1

Part I. Course Code & Title: FS 2 – Participation and Teaching Assistantship

I. Course Description:
This course is a continuation of Field Study 1.It is school based and allows a pre-
service student to participate and assist in a limited actual teaching-learning activities
that relate to assessment of learning, preparation of instructional materials, preparation
of bulletin boards, and other routines in the classroom. A portfolio which will contain
sample lesson or learning plans and demonstration teaching of at least one subject
content area will be required. An action research shall be encouraged to start this
course and conclude during the internship.
II. Course Content

Unit 0: Course Orientation and the Institutional Vision, Mission, Core, Values, and
Outcomes

1. Vision, Mission, Core Values

2. Desired teacher education program outcomes

Unit 1: Learning Teaching through Assisting

1. Examining instructional materials from school’s resource or through

technology or digital resource.
2. Identifying the purpose of instructional material
3. Defining instructional materials for various purposes in the classroom
4. Gathering different instructional materials from various resources.
5. Preparing materials for making classroom display
6. Identifying appropriate materials for classroom bulletin boards and learning
stations
7. Monitoring the implementation of classroom routines (virtual/synchronous)
8. Accurate recording of learner’s assessment results

Unit 2: Learning Teaching through Participating

1. Knowing and understanding instructional routines

2. Observing instructional routines at work
3. Noting down classroom management routines
4. Categorizing classroom management routines
5. Discussing classroom standards during instruction and co-curricular activities
6. Guiding learners during synchronous and asynchronous instruction
7. Planning intervention activities for learners with special needs
Unit 3: Learning Teaching through Classroom Based Action Research

1. Identifying problems in the classroom

2. Preparing an action research proposal
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III. Course Outcome

At the end of the semester the BSED, BEED, and BPEd students must have:

1. Documented the application of educational theories, principles and teaching in

the field through participation and teaching assistantship.

Module 1 – Searching for Instructional Materials

Overview
Module 1 begins with setting the course direction. This orients the students on
what the course is all about in terms of alignment to the school’s vision, mission,
graduate attributes, and core values. Moreover, it also orients the students on the
program outcomes that are common to all types of school, common to the discipline
(teacher education), specific to their particular sub-discipline and major and the
performance indicators, and the expected outcomes of this course.
Furthermore, this module deals with activities that enable the students to gain
experience in choosing instructional materials. The activities that are included in this
module will build the students’ competency in choosing instructional materials that meet
the needs of the learners.

Introduction
Higher education institutions (HEI) in the Philippines are mandated to contribute
to building a quality nation capable of transcending the social, political, economic,
cultural and ethical issues that constrain the country’s human development, productivity
and global competitiveness (CMO No. 46, s. 2012). This means that all HEIs must
ensure the quality of education they provide to the students as they will be the country’s
human resource in the future. Ensuring the quality of education does not only refer to
the competencies of the teachers of an institution but as well as the content knowledge,
skills, and values they teach and imbibe among the students. CHED mandates HEIs to
produce graduates with attributes unique to the school where they graduated from. This
is clearly emphasized in Article II section 6 of CMO No. 46, series of 2012, which
defines quality as “the alignment and consistency of the learning environment with the
institution’s vision, mission, and goals demonstrated by exceptional learning and service
outcomes and the development of a culture of quality.” Withal, all the things that the
students should learn from the institution must be clearly embedded in the curriculum.
Along this line, a Field Study course is an experiential learning subject that
provides students a venue to acquire experiences by working with real world activities
 3

and challenges. The student teachers have to face real life settings in the teaching and
learning process wherein the learned theories, principles, techniques, methods and
strategies are brought to life (Romo & Rafanan, 2019).
In this module, the pre-service students are given tasks that enable them to
participate and assist in a limited actual teaching-learning activities relating to
assessment of learning, preparation of instructional materials, preparation of bulletin
boards, and other routines in the classroom.

