This document provides an overview of the student's learning episode which focuses on observing how differences in gender, race, culture and religion affect classroom interactions. The intended learning outcomes are to demonstrate understanding and acceptance of diverse backgrounds and identify best practices for dealing with diversity. The student will be evaluated based on their observation, analysis, reflection in their portfolio. They plan to observe classes, describe student characteristics and interactions, and interview the teacher about principles for diversity.
Fs 1 episode 4 individual differences and learners interactionNoel Parohinog
This is the Episode 4 of FS 1. In this episode, you will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.
Fs 1 episode 4 individual differences and learners interactionNoel Parohinog
This is the Episode 4 of FS 1. In this episode, you will gain competence in determining teaching approaches and techniques considering the individual differences of the learners.
FIELD STUDY 1 PRESENTATION (2021) EP. 7 & 8
LEARNING EPISODE 7 & 8
✔EP. 7 - PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
✔EP. 8 - CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Note from the Creators:
DO NOT COPY ALL THE INFORMATION GIVEN FROM THIS PRESENTATION! Kindly use this presentation as your reference or basis only!
FIELD STUDY 1 PRESENTATION (2021) EP. 7 & 8
LEARNING EPISODE 7 & 8
✔EP. 7 - PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
✔EP. 8 - CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Note from the Creators:
DO NOT COPY ALL THE INFORMATION GIVEN FROM THIS PRESENTATION! Kindly use this presentation as your reference or basis only!
This detailed presentation gives a clear overview of the evolution of the English language throughout the ages.
Including the Old English, Middle English, Early Modern, Modern and Late Modern periods, the slideshow covers contextual elements, key features of language, key dates and examples of text for each.
Bullet points and images and a nice layout make the presentation concise and simple, while still containing a lot of information.
This presentation is suitable for English language A-level at A2 level (made for the WJEC A2 exam)
Correction: Old English example text states that the Anglo Saxon Chronicle was written in the 19th century. This is a typo - it was actually the 9th century!
Guided Response Respond to at least two peers. Ask questions of y.docxJeanmarieColbert3
Guided Response:
Respond to at least two peers. Ask questions of your peers about their responses to encourage further conversation. In your responses, consider including a question about the inclusion of 21st-century skills in a diverse classroom. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real-world experiences with this topic.
Carefully review the
Discussion Forum Grading Rubric
for the criteria that will be used to evaluate this Discussion Thread
Discussion 1
Analyze how you can maintain high standards and demonstrate high expectations for all ethnically, culturally, and linguistically diverse students in the classroom.
I believe that I can maintain high standards or all of my students by first establishing classroom management and hold all of my students to high expectations no matter their special population. I believe that all students can learn, it’s all about tapping into their interests and building on what they like to do. The specific behaviors that teachers engage in clearly communicate their expectations for students. I can focus on the ways in which I can ensure that my students understand that they have high expectations as well as ways for helping my students meet those expectations. I will differentiate instruction to address the diverse learning styles, needs, and skills found in my classroom. Through differentiated instruction, students are challenged but not frustrated and teachers are able to facilitate learning.
Discuss how you would differentiate instruction for the inclusion of various learning styles.
We are all smart, but in different ways. With their being Visual/Spatial, Verbal/Linguistic, Bodily/Kinesthetic, and Musical/Rhythmic learners in my classroom I will make sure that my instruction fosters drawing, creating, illustrating, and learning from photographs, videos, and other visual aids. Reading, writing, speaking, and listening skills for my students that are verbal and linguistic. hands-on activity: games, movement, role-play, and building and manipulating things for my students that are kinesthetic. And last, songs, patterns, rhythms, instruments, chants, listening to music, and other forms of musical expression for my students that learn better through music and rhythm. To make my class a classroom of inclusion, all of the students will have to interact in every aspect of the learning process nit just what really interest them.
Reflect on ways in which you would modify instruction for special education students.
There are students in my class that may need some differentiated and/or individualized attention because they have special needs related to specific phy.
Fs 1 episode 5 individual differences and learners interactionNoel Parohinog
This is the Episode 5 of FS 1. In this episode, you will gain competence in determining understanding and accepting the learners' diverse background to their performance in the classroom.
During your course of study in the M.Ed. program you have examined.docxmadlynplamondon
During your course of study in the M.Ed. program you have examined issues relating to ethics in the educational setting and the importance of promoting diversity. In a one- to two-page paper reflect upon what you have learned throughout your coursework related to ethical issues in education, and discuss the fundamental manner in which your ideas, values, beliefs, practices, and etc. have or have not changed as a result.
