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  • 1 | F i e l d S t u d y 1 This course is designed to help the Field Study Students verify the behavior of the child in the actual learning environment. It will require them to recognize feasible approaches to facilitate learning considering the learner’s different phases of development and social environment. Field Study 1 can be anchored on these Professional Education subjects: ● Child and Adolescent Development ● Facilitating learning ● Social Dimensions of Education GENERAL OBJECTIVES 1. 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 2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development 3. Analyze how the teaching and learning process should be conducted considering the different phases of child development FOCUS SPECIFIC TASKS LEARNING EVIDENCE DOMAIN COMPETENCIES School as a Learning Environment Peace Concept in Focus: “Building Friendship” Learner’s Characteristics and Needs Episode 1 • Visit a School, Look into its facilities and areas that support learning (i.e., classroom, library, playground, canteen). • Describe the school environment • Prepare an observation log Episode 2 YOU AND I ARE DIFFERENT • Observe #3 groups An illustration of a school that is supportive of learning or a “child-friendly school” through any of the following : • A descriptive paragraph • a photo essay • Narrative Learning Environment Curriculum Diversity of Determines an environment that provides social psychological and physical environment supportive of learning Differentiate Learners
  • 2 | F i e l d S t u d y 1 of learners from different levels(preschool, elementary, and high school) description of Diversity Among Children Learners of varied characteristics and needs FOCUS SPECIFIC TASKS LEARNING EVIDENCE DOMAIN COMPETENCIES Peace Concept in Focus: “Valuing Diversity” Classroom Management and Learning Peace Concept In Focus: “Inclusivity” Learner’s Characteristics • Describe each group of learners based on your observations • Validate your observation by interviewing the learners • Compare them in terms of their interests and needs Episode 3 ‘’IN AND OUT” • Observe a class • Using a checklist, find out the evident classroom components • Describe how the classroom is structured/ designed to allow everyone to participate in the learning activities • Relate the data in your checklist to the learner’s behavior • Reflect on how classroom management affects learning Episode 4 TRAITS CHECK Checklist on classroom management components Photo Documentation of the classroom setting Reflection paper on activities that allow inclusivity among learners Collection of Classroom activities written on card boards of rainbow colors A Reflection paper on the Learning Environment Diversity of Learners Learning Environment Manages time, space and resources to provide an environment appropriate to the learners and conductive for learning • Recognizes multi-
  • 3 | F i e l d S t u d y 1 and Learning activities Individual Differences and the learning Process (Difference in ability level) Peace concept in focus: “Sameness in differences” Individual Differences And the Learning Process (social and cultural diversity) Peace Concept In Focus: “Unity In diversity” • Observe a class on a regular day • Take note of characteristics of the learner’s in the class • Enumerate and describe the activities that took place in the class. • Analyze how the activities facilitated learning considering the learner’s characteristics. Episode 5 • Observe learners of different learning abilities but the same grade/ year • Interview them to gather their background information • Observe them as they participate in a classroom activity • Write a narrative report. Episode 6 • Observe a class on a regular day • Take note of characteristics of the learners in the class focusing on gender and cultural diversity • Interview our resource teacher about principles and practices that he/she uses in dealing with diversity in the classroom. congruence or match of learning activities to the learner’s characteristics • Reflection on the interaction of learners despite differences Learner’s profile Narrative Report Narrative description of diversity Among Children Description on how the teacher instills among children the values and knowledge on differences in gender, social and cultural backgrounds. Diversity of Learners Diversity of Learners Diversity of Learners cultural backgrounds of learners when providing opportunities • Determines Teaching approaches and techniques appropriate to the learners • Determines, understands and accepts the learners; diverse background • Relates the learners background to their performance in the classroom • Recognizes-cultural Backgrounds of learners when providing learning opportunities.
