palenciarochellemae.pdf

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte
– 4600, Philippines
MYFIELDSTUDY
MYFIELDSTUDY
MYFIELDSTUDY
EXPERIENCES
EXPERIENCES
EXPERIENCES
Prepared By:
RochelleMaeO.Palencia
Field Study Students
JhonPaulM.Castillo,MAEd
Field Study Supervising Instructor

INTRODUCTION
INTRODUCTION
INTRODUCTION
Field Study is an essential requirement for the education
student. The Field Study 1 and 2 allows Pre-Service Teachers
from Camarines Norte State College-Abaño Campus, College
of Education to work full time or conduct full time observation
in areas or classrooms closely related to their academic
program which is the Bachelor of Technology and Livelihood
Education Major in Home Economics (BTLED -HE 4A).The
school that they were chosen toc conduct their field study is
the College of Education Laboratory High School and they
weren assigned to the Grade 10-A students.
The primary goal of Field Study 1 is to observe the
learners’ school, structure, ando community. Because this is the
first time the students and teachers have been exposed to the
school setting. They are expected to observe the school and
classroom facilities, as well as the school’s organizational
structure. The PSTs must observe the learners’ behavior in the
actual learning environment.PSTs must develop their
understanding of feasible approaches to facilitate learning
based on their observations of learners, considering the vaious
points of growth and development

This study demonstrates the progress from Field Study 1
to Field Study 2. This kind of works is enjoyable for all PSTs.
They learn more this field study about what it takes to be a
good teacher and a future educator.

ACKNOWLEDGEMENT
ACKNOWLEDGEMENT
ACKNOWLEDGEMENT
My heartfelt gratitude goes to the CAMARINES NORTE
STATE COLLEGE- ABAÑO CAMPUS COLLEGE OF
EDUCATION and its faculty for providing all of the tools
required in the field of observation.
This e-portfolio is dedicated to those people who helped
make my Field Study 1 a success, and it is my way of
expressing my heartfelt gratitude to them, especially for their
unending guidance and support.
Sir JHON PAUL M. CASTILLO, MAEd, our encouraging
supervising instructor, you are an inspiration to us student-
teachers. I am especially grateful for the valuable
contributions and guidance in achieving the best possible
performance in each task. Thank you for always guiding us and
providing unending love and support. We owe you a lot, sir.
I’d also like to thank MRS. RIZA A. VALE, our resource
teacher, for allowing us to observe her classes schedules and
for responding to our questions and interviews. Our
observations of your classes will be our future weapon in
actual teaching. Ma’am, we sincerely thank you for everything.

Special thanks to my PARENTS, FRIENDS, AND
CLASSMATES for being my inspiration and motivation in
everything I do. You are my strength and my guide as I
continue on this journey. I’d like to express my heartfelt
appreciation to everyone who helped me during the
observation.
Finally, I'd like to thank the ALMIGHTY GOD for guiding
and allowing us to overcome all of the challenges we face on a
daily basis, as well as for allowing me to achieve this level of
success.

BIOGRAPHY
BIOGRAPHY
BIOGRAPHY
My name is Rochelle Mae O.
Palencia. I am currently a 4th year
student at Camarines Norte College-
Abaño Campus studying Bachelor of
Technology and Livelihood
Education with a Major In-Home
Economics. I was born on May 29,
2001 in Brgy. Gubat Daet, Camarines
Norte. My mother’s name is Vilma
Palencia, and my father’s name is
Rolando Palencia. My hobbies are reading books, especially
stories on Wattpad. I also love riding bicycles during my free
time. During my high school and senior high school days, I do
receive some academic awards. I pursue my studies here at
CNSC since it is a well-known school and it gives me
knowledge and experience that could help me become a
future teacher someday. I am dreaming of becoming a
professional teacher someday and am hoping to teach TLE
subjects.

I chose to be a teacher because it is more than a job to me;
it is a mission. I chose teaching because working with children is
like having eternal youth. Children’s love, laughter, mischief,
creativity, and imagination are an endless source of joy and
vitality. My decision to become a teacher was not taken lightly;
rather, it was the result of much thought about what I wanted
to do with my life and education. When I was in elementary,
middle, and high school, as well as college, I noticed that I was
paying attention not only to what was being taught, but also to
how my teachers delivered the lessons. Most of my teachers
seemed to enjoy what they were doing at the time, and they still
do. As an elementary school student, I was too young and had
no real context to appreciate what my teachers personally
derived from what they were doing.
I believe that teachers, both individually and collectively,
can not only change the world, but also improve it and find
personal and professional renewal in the process. I want to be a
part of this noble profession and one day be counted among
those who inspired future preservice teachers.

CERTIFICATEOFCOMPLETION

BELIEFSOFTEACHINGAND
LEARNING(PRE)
LEARNING(PRE)
LEARNING(PRE)
Teaching and learning are ongoing aspects of being a
person. As a future teacher, I want my students to learn and
demonstrate their hidden talents. We cannot claim that a child is
learning if we force him or her to learn in our preferred manner.
As future educators, we should observe how our students learn.
As a result, our diverse group of learners can learn effectively.
Learners have their own ways of learning, which we should
support and respect.
This is a lifelong process in which students will use their
dedication, perseverance, and hard work to learn new
strategies, ideas, and philosophies. The combination of
knowledge, subject matter, information, understanding, and
skills from teaching is known as teaching and learning. When
you teach, you enter into the lives of your students, shaping
their minds to the vast possibilities of the world God has
created. To educate is to allow students to become better
educated, not just to comply with the intended learning
objectives.

Finally, we must mold them as early as possible because
learning is the key to their success. As their second parents, we
should instill a positive attitude in them in addition to forcing
them to learn. Be a role model for our students.

LEARNING(POST)
LEARNING(POST)
LEARNING(POST)
Teaching and learning have become a two-way street for
both teachers and students. As a student and future teacher, I
believe that good communication with your students is essential.
It becomes easier to approach and teach your students if you
communicate with them. Listen to the students when they give
their answers. When a teacher’s genuine enthusiasm for
learning piques students’ interest, everyone is ready and willing
to participate in active learning to achieve active learning.
The new teaching and learning system I should learn how
the new teaching and learning system works as soon as
possible. I’ll be working with my co-teacher. I should not do my
work alone if I am to continuously improve. One of my top
priorities is to highlight the talent of my students. As a teacher, I
should guide and assist the students in achieving their goals.
You should not be too strict as a teacher all of the time. Set
aside time to interact with them, use humor, plan a creative
lesson, and have a strong classroom presence because that is
what it takes to be a good teacher.

As educators, we must adhere to the following guidelines. Keep
classroom rules simple; do not give false praise; do not lose your
cool; do not hold a grudge; and do not ignore misbehavior. A
teacher who is enthusiastic and confident in his or her students’
abilities to learn and succeed. For example, discussions,
projects, assignments, and seat work ensure student
achievement and allow students and teachers to learn about
individual students’ preferences and strengths. This approach
allows for differentiated activities for each student’s unique
goals, making the subject more relevant to each student’s life.
Finally, because learning is an ongoing process, I will never
stop trying new things. Teachers are lifelong students. I want to
be a part of this noble profession and one day be counted
among those who inspire future preservice teachers.

