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MISAMIS UNIVERSITYOroquieta Unit
Liberal Arts and Education
FIELD STUDY IV(Exploring the Curriculum)
Adopted From the Following References:
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 Teachers, PAFTE
Journal Vol.15 No.1, 39-109.
Dampor, Kiza Jelyn B.
FS Student
Rios, Nidelyn R
FS Instructor
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S.Y 2016-2017
TABLE OF CONTENTS
Description Page
Cover
Acknowledgement
Resume
Student Profile
Table of Contents
Portfolio Format
History of Misamis University
ision!Mission and "b#ectives of t$e University
ision!Mission and "b#ectives of t$e College of %ducation
ision!Mission and "b#ectives of t$e Sc$ool Site of Field Study
Ac$ievements of t$e Hig$ Sc$ool &e'artment
%('eriential )earning Courses Framework
*asic Reference for %('eriential )earning Courses +%)C,
Course &escri'tion- Re.uirements and "b#ectives
FS / Activities
0uidelines in t$e &e'loyment of Pre1Service Teac$ers
2ournals and 3nsig$ts
)earning Activity 45 6C$eck and Try7
)earning Activity 85 6Come- 9e:ll Talk7
)earning Activity ;5 6T$e Anc$or7
)earning Activity /5 6Acce't and Connect7
)earning Activity
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Rating Scale
Mastery )evel of t$e Students
Sna's$ots
&aily Time Record
Clearance
)earners: 9orks
Comments of t$e Faculty
References
Personal Reflections on t$e Portfolio
FS Course Partici'ation and Performance Rubric +Self,
FS Course Partici'ation and Performance Rubric +Mentor,
FS Portfolio Assessment Rubric +Self,
FS Portfolio Assessment Rubric +Peer,
FS Portfolio Assessment Rubric +Mentor,
Self Rating Com'etency C$ecklist
Com'etency C$ecklist +for faculty use,
Parent:s Consent
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Vision/Mission Statement and Objectives of the University
Vision/ Mision
T$e Misamis University u'$olding t$e 'rinci'le t$at 0od is t$e center of its e(istence and education its service
offering to 0od and country- aims to be a leading 'rivate non1sectarian institution of learning=
3t is committed to t$e develo'ment of t$e w$ole 'erson w$o is 0od1fearing- 'rinci'led- socially res'onsible- service1
oriented- environmentally concerned- and is com'etent to meet global c$allenges=
Objectives
0uided by t$e vision!mission- MisamisUniversity is dedicated to t$e 'ursuit and attainment of t$e following5
4= Provide accessible education for all>
8= &evelo' and maintain .uality academic 'rograms>
;= Foster an academic community t$at 'romotes unity- creativity- entre'reneurial s'irit- environmentalconcern- a''reciation and 'ride in our national $istory and cultural $eritage>
/= Conduct researc$es t$at su''ort effective instruction and are res'onsive to t$e needs of t$e community
and society>
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LOYALTY EXCELLENCE
Graduate Attributes
A= Professional ?ualities5
4= Professionally Com'etent 8= 0lobally Com'etitive;= Critical T$inker /= %ffective Communicator
*= Personal alues5
4= 0od1fearing 8= Socially1res'onsible;= Service1oriented /= %nvironmentally1concerned
(Sgd ) AREN !ELINA "# DE LEON$ %#D#$ Ed #D#University President
The Experiential Learning Courses Framework
T$e Teac$er %ducation and &evelo'ment ProgramTeac$er Performance and &evelo'ment Framework for t$e
Pre1Service and )icensure Sectors
Introduction
