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edfs21- observations in the actual teaching learning process

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NAME: SECTION: COOPEARING SCHOOL: FIELD STUDY 21 OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT
SPARK YOUR INTEREST This episode 1 provides an opportunity for students to examine and reflect on a school environment that promotes learning and development TARGET YOUR INTENDED LEARNING OUTCOME  At the end of this episode, I must be able to determine the characteristics of school environment that is safe, secure and supportive of learning (PPST 2.1.1) REVISIT LEARNING ESSENTIALS 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. The boards 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 4 general purposes:  Decorative- They offer visual stimulation and appeal to the 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 boards displays includes effective communication, attractiveness, balance, unity, interactivity, legibility, correctness, and durability.
ACTIVITY 1.1 EXPLORING THE SCHOOL CAMPUS OBSERVE, ANALYZE, REFLLECT Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ To realize the Intended Learning Outcome, work my way through the steps: 1. Visit a school. Look into facilities and support learning areas in the campus, then in the classroom. 2. Observe and use the checklist as you move around the school premises. 3. Analyze your gathered data about the school environment. 4. Present your idea of a good school environment through any of these: a. Descriptive Paragraph b. Photo Essay b. Sketch or drawing d. Poem, song or rap OBSERVE As you move around the campus, observation forms are provided for you to document your observations. It is advised that you read the entire worksheet before proceeding to the school site. A good standing of the activities and tasked 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 say how each will contribute to the students’ learning and development. Facilities / Description Will it contribute to the students’ learning and development, why? OFFICE OF THE PRINCIPAL
LIBRARY COUNSELING ROOM CANTEEN/ CAFETERIA MEDICAL CLINIC AUDIO VISUAL/ LEARNING RESOURCE CENTER SCIENCE LABORATORY GYMNASIUM AUDITORIUM
OUTDOOR GARDEN HOME ECONOMICS ROOM INDUSTRIAL WORKSHOP AREA PTA OFFICE COMFORT ROOM FOR BOYS COMFORT ROOM FOR GIRLS OTHERS (PLEASE SPECIFY)
AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT Read the following statements carefully. Then write your observation report on the space provided. Guide Questions Classroom Observation Report 1. Describe the community or neighborhood where the school is found 2. Describe the school campus. What colors do you see? What is the condition of the buildings? 3. Pass by the offices. What impressions do you have of these offices? 4. Walk through the school halls, the library, the cafeteria. Look around and find out the other facilities that the school has?
Resource Teacher: Teacher’s Signature: School: Grade/ Year Level 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. 3. Where is the teachers table located? How are the tables and chairs/ desks are arranged? 4. What learning materials/ equipment are present? 5. Observe the student. How many are occupying one room? 6. Is the room well- lit and well- ventilated? “I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not as a passive consumer…. Learning is a place where paradise can be created.” -Bell Hooks, Teaching to Transgress, NY: Routledge, 1994
AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT Be guided by the task as you do your observation. Then accomplish the matrix to record your data. CLASSROOM FACILITIES MATRIX CLASSROOM FACILITIES DESCRIPTION (location, number, arrangement, condition) 1. Wall displays 2. Teacher’s table 3. Learners’ Desk 4. Blackboard 5. Learning materials/ visual aids 6. 7. 8. 9. 10.
Write your observation report here. ANALYZE How do the school campus and the classroom in particular impact the learning of the students going to school. What are your conclusions? ______________________________________________________________ _ ______________________________________________________________ How does this relate to your knowledge of the child and adolescent development/ How does this relate to your knowledge of facilitating learning ____________________________________________________________________ ____________________________________________________________________ _________________________________________________ REFLECT 1. Would you like to teach in the school environment you just observed? Why? Why not? The breaking down of information materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations. It involves: - seeing patterns -organization of parts -recognition of hidden meanings -identification of components -Questions Cues: Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer (Blooms Taxonomy) Name of School Observed: _______________________________________ Location of the School: __________________________________________ Date to Visit: ___________________________________________________
ACTIVITY 1.2 EXPLORING THE SCHOOL CAMPUS 2. What kind of school campus is conducive to learning? 3. What kind of classroom is conducive to learning? 4. In the future, how can you accomplish your answer in number 3? 5. Write your additional learning and insights here. OBSERVE, ANALYZE, REFLLECT Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: The display board or what we more commonly refer as bulletin board, is one of the most readily, available, and versatile learning resources. To achieve the intended Learning Outcome, work your way through these steps: 1. Examine for bulletin board displays. Include examples of those found at the entrance, lobby, hallways, and classrooms. 2. Pick one and evaluate the display. Propose enhancements to make the display more effective.
OBSERVE As you look around and examine board displays, use the observation guide and forms provided for you to document your observations. An Observation Guide for Board Display 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 board 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 colors do you see? How are the pieces of information and images arranged? 4. What materials were used in making displays? Are boarders used? 5. Do you notice some errors (misspelled words, grammars inconsistencies and the likes) 6. Are the messages clear and easily understood? 7. Think about what got your attention. Why did it get your attention? 8. Take a photo of the display boards (if allowed)
Based on the questions on the observation guide, write your observation report: OBSERVATION REPORT (You may paste pictures of the board display here)
From among the board displays that you saw, pick the one that got you most interested in. Evaluate it using the evaluation form below. Board Display Evaluation Form Topic of the Board Display Location of the Board Display in School Check the column that indicates your rating. Write comments to back up your ratings. 4- Outstanding 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 Attractiveness Colors arrangement catch and hold interest. Balance Objects are arranged, so stability is perceived. Unity Repeated shapes or colors or use of boarders hold display together. Interactivity The style and approach entice learners to be involved and engaged. Legibility Letters and illustrations can be seen from good distance. Correctness It is free from grammar errors, misspelled words, ambiguity Durability It is well constructed, items and correctly attached
Bulletin Board Evaluated by: Location: Brief Description of the bulletin Board: Evaluation Strengths Weaknesses Description of the Bulletin Board Layout Evaluation of Educational Content, and other aspects Recommendations or Suggestions for improvement Signature of Evaluator Over Printed Name:
Based on your suggestions, make your 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 LAYOUT
ANALYZE What do you think was the purpose of board display? Did the board display design reflect the likes/interest of its target audience? Why? Why not? Was the language used clear and simple for the target audience to understand? Why or why not? Was the board display effective? Why? Why not? What suggestions can you make?
Based on your suggestions, proposed an enhance version of the display board. Use the form below My Proposed Board Display Theme: Board Title: Rationale: Objectives: Best features of my proposed bulletin enhancement: Content Resources (Name each needed resource and give each a brief description) Materials for aesthetic enhancement:
REFLECT Name at least 5 skills that a teacher should have to be able to come up with effective board displays. Elaborate on why each skill is needed. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Which of the skills you named in number one do you already have? Recall your past experiences in making board displays. How do you practice these skills? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Which skills do you need to develop? What concrete steps will you take on how you can improve on or acquire these skills? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
Link Theory to Practice Directions: Read the items given below and encircle the correct answer. 1. With the PPST as a guide, an ideal learning environment should have the following characteristics, EXCEPT ______________. A. The learning environment promotes fairness B. Is safe and conducive for learning C. Builds many professional linkages D. Establishes and maintains consistent standard of learners’ behavior 2. Which facilities are present in a health -promoting school environment? I. Canteen that sells all kind of junk food II. Comfort room common for boys and girls III. Sanitary drinking fountains IV. Safe playground A. II, III, and IV B. I, II, III, and IV C. I and II D. III and IV 3. Which physical school environment supports learning? A. Availability of flexible classroom furniture B. Presence of spacious classroom C. Prominence of bulletin boards in every building D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A. Instructional B. Interactive C. Motivational D. Decorative 5. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A. Instructional B. Interactive C. Motivational D. Decorative 6. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A. Instructional B. Interactive C. Motivational D. Decorative
SHOW YOUR LEARNING ARTIFACTS MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL ENVIRONMENT LET YOUR CREAITIVITY SHINE On the opposite box, present an illustration showing your idea of an effective school environment through any of these:  Descriptive Paragraph  Photo Essay  A sketch or Drawing
EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 1- The School as a Learning Environment Learning Outcome: Determine the characteristics of the school environment that provides social, psychological, and physical environment supportive of learning. Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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
FIELD STUDY 1 FS 1 LEARNING EPISODE 2 LEARNER DIVERSITY: Developmental Characteristics, Needs and Interest SPARK Your Interest 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 my leaners characteristics and needs so that I will be able to plan and implement learning activities and assessment that are all developmentally appropriate. TARGET Your Intended Learning Outcome At the end of this Episode, I must be able to describe the characteristics, needs and interests of learners from different developmental levels. (3.1.1). REVISIT the Learning Essentials Here are major principles of development 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, a cognitive- are important, and they are closely interrelated. (NAEYC, 2009) 4. Development proceeds toward greater complexity, self-regulation, symbolic or representational capabilities. (NAEYC, 2009)
OBSERVE, ANALYZE, REFLECT Activity 2.1 Observing learner characteristics at different stages Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ To realize the Intended Learning Outcomes, I will work your way through steps: Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school Step 2 Describe each of the learners based on my observations. Step 3 Validate my observation by interviewing the learners. Step 4 Compare them in terms of their interests and needs. OBSERVE Use the observation guide and matrices provided tor you to document your observations An Observation Guide for the Learners' Characteristics Read the following statements carefully. Then write your observation report on the provided space. 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. Are 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 their level of confidence as shown in their behavior. Are they selt-conscious? Cognitive 1. Describe their ability to use words to communicate their ideas. Note their language proficiency. 2 Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking skills 3. Were there opportunities for problem solving? Describe how they showed problem solving abilities
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. DEVELOPMENT DOMAIN Pre- Schooler Indicate age range of children observed: ___ Elementary Indicate age range of children observed: ___ High School Indicate age range of children observed: ____ Physical Gross motor skills Fine Motor skills Self -help skills Others Social Interaction with teachers Interaction with classmates Interest Others Emotional Moods and temperament, expression of feelings Emotional independence Others Cognitive Communication Skills Thinking Skills Problem Solving Skills
ANALIZE Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implications for teachers. Example: Level Salient Characteristics Observed Implications to the Teaching and Learning Process Pre- School 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. Teachers should not expect preschoolers to stay seated for a long period of time Level Salient Characteristics Observed Implications to the Teaching and Learning Process Pre- School Age range of learners observed ____ Elementary Age range of learners observed ____ High School Age range of learners observed ____
REFLECT 1. While you were observing the learners, did you recall your own experiences when you were their age? What similarities or differences do you have with the learners you observed? _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 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? _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3.Share your other insights here. _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
LINK Theory to Practice Directions: Read the items given below and circle the correct answer, 1. A 14-year-old felt ignored by her crush whom she believes is her true love. She is crying incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal to accept is because _________ A. she thinks what she feels is too special and unique, that no one has felt like this before. B. the teenager's favorite word is no, and she will simply reject everything the teacher says C. 14-year-olds are not yet capable of perspective takin8 and cannot take teacher's perspective D. teenagers never listen to adult advice 2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year- olds. Which of the following should he best consider? A. Provide daily coloring book activities. B. Ask the children to do repeated writing drills every day. C. Encourage children to eat independently. D. Conduct a variety of fun and challenging activities involving hand muscles daily. 3. Science 1Teacher Rita showed her class a glass of water with an egg in it. She asked the class: "What happens to the egg if I add three- tablespoon salt to the glass of water? This is hypothesis formulation. What can you infer about the cognitive developmental stage of Teacher Rita's class? A. Formal operational stage B. Concrete operational stage C. Pre-operational stage D. Between concrete and formal operational stage
SHOW Your Learning Artifacts Which is your favorite theory of Development. How can this guide you as a future teacher? Clip some readings about this theory and paste them here.
EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 2- Learner Diversity: Developmental Characteristics, Needs, and Interest Learning Outcome: Determine the characteristics, Needs and Interest of the learners from different developmental Levels Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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 above Printed Name Date
FIELD STUDY 1 FS 1 LEARNING EPISODE 3 Focus on Gender, Need, Strengths, Interest, Experiences, Language, Race, Culture, Religion, Socio Economic Status, Difficult Circumstances, and Indigenous People SPARK Your Interest Episode 3 provides an opportunity to observe how differences in gender, racial, cultural, and religious backgrounds, including coming from indigenous groups influence learner behavior, interaction, and performance in school. One will also analyze and reflect on practices that teachers use in leveraging diversity in the classroom. 1t also provides an opportunity to observe how differences in abilities affect interaction in school and learn about strategies that teachers use in addressing the learners needs toward effective teaching and learning. TARGET Your Intended Learning Outcomes At the end of this Episode, I must be able to:  describe the characteristics and needs of learners from diverse backgrounds  identify the needs of students with different levels of abilities in the classroom;  identify 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. REVISIT the Learning Essentials Here are principles and concepts relevant to this episode: 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.
C. Differentiated instruction is a student-centered approach that aims to match the learning content, activities and assessment to the different characteristics, abilities, interests, and needs of the learners. 2. The PPST highlighted the following factors that bring about the diversity of leaners: a. Differences in learners’ gender, needs, strengths, Interest and experiences b. Learners linguistic, cultural, socio-economic and religious backgrounds c. Learners with disabilities, giftedness, and talents d. Learners under challenging 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 develop in them sensitivity and empathy. They remember that the learners respond and perform at different levels. The teachers assure 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's approach to indigenous peoples starts with a keen awareness of one's own identity, including one's beliefs and cultural practices. Through serious reflections 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 carry 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 the 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 learned 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 10-20% 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 in Mindanao, and the Igorots in 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 (lCC) and indigenous peoples (IP). Our county 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, Adopting the Indigenous Peoples Education (IPED) Curriculum Framework. Most useful for you as a future teacher to remember are the 5 Key Elements of an 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 cultural identity. d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous languages. e. Emphasizes competencies that are needed to support the development and protection of the ancestral domain, the vitality of their culture, and the 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 enabling meaningful relations with the broader society. 2. Teaching Methodologies and Strategies. A culturally appropriate and responsive curriculum employs teaching methodologies and strategies that strengthen, enrich, and complement the community's indigenous teaching-leaning process. 3. Learning space and Environment. A culturally appropriate and responsive curriculum recognizes that the ancestral domain where IKSPs are experienced, lived, and learned is the primary learning environment and leaning 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 processes 6. 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.
OBSERVE, ANALYZE, REFLECT Activity 3.1 Observing differences among learners 9ender, needs, strengths, interests, and experiences; and differences among learners' linguistic, cultural, socio-economic, religious backgrounds, and difficult circumstances. Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ The learners’ 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 student diversity affects learning. To realize the Intended Learning Outcomes, work your way through these steps: Step 1. Observe a class in different parts of a 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’ interactions. The observation form 1s provided for me to document my observations. 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. Gather 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 the teacher. Are there groups that interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do behave and interact differently? 3. Describe the relationship among the learners. Do the learners cooperate with or compete against each other? 4. Who among the students participate actively? Who among them ask for most help? 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? Outside class: 1. How do the students group themselves outside class? Homogeneously, by age? by gender? by racial or ethnic groups? By their interests? Or are the students in mixed social groupings? If so, describe the groupings. 2. Notice students who are alone and those who are not interacting. Describe their behavior. Interview the teachers and ask about their experience about learners in difficult circumstances. Request them to describe these circumstances and how it has affected the learners. Ask about the strategies they use to help these learners cope. Ask the teachers about strategies they apply to address the needs of diverse students due to the following factors:  Gender, including LGBT  Language and cultural differences  Differences in religion  Socio-economic status
OBSERVATION REPORT Name of the School Observed ______________________________________________ School Address _________________________________________________________ Date of Visit ___________________________________________________________
ANALYZE 1. Identity the persons who play key roles in the relationships and interactions in the classrooms. What roles do they play? ls there somebody who appears to be the leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What makes the learners assume these roles? What factors affect their behavior? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Is there anyone you observed who appear left out? Are students who appear "different Why do they appear different? Are they accepted or rejected by the others? How is this shown? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What does the teacher do to address issues like this? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. How does the teacher influence the class interaction considering the individual differences of the students? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does the teacher leverage diversity? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
REFLECT 1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and between the teachers and the learners?
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ To realize the Intended Learning Outcomes, work your way through these steps. 1.Observe at least two of these classes. A. SPED class with learners with intellectual disabilities B. SPED class with learners with physical disabilities C. SPED class for the gifted and talented D. a regular class with inclusion of learners with disabilities 2. Note the needs of the learners that the teacher should address. 3.Iinterview the teachers to find out more about the learners. 4. Write your observation report 5. Analyze your observation data 6. Reflect on your experience. OBSERVE Use the observation guide provided for you to document your observations. 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. 1. Observe the class to see the differences in abilities of the learners. 2. Try to identify the students who seem to be performing well and those that seem to be behind. 3. Validate your observations by asking the teacher about the background and needs of the learners. 4. Observe the behavior of both regular students and those with special needs. Note their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others. Observe the teacher's method in addressing the individual learning needs of the students in his/her class.
OBSERVATION REPORT Name of the School Observed ______________________________________________ School Address _________________________________________________________ Date of Visit ___________________________________________________________
ANALYZE 1. Did your observation match the information given by the teacher? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. Describe the differences in ability levels of the students in the class? What practices or strategies are done or should be done to differentiate instruction to meet the needs of the learners? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. Describe the methods used by the teacher in handling the students' differences in abilities. How did the students respond to the teacher? Did the teacher use differentiate instruction? It yes, describe how. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ REFLECT 1. Recall the time when you were in elementary or high school. Recall the high and low achievers in your class. How did your teacher deal with differences in abilities? Was your teacher effective? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. What dispositions and traits will you need as a future teacher to meet the needs of the learners? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
OBSERVE, ANALYZE, REFLECT Activity 3.3 Observing the school experiences of learners who belong to indigenous groups. Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ To realize the Intended Learning Outcomes, work your way through these steps. 1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Leaming essentials of Episode 3. 2. Observe in a school with a program for IP learners. Below are some suggested schools: a. Ujah School of Living Traditions, Hungduan, Itugao b. . Sentrong Paaralan ng mga Agta, General Nakar, Quezon c. Sitio Tarukan Primary School, Capas Tarlac d. Mangyan Center for Leaming and Development, Naujan, Oriental Mindoro e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose Occidental Mindoro f. Tubuanan Ati Learning Center, Balabag, Boracay 1sland g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga, Calinog, Iloilo h. Tboli School of Living Traditions, Lake Sebu, South Cotabato i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon j. Talaandig School of Living Traditions, Lantapan, Bukidnon k. Bayanihan Elementary School, Marilog, Davao l. Lumad Bakwit School, UP Diliman, Quezon City Please note: Ensure proper coordination of your college/university to obtain permission from these schools before you visit. If an actual visit is not feasible, consider a "virtual visit" through social media. And if still not feasible consider a "virtual field study through watching Indigenous Peoples in the Philippines videos. There are several available at Youtube. You can start with this video by Dep Ed: DepEd Indigenous Peoples Eaucaion OnCe. Natona nalgenous Month (October) Video, 2013. Retrieve from: htps:/www.yolutube.couEwatchzvSMigQN22Y 3. Write your observation report. 4. Analyze your observation data using the Indigenous Peoples Education Framework. 5. Reflect on your experience.
OBSERVE Use the observation guide provided for you to document your observations. An Observation Guide for Indigenous Peoples Education Read the following carefully before you begin to observe. Then write your observation report on the space provided. If you are watching videos you searched, instead of actually visiting a school, have these question in mind as you are watching the videos. You can try to get in touch With the creator of the videos and interview them too. 1. Before you observe, read about the specific IP group in the school you will visit. Know their norms and customary greetings. This will help you blend in the school community and interact with respect. 2. Observe and note the different parts or areas of the school environment. How are learning spaces arranged? 3. What activities do they do in these different areas of the school? 4. Who are the people who manage the school? Who are involved in teaching the learners? 5. Observe how the teaching-learning process happen. Describe the learning activities they have and the teaching strategies that the teacher uses. 6. Describe the interaction that is taking place between the teacher and learners, among the teachers, and 1n the school in general. 7. What instructional materials and learning resources are they using? 8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You can use the questions found on the Analysis part of this activity.
Write your observation report here. OBSERVATION REPORT (You may include photos here) Name of the School Observed ______________________________________________ School Address _________________________________________________________ Date of Visit ___________________________________________________________
OBSERVATION REPORT (You may include photos here)
ANALYZE Curriculum Design, Competencies, and Content 1. Does the school foster a sense of belonging to one's ancestral domain, a deep understanding of the community s beliefs and practices. Cite examples. 2. Does the school show respect of the community’s expression of spirituality? How? 3. Does the school foster in the indigenous learners a deep appreciation of their Identity? How? 4. Does the curriculum teach skills and competencies in the indigenous learners that will help them develop and protect their ancestral domain and culture? 5. Does the curriculum link new concepts and competencies to the life experience of the community? 6. Do the teaching strategies help strengthen, enrich, and complement the community s indigenous teaching- process? 7. Does the curriculum maximize the use of the ancestral domain and activities of the community as relevant settings to learning in combination with classroom-based sessions? Cite examples
8. Is cultural sensitivity to uphold Culture, beliefs and practices, observed or applied in the development and use of instructional materials and learning resources? How? (For example, Culture bearers of the Indigenous Peoples are consulted.) 9 Do assessment practices consider community values and culture? How? 10. Do assessment processes include application of higher order thinking skills? What do you think can still be done to promote and uphold the indigenous peoples’ knowledge systems and practices and rights in schools? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
REFLECT Reflect based on your actual visit or videos that you watched. 1. What new things did you learn about indigenous peoples? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. What did you appreciate most from your experience in visiting the school with indigenous learners? Why? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. For indigenous learners, as a future teacher, I promise these three things: 3.1 Be open to and respect indigenous peoples by _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3.2 Uphold and celebrate their culture, beliefs and practices by _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3.3 Advocate for indigenous peoples’ education by _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
SHOW Your Learning Artifacts With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that you will be able to meet the needs of both the high and low achievers in your class. Make a collection of strategies on how to address the students’ different ability levels.
