reflections on your experience.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
How did you find the task of surfing the net relevant in generating more information for your support
materials to the topic?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

50

Insights

Imagine how schools located in communities without internet facilities cope with this need.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

Signature of FS Student: ________________________

Date: _______________________

51

SELF-RATING COMPETENCY CHECKLIST FOR FS 3

(For Students Use)

Name: _______________________ Course: ______________________ Year: _______________

Directions: Check () the appropriate column that best describes your current level of mastery of each
listed competency.

COMPETENCY

I cannot do

Im learning how
to do this

I can do this
but need to
learn more
and improve

I can do this
very well

1. Identifies and classifies

resources that facilitate
teaching and learning
processes.
2. Appraises the effectiveness
of displays as learning
resources.
3. Designs a bulletin board
display.
4. Determines the
appropriateness of teaching
aids to learning tasks.
5. Prepares instructional
materials that are
appropriate to the learning
context.
6. Develops and utilizes
materials which involve
students in meaningful
learning.
7. Recognizes strengths and
weaknesses of such
presentation in facilitating
the teaching-learning
process.
8. Determines the
appropriateness of the
internal resources to the
learning tasks.

Date Accomplished: ______________________

Raters Signature: ___________________

52

Name: _______________________ Course: ______________________ Year: _______________

Directions: Check () the appropriate column that best describes the FS students current level of
mastery of each listed competency.

COMPETENCY

The FS student
cannot do this

The FS student
is learning to do
this

The FS student
can do this
but need to
learn more
and improve

The FS can do
this very well

1. Identifies and classifies

resources that facilitate
teaching and learning
processes.
2. Appraises the
effectiveness of displays
as learning resources.
3. Designs a bulletin board
display.
4. Determines the
appropriateness of
teaching aids to learning
tasks.
5. Prepares instructional
materials that are
appropriate to the learning
context.
6. Develops and utilizes
materials which involve
students in meaningful
learning.
7. Recognizes strengths and
weaknesses of slide
presentations in
facilitating the teachinglearning process.
8. Determines the
appropriateness of the
internal resources to the
learning tasks.

Date Accomplished: ___________________

Raters Signature: ______________

53

MISAMIS UNIVERSITY
Oroquieta Unit
Liberal Arts and Education
DAILY TIME RECORD
Mentee :

Major

Laboratory/Cooperating School:
DATE

Grade/Year Level:
NAME & SIGNATURE OF
CRITIC/ COOPERATING
TEACHER

TIME
IN

Prepared by:
___________________

TOTAL
HOURS

REMARKS

OUT

Checked by:
______________________

Noted by:
______________________
54

Signature over the Printed Name

Signature over printed Name

Signature over Printed Name

Name of Student

Critic/ Cooperating Teacher

Instructor

FIELD STUDY STUDENT PROFILE

I. Personal Data:
Name

Age

Date of Birth

Place of Birth

Civil Status

Religion

Sex:

Permanent Address:
Contact Number

E-mail Address

: _____________________________________________________________

II. Educational Background:

Course:
Area of Specialization:
First Courser:

Second Courser:

For Second Courser: Degree earned or course finished:

Type of high school graduated from:
Private sectarian :
Private non-sectarian:

Public High School:

Vocational/Trade High School:

III. Socioeconomic Status:

For Single:
Fathers Educational Attainment

Mothers educational Attainment

Fathers Occupation

Mothers Occupation

Number of Siblings

Monthly Family Income

For married:
Spouse Educational Attainment

Spouse Occupation

Monthly Cash Income

Number of Children

55

Signature over Printed Name

MISAMIS UNIVERSITY
Oroquieta Unit
Liberal Arts and Education

FIELD STUDY CLEARANCE FORM

FS Student

: ______________________________________________________________________________

Laboratory/Cooperating School:_______________________________________________________________________

The above-mentioned student is cleared from all accountabilities from this school.

Mentor/s:

________________________________

_______________________

________________________________

_______________________

________________________________

_______________________

________________________________

_______________________

________________________________

_______________________

________________________________

_______________________

Property Custodian: ________________________________

_______________________

School Principal:

_______________________

Librarian:

________________________________

56

PORTFOLIO FORMAT IN FIELD STUDY COURSE

I.
A.
B.
C.
D.
E.
F.

Preliminaries
Title Page/Cover Page
Table of Contents
Views of Teaching
Acknowledgment
Resume
Statement of Purpose/s of the Portfolio

A.
B.
C.
D.

Description of the Schools

History of Misamis University
Vision/Mission and Objectives of the University
Specific Objectives of the College of Education
Vision/Mission/Objectives/location/Achievements of the School Site of Field Study

II.

III.