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T$e teac$ing 'rofession $as been struggling to kee' 'ace wit$ t$e c$anges in society and t$eaccom'anying c$allenges of t$e tec$nological world= 9it$ t$e notion t$at teac$er education- w$ic$consists of t$e 're1service education of teac$ers +P%T, and t$e 3n1Service %ducation of Teac$ers+3@S%T,- $as been unable to bridge t$e growing ga' between t$e needs and e('ectations of learners-and t$e knowledge and skill levels of bot$ new and e(isting teac$ers- t$e T%&P was conceived= 3t $asbeen initiated or advocated a grater formal 'artners$i' among t$e main stake$olders5 CH%&- T%3s- PRC-
t$e &e'%d and t$e Civil Service Commission +CSC, for t$e im'rovement of bot$ 're1service and in1service=
T$e &e'artment of %ducation is committed in 'roviding a .uality system of 'ublic education= 3t'rovides sc$ools wit$ teac$ers w$o are able to $el' students develo' t$eir abilities- skills- and attitudesfor t$em to function effectively in an environment t$at is c$anging ra'idly in many different ways=
T$e &e'%d $as commenced t$e im'lementation of a Teacher Education and DevelopmentProgram+T%&P, t$at seeks to conce'tualie a teac$er:s career 'at$ as a continuum t$at starts wit$ entryto a teac$er education 'rogram and concludes w$en a teac$er reac$es retirement from formal service=T$e T%&P will address eac$ stage of t$is continuum as an integrated 'art t$at is linked closely to
'receding and ensuing elements= "ne key element in t$e Program is t$e establis$ment of a set ofNational Competency-Based Teacher Standards+@C*TS, so t$at teac$ers- 'u'ils and 'arents are ableto a''reciate t$e com'le( set of be$aviors- attitudes and skills t$at eac$ teac$er must 'ossess- in orderto carry out a satisfactory 'erformance of t$eir roles and res'onsibilities=
T$e set of com'etencies is incor'orated in a Teac$er Performance and &evelo'ment Frameworkt$at is based u'on t$e core values of Fili'ino teac$ers and on t$e 'rinci'les of effective teac$ing andlearning= T$e framework is divided into seven +B, domains t$at re'resent t$e desired features of t$eteac$ing and learning 'rocess= T$ese domains incor'orate a series of strands of desired teac$ing'erformance statements w$ic$ can be identified as 'erformance indicators t$at are observable indicatorsof t$e .uality of a teac$er:s 'erformance=
The seven domains are:
4= Social Regard for )earning
8= T$e )earning of )earners;= T$e &iversity of )earners/= Curriculum
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assess t$eir own 'erformance against t$e Com'etency Standards in order to identify areas of strengt$ aswell as areas t$at need to be develo'ed furt$er in order for t$em to function more effectively asfacilitators of learning=
Basic Reference for ELC
T$e %('eriential )earning Courses +%)C, are valuable com'onents of t$e Teac$er %ducation'rogram= Under t$e new Teac$er %ducation Curriculum- %('eriential )earning Courses consist of si( +,units of Field Study courses and si( +, units of Practice Teac$ing= T$e early e('osure of t$e 're1serviceteac$ers in t$e actual learning environment will ensure better 're'aration and a''reciation by t$em=
T$e 're1service teac$ers will be 'rovided wit$ $ands1on e('eriential learning t$at will contribute tot$eir 'ersonal and 'rofessional growt$ as teac$ers=T$e T%3s and *%S will work $and in $and to 're'aret$em to be more $ig$ly com'etent and com'etitive in t$e teac$ing 'rofession= T$is Handbook will guidet$em in im'lementation of $e said courses=
Two very im'ortant documents t$at $el' re1define and give direction to t$e Teac$er %ducation are t$eTeac$er %ducation and &evelo'ment Program as illustrated in t$e Teac$er &evelo'ment Ma' +Figure 4,and t$e @ational Com'etency1*ased Teac$er Standards +@C*TS, +Figure 8,=
