I.

INTRODUCTION

FS 6 is a field study course that brings together the PST’s experiences from Field Studies one to
five. It aims to immerse students in taking on the role of the teacher.
This course focuses on exposing the learners to a range of experiences in becoming a teacher, and
the acquisition and application of the teaching theories, strategies, skills, values and attitudes
necessary in becoming a professional teacher. It will include lesson transition and involve PSTs in
making links with the community.

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II. STUDENT’S CURRICULUM VITAE/RESUME

GAYOSA, MERVIN A.
PUROK 1-B, BRGY. BALET, BABAK, IGACOS
DAVAO DEL NORTE
09473865441
[email protected]

PERSONAL DATA:

Age: 26 yrs. Old

Sex: Male
Date of Birth: November 4, 1991
Birthplace: Malangag, Antipas, NorthCotabato
Height: 5’6’’
Weight: 59 kls.
Status: Single
Religion: Roman Catholic
Citizenship: Filipino
Language/Dialect Spoken: Cebuano, Tagalog, English

EDUCATONAL BACKGROUND:

Tertiary: Holy Cross of Davao College 2008-2012

Sta. Ana Avenue, Davao City
Course: Bachelor of Science in Hotel and Restaurant Management

Secondary: BaletNational High School 2004-2008

Balet,Babak,IGaCoS, Davao del Norte

Primary: Balet Elementary School 1997-2004

Balet,Babak,IGaCoS, Davao del Norte

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III. STATEMENT OF PURPOSE/PURPOSES OF THE PORTFOLIO

The purpose of this portfolio is to provide another source of information for students and
individuals who aim to become a teacher in the future. This portfolio will give them a glimpse of
what it is to be like in a real classroom setup.

The experiences and observations the PST has shared in this portfolio show how field studies can
help PST’s develop their passion and dedication for teaching. By deeply understanding the
importance of learners’ development and school community, the value of teaching profession, and
the essence of interpersonal communication, the PST’S are being equipped with knowledge and
skills needed by teachers in order to become effective in their profession

The purpose of the portfolio is to give me a tool as well to help me organize my studies. It also
provides a means of communicating and showing my knowledge development on the course.
Reflecting on course contents means capturing thoughts and meanings as they occur along the
way Above all, this portfolio encourages me to reflect on the course contents and self-assess my
developing competence in teaching.

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IV. RATIONALE

FS 6 is a field study course that brings together the PST’s experiences from Field Studies one to
five. It aims to immerse students in taking on the role of the teacher.
This course focuses on exposing the learners to a range of experiences in becoming a teacher, and
the acquisition and application of the teaching theories, strategies, skills, values and attitudes
necessary in becoming a professional teacher. It will include lesson transition and involve PSTs in
making links with the community.

Links to DepEd’s National Competency-Based Teacher Standards (NCBTS):

Domain 1- Social Regard for Learning
-The teacher acts as a positive role model for students.

Domain 2- Learning Environment

-Promotes fairness, fair and conducive to learning

Domain 3- Diversity of Learners

-The domain of diversity of learning process in diverse learner, concerned with the holistic
development of the learner.

Domain 4- Curriculum
- Demonstrates mastery of the subject matter and the learning process
-Selects teaching methods, learning activities and instructional materials appropriate
to the learner’s ability and learning styles.

Domain 5- Planning, Assessing and Reporting

-Planning, Assessing, and reporting (feed backing)
-The teacher develops and uses variety appropriate assessment strategies to motivate and
evaluate learning.

Domain 6- Community Linkages

-It focuses on the establishment of learning environment that respond to the experiences
and aspirations of the community thus, make learning relevant and meaningful.

Domain 7- Personal and Professional Development

-It takes pride in the nobility of teaching as a profession which builds professional links with
colleagues to enrich teaching practice and reflects the extent of the attainment of professional
development goals.

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COURSE DESCRIPTION

Field Study 6 is a one-unit course which is anchored on the professional subject, “The Teaching
Profession”. The course includes individual half day teaching, the transition from one lesson to
another and involvement in co and extracurricular activities.
Manage the whole class, make a smooth transition from one lesson to another, conduct a micro-
teaching lesson and participate actively in at least one co/extracurricular activity.