  • 4 | F i e l d S t u d y 1 Home-School Link Peace Concept in Focus: Interdependen ce and Cooperation Episode 7 Home-School Link CONNECT ME • Select a learner from the class that you have observed • Conduct a home visit to your selected learner • Describe the family in terms of - number of siblings - number of siblings in school • Interview the parents about 1. rules they implement at home concerning their child’s schooling 2. the learner’s activities and behavior while at home Home visitation report Reflection on the impact of home ‘and Family Life to Learning Community Linkage Learning Environment • Reflects on the impact of home and family life to learning
  • 5 | F i e l d S t u d y 1 THE SCHOOL AS A LEARNING ENVIRONMENT Name of FS Student Course Year & Section Resource Teacher Signature Date Cooperating School My Target At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and environment supportive of learning. My Map A general observation of the campus and the classroom is an exciting way to start my observation. My mission is to do the following tasks: 1. Visit a school. Look into facilities and support learning areas in the campus, then in the classroom 2. Accomplish the checklist as you move around the school premises. 3. based on your gathered data in the checklist, describe the school environment. 4. Make a reflection on the characteristics of a school environment that promotes learning. 5. Present your idea of a good school environment through any of these: a) Descriptive Paragraph; b) Photo Essay; c) Sketch a drawing; d) Poem, song or rap Episode 1
  • 6 | F i e l d S t u d y 1 My Tools As you move around the campus, activity forms are provided for you to document your observations. It is advised that you read the entire worksheet before proceeding to the school site. A good understanding of the activities and tasks to be accomplished in the activity sheets will yield better learning results. SCHOOL FACILITIES CHECKLIST Familiarized yourself with the different areas and facilities of the school. Check the column to description of those that are available on the last column. Facilities Available Not Available Description Office of the Principal Library Counseling Room Canteen / Cafeteria Medical Clinic Audio Visual / Media Center Reading Center Speech Laboratory
  • 7 | F i e l d S t u d y 1 Facilities Available Not Available Description Science Laboratory Gymnasium Auditorium Home Economics Room Industrial Workshop Area PTA Office Comfort Room for Boys Comfort Room for Girls Others (Please specify.)
  • 8 | F i e l d S t u d y 1 An Observation Guide for the CLASSROOM VISIT Read the following statements carefully. Then write your observation report on the provided space. 1. Describe the community or neighborhood where the school is found. 2. Describe the school campus. What colors do you see? What is the condition of the buildings? 3. Pass by the offices. What impression do you have of these offices? 4. Walk through the school halls, the library, and the cafeteria. Look around and find out the other facilities that the school has. Name of the School Observe _______________________________________________ School Address _________________________________________________________ Date of Visit ____________________________________________________________
  • 9 | F i e l d S t u d y 1 An Observation Guide for the CLASSROOM VISIT Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data. 1. Look at the walls of the classroom. What are posted on the walls? What heroes, religious figures, lessons, visual aids, announcements, do you see posted? 2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How are the tables and chairs/desks arranged? 3. What learning materials/equipment is present? 4. Observe the students. How many are occupying one room? 5. In the room well-lighted and well-ventilated? CLASSROOM FACILITIES MATRIX Classroom Facilities 1. Wall Displays 2. Teacher’s Table 3. Learner’s Desk 4. Blackboard 5. Learning Materials/ Visual Aids 6. 7. 8.
  • 10 | F i e l d S t u d y 1 Write your observation report here. Name of School Observed Location of the School Date of Visit
  • 11 | F i e l d S t u d y 1 My Analysis How do the school campus and the classroom in particular impact on the learning of the students going to school? What are your conclusions? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ How does this relate to your knowledge of child and adolescent development? How does this relate to your knowledge of facilitating learning? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
  • 12 | F i e l d S t u d y 1 My Reflections 1. Would you like to teach in the school environment you just observe? Why? Why not? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. What kind of School Campus is conductive to learning? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. What kind of classroom is conductive to learning? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
  • 13 | F i e l d S t u d y 1 4. In the future, how can you accomplish your answer in number 3? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 5. Write your additional learning’s and insights here. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
  • 14 | F i e l d S t u d y 1 My Portfolio My Personal Illustration of an Effective School Environment
  • 15 | F i e l d S t u d y 1 Episode 2 THE LEARNERS CHARACTERISTICS AND NEEDS Name of FS Student Course Year & Section Resource Teacher Signature Date Cooperating School My Target At the end of this activity, I will gain competence in differentiating the characteristics and needs of learners from different development levels. My Map To reach your target, do the following tasks:
  • 16 | F i e l d S t u d y 1 My Tools Use the activity form provided for you to document your observations. An Observation Guide for the CLASSROOM VISIT Read the following statements carefully. Then write your observation report on the provided space. Your teacher may also recommend another observation checklist if a more detailed observation is preferred. Physical 1. Observe their gross motor skills. How they can carry themselves. How they move, walk, run, go up the stairs, etc. 2. Are gross movements clumsy or deliberate/smooth? 3. How about their fine motor skills? Writing, drawing, etc. Social 1. Describe how they interact with teachers and other adults. 2. Note how they also interact with peers. What do they talk about? What are their concerns? Emotional 1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood shift) 2. How do they express their wants/needs?? Can they wait? 3. How do they handle frustrations? 4. Describe their level of confidence as shown in their behavior. Are they self-conscious? Cognitive 1. Describe their ability to use words to communicate their ideas. Note their language proficiency. 2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking skills. 3. Were there opportunities for problem solving? Describe how did they show problem solving abilities.