Learning Outcomes
At the end of this module, the students must be able to:

1. Review the program outcomes (common to all types of school, common to the
teacher education discipline, specific to a sub-discipline and major), KCC vision,
mission, and core values.
2. Explain how are these outcomes are realized in order to produce graduates with
character, knowledge and skills.
3. Search for appropriate and effective instructional materials.
4. Prepare instructional materials to support teaching and learning engagement.
5. Assist in making creative and interactive bulletin boards and learning stations displays.
6. Assist in assessing learning performance.
7. Discuss how learners’ performance are recorded and reported.

We are going to set the direction

of this course in the light of our
school’s vision, mission,
attributes, core values vis-à-vis
the national outcomes set by the
CHED.

Lesson 1: Setting the Direction

Experiential Tasks

1. Reviewing the KCC vision, mission, and core values.

2. Discussing the teacher education program’s desired learning outcomes.
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Program Outcomes
As future teachers, you need to know what are expected of you to achieve and/or
attained from the school you graduated from. Moreover, as future teachers, it is
important for you to know the program outcomes in order for you to map your class
curriculum.
The following are the program outcomes set by the CHED.
A. Common to All Types of School
a. 1. Articulate and discuss the latest developments in the field of practice (PQF
level 6 descriptor);
a. 2. Effectively communicate orally and in writing using both English and Filipino;
a. 3. Work effectively and independently in multi-disciplinary and multi-cultural
teams (PQF level 6 descriptor);
a. 4. Act in recognition of professional, social, and ethical responsibilities;
a. 5. Preserve and promote ‘’ Filipino historical and cultural heritage’’ (based on
RA 722);

B. Common to the Teacher Education Discipline

b. 1. Articulate the rootedness of education in philosophical, socio-cultural,
historical, psychological, and political contexts.
b. 2. Demonstrate mastery of subject matter/discipline
b. 3. Facilitate learning using a wide range of teaching methodologies and
delivery modes appropriate to specific learners and their environments.
b. 4. Develop innovative curricula, instructional plans, teaching approaches, and
resources for diverse learners.
b. 5. Apply skills in the development and utilization of ICT to promote quality,
relevant, and sustainable educational practices.
b. 6. Demonstrate a variety of thinking skills in planning, monitoring, assessing,
and reporting learning processes and outcomes.
b. 7. Practice professional and ethical teaching standards sensitive to the local,
national, and global realities.
b. 8. Pursue lifelong learning for personal and professional growth through varied
experiential and field-based opportunities.

C. Specific to a Sub-discipline and Major

c. 1. Bachelor of Secondary Education Major in English

c. 1.1. Possess broad knowledge of language and literature for effective learning.
c.1. 2. Use English as a global language in a multi-lingual context as it applies to
the teaching of language and literature.
c.1. 3. Acquire extensive reading background in language, literature and allied
fields.
c.1. 4. Demonstrate proficiency in oral and written communication.
c.1. 5. Show competence in employing innovative language and literature
teaching approaches, methodologies, and strategies.
c.1. 6. Use technology in facilitating language learning and teaching.
c.1. 7. Inspire students and colleagues to lead relevant and transformative
changes to improve learning and teaching language and literature.
 5

c.1. 8. Display skills and abilities to be a reflective and research-oriented

language and literature teacher.

c. 2. Bachelor of Secondary Education Major in Filipino

c. 2.1. Nagpapamalas ng mataas na antas ng kaalaman sa pagtuturo ng wika at

panitikang Filipino.
c. 2.2. Nagpapakita ng malawak at malalim nap ag-unawa at kaalaman sa
ugnayan ng wika, kultura at lipunan.
c. 2.3. Nakagagamit ng iba’t-ibang kasanayan at kaalamansa proseso ng
pagtuturo-pagkatuto.
c. 2.4. Nagtataglay ng kaalaman hinggil sa usapin ng kultural at linggwistikong
dibersidad ng bansa.
c. 2.5. Nakapagdidisenyo ng malikhain, inobatibo, at integratibong mga
alternatibong dulog sa pagtuturo at pagkatuto.
c. 2.6. Nakakagawa ng pananaliksik ukol sa ikauunlad ng wikang Filipino bilang
wikang panturo.

