P H I L C S T: Philippine College of Science and Technology

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY
Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

Tel. No. (075)522-8032/Fax No. (075)523-0894/Website:www.philcst.edu.ph
ISO 9001:2015 CERTIFIED, Member: Philippine Association of Colleges and Universities (PACU), Philippine Association of Maritime Institutions (PAMI)
DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

EDU116A (Educational Field Study 1)
PHILOSOPHY
The PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY is committed to the pursuit of excellence relative to student’s professional growth and development.
VISION
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY envisions producing quality graduates fully equipped with knowledge, attitudes, values, and skills and who are
globally competitive in their chosen profession ever ready to render quality services.
MISSION STATEMENT
PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY provides quality education to every student through a well-balanced research oriented learning environment that
develops critical and creative thinking for maximum development of individual’s talents and capabilities.
INSTITUTIONAL OBJECTIVES
In pursuit of its Vision and Mission, PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY will achieve the following:
1. Provide programs and activities that will enhance the development of the students physically, intellectually, culturally, emotionally, socially, spiritually and morally.
2. Provide college education opportunities to poor but deserving students through the PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY scholarship grants.
3. Train students with globally competitive technical skills that will make them competent and capable of handling challenges in life.
4. Provide manpower needs of the country with professionally qualified graduates imbued with dignity and high moral values who are mature, productive, self-reliant,
responsible and self-disciplined citizens.
SPECIAL OBJECTIVES
To provide the country with globally competitive and professionally licensed graduates as integral part of the total manpower needed for the economic development in the
national and international levels.
CORE VALUES
Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

and Competent
Page | 1 CONTROLLED COPY FORM NO.: BSEEDU116A EDUCATIONAL FIELD STUDY 1 APPROVED BY: SCHOOL PRESIDENT
COLLEGE OF EDUCATION AND JOURNALISM
PROGRAM DESCRIPTION:
The Bachelor of Secondary Education major in Science program (BSE-SCI) of Philippine College of Science and Technology provides a strong foundation on
the nature of science, matter and its properties, forces, waves, lights, optics and magnetism which are necessary to prepare students for working as high
school science teachers. The program also trains students in preparing relevant and effective teaching strategies and materials.
This degree is designed for those who are interested in teaching general science in high school. The program provides a solid background in general sciences
including chemistry, physics, mechanics, astronomy, thermodynamics, botany and physical science.
BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE
PROGRAM OUTCOMES:
A graduate of Bachelor of Secondary Education Major in Science program at Philippine College of Science and Technology should:
1. Articulate the rootedness of education in philosophical, socio-cultural, historical, psychological, and political contexts;
2. Demonstrate mastery of subject matter/discipline;
3. Facilitate learning using a wide range of teaching methodologies and delivery modes appropriate to specific learners and their environments;
4. Develop innovative curricula, instructional plans, teaching approaches, and resources for diverse learners;
5. Apply skills in the development and utilization of ICT to promote quality, relevant, and sustainable educational practices;
6. Demonstrate a variety of thinking skills in planning, monitoring, assessing, and reporting learning processes and outcomes;
7. Practice professional and ethical teaching standards sensitive to the local, national, and global realities;
8. Pursue lifelong learning for personal and professional growth through varied experiential and field-based opportunities;
9. Demonstrate deep understanding of scientific concepts and principles;
10. Apply scientific inquiry in teaching and learning;
11. Utilize effective science teaching and assessment methods, and;
12. Manifest meaningful and comprehensive pedagogical content knowledge (PCK) of the sciences.
Prepared by: Recommended by: Approved by:
________________________________ ________________________ ________________________
College of Education and Journalism Eva S. Barrientos, Ed. D. Engr. Raul B. Gironella, DMin
Instructor College Dean VP for Academic Affairs/QAM
Issue Date: June, 2019 Revision Status: 0 Revision Date: June, 2019
PART A
COURSE SPECIFICATION
PROGRAM EDUCATIONAL OBJECTIVE (PEO)
The BSE major in Science program of Philippine College of Science and Technology shall produce graduates who:
a. Exercise leadership in the practice of the profession;
b. Demonstrate professional and social responsibilities;
c. Pursue lifelong learning for continuous development; and
d. Possesses creativity and critical thinking skills to become globally competitive guided with values of integrity and honesty
PROGRAM DESCRIPTION : CMO 75, s. 2017 - SECTION 5.1
PROGRAM OUTCOMES : CMO 75, s. 2017 - SECTIONS 6.1, 6.2, 6.3
NAME OF PROGRAM : Bachelor of Secondary Education major in Science (BSE)

