Semester Adopted: Sem: 1st AY: 2023-2024

Revision Status: FINAL

Revision Date: January 11, 2024
Republic of the Philippines Recommending approval: CRISELDA D.R. RICOHERMOSO
Western Mindanao State University Concurred: BYRON B. GO SILK, Ph. D.
C_O_L_L_E_G_E_O_F EX_T_E_R_N_A_L S T_U_ D I E_S Approved: NURSIA M. BARJOSE, RN, MN, DSN

OUTCOMES-BASED EDUCATION (OBE) COURSE SYLLABUS IN

PED 111 FS 1 OBSERVATION OF TEACHING AND LEARNING IN
ACTUAL SCHOOL ENVIRONMENT
1st Semester, SY 2023-2024

College of Teacher Education

College Goals
Vision
The Bachelor of Secondary Education Program of the
The University of Choice for higher learning with strong research orientation that produces professionals College of Teacher Education, Western Mindanao State
who are socially responsive to and responsible for human development; ecological sustainability; and, University aims to:
peace and security within and beyond the region.

Mission a. develop the knowledge, attitudes, skills and habits of

the prospective high school teacher to enable him to
The Western Mindanao State University, set in a culturally diverse environment, shall pursue a harness his potentials as a human person, family
vibrant socio-economic agenda that include: member, and community organizer.
 A relevant instruction paradigm in the education and training of competent and responsive b. cater to the needs of its socio-culturally-pluralistic
human resource for societal and industry needs;
 A home for intellectual formation that generates knowledge for people empowerment, social clientele by continuously revising/ enriching/ upgrading
transformation and sustainable development; and; its curricular offerings;
 A hub where science, technology and innovation flourish enriched by the wisdom of the Arts c. provide adequate training to would-be teachers in
and Letters, and Philosophy. evolving a sound philosophy of life inspired by an
abiding faith in God and love for fellowmen;
d. instill critical thinking as well as aesthetic and
cultural values among the prospective high school
teachers, and;
e. produce a new breed of teachers who are imbued
with altruism, dynamics, responsibility and ethics virtues.

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 Program Outcomes(PO) GOALS
a b c d e
a. Articulate the rootedness of education in philosophical, socio-cultural, psychological and political contexts(6.2.a);     

b. Demonstrate mastery of subject matter/discipline(6.2.b)     

c. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific     
learners and their environments.
d. Develop innovative curricula, instructional plans, teaching approaches, and resources to diverse     
learners(6.2.d)and
e. Apply skills in the development and utilization of ICT to promote quality, relevant and sustainable practices     

f. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and     
outcomes(6.2.f)
g. Practice professional and ethical standards sensitive to local, national and global realities.     
h. Pursue lifelong learning proposal and professional growth through varied experiential and field based     
opportunities

COURSE CODE: PED 111FS1

COURSE NAME: OBSERVATION OF TEACHING AND LEARNING IN ACTUAL SCHOOL ENVIRONMENT
PREREQUISITE: PROFESSIONAL/MAJOR/SPECIALIZATION SUBJECTS
COURSE CREDIT: 3 Units (3hrs lecture/week, 18 weeks)
COURSE DESCRIPTION:
This is the first experiential course which will immerse a future teacher to actual school classroom situation that provide safe and secure learning
environment whose direct observation of teaching – learning episode focus on the application of educational theories learned in content and
pedagogy courses will be made. Observation of positive and non-violent discipline in the management of learner’s behaviour (2.6.2), motivation,
teacher strategies of teaching that develop critical and creative thinking and higher thinking skills shall be given emphasis. A portfolio shall be
required in the course.
 COURSE LEARNING OUTCOMES:
At the end of the semester, the students can: Program Outcomes

a b c d e f g h
1. Describe how safe and secure learning environment contributes to the physical,  
socio-emotional and cognitive development of learners(PPST Domain 2)

2. Determine ways of addressing learner’s diversity in the terms of gender, needs,       

interests, cultural background and difficult circumstances(PPST Domain3)

3. Appraise how teacher manifests her/ his personal and professional        

competencies(PPST Domain 7)
4. Illustrate the teaching –learning process and the use of ICT to promote quality        
relevant and sustainable educated process(PPST Domain 4)

5. Assess the various classroom management strategies observed in the class(PPST        

Domain 2 and 4)
6. Analyze concepts, theories and principles in curriculum development in actual    
classroom setting( 4.1.1)
7. Evaluate assessment and reporting practices done in the classroom      
8. Formulate one’s philosophy of teaching (7.7.1)   

REFERENCES:

1. Pawilen, Greg Tabios, et al(2019) Field study 1: A guide for the 21 st Century Student Teachers, Rex Book Store, Manila, Philippines
2. Philippines- Australia- Basic Education Assistence for Mindanao Pre -Service Teacher Training- Field Study 1 to 6 Manuals
3. Maria Rita D. Lucas, Milagros L. Borabo, Purita P. Bilbao, Breanda B Corpuz(2020) Field Study Observation of Teaching-Learning in Actual
School Environment, Lorimar Publishing , Inc.