T$e Teac$er %ducation and &evelo'ment Program +T%&P, serves as t$e roadma' w$ere differentgovernment agencies suc$ as t$e &e'artment of %ducation +&e'%d,- t$e Commission on Hig$er%ducation +CH%&, wit$ t$e Teac$er %ducation 3nstitutions +T%3s,- and t$e Professional RegulationCommission +PRC, #oin $ands in order to en$ance t$e education and training of t$e future teac$ers= T$eT%&P was conceived to $alt t$e continuing decline of t$e .uality of education in t$e county= 9e all agreet$at at t$e center of education is t$e T%ACH%R w$o needs to continually im'rove in order to co'e wit$t$e c$anges in society= T$e T%&P seeks to conce'tualie a teac$er:s career 'at$ as a continuum $at starwit$ t$e 're1service until retirement from service=
At t$e $eart of t$e various stages of t$e T%&P is t$e @ational Com'etency1*ased Teac$erStandards +@C*TS, t$at serves as a mold for bot$ t$e 're1service and in1service education and training=3t is t$e touc$stone t$at ensures t$e continuing res'onse to t$e c$anging needs of t$e teac$ing learning'rocess= 9$ile t$e 're1service teac$ers are being formed using t$is mold- it is $o'e t$at t$e in1serviceteac$ers will use t$e same mold to continue ad dee'en t$eir 'ersonal and 'rofessional develo'ment=
Exploring the Curriculum
C"URS% &%SCR3PT3"@
Credit 1 unit
Duration: 17 hours
FS4Field Study
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T$is course s$all allow students to a''ly and verify knowledge gained on curriculum develo'mentt$roug$ e('osure to t$e e(isting curriculum= 3t s$all also 'rovide insig$ts to students on $ow t$ecurriculum can be effectively im'lemented=
Field Study / is anc$ored on t$e Professional %ducation sub#ect- Curriculum &evelo'ment=
@o= of Units 5 4 unitTime &uration 5 4B $oursC"URS% R%?U3R%M%@TS5
4= Tem'lates! Activity S$eets 4DE8= 2ournal! &iary wit$ insig$ts! reflections ;DE;= Final %(amination ;DE/= Portfolio ;DE
Tota& '
0%@%RA) "*2%CT3%S5
4= "bserve best 'ractices in t$e effective im'lementation of t$e curriculum=8= &evelo' insig$ts on t$e im'lementation of t$e curricular 'rograms at different
educational levels=;= A''ly knowledge learned about t$e different curricular designs=/= Plan- teac$ and evaluate lessons=
NC!TS DO%AIN CO%PETENCIES*PER"OR%ANCE INDICATORS
CurriculumCommunicates clear learning goals t$at are a''ro'riate to learners=
Selects teac$ing met$ods- learning activities- and instructionalmaterials or resources a''ro'riate to learners and aligned to t$eob#ectives of t$e lesson=
&evelo's and uses variety of a''ro'riate assessment strategies tomonitor and evaluate learning=
&emonstrates mastery of t$e sub#ect matter=
Communicates clear learning goals for t$e lessons t$at area''ro'riate for learners=
)earning %nvironmentCreates $ealt$y 'syc$ological climate for learners=
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&iversity of )earners&etermine- understands- and acce'ts t$e learner:s diversebackground and e('erience=
Social Regard for )earningTeac$er:s actions demonstrate value for learning=
Makes good use of allotted instructional time=
&emonstrates t$at learning is of different kind and of differentsources=
Planning- Assessing and Re'orting&evelo's and utilies creative and a''ro'riate instructional 'lanning=
&evelo's uses variety of a''ro'riate assessment to monitor andevaluate learning=
Social Regard for )earningMakes good use of allotted instructional time=
Selects teac$ing met$ods- learning activities- and instructionalmaterials or resources a''ro'riate to learners and aligned wit$ t$eob#ectives of t$e lesson=
&emonstrates t$at learning is of different kind and of differentsources=
!I!LIOGRAPHY+Re,erences+
