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FS 1 Episode 4
 

FS 1 Episode 4

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Episode 4: Individual Differences & Learner’s Interaction

Episode 4: Individual Differences & Learner’s Interaction

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    FS 1 Episode 4 FS 1 Episode 4 Document Transcript

    • The Learner’s Development & EnvironmentEpisode 4: Individual Differences & Learner’s InteractionName of FS Student: Ma. Cristina D. PanganoranCourse & Year: BSE-2 EnglishResource Teacher: Ms. April Joy _________________Instructor: Mrs. Gloria A. SilvaCooperating School: Holy Cross College (High School Department)Date of Submission: February 11, 2011Date Submitted: February 11, 2011
    • Name of Students: Margie Anne A. Balatbat Arwin A. Mallari Pritz Angelica C. Cargamento John Thomas Z. PangilinanClass Observed: 1-4Name of School: Holy Cross College (High School Department)School Address: Sta. Lucia, Sta. Ana, PampangaDate of Visit: February 03, 2011 Observation Report After carefully observing and really paying attention to all of the students,the differences in their abilities became very noticeable. I was able to pinpoint thelevel of performance of the target students to be observed. Some were activeparticipants and some were shy and too quiet. One of the active students I observed was Margie Anne A. Balatbat. She isa very confident girl and never fails to raise her hand every time the teacher asks aquestion. Margie is a 13 year old girl who lives in Sta. Lucia, Sta. Ana, Pampanga.She described herself and said that she is a helpful and honest person. Her father isa manager of a company while her mother stays at home to take care of theirfamily. Arwin M. Mallari is a boy who lives in Sta. Maria, Sta. Ana, Pampanga. Heis the same age as Margie. His mother is a teacher while his father is currentlylooking for a job. He is one of the students in class who seem to be behind. Herecently sprained his wrist during P.E. class, so he could not participate in the classactivity for that day which involved writing on the board. Next is Pritz Angelica C. Cargamento, a pretty 12 year old girl who livesin San Nicolas, Sta. Ana, Pampanga. Her father is a businessman and her mother isa saleslady. Despite the fact that she is shy and a bit reluctant in reciting duringclass, she is one of the students who performed well in the class activity. She canimprove her confidence with the teacher’s guidance and encouragement. John Thomas Z. Pangilinan is a 13 year old boy who, lives in Buas,Candaba, Pampanga. His father is a farmer and his mother is a caregiver student.He is an honest person who admits his weaknesses. Since the teacher knows hisweaknesses she can guide him to develop study skills and strengthen his weakpoints. John also needs to show extra effort to improve his performance in class. My prior observation was validated by the teacher and also with the help ofthe four students who were kind enough to fill up the piece of paper I providedwhere they can express the kind of values and attitudes they possess. SinceArwin’s wrist was sprained, his seat mate helped him fill up the piece of paper. The teacher used a method where all the students except Arwin canparticipate and be observed. The teacher anticipated this that’s why she preparedother activities where everyone can participate thru speaking. It is a good choice touse games to entice the students to participate. Students will develop socializationamong classmates plus they are having fun while learning.
    • Analysis:1. Did your observation match the information given by the teacher? Wereyou able to correctly identify who among the learners performed well andwho did not? What learner’s behavior helped you identify them? My observation details matched with the information given by teacher. Sheconfirmed my findings by answering a few questions about the students’background. She was very accommodating and found time to help me. All teachersshould be aware of all his/her students’ background like my resource teacher. I was also able to correctly identify who was performing well and who wasnot. When the teacher asks a question, mostly girls would raise their hand. Margieusually raises her hand and gives correct answers. Arwin can barely speak whenthe teacher talks to him. Some of the students are reluctant to answer even if theyare aware that they are being observed. The teacher does not always call on Margieeven if she always raises her hand. She gives other students a chance to answer andencourages everyone to participate. Though all of the students liked the idea of games as a form of a quiz, thestudents who perform well in class are more enthusiastic than the others. Even ifthey were playing a game, their total performance as a group is graded. It’s reallygreat how they all learned arranging adjectives and gain knowledge of newvocabulary words during the activity while having fun. The learning took placenaturally and with ease. I admire the teacher for smoothly handling a lowersection as her advisory class.2. Describe the differences in ability levels of the students in the class. Is therea gap between the students who are performing well and those who are not? These comparisons include the students’ attitudes in and out of class. Theseare combined information from my observation and from the teacher’s perspective.Yes, there is a gap between the good and not so good students. The students thatperform well have a faster speed in absorbing the lesson because they are focusedand attentive while the ones who are behind pick-up the lesson slowly because theyare easily distracted and they are not taking their studies seriously. The ones who are not performing well have a narrow attention span andhave difficulty in expressing their ideas. Though they are well-behaved in class,some of them are a bit unruly and tease each other outside the class. Most boys inpuberty stage are left behind because they are not putting their studies as the mainpriority in their life. In other words they are late bloomers while the girls in thesame stage mostly perform well because girls mature faster than boys. When it comes to the 4 language arts the top performers have gainedmastery of these skills while the others have them but need more improvement.Enthusiasm in class can also be observed in those who perform well in class whilethe slow learners are quiet and seem to avoid reciting in class. The teacher is able to encourage them to participate in the main activitywhich is to be considered an achievement for that day. None of the groups receiveda failing mark. The objective for that period was successfully accomplished.