  • 17 | F i e l d S t u d y 1 Record the data you gathered about the learners’ characteristics and needs in this matrix. This will allow you to compare the characteristics and needs of learners at different levels. The items under each domain are by no means exhaustive. These are just sample indicators. You may add other aspects which you may have observed. Development Domain Preschooler Indicate age range of children observed:__________ Elementary Indicate age range of children observed:__________ High School Indicate age range of children observed:__________ Physical Gross-motor skills Fine-motor skills Self-help skills Others Social Interactions with teacher Interaction with Classmates/friends Interest Others Emotional Moods and temperament, expressions of feelings Emotional independence Others Cognitive Communication skill Thinking skill Problem- solving Others Learners Development Matrix
  • 18 | F i e l d S t u d y 1 My Analysis Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implications for the teacher. Example: Level Salient Characteristics Observed Implications To The Teacher- Learning Process Preschool Age range of Learners Observed 3 - 4  Preschool like to move around a lot.  Therefore, the teacher should remember to use music and movement activities not just in PE but in all subject area.  Therefore, teachers should not expect preschoolers to stay seated for a long period of time. Level Salient Characteristics Observed Implications To The Teacher- Learning Process Preschool Age range of Learners Observed ____ Elementary Age range of Learners Observed ____ High School Age range of Learners Observed ____
  • 19 | F i e l d S t u d y 1 My Reflections 1. While you were observing the learners, did you recall your own experiences when you were their age? What similarities or differences do you have with the learners you observed? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not help you with your needs (physical, emotional, social, and cognitive)? How did it affect you? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Share your other insights here. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
  • 20 | F i e l d S t u d y 1 My Portfolio Which is your favorite theory of development? How can this guide you as a future teacher? Clip some reading about this theory and paste them here.
  • 21 | F i e l d S t u d y 1 Episode 3 CLASSROOM MANAGEMENT AND LEARNING Name of FS Student Course Year & Section Resource Teacher Signature Date Cooperating School My Target At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning. My Map To reach your target, do the following tasks:  Observe a class  Using a checklist, find out the evident classroom components.  Describe how the classroom is structured/designated to allow everyone to participate in the learning activities.  Relate the data in your checklist to the learners’ behavior.  Reflect on how classroom management affects learning.
  • 22 | F i e l d S t u d y 1 My Tools Use the activity form provided for you to document your observations. An Observation Guide for the Learners’ Characteristics Read the following statements carefully. Then write your observation report on the provided space 1. As you observe the class, look into the characteristics of the learners. Note their ages. 2. How many boys are there? How many girls? 3. Focus on their behaviour. Are they already able to manage their own behaviour? 4. Can the learners already work independently? 5. Describe their span of attention. 6. Look into their listening skills and ability to concentrate. Name of the School __________________________________________________________ Observed___________________________________________________________________ Location of the School_________________________________________________________ Date of Visit_________________________________________________________________
  • 23 | F i e l d S t u d y 1 An Observation Guide for Classroom Visit Be guided by these questions as you do your observation of the classroom management. It is also good to ask the teacher for additional information so you can verify your observation. Write your notes below; and then organize your data in the table as follows. 1. Are there areas in the classroom for specific purposes (storage of teaching aids, books, students’ belongings, supplies, etc.)? Describe these areas. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 2. Are these rules and procedures posted in the room? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 3. Did the students participate in making the classroom rules? (Ask the resource Teacher.) ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 4. What are the daily routines done by the teacher? (Prayer, attendance, assignment of monitors, warm-up activities, etc.) How are they done? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 5. Is there a seating arrangement? What is the basis of this arrangement? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 6. Observe the noise level in the classroom. How is this managed? ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________
  • 24 | F i e l d S t u d y 1 7. If a learner is not following instructions or is off-task, what does the teacher do? Describe the behavior strategies used. ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 8. What does the teacher do to reinforce positive behaviors? (behavior strategies). ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ Observation Notes:
  • 25 | F i e l d S t u d y 1 CLASSROOM MANAGEMENT MATRIX Aspect of the Classroom Management Description Effect on the Learners (to be filled up after you answer the analysis questions) 1. Specific Areas in the Classroom 2. Classroom Rules 3. Classroom Procedures 4. Daily Routines 5. Seating Arrangement 6. Handling misbehavior/off-task behavior 7. Reinforcement of Positive Behavior 8. 9. 10.