c. 3. Bachelor of Secondary Education Major in Math

c. 3.1. Exhibit competence in mathematical concepts and procedures.
c. 3.2. Exhibit proficiency in relating mathematics to other curricular areas.
c. 3.3. Manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of mathematics.
c. 3.4. Demonstrate competence in designing, constructing and utilizing different
forms of assessment in mathematics
c. 3.5. Demonstrate proficiency in problem-solving by solving and creating
routine and non-routine problems with different levels of complexity.
c. 3.6. Use effectively appropriate approaches, methods, and techniques in
teaching mathematics including technological tools.
c. 3.7. Appreciate mathematics as an opportunity for creative work, moments of
enlightenment, discovery and gaining insights of the world.

c. 4. Bachelor of Elementary Education

c. 4.1. Demonstrate in-depth understanding of the diversity of learners in various
learning areas.
c. 4.2. Manifest meaningful and comprehensive pedagogical content knowledge
(PCK) of the different subject areas.
c. 4.3. Utilize appropriate assessment and evaluation tools to measure learning
outcomes.
c. 4.4. Manifest skills in communication, higher order thinking and use of tools
and technology to accelerate learning and teaching.
c. 4.5. Demonstrate positive attributes of a model teacher, both as an individual
and as a professional.
c. 4.6. Manifest a desire to continuously pursue personal and professional
development.

c. 5. Bachelor of Physical Education

c. 5.1. PO1-Disciplinal Knowledge

c. 5.1.1. Apply scientific and evidenced-based practices critical to the
educational and learning processes.

c. 5.2. PO2-Movement and Competency and Proficiency

c. 5.2.1. Demonstrate skillful performance in a variety of physical activities.
c. 5.2.2. Adapt performance to a variety of physical activity settings (e.g.
 6

formal classes, recreational, and competitive).

c. 5.3. PO3- Curriculum and Program Planning, Implementation, Monitoring, and

Evaluation
c. 5.3.1. Critically examine the curriculum (e.g. content, pedagogy and
assessment).
c. 5.3.2. Plan and implement safe and effective physical activity programs
to address the needs of individuals and groups in school and/or non-school settings.
c. 5.3.3. Monitor and evaluate physical activity programs in school and/or
non-school settings.
c. 5.3.4. Use appropriate assessments in, as, and for student or client
learning.
c. 5.3.5.Use information, media, and technology in pedagogy for lifelong
learning.

c. 5.4. PO4-Professional Accountability and Responsibility.

c. 5.4.1. Demonstrate firm work/professional ethics.
c.5.4.2. Cultivate solidarity by working and dealing with/relating to others
harmoniously.
c. 5.4.3. Promote the advancement of the profession by making sense of
and getting involved in current discourse that impact on the profession.
c. 5.4.4.Pursue lifelong learning for personal and professional
development.

c. 5.5. PO5-Communication
c. 5.5.1. Communicate effectively with PE practitioners, other
professionals and stakeholders.
c. 5.5.2. Use oral, written, and technology formats deftly.

c. 6. Bachelor of Secondary Education Major in Science

c.6.1. Demonstrate understanding of scientific concepts and principles.
c.6.2. Apply scientific inquiry in teaching and learning.
c.6.3. Utilize effective science teaching and assessment methods.

Institutional Vision, Mission, Goals, Graduate Attributes, Core Values

KCC Vision

Kabankalan Catholic Colleges an educative and evangelizing community

fostering the values of love, life, justice and care for creation, an agent of societal
transformation and builder of God’s kingdom.
Mission

KCC exists to provide quality education and holistic formation to the youth of the
Diocese, having a preferential option for the poor in a Christ-centered environment that
cultivates academic excellence and continuous learning.