R45 &ela Torre )ourdes 0=- et=al=- Field Study *ridging T$eories wit$ Classroom %('erience- Mutya Publis$ing House- 3nc=-Malabon City- 8DDR85 Teac$er %ducation Council +T%C,- &e'artment of %ducation +&e'%d,- Comission on Hig$er %ducation +CH%&, -%('erential )earning Courses Handbook-
T%C Co'yrig$tR;5 Torno- *eatri- 0= +8DDG,= @C*TS1based Table of S'ecifications %(amination for Teac$ers- PAFT% 2ournal ol=4< @o=4- ;G14DG=
GUIDELINES IN THE DEPLOYMENT OF PRE-SERVICE TEACHERS(Enclosure No.1 to DepEd Order No.3, s 2007)
I. Definition of Terms
Coo'erating Sc$ool refers to t$e sc$ool +elementary or $ig$ sc$ool, w$ere t$e 're1service teac$er undergoesfield study=
%('eriential )earning Courses +%)C, Coordinator 1 refers to t$e faculty member of t$e Teac$er %ducation 3nstitution+T%3, in c$arge of su'ervising and evaluating t$e off1cam'us activities of t$e student
teac$ers in collaboration wit$ t$e coo'erating sc$ool=
%('eriential )earning Courses +%)C, refer to t$e sub#ects in t$e 're1service education curricula t$at includeField Study Courses=
Field Study 1 is a com'onent of t$e new Pre1service teac$er %ducation Curriculum t$at aims to e('ose t$estudents to actual field e('eriences so t$at t$ey can relate t$e t$eories learned inside t$e
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classroom wit$ t$ose e('eriences= T$ese off1classroom e('eriences would em'$asie t$eim'ortance of understanding t$e com'le( work of t$e teac$er in t$is era of globaliation=
Field Study Students +FSS, 1 refer to t$e students taking field study courses=
Mentoring a nurturing 'rocess in w$ic$ a skilled or more e('erienced 'erson 'rovides su''ort and
encouragement to a less e('erienced 'erson=
Pre1service teac$er 1 refers to t$e student enrolled in *%%d- *S%d and ot$er related teac$er education 'rograms=
Resource Teac$er 1refers to t$e resource facilitator in t$e Field Study Courses=
II. Role of Department of Education (DEpEd) and Commission on Higher Education (CHED)
A. Schools Division Offices
T$e Sc$ool &ivision Su'erintendent +S&S, - in collaboration wit$ t$e T%3 and sc$oolPrinci'als- s$all
4= forge a M"A wit$ T%3 on t$e de'loyment of 're1service teac$ers on e('eriential learning courses=8= review and subse.uently a''rove re.uests for coo'erating sc$ools;= conduct orientation on field study wit$ t$e T%3s and coo'erating staff> and/= monitor and evaluate t$e ca'acity of t$e coo'erating sc$ools
B. Cooperating Schools
4=T$e Princi'al s$all acce't t$e FSS and see to tit t$at t$ey are assigned to observe any teac$er=
8=T$e 'rinci'al s$all coordinate wit$ %)C coordinator concerning field study assignments and 'roblems=
;=T$e Princi'al s$all ensure t$e orientation of t$e FSS on t$e following5a= 'olicies- regulations and environment of t$e sc$oolb= assignment of classes and res'onsibilities
/= T$e Princi'al will 'artici'ate in debriefing session wit$ t$e resource teac$er- t$e FSS and t$e
%)C coordinator=
C. Resource Teacher and Cooperating Teachers/ MentorsT$e Resource Teac$ers s$all5
4= see to it t$at t$e FSS:s role is limited to t$e re.uirements and activities of t$e 'articular field studycourses=
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8= accommodate FSSin t$eir actual classroom teac$ing and are not duty bound to mentor! coac$>and
;= certify t$e attendance of t$e FSS=
III. Role of the TEI
T$e T%3 s$all5
4= determine t$e readiness and ability of t$e 're1service teac$er to go on field study> if not
ready- give more e('erience in on1cam'us=
8= re.uest t$e Provincial!City &ivision "ffice to designate coo'erating sc$ools in t$e
'rovince!city=
;= initiate conferences wit$ t$e Sc$ools &ivision Su'erintendents +S&S, in selecting 'ublic
and 'rivate coo'erating sc$ools=