At the end of the course, the pre-service teachers are expected to have experiences in:
1. Managing the whole class, focusing on classroom discipline and routines.
2. Preparing lesson guides for all required classes.
3. Transition teaching of one lesson to another
4. Conducting micro teaching with either enhancement, remedial or tutorial focus
5. Assisting in at least one co and one extracurricular activity such as; Science Fair, Speech or
Communication Arts Fest, Linggo ng Wika etc. (co-curricular activities), Scouting, Clean and
Green Drive, Nutrition Month etc. (extracurricular activities)

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V. GRADING SYSTEM

Criteria/Components Weight Rater Grade Signature

5% Supervising Professor
5%
Attendance Cooperating Teacher
Actual Teaching 25% Cooperating Teacher

Community Involvement Cooperating Teacher

15%

Lesson Plan / Guides Cooperating Teacher

20%

Journal Entries/ Reflection 15% Supervising Professor

FS Portfolio 15% Supervising Professor

Total
100%

Assessment Tools
1. Actual Teaching Checklist
2. Interview Checklist for Community Involvement
3. Rubric for Micro-Teaching
4. Rubric for Lesson Guide
5. Rubric for Reflection /Journal Entries
6. Portfolio Rubric

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VI. SCHEDULE OF ACTIVITIES FOR FIELD STUDY 6

Sessions Activities Site Time Frame

 Orientation for Pre- TEI Number of hours
service Teachers should not be
counted
1st Sessions  Orientation for Cooperating Number of hours
Cooperating Principals, School should not be
Site Coordinators and counted
Cooperating Teachers
 Assigning of CTs and
subjects to be
participated in by the
PSTs in the second visit
 Participation in CTs Cooperating 3 hrs.
lesson School
 Assigning of PSTs subject
to be taught in the
second visit.
2nd Session  PST’s lesson in transition Cooperating 3 hrs.
 Assigning of PST’s School
subject to be taught in
the 3rd
visit
3rd Session  PST’s individual classes Cooperating 3 hrs.
 Assigning of PST’s tasks School
in micro teaching for the
next visit
4th Session  Micro-teaching Cooperating 1 hr.
School
5th Session  Community involvement Cooperating 4 hrs.
and, School
 Co- curricular activity
involvement
6th Session  Completion of teaching TEI 4 hrs.
learning related
requirements
7th Session  Debriefing/ Evaluation Exit Conference Number of hours
(Cooperating should not be
School) counted

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Total 17 hrs.
VII. LOGICAL PRESENTATION AND DOCUMENTATION OF PORTFOLIO CONTENT/ENTRIES

COURSE CONTENT
To become professional the Pre-service Teachers need to be equipped with the holistic experience
of becoming a teacher. In this context, the Pre-service Teachers will bring together their
experiences from Field Studies one to five.
A. Teacher’s Classroom Management Skills
The Pre-service Teachers will again observe the Cooperating Teacher’s Classroom Management
Skills, facilitating the class an effective teaching and learning environment. These management
skills include:
a. Routine activities to ensure classroom discipline, particularly on:
 Checking the attendance
 Seating arrangement
 Handling materials and devices
 Classroom courtesies
b. Monitoring of the Learners’ behavior and the teacher’s response to such
behaviors.
In this observation on Teacher’s classroom management skills the Pre-service Teacher’s will:
1. Record 2 observations for each item in a and b.
2. Relate the observations and describe how he/she would manage these activities/ situation
in his/her own classroom.
B. Lesson Guide Making
The Pre-service teachers will prepare lesson guides according to the subject matter that the
cooperating teacher assigns to them. These lesson guides include the setting up of
objectives/materials selection of appropriate teaching strategies and activities based on the
learners’ needs, and the employment of authentic assessment tools for the learners.

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NOTE: The Lesson Guide prepared by the Pre-service teachers will be assessed by both Pre-service
Teachers and Cooperating Teachers using the following Lesson Guide checklist.

C. Micro-Teaching
The CT should guide the PSTs to be able to use appropriate skills such as explaining,
demonstrating, questioning, giving feedback and checking understanding to ensure that learning
will take place.

Task 1:
1. Observe the CT conducting a micro-teaching lesson. Discuss it with her/him
2. Collaborate with your CT and identify learners for possible remediation, tutorial or
enhancement.
3. Plan the micro teaching lesson and implement it.

D. Participation and Actual Transition Teaching

The pre-service teachers are expected to observe the cooperating teachers as teaching as they
move from one lesson to the next. When the PSTs participate in lesson transition, the pre-service
teachers will use the Self-Appraisal form which includes the cooperating teacher’s feedback.

