Field Study, Teaching Internship, and Action Research Notes PDF

Field Study and Teaching Internship Alignment and Bases of the Experiential Learning Courses Experiential Learning -learning-by-doing - reflective and individual learning Compe...

Field Study and Teaching Internship Alignment and Bases of the Experiential Learning Courses Experiential Learning -learning-by-doing - reflective and individual learning Competency Framework for Southeast Asian Teachers of the 21st Century Program Outcomes from CMO Nos. 74-80, 82 s. Experiential Learning Courses 2017 - Field Study 1 (Observations of Teaching- CMO Nos. 74, s. 2017 Learning in Actual School Environment) - Policies, Standards and Guidelines for - Field Study 2 (Participation and Teaching Bachelor of Elementary Education. Assistantship) - Teaching Internship CMO Nos. 75, s. 2017 - Policies, Standards and Guidelines for Bachelor of Secondary Education. CMO Nos. 76, s. 2017 Policies and Legal Documents to the Experiential Learning Courses - Policies, Standards and Guidelines for the Bachelor of Early Childhood DO 3, s. 2007 Education. - Guidelines in the Deployment of Pre- CMO Nos. 77, s. 2017 service Teachers on Experiential Learning: Field Study and Practice - Policies, Standards and Guidelines for Teaching Bachelor of Special Needs Education. Pre-service Teacher CMO Nos. 78, s. 2017 - student enrolled in the BEEd, BSEd, and - Policies, Standards and Guidelines for other related teacher education Bachelor of Technology and Livelihood programs Education. Resource Teacher CMO Nos. 79, s. 2017 - resource facilitator in the Field Study - Policies, Standards and Guidelines for courses Bachelor of Technical-Vocational Teacher Education. Mentor/Cooperating Teacher CMO Nos. 80, s. 2017 - assigned teacher to guide the FSS/student teacher in development of - Policies, Standards and Guidelines for professional competencies, attitudes, the Bachelor of Physical Education. and behaviors CMO Nos. 82, s. 2017 - Policies, Standards and Guidelines for JCDMO 1, s. 2021 Bachelor of Culture and Arts Education. - Policies and Guidelines on the Deployment of Pre-Service Teachers Philippine Professional Standards for Teachers for Field Study and Teaching Internship (DO No. 42, s. 2017) Field Study and Teaching Internship courses 1. Content Knowledge and Pedagogy must be: 2. Learning Environment Experiential 3. Diversity of Learners - new normal learning modalities 4. Curriculum and Planning Developmental 5. Assessment and Reporting - coaching and mentoring 6. Community Linkages and Professional Aligned Engagement - Learning Continuity Plan (LCP) and Most 7. Personal Growth and Professional Essential Learning Competencies Development (MELCs)  DO 14, s. 2020 - Guidelines on the Required Health Standards in Basic Education Offices and Schools DOH AO 2020-0015 - Guidelines on the Risk-Based Public Health Standards for COVID-19 Mitigation CMO 30, s. 2004 Field Study 1: Observations of Teaching- Learning in Actual School Environment - Revised Policies and Standards for Undergraduate Teacher Education Learners Curriculum Learner Diversity: Developmental Field Study 1-6 -1 unit each Characteristics, Needs, and Interests Practice Teaching -6 units Learners’ Developmental Domains Physical Domain CMO 74-80, 82, s. 2017 Gross-motor Skills - Policies, Standards, and Guidelines for Fine-motor Skills Teacher Education Programs Self-help Skills Field Study 1-2 -3 units each Emotional Domain Practice Teaching -6 units Moods and temperament Expression of feelings CMO 104, s. 2017 Emotional independence - Revised Guidelines for Student Cognitive Domain Internship Program in the Philippines (SIPP) for All Programs Communication Skills DO 12, s. 2020 Thinking Skills - Adoption of the Basic Education Problem-solving Skills Learning Continuity Plan For School Year 2020-2021 in Light of the COVID- Social Domain 19 Public Health Emergency Interaction with Teachers Interaction with Classmates Interests  Environment - Humor - Positive What a physical environment? - Motivational A physical environment conducive for - Flexible learning is one that has consistent practices that: Other Focuses of Classroom Observation ✔ keep the school safe, clean, orderly, and free from - Subject Matter Content distraction; - Presentation of the Lesson ✔ maintain facilities that provide - Organization of the Lesson challenging activities; and - Teaching Methods and Strategies ✔ address the physical, social, psychological needs of the - Rapport with the Learners students. - Support to Learners School Physical Environment - Classroom Management Office of the Principal - Sensitivity to Students’ Needs Library - Physical Aspects of the Classroom Counseling Room - Personal Competencies Canteen/Cafeteria Medical