Working for Early Head Start in Springfield, Illinois, I had the pleasure of working with many different nationalities. Each month, I invited a different family to come and speak to our class and share some traditions and items from their where they live. The students loved listening to other families and the families enjoyed sharing their heritage with the students. I learned that incorporating other history into our classroom made the parent/care giver more willing to participate and give back to the classroom. One particular lesson plan, one of my Hispanic families came to teach our children how to count and speak and spell their name. The children were excited to go home and teach their parents. Listening to some of the parents share their beliefs as well as stories that may go on back in their country it gave me more respect for my country.
For my future position, I will still incorporate different ethnicities into my lesson plan and have different families come into the classroom and share their history. One thing that I have also thought about is having a different type of bring your parent to school day. This will allow the parent/child to see what actually goes on in a child’s classroom. This will also allow the parent to interact with their child and their child’s friends. This will also promote a positive learning environment for the student.
Identify and describe at least three main strengths in relation to the theme of your portfolio.
Three main strengths that stick out to me are resilience, being able to incorporate, and being self-motivated.
Resilience is being able to recover quickly. Being an educator Resiliency should be a vital strength. Being an educator and having the ability to recover from a bad day at school requires determination. Educators have to wear more than one hat in the classroom while trying to educate their students. Educators have to deal with more disciplinary problems in the classroom. Being able to recovery from dealing with a behavior issue and still maintain your classroom has become very challenging.
Incorporation- Children are learning in many different ways. It is the Educator’s role to incorporate and reach each student so that they can learn. One thing educators are now seeing a lot more of are, children with more learning disabilities. It has been more stressful for educators to research and learn different learning styles and find learning resources for their students.
Being Self-motivation sometimes is not as easy as we would like for it to be. Especially being a educator. I ...
Answer these questions according to the attachment below. We arebrockdebroah
Answer these questions according to the attachment below.
We are just past the midpoint of your first course in the program. Congratulations on your progress! Take a bit of time to reflect on the work that you have done thus far. Return to your Unit 2 assignment, in which you set goals for your learning in this course.
What are the "big ideas" you have learned thus far? How does that learning move you toward your learning goals?
What content is still "muddiest" to you thus far? What do you need to know in order to clear up your understanding of that content?
Overall, are you on track to meet your learning goals?
Finally, ask any questions of your instructor that would help move your learning forward in this course.
Discussion 2
Respond to at least two colleagues which are located after these questions. Identify any similarities or differences that your interviewees experienced when compared to those of your selected colleagues. To what do you attribute the similarities or differences?
First colleague post
A few weeks ago I had the opportunity to conduct informal interviews with two educators whose cultural backgrounds are different from my own. The selection of these two educators was made because of the years of experience and their attitudes towards students in and out of the classroom; both enjoy helping students reach long and short-term academic goals. The first educator Mrs. Sandy has been teaching several subjects in the elementary and middle school sector for over ten years. She shared a fair amount of information with me about her experiences and thoughts about cultural issues surrounding curriculum, instruction, and assessment in the classroom. The second educator Mrs. Harris has been teaching in the elementary school system for approximately fifteen years and showed her passion for the support of district goals and student achievement for culturally diverse students with various learning disabilities.
In listening to each teacher refer to the genders, race, economic statuses, language and religious backgrounds of their classroom setting; I could relate to some of the stressful moments they encountered on a daily basis. In their attempt to promote the understanding and respect for cross-cultural variances with students; everyone feels uncomfortable. They both stated that the most difficult task in the instruction was talking to the class about stereotypes and prejudices brought out in discussions to assist students with sustaining tolerance for each other's diversities. This was achieved after some time and the harmony, respect, peace and cohesion of the class began to thrive after the weekly cultural orientations.
Effective strategies were implemented within the curriculum throughout the school day to not only help students, but to relieve teachers as well. The teachers began to discuss and display each minority group's contributions through pictures, word walls, readings, artifacts, and videos. F ...
This is for New BTSA Support Providers. This is the second workshop in the series called Coaching for Induction. Included is a video Chimamanda Ngozi Adichie.
There are two things in boldWhat is your philosophy of educatio.docxalisoncarleen
There are two things: in bold
What is your philosophy of education? What are the theoretical underpinnings of that philosophy? What does your philosophy look like at the school site and in the classroom?