Graduates Attributes

Character, knowledge and skills.

Core Values
 7

Love. The flowering expression of faith which is manifested in a strong

adherence to and intellectual and passionate affection towards God, Neighbor, and
Country.

Integrity. A sense of holistic growth of a person who has the capacity to strike a
balance among the opportunities, challenges, and benefits of life, an attitude that
exhibits the basic characteristics of the human person.

Faith. The ability of the individual to adhere to the truths and demands of
Catholic doctrines and Church’s social teachings with a higher sense of clarity and
certitude most especially expresses through the love of the Most Blessed Trinity.

Excellence. The ability of the students to exhibit the qualities being demanded
by the given academic subject matter and technical training as a result of thorough
study and intellectual diligence.

Cleanliness. A personal and conscious expression of an individual’s sense of

order and discipline at the same a manifestation of constant awareness of giving
importance to propriety and care of the environment. This also spells out the interior
disposition of the person, his or her sense of self-respect and high regard for personal
and essential purity.

Industry. The ability of the person to show spontaneous initiative and filial
cooperation whenever tasks are given and accomplish them in the best way possible.

Honesty. The ability of the individual to push away all sorts of cheating, lying,
stealing, and bullying coupled with the capacity to tell and stand for the truth.

Respect. The capacity of the person to show necessary courtesy and politeness
to a person in authority and the elderly.

Humility. The ability of the individual to the most in every way and being able to
show the inner capacity and giftedness without being pretentious and demeaning of
other people.

Preferential option for the poor. The conscious and spontaneous and special
care and generosity for those in need.

Assess Yourself

Activity: Small Group Activity

Discuss: “Based on your observation/s, how does Kabankalan Catholic College

realize its VMG?”
 8

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 1
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of understood understand understood adequate
the topic the topic in- the main most aspects understanding
depth and points of the of the topic of the topic.
presented topic and and presented
his/her presented his/her
response those with information
convincingly. ease. with ease.
2 All information Most Most Most of the
information information
Accuracy of presented in information presented in was
Information the answer/s inaccurate or
the answer/s presented in
was was clear, but not clear.
the answers was not
clear, were usually
accurate accurate.
clear,
and thorough. accurate
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the output reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
output. output. output.
4 Reflection Reflection Reflection has Reflection has
expresses attempts to very little no insights of
Reflection of the very clearly express insights of the the VMG,
group’s insightful insightful VMG, core core values,
internalization of reflection of reflection of values, and and
the VMG, core the VMG, the VMG, graduates’ graduates’
values, and core values, core values, attributes. attributes
graduates’ and and
attributes graduates’ graduates’
attributes attributes
 9

5 Evidences of At least one Evidence of Shows no

growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of values are values are values are values are
Values extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total

Score:

Self-assessment:

Students: Date:

Conforme: Date:
 10

Lesson 2 – Searching for Instructional Materials

Education resources plays a vital role in the teaching and learning process.
These are used by the teachers to ensure and improve teaching and learning. Effective
use of materials can assure teachers for an active and productive learning and
assessment.
In line with this, the instructional materials used in K – 12 classes provide the basis for
what students can learn and what teachers should teach. The process used to select
those materials is critical to providing students and teachers with a solid foundation for
achievement and successful teaching (“Selecting Instructional materials” Retrieved:
https://www.nap.edu/catalog/9607/selecting-instructional-materials-a-guide-for-k-12-
science

Experiential Tasks

1. Examining instructional materials from school’s resource or through technology

or digital resource.
2. Identifying the purpose of instructional material
3. Considering the different principles in selecting instructional materials.
4. Applying the guidelines in selecting instructional materials
5. Presenting appropriate learning materials

As face-to-face classes have already started, one of the things that your Cooperating
Teacher (CT) needs assistance from you is your skill in searching for instructional
materials. Your CT will give you a list of instructional materials he/she needs in a
particular lesson. You may be requested to search for information or prepare a Power
Point presentation for instructional materials generated from the Internet.