Clinic Field Study 2: Participation and Teaching Audio-Visual/Learning Resource Center Assistantship Science Laboratory Participation and Assistantship Gymnasium - Preparation of IMs and bulletin boards - Assessment of learning Auditorium - Classroom management Outdoor/Garden Designing Display Boards Teachers What are display boards? Teacher’s Personal Attributes Display boards are presentation - Passion materials for communicating - Compassionate information on different subjects, news, - Knowledgeable events, schedules, activities, also the - Patience vision-mission goals, and values that a - Communicative school upholds. - Creative Display Boards - Discipline and classroom control are produced through the group - Decorative atmosphere and enhanced group - Informative rapport. - Motivational - Instructional Behavior Modification Approach - Focused on bringing about permanent change in student’s behavior that is Classroom Management and Routines observable. Classroom Management - Modifying child’s behavior with reinforcements and punishments. Classroom management refers to the wide variety of skills and techniques Success Approach that teachers use to ensure that their - Students learn in a more permissive classroom runs smoothly, without environment, where they can exercise disruptive behavior from students. their freedom to choose and to make Principles of Classroom Management decisions. 1. Building a good relationship between teacher Acceptance Approach and students - Every individual needs to fell 2. Setting rules, procedures, and routines acceptance and belongingness. - Students prefer a warm better learning 3. Managing self atmosphere, feeling accepted by their 4. Maintaining Appropriate Student Behavior classmates. 5. Techniques of Motivating Group Managerial Approach - Responding immediately to group of student misbehavior in order to prevent Approaches in Classroom Management problems rather than having to deal Assertive Approach with them after they emerge. - Teachers specify rules of behavior and Business Academic Approach consequences for disobeying them to - Emphasize the organization and communicate the rules clearly and management of students as they consequently. engage in academic work. - The teacher is in charge and the boss inside the classroom. - Student always wants to involve in a high degree of “time on task” and Group Guidance Approach academic engage time”. - Manipulating or changing the surface Classroom Routine behavior of the students on a group basis. - Classroom routine is a set of procedures for handling both daily occurrences (e.g., taking attendance,  starting a class period, or turning in ✔ basic education schools (in/off- assignments), and minor interruptions campus) of instruction. ✔ uses a clinical approach Face-to-Face Learning vs. Online Distance Learning ✔ under the mentorship of a cooperating teacher Face-to-Face Learning Full face-to-face contact between teacher and learners Phases of Teaching Internship Immediate clarification is possible Five Phases of Teaching Internship May or may not use technological tools 1. Orientation Sessions Schedule is not flexible First Orientation conducted by College Supervisor Online Distance Learning Subject requirements Synchronous or asynchronous TEI’s Teaching Internship Policies Immediate clarification may be delayed CHED Policies and Terms or unavailable Conduct of Discipline of Interns, Uses technological tools and learning schedules of dialogue and conferences management systems Second Orientation Schedule is flexible conducted by Cooperating School (CP) Common to both face-to-face and Online CS Vision, Mission, Goals, and Core Learning Values Standards-based School Rules and Policies (student’s Learning Content attendance, school activities) Evaluation process expectations of Interns Feedback and reporting Third Orientation conducted by Subject Area Coordinator / CT Teaching Internship content of the subject area, lesson What is Teaching Internship? exemplars, grading system, subject It is the capstone in the preparation of requirements future teachers. forms to accomplish ✔ one semester full time 2. Observation and Building Relationship teaching internship  The Cooperating Teacher(s) shall Electronic- slide presentations, videos, request you to observe his/her classes AR, VR, live content in order that you will become familiar with the classroom routines, subjects, teaching strategies, etc. Teachers’ Criteria for Determining the Quality of Instructional Materials (Buglar, 3. Onsite Tasks et.al.) Onsite Tasks include: Accuracy assisting in teaching-related Depth of Knowledge tasks Engagement checking of seat works and performance tasks Support assisting in accomplishing of school forms Designing Differentiated