COMPILATIONOF
COMPILATIONOF
COMPILATIONOF
WORKSHEETS
WORKSHEETS
WORKSHEETS

FS
FIELD STUDY
1
LEARNING ASSESSMENT STRATEGIES
BSED
THE K TO 12 GRADING SYSTEM
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
FS 1
Observations of
Teaching-Learning in
Actual School
Environment

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FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1
FIELD STUDY1
ON BECOMING A TEACHER
Episode 1 The School Environment
The School Environment

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This Episode 1 provides an opportunity for students to examine
and reflect on a school environment that promotes learning and
development.
➢ At the end of this Episode, I must be able to determine the characteristics
of a school environment that is safe, secure, and is supportive of learning
(PPST 2.1.1).
1. A physical environment conducive for learning is one that has consistent
practices that:
• keep the school safe, clean, orderly and free from distraction;
• maintain facilities that provide challenging activities; and
• address the physical social and psychological needs of the students.
2. Display boards can be powerful in communicating information about the
learning environment. They help in building and establishing the school
culture. These voids become one way for everyone to learn about the vision-
mission, goals, and values that the school upholds.
3. As a basic part of the school's visual environment, display boards have four
general purposes:
• Decorative - They offer visual stimulation and appeal to aesthetics.
They set the social and psychological atmosphere of the school.
• Motivational - They encourage students to perform better and have
greater confidence. An example would be the display of students
outputs that show that each output is recognized and valued. The
bulletin boards help celebrate the learners growth and progress.
• Informational - They are used as a strategy to readily disseminate
information.
• Instructional - They move students to respond and participate
through interactive displays. They get students to think about and
communicate their learning.
4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, eligibility,
correctness, and durability.
•

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OBSERVE, ANALYZE, REFELCT
Exploring the school campus
Activity 1.1
communication, attractiveness, balance, unity, interactivity, eligibility,
correctness, and durability.
Name of the FS Student: _Rochelle Mae O. Palencia
Course: _BTLED – HE Year and Section: _4A_
Resource Teacher 1: Rizza A. Vale Signature: _____________ Date: ___________
Cooperating School: CNSC College of Education Laboratory High School
To realize the Intended Learning Outcome. Work my way through this steps:
1) Visit the school. Look into facilities and support learning areas in the campus. Then in
the classroom.
2) Observe and used to check police as you move around the school premises.
3) Analyze and gather data about the school environment.
4) Reflect 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 or drawing.
d) Poem, song or rap

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OBSERVE
Facilities √ Description
Will it contribute to
the students’
learning and
development. Why?
Office of the
Principal
The office of the principal
is well – lit, well –
ventilated and clean. An OIC
is always on the office
other than the
principal.It’s location is
very convenient for
teachers, students, and
visitors as well.
Principal’s provide
intellectual
leadership for
faculty staff,
teachers and students
in terms of academic
and disciplinary
program even the
school Budget of the
the campus.
Library
The library is spacious and
wide.Books are well
organized. The chairs and
tables are properly
Library provide
another space for
students to learn.
Move around the campus observation forms are provided for you to document or
observations. It is advised that you read the entire word ship before proceeding to the
school side. A good understanding of the activities and tasks to be accomplished in the
activity sheets will yield better learning results.
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are available.
And see how each will contribute to the students learning and development.

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arranged. The librarian or
staff are ready to be seve
anytime you need them also
knowledgeable when it comes
to the contents of library.
Counselling
Room
The counseling room is
located in the Guidance
Testing and Admission
Office, has a cubicle to
protect the pricacy of the
individuals being
counselled. The place is
comfortable and well
ventilated.
A counselling room
contributes to the
learning and
development of
students in terms of
counselling serviceto
help students get to
know themselves
better and find
effective solutions
to their daily
problems. The
counselor motivates
the students to stay
optimistic amidst the
challenges they
encounter.
Canteen/
Cafeteria
❌
The canteen is not available
in this school.
Students are able to
learn better if they
have the right amount
of nutrients and
energy in thier body.
The canteen provides
healthy food for the
students which aid
them to improve their
learning
performances.
Medical Clinic
The medical clinic should be
the most easily accessible
for students and teachers.
In this school, it is
Medical clinic
promotes, develops,
and maintains the
health and general

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conveniently located near
the entrance gate. The room
provides primary care
throughbthe availability of
firstaid kit, medicine, and
other health equipment that
may help students, teachers,
and other personnels for
immediate treatment whenever
an emergency occurs.
well-being of the
members the school
community. It
conducts annual
physical and dental
check-ups of
students. It
disseminates vital
health information
through circulars and
announcements that
can help also in
their learning
development.
Audio
visual/Learning
resource center
Audio visual room has a wide
space for mass viewing or
presentation that may be
used for any activity that
requires presentation and
good sound system.
The AV room learning
center guves greater
experience for
learning. Because of
its enahanced audio
visual resources
learning for students
give a greater
experience and most
likely, the
information from a
good presentation
will retain long from
thier memory.
Science
laboratory
Science laboratory is a
facility that provides first
– hand science experiences.
It is not accessible gor all
students because of its
location but still offers
significant resources in
learning science.
The science lab
provides a
comfortable space for
students to learn
various science
related
activities.With
science lab students
bare able to perform

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activities and apply
the knowledge they
have gained while
enhancing thier
skills and knowledge.
Gymnasium
The gymnasium is not that
big enough to accommodate a
class with 50 students but
it has a complete physical
fitness equipment that can
be used by students. The
placed is clean and
organized.
Gymnasium help the
students develop more
strength and stamina
in terms of their
health and other
activities. The
formation of the gym
will enhance the
overall development
of the students as
they will be exposed
to many types of
exercises to improve
their fitness and
endurance power.
Auditorium ❌
The school does not have
auditorium but they do have
have a quadrangle where most
activities are being held.
It has thw widest space to
accommodate all students and
teachers at once
The auditorium makes
viewing of
presentations and
watching performances
more convenient.
Using auditorium in
learning activities
is entertaining and
impactful for
students.
Outdoor/Garden ❌
The outdoor garden is not
available in this school.
Gardens are good for
learning, they are a
highly practical and
direct form of
education, where
children can see the
results of their

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decisions and
actions.
Home Economics
Room
Home Economics room is
clean, despite of limited
tools and equipment they are
properly arranged including
the tables and chairs.
In Technology
Livelihood Education
subjects, a Home
economics room is
important. This is
where all the
activities in home
economics take place.
This is important to
help students develop
the skills they need
while applying prior
knowledge.
Industrial
workshop area
Same with Home economics
room it is clean and have
limited tools and equipment
but they are properly
arranged.
This also help the
students to
demonstrate their
skills and knowledge
while familiarizing
with various tools
and equipment that
are available.
PTA Office ❌
There’s no available PTA
office. However parents –
teachers meetings are most
likely being held in a
classroom.
A PTA office is
important because
this is where
teachers and parents
collaborate towards
achieving a goal
Comfort room
for boys
The comfort room for boys is
located beside the third
classroom from the second
manain entrance. It is big
functional and provide
comfort room for boys.
The comfort room
provides therapeutic
environment where
boys can calm
themselves.