LINK Theory to Practice Directions: Read the items given below and encircle the correct answer 1. Which statement on student diversity is CORRECT? A. The teacher must do his/her best to reduce student diversity in class. B. The less the diversity of students in class, the better for the teacher and students C. The 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 accepts the fact that all people are unique in their own way. D. He/she emphasizes the differences among people and disregards their commonalities. 3. What is a teaching-learning implication of student diversity? A. Compare students. B. Make use of a variety of teaching and assessment methods and activities. C. Do homogeneous grouping for group activities. D. Develop different standards for different student groups 4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT_____ A. Affirms and strengthen indigenous cultural identity B. Makes education exclusive to the indigenous culture C. Revitalizes, regenerates and enriches IKSPS and indigenous languages D. Anchors the learning context on the ancestral domain, the community's world view, and its indigenous cultural institutions 5. All are best practices in using learning resources for indigenous learners, EXCEPT A. Culturally generated learning resources only include indigenous group's artifacts, stories, dances, songs, and musical instruments. B. The language used in instructional materials, especially in primary years, which highlight mother tongue, 1s consulted with the indigenous community C. Cultural sensitivity and protocols are observed in development and use of instructional materials D. The indigenous community's property rights are upheld in publishing learning resources
6. All are best practices for assessment in the Indigenous Peoples Education Framework, EXCEPT A. Including the practice of competencies in actual community and family situations B. Applying higher-order thinking skills and integrative understanding across subject areas C. Using international context in the assessment standards and content faithfully without modification D. Including community-generated assessment processes that are part of indigenous learning system 7. Read the following comments by the teacher. Which of these comments will most likely make achild try harder, rather than give up? A. Sinwerte ka ngayon dito sa test, ha B. Hindi ka talaga magaling dito sa paksang ito, no? C. Nakikita ko na kailangan mong maglaan ng mas mahabang pananon sa paksang to para lubos mong maunawaan ito. D. Nahihirapan ka sa paksang ito. Maari kitang tulungan. 8. Which of the following demonstrates differentiated instruction? A. The teacher groups the learners by their ability level and makes the groups work with the same topic but assigns a different task appropriate for each group to accomplish B. The teacher divides the class into three heterogeneous groups and assigns the same activity for each group to work on. C. The teacher groups the learners by their ability level and assigns different content topics tor the groups to work on D. The teacher groups the learners by ability levels and assigns each group a different task on the same topic, and then requests three different teachers, each to assess one of the groups 9. Which teaching practice gives primary consideration to individual differences? A. Allowing children to show that they learned the stages of mitosis in a way where they feel most comfortable. B. Allowing children to show that they learned the stages of mitosis in a way where they feel most comfortable except by lecturing. C. Preparing two different sets of examination, one for the fast learners and another for the slow learners. D. Applying two sets of different standards
EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 3- Focus on Gender Needs, Strengths, Interest, Experiences, Language, Race, Culture, Religion, Socio- Economic Status, Difficult Circumstances, and Indigenous Peoples Learning Outcome: describe the characteristics and needs of learners from diverse backgrounds; identify the needs of students with different levels of abilities in the classroom; identify best practices in differentiated teaching to suit the varying learner needs in diverse class; and demonstrate openness, understanding and acceptance of the learners’ diverse needs and backgrounds Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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 above Printed Name Date
FIELD STUDY 1 FS 1 LEARNING EPISODE 4 Learner Diversity: The community and Home Environment SPARK Your Interest Episode 4 provides opportunities for you to nave a more in-depth look into the factors that affect the development of a learner. Focus will be on the early experiences and characteristics of the learner as described by the family and other significant others. You will also focus how the teacher links with the community to maximize the learning and development of students. TARGET Your Intended Learning Outcomes At the end of this Episode, I must be able to:  describe the influencing factors in the home environment that affect the students learning;  Seek advice concerning strategies that build relationships with parents/ guardians and the wider community (6.2.1); and  identify effective strategies on how teachers can work together with the family. REVISIT the Learning Essentials 1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of relationship systems that make up the leaner’s environment. The layers are: Microsystem Includes the structure such as one’s family, school and neighborhood Mesosystem The connection between the structures in microsystem Exosystem The bigger social system which includes the city government, the workplace and the mass media Macrosystem Outermost layer which includes cultural values, customs and laws Chronosystem The element of time, patterns of stability, and pacing of the child’s everyday life The model helps the teacher look into every aspect in the learner 's environment to understand his behavior. The teacher's important role is not to replace what is missing at home (if any), but to work so that the school becomes an environment that welcomes and nurtures families. The teacher works to create a partnership with the family and the community to bring out the best in every learner.
2. Baumrind s Parenting Styles Authoritarian- Parents are very firm with their children and expect unwavering and unquestioning obedience. Rules are set by parents and misbehavior is met with withdrawal or affection, physical punishment or threats Permissive- Parents are not firm or controlling. They have few expectations. May be warm and caring but appear to be uninvolved and uninterested Rejecting-Neglecting- Parents are disengaged from children. Neither demanding nor responsive to children. Provide no structure, supervision, support or guidance. Authoritative-Parents achieve a good blend. They are firm yet loving. Have clear and reasonable expectations and limits for their children. Treat children with respect and warmth. Make children understand consequence o of their behavior. Children of: Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They have low self-esteem and difficulty with peers. Permissive Parents: believe that their parents do not care for them. They are aggressive and lack self-control; may they have low levels of independence and responsibility. Rejecting-Neglecting Parents: are found to be the least competent n their over-all functioning and adjustment. Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-control. They have higher self-esteem and are better adjusted. -Based on Child Development by Santrock, 2004. OBSERVE, ANALYZE, REFLECT Activity 4.1 Observing the learner's community and home environment Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: __________________________________________________________________________ To realize my Intended Learning Outcomes, I will work my way through these steps: 1. Select a learner from the class which you have previously observed. 2. Interview the teacher about the learner's characteristics and the community. 3. Conduct a home visit to your selected learner's residence. 4. Interview the parents about a. the rules they implement at home concerning their child's schooling. b. the learner's activities and behavior while at home. 5. Write the Learner's Profile. 6. Analyze your observation and interview data. 7. Reflect on your observation experience.
Use the activity form provided for you to document your observations An Observation/Interview Guide for Home-School Link Read the following carefully before you before you begin to observe/interview. Then write your observation report on the space provided. The Learner  Make a general observation of the learner. Describe him/her in each or the domains or development:  physical-body built and height (thin, chubby, underweight, overweight), level of physical activity (fast, slow, lethargic, active, etc.)  social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fights, liked by others, etc.)  emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, excited, indifferent, etc.)  cognitive (appears to understand lessons, copes with the lessons, excels, lags  behind, shows reasoning skills, turns in assignments and requirements, etc.) Interview the Teacher 1.What are the most noticeable characteristics of the learner? (emotional disposition, behavior and discipline, sense of responsibility, study habits, academic performance, relationship with peers, relationship with adults, social adjustment 2. How does the teacher communicate with the parents? How often? What do they discuss? How do they decide of the best course of action to resolve issues or problems? 3. How does the teacher utilize resources in the community to support the teaching-learning process? How does the teacher work with the community to meet the needs of the learners? Interview with Parents 1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the living room, etc.) 2. Use the Interview Questions on the next page. Just ask the questions with which you feel comfortable.
Suggested Parent Interview Guide Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if necessary. Name of Learner: Date of Birth: _____________________ Age: _____________________ Grade/ Year Level: ________________ Gender: ____________________ Number of Siblings: ________________ Birth Order: ______________________ Parents:_________________________________________________________________ Mother:_________________________________________________________________ Age: _______________Occupation: _____________Education Attainment:______________ Father:_________________________________________________________________ Age: _______________Occupation: _____________Education Attainment:______________ Learner’s Physical Aspect: Health 1. Mother’s health during pregnancy with the learner: 2. Ailments or health problems of the learner as a child: 3. Age of the learner when he started to walk/ talk: 4. Food preferences of the learner as a child and at the present: 5. Who took care of him/ her as a child? Learner’s Social Aspect: 1. Describe your child’s sociability (friendly, outgoing or shy, loner). 2. Who were the learner’s playmates? 3. As a child then, was she/he allowed to play outside? 4. Is he/ she allowed to go out with friends? 5. Do you have rules for him or her to follow regarding going out? 6. What are these rules? Emotional- Moral 1. What are the expectations of your child? 2. How do you provide a nurturing environment for your child? 3. Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her emotional needs? 4. What do you do when he/she is not successful in something? How do you discipline your children? 1. Do you have rules in your house? What are they? 2. How do you impose those rules? 3. What are the consequences of breaking the rules? Learner’s Cognitive Aspect: 1. What are the child’s interest? 2. What is she/he good at in school? 3. In what subject(s) does she/he have difficulty? 4. How do you monitor his/ her performance in school? How do you motivate him/ her? 5. Do you have rules at home to help him develop good study habits? 6. What are these rules? How are they implemented?
After you have gathered all the necessary data, write the learner’s development profile using the outline below. Type the profile on a separate sheet and attached it to this learning episode. THE LEARNER’S DEVELOPMENT PROFILE (Outline) The Learner’s Development Profile Name of the Learner: School: Date of Home Visit: Date of birth Age: Grade/ Year Level: Gender: Family Profile Number of Siblings: Birth Order Parent Mother Age Occupation Educational Attainment Father Occupation Educational Attainment Physical Development In paragraph form, describe the physical development of the learner. Combine, the teacher’s, parents’ responses and your own observations. Social Development In paragraph form, describe the social development of the learner. Combine, the teacher’s, parents’ responses and your own observations. Emotional -Moral Development In paragraph form, describe the emotional- moral development of the learner. Combine, the teacher’s, parents’ responses and your own observations. Cognitive Development In paragraph form, describe the cognitive development of the learner. Combine, the teacher’s, parents’ responses and your own observations. Findings: Write your salient findings about the learner. Conclusions: Write your conclusions after you have analyzed the impact of the school and the home on the learner’s development. The questions in your analysis portion of this learning episode can help you Recommendations: Write your recommendations.