/= allocate a modest $onorarium to 'ersonnel involved in student teac$ing as sti'ulated in
t$e Memorandum of Agreement=
IV. Selection of Cooperating Schools
All basic education sc$ools may be c$osen as coo'erating sc$ools=
V. Selection of Resource Teachers and Cooperating Teachers/ Mentors
Any teac$er in a FieldStudyCoo'eratingSc$ool can be a resource teac$er=
VI. Duties and Responsibilities of Pre-service Teachers
4= Field Study students s$all take t$e field study courses congruent to t$eir 'rofessional educationsub#ects=
8= All field study students must observe a 'ro'er decorum and be$avior w$en making field visits andobservations in t$e sc$ool w$ere t$ey are fielded>
;= Field study students s$all accom'lis$ t$e re.uirements of t$e course as sc$eduled=
/= All *%%d and *S%d students enrolled in Field Study sub#ects are re.uired to undergo a minimumof 4B $ours of field study or classroom observation in t$e different classes of t$e *asic %ducation-from Presc$ool to Hig$ Sc$ool=
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t$e e(isting curriculum of t$e sc$ool=
Reflect on $ow resource materials
su''ort t$e im'lementation of t$ecurriculum=
isit t$e sc$ool=
0et a co'y of t$e class sc$edule= Room
assignment and teac$er:s assignment=
"bserve $ow t$e class sc$edule- room
assignment and teac$er:s assignmentcontribute in t$e effectiveim'lementation of t$e curriculum=
alidate your observations t$roug$
interview=
Reflect on $ow t$ese items contribute to
t$e effective im'lementation=
&iversity of learners
Planning- Assessing andRe'orting
Curriculum
Social Regard for )earning
learning=
&etermine- understand and acce't t$elearners: diverse background ande('erience=
&evelo's and utilies creative anda''ro'riate instructional 'lanning=-
&evelo's and uses variety ofa''ro'riate assessment strategies tomonitor and evaluate learning=
&emonstrates mastery of t$e sub#ectmatter=
Communicates for t$e lessons t$at area''ro'riate for learners=
Make good use of allotted instructionaltime=
Selects teac$ing met$ods- learningactivities and instructional materials orresources a''ro'riate to learners andaligned to ob#ectives of t$e lesson=
&emonstrates t$at learning is ofdifferent kinds and of different=
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Learning Activity 1: Check and Try
Name of FS: Student: ___________________________________________________________
Course: ____________________________________ ear ! Se"tion: ____________________
#esour"e $ea"her: _____________________________________ Si%nature: _______________
Coo&eratin% S"hoo': ____________________________________________________________
(rade )e*e' +,ser*ed: __________________________________________________________
Your Goal
-t the end of this a"ti*it./ .ou i'' ,e a,'e to throu%h .our ref'e"tion ho the s"hoo' &romotes
&artnershi& and dia'o%ue
Your Tasks
For this a"ti*it./ %o throu%h fo''oin% tass:
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Step 1isit a s"hoo' and 'oo at their *isionmission and %oa's
Step 2-na'.e the *ision and mission in re'ation to the eistin% s"hoo'
"urri"u'um
Step 3 dentif. the s&e"ifi" %oa' of the s"hoo' and des"ri,e ho the
so"ia'/ &ersona'/ and a"ademi" intera"tions are &romoted
Step 4 ae a ref'e"tion of .our o,ser*ations
Your Tools
-s .ou *isit a s"hoo'/ 'oo for the *isionmission of the s"hoo'rite .our o,ser*ations on the forms &ro*ided
My Observation ReportName of S"hoo' isited: ______________________________________________________
Name of #esour"e $ea"her: _______________________Date of isit: _________________
rite the *isionmission and %oa's of the s"hoo'