Activity:
1. Observe how your CT uses transition to shift from one lesson to another.
2. Conduct a lesson or activity where you have to move from one lesson/activity to another.
(This might be done in tandem with your CT).

E. Co-Curricular and Extra-Curricular Involvements

The Pre-service Teachers are expected to be actively involved in various co-curricular and extra-
curricular activities. This involvement will give them the opportunity to meaningfully extend their
teaching experience in preparation for becoming a professional teacher.

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To assess the Pre-service Teachers active involvement in co-curricular and extra-curricular
activities are required to complete the following co-curricular and extracurricular involvement
from the PSTs.

Guidelines in Preparing a Lesson

Name: Mervin A. Gayosa Date: November 26, 2017

Subject Area: Filipino Grade-11 Sem/SY: 2017-2018

Direction:
Make an evaluation of the prepared lesson guides against this checklist. Answer with Yes or No by
checking the corresponding column. Then give a reflective answer on the question given below.

YES NO
1. Do your lesson guides have the basic component parts like?
a. objectives /
b. Subject Matter/ Topics /
c. Materials/ References /
d. Teaching strategies/ activities /
e. Assessment tools for Authentic Assessment and Evaluation /
2. Are your objectives stated in behavioral terms which include
the three learning domains? /
3. Are your objectives learner-centered and interactive? /
4. Are the materials needed appropriate to the lesson objectives? /
5. Is the procedure presented in orderly manner? /
6. Does the procedure begin with goal setting? /
7. Does the development of the lesson connect the broader
aspects of the topic and other subjects? /
8. Is there values integration? /
9. Does the lesson end with a synthesis? /
10. Is there an opportunity for a learning outcome evaluation? /
11. Does it include a relevant and meaningful/challenging assignment? /

For Pre-service Teacher Only

What learning insights have you gained in evaluating your self-made lesson plan?

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  Upon preparing lesson plan, the goal should aligned to the subject matter. It should be
contained three domains of learning and the goal should be behavioural. In making lesson
plan, we should always think first the possible outcome and possible effects of our
activities. We should prepare best motivation like flashing pictures or educational film
viewing to bring out the interest of the students so that they will be able to bring out their
attention in the class to be more cooperative and participative. Indeed, the objectives
should focus on students’ learning.
Micro-teaching Observation Guide for Cooperating Teachers and PSTs

Name: Mervin A. Gayosa Date: November 26, 2017

Subject Area: Filipino Grade-11 Sem/SY: 2017-2018

A. Observe the micro-teaching demonstration of the pre-service teacher and evaluate him/her by
answering the following questions.

1. Cite strong points of the micro-teaching demonstration.

 He used good instructional technology material (power point presentation) that suitable for
the students’ age and learning ability
 He applied some effective teaching strategy
 The activity that he was using was very engaging to the students

2. Give recommendations to improve/ enhance the micro-teaching process of the demonstration.

 Improve communications skills towards students

3. Is the time consumed in teaching sufficient? Give suggestions if needed.

 Yes, he had sufficient time for teaching
 He was good in time management

4. Did the pre-service teacher attain his/her objectives in teaching?

 Yes, he attained the objectives in his teaching. He presented the topic in line with the
objectives.

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Cooperating Teacher: Mila Juliet P. Jumawid
Date: December 18, 2017

B. PST Self-evaluation of micro-teaching.

1. Cite strong/weak points and recommendations for improvement.

A. Strong points
 The strong points in my micro-teaching were I made to handle the students well despite of
my difficulties, deliver the lesson in an appropriate way and having an example with the
actual life scenario.
B. Weak points/Needs improvement
 My weak point is in managing the class because some of the students were not listening
sometimes; they were just kept on talking and doesn’t care you even you are in their front
giving the lesson.
C. Recommendation for improvement
 My recommendation is to set a strict discipline inside the classroom
2. Cite points wherein you can say that you have attained the objectives of the lesson.
 It is aligned to the subject matter
 Contained the three domains of learning
 The goals are behavioral

3. Which of your micro-teaching, technique/strategy is most effective? Why?

 I think it was on the motivation of the students where I will give a corresponding reward
when they can make a correct answer during the presentation. Through having this kind
strategy the students will be more motivated to learn because they wanted after of the
rewards that you have.