Write your answers here!
ANALYZE Your findings and recommendations in the Leaner Development Profile will help you answer the questions here. 1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and over-all adjustment of the leaner in school? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ 3 Does the communication between the home-school have an effect on the learner? It yes, what are these effects? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. How can the teacher partner with the community to contribute to the development and learning or the students? Who are the people or which institutions can the teacher tap to seek advice regarding the development and learning of students? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ Baumrind s Parenting Styles Authoritarian- Parents are very firm with their children and expect unwavering and unquestioning obedience. Rules are set by parents and misbehavior is met with withdrawal or affection, physical punishment or threats Permissive- Parents are not firm or controlling. They have few expectations. May be warm and caring but appear to be uninvolved and uninterested Rejecting-Neglecting- Parents are disengaged from children. Neither demanding nor responsive to children. Provide no structure, supervision, support or guidance. Authoritative-Parents achieve a good blend. They are firm yet loving. Have clear and reasonable expectations and limits for their children. Treat children with respect and warmth. Make children understand consequence o of their behavior. Children of: Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They have low self-esteem and difficulty with peers. Permissive Parents: believe that their parents do not care for them. They are aggressive and lack self- control; may they have low levels of independence and responsibility. Rejecting-Neglecting Parents: are found to be the least competent n their over-all functioning and adjustment. Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-control. They have higher self-esteem and are better adjusted. -Based on Child Development by Santrock, 2004.
Reflect 1. Reflect on your own development as a child. What type of parenting did you experience? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. As a future teacher, how would you establish a good home- school collaboration? How can you work as well with the parents? How can you help them? How can they help you? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
LINK Theory to Practice Directions: Read the items given below and encircle the correct answer 1. Which are most likely the kind of children raised by authoritarian parents I. Fearful II. Inhibited III. Hostile IV. Withdrawn A. I and II B. I, II and III C. II, and III B. I, II , III, and I 2. 1f a child was raised by authoritative parents, how will most likely will he/she behave in class? A. Relates well to classmates B. Is suspicious of others C. Quarrels often with classmates D. Has low level of independence 3. Which parenting style/s contribute/s to the development of children who have low level of responsibility? A. Authoritarian C. Permissive B. Authoritative D. Neglecting and permissive
SHOW YOUR LEARNING ARTIFACTS COLOR YOUR WORLD 1. Make an artistic, colorful and creative visual expression of your insights or feelings about the influence of the home and school and community to the learner. Then write a few statements on the space below about your visual art Stick With Acrostic… 2. Make a reflection acrostic about the home, school and community link 2. H- C - O- O- M- M- E- M- U- S- N- C- I- H- T- O- Y- O- L- L- I- N- K- [Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 4- Learner Diversity: The Community and Home Environment Learning Outcome: Describe the influencing factors in the home environment that affect the students’ learning; seek advise concerning strategies that builds relationships with parents/ guardians and the wider community; and identify effective strategies on how teachers can work together with the family Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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 above Printed Name Date
Baumrind s Parenting Styles Authoritarian- Parents are very firm with their children and expect unwavering and unquestioning obedience. Rules are set by parents and misbehavior is met with withdrawal or affection, physical punishment or threats Permissive- Parents are not firm or controlling. They have few expectations. May be warm and caring but appear to be uninvolved and uninterested Rejecting-Neglecting- Parents are disengaged from children. Neither demanding nor responsive to children. Provide no structure, supervision, support or guidance. Authoritative-Parents achieve a good blend. They are firm yet loving. Have clear and reasonable expectations and limits for their children. Treat children with respect and warmth. Make children understand consequence o of their behavior. Children of: Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They have low self-esteem and difficulty with peers. Permissive Parents: believe that their parents do not care for them. They are aggressive and lack self- control; may they have low levels of independence and responsibility. Rejecting-Neglecting Parents: are found to be the least competent n their over-all functioning and adjustment. Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-control. They have higher self- esteem and are better adjusted. -Based on Child Development by Santrock, 2004. ANALYZE Your findings and recommendations in the Learner Development Profile will help you answer the questions here. 1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. ___________________________________________________________ _________________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and over-all adjustment of the learner in school? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. Does the communication between the home-school have an effect on the learner? If yes, what are these effects? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
REFLECT 1. Reflect on your own development as a child, what type of parenting did you experience, how did it affect you? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 2. As a future teacher, how would you establish a good home- school collaboration? How can you work well with parents? How can you help them? How can they help you? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Write your notes here…
FIELD STUDY 1 FS 1 LEARNING EPISODE 5 Creating an Appropriate Learning Environment SPARK Your Interest This learning Episode provides an opportunity to examine how classroom are structured or designed to allow everyone’s maximum participation for effective learning. You should be able to examine how classroom management practices affect learning. This episode enhances the application of the theories learned in the following professional subjects such as Facilitating Learning Centered Teaching and The Child and Adolescent Learners and Learning Principle. TARGET Your Intended Learning Outcome At the end of this Episode, I must be able to:  plan on how to manage time, space, and resources, and  provide a learning environment appropriate to the learners and conducive to learning. REVISIT the Learning Essentials The classroom climate that is conducive for learning is one that is non-threatening yet business- like. It is a classroom where, when creating audio-visual presentations, the following are observed:  Specific classroom rules and procedures are clear.  Classroom rules and procedures are discussed within the first few days of the school.  Students are involved in the design of rules and procedures.  Techniques to acknowledge and reinforce acceptable behavior are employed.  Clear limits for unacceptable behavior are established and negative consequences for such are communicated.  Classroom processes are democratic.
OBSERVE, ANALYZE, REFLECT Activity 5.1 Managing Time, Space, and Learning Resources Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ OBSERVE Observe and use the observation sheet provided for you to document your observations. 1. As you observe the class, look into the characteristics of the learners. Note their ages. 2. How many boys are there? How many girls? 3. Focus on their behavior. Are they able to manage their own behavior? 4. Can the learners already work independently? 5. Describe their span of attention.
ANALYZE Analyze and answer these questions on observed classroom management practices. It is also good to ask the teacher for additional information, so you can validate your observations. Write your notes below, and then organize your data in the Table that follows. 1. Are there areas in the classroom for specific purposes (storage of cleaning aids, books, students’ belongings, supplies, etc.)? Describe these areas? Will it make a difference in these are for specific purposes are not present? 2. Are the rules and procedures posted in the room? List them down. Do these rules reinforce positive behavior? 3. Did the students participate in making the classroom rules? If the Resource teacher available, ask him/her to describe the process. What's the effect or students’ participation in rule-making on student's behavior? 4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment of monitors, warm-up activities, etc.) How are they done? 5. 1s there a seating arrangement? What is the basis of this arrangement? Does this help in managing the class? 6. Observe the noise level in the classroom. How is this managed? 7. If a learner is not following instruction or is off-task, what does the Resource Teacher do Describe the behavior strategies used. 8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
REFLECT Reflection as a future teacher 1. Why do I need to enforce positive discipline? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Activity 5.2 Identifying the Different Aspects of Classroom Management Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: OBSERVE CLSSROOM MANAGEMENT MATRIX Observe a class and accomplish the given matrix. Aspects of Classroom Management Descriptions Effect on the Learners (to be filled after you answer the analysis questions) 1. Specific Areas in the Classroom 2. Classroom Rules 3. Classroom Procedures 4. Daily Routines 5. Seating Arrangement 6. Handling misbehavior/off- task behavior 7. Reinforcement of Positive Behavior 8. Others 9. Others 10. Others
ANALYZE 1. How did the classroom organization and routines affect the learners’ behavior? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What should the teacher have in mind when she/he designs the classroom organization routines? What theories and principles should you have in mind? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why were they effective? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ REFLECT Reflect on the following and write your insights. 1. Imagine yourself organizing your classroom in the future. In what grade year level do you see yourself? What routines and procedures would you consider for this level Why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Should learners be involved in making the class rules? Why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
LINK Theory to Practice Direction: Read the items given below and encircle the correct answer. 1. Focusing on natural consequences of students’ behavior develops more self-regulation in the students. Which of the following teacher statements demonstrates focusing on natural consequences? A. "Those who were noisy today during seatwork will not be allowed to play games in the computer later B. "If it takes you longer to finish the seatwork because time is wasted with chatting, then we won 't have time to go to the playground anymore." C. "Those who are well-behaved in class will be given plus points in the quiz. D. If you get a grade of 95 or higher in the first two assignments, you will be exempted from the 3rd assignment. 2. Learners are more likely to internalize and follow classroom rules when A. the teacher clearly explains the rules she prepared B. the learners know the punishments for not following the rules C. the learners participate in the rule-making process D. the teacher gives additional points for those who follow the rules 3. For a teacher to establish and maintain consistent standards of learners’ behavior, they should do all EXCEPT ___________. A. give immediate feedback to reinforce appropriate behavior of learners B. be open to exceptions each time a learner misbehaves in class C. communicate and enforce school policies and procedures clearly and consistently D. handle behavior problems promptly and with due respect to learners’ rights
SHOW Your Learning Artifacts Paste pieces of evidence of classroom rules that work in the class. You may also put pictures of the physical space and learning stations which contribute to the effective implementation of classroom management.
EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 5- Creating an Appropriate Learning Environment Learning Outcome: Plan on how to manage time, space and resources. Provide a learning environment appropriate to the learners and conducive learning. Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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 above Printed Name Date
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edfs- ep1-7.docx

  • 1. NAME: SECTION: COOPEARING SCHOOL: FIELD STUDY 21 OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT
  • 2. SPARK YOUR INTEREST This episode 1 provides an opportunity for students to examine and reflect on a school environment that promotes learning and development TARGET YOUR INTENDED LEARNING OUTCOME  At the end of this episode, I must be able to determine the characteristics of school environment that is safe, secure and supportive of learning (PPST 2.1.1) REVISIT LEARNING ESSENTIALS 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. The boards 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 4 general purposes:  Decorative- They offer visual stimulation and appeal to the 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 boards displays includes effective communication, attractiveness, balance, unity, interactivity, legibility, correctness, and durability.