ision: _______________________________________________________ _______________________________________________________
ission: _______________________________________________________ _______________________________________________________
S&e"ifi" +,e"ti*es:
__________________________________________________________ __________________________________________________________
S&e"ifi" s"hoo' a"ti*it. that ensures the attainment of the *isionmission of the s"hoo' __________________________________________________________
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__________________________________________________________ __________________________________________________________
;o do the *ar.in% so"ia' intera"tions he'& attain the *isionmission of the "o''e%earti"i&ants e"hani"s
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-n. aards %i*en< _____________________________________________________________________
#e"i&ients: ___________________________________________________________________________
#emars: ____________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________
Your Analysis
hat s"hoo' a"ti*ities are the "ommunit. mem,ers a"ti*e'. in*o'*ed in< ________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
h. is the "ommunit. "oo&eration and in*o'*ement ne"essar. in undertain% the s"hoo' a"ti*itiesu,'i" ;i%h S"hoo':
>ri*ate nonse"tarian: o"ationa'=$rade ;i%h S"hoo':
---7 Socioeconomic Status
For Sin%'e:
Father?s @du"ationa' -ttainment :
other?s edu"ationa' -ttainment :
Father?s +""u&ation :
other?s +""u&ation :
Num,er of Si,'in%s :
onth'. Fami'. n"ome :
5or marrie$
S&ouse? @du"ationa' -ttainment :
S&ouse? +""u&ation :
onth'. Cash n"ome :
Num,er of Chi'dren :
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Si%nature o*er >rinted Name
MISAMIS UNIVERSITY
Oroquieta Unit
Liberal Arts and Education
FIELD STUDY CLEARANCE FORM
5S Stu$ent 888888888888888888888888888888888888888888888888888888888888888888888888888888
,aboratory"Cooperating School88888888888888888888888888888888888888888888888888888888888888888888888
$he a,o*ementioned student is "'eared from a'' a""ounta,i'ities from this s"hoo'
entor=s: ________________________________ _______________________
________________________________ _______________________
________________________________ _______________________
________________________________ _______________________
________________________________ _______________________
)i,rarian: ________________________________ _______________________
>ro&ert. Custodian: ________________________________ _______________________
S"hoo' >rin"i&a': ________________________________ _______________________
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PORTFOLIO FORMAT IN FIELD STUDY COURSE
>re'iminaries
- $it'e >a%e=Co*er >a%e
B $a,'e of ContentsC ies of $ea"hin%
D -"no'ed%ment
@ #esumeF Statement of >ur&ose=s of the >ortfo'io
Des"ri&tion of the S"hoo's
- ;istor. of isamis Ani*ersit.B ision=ission and +,e"ti*es of the Ani*ersit.
C S&e"ifi" +,e"ti*es of the Co''e%e of @du"ation
D ision=ission=+,e"ti*es='o"ation=-"hie*ements of the S"hoo' Site of Fie'd Stud.
Narrati*e Summar. of Fi'ed Stud. @&erien"es
- ourna's and nsi%htsB Summar. #e&ort of >reSer*i"e $rainin% and -"ti*ities -ttended Seminar/ orsho&/
S.m&osia/ S"hoo' Site/ Fie'd $ri&E
C >i"toria's=Do"umentation
D FS $em&'ates ith #atin%
Fie'd Stud. $ea"hin% >erforman"es and +,ser*ation @*iden"es
- -&&ro*ed )esson >'an=s ith nsi%htsB A C@D G 003B
C aster. )e*e' of the >u&i's=StudentsD >i"tures ith nsi%hts@ D$#
F C'earan"e
)earners? ors and Feed,a"s
Comments of the Fa"u't.