What are the theoretical underpinnings of that philosophy? What does your philosophy look like at the school site and in the classroom?
What does your philosophy look like at the school site and in the classroom?
At least one paragraph for each
questions
.
This is for Education class.
Feedback for below two peers
.
1.
I always remember my education in my public grade school as a very positive and safe environment. There is no doubt that the teachers played a big role in creating such an environment and they were always excited to be at work. Experiencing this type of education in my primary years inspired me to become this kind of teacher for my first graders. On the other hand, I remember that there came a point in about fourth grade where I began losing interest in school. Looking back I know that it was because I did not feel challenged. Because of this, I felt as though there were talents and strengths that I had that I was not able to fully develop and utilize. Because I lacked in motivation and yearning to challenge myself, I promised myself that I would be a teacher who challenged all of her students regardless of their backgrounds and abilities.
My philosophy of education is to hold all students to high standards and instill in them the confidence and motivation to reach those high standards. This takes a lot of trust on their end so it is also my philosophy to create an environment where students feel comfortable to explore new ways of learning, thinking, and expressing themselves.
Motivation theories have always stuck with me since motivation was something that I struggled with in school. Intrinsic motivation, self determination, and autonomy support (2010) are all theoretical underpinnings to my philosophy.
My school site prides itself on community. This year we implemented the “TRIBES” agreements school wide. It gives our community guidelines to follow and we are able to hold each other accountable. Following the Tribes agreements means that students must show mutual respect, not put each other down, listen attentively, try their personal best, and they are given the right to pass in community circles. These agreements not only apply to the students, but to our entire staff and parents as well. As a first grade teacher, it is something I am reminding my students of daily. I try to implement a community circle once a week. The most recent circle we did was an appreciation circle where we gave a compliment/ appreciation to the person to the right of us. It only takes about 15 minutes, but it is this kind of activity that creates an environment where students feel included and appreciated. Furthermore, it is in this type of classroom where students can find motivation to succeed in learning.
Reference.
Diversity in Teacher Education Programs in Literacy and Reading: A Nationwide...suesharma
The world is becoming increasingly more diverse in our nation’s classrooms. One critical aspect of respecting diversity as well as using it as a means to strengthen students’ educational experiences and academic outcomes is how the issue of diversity plays out in American teacher education programs in literacy and reading. International Reading Association’s (IRA) Committee on Learning Diversity has undertaken a national study to examine this issue.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...
Field study 1 episode 4
1. /jikm
My Learning Episode Overview
Episode 4 provides an opportunity for me to observe how differences in gender,
racial, cultural and religious backgrounds affect interaction in school, and learn about
practices that teachers use in dealing with diversity in the classroom.
My Intended Learning outcomes
In this episode, I must be able to:
Demonstrate understanding and acceptance of the learners’ diverse
backgrounds
Identify best practices in dealing with diversity in the classroom
My Performance Criteria
I will be rated along the following:
Quality of my observation and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation-based reflection,
Completeness, organization, clarity of portfolio and
Time of submission od portfolio
My Learning Essentials
An effective teacher who celebrates students diversity in her classroom;
Uses strategies to build a caring community in the classroom
Models respect and acceptance of different cultures and religions
Brings each of the student’s home culture and language into the shared culture
of the school
Provides mor opportunities for cooperation than competition
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
FS 1
FIELD STUDY
Learning Episode
(focusing on differences in gender, racial, religious
backgrounds)
2. My Map
The learners’ individual differences and type of interaction they bring surely affect
the quality of teaching and learning. This episode is about observing and gathering data
to find out how students diversity affects learning.
To realize my Intended Learning Outcomes, I will work on my way through these
steps:
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
Step 1. Observe a class in different parts of the school day,
(beginning of the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in
terms of age, gender, and social and cultural
diversity
Step 3. Describe the interaction that transpires inside and
outside the classroom.
Step 4. Interview your resource teacher about the principles
and practices that she uses in dealing with diversity
in the classroom
Step 5. Analyze the impact of individual differences on
learners’ interaction
3. My Tools
Use the activity form provided for you to document your observations.
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.
The total students are 47, there are 23 boys and 24 girls. There are some
students that are 17 and 18 years old, but most of them are 15-16 years old.