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Comfort room
for girls
The comfort room for girls
is conveniently located
beside room 101. It is
bigger than the boys.
Comfort room but not all
toilets are functional.
The comfort room
provides therapeutic
environment where
boys can calm
themselves.
Others (Please
specify.)
Guide question Classroom Observation Report
1. Describe the
community or
neighborhood
where the
school is found.
The school is located in the community of
Brgy. 2 Daet Camarines Norte. Abano campus is
surrounded by the community’s different types
of shops that offer services like the bakery,
computer shops that may provide the needs of
the students and teachers.
2. Describe the
school campus.
What colours
do you see?
What is the
condition of the
buildings?
The school campus is composed of new and old
building. The tall trees near the school
buildings give fresh air and almost free from
dirt and pollution. The color that dominates
the campus are marron and white. Although not
all building are good as new, they are still
functional and useful for students learning
activities.
3. Pass by the
office is. What
impression do
As I passed by the office, each one gave me
the impression that I am welcome. The office
in charge are approachable when I am asking
An Observation Guide for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on
the space provided.

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you have of
these offices?
about my FS 1 checklist or activities. The
offices are clean, well lit and well
ventilated.
4. Walk through
the school
halls, the
library, the
cafeteria. Look
around and
found out the
other facilities
that the school
has.
The school provide free Wi-fi zone so that the
students and teacher can access the internet
anytime inside the campus. The classroom are
clean, organized, and well ventilated. The
school halls are clean, and quiet.here are
students in the library silently reading their
book, some are working on their laptops. There
are big quadrangle also located at the center
of the campus. They also have signage and
proper labels so that office can be easiy
found.

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Resource Teacher: Rizza A. Vale Signature: _____________ Date: ___________
Grade/Year Level: Grade 10 Subject Area: _______________ Date : ______________
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 teachers table
located? How are the tables and chairs desk arrange?
3) What learning materials or equipment are present?
4) Observe the students how many are occupying one room?
5) Is the room well-lit and well ventilated?

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Classroom Facilities
Descrition
(location, number, arrangement, condition)
1) Wall Displays
When I pass by in the different classroom they
have displays various information in their
walls. The different vwall displays are arranged
based on the level of importance (e.g. the
picture of the president is higher placed than
the VGMO of the school)All of the classroom has
the mission, vision, goals and objectives of the
school which are put in a big frame.
2) Teacher’s Table
The teacher’s table is located center infront of
the blackboard to have a better view of the
students and also to monitor them.
3) Learner’s Desks
The learner’s desk are properly arranged. The
chairs and desk are arranged 5 in each side
(left and right) and until 3 -4 rows. There is a
1 meter space in the aisle and students enter in
the backdoor only.
4) Blackboard
The blackboard is just enough for the classroom
wven students at the back can clearly see what’s
written or posted on the board. The height of
the board is enough for the students when there
do some board works. There is a movable
An Observation Guide for the CLASSROOM VISIT
Be guided by this task as you do your observation. Then accomplish the matrix to
record your data.
CLASSROOM FACILITIES MATRIX

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whiteboard attached to it which is rarely used
by the teachers.
5) Learning
Materials/Visual
Aids
Learning materials and visual aids are not hung
on the wall, but are rather brought into the
classroom by the teacher when necesesary.
Name of this school observed : CNCS College of Education Laboratory High School
Location of the School : J. Lukban Ext. Daet Camarines Norte
Date of visit : August 15, 2022
It was August 15, 2022 when we started our first actual observation in our
school campus in accordance to our FS 1 subjects. I strolled and looked
around the campus together with my classmates. The school campus is
compose of old and new buildings . I could say that the school has a lot of
improvement as the years goes by. The school is located at J. Lukban St. Daet
Camarines Norte it is surrounded with houses and establishments. Inside
the school campus it is wide with a big quadrangle at the center. The colors
of the school buildings are maroon and white. The offices are well equipped
and well ventilated the staff and personnel are approachable too. The
school library are wide and composed of different learning materials like
Write your observation report here.

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books, magazines they also have a computer section, the tables and chairs
are well arranged and it is comfortable to study. The comfort room are well
maintained on a daily basis. School campus also offer free Wi-Fi zone for
the faculty, teachers and students so that they can acess the internet
anytime inside the campus. Over all CNSC -Abano Campus is found in an
academically – concentrated area school in Daet Camarines Norte.

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ANALYZE
How did the school campus and school in particular impact the learning of these
students going to school? What are the conclusions?
The school campus and the classroom has a big impact on learners that goes to school
because the two elements goes together that provides students their needs in acquiring
knowledge and developing skills and capabilities as they grow. When students are
comfortable in their classrooms they enjoy their lessons and their learn fast. School
campus has also a great impact to the learning of the students in terms of having a clean
and pleasant environment increases their motivation to study.
How does this relate to your knowledge of child and adolescent development? How
does this relate to your knowledge of facilitating learning?
This relate to my knowledge of child and adolescent development because every students
undergoes different stages in life as they grow up. While they growing the school help them
a lot becoming who they are, as they say that the school as their second home. The relation
of this to my knowledge of facilitating learning is when classroom and school has a
complete material of learning and it’s conducive teaching – leaning process students
become more active and interested to develop their knowledge and skills.
______________________________________________________________________________________________________
______________________________________________________________________________________________________

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REFLECT
1) Would you like to teach in the school environment you just observe? Why? Why not?
Yes, I would like to teach in the school I just observe my Alma matter. I could say that the school
environment is very accessible and well equipped in terms of materials. Instructors and
teachers are very well accommodating that could possibly give a boost up in pursuing my
interest in teaching the young minds. In this school also I want to impart my knowledge and
skills to them and I want them to learn something from me. More or less it will be an interesting
and fun experience if indeed I’ll go put there and teach.
2) What kind of school campus is conducive to learning?
A school campus that is conducive to learning should be clean with pleasant and safe
surroundings. It has a complete reading materials, and rooms are enough for students,
complete school facilities such ass library, laboratory, and other facilities that are also
important that can help on learning of the students. And lastly a school that is conducive to
learning should have responsible, concerned, knowledgeable, and child friendly teachers so
that students will not be scared In telling their problems or they will not be threaten by their
presence.
3) What kind of classroom is conducive to learning?
Conducive classroom to learning should be clean, well lighted, well ventilated, have enough
space for students, complete learning materials, and has proper sanitation. Teachers should
be friendly so that pupils feel that their accepted, they are not alone, and nothing is to fear.
4) In the future, how can you accomplish your answer in number 3?
5) Write your additional learnings and insights here.

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4) In the future, how can you accomplish your answer in number 3?
As a future teacher I can accomplish my answer in number 3 by being friendly and responsible teacher. I have
to show my love and concern that they are important and special as an individual, that they need to come to
school to learn and that studying is very important. I have to be sure that want I learn when I was like them
will be shared with proper understanding for them to learn also.
5) Write your additional learnings and insights here.
A school environment is a crucial component of students life. Schools should provide students with safe
environment because it affects the learni6 development of the students. Teachers should get the trust of every
child, they should know their students background most especially the family background of the child.
Teachers should also consider the characteristics and difference of every individual when it comes to their
learning abilities.

