Fs 1 episode 2


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Fs 1 episode 2

  1. 1. My Tools Use the activity form provided for you to document your observation. An Observation Guide for the Learners’ Characteristics Read the following statements carefully. Then write your observation report on the providedspace. Your teacher may also recommend another observation check-list if a more detailed observation ispreferred.Physical 1. Observe their gross motor skills. How they carry themselves. How they move, walk, run up the stairs, etc. 2. Are gross movement’s clumsy or deliberate/smooth? 3. How about their fine motors 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 shifts) 2. How do they express their wants/needs? 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.Field Study 1: Episode 2
  2. 2. Learners’ Development Matrix Record the data you gathered about the learners’ characteristics and needs in this matrix. This willallow you to compare the characteristics and needs of learners at different levels. The items under eachdomain are by no means exhaustive. These are just sample indicators. You may add other aspects whichyou have observed.Development Domain Preschooler Elementary High School Indicate age range of Indicate age range of Indicate age range of children observed: 5 - 6 children observed:8 - 9 children observed: 12 - 13Physical Gross-motor skills Kindergarten Grade II pupils are High school pupils move as if loved to roam students are more they are not in around the conscious on their school, every time classroom while physical look, they they move they discussion is going walk properly Fine-motor skills think that they on. sometimes. are just playing. They are clumsy. Self-help skills They love writing and drawing, even They have already They are now if they are not so developed their conscious on their good on that. skills in writing performance and drawing. specially writing Every activity, and drawing. they always need Sometimes they They don’t need a help or assistance need assistance assistance from the from the teacher. from the teacher teacher on task as on some activities. long as they understand the instructions.Social Interaction with Kindergarten Some are shy to High school pupils Teacher pupils interact to express their ideas. interact to their teacher by eagerly teacher with answering confident. They questions from the can also express teacher, even if ideas to theirField Study 1: Episode 2
  3. 3. Interaction with they not sure with teacher. Classmates/friends. their answer. They interact as if they Interests were talking with They also love to the same age with play with their them. classmates and They also love to Kindergarten talking. talk with their students are friends and interacting with They are also classmates. their classmates interested in through playing playing, but its They are interested with each other. minimal now, in many things Kindergarten maybe because since they are pupils are they also have an already mature. interested in interest in Things like having playing, that is listening to lesson. crush, love etc. why the lecture should be like a playtime alwaysEmotional Moods and Kindergarten Grade two pupils High School temperament, expression of pupils are happy are also happy, students are also feelings pupils, but they but easily change happy students, can easily change mood due to but they can moods, especially if condition that handle their have something surround them. emotion, some of they don’t like. them can hide their Emotional real emotion, independence maybe because They are non self they are already conscious they cry Grade II pupils are mature. if something that also not that High school is now really need them to conscious with conscious and cry. And they their emotion. cannot show their usually inform emotion easily, their teacher if they are alreadyField Study 1: Episode 2
  4. 4. there is something mature. They they don’t like. handle it alone.Cognitive Communication Since in Also in Grade II High school Skills kindergarten now level they use the students are good in are using the mother tongue, the communication mother tongue, grade II pupils can skills, they can they can communicate express ideas in communicate easily to their English. Thinking skills easily with the teacher. teacher easily. High school Kindergarten Grade II pupils are students has pupils they really thinking develop already don’t think on sometimes, because their thinking things, but they at their age they skills, because ate can answer can already their age they are question based on understand on the already mature Problem-solving their previous teacher’s discussion. and can experience. understand things what is right and wrong. Kindergarten For the Grade II Since High school pupil doesn’t have pupils they already students are at the any problem have learned simple age that we can solving skills, problem solving, mature already, maybe they have because at their age they already possess but it is usually they can a problem solving on what they understand some skills, because they believe what is already. can fully right, they just understand what easily utter the problem is and solution without probably can solve thinking if its it. correct, andField Study 1: Episode 2
  5. 5. usually they says solution based on what they had experience. My Analysis Write the most salient development characteristics of the learners you observed. Based onthese characteristics, think of implication for the teacher.Field Study 1: Episode 2