A. Examining Instructional Materials

To have an idea on the instructional materials used by the teacher in the face-to-
face set-up, you need to interview your CT in the Elementary or High School
Department. Then do the following:
 11

1. Request a copy of their learning plan in a particular subject (preferably in the

area of specialization for BSED & BPED; any subject for the BEED) and refer to the
learning objectives as your guide in searching for the instructional materials needed.

2. Make a checklist of the sources where you can get these instructional
materials for the subjects that you have chosen (based on the learning plan you have
acquired).

Subject School List of Technology Website & Short Description/s of the

Resource/s materials & or Digital Instructional Materials
Short Resource
Descriptions
Ex.
English Library Language On- line https://www.englishclub.com/grammar/parts-
Book of-speech.htm

 Parts of Speech

Adapted from Brawner & Caubic (2019).

B. Identifying the purpose of instructional materials

The importance of producing instructional materials is to facilitate the teaching

and learning. The essence is not to use the instructional materials as objects of
decoration. Instructional materials must be utilized for an effective, meaningful, and
interactive teaching-learning engagements (Brawner & Caubic, 2019).

The following are the purposes of the utilization of the instructional materials:

The instructional materials:

1. capture the learner’s interest;

2. contribute in the realization of the learning objectives;
3. motivate the learners to be engaged in the teaching-learning process;
4. contribute in making difficult concepts easy to understand;
5. concretize abstract ideas or make concepts realistic to learners;
6. afford degree of retention of concepts or ideas;
7. make learning more real and meaningful;
8. stimulate self-activity on the part of the learner; and
9. address different learning styles and needs of the learners.
 12

C. Considering the different principles in selecting instructional materials.

Check whether the instructional materials you have selected adhere to the
following principles.

Principle Yes No
Principle of Appropriateness (appropriate to the intended learning
objectives and level of the learners).
Principle of Authenticity (present, accurate, up to date, and
dependable information).
Principle of Cost (economical and easy to manipulate).
Principle of Interest (power to encourage creativity and imaginative
response among the learners).
Principle of Organization and Balance (clarity and in accordance
with the principles of learning such as reinforcement or transfer).

Discuss: In searching for appropriate instructional materials, what problems have

you encountered in terms of the principles to apply during the selection of these
instructional materials?

D. Applying the guidelines in selecting instructional materials

In searching and preparing the instructional materials, fill out the table below to
serve as your guide.

Grade Level Learning Subject Purpose of Possible

Objectives matter the Instructional
Instructional Resources
Materials

E. Presenting appropriate learning materials

Guided by the learning objectives of the subject matter you have chosen from the
learning plan, make a list of resources for the CT or the RT from whom you got your
learning plan with a list of resources that you have searched.

Subject Matter Learning Objectives List of Resources

 13

Reflection: How can teaching a certain lesson be better because the teacher uses
appropriate instructional materials?

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 2
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of understood understand understood adequate
the topic the topic in- the main most aspects understanding
depth and points of the of the topic of the topic.
presented topic and and presented
his/her presented his/her
response those with information
convincingly. ease. with ease.
2 All information Most Most Most of the
information information
Accuracy of presented in information presented in was
Information the answer/s inaccurate or
the answer/s presented in
was was clear, but not clear.
the answers was not
clear, were usually
accurate accurate.
clear,
and thorough. accurate
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the output reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
output. output. output.
4 Reflection Reflection Reflection has Reflection has
expresses attempts to very little no insights of
Reflection of the very clearly express insights of the the VMG,
group’s insightful insightful VMG, core core values,
internalization of reflection of reflection of values, and and
the VMG, core the VMG, the VMG, graduates’ graduates’
values, and core values, core values, attributes. attributes
graduates’ and and
attributes graduates’ graduates’
attributes attributes
 14

5 Evidences of At least one Evidence of Shows no

growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of values are values are values are values are
Values extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total

Score:

Self-assessment:

Students: Date:

Conforme: Date:
 15

Lesson 3 – Preparing Instructional Materials

The 21st century students are considered to be highly visual and manipulative
learners. They learn best through direct learning experiences of the teaching-learning
process. They find the learning experiences meaningful if they are supplemented with
instructional materials for all their class activities (Brawner & Caubic, 2019).