  • 26 | F i e l d S t u d y 1 My Analysis 1. How did the classroom organization and routines affect the learners’ behavior? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. What should the teacher have in mind when she/he designs the classroom organization and routines? What theories and principles should you have in mind? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why were they effective? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
  • 27 | F i e l d S t u d y 1 My Reflections 1. Imagine yourself organizing your classroom in the future. In what grade/year level do you see yourself? What routines and procedures would you consider for this level? Why? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Should learners be involved in making the class rules? Why? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
  • 28 | F i e l d S t u d y 1 My Portfolio Include here pictures of the classroom/s you observed. Write descriptions/annotations about what you observed in each photo.
  • 29 | F i e l d S t u d y 1 Episode 4 INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION (focusing on differences in gender, racial and religious backgrounds) Name of FS Student Course Year & Section Resource Teacher Signature Date Cooperating School My Target At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning. My Map The learners’ individual differences and the type of interaction they bring surely affect the quality of teaching and learning. This episode is about observing and gathering data to find out how student diversity affects learning To reach your target, do the following tasks: Step 1. Observe a class in different parts of a school day. (beginning of the day, class time, reces, etc.) Step 2. Describe the characteristics of the learners in terms of age, and social and cultural, diversity. Step 3. Describe the interaction that transpires inside and outside the classroom. Step 4. Interview your Resource Teacher about the principles that she uses in dealing with diversity in the classroom. Step 5. Analyze the impact of individual differences on learners' interaction.
  • 30 | F i e l d S t u d y 1 My Tools Use the activity form provided for you to document your observations. An Observation Guide for the Learners Characteristics Read the following carefully before you begin to observe. Then write your observation report on the space provided on the next page. 1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious and ethnic backgrounds. ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ __________________________________________________ During class: 1. How much interaction is there in the classroom? Describe how the students interact with one another and with the teacher. Are there groups that interact more with the teacher than others. _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________
  • 31 | F i e l d S t u d y 1 2. Observe the learners seated at the back and at the front part of the room. Do they behave and interact differently? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 3. Describe the relationship among the learners. Do the learners cooperate with or complete against each other? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 4. Which students participate actively? Which students ask for most help? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 5. When a student is called and cannot answer the teacher’s question, do the classmates try to help him? Or do they raise their hands so that the teacher will call them instead? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
  • 32 | F i e l d S t u d y 1 Outside class: 1. How do the students group themselves outside class? Homogenously, by age by age? By gender? By racial or ethnic groups? Or are the students in mixed social groupings? If so, describe the groupings. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ 2. Describe how the learners interact with each other. What do they talk about? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
  • 33 | F i e l d S t u d y 1 OBSERVATION REPORT Name of the School Observe ____________________________________________________ School Address ______________________________________________________________ Date of Visit _________________________________________________________________
  • 34 | F i e l d S t u d y 1 My Analysis 1. Identify the persons who play key roles in the relationships and interactions in the classrooms. What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an attention seeker, a little teacher, a doubter/ pessimist? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Are the students coming from the minority group accepted or rejected others? How is this shown? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 3. How does the teacher influence the class interaction considering the individual differences of the students? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 4. What factors influence the grouping of the learners outside the classroom? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
  • 35 | F i e l d S t u d y 1 My Reflection 1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learners? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. In the future, how would you want the learners in your classroom to interact? How will you make this happen? ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________
  • 36 | F i e l d S t u d y 1 My Portfolio Post a collection of quotations advocating for celebrating diversity in the classroom. Using these quotations, explain how you will encourage all learners, regardless of religious, ethnic or racial background to interact and participate well.
