SlideShare a Scribd company logo
1 of 10
Download to read offline
/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)
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
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
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.
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.
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
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
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
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
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

More Related Content

What's hot

Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
 
Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"Ruschelle Cossid
 
FS 1 Episodes 1-6 plus attachments
FS 1 Episodes 1-6 plus attachmentsFS 1 Episodes 1-6 plus attachments
FS 1 Episodes 1-6 plus attachmentsMarian Tiempo
 
Field Study 1, Episode 1 "The School as a Learning Environment"
Field Study 1, Episode 1 "The School as a Learning Environment"Field Study 1, Episode 1 "The School as a Learning Environment"
Field Study 1, Episode 1 "The School as a Learning Environment"Ruschelle Cossid
 
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Ruschelle Cossid
 
Field Study 2 (FS 2) - Episode 2 [2018]
Field Study 2 (FS 2) - Episode 2 [2018]Field Study 2 (FS 2) - Episode 2 [2018]
Field Study 2 (FS 2) - Episode 2 [2018]Mark Jhon Oxillo
 
Fs 1 episode 3 classroom management and learning
Fs 1 episode 3 classroom management and learningFs 1 episode 3 classroom management and learning
Fs 1 episode 3 classroom management and learningNoel Parohinog
 
Field Study 2 Episode 1 Principles of Learning
Field Study 2 Episode 1 Principles of LearningField Study 2 Episode 1 Principles of Learning
Field Study 2 Episode 1 Principles of LearningRuschelle Cossid
 
Field Study 3 Episode 2
Field Study 3 Episode 2Field Study 3 Episode 2
Field Study 3 Episode 2Jundel Deliman
 

What's hot (20)

Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 4 "Individual Differences And Learner’s Interaction"
 
Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"Field Study 1, Episode 3 "Classroom Management And Learning"
Field Study 1, Episode 3 "Classroom Management And Learning"
 
Field study 2
Field study 2Field study 2
Field study 2
 
FS 1 Episodes 1-6 plus attachments
FS 1 Episodes 1-6 plus attachmentsFS 1 Episodes 1-6 plus attachments
FS 1 Episodes 1-6 plus attachments
 
Fs 1 episode 6
Fs 1 episode 6Fs 1 episode 6
Fs 1 episode 6
 
Field Study 1, Episode 1 "The School as a Learning Environment"
Field Study 1, Episode 1 "The School as a Learning Environment"Field Study 1, Episode 1 "The School as a Learning Environment"
Field Study 1, Episode 1 "The School as a Learning Environment"
 
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
Field Study 1, Episode 5 "Individual Differences And Learner’s Interaction"
 
Fs 1 episode 2
Fs 1 episode 2Fs 1 episode 2
Fs 1 episode 2
 
Field Study 2 (FS 2) - Episode 2 [2018]
Field Study 2 (FS 2) - Episode 2 [2018]Field Study 2 (FS 2) - Episode 2 [2018]
Field Study 2 (FS 2) - Episode 2 [2018]
 
Fs 1 episode 5
Fs 1 episode 5Fs 1 episode 5
Fs 1 episode 5
 
Episode 5
Episode 5Episode 5
Episode 5
 
FS1-EP07-EP08-2021.pdf
FS1-EP07-EP08-2021.pdfFS1-EP07-EP08-2021.pdf
FS1-EP07-EP08-2021.pdf
 
FS 1 Episode 1
FS 1 Episode 1FS 1 Episode 1
FS 1 Episode 1
 
FS 1 Episode 14 - Felizarte.docx
FS 1 Episode 14 - Felizarte.docxFS 1 Episode 14 - Felizarte.docx
FS 1 Episode 14 - Felizarte.docx
 
Fs 1 episode 3 classroom management and learning
Fs 1 episode 3 classroom management and learningFs 1 episode 3 classroom management and learning
Fs 1 episode 3 classroom management and learning
 
Field Study 2 Episode 1 Principles of Learning
Field Study 2 Episode 1 Principles of LearningField Study 2 Episode 1 Principles of Learning
Field Study 2 Episode 1 Principles of Learning
 