COURSE CODE : EDU116A
COURSE PREREQUISITE : 2nd Year Level
: Educational Field Study 1
DESCRIPTIVE TITLE CO-REQUISITE : None
This course is designed to help the Field Study students verify the behavior of the child in the actual learning environment. It
COURSE will require them to recognize feasible approaches to facilitate learning considering the learner’s different phases of
:
DESCRIPTION development and social environment. Field Study 1 can be anchored on these three (3) professional Education subjects:
Child and Adolescent Development; Facilitating Learning; and Social Dimensions of Education.
LECTURE CONTACT LABORATORY CONTACT
COURSE CREDITS : 1 Unit : 1 Hour : 0 Hour
HOURS PER WEEK HOURS PER WEEK
CO1: Identify the stage of the physical, motor, linguistic, literacy, cognitive, social and emotional development of the children
or adolescents as manifested in the actual classroom setting.
CO2: Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different
COURSE OUTCOMES :
stages of development.
CO3: Analyze how the teaching and learning process should be conducted considering the different phases of child
development.
FACULTY
: CMO 75, s. 2017, Section 14
REQUIREMENTS
REFERENCE/S : 1. CMO No.75, s. 2017: Policies, Standards and Guidelines for Bachelor of Secondary Education (BSE)
PART B
COURSE SYLLABUS
TEACHING-
LEARNING EQUIPMENT, MATERIALS AND INDICATIVE
TOPIC LEARNING ASSESSMENT
OUTCOMES REFERENCES HOURS
ACTIVITY (TLA)
Episode 1 - Multimedia presentation Performance 3 Hours
School Environment - Handouts Assessment:
- Visit a School, look - Lim-Borabo, Milagros & Heide Grace
into its facilities Lim-Borabo. My Practice Teaching An illustration of a
1. Determine an and areas that Handbook and Portfolio. QC: Lorimar school that is
environment that support learning Pub., Inc., 2010 supportive of
provides social School as a Learning (i.e., classroom, - Lucas, Maria Rita D. et al. Field Study learning or a “child
psychological and Environment library, playground, Experiential Learning Courses. QC: friendly school”
physical Learning Environment canteen). Lorimar Pub., Inc., 2007 through any of the
environment Curriculum - Describe the - Ryan, Kevin & James M. Cooper. following:
supportive of school Those who Can, Teach. NY: Houghton
learning. environment. Mifflin Co., 2001 A descriptive
- Prepare an paragraph or a
observation log. photo essay
1. Differentiate Peace Concept in Episode 2 - Multimedia presentation Performance 3 Hours

learners of varied Focus: “Building You and I Are - Handouts Assessment:
characteristics and Friendship” Different - Lim-Borabo, Milagros & Heide Grace
needs. Learner’s Lim-Borabo. My Practice Teaching Narrative
Characteristics and Observe three (3) Handbook and Portfolio. QC: Lorimar description of
Needs groups of learners Pub., Inc., 2010 diversity among
from different levels - Lucas, Maria Rita D. et al. Field Study children
(preschool, Experiential Learning Courses. QC:
elementary, and high Lorimar Pub., Inc., 2007
school). - Ryan, Kevin & James M. Cooper.
TEACHING-
ACTIVITY (TLA)
Describe each group Those who Can, Teach. NY: Houghton
of learners based on Mifflin Co., 2001
your observation.
Validate your
observation by
interviewing the
learners.
Compare them in
terms of their
interests and needs.
PRELIMINARY EXAMINATION
1. Manage time, Peace Concept in Episode 3 - Multimedia presentation Performance 2 Hours
space and Focus: “Valuing In Not Out - Handouts Assessment:
resources to Diversity” - Lim-Borabo, Milagros & Heide Grace
provide an Classroom Observe a class Lim-Borabo. My Practice Teaching Checklist on
environment Management and Using a checklist, find Handbook and Portfolio. QC: Lorimar classroom
appropriate to the Learning out the evident Pub., Inc., 2010 management
learners and classroom - Lucas, Maria Rita D. et al. Field Study components
conducive for components. Experiential Learning Courses. QC:
learning Peace Concept in Lorimar Pub., Inc., 2007 Photo
Focus: “Inclusivity” Describe how the - Ryan, Kevin & James M. Cooper. documentation of
classroom is Those who Can, Teach. NY: Houghton the classroom
structured/designed Mifflin Co., 2001 setting
to allow everyone to
participate in the Reflection paper
learning. activities. on activities that
allow inclusivity
TEACHING-
ACTIVITY (TLA)
Relate the data in rather than
your checklist to the exclusivity among
learners’ behavior. learners.
Collection of
Reflect on how Classroom
classroom activities written on
management affects card boards of
learning. rainbow colors.
1. Recognize Learner’s Episode 4 - Multimedia presentation Performance 2 Hours