Experiential Tasks

1. Defining instructional materials for various purposes in the classroom.

2. Gathering instructional materials from various resources.
3. Planning for utilization materials for actual use.
4. Preparing instructional materials for actual teaching and learning.
5. Utilizing instructional materials for specific objectives/activities.

A. Defining Instructional Materials for Various Purposes in the Classroom

Confer with your CT or RT on the materials he/she uses that you could prepare.
Identify the types of print materials and audio-visual media needed for various purposes
in the classroom.

Instructional Material Purpose for use

1. Print (books, magazines, etc.)

2. Chalkboard/ Boardwork

3. Models (globe,map, realia)

4. Audio-media analog type (digital CD,

etc.)
5. Video clips, etc.

6. Television

7. Technology-driven (websites,
YouTube, etc.)
 16

B. Gathering of Instructional Materials from Various Resources

Gather from various resources the needed instructional materials. Have a

checklist of the inventory of resources that you will use in assisting your CT. or RT.
From the Library

From the Media Center

From the Laboratories

From the Information Technology

Center
From the Audio-visual Center

From other sources

C. Planning for Utilization Materials for Actual Use

Make a lay-out of instructional materials that you will prepare.

Discuss: What difficulties did you encounter while preparing instructional

materials that can be used by your CT or RT?

D. Preparing Instructional Materials for Actual Teaching and Learning

Ask suggestions from your CT or RT what assistance he/she needs from you
during the actual use of instructional materials.

Checklist for Using Instructional Materials

Example:
1. Reserve necessary materials and equipment from the AV room.
2. Practice how to operate the equipment.

E. Utilization of Instructional Materials for Specific Objectives/Activities

 17

Make sure that the materials for instruction are ready. Assist your CT according
to his/her instruction. List other activities that your CT or RT may need assistance in
utilizing instructional materials.

Instructional Material Activities

1. Print (books, magazines, etc.) Example: Assist the CT in printing the
modules.
2. Chalkboard/ Boardwork
3. Models (globe,map, realia)
4. Audio-media analog type (digital CD,
etc.)
5. Video clips, etc.
6. Television
7. Technology-driven (websites,
YouTube, etc.)

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 3
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of understood understand understood adequate
the topic the topic in- the main most aspects understanding
depth and points of the of the topic of the topic.
presented topic and and presented
his/her presented his/her
response those with information
convincingly. ease. with ease.
2 All information Most Most Most of the
information information
Accuracy of presented in information presented in was
Information the answer/s inaccurate or
the answer/s presented in
was was clear, but not clear.
the answers was not
clear, were usually
accurate accurate.
clear,
and thorough. accurate
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the output reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
output. output. output.
4 Reflection Reflection Reflection has Reflection has
expresses attempts to very little no insights of
Reflection of the very clearly express insights of the the VMG,
group’s insightful insightful VMG, core core values,
internalization of reflection of reflection of values, and and
the VMG, core the VMG, the VMG, graduates’ graduates’
values, and core values, core values, attributes. attributes
graduates’ and and
 18

attributes graduates’ graduates’

attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of values are values are values are values are
Values extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total

Score:

Self-assessment:

Students: Date:

Conforme: Date:
 19

Lesson 4 – Assisting in Preparing Bulletin Boards and Learning Stations Display

Another way of assisting teachers is using your own creativity in making effective
and powerful bulletin boards and learning stations display. Ask your CT or RT how you
can assist him/her. Bear in mind the importance of bulletin boards and learning stations
display (Brawner & Caubic, 2019).