Narrative Summary of Filed Study Experiences

A. Journals and Insights
B. Summary Report of Pre-Service Training and Activities Attended (Seminar, Workshop,
Symposia, School Site, Field Trip)
C. Pictorials/Documentation
D. FS Templates with Rating

IV.
A.
B.
C.
D.
E.
F.

Field Study Teaching Performances and Observation Evidences

Approved Lesson Plan/s with Insights
MU CED 003B
Mastery Level of the Pupils/Students
Pictures with Insights
DTR
Clearance

V.

Learners Works and Feedbacks

VI.

Comments of the Faculty

VII.

References

VIII.
A.
B.
C.
D.

Appendices
Personal Reflections on the Portfolio
Field Study Course Participation and Performance Rubric
FS Portfolio Assessment Rubric
Parent Consent

57

FS Course Participation and Performance Rubric

FS Student: _________________________________________________________________________________
Evaluator:

________ Self ________Peer ________ Mentor

CRITERIA

VERY
GOOD
(4)

GOOD
((3)

FAIR
(2)

POOR
(1)

WEIGHT

TIMELINES
S

Always on
time on
assignment
s and
arrival to
scheduled
observatio
n

Occasional
lateness

Frequent
lateness

Chronic
lateness

_____X1

INDIVIDUA
L
PARTICIPAT
ION

Actively
participates
in all
activities

Participates
but
occasionally
off task

Frequent
side talking
and/or off
task

Does not
participate

_____X1

ATTITUDE

Consistentl
y
respectful,
supportive
and
cooperativ
e

Usually
respectful,
supportive
and
cooperative

Lacks team
skills but
does not
interfere
with others
participation

Resistant,
disrespectful
and uncooperative

_____X2

COMPLETI
ON OF
ASSIGNME
NTS AND
OR
TEACHING/
S

Meets
criteria for
all
assignment
s and or
teaching/s
on time

Generally
meets most
criteria,
usually on
time

Often late
and/or often
late in
passing of
assignments

Fails to do
the
assignments

_____X2

PREPARATI
ON FOR
CLASS
ACTIVITES

Consistentl
y prepared

Usually
prepared

Frequently
unprepared

Unprepared

_____X2

SCORE

58

TEAMWOR
K

Actively
participates
and
promotes
cooperativ
e
teamwork

Usually
participates
and promotes
cooperative
teamwork

Lacks team
skills but
does not
interferes
with others
participation

Uninvolved
or obstructs
group
processes

______X1

TOTAL
____________________________________________________
Signature over Printed Name
____________________
Date

FS PORTFOLIO ASSESSMENT RUBRIC

FS Student: _________________________________________________________________________________
Evaluator:

Criteria

________ Self ________Peer ________ Mentor

Description
3

1. Contents Has 90-100%

of
the of the needed
Portfolio
content

Has 75-89
% of the
needed
content

Has 60-74
% of the
needed
content

Has less
than 59%
of the
needed
content

Has less
than 40%
of the
needed
content

2.

Objectives
are SMART
but cover
only a
minimum
of 75% of
the course

Objectives
are
SMART
but cover
only less
than 75%
of the
course

Some
objectives
are not
SMART
and do not
cover the
whole
course

Most
objectives
are not
SMART
and cover
only
a
minimum
of the
course

Entries are
of best
quality,
many are
well
selected and
substantial

Entries are
of
acceptable
quality,
some are
well
selected
and

Some
entries are
of
acceptable
quality,
limited
selection
and

Few
entries are
of
acceptable
quality, not
well
selected,
and very

Objectives are
Objectives SMART and
of
the cover the
Portfolio
whole course

3.

Quality Entries are of

of
best quality,
Entries
well selected
and very
substantial

Weigh
t

Score

_____
X2

_____
X1

_____
X3

59

4.

Creative, neat
Presenta and has a very
tion of strong impact/
Entries
appeal

4.
Reflection
/ Journal
Entries

5.Promptnes
s
in the
submissio
n

Creative,
neat and has
a strong
impact/
appeal

substantial

substantial

minimal
substance.

Creative,
neat and on
average
impact/
appeal

Minimal
creativity,
neat with
minimal
impact/
appeal

No
creativity,
in disarray,
no impact/
appeal

Presents clear
Presents
Contains
There is
There is an
descriptions of
some
some
little
absence of
experiences
examples of examples evidence of evidence
that are
experiences of learning reflections
of
considered
and
experiences
and
reflection,
worthwhile and
includes
with few
insights
no details
helpful;
some
statements
learned,
of
includes
achievemen of what has with very experience
successful
ts
been
few details
s and
output and
achieved.
of
statements
accomplishme
experiences
of
nts.
.
achieveme
nts.
Submitted
ahead of
schedule

Submitted
on schedule

Submitted
1 - 5 days
after
schedule

Submitted
from 6
10 days
after
schedule

Submitted
11 days or
more days
after
schedule

_____
X2

_____
X2

_____
X1

Total

________________________________________
Signature Over Printed Name

____________________
Date

FS PORTFOLIO ASSESSMENT RUBRIC

FS Student: _________________________________________________________________________________
60

Evaluator:

________ Self ________Peer ________ Mentor

Criteria
1. Contents
of the
Portfolio

5
Has 90-100%
of the needed
content

2.