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Observing bulletin board displays
Activity 1.2
OBSERVE, ANALYZE, REFLECT
The display board or what we more commonly refer to a bulletin board, is one of the
most readily available and versatile learning resources.
To achieve the intended learning outcomes, work your way through these steps:
1) Examine the bulletin board displays include samples of those found at the entrance
lobby, hallways, and classrooms.
2) Pick one and evaluate the display.
3) Propose enhancements to make the display more effective.
Resource Teacher: Rizza A. Vale Signature: _____________ Date: ___________
Grade/Year Level : Grade 10 Subject Area: _______________ Date : ______________

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OBSERVE
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1) Go around the school and examine the board displays. How many board
displays do you see?
2) Where are the display boards found? Are they in places where target viewers can see
them?
3) What are the displays about? What key messages do they convey? What images and
colours do you see? How are the pieces of information and images arrange?
4) What materials were used in making the displays or borders used?
5) Do you know this some errors? (misspelled words, grammar, inconsistencies and the
like)
6) Are the messages clear and easily understood?
7) Think about what you got your attention. Why did it get your attention?
8) Take photos of the display boards (if allowed).
As you look around and examine board displays, use observation guide and forms
provided for you to document your observations.

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Observation REPORT
(You may paste pictures of the Board displays here.)
I went around the vicinity of the school campus. The bulletin board is located outside the office of
the student services and development near the entrance gate and beside the medical clinic. The
bulletin board is located near the entrance gate and in the place where students or even parents
and visitors can see and accessible to them. Posted on the bulletin board were announcement and
information written on a white sheet bond paper. It’s all about the Union Student Government and
College Students Council (USSG/CSCS). The bulletin was a bit dry and boring for me and it did not
cater to the students. There are no misspelled words used in the display, the messages are simple,
clear, precise and consistent, the colors and designs are not that good but the important
information and announcements are really matters.
Based on the questions on the observation guide right or Observation report.

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BOARD DISPLAYS EVALUATION FORM¹
Topic of the Board Display : Union of Students and College Councils
Location of the Board Display in School : Outside the office of the students
services and development
Cheque the call that indicates your rating. Write comments to back up
your ratings.
4 – Outsanding 3 – Very Satisfactory 2 – Satisfactory 1 – Needs Improvement
Criteria
NI
1
S
2
VS
3
O
4
Comments
Effective
Communication
It conveys the message
quickly and clearly.
✓
The messages conveys effectively, clearly and
quickly to the students and teachers. It is well-
expressed.
Attractiveness
Colors and arrangement
catch and hold interest.
✓
The bulletin board has a simple lay-out. The
colors used are very simple.
Balance
Objects are arranged so
stability is perceived.
✓
Not that balance, though the subjects are
well arranged.
Unity
Repeated shapes or
colors or use of off
borders hold display
together.
✓
Shapes are simple. Colors seem unattractive.
Interactivity
The style and approach
entice learners to be
involved in engage.
✓
Only chosen viewers will be attracted to see the
board displays.
Legibility
Letters and illustrations
can be seen from a good
distance.
✓
Letters and Illustrations can be seen from a
good distance. Those posted with white bond
paper has small font size that it would be very
difficult to read.
From among the board displays, that you saw pick the one that you got the most interested
in. Evaluate it using the evaluation for below.

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FIELD STUDY1
Correctness
It is free from grammar
errors, misspelled
words, ambiguity.
✓
Ideas conveyed by the bulletin board are
expressed briefly. It is free from ambiguity.
Durability
It is well constructed.
Items are securely
attached.
✓
Bulletin board is constructed well and secured
attached.

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Bulletin Board Evaluated by:Rochelle Mae O. Palencia
Location: Outside the office of the students services and development,
beside medical clinic.
Brief Description of the Bulletin Board: Bulletin board is made up of wood,
with glass cover to protect its contents. The items are securely attached
and the information are posted in bonda paper mostly about the election and
the selected officers of students and college councils.
EVALUATION
STRENGTHS WEAKNESSES
Description of the bulletin board
layout. Visitor can easily recognize
what’s written on the bulletin
since it is located in the area,
where people can immediately
recognize it. Have a galss cover
to protect its content. The items
are securely attached. The board
is well constructed.
The posting are dry and boring
and not that attractive to the
audience due to the colors and
decorations being used. Also
only fewer pictures posted.
Evalution of educational content
and other aspects. The bulletin board is simple not
that colorful but it composed of
interesting information
regarding to the SSG council that
makes the reader really read the
text on it.
Compared to the other bulletin
board, it has a lack of
attractiveness, not so colorful
and some information are not so
relevant to the students borbnot
focused on the learners, instead
they posted information that
young learners cannot
comprehend.
Recommendations or suggestions for improvement
The bulletin board should display students activities that involves the learners. They should put more
colorful stuff in their bulletin that are relevant to the students as wells the school in general to catch or
attract attention, and so that people and learners will be engage on it.

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Signature of Evaluator Overprinted Name:

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Based on your suggestions, make your own board display layout. You may present your output
through any of these:
• A hand-made drawing or layout.
• An electronic (computer) drawing/illustration or layout.
• A collage.
My Board Display Lay-out

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ANALYZE
What do you think was the purpose of the board display?
❖ The purpose of board display is to inform the students, even the faculties
and administrators about the latest updates about school, school activities,
and any important matters. It also serves as motivation tool for the
students to their best .
Did the board display design reflect the likes/interests of its target
audience? Why? Why not?
❖ Yes, even if the board are less attractive I believed the display design and
contents reflect on the interest of the students because the board contain
some important information and updates which can be useful for them. For
example the updates of the announcement of SSG council about their
events or activities.
What's the language used? Clear and simple for the target audience to
understand. Why? Why not?
❖ Yes, the language used was clear and simple because they uses English
language so that the audience could easily read and understand what is
being posted on the board.
Was the board display effective? Why? why not?
❖ Some board display gives information to the audience. For me it was
effective, because there are display that stimulate the audience to be
involved like the selected new officers and their event and activities to be
posted and be seen by numerous people.
What suggestions can you make?
❖ The officer in charge or the personnel should make the board more
attractive by using some colorful recycle and indigenous materials. Also to
rearrange some of the information to convey much clearer and add more
contents which will involve the participation of the students aside from the
information that it conveys.