Experiential Tasks

1. Preparing the materials needed in making bulletin boards and learning stations
display.
2. Identifying appropriate instructional materials for bulletin boards and learning stations
according to purpose.
3. Determining the guidelines in structuring bulletin boards and learning station displays.
4. Making a layout of bulletin board and/or learning station display.
5. Presenting the final output of your bulletin board and/or learning station display.

A. Getting Ready with Materials for making classroom Displays

Inquire from your CT or RT what kind of bulletin board and/or learning station
display he/she finds appropriate in the current setting. Then make a tentative design.
Lastly, make a list of the materials you need to do this.

Materials

B. Identifying Appropriate Instructional Materials for Bulletin Boards and Learning

Stations According to Purpose

Bulletin Board/Learning Station Purpose

 20

C. Determining the Guidelines in Structuring Bulletin Boards and Learning

Station Displays

Check your readiness in assisting teachers (CT/RT) in structuring bulletin boards

and learning stations displays based on the following guidelines.

Guideline Easy on my part There will be problem/s

on my part
1. I will assist in the structuring
of bulletin board/learning station
display, make it simple yet
emphasizing the desired central
theme.
2. I will assist in making the
bulletin board/learning station
updated.
3. I will assist in seeing to it that
the bulletin board/learning
station is purposeful.
4. I will assist in making the
bulletin board/learning station
engaging.
5. I will assist in making the
bulletin board catchy and
meaningful.

Discuss: What problems have you encountered in preparing the bulletin

board/learning station?

D. Making a Layout of Bulletin Board and/or Learning Station Display

Layout your bulletin board/learning station display.

E. Present the final output of your bulletin board and/or learning station display.

Post a picture of your bulletin board/learning display here.

 21

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 4
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of understood understand understood adequate
the topic the topic in- the main most aspects understanding
depth and points of the of the topic of the topic.
presented topic and and presented
his/her presented his/her
response those with information
convincingly. ease. with ease.
2 All information Most Most Most of the
information information
Accuracy of presented in information presented in was
Information the answer/s inaccurate or
the answer/s presented in
was was clear, but not clear.
the answers was not
clear, were usually
accurate accurate.
clear,
and thorough. accurate
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the output reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
output. output. output.
4 Reflection Reflection Reflection has Reflection has
expresses attempts to very little no insights of
Reflection of the very clearly express insights of the the VMG,
group’s insightful insightful VMG, core core values,
internalization of reflection of reflection of values, and and
the VMG, core the VMG, the VMG, graduates’ graduates’
values, and core values, core values, attributes. attributes
graduates’ and and
attributes graduates’ graduates’
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
 22

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of values are values are values are values are
Values extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total

Score:

Self-assessment:

Students: Date:

Conforme: Date:

Lesson 5 – Assessing Learners’ Performance

Assessment plays a vital role in the teaching-learning process. Teachers need to

assess students’ performance to determine if learning has occurred. Assessing the
students’ learning progress is always supported by data from the results of their learning
outputs. Teachers employ varied ways to evaluate students’ performance. Teachers
need your assistance in checking students’ outputs (Brawner & Caubic, 2019).

Experiential Tasks
 23

1. Defining the parameters of learners’ performance in the new normal.

2. Familiarizing with the rubrics and scoring guides.
3. Recognizing the importance of good assessment practices in the new normal.

A. Defining the Parameters of Learners’ Performance in the New Normal

Discuss: How do your CT or RT assess students’/pupils’ performance?

B. Familiarizing with the Rubrics and Scoring Guides

Ask your CT or RT for a sample of scoring rubrics they use in assessing

students’/pupils’ performance.

Discuss: Is the rubric relevant to the learning objective/subject matter? How?