GRADE COMPONENT AND CORRESPONDING WEIGHT:

For the 1st Semester, SY 2023-2024 ONLY NUMERICAL
% EQUIVALENT
RATING
 FINAL RATING
Midterm Grade.........................40%
Final term Grade......................60%
100%

MIDTERM GRADE
 Midterm Exam (to be administered face to face).............……………… 40%
 Written Output (can be generated online or offline) ………………….. 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)………. 20%
 Participation (can be generated online or offline) ……………………… 10%
100%
FINAL TERM GRADE
 Final Exam (to be administered face to face)....................……………… 40%
 Written Output (can be generated online or offline) …………………… 30%
e.g. quizzes, essays, case analysis, reflection paper & etc.
 Course Output/Project (can be generated online or offline)……….. . 20%
 Participation (can be generated online or offline) ………………............ 10%
100%

SAMPLE COMPUTATION OF PERCENTAGE GRADE FOR A QUIZ OR EXAM

Percentage Grade = raw score / total number of items x 100

Example: raw score = 40, total items = 50
GRADE = 40/50 x 100
= 0.80 x 100 COURSE REQUIREMENTS
= 80%  2 Written Major Exams (Midterm and Final Examination)
 Course output/project
TOTAL SCORE.......................................40 correct out of 50 items
PERCENTAGE GRADE..........................80% CONDITIONS FOR PERFORMANCE EVALUATION
NUMERICAL RATING...........................2.00  Active participation in all class activities.
REMARKS.........................................PASSED  At least 60% passing in all exams and other graded requirements.

Passing Grade = 60%

.
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 Desired Student Learning Outcome-Based (OBA)
Evidence of Outcomes Course
Outcomes/Competencies Course Content Activities Program Values
Time Frame (Assessment of Learning
At the end of each topic and (No. of Hours Per Topic) (Teaching, Learning Activities, Outcomes Integration
Learning Outcome) Outcomes
semester, the students can & Contextualization)

Individual participation in class Rubric score cards of class

discussion and group participation
Exhibit awareness and appreciation TOPIC 1 (3 hours):
presentation using a rubric to
of the University Vision, Mission &
assess quality of participation.
Quality Policy, College Goals, and WMSU VMGO, Cooperation
Program objectives. Loyalty
WEEK 1 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
Classroom Policies, Course Gender
8
Demonstrate understanding of the Overview, Course Sensitivity
classroom policies, course Requirements, Grading System
requirements, and grading system.

-Exploring the School Campus Rubric Assessment:

-Determine the characteristic of a through observation
school environment that is safe, Depth of Understanding
secure and is supportive of Topic 2 Observing bulletin board Resourceful
learning displays ness
WEEK 2
The School Environment 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h Honesty
Getting ready with materials for
8 Gender
making classroom displays
Sensitivity
Making a layout of bulletin board
and learning stations

-Describe the characteristics, TOPIC 3 Rubric Assessment:

needs and interest of learners from Brainstorming
different developmental levels. Learner Diversity: Lecture discussion Comprehensive Narration Creativity
WEEK Developmental Gender
3 Characteristics, Needs and
1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
Sensitivity
Interests
8

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 Desired Student Learning Outcome-Based (OBA)
Evidence of Outcomes Course
Outcomes/Competencies Course Content Activities Program Values
Time Frame (Assessment of Learning
At the end of each topic and (No. of Hours Per Topic) (Teaching, Learning Activities, Outcomes Integration
Learning Outcome) Outcomes
semester, the students can & Contextualization)

-Describe the characteristic and TOPIC 4 Discussion Rubric Assessment:

needs of learners from diverse Introspection Creativity
backgrounds Gender Needs, Strengths, Think-Peer-Share Appropriateness and
Resourceful
WEEK Interests, Experiences, Observing differences among Ingenuity of Plan
ness
4 -Identify the needs of abilities in Language, Race, culture, learners’ gender, needs,
1,2,3,4,5,6,7, a, b, c, d,e,f,g,h Gender
the classroom Religion, Socio-Economic strengths, interests and Sensitivity
--Identify best practices n Status, Difficult experiences, differences among 8
differentiated teaching to suit the Circumstances, and learners linguistic, cultural,
varying learner needs in a diverse Indigenous People socio-economic and religious
class backgrounds and difficult
circumstances
--Demonstrate openness, ---Observing differences among Rubric Assessment:
understanding, and acceptance of TOPIC 5 learners with disabilities,
the learner’s diverse needs and giftedness and talents Depth of Understanding Cooperation
WEEK 5 backgrounds Learner’s Diversity: The -Observing the school Gender
-Describe the influencing factors in Community Home experiences of learners who Sensitivity
the home environment that affect Environment belong indigenous groups 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
the student’s learning 8
-Identify effective strategies on -Discussion
how teachers can work together -Socratic Questioning
with the family

