Notre Dame of Tacurong College

City of Tacurong

Course Syllabus in FSC 401

I. NDTC VISION-MISSION AND GOALS:
Vision:
The Notre Dame of Tacurong College, a Catholic school, envisions to be a leading institution in Central Mindanao in terms of Quality education,
development programs and updated technology in consonance with its commitment to a dynamic and transformational leadership role in the society it serves.
Mission:
The mission of Notre Dame of Tacurong College is to produce highly competent graduates imbued with Christian and desirable Filipino Values, sense
of social responsibility and integrity, and to assume active leadership role in the locality and academic community through relevant and responsive programs,
creative organizational strategies and pastoral collaboration with the local church.
Goals:
a. Well-manifested NDTCian culture
b. Excellent leadership and management
c. Academic excellence
d. Quality student activities
e. Efficient and effective students’ services
f. Strong linkages, networking/ partnership and community development services program
g. Conducive learning environment
h. Strong research culture
II. INSTITUTIONAL OUTCOMES FOR INSTRUCTION:
NDTC graduates must be able to:
a. engage in the exercise of profession in a specialized field of discipline.
b. demonstrate proficiency in the application of skills and in the use of technology.
c. quest for knowledge as a lifelong endeavor.
d. communicate effectively both in English and Filipino.
e. work independently and/or in multi-disciplinary and multi-cultural teams.
f. live out the Christian and Filipino values affecting others.
g. respond willingly to local, national, and global issues and environmental concerns.
h. uphold and promote the Filipino historical and cultural heritage.

III. PROGRAM: Bachelor of Elementary Education and Bachelor of Secondary Education

IV. PROGRAM OUTCOMES: BASED ON CMO 30, SERIES 2004
a. Have the basic and higher level literacy, communication, numeracy, critical thinking, learning skills needed for higher learning;
b. Have a deep and principled understanding of the learning processes and the role of the teacher in facilitating these processes in their students;
c. Have a deep and principled understanding of how educational processes relate to larger historical, social, cultural, and political processes;
d. Have a meaningful and comprehensive knowledge of the subject matter they will teach;
e. Can apply the wide range of teaching process skills (including curriculum development, lesson planning, materials development, educational
assessment, and teaching approaches);
f. Have direct experience in the field/classroom (e.g. classroom observations, teaching assistance, practice teaching);
g. Can demonstrate and practice the professional and ethical requirements of the teaching professions;
h. Can facilitate learning of diverse types of learners, in diverse types of learning environments, using a wide range of teaching knowledge and skills;
i. Can reflect on the relationships among the teaching process skills, the learning processing in the students, the nature of the content/subject matter,
and the broader social forces encumbering the school and educational processes in order to constantly improve their teaching knowledge skills and practices;
j. Can be creative and innovative in thinking of alternative teaching approaches, take informed risks in trying out these innovative approaches, and
evaluate the effectiveness of such approaches in improving student learning; and
k. Are willing and capable to continue learning in order to better fulfill their mission as teachers.

V. COURSE NUMBER AND TITLE: FSC 401 Observation and Participation

COURSE CREDIT/UNIT: 3 units

COURSE PREREQUISITE: FSC 301, 302,

TCC 301, TCC 302, MSC 301, MSC 302
VI. COURSE DESCRIPTION:
This course is designed to expose the student teacher to the practical and real school environment to observe a variety of diverse teaching, to have
intensive participation as assisting the cooperating teacher in all activities included in a teaching-learning situation and to assume the responsibility of teaching
in small and whole group setting . This is a field study and practicum course.

VII. COURSE OUTCOMES:

At the end of the course, the students are able to:

a. Observe actual teaching situations and make instructional decisions.
b. Gain insight into successful teaching techniques and strategies.
c. Take responsibility for planning, preparing, and participating in activities such as tutoring, grading papers, small and large group activities, and other
similar classroom activities.
 d. Build and teach lessons with methods learned from observation of the methods of instruction demonstrated in the classroom and from methods and strategies
courses.
e. Demonstrate appropriate appearance as well as conduct and display ethical behavior when working with students, teachers and other school stakeholders.