C. Recognizing the Importance of Good Assessment Practices in the New Normal.

Discuss: What assessment practices do teachers (CT/RTs)? Do you consider these

as good practices? Why?

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

 24

Module 1 Lesson 5
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of understood understand understood adequate
the topic the topic in- the main most aspects understanding
depth and points of the of the topic of the topic.
presented topic and and presented
his/her presented his/her
response those with information
convincingly. ease. with ease.
2 All information Most Most Most of the
information information
Accuracy of presented in information presented in was
Information the answer/s inaccurate or
the answer/s presented in
was was clear, but not clear.
the answers was not
clear, were usually
accurate accurate.
clear,
and thorough. accurate
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the output reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
output. output. output.
4 Reflection Reflection Reflection has Reflection has
expresses attempts to very little no insights of
Reflection of the very clearly express insights of the the VMG,
group’s insightful insightful VMG, core core values,
internalization of reflection of reflection of values, and and
the VMG, core the VMG, the VMG, graduates’ graduates’
values, and core values, core values, attributes. attributes
graduates’ and and
attributes graduates’ graduates’
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome
 25

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of values are values are values are values are
Values extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total

Score:

Self-assessment:

Students: Date:

Conforme: Date:
 26

Lesson 6 – Recording Learners’ Assessment Results

Keeping records of the results of the assessment of the learners’ performance is

vital in the teaching-learning process. This is done to ensure that students’/pupils’
performance is effectively evaluated. Moreover, records are important to parents for
them to have a clear understanding of their children’s learning progress and
achievements in school. As a student teacher, you need to have an experience on how
proper recording of academic outputs and performance task is done by the teacher.

Experiential Tasks

1. Conducting an interview to a teacher (CT/RT) regarding the grading system used.

2. Asking him/her how the students’/pupils’ academic performance and performance
tasks are rated and recorded. What strategies does he/she use in rating and
recording outputs? Attach a sample class record if possible if possible.

RUBRIC FOR ASSESSMENT OF STUDENTS’ OUTPUT

Module 1 Lesson 6
Criteria 4 Exemplary 3 2 1 Score
Satisfactory Fair Limited
1 The group The group The group The group did
clearly seemed to clearly not show an
Understanding of understood understand understood adequate
the topic the topic in- the main most aspects understanding
depth and points of the of the topic of the topic.
presented topic and and presented
his/her presented his/her
response those with information
convincingly. ease. with ease.
2 All information Most Most Most of the
information information
Accuracy of presented in information presented in was
Information the answer/s inaccurate or
the answer/s presented in
was was clear, but not clear.
the answers was not
clear, were usually
accurate accurate.
clear,
and thorough. accurate
and thorough.
3 Participation Participation Participation Quality of
of all the of all the of the output reflects
Level of members members is members is poor
Participation perfectly mostly somehow participation
observed in observed in observed in of the
the quality of the quality of the quality of members.
output. output. output.
4 Reflection Reflection Reflection has Reflection has
expresses attempts to very little no insights of
Reflection of the very clearly express insights of the the VMG,
group’s insightful insightful VMG, core core values,
internalization of reflection of reflection of values, and and
the VMG, core the VMG, the VMG, graduates’ graduates’
 27

values, and core values, core values, attributes. attributes

graduates’ and and
attributes graduates’ graduates’
attributes attributes
5 Evidences of At least one Evidence of Shows no
growth evidence of growth is evidence of
Evidences of displayed are growth shown but is growth at all.
Growth very relevant displayed is not relevant to
to target relevant to target
instructional target instructional
outcome instructional outcome
outcome

6 Personal and Personal and Personal and Personal and

professional professional professional professional
Evidences of values are values are values are values are
Values extensively frequently sometimes rarely or not
evident in the evident in the
output. output evident in the evident in the
output output

Evaluated by: Other Comments and Observations: Total

Score:

Self-assessment:

Students: Date:

Conforme: Date:
28