  • 37 | F i e l d S t u d y 1 Episode 5 INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION (focusing on different levels of abilities) Name of FS Student Course Year & Section Resource Teacher Signature Date Cooperating School My Target At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning. My Map 1. Observe two or more learners of different abilities but from the same grade or year level. 3. Observe them as they participate in a classroom activity. 2. Find out some information about their background. 4. Write a narrative report and a brief reflection on your experience.
  • 38 | F i e l d S t u d y 1 My Tools Use the activity form provided for you to document your observations. An Observation Guide for Individual Differences Read the following carefully before you begin to observe. Then write your observation report on the space provided. 1. Observe the class to see the differences in abilities of the learners. 2. Try to identify the students who seem to be performing well and those that seem to be behind. 3. Validate your observation by asking the teacher about the background (family, socio- economic, presence of some learning disability, etc.) of these children. 4. Observe the behavior of both the high achieving and low-achieving learners. Note their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others. 5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her class.
  • 39 | F i e l d S t u d y 1 OBSERVATION REPORT Name of the School Observe ____________________________________________________ School Address ______________________________________________________________ Date of Visit _________________________________________________________________
  • 40 | F i e l d S t u d y 1 My Analysis 1. Did your observation match the information given by the teacher? Were you able to correctly identify who among the students performed well and who did not? What behavior helped you identify them? (Volunteering the answer, responding to teacher’s directions, etc.) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Describe the differences in ability levels of the students in the class. Is there a wide gap between the students who are performing well and those that are not? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the students respond to the teacher? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
  • 41 | F i e l d S t u d y 1 My Reflection 1. Recall the time when you were in the elementary or high school. Recall the high and low achievers in your class. How did your teacher deal with differences in abilities? Was your teacher effective? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
  • 42 | F i e l d S t u d y 1 My Portfolio With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that you will be able to meet the needs of both the high and low achievers in your class? _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________
  • 43 | F i e l d S t u d y 1 Episode 6 HOME-SCHOOL LINK Name of FS Student Course Year & Section Resource Teacher Signature Date Cooperating School My Target At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning. My Map  Select a learner from the class whom you have observed.  Interview the teacher about the learner’s characteristics.  Conduct a home visit to your selected learner’s residence  Interview the parents about - The rules they implement at home concerning their child’s schooling. - The learner’s activities and behavior while at home.  Describe the family in terms of - Number of siblings. - Number of siblings in school.  Identify the factors in the home environment that might affect the learner’s school performance.  Reflect on how a teacher can communicate effectively with the home.
  • 44 | F i e l d S t u d y 1 My Tools Use the activity form provided for you to document your observation. Read the following carefully before you begin to observe/interview. Then write your observation report on the provided space. The Learner 1. Make a general observation of the learner. Describe him in each of the domains of development:  Physical-body built and height (thin, chubby, underweight, overweight) Level of physical activity (fast, slow, lethargic active, etc.  Social Interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fights, liked by others etc.)  Emotional moods , temperament ,cries easily ,loses temper ,happy ,shows enthusiasm ,excited ,indifferent ,etc.)  Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shows reasoning skills, turns in assignments and requirements, etc.) Interview the Teacher 1. What are the most noticeable characteristics of the learner? (emotional dispositions , behavior and discipline, sense of responsibility ,study habits academic performance relationship with peers, relationship with adults, social adjustment) 2. How does the teacher communicate with the parents? How often? What do they discuss? Agree on? Interview with Parents 1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the living room. 2. Use Interview Questions. Just ask the questions in which you feel comfortable. An Observation Guide for Home-School Link
  • 45 | F i e l d S t u d y 1 Suggested Parent Interview Guide Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if necessary. Name of Learner: Date of Birth: Age: Grade/Year Level: Gender: Number of Siblings: Birth order: Parents Mother: Age: Occupation: Educational Attainment: Father: Age: Occupation: Educational Attainment: Learner’s physical Aspect: Health Mother’s health during the pregnancy with the learner: Ailments or health problems of the learners as a child: Age of the learner when he/she started to walk/talk: Food preferences of the learner as a child and at present: Who took care of him/her as a child?