Field Study 3 Episode 2
Field Study 3 Episode 2Field Study 3 Episode 2
Field Study 3 Episode 2
 
Field study 1
Field study 1Field study 1
Field study 1
 
Field Study 3 Episode 2
Field Study 3 Episode 2Field Study 3 Episode 2
Field Study 3 Episode 2
 
Field study 1 episode 1
Field study 1 episode 1Field study 1 episode 1
Field study 1 episode 1
 

Viewers also liked

Fs1.episode1. sarah jane cabilino
Fs1.episode1. sarah jane cabilinoFs1.episode1. sarah jane cabilino
Fs1.episode1. sarah jane cabilinoSarah Cabilino
 
Field Study 1 Episodes 1-6
Field Study 1 Episodes 1-6Field Study 1 Episodes 1-6
Field Study 1 Episodes 1-6kris2solamin
 
History of linguistics 1
History of linguistics 1History of linguistics 1
History of linguistics 1ryukovaaisylu
 
Spanish powerpoint
Spanish powerpointSpanish powerpoint
Spanish powerpointsee1kr
 
The History of the English Language
The History of the English LanguageThe History of the English Language
The History of the English LanguageIngelesa
 
New yorker in tondo continuity script
New yorker in tondo continuity scriptNew yorker in tondo continuity script
New yorker in tondo continuity scriptAlexa Jean Colocado
 
Summary of "A History of the English Language"
Summary of "A History of the English Language"Summary of "A History of the English Language"
Summary of "A History of the English Language"Sarah Abdussalam
 
History of linguistics presentation
History of linguistics presentationHistory of linguistics presentation
History of linguistics presentationFariha asghar
 
A History of the English Language
A History of the English LanguageA History of the English Language
A History of the English LanguageCool
 
The History of the English Language
The History of the English LanguageThe History of the English Language
The History of the English LanguageLina Espinosa Gomez
 

Viewers also liked (15)

Fs1.episode1. sarah jane cabilino
Fs1.episode1. sarah jane cabilinoFs1.episode1. sarah jane cabilino
Fs1.episode1. sarah jane cabilino
 
Field Study 1 Episodes 1-6
Field Study 1 Episodes 1-6Field Study 1 Episodes 1-6
Field Study 1 Episodes 1-6
 
Historical Linguistics
Historical LinguisticsHistorical Linguistics
Historical Linguistics
 
Hstorical Linguistics
Hstorical LinguisticsHstorical Linguistics
Hstorical Linguistics
 
History of linguistics 1
History of linguistics 1History of linguistics 1
History of linguistics 1
 
Spanish powerpoint
Spanish powerpointSpanish powerpoint
Spanish powerpoint
 
The History of the English Language
The History of the English LanguageThe History of the English Language
The History of the English Language
 
Hstorical linguistics
Hstorical linguisticsHstorical linguistics
Hstorical linguistics
 
New yorker in tondo continuity script
New yorker in tondo continuity scriptNew yorker in tondo continuity script
New yorker in tondo continuity script
 
Summary of "A History of the English Language"
Summary of "A History of the English Language"Summary of "A History of the English Language"
Summary of "A History of the English Language"
 
History of linguistics presentation
History of linguistics presentationHistory of linguistics presentation
History of linguistics presentation
 
Fs 1 full episodes
Fs 1 full episodesFs 1 full episodes
Fs 1 full episodes
 
A History of the English Language
A History of the English LanguageA History of the English Language
A History of the English Language
 
Field Study 4 Episode 4
Field Study 4 Episode 4Field Study 4 Episode 4
Field Study 4 Episode 4
 
The History of the English Language
The History of the English LanguageThe History of the English Language
The History of the English Language
 

Similar to Field study 1 episode 4

Field study 1 episode 4
Field study 1 episode 4  Field study 1 episode 4
Field study 1 episode 4 SpeechTheatre
 
Learning act# 6 social dimensions of education
Learning act# 6 social dimensions of educationLearning act# 6 social dimensions of education
Learning act# 6 social dimensions of educationshaian30
 
