This document provides an overview of the student's learning episode which focuses on observing how differences in gender, race, culture and religion affect classroom interactions. The intended learning outcomes are to demonstrate understanding and acceptance of diverse backgrounds and identify best practices for dealing with diversity. The student will be evaluated based on their observation, analysis, reflection in their portfolio. They plan to observe classes, describe student characteristics and interactions, and interview the teacher about principles for diversity.

1. /jikm
My Learning Episode Overview
Episode 4 provides an opportunity for me to observe how differences in gender,
racial, cultural and religious backgrounds affect interaction in school, and learn about
practices that teachers use in dealing with diversity in the classroom.
My Intended Learning outcomes
In this episode, I must be able to:
 Demonstrate understanding and acceptance of the learners’ diverse
backgrounds
 Identify best practices in dealing with diversity in the classroom
My Performance Criteria
I will be rated along the following:
 Quality of my observation and documentation,
 Completeness and depth of analysis,
 Depth and clarity of classroom observation-based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission od portfolio
My Learning Essentials
An effective teacher who celebrates students diversity in her classroom;
 Uses strategies to build a caring community in the classroom
 Models respect and acceptance of different cultures and religions
 Brings each of the student’s home culture and language into the shared culture
of the school
 Provides mor opportunities for cooperation than competition
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
FS 1
FIELD STUDY
Learning Episode
(focusing on differences in gender, racial, religious
backgrounds)

2. My Map
The learners’ individual differences and type of interaction they bring surely affect
the quality of teaching and learning. This episode is about observing and gathering data
to find out how students diversity affects learning.
To realize my Intended Learning Outcomes, I will work on my way through these
steps:
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
Step 1. Observe a class in different parts of the 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 transpires inside and
outside the classroom.
Step 4. Interview your 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’ interaction

3. My Tools
Use the activity form provided for you to document your observations.
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.
The total students are 47, there are 23 boys and 24 girls. There are some
students that are 17 and 18 years old, but most of them are 15-16 years old.
On their religion, there are a few students that are members Iglesia Ni Cristo,
some are Protestants, but most of them are members of Roman Catholic.
During Class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are the groups interact more
with the teacher that others.
The students communicate with their teacher to share their ideas about
their lesson. Also, some students are chatting with their seatmates, but most
of them are communicating with their teacher than in their seatmates.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
The students seated in the front and back are the same. They both active
in their class than chatting with their seatmates.
3. Describe the relationship among the learners. Do the learners cooperate with
or compete against each other?
During the class, I saw that the students are cooperative with their
classmate. When their seatmates cannot answer the question, they help them
to answer the question given by their teacher.
An Observation Guide for the learners’ Characteristics

4. Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
4. Who among the students participate actively? Who among them ask for most
help?
Because the students I observe are in the star section, I see that all of the
students are active in class, but there are few students cannot answer the
teacher's question because they are not participating/listening.
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher
will call them instead?
When a student called to answer the question, and he/she cannot answer
the question, their seatmates are trying to help them by whispering the
answer but there are also students that are raising their hands to answer the
question.
Outside class:
1. How do the students group themselves outside class? Homogeneously, by
age? By gender? By racial or ethnic groups? Or are the students in mixed social
groupings? If so, describe the groupings.
As I observe, the students are grouped mixture of boys and girls in their
group, but there is also a group that is all boys and all girls.
2. Describe how the learners interact with each other. What do they talk about?
The students talk about their school works, their crushes, their problems
and many more.

5. OBSERVATION REPORT
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
Name of the School Observed: Governor Ferrer Memorial National
Highschool - Buenavista Annex
School Address: Buenavista 2, General Trias, Cavite
Date of Visit: July 29,2015
The students consist of 24 boys and 23 girls for the total of 47 students. They
have different religion, namely Iglesia ni Cristo, Protestant, but most of them are
members Roman Catholic. The students are active in their class they are
participating and cooperative with their teacher during their discussion. They
answer the questions that their teacher ask and share their idea about the
lesson. If the teacher called the students who are not listening his
classmates/seatmates are trying to help him.
Outside the class, they were group depends on what they want. There are
groups of students that is mixed boys and girls, but there are also groups of
students that are all boys and all girls.

6. My Analysis
1. Identify the persons who play key roles in the relationships and
interaction 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?
In class, you can see that during their discussion there are leaders
who are reminding them to be quiet in the class. Also, there are joker,
especially when the class is going to be bored.
2. Are students coming from the minority group accepted or rejected by
the others? How is this shown?
The other students are accepting the students from minority group
by letting them join with their group and entertaining them and
answering their questions.
3. How does the teacher influence the class interaction considering the
individual differences of the students?
The teacher has a good relationship with her students. You can see
that she didn't discriminate her students. She gave good feedback to all
students who answer her question even though it is not the correct
answer.
4. What factors influence the grouping of learners outside the classroom?
As I see, one of the factors is based on their academic level. Those
students who are focused on their studies are grouped in 1 while the
boys that is a little bit naughty are grouped also.
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