Class Activities 4. Final Demonstration and Accomplishing Exit Forms Classroom Diversity A final demonstration lesson shall be It is a classroom with learners of all scheduled and assessed. abilities and backgrounds. You must submit required clearances, Gender documents, and forms before leaving Needs your CS. Strengths 5. Evaluation of Teaching Internship Interests You are requested to evaluate the Teaching Internship progress for its Talents continuous improvement. Race Religion Creating Instructional Materials Culture Instructional Materials Experiences These are tools used in instructional Learning Styles activities. Multiple Intelligences They assist teachers in facilitating the teaching-learning process. Print- books, dictionaries, Differentiated Instruction encyclopedias, newspapers It is the provision of multiple learning Non-print- microscope slides, models, options in the classroom so that diverse rocks, field visits  learners are able to take in the same SF 8: Learner’s Basic Health and Nutrition content appropriate to their needs. Report Mainstreaming - Per learner assessment of Body Mass Index Mainstreaming is the inclusion of learners with special needs into general SF 9: Learner Progress Report Card educational settings or regular schools - Individual academic, behavioral and (IBE-UNESCO, n.d.). attendance report by quarter (formerly Form 138) Accomplishing School Forms SF 10: Learner’s Permanent Academic SF 1: School Register Record - Master list of class enrollment - Individual academic record by quarter and SY (former Form 137) SF 2: Daily Attendance Report of Learners - Recording of attendance, absence, or tardiness Building Networking and Linkages SF 3: Books Issued and Returned Domain 6: Community Linkages and Professional Advancement - List of books (by title) issue to/returned by learners 1. Establishment of learning environments that are responsive to community SF 4: Monthly Learner’s Movement and contexts Attendance 2. Engagement of parents and the wider - Enrollment count, transferred in/out and school community in the educative dropout by grade level (Summary of SF 2) process SF 5: Report on Promotion and Level of 3. Professional ethics Proficiency 4. School policies and procedures - List of promoted/retained by class SF 6: Summarized Report on Promotion and Level of Proficiency Community Linkages - Number of promoted/retained by grade Educational Stakeholders level (Summary of SF 5) - Teachers SF 7: School Personnel Assignment List and - School administrators Basic Profile - Government Officials - Community - List of school personnel with basic profile - Parents and teaching load/assignment - Learners Parent-Teacher Conference It contains a detailed description of the steps a teacher will take to teach a It is a meeting between a learner’s particular topic. parent/s and teacher/s to discuss the child’s academic performance and other Objectives ideas for improvement. Content Learning Resources Professional Advancement Procedures RA 10912 Remarks Continuing Professional Development Act of Reflection 2016 CPD is a mandatory requirement for the renewal of Professional Identification Card Designing the Teaching Internship Portfolio 45 CPD units Student Portfolio A portfolio is a purposeful documentation prepared by FSS and PROFESSIONAL DEVELOPMENT PTs that showcases their learning - seminars and webinars experiences in the experiential learning - professional organizations courses. - LAC E-portfolio - online or softcopy version - speaking engagements - reading and writing books - research - graduate studies I. Contents of an Internship Portfolio - short-term courses Introduction II. Acknowledgements Conducting Demonstration Lessons III. Curriculum Vitae of Practice Teacher Demonstration Teaching IV. Certificate of Completion It is a planned lesson taught to a group V. Professional Readings of students or to a group of adults VI. Weekly Journals posing as students to assess your teaching abilities and skills. VII. Experiences, Evidences, and Reflections on the PPST Domains Detailed Lesson Plan (DLP) VIII. Teaching Philosophy It is a teacher’s “roadmap” for the lesson. Accomplishing Exit and Evaluation Forms Steps When Accomplishing Exit Forms 1. Confer with the CT. 2. Prepare. 3. Submit. 4. Have everything signed by the designated authority. 5. Extend gratitude and appreciation to your CP, CT, SH, SP, and your students. 