EDFSTU1-Learning Episode 3-Group 7.pptx
EDFSTU1-Learning Episode 3-Group 7.pptxEDFSTU1-Learning Episode 3-Group 7.pptx
EDFSTU1-Learning Episode 3-Group 7.pptxElah Viajedor
 
Guided Response Respond to at least two peers. Ask questions of y.docx
Guided Response Respond to at least two peers. Ask questions of y.docxGuided Response Respond to at least two peers. Ask questions of y.docx
Guided Response Respond to at least two peers. Ask questions of y.docxJeanmarieColbert3
 
An observation guide for the learners
An observation guide for the learnersAn observation guide for the learners
An observation guide for the learnersAlthea Azul
 
Fs 1 episode 5 individual differences and learners interaction
Fs 1 episode 5 individual differences and learners interactionFs 1 episode 5 individual differences and learners interaction
Fs 1 episode 5 individual differences and learners interactionNoel Parohinog
 
During your course of study in the M.Ed. program you have examined.docx
During your course of study in the M.Ed. program you have examined.docxDuring your course of study in the M.Ed. program you have examined.docx
During your course of study in the M.Ed. program you have examined.docxmadlynplamondon
 
Answer these questions according to the attachment below. We are
Answer these questions according to the attachment below. We areAnswer these questions according to the attachment below. We are
Answer these questions according to the attachment below. We arebrockdebroah
 
new sp coaching for induction II
 new sp coaching for induction II new sp coaching for induction II
new sp coaching for induction IISanJoseBTSA
 
making-meaningful-connection.pdf
making-meaningful-connection.pdfmaking-meaningful-connection.pdf
making-meaningful-connection.pdfVincentBorromeo2
 
Module 4 - Individual DIfferences
Module 4 - Individual DIfferencesModule 4 - Individual DIfferences
Module 4 - Individual DIfferencesReinabelle Castro
 
Issues of Diversity
Issues of DiversityIssues of Diversity
Issues of DiversityEllaine See
 
There are two things in boldWhat is your philosophy of educatio.docx
There are two things in boldWhat is your philosophy of educatio.docxThere are two things in boldWhat is your philosophy of educatio.docx
There are two things in boldWhat is your philosophy of educatio.docxalisoncarleen
 
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...suesharma
 

Similar to Field study 1 episode 4 (20)

Episode 4 FIELD STUDY 1
Episode 4 FIELD STUDY 1Episode 4 FIELD STUDY 1
Episode 4 FIELD STUDY 1
 
Field study 1 episode 4
Field study 1 episode 4  Field study 1 episode 4
Field study 1 episode 4
 
Learning act# 6 social dimensions of education
Learning act# 6 social dimensions of educationLearning act# 6 social dimensions of education
Learning act# 6 social dimensions of education
 
EDFSTU1-Learning Episode 3-Group 7.pptx
EDFSTU1-Learning Episode 3-Group 7.pptxEDFSTU1-Learning Episode 3-Group 7.pptx
EDFSTU1-Learning Episode 3-Group 7.pptx
 
fs 1.docx
fs 1.docxfs 1.docx
fs 1.docx
 
Guided Response Respond to at least two peers. Ask questions of y.docx
Guided Response Respond to at least two peers. Ask questions of y.docxGuided Response Respond to at least two peers. Ask questions of y.docx
Guided Response Respond to at least two peers. Ask questions of y.docx
 
An observation guide for the learners
An observation guide for the learnersAn observation guide for the learners
An observation guide for the learners
 
Fs 1 episode 5 individual differences and learners interaction
Fs 1 episode 5 individual differences and learners interactionFs 1 episode 5 individual differences and learners interaction
Fs 1 episode 5 individual differences and learners interaction
 
During your course of study in the M.Ed. program you have examined.docx
During your course of study in the M.Ed. program you have examined.docxDuring your course of study in the M.Ed. program you have examined.docx
During your course of study in the M.Ed. program you have examined.docx
 
Answer these questions according to the attachment below. We are
Answer these questions according to the attachment below. We areAnswer these questions according to the attachment below. We are
Answer these questions according to the attachment below. We are
 