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Theme:
National Reading Month
Board Title:
“Reading in the time of Covid- 19: overcoming: the learning challenges.”
Rationale:
(Purpose)
“To promote and cultivate the habit of reading.”
Objectives:
➢ To develop students love for reading
➢ To strengthen the value of reading to teachers and students
➢ Boost the students confidence in using the language and become good
communicators
Best features of my proposed bulletin enhancement:
“There are many little ways to enlarge your child’s world. Love of books is the best of
all.”
Content Resources (Name each needed resource and give each a brief
description):
Based on your suggestions, proposedand enhanced version of the display board. Use the form below.
My Proposed Board Display

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❖ “The more you read, the more things you will know. The more that you learn,
the more places you’ll go” – Dr. Seuss
❖ “if one cannot enjoy reading a book, over and over again, there is no use in
reading in at all” – Oscar Wilde
❖ “You cannot open a book without learning something” – Confucius
Materials for aesthetic enhancement:
➢ Cartolina
➢ Colored paper
➢ Glue
➢ Pictures

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REFLECT
1) Name at least five years that a teacher should have to be able to come up
with effective board displays. Elaborate on why each skill is needed.
❖ Artistic/Creativity – the teacher must have a sense of art and
creativity in order to make an attractive board display. He/she must
know how to combine colors and make designs appropriate to the
theme and purpose of the board display.
❖ Informative – the board display must have varied yet appropriate
information. Information placed on the board display may provide
additional knowledge to the audience. That is why the teacher must
gather information from all types of services.
❖ Resourceful – a board display doesn’t need to be expensive for it to be
nice. Resourcefulness of the teacher may contribute to the
beautification of the board. Aside from that, it may also convey
additional information to the audience aside from what is being written
and posted. (i.e the use of indigenous materials to make a collage.)
❖ Idealistic – the teacher must think of an idea of what his/her board
display would look like and how will it work for the learning of the
audience. The board must not only be a picture for display to be
appreciated but it must project appeal to the audience that would
motivate them to do something in order to learn.
❖ Observant – assessment is very important in order for the teacher to
identify what is the need of the students. That’s why teacher must
develop the assessment skill so that he/she will have an idea of what
type of board display. He/she will make to fill in the need of the
students in terms of learning.

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2) Which of the skills your name in number one do you already have? Recall
your past experiences in making board displays. How do you practice these skills?
❖ The skills that I already have is the artistic or creativity. In my past experience in
making board displays, my classmates like the way I create my own presentation
in board display , I practice these skills through making scrapbook and journals.
3) Which skills do you still need to develop? What concrete steps will you take
on how you can improve on or acquire these skills?
❖ I think I need to develop my observant skills or the assessment skills by trying to
observe the learning needs of others. As well as to be informvative by searching
information through books, magazines, and internet.

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SHOW Your Learning Artifacts
My Personal Illustration of an Effective School Environment
Let your Creativity
Shine!
On the opposite
box, present an
illustration
showing your idea
of an effective
school
environment
through any of
these:
➢ A Descriptive
Paragraph
➢ A Photo Essay
➢ A Sketch or
Drawing
➢ A poem, song
or rap
Surrounding is functional and
pleasing
A thing requires conductively
learning
Structure where collaboration
takes place
Learning is attained through
startling amazed
Facilators are good and fine
dress
Uses instructions without
setting mess
Assist pupils mixing the shades
of life
Though there are sundry
hindrances to survive
A thing in the school is
memorable
All the things are upheld so
sensible
Promoting society’s enormous
change
To every people touch history’s
page.
Poem : An effective School Environment

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EVALUATE Performance Task
LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
completely answered/
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
Three (3) observation
questions/tasks not
answered/
accomplished
Four (4) or more
observation questions/
tasks not answered/
accomplished.
ANALYSIS
All questions were
answered completely;
answers are in depth
and are thoroughly
grounded on theories;
grammar and spelling
are free from error.
All questions were
answers are clearly
connected to theories;
are free from errors.
Questions were not
answers are not clearly
one (1) to three (3)
grammatical spelling
errors.
Four (4) or more
observation were not
answered; answers not
more than four (4)
grammatical/spelling
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
Clear but lacks depth;
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
Unclear and shallow;
rarely supported by what
were observed and
analyzed
LEARNING
ARTIFACTS
Portfolio is reflected on
the context of the
learning outcomes;
Complete, well-
organized, highly
relevant to the learning
outcome
Portfolio is reflected
on the context of the
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
context of the learning
outcomes. Complete;
not organized, relevant
to the learning
outcome
Portfolio is not reflected
on in the context of the
learning outcomes; not
complete; not organized,
not relevant
SUBMISSION
Submitted before the
deadline
Submitted on
deadline
Submitted a day after
the deadline
Submitted two (2) days or
more after the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72
71-
Below
Evaluate Your Work Task Field Study 1, Episode 1 -The School as a Learning Environment
Learning Outcome: Determine the characteristics of a school environment that provides social, psychological and physical
environment supportive of learning.
Name of FS Student: Rochelle Mae O. Palencia Date Submitted: August 20, 2022
Year&Section: 4A Course: BTLED – HE

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_____________________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

FS
FIELD STUDY
1
BTLEd
FS 1
Observations of
Actual School
Environment

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FIELD STUDY1
Episode 2 Learner Diversity: Developmental Characteristics, Needs and Interests
Learner Diversity:
Developmental
Characteristics, Needs
and Interests

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Episode 2 provides me with an opportunity to observe learners of
different ages and grade levels. It highlights the differences in their
characteristics and needs as a future teacher. It is important for me to
determine of learners characteristics and needs so that I will be able to
plan and implement learning activities and assessments that are all
developmentally appropriate.
➢ The end of this episode I must be able to describe the characteristics,
needs and interest of learners from different developmental levels. (PPST
3.1.1).
Here are major principles of developmental relevant to this episode.
1. Development is relatively orderly. Development follows directional patterns,
such as from the head to the toe (cephalocaudal) and from the center of the
body then outwards (proximodistal).
2. Development takes place gradually.
3. All domains of development and learning - physical, social, and emotional,
and cognitive - are important and they are closely interrelated. (NAEYC,
2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic
or representational capabilities. (NAEYC, 2009)

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OBSERVE
Observing learner characteristics at
different stages
Activity 2.1
Name of the FS Student: Rochelle Mae O. Palencia
Course: BTLED HE Year and Section: 4A
Resource Teacher 1: Rizza A. Vale Signature: _____________ Date: ___________
To realize the Intended Learning Outcome. Work my way through this steps:
Step 1 Observe 3 groups of learners from different levels (preschool elementary and
high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate by observation by interviewing the learners.
Step 4 compared them in terms of their interest and needs
Use the observation guide and matrices provided for you to document your
observations.

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An Observation Guide for the Learner’s Characteristics
Read the following statements carefully, then write your observation report
on the provided is pace. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred.
Physical
1) Observe their gross motor skills,how they carry themselves, how they move, walk,
run, go up the stairs, etc.
2) Our gross movements, 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? Can they wait?
3) How do they handle frustrations?
4) Describe your 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) Where there opportunities for problem solving? Describe how they showed
problem solving abilities.

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Learners’ Development Matrix
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.

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Development Domain
Preschooler Indicate
age range of children
observed: 4 - 5
Elementary. Indicate
observed: 6 – 11
High school. Indicate
observed: 11 – 15
Physical
• Gross motor skills
• Fine motor skills.
• Self help skills
• Others.
Gross motor skills -
They love to move
around. They walk
and run carelessly.
Fine motor skills –
They have a hard time
writing the letters of
the alphabet. They
are improving their
pencil grip.
Self help skills – The
students are stil very
dependent on their
teachers and
sometimes to their
parents or guardian.
For example the Hatid
– Sundo.
Gross motor skills –
they are active and
playful. Their gross
motor skills are now
more sophisticated
and more integrated.
Fine motor skills –
The evident from
their activities, the
students now have
body coordination
from both upper and
lower extremities.
Self help skills – The
students are
somewhat dependent
on their teacher, but
they can do basic and
easier task such as
carrying their bags.
However they need
help doing more
harder task such as
crossing thse street.
Gross motor skills –
The students can
move freely as they
wish.
Fine motor skills -
The students can
spend long spans of
time on writing. Their
penmanship is also
already established.
They do not easily get
tired.
Sel help skills -They
are now
Independent – they
do not need
guardians outside
their classroom to
look after them or to
carry their bags for
them. They can also
go from one place to
another without
asking for anyone’s
help.
Social
• Interaction with
teachers.
• Interaction with
classmates/Friends.
• Interest.
Interaction with
teachers - Their
questions are mostly
“why”. The students
are very curious
about the things
around them.
Interaction with
teachers - The
students respect their
teacher very much.
They behave
according to the do’s
and don’ts.
Interaction with
classmates/friends -
Interaction with
teachers -
Sometimes, they
engage in academic
exchange of opinions
with their teacher
regarding their topic
at hand, but in a
respective manner.