multicultural Characteristics and Traits Check - Handouts Assessment:
backgrounds of Learning activities. - Lim-Borabo, Milagros & Heide Grace
learners when Learning Environment Observe a class on a Lim-Borabo. My Practice Teaching A reflection paper
providing Diversity of Learners regular day. Handbook and Portfolio. QC: Lorimar on the congruence
opportunities Take note of Pub., Inc., 2010 or match of
2. Determine teaching characteristics of the - Lucas, Maria Rita D. et al. Field Study learning activities
approaches and learners in the class. Experiential Learning Courses. QC: to the learners’
techniques Lorimar Pub., Inc., 2007 characteristics.
appropriate to the Enumerate and - Ryan, Kevin & James M. Cooper.
learners. describe the activities Those who Can, Teach. NY: Houghton Reflection on the
that took place in the Mifflin Co., 2001 interaction of
class. learners despite
differences.
Enumerate and
describe the activities
that took place in the
class.
Analyze how the

activities facilitated
TEACHING-
ACTIVITY (TLA)
learning considering
the learners’
characteristics.
Episode 5 - Multimedia presentation Performance 2 Hours

Different Learning - Handouts Assessment:
Abilities - Lim-Borabo, Milagros & Heide Grace
Lim-Borabo. My Practice Teaching Learner’s profile
Observe learners of Handbook and Portfolio. QC: Lorimar Narrative Report
different learning Pub., Inc., 2010
1. Determine, abilities but the same - Lucas, Maria Rita D. et al. Field Study
understand and Individual grade/year Experiential Learning Courses. QC:
accept the learners; Differences and the Lorimar Pub., Inc., 2007
diverse background Learning Process Interview them to - Ryan, Kevin & James M. Cooper.
2. Relate the learners’ Diversity of Learners gather their Those who Can, Teach. NY: Houghton
background to their Difference in ability background Mifflin Co., 2001
performance in the level information
classroom.
Observe them as they
participate in a
classroom activity
Write a narrative
report.
MIDTERM EXAMINATION
1. Relate the learners’ Peace concept in Episode 6 - Multimedia presentation Performance 3 Hours
background to their focus: “Sameness in Gender and Cultural - Handouts Assessment:
performance in the differences” Diversity - Lim-Borabo, Milagros & Heide Grace
classroom. Individual differences Lim-Borabo. My Practice Teaching Narrative
TEACHING-
ACTIVITY (TLA)
Observe a class on a Handbook and Portfolio. QC: Lorimar description of
regular day. Pub., Inc., 2010 diversity among
- Lucas, Maria Rita D. et al. Field Study children
Take note of Experiential Learning Courses. QC: Description on how
Characteristics of the Lorimar Pub., Inc., 2007 the teacher instills
learners in the class - Ryan, Kevin & James M. Cooper. among children the
2. Recognize cultural focusing on gender Those who Can, Teach. NY: Houghton values and
and the learning
background of and cultural diversity. Mifflin Co., 2001 knowledge on
process.
learners when differences in
Social and cultural
providing learning Interview our gender, and
diversity.
opportunities. resource teacher cultural
about principles and backgrounds.
practices that he/she
uses in dealing with
diversity in the
classroom.
1. Recognize cultural Peace Concept in Episode 7 - Multimedia presentation Performance 3 Hours

background of Focus: “Unity in Home-School Link - Handouts Assessment:
learners when diversity” CONNECT ME - Lim-Borabo, Milagros & Heide Grace
providing learning Home-school link Lim-Borabo. My Practice Teaching Description on how
opportunities. Community linkage Select a learner from Handbook and Portfolio. QC: Lorimar the teacher instills
the class that you Pub., Inc., 2010 among children the
have observed. - Lucas, Maria Rita D. et al. Field Study values and
2. Reflect on the Peace Concept in Conduct a home visit Experiential Learning Courses. QC: knowledge on
impact of home and Focus: to your selected Lorimar Pub., Inc., 2007 differences in
family life to “Interdependence learner - Ryan, Kevin & James M. Cooper. social and cultural
learning and Cooperation” Those who Can, Teach. NY: Houghton backgrounds.
Learning Describe the family in Mifflin Co., 2001 Home Visitation
environment terms of: Report
TEACHING-
ACTIVITY (TLA)
Number of siblings Reflection on the
Number of siblings in impact of home
school and Family Life to
Learning
Interview the parents
about:
Children study habits
Eagerness to study
FINAL EXAMINATION
PART C
COURSE REQUIREMENTS
GRADING CRITERIA:
Final Grades of the students will be based from knowledge and understanding of the course which will constitute fifty percent (50%) of the final grade. The other fifty percent
will be based from the Assessment Result (Evaluation of the course outcomes)
Knowledge and understanding will be evaluated according to the following:
1. Examinations (Check-Up Examination, Preliminary Examination, Mid-Term Examination, Semi-Final Examination, and Final Examination);
2. Recitations (Preliminary Recitation; Mid-Term Recitation; and Final Recitation);
3. Quizzes, and;
4. Assignments
5. Including the laboratory experiments, and laboratory report if the course has a laboratory component.
The final course grade will be computed according to the following formula:
1. [(Knowledge and Understanding Result) x 0.50] + [Assessment Result] x 0.50,
2. The passing standard shall be the grade of 75% but the student must have attended at least eighty percent (80%) of the total number of required meeting of
the course, and must have a rating of “Competent” in all the Assessment Result.
3. The table below shows a sample of the range of percentage marks and their corresponding equivalents.
PERCENTAGE LETTER FIVE POINT