  • 3. ACTIVITY 1.1 EXPLORING THE SCHOOL CAMPUS OBSERVE, ANALYZE, REFLLECT Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ To realize the Intended Learning Outcome, work my way through the steps: 1. Visit a school. Look into facilities and support learning areas in the campus, then in the classroom. 2. Observe and use the checklist as you move around the school premises. 3. Analyze your gathered data about the school environment. 4. Present your idea of a good school environment through any of these: a. Descriptive Paragraph b. Photo Essay b. Sketch or drawing d. Poem, song or rap OBSERVE As you move around the campus, observation forms are provided for you to document your observations. It is advised that you read the entire worksheet before proceeding to the school site. A good standing of the activities and tasked 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 say how each will contribute to the students’ learning and development. Facilities / Description Will it contribute to the students’ learning and development, why? OFFICE OF THE PRINCIPAL
  • 5. OUTDOOR GARDEN HOME ECONOMICS ROOM INDUSTRIAL WORKSHOP AREA PTA OFFICE COMFORT ROOM FOR BOYS COMFORT ROOM FOR GIRLS OTHERS (PLEASE SPECIFY)
  • 6. AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT Read the following statements carefully. Then write your observation report on the space provided. Guide Questions Classroom Observation Report 1. Describe the community or neighborhood where the school is found 2. Describe the school campus. What colors do you see? What is the condition of the buildings? 3. Pass by the offices. What impressions do you have of these offices? 4. Walk through the school halls, the library, the cafeteria. Look around and find out the other facilities that the school has?
  • 7. Resource Teacher: Teacher’s Signature: School: Grade/ Year Level 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. 3. Where is the teachers table located? How are the tables and chairs/ desks are arranged? 4. What learning materials/ equipment are present? 5. Observe the student. How many are occupying one room? 6. Is the room well- lit and well- ventilated? “I entered the classroom with the conviction that it was crucial for me and every other student to be an active participant, not as a passive consumer…. Learning is a place where paradise can be created.” -Bell Hooks, Teaching to Transgress, NY: Routledge, 1994
  • 8. AN OBSERVATION GUIDE FOR THE CLASSROOM VISIT Be guided by the task as you do your observation. Then accomplish the matrix to record your data. CLASSROOM FACILITIES MATRIX CLASSROOM FACILITIES DESCRIPTION (location, number, arrangement, condition) 1. Wall displays 2. Teacher’s table 3. Learners’ Desk 4. Blackboard 5. Learning materials/ visual aids 6. 7. 8. 9. 10.
  • 9. Write your observation report here. ANALYZE How do the school campus and the classroom in particular impact the learning of the students going to school. What are your conclusions? ______________________________________________________________ _ ______________________________________________________________ How does this relate to your knowledge of the child and adolescent development/ How does this relate to your knowledge of facilitating learning ____________________________________________________________________ ____________________________________________________________________ _________________________________________________ REFLECT 1. Would you like to teach in the school environment you just observed? Why? Why not? The breaking down of information materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/or finding evidence to support generalizations. It involves: - seeing patterns -organization of parts -recognition of hidden meanings -identification of components -Questions Cues: Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer (Blooms Taxonomy) Name of School Observed: _______________________________________ Location of the School: __________________________________________ Date to Visit: ___________________________________________________
  • 10. ACTIVITY 1.2 EXPLORING THE SCHOOL CAMPUS 2. What kind of school campus is conducive to learning? 3. What kind of classroom is conducive to learning? 4. In the future, how can you accomplish your answer in number 3? 5. Write your additional learning and insights here. OBSERVE, ANALYZE, REFLLECT Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: The display board or what we more commonly refer as bulletin board, is one of the most readily, available, and versatile learning resources. To achieve the intended Learning Outcome, work your way through these steps: 1. Examine for bulletin board displays. Include examples of those found at the entrance, lobby, hallways, and classrooms. 2. Pick one and evaluate the display. Propose enhancements to make the display more effective.
  • 11. OBSERVE As you look around and examine board displays, use the observation guide and forms provided for you to document your observations. An Observation Guide for Board Display 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 board 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 colors do you see? How are the pieces of information and images arranged? 4. What materials were used in making displays? Are boarders used? 5. Do you notice some errors (misspelled words, grammars inconsistencies and the likes) 6. Are the messages clear and easily understood? 7. Think about what got your attention. Why did it get your attention? 8. Take a photo of the display boards (if allowed)
  • 12. Based on the questions on the observation guide, write your observation report: OBSERVATION REPORT (You may paste pictures of the board display here)
  • 13. From among the board displays that you saw, pick the one that got you most interested in. Evaluate it using the evaluation form below. Board Display Evaluation Form Topic of the Board Display Location of the Board Display in School Check the column that indicates your rating. Write comments to back up your ratings. 4- Outstanding 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 Attractiveness Colors arrangement catch and hold interest. Balance Objects are arranged, so stability is perceived. Unity Repeated shapes or colors or use of boarders hold display together. Interactivity The style and approach entice learners to be involved and engaged. Legibility Letters and illustrations can be seen from good distance. Correctness It is free from grammar errors, misspelled words, ambiguity Durability It is well constructed, items and correctly attached
  • 14. Bulletin Board Evaluated by: Location: Brief Description of the bulletin Board: Evaluation Strengths Weaknesses Description of the Bulletin Board Layout Evaluation of Educational Content, and other aspects Recommendations or Suggestions for improvement Signature of Evaluator Over Printed Name:
  • 15. Based on your suggestions, make your 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 LAYOUT
  • 16. ANALYZE What do you think was the purpose of board display? Did the board display design reflect the likes/interest of its target audience? Why? Why not? Was the language used clear and simple for the target audience to understand? Why or why not? Was the board display effective? Why? Why not? What suggestions can you make?
  • 17. Based on your suggestions, proposed an enhance version of the display board. Use the form below My Proposed Board Display Theme: Board Title: Rationale: Objectives: Best features of my proposed bulletin enhancement: Content Resources (Name each needed resource and give each a brief description) Materials for aesthetic enhancement:
  • 18. REFLECT Name at least 5 skills that a teacher should have to be able to come up with effective board displays. Elaborate on why each skill is needed. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Which of the skills you named in number one do you already have? Recall your past experiences in making board displays. How do you practice these skills? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Which skills do you need to develop? What concrete steps will you take on how you can improve on or acquire these skills? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
  • 19. Link Theory to Practice Directions: Read the items given below and encircle the correct answer. 1. With the PPST as a guide, an ideal learning environment should have the following characteristics, EXCEPT ______________. A. The learning environment promotes fairness B. Is safe and conducive for learning C. Builds many professional linkages D. Establishes and maintains consistent standard of learners’ behavior 2. Which facilities are present in a health -promoting school environment? I. Canteen that sells all kind of junk food II. Comfort room common for boys and girls III. Sanitary drinking fountains IV. Safe playground A. II, III, and IV B. I, II, III, and IV C. I and II D. III and IV 3. Which physical school environment supports learning? A. Availability of flexible classroom furniture B. Presence of spacious classroom C. Prominence of bulletin boards in every building D. Tall school buildings
  • 20. 4. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A. Instructional B. Interactive C. Motivational D. Decorative 5. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A. Instructional B. Interactive C. Motivational D. Decorative 6. Examine the bulletin board display. This bulletin board fulfills which primary purpose? A. Instructional B. Interactive C. Motivational D. Decorative
  • 21. SHOW YOUR LEARNING ARTIFACTS MY PERSONAL ILLUSTRATION OF AN EFFECTIVE SCHOOL ENVIRONMENT LET YOUR CREAITIVITY SHINE On the opposite box, present an illustration showing your idea of an effective school environment through any of these:  Descriptive Paragraph  Photo Essay  A sketch or Drawing
  • 22. EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 1- The School as a Learning Environment Learning Outcome: Determine the characteristics of the school environment that provides social, psychological, and physical environment supportive of learning. Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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
  • 23. FIELD STUDY 1 FS 1 LEARNING EPISODE 2 LEARNER DIVERSITY: Developmental Characteristics, Needs and Interest SPARK Your Interest 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 my leaners characteristics and needs so that I will be able to plan and implement learning activities and assessment that are all developmentally appropriate. TARGET Your Intended Learning Outcome At the end of this Episode, I must be able to describe the characteristics, needs and interests of learners from different developmental levels. (3.1.1). REVISIT the Learning Essentials Here are major principles of development 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, a cognitive- are important, and they are closely interrelated. (NAEYC, 2009) 4. Development proceeds toward greater complexity, self-regulation, symbolic or representational capabilities. (NAEYC, 2009)
  • 24. OBSERVE, ANALYZE, REFLECT Activity 2.1 Observing learner characteristics at different stages Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ To realize the Intended Learning Outcomes, I will work your way through steps: Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school Step 2 Describe each of the learners based on my observations. Step 3 Validate my observation by interviewing the learners. Step 4 Compare them in terms of their interests and needs. OBSERVE Use the observation guide and matrices provided tor you to document your observations An Observation Guide for the Learners' Characteristics Read the following statements carefully. Then write your observation report on the provided space. 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. Are 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 their level of confidence as shown in their behavior. Are they selt-conscious? Cognitive 1. Describe their ability to use words to communicate their ideas. Note their language proficiency. 2 Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking skills 3. Were there opportunities for problem solving? Describe how they showed problem solving abilities
  • 25. 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. DEVELOPMENT DOMAIN Pre- Schooler Indicate age range of children observed: ___ Elementary Indicate age range of children observed: ___ High School Indicate age range of children observed: ____ Physical Gross motor skills Fine Motor skills Self -help skills Others Social Interaction with teachers Interaction with classmates Interest Others Emotional Moods and temperament, expression of feelings Emotional independence Others Cognitive Communication Skills Thinking Skills Problem Solving Skills
  • 26. ANALIZE Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implications for teachers. Example: Level Salient Characteristics Observed Implications to the Teaching and Learning Process Pre- School 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. Teachers should not expect preschoolers to stay seated for a long period of time Level Salient Characteristics Observed Implications to the Teaching and Learning Process Pre- School Age range of learners observed ____ Elementary Age range of learners observed ____ High School Age range of learners observed ____
  • 27. REFLECT 1. While you were observing the learners, did you recall your own experiences when you were their age? What similarities or differences do you have with the learners you observed? _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 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? _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3.Share your other insights here. _____________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
  • 28. LINK Theory to Practice Directions: Read the items given below and circle the correct answer, 1. A 14-year-old felt ignored by her crush whom she believes is her true love. She is crying incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal to accept is because _________ A. she thinks what she feels is too special and unique, that no one has felt like this before. B. the teenager's favorite word is no, and she will simply reject everything the teacher says C. 14-year-olds are not yet capable of perspective takin8 and cannot take teacher's perspective D. teenagers never listen to adult advice 2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year- olds. Which of the following should he best consider? A. Provide daily coloring book activities. B. Ask the children to do repeated writing drills every day. C. Encourage children to eat independently. D. Conduct a variety of fun and challenging activities involving hand muscles daily. 3. Science 1Teacher Rita showed her class a glass of water with an egg in it. She asked the class: "What happens to the egg if I add three- tablespoon salt to the glass of water? This is hypothesis formulation. What can you infer about the cognitive developmental stage of Teacher Rita's class? A. Formal operational stage B. Concrete operational stage C. Pre-operational stage D. Between concrete and formal operational stage
  • 29. SHOW Your Learning Artifacts Which is your favorite theory of Development. How can this guide you as a future teacher? Clip some readings about this theory and paste them here.