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FIELD STUDY1
• Others.
Interaction with
They are very
straightforward with
their words. Some are
shy towards the
others while several
are very competitive.
Interest - Their
interests are mostly
playing games and
discovering new
things.
Others - They do not
easily talk or socialize
with people outside
their age.
They love to share,
but they highly
despise those who do
not follow their
norms.
Interest - Among
their interests are
watching TV and
playing.
Others - When it
comes to speaking to
elders, the students
show high regards to
respect regardless of
authority.
Interaction with
Students freely
interact with each
other. They show
signs of peer
selection, as evident
in the consistency of
people they talk to.
Interest - Most girls
are more interested
in boy bands, while
most of the boys are
on games such as
Dota.
Others - Some even
show interest in
interacting with new
people. In terms of
leadership, some
students are now
busy as officers of
their respective clubs.
Emotional
Moods and temperaments,
Expression of feelings.
Emotional independence.
Others.
Moods and
temperaments,
Expression of
feelings - They shift
moods easily. They
can easily get upset or
happy. When things
do not go their way,
they easily cry.
Emotional
independence - They
Moods and
temperaments,
Expression of
feelings - The
students show
enjoyment and
enthusiasm within
theclassroom.
However, they could
cry when their friends
tease them.
Moods and
temperaments,
Expression of
feelings - The
students are not
easily offended by
jokes from their
peers. They can
actually rebut a joke,
join a serious
discussion, and yet
keep a straight face.

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FIELD STUDY1
always tell their
parents or teachers
everything that
happens and how it
affects them.
Others - Some
students keep on
looking through the
window for their
guardians outside the
classroom from time
to time.
Emotional
independence -They
depend on people
they are close to
when engaging
socially with new
people
Others - It is highly
noticeable that some
students can wait for
minutes for things
they want. However,
some can get
frustrated when the
waiting is too long for
them.
Emotional
independence - The
students have some
secrets of their own
and they share it to
their peers. They also
have crushes, people
they have beef with,
etc.
Others - They are
now able to handle
their emotions. They
can hide their feelings
to others or show it to
their peers.
Cognitive
• Communication
skills.
• Thinking skills.
• Problem solving
skills.
• Others.
Communication
skills - They cannot
clearly express what
they wish to say due
to their very limited
and still
developing
vocabulary.
Thinking skills -
They are easily
amused by things that
are new to them.
Problem solving
skills - They can only
solve simple
problems. The
teacher needed to
show them that the
problem was asking
for the Addition
Communication
skills - They speak
right out of their
minds. Nothing
matters more to them
than delivering their
thought.
Thinking skills -
They would prefer a
more literal or direct-
to-the-point
approach.
Problem solving
skills -They need
guidance in recalling
how to solve a given
problem.
Communication
skills -The students
are careful with their
choice of words.
Thinking skills -
They are able to
correlate one lesson
or topic to another.
Problem solving
skills - The students
are able to recall
related ideas to the
problem prior to
solving.
Others - They are
now able to
comprehend and use
more technical terms
in various subjects

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FIELD STUDY1
ANALYZE
Level
Salient characteristics
observed
Implications to the Teaching-
Learning process
Preschool
Age range of
learners
observed 3-4
• Preschoolers 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 areas.
• Therefore, teachers should not expect
preschoolers to stay seated for a long period
of time.
Level
Salient characteristics
observed
Implications to the Teaching-
Learning process
Preschool
Age range of
learners
observed 4 – 5
• They walk and run
carelessly.
The classroom and its contents
should be planned and designed
with much consideration to the
students. At this age, their
bodies are still quite fragile
and delicate, thus any physical
injury may have lasting effects
on the student.
operation using sticks
before they could do
it on their own.
Others - The students
could easily lose
focus.
Others - The students
show preference
towards realia and
samples as close as
possible to the real
thing. They also show
appreciation to
colorful materials.
Write the most salient developmental characteristics of the learners you observe. Based
on these characteristics, think of implications for the teacher.
Example:

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• Their interests are
mostly playing games
and discovering new
things.
• They shift moods
easily.
• In their current
stage of acquiring
knowledge, they can
only think very
shallowly of the
topics at hand.
• They can only solve
simple problems.
• The students could
easily lose focus.
✓ Class activities should be
designed to meet the
students’ interest in
playing games. They should
be able to enjoy learning
new things.
✓ The teacher should be
careful of what he/she
says and does.
✓ Teacher asked questions
to the students should be
straight to the point.
✓ Problems asked to students
should be tailored to
their level. It should not
strain them in too much
thinking.
✓ The teacher’s materials
should be realia, coupled
with colorful visual aids.
These visual aids should
be able to catch and
maintain the students’
attention.

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FIELD STUDY1
Elementay
Age range of
learners
observed 6 –
11
• Among their
interests are
watching TV and
playing.
• They speak right out
of their minds.
• They would prefer a
more literal or
direct-to-the-point
approach.
• They need guidance
in recalling how to
solve a given
problem.
• Students freely
interact with each
other.
✓ This might be the right
time to make use of
educational TV programs.
However, the teacher
should not be replaced by
the TV itself but rather,
the TV should be a tool
used by the teacher.
Meaningful learning
activities should also be
incorporated.
✓ The teacher should try to
mold the students’ finesse
in speaking with other
people.
✓ The teacher should
minimize the use of
abstract and theoretical
explanations. As much as
possible, real-life
examples should be used
✓ The students should be
given guide questions to
assist them in solving
problems.
✓ Meaningful group
activities could be
employed in the planning
and implementation of the
lessons.
High School
Age range of
learners
• They are able to
correlate one lesson
or topic to one
another.
✓ The teacher may use
similar topics as examples
for the students to apply
the topic at hand.

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observed 11 –
15
• The students are
able to recall
related ideas to the
problem prior to
solving
• They can understand
abstract ideas and
discuss it with
minimal first-hand
experience of the
subject.
✓ They should be assisted by
the teacher in the lesson
rather than spoon-fed.
Assistance may come in
various forms such as
guide questions, concept
formation strategies,
inductive and deductive
reason activities, etc.
✓ The teacher may start the
discussion not only with
the use of realia and but
also with abstract ideas
and/or concepts. It may
also be a good idea to
combine both, as long as
the students could arrive
at the lesson.