#eferen"es
-&&endi"es
- >ersona' #ef'e"tions on the >ortfo'io
B Fie'd Stud. Course >arti"i&ation and >erforman"e #u,ri"C FS >ortfo'io -ssessment #u,ri"
D >arent Consent
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FS PORTFOLIO ASSESSMENT RUBRIC
FS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII%valuator5 IIIIIIII SelfIIIIIIII Peer IIIIIIII Mentor
CriteriaDescription
0eig1t Score
2 3 4 5 '
4= Contents oft$e Portfolio
Has GD14DDE of t$eneeded content
Has B
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FS PORTFOLIO ASSESSMENT RUBRICFS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII%valuator5 IIIIIIII SelfIIIIIIII Peer IIIIIIII Mentor
CriteriaDescription
0eig1t Score
2 3 4 5 '
4= Contents oft$e Portfolio
Has GD14DDE of t$eneeded content
Has B
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FS PORTFOLIO ASSESSMENT RUBRICFS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII%valuator5 IIIIIIII SelfIIIIIIII Peer IIIIIIII Mentor
Criteria
Description
0eig1t Score2 3 4 5 '
4= Contents oft$e Portfolio
Has GD14DDE of t$eneeded content
Has B
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Field Study Course Participation and Performance Rubric
FS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
%valuator5 IIIIIIII Self IIIIIIII Mentor
CRITERIA 6ERY GOOD(3) GOOD((4) "AIR(5) POOR(') 0EIGHT SCORE
T3M%)3@%SSAlways on
time onassignmentsand arrival to
sc$eduledobservation
"ccasionallateness
Fre.uentlateness
C$ronic latenessIIIIIJ4
3@&33&UA)PART3C3PAT3"@
Actively'artici'ates inall activities
Partici'ates butoccasionally off
task
Fre.uent sidetalking and!or
off task
&oes not'artici'ate IIIIIJ4
ATT3TU&%Consistentlyres'ectful-su''ortive
andcoo'erative
Usuallyres'ectful-
su''ortive andcoo'erative
)acks teamskills but doesnot interferewit$ ot$ers:'artici'ation
Resistant-disres'ectful andun1coo'erative
IIIIIJ8
C"MP)%T3"@"F
ASS30@M%@TSA@& "R
T%ACH3@0!S
Meets criteriafor all
assignmentsand or
teac$ing!s ontime
0enerally meetsmost criteria-
usually on time
"ften lateand!or often late
in 'assing ofassignments
Fails to do t$eassignments
IIIIIJ8
PR%PARAT3"@F"R C)ASSACT33T%S
Consistently
're'ared
Usually 're'ared Fre.uently
un're'ared
Un're'ared IIIIIJ8
T%AM9"RKActively
'artici'atesand 'romotescoo'erativeteamwork
Usually'artici'ates and
'romotescoo'erativeteamwork
)acks teamskills but doesnot interfereswit$ ot$er:s'artici'ation
Uninvolved orobstructs grou'
'rocesses
IIIIIIJ4
T"TA)
IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIISignature over Printed Name
Field Study Course Participation and Performance Rubric
FS Student5 IIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIII
%valuator5 IIIIIIII Self IIIIIIII Mentor
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45
CRITERIA 6ERY GOOD(3)
GOOD((4)
"AIR(5)
POOR(')
0EIGHT SCORE
T3M%)3@%SSAlways on
time onassignmentsand arrival to
sc$eduledobservation
"ccasionallateness
Fre.uentlateness
C$ronic latenessIIIIIJ4
3@&33&UA)PART3C3PAT3"@
Actively'artici'ates inall activities
Partici'ates butoccasionally off
task
Fre.uent sidetalking and!or
off task
&oes not'artici'ate IIIIIJ4
ATT3TU&%Consistentlyres'ectful-su''ortive
andcoo'erative
Usuallyres'ectful-
su''ortive andcoo'erative
)acks teamskills but doesnot interferewit$ ot$ers:'artici'ation
Resistant-disres'ectful andun1coo'erative
IIIIIJ8
C"MP)%T3"@"F
ASS30@M%@TSA@& "R
T%ACH3@0!S
Meets criteria
for allassignments
and orteac$ing!s on
time
0enerally meets
most criteria-usually on time
"ften late
and!or often latein 'assing ofassignments
Fails to do t$e
assignments
IIIIIJ8
PR%PARAT3"@F"R C)ASSACT33T%S
Consistently're'ared
Usually 're'ared Fre.uentlyun're'ared
Un're'ared IIIIIJ8
T%AM9"RKActively
'artici'atesand 'romotescoo'erativeteamwork
Usually'artici'ates and
'romotescoo'erativeteamwork
)acks teamskills but doesnot interfereswit$ ot$er:s'artici'ation
Uninvolved orobstructs grou'
'rocesses
IIIIIIJ4
T"TA)
SE,59RA*-/0 COM%E*E/C CEC:,-S* 5OR 5S 4
For Student AseE
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46
Name: _______________________ Course: ______________________ ear: _______________
irectionsChe" E the a&&ro&riate "o'umn that ,est des"ri,es .our "urrent 'e*e' of master. of
ea"h 'isted "om&eten".