6. Give the Certificate of Appreciation. Exit Forms - Requirements assigned by CT - IMs required by CT - Accomplished DTR - Accomplished Classroom Observation Forms - Narrative Report required by CS  Action Research Who can be an action researcher? Any teacher who intends to: a. understand more about Concepts and Perspectives teaching and learning; What is Action Research? b. develop teaching skills and Action research is characterized as research knowledge; and that is done by teachers for themselves. c. take action to improve student (Mertler, 2009) learning. Action Research allows teachers to examine Research Constraints their own classrooms, instructional strategies, assessment procedures, and Time constraint interactions with student-learners in order Lack of competence to improve their quality and effectiveness. Lack of interest Action Research is the process of systematically testing new ideas in the Lack of confidence classroom or school, analyzing the results, and deciding to implement the new idea or Lack of statistical skill begin the process again with another idea. Difficulty in identifying problem Financial constraint Action Research Lack of reading initiative - process for improvement Complexity in gathering data - collaborative - within context of teacher’s environment Lack of administrative support - quest for immediate solutions - practical and relevant - cyclical Types of Action Research Individual Action Research Action Research - an actual research method - single classroom issue - supervisor, co-teacher/s, parents Classroom Research - concentrates on the - instruction, assessment inputs to the classroom (syllabus, IMs, outputs, and achievement scores) Collaborative Action Research Teacher Research - connected with the concept - single issue or a common problem of teacher development and empowerment - supervisor, community, parents, organizations - instruction, assessment, policy School-Wide Action Research Sources of Data - school problem or area of collective - opinions of researcher are considered interest as data - school commitment, leadership, Sampling Technique partners - school restructuring, - purposive samples - policy change, program evaluation Research Design - flexible, quick time frame District-Wide Action Research Application of Results - district issue or organizational structure concerns - practical significance - district commitment, leadership, Output partners - allocation of resources, - driven by intervention - policy change, structure evaluation Conclusion - covers only specific context and locale Varieties of Action Research (Trespeces, 1993) Recommendation Diagnostic - stated in one statement or brief - researcher steps into an existing problem and paragraph diagnoses the situation Participatory Formal Research - data is used to make recommendations for the Goal resolution of the problem - develop and test theories for wide Empirical population - conclusions are exclusively derived from Sources of Data concrete, verifiable evidence - opinions of researcher are NOT Experimental considered as data - conducted with a scientific approach using two Sampling Technique sets of variables and a hypothesis - random samples with large population Research Design Action Research vs. Formal Research - rigorous, done over long periods Action Research Application of Results Goal - theoretical significance - solve problems of local concern Output Calhoun’s Action Research Cycle (Emily F. Calhoun, 1994) - driven by results, hypothesis-testing, and findings Conclusion - entails general truth and universal knowledge and theories Recommendation - horizontal mapping with findings, conclusions, and SOP Bachman’s Action Research Cycle (Lorenz Bachman, 2001) Action Research Models and Paradigms Action Research Interacting Spiral (Ernest Stringer, 2007) Lewin’s Action Research Spiral (Mertler, 2009) Piggot-Irvine’s Action Research Model Action Research Spiral (Eileen Piggot-Irvine, 2006) (Kemmis & Mctaggart, 2007) Action Research (Eileen Ferrance, 2000) Susman’s Action Research Model (Gerald Susman, 1983)  Research Report Action Research Process (Henderson, et. al, - communicates results and what was 2012) done - states the analysis of data, findings, implications, and conclusions - denotes past actions both use third person pronouns to maintain formality of the paper Introduction It must be written in at least 1 or 2 pages. ✔ problem ✔ supporting data ✔ previous related studies Action Research Processes and Procedures ✔ significance of the study Steps in Action Research ✔ statement of purpose and impact 1. Identify the problem ✔ connection of the problem to 2. Define an intervention the researcher 3. Apply intervention and collect data Research Questions 4. Analyze data and findings A good problem is characterized as one 5. Take action based on results which 6. Share findings is of great interest to the researcher; is useful to the concerned Research Proposal vs. Research Report people in the field; Research Proposal is novel and timebound; and - communicates a researcher’s plan for a has no ethical or moral study