On their religion, there are a few students that are members Iglesia Ni Cristo,
some are Protestants, but most of them are members of Roman Catholic.
During Class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are the groups interact more
with the teacher that others.
The students communicate with their teacher to share their ideas about
their lesson. Also, some students are chatting with their seatmates, but most
of them are communicating with their teacher than in their seatmates.
2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently?
The students seated in the front and back are the same. They both active
in their class than chatting with their seatmates.
3. Describe the relationship among the learners. Do the learners cooperate with
or compete against each other?
During the class, I saw that the students are cooperative with their
classmate. When their seatmates cannot answer the question, they help them
to answer the question given by their teacher.
An Observation Guide for the learners’ Characteristics
4. Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
4. Who among the students participate actively? Who among them ask for most
help?
Because the students I observe are in the star section, I see that all of the
students are active in class, but there are few students cannot answer the
teacher's question because they are not participating/listening.
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher
will call them instead?
When a student called to answer the question, and he/she cannot answer
the question, their seatmates are trying to help them by whispering the
answer but there are also students that are raising their hands to answer the
question.
Outside class:
1. How do the students group themselves outside class? Homogeneously, by
age? By gender? By racial or ethnic groups? Or are the students in mixed social
groupings? If so, describe the groupings.
As I observe, the students are grouped mixture of boys and girls in their
group, but there is also a group that is all boys and all girls.
2. Describe how the learners interact with each other. What do they talk about?
The students talk about their school works, their crushes, their problems
and many more.
5. OBSERVATION REPORT
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
Name of the School Observed: Governor Ferrer Memorial National
Highschool - Buenavista Annex
School Address: Buenavista 2, General Trias, Cavite
Date of Visit: July 29,2015
The students consist of 24 boys and 23 girls for the total of 47 students. They
have different religion, namely Iglesia ni Cristo, Protestant, but most of them are
members Roman Catholic. The students are active in their class they are
participating and cooperative with their teacher during their discussion. They
answer the questions that their teacher ask and share their idea about the
lesson. If the teacher called the students who are not listening his
classmates/seatmates are trying to help him.
Outside the class, they were group depends on what they want. There are
groups of students that is mixed boys and girls, but there are also groups of
students that are all boys and all girls.
6. My Analysis
1. Identify the persons who play key roles in the relationships and
interaction in the classrooms. What roles do they play? Is there
somebody who appears to be the leader, a mascot/joker, an attention
seeker, a little teacher, a doubter/pessimist?
In class, you can see that during their discussion there are leaders
who are reminding them to be quiet in the class. Also, there are joker,
especially when the class is going to be bored.
2. Are students coming from the minority group accepted or rejected by
the others? How is this shown?
The other students are accepting the students from minority group
by letting them join with their group and entertaining them and
answering their questions.
3. How does the teacher influence the class interaction considering the
individual differences of the students?
The teacher has a good relationship with her students. You can see
that she didn't discriminate her students. She gave good feedback to all
students who answer her question even though it is not the correct
answer.
4. What factors influence the grouping of learners outside the classroom?
As I see, one of the factors is based on their academic level. Those
students who are focused on their studies are grouped in 1 while the
boys that is a little bit naughty are grouped also.
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
7. My Reflection/Insights
1. How did you feel being in that classroom? Did you feel a sense of
oneness or unity among the learners and between the teacher and the
learners?
When I am in the classroom, I feel a little bit awkward because
during their discussion, there are some students that are looking at me.
But I can see them that they are trying to be quiet because there’s an
observer in their class.
2. In the future, how would you want the learners in your classroom to
interact? How will you make this happen
In the future, I want my students to be active in our class, so that
they can answer the questions that I will be asking. But I don't like that
are class became bored because they are too quiet. To accomplish that,
I will do my best to have a good relationship to them and give some
activities that can energize them and help them to enjoy our discussion.