  • 30. EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 2- Learner Diversity: Developmental Characteristics, Needs, and Interest Learning Outcome: Determine the characteristics, Needs and Interest of the learners from different developmental Levels Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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 above Printed Name Date
  • 31. FIELD STUDY 1 FS 1 LEARNING EPISODE 3 Focus on Gender, Need, Strengths, Interest, Experiences, Language, Race, Culture, Religion, Socio Economic Status, Difficult Circumstances, and Indigenous People SPARK Your Interest Episode 3 provides an opportunity to observe how differences in gender, racial, cultural, and religious backgrounds, including coming from indigenous groups influence learner behavior, interaction, and performance in school. One will also analyze and reflect on practices that teachers use in leveraging diversity in the classroom. 1t also provides an opportunity to observe how differences in abilities affect interaction in school and learn about strategies that teachers use in addressing the learners needs toward effective teaching and learning. TARGET Your Intended Learning Outcomes At the end of this Episode, I must be able to:  describe the characteristics and needs of learners from diverse backgrounds  identify the needs of students with different levels of abilities in the classroom;  identify 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. REVISIT the Learning Essentials Here are principles and concepts relevant to this episode: 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.
  • 32. C. Differentiated instruction is a student-centered approach that aims to match the learning content, activities and assessment to the different characteristics, abilities, interests, and needs of the learners. 2. The PPST highlighted the following factors that bring about the diversity of leaners: a. Differences in learners’ gender, needs, strengths, Interest and experiences b. Learners linguistic, cultural, socio-economic and religious backgrounds c. Learners with disabilities, giftedness, and talents d. Learners under challenging 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 develop in them sensitivity and empathy. They remember that the learners respond and perform at different levels. The teachers assure 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's approach to indigenous peoples starts with a keen awareness of one's own identity, including one's beliefs and cultural practices. Through serious reflections 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 carry 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 the 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 learned 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 10-20% 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 in Mindanao, and the Igorots in 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 (lCC) and indigenous peoples (IP). Our county was
  • 33. 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, Adopting the Indigenous Peoples Education (IPED) Curriculum Framework. Most useful for you as a future teacher to remember are the 5 Key Elements of an 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 cultural identity. d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous languages. e. Emphasizes competencies that are needed to support the development and protection of the ancestral domain, the vitality of their culture, and the 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 enabling meaningful relations with the broader society. 2. Teaching Methodologies and Strategies. A culturally appropriate and responsive curriculum employs teaching methodologies and strategies that strengthen, enrich, and complement the community's indigenous teaching-leaning process. 3. Learning space and Environment. A culturally appropriate and responsive curriculum recognizes that the ancestral domain where IKSPs are experienced, lived, and learned is the primary learning environment and leaning 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 processes 6. 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.
  • 34. OBSERVE, ANALYZE, REFLECT Activity 3.1 Observing differences among learners 9ender, needs, strengths, interests, and experiences; and differences among learners' linguistic, cultural, socio-economic, religious backgrounds, and difficult circumstances. Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ The learners’ 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 student diversity affects learning. To realize the Intended Learning Outcomes, work your way through these steps: Step 1. Observe a class in different parts of a 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’ interactions. The observation form 1s provided for me to document my observations. 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. Gather 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 the teacher. Are there groups that interact more with the teacher than others.
  • 35. 2. Observe the learners seated at the back and the front part of the room. Do behave and interact differently? 3. Describe the relationship among the learners. Do the learners cooperate with or compete against each other? 4. Who among the students participate actively? Who among them ask for most help? 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? Outside class: 1. How do the students group themselves outside class? Homogeneously, by age? by gender? by racial or ethnic groups? By their interests? Or are the students in mixed social groupings? If so, describe the groupings. 2. Notice students who are alone and those who are not interacting. Describe their behavior. Interview the teachers and ask about their experience about learners in difficult circumstances. Request them to describe these circumstances and how it has affected the learners. Ask about the strategies they use to help these learners cope. Ask the teachers about strategies they apply to address the needs of diverse students due to the following factors:  Gender, including LGBT  Language and cultural differences  Differences in religion  Socio-economic status
  • 36. OBSERVATION REPORT Name of the School Observed ______________________________________________ School Address _________________________________________________________ Date of Visit ___________________________________________________________
  • 37. ANALYZE 1. Identity the persons who play key roles in the relationships and interactions in the classrooms. What roles do they play? ls there somebody who appears to be the leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What makes the learners assume these roles? What factors affect their behavior? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Is there anyone you observed who appear left out? Are students who appear "different Why do they appear different? Are they accepted or rejected by the others? How is this shown? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ What does the teacher do to address issues like this? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. How does the teacher influence the class interaction considering the individual differences of the students? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does the teacher leverage diversity? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
  • 38. REFLECT 1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and between the teachers and the learners?
  • 39. Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ To realize the Intended Learning Outcomes, work your way through these steps. 1.Observe at least two of these classes. A. SPED class with learners with intellectual disabilities B. SPED class with learners with physical disabilities C. SPED class for the gifted and talented D. a regular class with inclusion of learners with disabilities 2. Note the needs of the learners that the teacher should address. 3.Iinterview the teachers to find out more about the learners. 4. Write your observation report 5. Analyze your observation data 6. Reflect on your experience. OBSERVE Use the observation guide provided for you to document your observations. 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. 1. Observe the class to see the differences in abilities of the learners. 2. Try to identify the students who seem to be performing well and those that seem to be behind. 3. Validate your observations by asking the teacher about the background and needs of the learners. 4. Observe the behavior of both regular students and those with special needs. Note their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others. Observe the teacher's method in addressing the individual learning needs of the students in his/her class.
  • 40. OBSERVATION REPORT Name of the School Observed ______________________________________________ School Address _________________________________________________________ Date of Visit ___________________________________________________________
  • 41. ANALYZE 1. Did your observation match the information given by the teacher? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. Describe the differences in ability levels of the students in the class? What practices or strategies are done or should be done to differentiate instruction to meet the needs of the learners? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 3. Describe the methods used by the teacher in handling the students' differences in abilities. How did the students respond to the teacher? Did the teacher use differentiate instruction? It yes, describe how. ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ REFLECT 1. Recall the time when you were in elementary or high school. Recall the high and low achievers in your class. How did your teacher deal with differences in abilities? Was your teacher effective? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ 2. What dispositions and traits will you need as a future teacher to meet the needs of the learners? ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________
  • 42. OBSERVE, ANALYZE, REFLECT Activity 3.3 Observing the school experiences of learners who belong to indigenous groups. Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ To realize the Intended Learning Outcomes, work your way through these steps. 1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Leaming essentials of Episode 3. 2. Observe in a school with a program for IP learners. Below are some suggested schools: a. Ujah School of Living Traditions, Hungduan, Itugao b. . Sentrong Paaralan ng mga Agta, General Nakar, Quezon c. Sitio Tarukan Primary School, Capas Tarlac d. Mangyan Center for Leaming and Development, Naujan, Oriental Mindoro e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose Occidental Mindoro f. Tubuanan Ati Learning Center, Balabag, Boracay 1sland g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga, Calinog, Iloilo h. Tboli School of Living Traditions, Lake Sebu, South Cotabato i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay, Bukidnon j. Talaandig School of Living Traditions, Lantapan, Bukidnon k. Bayanihan Elementary School, Marilog, Davao l. Lumad Bakwit School, UP Diliman, Quezon City Please note: Ensure proper coordination of your college/university to obtain permission from these schools before you visit. If an actual visit is not feasible, consider a "virtual visit" through social media. And if still not feasible consider a "virtual field study through watching Indigenous Peoples in the Philippines videos. There are several available at Youtube. You can start with this video by Dep Ed: DepEd Indigenous Peoples Eaucaion OnCe. Natona nalgenous Month (October) Video, 2013. Retrieve from: htps:/www.yolutube.couEwatchzvSMigQN22Y 3. Write your observation report. 4. Analyze your observation data using the Indigenous Peoples Education Framework. 5. Reflect on your experience.
  • 43. OBSERVE Use the observation guide provided for you to document your observations. An Observation Guide for Indigenous Peoples Education Read the following carefully before you begin to observe. Then write your observation report on the space provided. If you are watching videos you searched, instead of actually visiting a school, have these question in mind as you are watching the videos. You can try to get in touch With the creator of the videos and interview them too. 1. Before you observe, read about the specific IP group in the school you will visit. Know their norms and customary greetings. This will help you blend in the school community and interact with respect. 2. Observe and note the different parts or areas of the school environment. How are learning spaces arranged? 3. What activities do they do in these different areas of the school? 4. Who are the people who manage the school? Who are involved in teaching the learners? 5. Observe how the teaching-learning process happen. Describe the learning activities they have and the teaching strategies that the teacher uses. 6. Describe the interaction that is taking place between the teacher and learners, among the teachers, and 1n the school in general. 7. What instructional materials and learning resources are they using? 8. Interview the teacher or principal about the curriculum. Find out the curriculum goals. You can use the questions found on the Analysis part of this activity.
  • 44. Write your observation report here. OBSERVATION REPORT (You may include photos here) Name of the School Observed ______________________________________________ School Address _________________________________________________________ Date of Visit ___________________________________________________________
  • 45. OBSERVATION REPORT (You may include photos here)
  • 46. ANALYZE Curriculum Design, Competencies, and Content 1. Does the school foster a sense of belonging to one's ancestral domain, a deep understanding of the community s beliefs and practices. Cite examples. 2. Does the school show respect of the community’s expression of spirituality? How? 3. Does the school foster in the indigenous learners a deep appreciation of their Identity? How? 4. Does the curriculum teach skills and competencies in the indigenous learners that will help them develop and protect their ancestral domain and culture? 5. Does the curriculum link new concepts and competencies to the life experience of the community? 6. Do the teaching strategies help strengthen, enrich, and complement the community s indigenous teaching- process? 7. Does the curriculum maximize the use of the ancestral domain and activities of the community as relevant settings to learning in combination with classroom-based sessions? Cite examples
  • 47. 8. Is cultural sensitivity to uphold Culture, beliefs and practices, observed or applied in the development and use of instructional materials and learning resources? How? (For example, Culture bearers of the Indigenous Peoples are consulted.) 9 Do assessment practices consider community values and culture? How? 10. Do assessment processes include application of higher order thinking skills? What do you think can still be done to promote and uphold the indigenous peoples’ knowledge systems and practices and rights in schools? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
  • 48. REFLECT Reflect based on your actual visit or videos that you watched. 1. What new things did you learn about indigenous peoples? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 2. What did you appreciate most from your experience in visiting the school with indigenous learners? Why? _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3. For indigenous learners, as a future teacher, I promise these three things: 3.1 Be open to and respect indigenous peoples by _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3.2 Uphold and celebrate their culture, beliefs and practices by _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ 3.3 Advocate for indigenous peoples’ education by _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________
  • 49. SHOW Your Learning Artifacts With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that you will be able to meet the needs of both the high and low achievers in your class. Make a collection of strategies on how to address the students’ different ability levels.