COM%E*E/C - cannot $o-+m learning
ho# to $o this
- can $o this
but nee$ tolearn more
an$ improve
- can $othis very
#ell
1 dentifies and "'assifies
resour"es that fa"i'itate
tea"hin% and 'earnin%
&ro"esses
2 -&&raises the
effe"ti*eness of dis&'a.s as
'earnin% resour"es
3 Desi%ns a ,u''etin,oard dis&'a.
4 Determines the
a&&ro&riateness oftea"hin% aids to 'earnin%
tass
5 >re&ares instru"tiona'
materia's that area&&ro&riate to the 'earnin%
"ontet
6 De*e'o&s and uti'ies
materia's hi"h in*o'*estudents in meanin%fu'
'earnin%
7 #e"o%nies stren%thsand eanesses of su"h
&resentation in fa"i'itatin%
the tea"hin%'earnin%&ro"ess
8 Determines the
a&&ro&riateness of the
interna' resour"es to the'earnin% tass
Date -""om&'ished: ______________________ #ater?s Si%nature: ___________________
COM%E*E/C CEC:,-S* 5OR 5S 4
For Fa"u't.=Co''e%e Su&er*isor AseE
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47
Name: _______________________ Course: ______________________ ear: _______________
irectionsChe" E the a&&ro&riate "o'umn that ,est des"ri,es the FS students? "urrent 'e*e' of
master. of ea"h 'isted "om&eten".
COM%E*E/C
*he 5S
stu$ent
cannot $o this
*he 5Sstu$ent is
learning to $o
this
*he 5S
stu$ent can$o this
but nee$ to
learn more
an$ improve
*he 5S can
$o this very
#ell
1 dentifies and "'assifies
resour"es that fa"i'itate
tea"hin% and 'earnin%
&ro"esses
2 -&&raises the
effe"ti*eness of dis&'a.s as
'earnin% resour"es3 Desi%ns a ,u''etin
,oard dis&'a.
4 Determines the
a&&ro&riateness of tea"hin%
aids to 'earnin% tass
5 >re&ares instru"tiona'
materia's that are
a&&ro&riate to the 'earnin%
"ontet
6 De*e'o&s and uti'ies
materia's hi"h in*o'*estudents in meanin%fu'
'earnin%
7 #e"o%nies stren%ths
and eanesses of s'ide
&resentations in fa"i'itatin%
the tea"hin%'earnin%
&ro"ess
8 Determines the
a&&ro&riateness of the
interna' resour"es to the
'earnin% tass
Date -""om&'ished: ______________________ #ater?s Si%nature: __________________
MISAMIS UNIVERSITYOroquieta Unit
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48
Liberal Arts and Education
Date
Dear r=s ____________________/
$his has referen"e to the fie'd stud. "ourse/ the first ins"hoo' &ra"ti"a' e&erien"e of our
&ros&e"ti*e tea"hers that ou'd a''o them to de*e'o& more fu''. their tea"hin% si''s in a"tua' settin%s
for the ____ semester/ S ___________ -s sti&u'ated in the (uide'ines in the De&'o.ment of >reser*i"e $ea"hers on @&erientia' )earnin%: Fie'd Stud. De&@d +rder No3/ s2007E/ a'' fie'd stud.students are reuired to under%o fie'd o,ser*ation/ *erifi"ation/ ref'e"tion and a"tua' tea"hin% inside and
outside the Ani*ersit. "am&us n *ie of this/ e are reuestin% .our &ermission to a''o .our
son=dau%hter to re&ort to the &u,'i" s"hoo's ithin +amiCit. for this &ur&ose $he in"'usi*e dates i'',e from _________________ >'ease si%n the &a&er ,e'o ith .our a&&ro*a' and return soonest
our su&&ort of our Fie'd Stud. >ro%ram is %reat'. a&&re"iated $han .ou and more &oer
$ru'. .ours/
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PARENTS CONSENT
%i*e &ermission for m. son=dau%hter_________________________________________________ to under%o fie'd stud. o,ser*ation outside
isamis Ani*ersit. "am&us from ________________________
_______________________________
>arent?s Si%nature o*er >rinted NameE
_______________________________
Date