Plan on how to manage time, space Round Table Discussion Rubric Assessment:
and resources TOPIC 6 -Brainstorm -Managing Time ,
space and learning resources Relevance of Experience Integrity
WEEK -Provide a learning environment Creating an appropriate Gender
appropriate to the learners and learning environment -Identify the different aspects of Sensitivity
6 conducive to learning classroom management 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
8

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 Desired Student Learning Outcome-Based (OBA)
Evidence of Outcomes Course
Outcomes/Competencies Course Content Activities Program Values
(Assessment of Learning
At the end of each topic and (No. of Hours Per Topic) (Teaching, Learning Activities, Outcomes Integration
Learning Outcome) Outcomes
semester, the students can & Contextualization)
Time Frame
Observing classroom Rubric Assessment:
-Identify the classroom routines management and routines Computer Aided Skill Patience
TOPIC 7
WEEK set by the teacher Creativity
7 -List down classroom rules Gender
Classroom Management and
-Observe how the students execute Classroom Routines Sensitivity
1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
the various classroom routines
8
.
-Identify the two aspects of --Identifying personal and Rubric Assessment:
classroom management TOPIC 8 physical aspects of classroom
management of learner- Creative Transfer of Cooperation
WEEK -Determine the classroom Physical and Personal Aspects behaviour Understanding Adaptability
8 management strategies that the of classroom management Gender
teacher employed in his/her class 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h Sensitivity
8

WEEK 9 MIDTERM EXAMINATION

Desired Student Learning Outcome-Based (OBA)

Evidence of Outcomes Course
Outcomes/Competencies Course Content Activities Program Values
Time Frame (Assessment of Learning
At the end of each topic and (No. of Hours Per Topic) (Teaching, Learning Activities, Outcomes Integration
Learning Outcome) Outcomes
semester, the students can & Contextualization)

-- Identify the different curricula --Curricula in the school setting Rubric Assessment:
that prevail in the school setting TOPIC 9 - The miniscule school
-Describe how the teacher curriculum: a closer look Creative Transfer of Cooperation
manages the school curriculum by -Constructive alignment of the Understanding Adaptability
WEEK 10 Close Encounter with the
planning, implementing lessons component of a lesson plan Gender
School Curriculum 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
through different stages and Sensitivity
assessment of learning outcomes 8
-Analyze if the teacher aligns the
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 objectives to subject matter,
teaching strategies and
assessment
-Identify the teaching-learning --Demonstrating an Rubric Assessment:
practices that apply or violate the TOPIC 10 understanding of research-
principles of teaching-learning based knowledge and principles Insightful Reflection and Cooperation
-Identify the guiding principles on Preparing for teaching and of teaching learning Understanding
Adaptability
WEEK 11 lesson objectives/learning learning -Identifying learning outcomes Patience
outcomes applied in instruction that are aligned with 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
8 Gender
-Judge of lesson competencies Sensitivity
objectives/intended learning -Distinguishing between
outcomes are SMART inductive and deductive
-Determine whether or not method of teaching
intended learning outcomes are
achieved at the end of the lesson
-Observe the teaching methods
used by the teacher
-Differentiate the different
methods of teaching
- Applying the guiding Rubric Assessment:
-Identify the application of some TOPIC 11 principles in the selection and
guiding principles in the selection use of strategies Participating in Cooperation
and use of teaching strategies The Instructional Cycle -Determining outcome-based Supervising Learners in Adaptability
WEEK 13 -Determine whether or not the teaching and learning Co-Curricular Activities Patience
-Applying effective 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h Gender
lesson development was in
questioning/reacting 8 Sensitivity
accordance with outcome-based
teaching and learning. teachniques
-Outline a lesson in accordance
with outcome-based teaching and
learning

--Identify the Teacher’squestioning -Visiting the learning resouces Rubric Assessment: Cooperation
and reacting techniques TOPIC 12 center Adaptability
WEEK 14 -Describe the learning - Observing technology Portfolio Scoring Rubrics Patience
resource/multi media center as the Utilizing Teaching Learning integration the classroom Gender
part of the Learning environment Resources and ICT -Exploring Education Sensitivity
-Identify and classify technology -Exploring MOOCS for PPST- 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
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 resources that facilitate the aligned Professional 8
teaching-learning processes Development
-Analyze the level of technology
integration in the classroom
-Evaluate resources in the
virtual learning environment