    • 3. Describe the methods used by the teacher in handling the learners’differences in abilities. How did the learners respond to the teacher? The teacher conducted a review to refresh the class of their previous lesson.The review started with asking the class about what they know about adjectivesand the proper order of adjectives in sentences. Even if Margie, the top student inclass, always raises her hand she only called her twice to recite and when sheraised her hand again she did not make her feel ignored and said, “Class cananyone else answer the question aside from Margie?” the teacher asks easyquestions to those students who do not perform very well in class. The teacher is more focused on the slow learners because they need moreattention and guidance while still balancing the lesson for the top achievers to stillbe challenged. An example of this is the game that they played. First the teachermade the mechanics of the game clear and emphasized that the score they getcorresponds to a certain grade. This boosts excitement, enthusiasm and challengeamong the students. Next, the teacher took out her prepared jumbled words in a piece of cartolinathen asked each group to pick a representative for each round of jumbled words.When the representatives are slow learners she picks the easy jumbled words forthem to arrange in a sentence. When the representatives from each group are goodperformers in class she lets them answer the harder jumbled words to be properlyarranged. Given that the groupings are heterogeneous, this method works well becausethe students know how their classmates perform so they know who to pick as theirrepresentative for each round once they see who the representative from theopposing teams are. The students all passed the game quiz, so it’s okay to say thatthey responded positively to the teacher’s methods whether during recitation orboard work. Since the teacher knows each student’s level of performance, she knowswhen to flash the hard category for the fast learners and vice versa. She alsotouched the 4 types of learning styles with the help of the game. For the MasteryLearners, this game was a form of a drill and hands-on experience. For theInterpersonal Learners, the game is a group experience and it allows them toreceive personal attention because their group mates cheer for them and the teachercan observe six students at a time. The Understanding Learners are allowed to readand think logically on how to arrange the adjectives in a sentence, it does notinclude a lot of memorization and relies on the application of their knowledge. TheSelf-Expressive Learners will learn best from human achievement planning andorganizing his/her work. I must say the activities for that period are very well structured and wellthought of. The teacher considered all the types of learners, their likes and dislikesand integrated various methods in which the students learn best from. As futureteachers we should know how to adjust our teaching styles to accommodate thelearners’ learning styles for effective teaching. She is one dedicated teacher to beable to devise such a fruitful activity that everyone enjoyed.
    • Reflections:1. Recall the time when you were in Elementary or High School. Recall thehigh and low achievers in your class. How did your teacher deal with thedifferences in abilities? When I was in Grade 2, my teachers used rows as a label. Row 1 pupils arethe fast learners; row 2 pupils are the average learners, row 3 pupils are the slowlearners. We were usually grouped by how well our reading skills are. The teachergives the fast learners one paragraph to read while the slow learners where given 2or 3 sentences to read. When I was in Grade 5 it was compulsory to watch the T.V. Show, Battle ofthe Brains every Saturday in Channel 9 and take down questions and answers andreview. During Monday all students prepared questions from the show and askeach other as a form of a game. Mrs. Dizon was our adviser then. My teachers in Elementary were very strict and I remember corporalpunishment was still practiced back then. I do not remember clearly the otherstyles that my teachers used to deal with the differences. Back in high school, each section in 1st year was grouped homogeneouslybased on the result of our entrance test. So I didn’t see a big gap among us in oursection. Most of our teachers used discussion, lecture, reporting and role playingprocedures. All of us took the same activities together. Maybe one of the maincharacteristics of meeting every type of learner’s needs is the fact that the learnersdo not notice that they are differently treated by their teacher because everyonewants to be treated fairly.2. With the principle of individual differences in mind, what methods andstrategies will you remember in the future to ensure that you will be able tomeet the needs of both the high and low achievers in your class? First of all, I must get to know my students well. I can determine the correctmethod to use depending on the characteristics and abilities of my students. Analternate use of different types of methods such as deductive and inductive, projectand inquiry methods and reflective teaching will ensure that I will be able to meetthe needs of all my high and low achievers. I will make sure to organize a teachingprocedure that can adapt to all learning styles and make use of activities that willfit the needs of my students. I will encourage peer coaching during certainactivities depending on the weakness of the student. I will also keep data about my successful and failed attempts on a particularclass and what method was successful and what was not. I will also take a goodidea and make it great for effective teaching. Aside from that I will make theactivities they engage in inconspicuously fit their level of ability without beingobvious that they are the weak ones in class so they won’t lose their confidenceand enthusiasm during class activities. I also plan to utilize different types ofmotivational techniques because this is one of the main parts of my procedures inteaching. If I am successful in motivating my students then I am successful inletting them engage in learning.