Objectives are
Objectives SMART and
of the
cover the
Portfolio
whole course

Description
3

Has 75-89
% of the
needed
content

Has 60-74
% of the
needed
content

Has less
than 59%
of the
needed
content

Has less
than 40%
of the
needed
content

Objectives
are SMART
but cover
only a
minimum
of 75% of
the course

Objectives
are
SMART
but cover
only less
than 75%
of the
course

Some
objectives
are not
SMART
and do not
cover the
whole
course

Most
objectives
are not
SMART
and cover
only
a
minimum
of the
course

3. Quality
of
Entries

Entries are of
best quality,
well selected
and very
substantial

Entries are
of best
quality,
many are
well
selected and
substantial

Entries are
of
acceptable
quality,
some are
well
selected
and
substantial

Some
entries are
of
acceptable
quality,
limited
selection
and
substantial

Few
entries are
of
acceptable
quality, not
well
selected,
and very
minimal
substance.

4.

Creative, neat
and has a very
strong impact/
appeal

Creative,
neat and has
a strong
impact/
appeal

Creative,
neat and on
average
impact/
appeal

Minimal
creativity,
neat with
minimal
impact/
appeal

No
creativity,
in disarray,
no impact/
appeal

Presents clear
descriptions of
experiences
that are
considered
worthwhile and

Presents
some
examples of
experiences
and
includes

Contains
some
examples
of learning
experiences
with few

There is
little
evidence of
reflections
and
insights

There is an
absence of
evidence
of
reflection,
no details

Presenta
tion of
Entries

4.
Reflection
/ Journal
Entries

Weigh
t

Score

_____
X2

_____
X1

_____
X3

_____
X2

_____
X2

61

helpful;
includes
successful
output and
accomplishme
nts.
5.Promptnes Submitted
s
ahead of
in the
schedule
submissio
n

some
achievemen
ts

statements
of what has
been
achieved.

learned,
with very
few details
of
experiences
.

of
experience
s and
statements
of
achieveme
nts.

Submitted
on schedule

Submitted
1 - 5 days
after
schedule

Submitted
from 6
10 days
after
schedule

Submitted
11 days or
more days
after
schedule

_____
X1

Total

________________________________________
Signature Over Printed Name

____________________
Date

FS PORTFOLIO ASSESSMENT RUBRIC

Criteria
1. Contents
of the
Portfolio

2.

5
Has 90-100%
of the needed
content

Objectives are
Objectives SMART and
of the
cover the
Portfolio
whole course

Description
3

Has 75-89
% of the
needed
content

Has 60-74
% of the
needed
content

Has less
than 59%
of the
needed
content

Has less
than 40%
of the
needed
content

Objectives
are SMART
but cover
only a
minimum
of 75% of
the course

Objectives
are
SMART
but cover
only less
than 75%
of the
course

Some
objectives
are not
SMART
and do not
cover the
whole
course

Most
objectives
are not
SMART
and cover
only
a
minimum
of the
course

Weigh
t

Score

_____
X2

_____
X1

62

3. Quality
of
Entries

Entries are of
best quality,
well selected
and very
substantial

Entries are
of best
quality,
many are
well
selected and
substantial

Entries are
of
acceptable
quality,
some are
well
selected
and
substantial

Some
entries are
of
acceptable
quality,
limited
selection
and
substantial

Few
entries are
of
_____
acceptable X3
quality, not
well
selected,
and very
minimal
substance.

4.

Creative, neat
and has a very
strong impact/
appeal

Creative,
neat and has
a strong
impact/
appeal

Creative,
neat and on
average
impact/
appeal

Minimal
creativity,
neat with
minimal
impact/
appeal

No
creativity, _____
in disarray, X2
no impact/
appeal

Presents clear
descriptions of
experiences
that are
considered
worthwhile and
helpful;
includes
successful
output and
accomplishme
nts.

Presents
some
examples of
experiences
and
includes
some
achievemen
ts

Contains
some
examples
of learning
experiences
with few
statements
of what has
been
achieved.

There is
little
evidence of
reflections
and
insights
learned,
with very
few details
of
experiences
.

There is an
absence of _____
evidence
X2
of
reflection,
no details
of
experience
s and
statements
of
achieveme
nts.

Submitted
on schedule

Submitted
1 - 5 days
after
schedule

Submitted
from 6
10 days
after
schedule

Submitted
11 days or
more days
after
schedule

Presenta
tion of
Entries

4.
Reflection
/ Journal
Entries

5.Promptnes Submitted
s
ahead of
in the
schedule
submissio
n

_____
X1

Total

63

________________________________________
Signature Over Printed Name

____________________
Date

64