This document outlines the objectives and tasks for a 6-episode field study course. The objectives are to observe students' development, teaching approaches, and how instruction should consider development. Episode 1 focuses on the learning environment and having students observe a school. Episode 2 is on diversity among learners and having students interview peers. Episode 3 looks at classroom management and how it affects learning. Episode 4 examines individual differences and matching activities. Episode 5 analyzes the learning process in relation to diversity. Episode 6 considers home-school links. The document provides guidance and resources to help students complete tasks and evidence for each episode.

1. Field Study
1&2
Experiential Learning Courses
Prepared By: Xyrille
Yves A. Zaide
BSED - IV

3. General Objective #1
Identify the stage of the physical,
motor, linguistic, cognitive, social
and emotional development of
the students as manifested in the
actual classroom setting.

4. General Objective #2
Observe and reflect on the
different approaches employed
by the teacher in dealing with
learners in the different stages
of development.

5. General Objective #3
Analyze how the teaching and
learning process should be
conducted considering the
different phases of child
development

6. The School
as a Learning Environment
Episode
1

8. “Building Friendship”
Peace Concept in Focus

9. The purpose of observation
is to provide opportunity
for you to relate theory to
actual practice
To help you do this, remember to:

10. Know and understand what you exactly need
to observe
Study the observation guides, listen to your
FS teacher and do not hesitate to ask
questions to make sure all is clear to you.
Always have pen and paper ready to jot down
details
Carefully separate facts from
interpretations
Accomplish the checklists/forms A.S.A.P. so
that the details are still fresh in your mind

11. The core business
of schools is to provide
students with a rich
learning environment that
is open, respectful, caring
and safe.
LEARNING ENVIRONMENT

12. This ideal learning environment
optimises wellbeing.
It reflects a positive school
ethos that makes the school an
exciting, stimulating and welcoming
place.
http://deta.qld.gov.au/initiatives/learningandwellbeing/learning-environment.html

13. Episode 1 – Specific Tasks
 Visit a school, look into its
facilities and areas that support
learning
 Describe the learning environment
Prepare an observation log

14. Episode 1 – Learning Evidence
An illustration of a school that is
supportive of learning or a “childfriendly school” through any of the
following:
 Descriptive Paragraph
Photo essay

15. Episode 1 - Domain
Learning environment
Curriculum

16. Episode 1 - Competencies
Determines an environment that
provides social, psychological and
physical environment supportive of
learning.

17. “I entered the classroom with the
conviction that it was crucial for me
and every other student to be an
active participant,
not a passive consumer…
Learning is a place where paradise
can be created.”
- Bell Hooks

18. “To learn and not to think over what
you have learned is perfectly useless.
To think without having learned is
dangerous.”
- Gore Vidal

19. Learner’s Characteristics and
Needs
Episode
2

20. YOU AND I
ARE DIFFERENT

22. “Valuing Diversity”
Peace Concept in Focus

23. A person's
individual profile or learner
characteristics will determine
the way they respond to both
formal and informal learning
environments.
LEARNERS
– Characteristics and needs –

24. Although learner characteristics
can provide some general information,
be careful not to stereotype your
learners. Every learner is an individual
and "general" learner characteristics
should only be used as a guide.
http://toolboxes.flexiblelearning.net.au/demosites/series12/12_09/toolbox12_09/resource
s/training/book/qg/understandlearn/characteristics.htm

25. Episode 2 – Specific Tasks
 Observe 3 groups of learners from
different levels
 describe each group of learners
based on your observations
Validate your observation by
interviewing the learners
Compare them in terms of their
interests and needs

26. Episode 2 – Learning Evidence
Narrative description
of Diversity among children

27. Episode 2 - Domain
 Diversity of Learners

28. Episode 2 - Competencies
Differentiate Learners of varied
characteristics and needs.

29. “ To be a teacher in the right sense
is to be a learner.
Instruction begins when you, the
teacher, learn from the learner.
Put yourself in his place so that you
may understand what he understands
and in the way he understands it.”
- Soren Kierkegaard

30. Erikson’s Epigenetic Principle
This principle says that we
develop through a predetermined
unfolding of our personalities. Our
progress through each stage of life
is in part determined by our success,
or lack of success in all the previous
stages.

31. “It is little like the unfolding of a
rose bud petal opens up at a certain
time, in a certain order, which
nature, through its genetics, has
determined. If we interfere in the
natural order of development by
pulling a petal forward prematurely
or out of order, we ruin the
development of the entire flower.”
- Dr. C. George Boeree

32. 2 teach, is
+ 2 touch lives
4 ever

33. Classroom Management
and Learning
Episode 3

35. “Inclusivity”
Peace Concept in Focus

36. The process of
ensuring that classroom lessons
run smoothly despite disruptive
behavior by students
CLASSROOM MANAGEMENT

37. Constructivist teachers feel that
effective classroom management skills
impact the way in which students learn.
“Classroom management refers to
all the things that teachers do to
organize students, space, time, and
materials
to
maximize
effective
teaching and student learning”
- Wong & Wong, 1998
http://www.aug.edu/~mwarner/promise/Management/article_intro.htm