Desired Student Learning Outcome-Based (OBA)

Evidence of Outcomes Course
Outcomes/Competencies Course Content Activities Program Values
Time Frame (Assessment of Learning
At the end of each topic and (No. of Hours Per Topic) (Teaching, Learning Activities, Outcomes Integration
Learning Outcome) Outcomes
semester, the students can & Contextualization)

-Identify potential challenges and - -Selecting a Research Topic Learning artefacts Cooperation
WEEK 15 limitations that may arise during the TOPIC 13 -Drafting an Action Plan Adaptability
research process and propose -Peer Review and Feedback Scoring Rubric Patience
strategies to address them. Assessment for Learning and Observing assessment FOR Gender
Demonstrate knowledge of the design and Assessment as Learning learning practices Multiple Choice Test Sensitivity
use of formative assessment 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
(Formative Assessment) -Observing assessment AS
-Explain of formative assessment 8
-Critique traditional and authentic learning practices
assessment tools and tasks for TOPIC 14 - Observe Teaching and
leaning in the context established Learning in Actual School
guidelines on test construction Assessment of Environment
-Evaluate non-traditional Learning(Summative Aligning assessment task with
assessment tools including scoring Assessment learning outcome
rubrics -Observing the use of traditional
- Evaluate non-traditional tools
assessment tools including scoring -Observing the use of non-
rubrics traditional tools and scoring
-Construct assessment tools rubrics
including scoring rubrics -Scrutinizing the types and
-Construct assessment for HOTS parts of portfolio
following Bloom’s Taxonomy as -Determining the level of
revised by Anderson and teacher’s questions
Krathwohl and Kendall and -Analyzing Table of
Marzano’s Taxonomy Specifications
-Computing grades based on
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 -Explain function of Table of Deped’s grading system
Specificaton -Reporting student performance
-Distinguish among the types of
learners’ portfolio and their
functions
-Examine the different types of
rubrics used and relate them to
assessment of student learning
- Compute student’s grade based
on Deped’s grading policy
-State the reason why grades must
be reported to parents
-Describe what must be done to
make grade reporting meaningful

- Teacher Qualities: Learning artefacts Cooperation

WEEK 16 Describe the personal TOPIC 15 A view from my lenses Adaptability
competencies and qualities of -Is the Teacher, a Professional Scoring Rubric Patience
effective classrooms teacher The Teacher as a person and teacher Gender
-Enumerate the professional as a professional -A day in the school life of Multiple Choice Test Sensitivity
characteristics of practicing quality teachers 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
teachers observed based on the TOPIC 16 8
- The creation and enhancement FIELD STUDY BOOK
professional standards and code of of classroom management skills
ethics for the profession Towards Quality: in developing a new learning
-Determining prevailing Developing a Global Teacher -Analyzing Depeds Philosophy
philosophies of education based on of 21st century of Education
DepED Vision and mission - Articulating my personal
statement, core values, and TOPIC 17 philosophy of teaching
mandate, the K to 12 curriculum
framework and guide and RA On Teacher’s Philosophy of
10533 Education
-Cite teacher’s teaching behaviours
and the philosophies of education
on which these behaviours are
founded

WEEK 17 -Demonstrate an understanding of the -Understanding School Learning artefacts

dynamics and components of a real-school
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 learning environment, including classroom DEPLOYMENT Context
management, student-teacher interactions, -Observing Scoring Rubric
and classroom resources.
-Analyze various teaching methods and
Experienced Teachers
strategies employed by educators in the -Classroom Environment Multiple Choice Test
observed school setting, identifying Setup 1,2,3,4,5,6,7, a, b, c, d,e,f,g,h
effective and ineffective practices. -Developing a Lesson FIELD STUDY 8
-Recognize the diverse learning styles,
Plan BOOK
needs, and challenges of students within
the observed school context. -Teaching Practice
-Evaluate the use of educational -Differentiating Portfolio
technology and resources in the classroom, Instruction
assessing their impact on student -Building Positive
engagement and learning outcomes.
Relationships
-Responding to
Classroom Challenges
-Professional
Development Plan
WEEK 18 FINAL EXAMINATION (3 HOURS)

Prepared by: Noted: Recommending Approval: Approved:

MYLYN T. ORTIZ CRISELDA DELA RAMA RICOHERMOSO, MAEd BYRON B. GO SILK, PhD. NURSIA M. BARJOSE, RN, MN, DSN
Instructor Program Head Dean, External Studies Vice President for Academic Affairs

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