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FIELD STUDY1
REFLECT
1) While you were observing the learners, did you recall your own experience? Says when you
were their age? What similarities or differences do you have with the learners you observe?
❖ While observing the learners (High school) I remembered those days when I was their age. We
have a lot of similarities. The things that I can recall when I was high school like them I am a
competitive students I am very participative in every class discussion I like to answer my teachers
questions and voluntarily raised my hand. But sometimes like some other students that I
observed I also keep chatting with my friends or classmates even though the classes is still going
on. Most of the students in grade 10 that we observe is high achievers they’re all participative and
confidently focus on their class discussion.
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?
❖ The teacher that I can never forget who made me to manage my stage fright. She often called
me to deliver my report and I was able to build my self confidence. I learned to be presentable
and to properly poise myself when explaining in front of the class. It has affected me so much
because my chosen future profession depend on how I talk, think and mingle with my
students. Also I became emotionally stable as a person because she always kept reminding me
of my future, amidst my family problems. Her lessons and values on being a teacher are
incalculated in our hearts and she was the one of my inspiration on being a teacher someday.

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3) Share your other insights here.
❖ Teachers, lessons, and curriculum have too be flexible so it can be enjoyable and not like another
lesson without any significant learning . Students should think and ask questions, we should help
them as educators to pique their curiosity, invent, rate, and find numerous techniques, activities
and find ways to keep them interested and caught their attention about what they are doing, so
then without asking they will come up with new suggestions.

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SHOW YOUR LEARNING ARTIFACTS
Which is your favourite theory of development. How can this guide you as a future teacher? Clip some readings
about this theory and paste them here.
JEAN PIAGET – COGNITIVE DEVELOPMENT
Jean Piaget (1896-1980) was a biologist who originally studied mollusks
(publishing twenty scientific papers on them by the time he was 21) but
moved into the study of the development of children’s understanding,
through observing them and talking and listening to them while they
worked on exercises he set. He believed that children of different ages
made different mistakes because of the “quality rather than quantity”
of their intelligence. Piaget proposed four stages to describe the
development process of children: sensorimotor stage, pre-operational
stage, concrete operational stage, and formal operational stage. Each
stage describes a specific age group. In each stage, he described how
children develop their cognitive skills. For example, he believed that
children experience the world through actions, representing things with
words, thinking logically, and using reasoning. To Piaget, cognitive
development was a progressive reorganization of mental processes
resulting from biological maturation and environmental experience. He
believed that children construct an understanding of the world around
them, experience discrepancies between what they already know and what
they discover in their environment, then adjust their ideas accordingly.
Moreover, Piaget claimed that cognitive development is at the center of
the human organism, and language is contingent on knowledge and
understanding acquired through cognitive development. Piaget’s earlier
work received the greatest attention.

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The Piaget theory of cognitive development offers a thorough explanation of the development and
growth of human intelligence. Children construct an understanding of the word around them, then
experience discrepancies between what they already know and what they discover in their environment. I
can also use this to determine whether the syllabus subjects are suitable for the level of my students or
not. This is because as seen in our observation, the stage of cognitive development varies from one
student or person to another. It influences and affects how one person in particular would think about an
object or idea.
I choose Piaget theory of cognitive development because his ideas still have a considerable impact
on child and psychology and approached to education.

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EVALUATE Performance Task
REFLECT
LEARNING
EPISODES
EXCELLENT
4
VERY
SATISFACTORY
3
SATISFACTORY
2
NEEDS
IMPROVEMENT
1
ACCOMPLISHED
OBSERVATION
SHEET
All observation
questions/tasks
completely answered/
accomplished.
One (1) or two (2)
observation
questions/tasks not
answered/
accomplished
Three (3) observation
questions/tasks not
answered/
accomplished
Four (4) or more
observation questions/
tasks not answered/
accomplished.
ANALYSIS
All questions were
answers are in depth
and are thoroughly
grounded on theories;
are free from error.
All questions were
answers are clearly
are free from errors.
Questions were not
answers are not clearly
one (1) to three (3)
grammatical spelling
errors.
Four (4) or more
observation were not
answered; answers not
more than four (4)
grammatical/spelling
errors.
REFLECTIONS
Profound and clear;
supported by what
were observed and
analyzed
Clear but lacks depth;
supported by what
were observed and
analyzed
Not so clear and
shallow; somewhat
supported by what
were observed and
analyzed
Unclear and shallow;
rarely supported by what
were observed and
analyzed
LEARNING
ARTIFACTS
Portfolio is reflected on
the context of the
learning outcomes;
Complete, well-
organized, highly
relevant to the learning
outcome
Portfolio is reflected
on the context of the
learning outcomes.
Complete; well-
organized, very
relevant to the
learning outcome
Portfolio is not
reflected on in the
context of the learning
outcomes. Complete;
not organized, relevant
to the learning
outcome
Portfolio is not reflected
on in the context of the
learning outcomes; not
complete; not organized,
not relevant
SUBMISSION
Submitted before the
deadline
Submitted on
deadline
Submitted a day after
the deadline
Submitted two (2) days or
more after the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
Evaluate Your Work Task Field Study 1, Episode 2 -Learner Diversity: Developmental Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics characteristics, needs and interest of learners from different
developmental levels.
Name of FS Student: Rochelle Mae O. Palencia Date Submitted: August 26, 2022
Year&Section: 4 – A Course : BTLED -HE

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_____________________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date
99 96 93 90 87 84 81 78 75 72
71-
Below

FS
FIELD STUDY
1
BTLED
FS 1
Observations of
Actual School
Environment

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Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult Circumstances, and Indigenous People
Focus on Gender, Needs,
Strengths, Interests,
Experiences Language,
Race, Culture, Religion,
Socio-economic Status,
Difficult Circumstances, and
Indigenous People

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S
P
A
R
K
Y
o
u
r
I
n
t
e
r
e
s
t
T
A
R
G
E
T
Y
o
u
r
I
n
t
e
n
d
e
d
L
e
a
r
n
i
n
g
O
u
R
E
V
I
S
I
T
t
h
e
L
e
a
r
n
i
Episode 3 provides an opportunity to observe how differences in
gender, racial, cultural and religious backgrounds, including coming from
indigenous people, influenced learner behavior interaction and
performance in school. One will also analyze and reflect on practices that
teachers use in leveraging diversity in the classroom. It also provides an
opportunity to observe how differences in abilities. Affect interaction in
his school and learn about the strategies that teachers use in addressing
the learners needs toward effective teaching and learning.
At the end of this Episode, I must be able to:
➢ Describe the characteristics and needs of learners from the diverse
backgrounds;
➢ Identify the needs of students with different levels of abilities in the
classroom;
➢ Identify the best practices in differentiated teaching to suit the varying
learner needs in a diverse class (PPST 3.1.1); and
➢ Demonstrate openness, understanding and acceptance of the learners
diverse needs and backgrounds.
Here are principles and concepts relevant to this episode:
1. Principles of development
a. Development and learning proceed at varying rates from child to child as
well as at uneven rates across different areas of the child's functioning.
(NAEYC, 2019)
b. Development and learning are maximized when learners are challenged
to achieve at a level just above their current level of mastery. And also
when they have many opportunities to practice newly acquired skills.