My Porfolio
My PorfolioMy Porfolio
My Porfolio
 
Chapter 3
Chapter 3Chapter 3
Chapter 3
 
new sp coaching for induction II
 new sp coaching for induction II new sp coaching for induction II
new sp coaching for induction II
 
making-meaningful-connection.pdf
making-meaningful-connection.pdfmaking-meaningful-connection.pdf
making-meaningful-connection.pdf
 
Module 4 - Individual DIfferences
Module 4 - Individual DIfferencesModule 4 - Individual DIfferences
Module 4 - Individual DIfferences
 
Episode 4
Episode 4Episode 4
Episode 4
 
Issues of Diversity
Issues of DiversityIssues of Diversity
Issues of Diversity
 
Fs2 episode 1
Fs2 episode 1Fs2 episode 1
Fs2 episode 1
 
There are two things in boldWhat is your philosophy of educatio.docx
There are two things in boldWhat is your philosophy of educatio.docxThere are two things in boldWhat is your philosophy of educatio.docx
There are two things in boldWhat is your philosophy of educatio.docx
 
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...
 

More from Alexa Jean Colocado (8)

FIELD STUDY 5
FIELD STUDY 5FIELD STUDY 5
FIELD STUDY 5
 
FIELD STUDY 5
FIELD STUDY 5FIELD STUDY 5
FIELD STUDY 5
 
Field Study 4 Episode 3
Field Study 4 Episode 3Field Study 4 Episode 3
Field Study 4 Episode 3
 
Field Study 4 Episode 2
Field Study 4 Episode 2Field Study 4 Episode 2
Field Study 4 Episode 2
 
Field Study 4 Episode 1
Field Study 4 Episode 1Field Study 4 Episode 1
Field Study 4 Episode 1
 
Field Study 3 Episode 4
Field Study 3 Episode 4Field Study 3 Episode 4
Field Study 3 Episode 4
 
Field Study 3 Episode 3
Field Study 3 Episode 3Field Study 3 Episode 3
Field Study 3 Episode 3
 
Field Study 3 Episode 1
Field Study 3 Episode 1Field Study 3 Episode 1
Field Study 3 Episode 1
 

Recently uploaded

ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Projectjordimapav
 
Sulphonamides, mechanisms and their uses
Sulphonamides, mechanisms and their usesSulphonamides, mechanisms and their uses
Sulphonamides, mechanisms and their usesVijayaLaxmi84
 
4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptx4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptxmary850239
 
PART 1 - CHAPTER 1 - CELL THE FUNDAMENTAL UNIT OF LIFE
PART 1 - CHAPTER 1 - CELL THE FUNDAMENTAL UNIT OF LIFEPART 1 - CHAPTER 1 - CELL THE FUNDAMENTAL UNIT OF LIFE
PART 1 - CHAPTER 1 - CELL THE FUNDAMENTAL UNIT OF LIFEMISSRITIMABIOLOGYEXP
 
The role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenshipThe role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenshipKarl Donert
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdfMr Bounab Samir
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDhatriParmar
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 - I-LEARN SMART WORLD - CẢ NĂM - CÓ FILE NGHE (BẢN...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 - I-LEARN SMART WORLD - CẢ NĂM - CÓ FILE NGHE (BẢN...BÀI TẬP BỔ TRỢ TIẾNG ANH 8 - I-LEARN SMART WORLD - CẢ NĂM - CÓ FILE NGHE (BẢN...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 - I-LEARN SMART WORLD - CẢ NĂM - CÓ FILE NGHE (BẢN...Nguyen Thanh Tu Collection
 
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxGrade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxkarenfajardo43
 
Indexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfIndexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfChristalin Nelson
 
How to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command LineHow to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command LineCeline George
 
4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptxmary850239
 
Comparative Literature in India by Amiya dev.pptx
Comparative Literature in India by Amiya dev.pptxComparative Literature in India by Amiya dev.pptx
Comparative Literature in India by Amiya dev.pptxAvaniJani1
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfPrerana Jadhav
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptxmary850239
 