VIII. COURSE REQUIREMENTS:

A. Regular Attendance

The student must avoid absences beyond the allowable number of absences as specified in the Student Handbook in order not to be dropped from this subject.

B. Grading System

Attendance - 10%
Weekly Evaluation - 20%
Demonstration Teaching - 50%
Other Documents - 10%
Portfolio - 10% 100%

IX. COURSE DESIGN MATRIX

OUTCOMES-
TIME DESIRED LEARNING COURSE CONTENT REFERENCES BASED ASSESSMENT RESOURCE VALUES/
TABLE OUTCOMES (DLO) TEACHING AND OF LEARNING MATERIALS SOCIAL
LEARNING OUTCOMES ISSUES
(OBTL) (ALO) INTEGRATION

Week  Be oriented about the I. Orientation The Student’s  Orientation  Question  Student  Excellence
1 vision/mission/objectives A. Vision-Mission Handbook Talk and Handbook in
of the school B. Goals/Characteristics Pages 15-18  Meaningful Answer  Brain Academic
Day 1  Present the expectations C. Subject Orientation Lecture Teasers Endeavors
of the subject and D. Self-Introduction
requirements E. Class Policies
 Introduce one’s self with
confidence
Day 2  Be oriented to the course II. The What and Why of Student  Answering  Answers  Activity  Being true
&3 on Observation and Observation and Teachers’ incomplete from sheets to self
Participation. Participation Manual for sentences activity  Right
 Be convinced of the A. Terminal Objective of Observation  Small group given direction
relevance and the the Course and sharing
rationale behind every B. Common Requirements Participation  Processing
course-related rule and Pages 3-8 of answers
requirement.
 Express willingness to
comply with rules and
requirements.

Week  Rate self on the level of III. My Level of Preparedness Student  Individual  Results of  Rating  Knowing
2 preparedness as a A. Pre-Requisites to Teachers’ rating of self rating Scale one’s
student-teacher. Effective Teaching Manual for  Writing of  Suggestions DTR weakness
 Find out weaknesses and B. Higher Level Attributes Observation letter  Printed es and
strengths based on the and  Introducing and strength
result of the rating. Participation submitted
 Suggest ways of Pages 12- self to
improving weaknesses. 13; 36- cooperating copy of  Acceptan
 Write a letter of C. Letter to Cooperating Teacher letter ce
permission/information Teacher 40
to cooperating teacher.
 Be acquainted with D. Induction to the
cooperating teacher and Laboratory School
students in the
cooperating classroom.

Week  Perform miscellaneous IV. Observation and  Weekly  Dependa

3-17 tasks in the cooperating Participation Evaluation bility
classroom. A. Miscellaneous Form  Use of
 Record daily activities. Class Tasks  DTR common
 Write lessons /insights 1. Checking sense
gained from the daily Attendance  Resource
 experiences. 2. Checking fulness
Papers
3. Structuring
Bulletin Boards
4. Conducting
Opening
Exercises and
Routine
Activities
5. Assisting
Learners and
Cooperating
Teacher
6. Observing
Resource
Teachers

B. Performing Other
Related Activities

 Classroom  Written  Rating  Objectivity

Week  Perform miscellaneous V. The Teacher Student observation answers to sheet  Self-
4 tasks in the cooperating Teachers’  Rating analysis  Weekly confidence
classroom. A. Professional Manual for cooperating questions Evaluation
 Rate one’s cooperating Characteristics teacher
teacher sincerely. B. Personal Observation  Writing of Form
 Cite lesson/s learned Characteristics and insights  DTR
from the process. Participation
Pages 36-40

C. Miscellaneous Class My Practice

Tasks same as week 3 Teaching
Handbook
and
Portfolio
Pages 11-12
  Writing,  Approved  Weekly  Preparedn
Week  Formulate learning VI. Lesson Planning submission, lesson Evaluation ess
5 outcomes appropriate for A. Getting of Topics from and revision plans Form  Correctne
the learning content and Resource Teachers of lesson  DTR ss
level of students. B. Writing of Lesson Plans plans
 Write lesson plans  Preparing
following the suggested C. Miscellaneous Class instructional
format. Tasks same as week 3 materials

Week  Conduct demonstration VII. Demonstration  Demonstr  Lesson  Student-  Enthusias