impediments - states what will be done - denotes future actions One thing I would like to change is… My practice could be improved by… My students would do better if…  I need to learn how to… Significance of the Study I wonder why… This expresses the value or importance of the study or the contributions of the results. Hypothesis Beneficiaries are arranged according to It is a statement of expectation or the degree of significance to them. prediction that will be tested by research Definition of Terms Null - Operational definitions - predicts no effect or relationship between variables Alternative Research Design - states research prediction of an effect These are plans and procedures that or relationship include detailed methods of data collection and analysis. Qualitative- requires the collection of Scope, Delimitations, and Limitations of narrative data and utilizes an inductive the Study reasoning approach Scope and Delimitations of the Study Quantitative- requires the collection of It identifies the extent, boundary or numerical data and utilizes a deductive coverage of the study in terms of: reasoning approach a. subjects Mixed Method- combines both quantitative and qualitative types of b. objectives data c. facilities d. areas Methods/Strategies of Qualitative Design e. time frame Ethnography f. issues - describes interactions between people Limitations of the Study in cultural and social settings It defines the constraints or Case Study weaknesses that are not within the - in-depth study of individual activities, control of the researcher. people, or groups Those that are not expected to be Phenomenological Studies covered by the study. (Zulueta & Costales, 2005) - explores and focuses on people’s experience of a phenomena Narrative Research Presentation can be done using: - studies individual lives and asks subjects a. tables to provide stories about their lives, b. graphs which is then retold into a narrative chronology c. charts Conclusions and Recommendations Methods/Strategies of Quantitative Design Conclusions Experimental Research These are the valid outgrowth of the - uses a scientific approach towards findings you would like to share manipulating one or more control together with your research statement. variables and measuring their defect on the dependent variables Recommendations Non-Experimental Research These include suggestions to future researchers who would like to pursue - describes a phenomenon simply as it investigation related to the same stands, or a relationship between two problem. or more variables, all without any interference References and Appendices Methods in Mixed Method References Sequential listings of cited sources of materials - may begin with qualitative interview for that are arranged alphabetically exploratory purposes and followed by Appendices quantitative survey method for generalization attachments of questionnaires, letter/s of transmittal, legal documents, and Concurrent supplementary materials referred to or - converging or merging qualitative and have been cited in the study quantitative methods Transformative Data Collection Tools - using theoretical lens as an overarching - Observations perspective - Anecdotal Records - Field Notes - Case Studies Presentation, Analysis, and Interpretation of - Diaries Data - Interviews - Focus Group Discussions It is the manner of organizing and - Checklists reporting collected data. - Tests  - Survey Questionnaires Ethics of Responsibility - Authentic Assessment - Teacher-researchers must be - Portfolio committed to principled action. - Documentary Analysis - Narratives - Projective Techniques Action Research Reporting and Sharing Improving Research Culture Principle of Triangulation - collaborating with school admin to It is the use of multiple sources of data explore changes in order to establish trustworthiness or - conducting seminars with parents and consistency of the facts. teachers - conducting in-house trainings in schools - publishing and presenting papers Ethics in Action Research - collective sharing with other schools and districts What are research ethics? - collaborating with school admin to Research ethics are moral principles explore changes that guide researchers to conduct and - report research without deception or intention to harm participants of the study or members of the society as a whole, whether knowingly or unknowingly. Four Types of Ethical Practices (Carson, et. al, 1989) Ethics of Hope - AR must ensure concern for the broad range of needs of students and school community. Ethics of Caring - AR must put into prime consideration the general welfare of both students and teachers. Ethics of Openness - AR participation, purpose, and intent must be made known to all involved.