DESCRIPTIVE RATING REMARKS
GRADE GRADE GRADING
97% – 100% A+ Very Excellent 1.00 Meets minimum competence with exceptional score
94% – 96% A- Excellent 1.25 Meets minimum competence with exceptional score
91% – 93% A Very Good 1.50 Meets minimum competence with exceptional score
88% – 90% B+ Good 1.75 Meets minimum competence with over and above average score
85% - 87% B- Good 2.00 Meets minimum competence with over and above average score
82% - 84% B Very Satisfactory 2.25 Meets minimum competence with above average score
78% - 81% C+ Very Satisfactory 2.50 Meets minimum competence with above average score
76% - 77% C- Satisfactory 2.75 Meets minimum competence with average score
75% C Satisfactory 3.00 Meets minimum competence with average score
Below 75% D Failed 4.00 Does not meet the minimum competence
COURSE POLICIES:
A. Attendance Procedure: Attendance will be taken at the beginning of each class. Students are expected to attend every class. Students are responsible for all
material covered during any absence and assignments must be completed by the due date for credit. The absence of more than twenty percent (<20%) of the
required number of meetings in lectures and/or laboratory will result in a “DROPPED” grade (DRP). Missed exams will require proof of extenuating circumstances for
any make-up consideration.
B. Absence due to Illness: If you are sick, DO NOT ATTEND THE CLASS. Contact the instructor by e-mail, telephone, or cell phone to discuss how you will keep up
with the coursework assignments and complete the Laboratory Experiments.
C. Methods of Instruction: Methods will include round-robin discussion and demonstrations that discuss key terms, concepts and formulae of the assigned chapter.
During the discussion, a quiz about the basic concepts of each chapter will be given. The student is expected to read one chapter and solve the assigned problems
each week. This will require an average of five hours of study outside of the classroom each week. The previously assigned problems will be collected for grading and
the solutions will be derived in class. This process is designed to help the student thoroughly understand the concepts and applications of the material covered.
D. Academic Honesty: All students are expected to behave with academic honesty. It is not academically honest, for example, to misrepresent another person’s words
or ideas as one’s own, to take credit for someone else’s work or ideas, to copy and paste material from another document or from the internet, to accept help on a test
or to obtain advanced information or confidential test materials, or to act in a way that might harm another student’s chance for academic success. When the
instructor believes that a student has failed to maintain academic honesty, he or she may be given an “FAILED” grade, either for the assignment, lab report, quiz,
examination, or the course depending upon the severity of the offense.

P H I L C S T: Philippine College of Science and Technology

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

P H I L C S T: Philippine College of Science and Technology

Uploaded by

Copyright:

Available Formats

PHILIPPINE COLLEGE OF SCIENCE AND TECHNOLOGY

Old Nalsian Road, Nalsian, Calasiao, Pangasinan, Philippines 2418

DETAILED TEACHING SYLLABUS (DTS) AND INSTRUCTORS GUIDE (IG’S)

Professionalism High Spirituality Integrity Love of Humanity Compassionate Solidarity Transformative

COLLEGE OF EDUCATION AND JOURNALISM

BACHELOR OF SECONDARY EDUCATION MAJOR IN SCIENCE

NAME OF PROGRAM : Bachelor of Secondary Education major in Science (BSE)

1. Differentiate Peace Concept in Episode 2 - Multimedia presentation Performance 3 Hours

1. Recognize Learner’s Episode 4 - Multimedia presentation Performance 2 Hours

Analyze how the

Episode 5 - Multimedia presentation Performance 2 Hours

1. Recognize cultural Peace Concept in Episode 7 - Multimedia presentation Performance 3 Hours

PERCENTAGE LETTER FIVE POINT

You might also like