38. Episode 3 – Specific Tasks
Using a checklist, find out the
evident classroom components
Describe how the classroom is
structured / designed to allow
everyone to participate in learning
activities

39. Relate the data in your checklist to
the learners’ behavior
Reflect
on
how
classroom
management affects learning

40. Episode 3 – Learning Evidence
 Checklist on classroom management
components
 Photo documentation of classroom
setting
 Reflection paper on activities that
allow
inclusivity
rather
than
exclusivity among learners

41. Episode 3 - Domain
Learning environment
Diversity of Learners

42. Episode 3 - Competencies
Teacher manages time, space and
resources to provide an environment
appropriate to the learners and
conducive for learning.

43. "No matter how well a teacher knows
the subject matter or how well he or
she can teach, a teacher who cannot
manage a class is finished.“
- Howard Seeman

44. Individual Differences
and Learner’s Interaction
Episode 4

45. Characteristics of Learners that
Affect Performance:
 Prior Experience
 Confidence
 Heredity
 Ability / Skills
 Personality

46. Prepare activities that will assist multiple intelligences

47. Teachers nurture students’
engagement through authentic
activities and opportunities to work
with classmates.
LEARNERS
– Characteristics and Activities –

48. Teachers offer choices because
they understand that students are
more motivated when they can make
choices and or choose the activities
where they could perform best.
http://www.education.com/reference/article/characteristics-learners-classroom/

49. Episode 4 – Specific Tasks
Take
note
of
characteristics in class
Learners’
Enumerate
and
describe
the
activities that took place in the class
Analyze
how
the
activities
facilitated learning considering the
learners’ characteristics.

50. Episode 4 – Learning Evidence
 Collection of classroom activities
written on card boards of rainbow colors
 A reflection paper on the congruence or
match of learning activities to the
learners’ characteristics
 Reflection on the interaction
learners despite differences
of

51. Episode 4 - Domain
Learning environment
Diversity of Learners

52. Episode 4 - Competencies
 Recognizes multi-cultural
backgrounds of learners when
providing opportunities
Determines Teaching approaches
and techniques appropriate to the
learners.

53. “It takes a world of difference to
make a difference in the world.“
- From a children’s song
(Quoted In Covey’s 8th habit DVD)

54. Individual Differences
And Learner’s Interaction
Episode 5

55. To learn is to acquire knowledge or
skill. Learning also may involve a change
in attitude or behavior.
An individual's background strongly
influences the way that person learns.
To be effective, the learning situation
also should be purposeful, based on
experience, multifaceted, and involve
an active process.
http://www.dynamicflight.com/avcfibook/learning_process
/

57. “Sameness in dIfferences”
Peace Concept in Focus

58. The study processes used by a
student during learning will be
related to both the amount learned
and the quality of his learning.
LEARNING PROCESS
– Individual Differences –

59. Motivation, abilities and intelligence
are not the only determinants of
learning outcomes.
A number of other individual
variables shape what and how well
students will learn.
http://cte-blog.uwaterloo.ca/?p=2348

60. These include:
• prior knowledge and
experience which refer to the
quality and accuracy of
relevant prior knowledge;
• learning strategies and tactics
which refer to cognitive and
metacognitive strategies used
by learners;

61. • learning or cognitive styles which
refer to preferred ways for
processing information and
approaching a learning task;
• learners’ conceptions of learning and
themselves as learners;
• personality
(self-esteem, risk-taking, resilience, sensitivity to
rejection, tolerance to ambiguity, anxiety, etc.).

62. Episode 5 – Specific Tasks
Observe learners of different
learning abilities but the same
grade/year
Take note of characteristics of the
learners in the class focusing on
gender and cultural diversity
Write a narrative report

63. Episode 5 – Learning Evidence
Learner’s profile
Narrative report of diversity among
children
Description on how the teacher instil
among children the values and
knowledge on differences in gender,
social and cultural backgrounds.

64. Episode 5 - Domain
Diversity of Learners

65. Episode 5 - Competencies
Determines, understands and accepts
the learners’ diverse background
Relates the learners’ background to
their performance in the classroom
Recognizes cultural backgrounds of
learners

66. Diversity
We should not
treat learners as a
"one-size-fits-all"
mass without
adequately
distinguishing
primary sources of
differences in
learning.

67. Home-School Link
Episode 6

68. “Unity in Diversity”
Peace Concept in Focus

69. discipline is about children
learning self control. it helps
them learn that there are
consequences for their
actions, and that they need to
think carefully about the
decisions they make.
Home and School
– link on discipline –

70. Episode 6 – Specific Tasks
Select a learner from the class
observed and conduct a home visit
Describe the family in terms of:
- Number of siblings
- Number of siblings in school
Interview the parents about
- Rules implemented at home concerning their
child’s schooling
- The learner’s activities and behavior while at
home

71. Episode 6 – Learning Evidence
Reflection on the impact of
home and family life to learning

72. Episode 6 – Domain
Learning environment

74. Field Study 1 & 2
Experiential Learning Courses

76. General Objective #1
Arrive at an experiential
knowledge and understanding
of the principles of teaching
and learning.