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 Participation Teaching in Transition Self-Appraisal Form for PST

Name: Mervin A. Gayosa Date: November 26, 2017

Subject Area: Filipino Grade-11 Cooperating Teacher: Mila Juliet P. Jumawid

1. After you observed the Cooperating Teacher’s lesson transition, what were your realizations?
 It made me realize that having a transition of the lesson from one to another the teacher
need to make an assessment to evaluate the students’ learning before she proceed to the
next topic in order to evaluate the students if they will learn from what have been
discussed.
2. What strategies do you think worked well in changing (transitioning) the lesson? Give details.
 I think before you proceed to another new lesson you must have to review or to recall their
insights first in order for the students to remember the past lesson. Having a review and
recall portion can enhance their memory to recall the lesson prior to leave.
3. What would you like to improve in terms of using transition from one lesson to another?
 I want to make an assessment or evaluation before I will proceed from one lesson to
another. In that way I can determined if my students understand and gain knowledge on
the topic that we had.

Cooperating Teacher’s Feedback:

Area(s) of Strength:

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 Area(s) of Improvement:

Cooperating Teacher: Mila Juliet P. Jumawid

Date: December 18, 2017
Co-curricular and Extra-Curricular
Involvement Form
Name: Mervin A. Gayosa

A. List some of the co-curricular and extracurricular activities that take place in your
cooperating school.
1. School Feeding Program
2. Classroom Christmas Decoration
B. Reflective Questions:

1. Which particular activity were you involved in? Describe the activity?

 Particularly I involve in the Feeding Program of the school where I serve the students during
their time of feeding. This is the program that sponsored by the MX3 product to promote
and improve children’s health and nutrition values and behavior to the students in Sta. Ana.
Students are schedules to take their food in the room where the food was being
distributed.
2. How did the activity promote learning towards:
a. students

b. PSTs

 The activity was promoted the learning of service towards the students and to the PSTs.
Engaging to such activity will promote volunteerism and generosity in helping one
another.
3. How did you mobilize resources (human & material) to support the activity?

 The resources are already provided by the school and the sponsor. We just help in the
preparation and distribution to have a smooth and organized operation during the activity.
We are divided in different responsibility to take and assigned in the areas that need a help.
Some are in the preparation, some are in the distribution and others are in the cleaning
maintenance

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4. How were the results of the activity shared and publicized in the school?
 It was monitored and documented by the teacher who was assigned in the program and it
was reported and submits to the sponsored and to the school principal to have proof of
evidence

Journal Writing 1
On Micro-teaching

Name: Mervin A. Gayosa Date: November 26, 2017

Subject Area: Filipino Grade-11 Cooperating Teacher: Mila Juliet P. Jumawid

A. What have you learned after conducting your micro teaching activity?

 I have learned that being a teacher is very difficult especially if you are first time of the job.
You need to adjust everything and yourself on how to handle your students and the lesson
that you have. But if you have the desire to pursue and willingness to do then you can do it.

B. After being aware of your student’s needs in micro-teaching, cite two improvements applicable
to micro-teaching 2.

 I think in micro teaching activity you need to discuss thoroughly to the students on the
topic beyond their incapacity and incapability of understanding. Involve everyone in the
activities to participate and develop their self-esteem. Encourage and inspire the student to
listen and participate on the lesson.

C. What needs to be improved in your micro-teaching? How will you address these?

 I think I just want to improve my confidence in having a micro-teaching. The only way that I
can do this is to set my mind and myself in the shoe of a true teacher. Not just a learner or a
trainer. By having this kind of thinking I think I can overcome that limitation that I have.

TEI Practicum Supervisor’s Feedback

Strengths:______________________________________________________
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Areas for Improvement:___________________________________________

Signature of the TEI Practicum Supervisor:____________________________

Journal Writing 2
Individual Teaching

Name: Mervin A. Gayosa Date: November 26, 2017

Subject Area: Filipino Grade-11 Cooperating Teacher: Mila Juliet P. Jumawid

1. How have you maintained the pupil’s enthusiasm while you were teaching? Give 2 examples.

 As I have conducted my microteaching, I used to be friendly and engaging to the students,

hence, the students were not being hesitant to express their ideas and participate in the
class. I also accepts all opinionated ideas from my student that somehow helps them to
boost their confidence. I possessed friendly personality that gives warmth atmosphere in
the classroom that made the students participative, active and engaging during the
discussion of the lesson.

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