  6. 6. Example: Level Salient Characteristics Implications to the Teaching – observed Learning ProcessPreschool Preschoolers like to move Therefore, the teacher shouldAge range of Learners observed around a lot. remember to use music and3-4 movement activities not just in PE but in all subject areas. Therefore, teacher should not expect preschoolers to stay seated for a long period of time. Level Salient Characteristics Implications to the Teaching – observed Learning ProcessPreschool The kindergarten pupils are curious or Therefore, the teacher should answerAge range of Learners observed they are always asking questions. the questions of the kids with relation5-6 to their questions, and should be in a simplest form for the pupils to understand. Therefore, the teacher should not expect that question raised by the kindergarten pupils are always related to the topic the teacher is discussing.Elementary Grade II pupils like to move around Therefore, the teacher should be alertAge range of Learners observed and have conversation with their and always check the pupils if they8-9 classmates. are on their chairs. Therefore, the teacher should check if the conversations of the pupils with their classmates are related to the topics for today.High school High school pupils like to have a Therefore, the teacher should be awareAge range of Learners observed secret conversation with their on their activities to ensure that the12 - 13 seatmates talking things. students are still listening to the discussion. 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?Field Study 1: Episode 2
  7. 7. Yes, I did when I was at their age like when I was in my kindergarten days, I also keep asking question which is just out of my curiosity. Also when I was in my Grade II level I also fun of having conversation with my classmates that is out of the topic. And when I was in my high school days I also did the same I love having secret conversation with my seatmates. I think everything they had now is just similar with what I also have during the same age they have now in these three levels. And the only difference is teachers have enough patient with the learners today, maybe because they are following the law “no corporal punishment”, unlike our time if we commit mistakes the teacher will punish us immediately, so I can say we are more behave before than today’s leaner’s in these three levels. 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? My teacher in Grade III, she is a very nice teacher for me; because she always encourage me to do things that I am not usually doing during that time. During this level I started joining school activities such as dancing, group singing, and others. She is also the teacher who always encourages me to study hard and compete to those who are already performer in term of academics in our section. Because of her way of motivating and encouragement, I was able show what I can do which I just hide it before. I was able be one of the performer in the class in terms of academics and other extracurricular activities in school. 3. Share your other insights here. It’s is really normal for the kindergarten pupils to be curious, ask question out of nowhere, fun of moving around and think of always playing. Kindergarten pupils they keep on asking questionField Study 1: Episode 2
  8. 8. because they are curious, they are interested in many things. They easily shift moods from being happy to crying. Grade II pupils are also normal to be noise and they ask many question. Grade II pupils are noise because they always want to interact to teacher if they are interested in the lesson, but they also like talking with their classmates on the things they have outside the school. High school students are more mature, they are very careful with their acts; maybe they are ashamed if they are caught by their teacher whenever they are talking with their seatmates. They are curious now with their physical appearance and their way they talking. My Portfolio Which is your favorite theory of development. How can this guide you as a future teacher?Clip some readings about this theory and paste them here.Field Study 1: Episode 2
  9. 9. Piagets theory of cognitive development is a comprehensive theory about the nature and development of human intelligence, first developed by Jean Piaget. It is primarily known as a developmental stage theory, but in fact, it deals with the nature of knowledge itself and how humans come gradually to acquire, construct, and use it. To Piaget, cognitive development was a progressive reorganization of mental processes as a result of biological maturation and environmental experience. Children construct an understanding of the world around them, and then experience discrepancies between what they already know and what they discover in their environment. Moreover, Piaget claims the idea that cognitive development is at the center of human organism and language is contingent on cognitive development. Below, there is first a short description of Piagets views about the nature of intelligence and then a description of the stages through which it develops until maturity. This theory of Jean Piaget’s Theory of Cognitive Developmentcan help me guide in the future as a teacher. Because this theoryexplains that an individual has its own level of learning according totheir age. So with this theory you will be guided and understandthat each level has its own level of understanding and developmentwith it comes to their physical and cognitive aspects. This theoryalso explains the development of a child as early as conception untilthey will become mature, and each age level has different level ofdevelopment in terms of their physical and cognitive aspects.Field Study 1: Episode 2
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