  • 50. LINK Theory to Practice Directions: Read the items given below and encircle the correct answer 1. Which statement on student diversity is CORRECT? A. The teacher must do his/her best to reduce student diversity in class. B. The less the diversity of students in class, the better for the teacher and students C. The 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 accepts the fact that all people are unique in their own way. D. He/she emphasizes the differences among people and disregards their commonalities. 3. What is a teaching-learning implication of student diversity? A. Compare students. B. Make use of a variety of teaching and assessment methods and activities. C. Do homogeneous grouping for group activities. D. Develop different standards for different student groups 4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT_____ A. Affirms and strengthen indigenous cultural identity B. Makes education exclusive to the indigenous culture C. Revitalizes, regenerates and enriches IKSPS and indigenous languages D. Anchors the learning context on the ancestral domain, the community's world view, and its indigenous cultural institutions 5. All are best practices in using learning resources for indigenous learners, EXCEPT A. Culturally generated learning resources only include indigenous group's artifacts, stories, dances, songs, and musical instruments. B. The language used in instructional materials, especially in primary years, which highlight mother tongue, 1s consulted with the indigenous community C. Cultural sensitivity and protocols are observed in development and use of instructional materials D. The indigenous community's property rights are upheld in publishing learning resources
  • 51. 6. All are best practices for assessment in the Indigenous Peoples Education Framework, EXCEPT A. Including the practice of competencies in actual community and family situations B. Applying higher-order thinking skills and integrative understanding across subject areas C. Using international context in the assessment standards and content faithfully without modification D. Including community-generated assessment processes that are part of indigenous learning system 7. Read the following comments by the teacher. Which of these comments will most likely make achild try harder, rather than give up? A. Sinwerte ka ngayon dito sa test, ha B. Hindi ka talaga magaling dito sa paksang ito, no? C. Nakikita ko na kailangan mong maglaan ng mas mahabang pananon sa paksang to para lubos mong maunawaan ito. D. Nahihirapan ka sa paksang ito. Maari kitang tulungan. 8. Which of the following demonstrates differentiated instruction? A. The teacher groups the learners by their ability level and makes the groups work with the same topic but assigns a different task appropriate for each group to accomplish B. The teacher divides the class into three heterogeneous groups and assigns the same activity for each group to work on. C. The teacher groups the learners by their ability level and assigns different content topics tor the groups to work on D. The teacher groups the learners by ability levels and assigns each group a different task on the same topic, and then requests three different teachers, each to assess one of the groups 9. Which teaching practice gives primary consideration to individual differences? A. Allowing children to show that they learned the stages of mitosis in a way where they feel most comfortable. B. Allowing children to show that they learned the stages of mitosis in a way where they feel most comfortable except by lecturing. C. Preparing two different sets of examination, one for the fast learners and another for the slow learners. D. Applying two sets of different standards
  • 52. EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 3- Focus on Gender Needs, Strengths, Interest, Experiences, Language, Race, Culture, Religion, Socio- Economic Status, Difficult Circumstances, and Indigenous Peoples Learning Outcome: describe the characteristics and needs of learners from diverse backgrounds; identify the needs of students with different levels of abilities in the classroom; identify best practices in differentiated teaching to suit the varying learner needs in diverse class; and demonstrate openness, understanding and acceptance of the learners’ diverse needs and backgrounds Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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 above Printed Name Date
  • 53. FIELD STUDY 1 FS 1 LEARNING EPISODE 4 Learner Diversity: The community and Home Environment SPARK Your Interest Episode 4 provides opportunities for you to nave a more in-depth look into the factors that affect the development of a learner. Focus will be on the early experiences and characteristics of the learner as described by the family and other significant others. You will also focus how the teacher links with the community to maximize the learning and development of students. TARGET Your Intended Learning Outcomes At the end of this Episode, I must be able to:  describe the influencing factors in the home environment that affect the students learning;  Seek advice concerning strategies that build relationships with parents/ guardians and the wider community (6.2.1); and  identify effective strategies on how teachers can work together with the family. REVISIT the Learning Essentials 1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers of relationship systems that make up the leaner’s environment. The layers are: Microsystem Includes the structure such as one’s family, school and neighborhood Mesosystem The connection between the structures in microsystem Exosystem The bigger social system which includes the city government, the workplace and the mass media Macrosystem Outermost layer which includes cultural values, customs and laws Chronosystem The element of time, patterns of stability, and pacing of the child’s everyday life The model helps the teacher look into every aspect in the learner 's environment to understand his behavior. The teacher's important role is not to replace what is missing at home (if any), but to work so that the school becomes an environment that welcomes and nurtures families. The teacher works to create a partnership with the family and the community to bring out the best in every learner.
  • 54. 2. Baumrind s Parenting Styles Authoritarian- Parents are very firm with their children and expect unwavering and unquestioning obedience. Rules are set by parents and misbehavior is met with withdrawal or affection, physical punishment or threats Permissive- Parents are not firm or controlling. They have few expectations. May be warm and caring but appear to be uninvolved and uninterested Rejecting-Neglecting- Parents are disengaged from children. Neither demanding nor responsive to children. Provide no structure, supervision, support or guidance. Authoritative-Parents achieve a good blend. They are firm yet loving. Have clear and reasonable expectations and limits for their children. Treat children with respect and warmth. Make children understand consequence o of their behavior. Children of: Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They have low self-esteem and difficulty with peers. Permissive Parents: believe that their parents do not care for them. They are aggressive and lack self-control; may they have low levels of independence and responsibility. Rejecting-Neglecting Parents: are found to be the least competent n their over-all functioning and adjustment. Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-control. They have higher self-esteem and are better adjusted. -Based on Child Development by Santrock, 2004. OBSERVE, ANALYZE, REFLECT Activity 4.1 Observing the learner's community and home environment Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: __________________________________________________________________________ To realize my Intended Learning Outcomes, I will work my way through these steps: 1. Select a learner from the class which you have previously observed. 2. Interview the teacher about the learner's characteristics and the community. 3. Conduct a home visit to your selected learner's residence. 4. Interview the parents about a. the rules they implement at home concerning their child's schooling. b. the learner's activities and behavior while at home. 5. Write the Learner's Profile. 6. Analyze your observation and interview data. 7. Reflect on your observation experience.
  • 55. Use the activity form provided for you to document your observations An Observation/Interview Guide for Home-School Link Read the following carefully before you before you begin to observe/interview. Then write your observation report on the space provided. The Learner  Make a general observation of the learner. Describe him/her in each or the domains or development:  physical-body built and height (thin, chubby, underweight, overweight), level of physical activity (fast, slow, lethargic, active, etc.)  social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into fights, liked by others, etc.)  emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, excited, indifferent, etc.)  cognitive (appears to understand lessons, copes with the lessons, excels, lags  behind, shows reasoning skills, turns in assignments and requirements, etc.) Interview the Teacher 1.What are the most noticeable characteristics of the learner? (emotional disposition, behavior and discipline, sense of responsibility, study habits, academic performance, relationship with peers, relationship with adults, social adjustment 2. How does the teacher communicate with the parents? How often? What do they discuss? How do they decide of the best course of action to resolve issues or problems? 3. How does the teacher utilize resources in the community to support the teaching-learning process? How does the teacher work with the community to meet the needs of the learners? Interview with Parents 1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the living room, etc.) 2. Use the Interview Questions on the next page. Just ask the questions with which you feel comfortable.
  • 56. Suggested Parent Interview Guide Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if necessary. Name of Learner: Date of Birth: _____________________ Age: _____________________ Grade/ Year Level: ________________ Gender: ____________________ Number of Siblings: ________________ Birth Order: ______________________ Parents:_________________________________________________________________ Mother:_________________________________________________________________ Age: _______________Occupation: _____________Education Attainment:______________ Father:_________________________________________________________________ Age: _______________Occupation: _____________Education Attainment:______________ Learner’s Physical Aspect: Health 1. Mother’s health during pregnancy with the learner: 2. Ailments or health problems of the learner as a child: 3. Age of the learner when he started to walk/ talk: 4. Food preferences of the learner as a child and at the present: 5. Who took care of him/ her as a child? Learner’s Social Aspect: 1. Describe your child’s sociability (friendly, outgoing or shy, loner). 2. Who were the learner’s playmates? 3. As a child then, was she/he allowed to play outside? 4. Is he/ she allowed to go out with friends? 5. Do you have rules for him or her to follow regarding going out? 6. What are these rules? Emotional- Moral 1. What are the expectations of your child? 2. How do you provide a nurturing environment for your child? 3. Does your child go to you when she/he feels down or has a problem? What do you do to meet his/her emotional needs? 4. What do you do when he/she is not successful in something? How do you discipline your children? 1. Do you have rules in your house? What are they? 2. How do you impose those rules? 3. What are the consequences of breaking the rules? Learner’s Cognitive Aspect: 1. What are the child’s interest? 2. What is she/he good at in school? 3. In what subject(s) does she/he have difficulty? 4. How do you monitor his/ her performance in school? How do you motivate him/ her? 5. Do you have rules at home to help him develop good study habits? 6. What are these rules? How are they implemented?
  • 57. After you have gathered all the necessary data, write the learner’s development profile using the outline below. Type the profile on a separate sheet and attached it to this learning episode. THE LEARNER’S DEVELOPMENT PROFILE (Outline) The Learner’s Development Profile Name of the Learner: School: Date of Home Visit: Date of birth Age: Grade/ Year Level: Gender: Family Profile Number of Siblings: Birth Order Parent Mother Age Occupation Educational Attainment Father Occupation Educational Attainment Physical Development In paragraph form, describe the physical development of the learner. Combine, the teacher’s, parents’ responses and your own observations. Social Development In paragraph form, describe the social development of the learner. Combine, the teacher’s, parents’ responses and your own observations. Emotional -Moral Development In paragraph form, describe the emotional- moral development of the learner. Combine, the teacher’s, parents’ responses and your own observations. Cognitive Development In paragraph form, describe the cognitive development of the learner. Combine, the teacher’s, parents’ responses and your own observations. Findings: Write your salient findings about the learner. Conclusions: Write your conclusions after you have analyzed the impact of the school and the home on the learner’s development. The questions in your analysis portion of this learning episode can help you Recommendations: Write your recommendations.