7. My Reflection/Insights
1. How did you feel being in that classroom? Did you feel a sense of
oneness or unity among the learners and between the teacher and the
learners?
When I am in the classroom, I feel a little bit awkward because
during their discussion, there are some students that are looking at me.
But I can see them that they are trying to be quiet because there’s an
observer in their class.
2. In the future, how would you want the learners in your classroom to
interact? How will you make this happen
In the future, I want my students to be active in our class, so that
they can answer the questions that I will be asking. But I don't like that
are class became bored because they are too quiet. To accomplish that,
I will do my best to have a good relationship to them and give some
activities that can energize them and help them to enjoy our discussion.
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

8. Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
1. Which statement on student diversity is CORRECT?
A. Teacher is must do his/her best to reduce students diversity in class
B. The less diversity of students in class, the better for the teacher and
students
C. Teacher should accept and value diversity
D. Student diversity is purely due to students’ varied cultures.
2. Which student thinking/behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other’s cultures
B. He/She regards his culture as inferior to other’s cultures
C. He/She accept the fact that all people are unique in their own way
3. What is a teaching-learning implication of students diversity?
A. Compare students
B. Make use of a variety of teaching and assessments methods and activities
C. Do homogeneous grouping for group activities
D. Develop different standards for different student groups

9. My Learning Rubric
Field Study 1, Episode 4 – Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion)
Focused on: demonstrating understanding and acceptance of the learners’ diverse backgrounds
Identifying best practices in dealing with diversity in the classroom
Name of FS Student Alexa Jean Q. Colocado Date Submitted: September 24, 2015
Year & Section: Second Year/ SED201 Course: BSE-ENGL
Learning Episodes Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning Activities
All episodes were
done with outstanding
quality; work exceeds
4
All or nearly all
episodes were done
with high quality
3
Nearly all episodes were
done with acceptable
quality
2
Fewer than half of episodes were
done; or most objectives were met
but need improvement
1
Analysis of the
Learning Episode
All
questions/episodes
were answered
completely; in depth
answers; thoroughly
grounded on theories.
Exemplary grammar
and spelling
4
Analysis question
were answered
completely.
Clear connections
with theories
Grammar and
Spelling are superior
3
Analysis questions were
not answered completely.
Vaguely related to the
theories
Grammar and spelling
acceptable
2
Analysis were not answered.
Grammar and spelling
unsatisfactory
1
Reflection/Insights
Reflection statements
are profound and
clear; supported by
experiences from the
learning episodes
4
Reflection
statements are clear;
but not clearly
supported by
experiences from the
learning episodes
3
Reflection statements are
shallow; supported by
experiences from the
learning episodes
2
Reflection statements and unclear
and shallow and are not supported
by experiences form learning
episodes
1
Learning Portfolio
Portfolio is complete,
clear, well-organized
and all supporting;
documentations are
located in sections
clearly designated
4
Portfolio is
complete, clear,
well-organized and
most supporting;
documentations area
available and
logical and clearly
marked locations
3
Portfolio is incomplete;
supporting documentation
are organized but are
lacking
2
Analysis question were not
answered
Grammar and spelling
unsatisfactory
1
Submission of
Learning Episodes
Submitted before the
deadline
4
Submitted on the
deadline
3
Submitted a day after the
deadline
2
Submitted two days or more after
the deadline
1
COMMENT/S Over-all Score Rating:
(Base on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-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
___________________________ _________________
Signature of FS Teacher Date
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

10. My Learning Rubric
Field Study 1, Episode 4 – Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion)
Focused on: demonstrating understanding and acceptance of the learners’ diverse backgrounds
Identifying best practices in dealing with diversity in the classroom
Name of FS Student Alexa Jean Q. Colocado Date Submitted: September 24, 2015
Year & Section: Second Year/ SED201 Course: BSE-ENGL
Learning Episodes Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning Activities
All episodes were
done with outstanding
quality; work exceeds
4
All or nearly all
episodes were done
with high quality
3
Nearly all episodes were
done with acceptable
quality
2
Fewer than half of episodes were
done; or most objectives were met
but need improvement
1
Analysis of the
Learning Episode
All
questions/episodes
were answered
completely; in depth
answers; thoroughly
grounded on theories.
Exemplary grammar
and spelling
4
Analysis question
were answered
completely.
Clear connections
with theories
Grammar and
Spelling are superior
3
Analysis questions were
not answered completely.
Vaguely related to the
theories
Grammar and spelling
acceptable
2
Analysis were not answered.
Grammar and spelling
unsatisfactory
1
Reflection/Insights
Reflection statements
are profound and
clear; supported by
experiences from the
learning episodes
4
Reflection
statements are clear;
but not clearly
supported by
experiences from the
learning episodes
3
Reflection statements are
shallow; supported by
experiences from the
learning episodes
2
Reflection statements and unclear
and shallow and are not supported
by experiences form learning
episodes
1
Learning Portfolio
Portfolio is complete,
clear, well-organized
and all supporting;
documentations are
located in sections
clearly designated
4
Portfolio is
complete, clear,
well-organized and
most supporting;
documentations area
available and
logical and clearly
marked locations
3
Portfolio is incomplete;
supporting documentation
are organized but are
lacking
2
Analysis question were not
answered
Grammar and spelling
unsatisfactory
1
Submission of
Learning Episodes
Submitted before the
deadline
4
Submitted on the
deadline
3
Submitted a day after the
deadline
2
Submitted two days or more after
the deadline
1
COMMENT/S Over-all Score Rating:
(Base on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-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
___________________________ _________________
Signature of FS Teacher Date
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4