  • 46 | F i e l d S t u d y 1 Learner’s Social Aspects: Describe your child’s sociability (friendly, outgoing or shy, loner Who were the learner’s playmates? As a child then was he/she allowed playing outside? Is he/she allowed to go out with friends? Do you have rules for him/her to follow regarding going out? What are these rules? Emotional-Moral What are your expectations of your child? How do you provide a nurturing environment for your child> Does your child got o you when she/he feels down or has a problem? What do you do to meet his/her emotional needs? What do you do when he/she is not successful in something?
  • 47 | F i e l d S t u d y 1 How do you discipline your children? Do you have rules in the house? What are they? How do you impose the rules? What are the consequences of breaking the rules? Learner’s Cognitive Aspects What are the child’s interests? What is he/she good at in school? In what subject/s does he/she have difficulty How do you monitor his/her performance in school? How do you motivate him/her? Do you have rules at home to help him develop good study habits? What are these rules? How are they implemented?
  • 48 | F i e l d S t u d y 1 After you have gathered all the necessary dat. Write the Learner’s development profile using the outline below. Type the profile in a separate sheet and attached it to this learning episode. THE LEARNER’S DEVELOPMENT PROFILE (Outline) The Learner’s Development Profile Name of the Learner ________________________________________________________ School___________________________________________________________________ Date of Home Visit__________________________________________________________ Date of Birth: Age: Grade/Year Level: Gender: Family Profile Number of Siblings: Birth Order: Parent Mother: Age: Occupation: Educational Attainment: Father: Age: Occupation: Educational Attainment:
  • 49 | F i e l d S t u d y 1 Physical Development Social Development Emotional-Moral Development Cognitive Development Findings Conclusions Recommendations
  • 50 | F i e l d S t u d y 1 My Analysis Your findings and recommendation in the Learner Development Profile will help you answer the questions here. 1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and over-all adjustment of the learner in school? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. Does the communication between the home-school have an affect on the learner? If yes, what are these effects? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
  • 51 | F i e l d S t u d y 1 My Reflections 1. Reflect on your own development as a child. What type of parenting did you experience? How did it affect you? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. As a future teacher, how would you establish good home-school collaboration? How can you work well with the parents? How can you help them? How can they help you? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________
  • 52 | F i e l d S t u d y 1 My Portfolio 1.
  • 53 | F i e l d S t u d y 1 2. H- O- M- E- S- C- H- O- O- L- L- I- N- K-
  • 54 | F i e l d S t u d y 1 My Performance (How I Will Be Rated) Field Study 1 The Learner’s Development and Environment Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectation All or nearly all Tasks were done with high quality Nearly all tasks were done with acceptable quality Fewer than half of tasks were done; or most objectives met but with poor quality 4 3 2 1 My Analysis Analysis Question were answered completely; in depth answers; thoroughly grounded on theories exemplary grammar and spelling Analysis questions were answered completely Clear connection with theories Grammar and spelling are superior. Analysis Questions were Not answered completely. Vaguely related To the theories Grammar and spelling acceptable. `Analysis questions were not answered. Grammar and spelling unsatisfactory. 4 3 2 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. Reflection statements are clear, but not clearly supported by experiences from the episode. Reflection statements are shallow; supported by the experiences from the episode Reflection statements are unclear shallow and are not supported by experiences from the episode. 4 3 2 1 My Portfolio Portfolio is complete, clear, well organized and all supporting documentation are located in sections clearly designated. Portfolio is complete, clear, well organized and most supporting documentation are available and/or in logical and clearly marked locations. Portfolio is incomplete supporting documentation is organized but is lacking. Portfolio has many lacking component’s; unorganized and unclear’ 4 3 2 1
  • 55 | F i e l d S t u d y 1 Transmutation of score to grade/rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7-below - 5.00 - below 14 - 2.25 - 84 Submission Before deadline On the deadline A day after the deadline Two days or more after the deadline 4 3 2 1 Sub totals Over-all Score Rating: (Based on Transmutation) _______________________________ _____________________ Signature of FS Teacher Date above Printed Name