6-10 teaching. Teaching ation plans Teachers m
 Achieve learning teaching  Instructio Evaluation  Mastery
outcomes formulated nal of
for the lesson. materials Teaching
 Use appropriate Performan
instructional materials. ce Form
 DTR

Week  Classroom  Written  Rating  Dependa

11  Perform miscellaneous VIII. Out-Campus observation answers to sheet bility
tasks Observation and My Practice  Rating analysis  Weekly  Use of
in the cooperating Participation Teaching cooperating questions Evaluation common
classroom. A. Miscellaneous Handbook teacher
 Rate one’s cooperating Class Tasks and Portfolio  Writing of Form sense
teacher sincerely. B. Induction to the Pages 11-12 insights  DTR  Resource
 Cite lesson/s learned Resource School fulness
from the process. C. The Teacher
1. Professional https://libres.un
Characteristics cg.edu/ir/uncg/f
2. Personal /Thomason_unc
Characteristics g_0154D_10586
.pdf

Week  Formulate learning IX. Lesson Planning  Writing,  Approved  Weekly  Preparedn
9 outcomes appropriate A. Getting of Topics from submission, lesson Evaluation ess
 for the learning content Resource Teachers and plans Form  Correctne
and level of students. B. Writing of Lesson Plans revision of  DTR ss
 Write lesson plans lesson
following the suggested C. Miscellaneous Class plans
format  Preparing
instruction
al materials

Week
10-17  Conduct demonstration X. Demonstration Teaching  Demonstr  Lesson  Weekly  Enthusias
teaching. ation plans Evaluation m
 Achieve learning teaching  Instructio Form  Mastery
outcomes formulated for nal  Student-
the lesson. materials Teachers
 Use appropriate Evaluation
instructional materials. of
Teaching
Performan
ce Form
 DTR

Week  Complete required XI. Portfolio Development http://www.sag  Completing  Completed  DTR  Fulfillment
18 entries for the portfolio. epub.com/sites/ entries of entries of
default/files/up portfolio the
m-binaries/ portfolio
24497_01_Ford
e_Ch_01.pdf

Week Required Number of Demonstration Teaching

6 & 11 1
7 - 9; 12 - 14 2 per week
10 & 17 Straight Teaching (half day)
X. OTHER REFERENCES:

Corpuz, B., Rimas, A., Galangco, N., & Bautista, A. (2002).Student Teachers’ Manual for Observation and Participation. Katha Publishing Co.,Inc,.Quezon City.
Borabo, M. & Borabo, H. (2015). My Practice Teaching Handbook and Portfolio. Lorimar Publishing, Inc., Quezon City.
Centro Escolar University. (2014). NCBTS-Based Student Interns Assessment Manual. Adriana Printing Co., Inc. Cubao, Quezon City.
Haynes, A. (2007)100 ideas for lesson planning. Continuum International Publishing Group The Tower Building 80 Maiden Lane, Suite 704 11 York Road New York, NY 10038.
Haynes, A.(2010). The complete guide to lesson planning and preparation. Continuum International Publishing Group The Tower Building 80 Maiden Lane, Suite 704 11 York
Road New York, NY 10038.

Abdullah, M., Abu Bakar, N., et.al. (2012). The Dynamics of Student Participation in Classroom: Observation on Level and forms of Participation.
https://www.sciencedirect.com/science/article/pii/S1877042812036877.
http://libres.uncg.edu/ir/uncg/f/Thomason_uncg_0154D_10586.pdf
http://www.facultyfocus.com/articles/philosophy-of-teaching/nine-characteristics-of-a-great-teacher/
http://tlweb.latrobe.edu.au/education/learning-materials/professional%20conduct/prof-conduct_010.html
http://tlweb.latrobe.edu.au/education/learning-materials/professional%20conduct/prof-conduct_010.html

https://libres.uncg.edu/ir/uncg/f/Thomason_uncg_0154D_10586.pdf

Designed by: Noted:

PAZ M. BELEÑO
JOEL M. ILUSTRACION PAZ M. BELEÑO MELODY A. ZARAGOZA, Ed.D.
Supervising Teachers Subject Area Coordinator Dean, CAS-Ed