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...HetalPathak10
 
CLASSIFICATION OF ANTI - CANCER DRUGS.pptx
CLASSIFICATION OF ANTI - CANCER DRUGS.pptxCLASSIFICATION OF ANTI - CANCER DRUGS.pptx
CLASSIFICATION OF ANTI - CANCER DRUGS.pptxAnupam32727
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationdeepaannamalai16
 

Recently uploaded (20)

ClimART Action | eTwinning Project
ClimART Action    |    eTwinning ProjectClimART Action    |    eTwinning Project
ClimART Action | eTwinning Project
 
Sulphonamides, mechanisms and their uses
Sulphonamides, mechanisms and their usesSulphonamides, mechanisms and their uses
Sulphonamides, mechanisms and their uses
 
4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptx4.9.24 School Desegregation in Boston.pptx
4.9.24 School Desegregation in Boston.pptx
 
PART 1 - CHAPTER 1 - CELL THE FUNDAMENTAL UNIT OF LIFE
PART 1 - CHAPTER 1 - CELL THE FUNDAMENTAL UNIT OF LIFEPART 1 - CHAPTER 1 - CELL THE FUNDAMENTAL UNIT OF LIFE
PART 1 - CHAPTER 1 - CELL THE FUNDAMENTAL UNIT OF LIFE
 
The role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenshipThe role of Geography in climate education: science and active citizenship
The role of Geography in climate education: science and active citizenship
 
MS4 level being good citizen -imperative- (1) (1).pdf
MS4 level   being good citizen -imperative- (1) (1).pdfMS4 level   being good citizen -imperative- (1) (1).pdf
MS4 level being good citizen -imperative- (1) (1).pdf
 
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptxDecoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
Decoding the Tweet _ Practical Criticism in the Age of Hashtag.pptx
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 - I-LEARN SMART WORLD - CẢ NĂM - CÓ FILE NGHE (BẢN...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 - I-LEARN SMART WORLD - CẢ NĂM - CÓ FILE NGHE (BẢN...BÀI TẬP BỔ TRỢ TIẾNG ANH 8 - I-LEARN SMART WORLD - CẢ NĂM - CÓ FILE NGHE (BẢN...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 - I-LEARN SMART WORLD - CẢ NĂM - CÓ FILE NGHE (BẢN...
 
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptxGrade Three -ELLNA-REVIEWER-ENGLISH.pptx
Grade Three -ELLNA-REVIEWER-ENGLISH.pptx
 
Indexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdfIndexing Structures in Database Management system.pdf
Indexing Structures in Database Management system.pdf
 
How to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command LineHow to Uninstall a Module in Odoo 17 Using Command Line
How to Uninstall a Module in Odoo 17 Using Command Line
 
4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx4.9.24 Social Capital and Social Exclusion.pptx
4.9.24 Social Capital and Social Exclusion.pptx
 
Comparative Literature in India by Amiya dev.pptx
Comparative Literature in India by Amiya dev.pptxComparative Literature in India by Amiya dev.pptx
Comparative Literature in India by Amiya dev.pptx
 
Narcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdfNarcotic and Non Narcotic Analgesic..pdf
Narcotic and Non Narcotic Analgesic..pdf
 
4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx4.11.24 Poverty and Inequality in America.pptx
4.11.24 Poverty and Inequality in America.pptx
 
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
Satirical Depths - A Study of Gabriel Okara's Poem - 'You Laughed and Laughed...
 
Introduction to Research ,Need for research, Need for design of Experiments, ...
Introduction to Research ,Need for research, Need for design of Experiments, ...Introduction to Research ,Need for research, Need for design of Experiments, ...
Introduction to Research ,Need for research, Need for design of Experiments, ...
 
CLASSIFICATION OF ANTI - CANCER DRUGS.pptx
CLASSIFICATION OF ANTI - CANCER DRUGS.pptxCLASSIFICATION OF ANTI - CANCER DRUGS.pptx
CLASSIFICATION OF ANTI - CANCER DRUGS.pptx
 
Congestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentationCongestive Cardiac Failure..presentation
Congestive Cardiac Failure..presentation
 
Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...
Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...
Plagiarism,forms,understand about plagiarism,avoid plagiarism,key significanc...
 

Field study 1 episode 4

  • 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