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c. Differentiated instruction is a student-centered approach that aims to match the
learning, content, activities and assessment to the different characteristics, abilities,
interest, and needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners gender, needs, strengths, interests, and experiences.
b. English linguistic, cultural, socio-economic and religious backgrounds
c. Learners with disabilities, giftedness, and talents.
d. Learners under challenging circumstances, circumstances which include geographic
isolation, chronic illness, displacement due to armed conflict, urban resettlement or
disasters, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned
affect learners. The teachers developed in them sensitivity and empathy. They remember that
the learners respond and perform at different levels. The teachers are sure the students that their
gender identity, culture and religion are respected their strengths are recognized and their
needs will be met. These teachers declare to all that everyone has the chance to learn and
succeed. They create a learning community where everyone can work together and contribute
regardless of their abilities, capacities, and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
• Use strategies to build a caring community in the classroom.
• Model, respect and acceptance of different cultures and religions
• Bring each of the student’s home culture and language into the shared culture of
the school.
• Provide more opportunities for cooperation than competition.
3. Focus on indigenous peoples
A young teacher approach to indigenous peoples starts with a keen awareness of
one's own identity, including one's beliefs and cultural practices. True serious reflection.
One may realize that the self is a product of all the influences of key people in one's life
and the community, real and virtual. Similarly, learners from indigenous groups carried
with them their beliefs, views and cultural practices. One's attitude needs to be that of
openness and respect. Come in not with the view that one's own culture is superior. We
approach with a sincere willingness. And deep interest to know and understand the
indigenous people’s culture. We aim to make teaching learning facilitative rather than
imposing.
a. From your professional education subjects/courses, most likely you have discussed
indigenous peoples in the Philippines. You learn that our country has about 110
ethno-linguistic groups, majority of which is in Mindanao, some in Northern Luzon
and fewer in the Visayas. (UNDP Philippines, 2010). They represent about 10 to 20%
of our total population. There are two big indigenous peoples groups which have
several smaller ethnic groups within them, the non-muslim groups called the Lumads

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in Mindanao, and the Igorots Northern Luzon. Among others, we have the Badjaos, Ati and
Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the indigenous Peoples Rights Act, recognizes and protects the
rights of indigenous cultural communities (ICC) and Indigenous peoples (IP). Our country
was admired by other nations for enacting this law. However, years later so, much still has
to be done to improve the lives of millions of people from indigenous groups. (Reyes, Mina
and Asis, 2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, adapting the Indigenous Peoples
Education (IPED) Curriculum framework. Most useful for you as a future teacher to
remember are the 5 Key Elements of the Indigenous Peoples Education Curriculum (DO
32, s.2015 enclosure, pp.15-18):
1. Curriculum Design, Competencies and Content. Interfacing the national curriculum
with Indigenous Knowledge Systems and Practices (IKSPs) and Indigenous Learning
Systems (ILS). The design of a culturally appropriate and responsive curriculum has the
following features:
a. Anchors the learning context on the ancestral domain, the community's world view,
and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the
curriculum context.
c. Affirms and strengthens indigenous culturally identity.
d. Revitalizes, regenerates, strengthens and enriches IKSPs, ILS, and indigenous
languages.
e. Emphasizes competencies that I needed to support the development and protection
of the ancestral domain, the vitality of their culture and advancement of indigenous
peoples rights and welfare.
f. Supports the Community's efforts to discern new concepts that will contribute to the
Community's cultural integrity while in enabling meaningful relations with the
broader society.
2. Teaching Methodology and Strategies. A culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthen and enrich
and complement the communities indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive curriculum
recognizes that the ancestral domain where IKSPs are experienced, lived, and learned in
the primary learning environment and learning space of indigenous learners.
4. Learning Resources. Instructional materials and other learning resources shall be
developed and utilized in line with the described curriculum, content, and teaching
learning process.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to the
standards, competencies, skills and concepts being covered, their design and use shall
address the needs and concerns of the community and shall be developed with their
participation.

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Observing differences among learners,
gender, needs, strengths, interests and
experiences; and differences among
learners’ linguistic, cultural, socio-
economic, religious backgrounds, and
difficult circumstances.
Activity 3.1
Name of the FS Student: Rochelle Mae O. Palencia
Course: BTLED – HE Year and Section: 4A
Resource Teacher : Rizza A. Vale Signature: _____________ Date: August 24, 2022
) Identify the persons who play key roles in their 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?
The learner’s differences and the type of interaction they bring surely affect the quality of
teaching and learning. This activity is about observing and gathering data to find out how its
student diversity affects learning.
To realize the Intended Learning Outcomes, where you're always through these steps:
Step 1. Observed a class in different parts of his school day. (beginning of the day, class time,
recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social and cultural
diversity.
Step 3. Describe the interaction that transpired inside and outside the classroom.
Step 4. Interview the resource teacher about the principles and practices that she uses in dealing
with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.

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OBSERVE
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 gathered 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 a teacher. Are there groups that interact more with the
teacher than others?
2) Observe the learner seated at the back and 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
compete against each other?
4) Who are mostly students participate actively? Who among them ask for most help?
5) When is 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?
Outside class:
1) How do the students grow themselves outside class? Homogeneously by age? by
gender? by racial or ethnic groups? by their interests? or by the students in mixed social
groupings? If so, describe the groupings.
2) Notice who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience about learners in different
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they used to help these learners cope.
Ask the teachers about the strategies they apply to address the needs of diverse students due
to the following factors.
• Gender, including LGBT

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• Language and cultural differences.
• Differences in religion
• Socio-economic status.
OBSERVATION REPORT
Name of the School Observed : CNSC College of Education Laboratory High School
School Address : Daet, Camarines Norte
Date of Visit : August 24, 2022
1) Find out the number of students gathered data as to their ages, gender, racial
groups, religious and ethnic backgrounds.
The class that we observe had a total of 39 students , a Grade 10 students 19 boys and 20 girls
. According to their grade they were between 14 – 16 years of age. They have 4 students that
are proudly part of LGBT. And to their religion is mostly of the students are Catholic and the
others are Islam and Born again. The students have no racial groups and ethnic backgrounds.
The students are well – mannered and disciplined. They are well groomed and neat. Also these
students are able to manage their behaviour. There are students who actively join the class
discussion but do not overshadow their classmates. Several students are listen attentively and
jot down notes.

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OBSERVATION REPORT
Name of the School Observed : CNSC College of Education Laboratory High School
School Address : Daet, Camarines Norte
Date of Visit : August 24, 2022
During Class:
1) How much interaction is there in the classroom? Describe how the students
interact with one another and with a teacher. Are there groups that interact more
with the teacher than others?
❖ During our observation and during our discussion there’s an active and
continuous flow of interaction in the class. When the teacher ask and give
questions they let the students solve and explain their answers, sometimes too
much interaction cannot be avoided in the class. Half of the students in the class
actively participate and voluntarily raised their hands to answer the question,
and when the teacher calls the student they answer the questions smartly with
utmost respect. Over all the students interaction with each other in the class are
confidently and actively.
2) Observe the learner seated at the back and the front part of the room. Do they
behave and interact differently?
❖ Yes, students seated at the back and in front of the class interact differently. Most
students seated in front are active and voluntarily interact with their teachers
and classmates. They love asking questions that they don’t know. While students
seating at the back are somehow inattentive, less participative in class
discussion. Although there are several students caught my attention like Hannah
and Lemuel who seem to be more interested and active in every class discussion.
3) Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

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