  • 59. ANALYZE Your findings and recommendations in the Leaner Development Profile will help you answer the questions here. 1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and over-all adjustment of the leaner in school? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ 3 Does the communication between the home-school have an effect on the learner? It yes, what are these effects? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. How can the teacher partner with the community to contribute to the development and learning or the students? Who are the people or which institutions can the teacher tap to seek advice regarding the development and learning of students? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________________ Baumrind s Parenting Styles Authoritarian- Parents are very firm with their children and expect unwavering and unquestioning obedience. Rules are set by parents and misbehavior is met with withdrawal or affection, physical punishment or threats Permissive- Parents are not firm or controlling. They have few expectations. May be warm and caring but appear to be uninvolved and uninterested Rejecting-Neglecting- Parents are disengaged from children. Neither demanding nor responsive to children. Provide no structure, supervision, support or guidance. Authoritative-Parents achieve a good blend. They are firm yet loving. Have clear and reasonable expectations and limits for their children. Treat children with respect and warmth. Make children understand consequence o of their behavior. Children of: Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They have low self-esteem and difficulty with peers. Permissive Parents: believe that their parents do not care for them. They are aggressive and lack self- control; may they have low levels of independence and responsibility. Rejecting-Neglecting Parents: are found to be the least competent n their over-all functioning and adjustment. Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-control. They have higher self-esteem and are better adjusted. -Based on Child Development by Santrock, 2004.
  • 60. Reflect 1. Reflect on your own development as a child. What type of parenting did you experience? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ 2. As a future teacher, how would you establish a good home- school collaboration? How can you work as well with the parents? How can you help them? How can they help you? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________
  • 61. LINK Theory to Practice Directions: Read the items given below and encircle the correct answer 1. Which are most likely the kind of children raised by authoritarian parents I. Fearful II. Inhibited III. Hostile IV. Withdrawn A. I and II B. I, II and III C. II, and III B. I, II , III, and I 2. 1f a child was raised by authoritative parents, how will most likely will he/she behave in class? A. Relates well to classmates B. Is suspicious of others C. Quarrels often with classmates D. Has low level of independence 3. Which parenting style/s contribute/s to the development of children who have low level of responsibility? A. Authoritarian C. Permissive B. Authoritative D. Neglecting and permissive
  • 62. SHOW YOUR LEARNING ARTIFACTS COLOR YOUR WORLD 1. Make an artistic, colorful and creative visual expression of your insights or feelings about the influence of the home and school and community to the learner. Then write a few statements on the space below about your visual art Stick With Acrostic… 2. Make a reflection acrostic about the home, school and community link 2. H- C - O- O- M- M- E- M- U- S- N- C- I- H- T- O- Y- O- L- L- I- N- K- [Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text box anywhere on the page, just drag it.]
  • 63. EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 4- Learner Diversity: The Community and Home Environment Learning Outcome: Describe the influencing factors in the home environment that affect the students’ learning; seek advise concerning strategies that builds relationships with parents/ guardians and the wider community; and identify effective strategies on how teachers can work together with the family Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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 above Printed Name Date
  • 64. Baumrind s Parenting Styles Authoritarian- Parents are very firm with their children and expect unwavering and unquestioning obedience. Rules are set by parents and misbehavior is met with withdrawal or affection, physical punishment or threats Permissive- Parents are not firm or controlling. They have few expectations. May be warm and caring but appear to be uninvolved and uninterested Rejecting-Neglecting- Parents are disengaged from children. Neither demanding nor responsive to children. Provide no structure, supervision, support or guidance. Authoritative-Parents achieve a good blend. They are firm yet loving. Have clear and reasonable expectations and limits for their children. Treat children with respect and warmth. Make children understand consequence o of their behavior. Children of: Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They have low self-esteem and difficulty with peers. Permissive Parents: believe that their parents do not care for them. They are aggressive and lack self- control; may they have low levels of independence and responsibility. Rejecting-Neglecting Parents: are found to be the least competent n their over-all functioning and adjustment. Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-control. They have higher self- esteem and are better adjusted. -Based on Child Development by Santrock, 2004. ANALYZE Your findings and recommendations in the Learner Development Profile will help you answer the questions here. 1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. ___________________________________________________________ _________________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and over-all adjustment of the learner in school? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 3. Does the communication between the home-school have an effect on the learner? If yes, what are these effects? ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________
  • 65. REFLECT 1. Reflect on your own development as a child, what type of parenting did you experience, how did it affect you? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 2. As a future teacher, how would you establish a good home- school collaboration? How can you work well with parents? How can you help them? How can they help you? ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ Write your notes here…
  • 66. FIELD STUDY 1 FS 1 LEARNING EPISODE 5 Creating an Appropriate Learning Environment SPARK Your Interest This learning Episode provides an opportunity to examine how classroom are structured or designed to allow everyone’s maximum participation for effective learning. You should be able to examine how classroom management practices affect learning. This episode enhances the application of the theories learned in the following professional subjects such as Facilitating Learning Centered Teaching and The Child and Adolescent Learners and Learning Principle. TARGET Your Intended Learning Outcome At the end of this Episode, I must be able to:  plan on how to manage time, space, and resources, and  provide a learning environment appropriate to the learners and conducive to learning. REVISIT the Learning Essentials The classroom climate that is conducive for learning is one that is non-threatening yet business- like. It is a classroom where, when creating audio-visual presentations, the following are observed:  Specific classroom rules and procedures are clear.  Classroom rules and procedures are discussed within the first few days of the school.  Students are involved in the design of rules and procedures.  Techniques to acknowledge and reinforce acceptable behavior are employed.  Clear limits for unacceptable behavior are established and negative consequences for such are communicated.  Classroom processes are democratic.
  • 67. OBSERVE, ANALYZE, REFLECT Activity 5.1 Managing Time, Space, and Learning Resources Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: ______________________________________________________________________________ OBSERVE Observe and use the observation sheet provided for you to document your observations. 1. As you observe the class, look into the characteristics of the learners. Note their ages. 2. How many boys are there? How many girls? 3. Focus on their behavior. Are they able to manage their own behavior? 4. Can the learners already work independently? 5. Describe their span of attention.
  • 68. ANALYZE Analyze and answer these questions on observed classroom management practices. It is also good to ask the teacher for additional information, so you can validate your observations. Write your notes below, and then organize your data in the Table that follows. 1. Are there areas in the classroom for specific purposes (storage of cleaning aids, books, students’ belongings, supplies, etc.)? Describe these areas? Will it make a difference in these are for specific purposes are not present? 2. Are the rules and procedures posted in the room? List them down. Do these rules reinforce positive behavior? 3. Did the students participate in making the classroom rules? If the Resource teacher available, ask him/her to describe the process. What's the effect or students’ participation in rule-making on student's behavior? 4. What are the daily routines done by the Resource Teacher? (prayer, attendance, assignment of monitors, warm-up activities, etc.) How are they done? 5. 1s there a seating arrangement? What is the basis of this arrangement? Does this help in managing the class? 6. Observe the noise level in the classroom. How is this managed? 7. If a learner is not following instruction or is off-task, what does the Resource Teacher do Describe the behavior strategies used. 8. What does the Resource Teacher do to reinforce positive behaviors? (behavior strategies)
  • 69. REFLECT Reflection as a future teacher 1. Why do I need to enforce positive discipline? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ Activity 5.2 Identifying the Different Aspects of Classroom Management Resource Teacher: Teacher’s Signature: School: Grade/ Year Level Subject Area: Date: OBSERVE CLSSROOM MANAGEMENT MATRIX Observe a class and accomplish the given matrix. Aspects of Classroom Management Descriptions Effect on the Learners (to be filled after you answer the analysis questions) 1. Specific Areas in the Classroom 2. Classroom Rules 3. Classroom Procedures 4. Daily Routines 5. Seating Arrangement 6. Handling misbehavior/off- task behavior 7. Reinforcement of Positive Behavior 8. Others 9. Others 10. Others
  • 70. ANALYZE 1. How did the classroom organization and routines affect the learners’ behavior? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. What should the teacher have in mind when she/he designs the classroom organization routines? What theories and principles should you have in mind? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why were they effective? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ REFLECT Reflect on the following and write your insights. 1. Imagine yourself organizing your classroom in the future. In what grade year level do you see yourself? What routines and procedures would you consider for this level Why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ 3. Should learners be involved in making the class rules? Why? ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________
  • 71. LINK Theory to Practice Direction: Read the items given below and encircle the correct answer. 1. Focusing on natural consequences of students’ behavior develops more self-regulation in the students. Which of the following teacher statements demonstrates focusing on natural consequences? A. "Those who were noisy today during seatwork will not be allowed to play games in the computer later B. "If it takes you longer to finish the seatwork because time is wasted with chatting, then we won 't have time to go to the playground anymore." C. "Those who are well-behaved in class will be given plus points in the quiz. D. If you get a grade of 95 or higher in the first two assignments, you will be exempted from the 3rd assignment. 2. Learners are more likely to internalize and follow classroom rules when A. the teacher clearly explains the rules she prepared B. the learners know the punishments for not following the rules C. the learners participate in the rule-making process D. the teacher gives additional points for those who follow the rules 3. For a teacher to establish and maintain consistent standards of learners’ behavior, they should do all EXCEPT ___________. A. give immediate feedback to reinforce appropriate behavior of learners B. be open to exceptions each time a learner misbehaves in class C. communicate and enforce school policies and procedures clearly and consistently D. handle behavior problems promptly and with due respect to learners’ rights
  • 72. SHOW Your Learning Artifacts Paste pieces of evidence of classroom rules that work in the class. You may also put pictures of the physical space and learning stations which contribute to the effective implementation of classroom management.
  • 73. EVALUATE PERFORMANCE TASK Evaluate your work task Field Study 1, Episode 5- Creating an Appropriate Learning Environment Learning Outcome: Plan on how to manage time, space and resources. Provide a learning environment appropriate to the learners and conducive learning. Name of FS Student: Date Submitted: Year and Section: Course: Learning Episode Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs Improvement 1 Accomplished Observation Sheet All observation questions/task completely answered/ accomplished One (1) or two(2 ) observation questions /task not answered / accomplished Three observation questions /task not answered/ accomplished Four (4 )or more observation questions/task not answered / accomplished Analysis All questions were answered completely; answers are with depth and are thoroughly grounded on theories, grammar and spelling are free from errors All questions were answered completely; answers are clearly connected to theories, grammar and spellings are free from errors Questions were not answered completely; answers are not clearly connected to theories. 1-3 grammatical spelling errors Four (4 )or more observation questions were not answered, answers not connected to theories; more than four (4) grammatical/ spelling errors Reflection 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 analyze Unclear and shallow, rarely supported by what were observed and analyzed Learning Artifacts Portfolio is reflected on in the context of the learning outcomes; complete, well organized, highly relevant to the learning outcome Portfolio is reflected on in 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 outcome. 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 the deadline Submitted a day after the deadline Submitted 2 days of more after the deadline Comment/s Overall score: _________________ Rating Based on Transmutation: _________ TRANSMUTATION OF SCORE AND 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 above Printed Name Date