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
8. Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
1. Which statement on student diversity is CORRECT?
A. Teacher is must do his/her best to reduce students diversity in class
B. The less diversity of students in class, the better for the teacher and
students
C. Teacher should accept and value diversity
D. Student diversity is purely due to students’ varied cultures.
2. Which student thinking/behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other’s cultures
B. He/She regards his culture as inferior to other’s cultures
C. He/She accept the fact that all people are unique in their own way
3. What is a teaching-learning implication of students diversity?
A. Compare students
B. Make use of a variety of teaching and assessments methods and activities
C. Do homogeneous grouping for group activities
D. Develop different standards for different student groups
9. My Learning Rubric
Field Study 1, Episode 4 – Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion)
Focused on: demonstrating understanding and acceptance of the learners’ diverse backgrounds
Identifying best practices in dealing with diversity in the classroom
Name of FS Student Alexa Jean Q. Colocado Date Submitted: September 24, 2015
Year & Section: Second Year/ SED201 Course: BSE-ENGL
Learning Episodes Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning Activities
All episodes were
done with outstanding
quality; work exceeds
4
All or nearly all
episodes were done
with high quality
3
Nearly all episodes were
done with acceptable
quality
2
Fewer than half of episodes were
done; or most objectives were met
but need improvement
1
Analysis of the
Learning Episode
All
questions/episodes
were answered
completely; in depth
answers; thoroughly
grounded on theories.
Exemplary grammar
and spelling
4
Analysis question
were answered
completely.
Clear connections
with theories
Grammar and
Spelling are superior
3
Analysis questions were
not answered completely.
Vaguely related to the
theories
Grammar and spelling
acceptable
2
Analysis were not answered.
Grammar and spelling
unsatisfactory
1
Reflection/Insights
Reflection statements
are profound and
clear; supported by
experiences from the
learning episodes
4
Reflection
statements are clear;
but not clearly
supported by
experiences from the
learning episodes
3
Reflection statements are
shallow; supported by
experiences from the
learning episodes
2
Reflection statements and unclear
and shallow and are not supported
by experiences form learning
episodes
1
Learning Portfolio
Portfolio is complete,
clear, well-organized
and all supporting;
documentations are
located in sections
clearly designated
4
Portfolio is
complete, clear,
well-organized and
most supporting;
documentations area
available and
logical and clearly
marked locations
3
Portfolio is incomplete;
supporting documentation
are organized but are
lacking
2
Analysis question were not
answered
Grammar and spelling
unsatisfactory
1
Submission of
Learning Episodes
Submitted before the
deadline
4
Submitted on the
deadline
3
Submitted a day after the
deadline
2
Submitted two days or more after
the deadline
1
COMMENT/S Over-all Score Rating:
(Base on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
___________________________ _________________
Signature of FS Teacher Date
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4
10. My Learning Rubric
Field Study 1, Episode 4 – Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion)
Focused on: demonstrating understanding and acceptance of the learners’ diverse backgrounds
Identifying best practices in dealing with diversity in the classroom
Name of FS Student Alexa Jean Q. Colocado Date Submitted: September 24, 2015
Year & Section: Second Year/ SED201 Course: BSE-ENGL
Learning Episodes Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
Learning Activities
All episodes were
done with outstanding
quality; work exceeds
4
All or nearly all
episodes were done
with high quality
3
Nearly all episodes were
done with acceptable
quality
2
Fewer than half of episodes were
done; or most objectives were met
but need improvement
1
Analysis of the
Learning Episode
All
questions/episodes
were answered
completely; in depth
answers; thoroughly
grounded on theories.
Exemplary grammar
and spelling
4
Analysis question
were answered
completely.
Clear connections
with theories
Grammar and
Spelling are superior
3
Analysis questions were
not answered completely.
Vaguely related to the
theories
Grammar and spelling
acceptable
2
Analysis were not answered.
Grammar and spelling
unsatisfactory
1
Reflection/Insights
Reflection statements
are profound and
clear; supported by
experiences from the
learning episodes
4
Reflection
statements are clear;
but not clearly
supported by
experiences from the
learning episodes
3
Reflection statements are
shallow; supported by
experiences from the
learning episodes
2
Reflection statements and unclear
and shallow and are not supported
by experiences form learning
episodes
1
Learning Portfolio
Portfolio is complete,
clear, well-organized
and all supporting;
documentations are
located in sections
clearly designated
4
Portfolio is
complete, clear,
well-organized and
most supporting;
documentations area
available and
logical and clearly
marked locations
3
Portfolio is incomplete;
supporting documentation
are organized but are
lacking
2
Analysis question were not
answered
Grammar and spelling
unsatisfactory
1
Submission of
Learning Episodes
Submitted before the
deadline
4
Submitted on the
deadline
3
Submitted a day after the
deadline
2
Submitted two days or more after
the deadline
1
COMMENT/S Over-all Score Rating:
(Base on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
___________________________ _________________
Signature of FS Teacher Date
Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4