78. General Objective #2
Reflect on the application of the
principles of teaching and
learning for meaningful and
lasting learning.

79. 4 components of a
MEANINGFUL LEARNING
1. ENVIRONMENT- emphasizes the
teacher-student relationship.
2. EXPERIENCE

80. 3. MEANING- a teacher should make
the meaning more personal, for the
students to understand and relate.
4. MOTIVATION- the most important
component and a major factor in
developing and improving the
eagerness, willingness and interest of
a learner to learn.
http://precioustine.blogspot.com/2010/08/article22components-of-meaningful.html

81. General Objective #3
Analyze how the teaching and
learning process should be
conducted considering the
different phases of child
development

83. General Objective #4
Acquire the skill in developing
cognitive, skill and value lessons
meaningfully and interestingly by
an in-depth treatment of the
subject matter by integrating
thinking skills

85. General Objective #5
Apply the guiding principles in
the selection of teaching
strategies

87. General Objective #6
Identify the teaching approach
employed

89. General Objective #7
Trace the logical development
of a lesson.

91. General Objective #8
Identify effective questioning
and reacting techniques.

93. Principles of Learning
Episode
1

94. Guiding Principles In Determining
And Formulating Learning Objectives
1. Begin with the end in mind.
2. Share lesson objective with
students
3. Lesson objectives must be in 2 or
3 domains (C-A-P)
4. Work on significant and relevant
lesson objectives

95. 5. Lesson objective must be aligned
with the aims of education as
embodied in our country’s
constitution
6. Aim at the development of critical
and creative thinking
7. For accountability of learning,
lesson objective must be
S.M.A.R.T.
http://joeyshub.blogspot.com/2012/02/management-of-instruction-determining.html

96. Lesson Objectives as My
Guiding Star
Episode 2

98. Organizing Content for
Meaningful Learning
Episode
3

99. How to Organize Content
Alphabetical
Categorical
Cause and Effect
Inherent
structure
Order of
importance
Simple to
complex
Sequential
Spiral
Subordinate
to higher level
Whole to
parts
http://theelearningcoach.com/elearning_design/how-to-organize-content/

100. Guiding Principles in the
Selection and use of
Teaching Strategies
Episode 4

103. Teaching Approaches
and Methods
Episode 5

105. There is no single approach to teaching
that works best. What we do in the classroom
depends on:
• who we are
• who our students are,
• what we are teaching,
• and many other factors.
http://web.gcc.mass.edu/professional-development/approaches-to-teaching/

106. Look for ways to prompt students to
think more deeply about course concepts
and the learning process through Prompts
that get Students to Analyze, Reflect,
Relate, and Question.

107. Home-School Link
Episode 6

109. Home–School Partnerships
display many of the following features:
• Relationships in successful home–school
partnerships are collaborative and mutually
respectful.
• Successful partnerships are multi-dimensional,
and responsive to community needs.

110. • Successful home–school partnerships are
planned for; embedded within whole school
development plans; well resourced and
regularly reviewed.
• Successful partnerships are goal oriented and
focused on learning.

111. • Effective parental engagement happens
largely at home.
• There is timely two-way communication
between school and parents in successful
partnerships.

112. Effective Questioning
and Reacting Techniques
Episode 5

113. Why Ask Questions?

114. Teachers ask questions for a variety of
purposes, including:
•
•
•
•
•
•
•
•
To actively involve students in the lesson
To increase motivation or interest
To evaluate students’ preparation
To check on completion of work
To develop critical thinking skills
To review previous lessons
To nurture insights
To assess achievement or mastery of goals
and objectives
• To stimulate independent learning
http://beyondpenguins.ehe.osu.edu/issue/energy-and-the-polar-environment/questioningtechniques-research-based-strategies-for-teachers

115. Types of Questions
Educators have traditionally
classified questions according to
Bloom’s Taxonomy, a hierarchy of
increasingly complex intellectual
skills.

116. FEEDBACK :
Redirecting, Probing and Responding
A teacher’s response to students’
answers is just as important as the
question asked.
A response may redirect students
when an incorrect answer is given or
students misinterpret the question.
Teachers may probe for further
explanation when a partial answer is
given. Finally, teachers may validate a
correct response.

117. “Children go to school as question
marks and leave school as periods.”
-Neil Postman.
www.slideshare.net/rowenativoli/effective-questioning-2-3427422

118. In teaching, it takes the form of a
problem at the start of an
investigation or query about a current
issue such as time or classroom
management. It is a statement that
demands an explanation, a purpose or
an argument. It is the question, stated
in any form that unlocks thinking.
Hence, it is integral in the teaching
practice.
-Rowena M. Tivoli
www.slideshare.net/rowenativoli/effective-questioning-2-3427422