FS1 The Learners Development and Environment

Syllabus
COURSE DESCRIPTION Credit: 1 unit
Duration: 17 hours

This course is designed to help the Field Study students verify the behavior of the child in
the actual learning environment. It will require them to recognize feasible approaches to facilitate
learning considering the learners different phases of development and social environment.

Field Study 1 can be anchored on these Professional Education subjects:

Child and Adolescent Development

Facilitating Learning
Social Dimensions of Education

GENERAL OBJECTIVES

1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social and
emotional development of the children or adolescents as manifested in the actual
classroom setting.
2. Observe and reflect on the different approaches employed by the teacher in dealing
with learners in the different stages of development.
3. Analyze how the teaching and learning process should be conducted considering the
different phases of child development.

FOCUS SPECIFIC TASKS LEARNING DOMAIN COMPETENCIES

EVIDENCE

School as a Episode 1 An illustration of a Learning Determines an

Learning school that is Environme environment that
Environment - Visit a supportive of nt provides social
School, learning or a child psychological and
Look into friendly school physical
its facilities through any of the environment
and areas following: supportive of
that support -A descriptive learning
learning paragraph
(i.e., -a photo essay
classroom,
library,
playground, Curriculum
canteen).
Peace Concept - Describe the
in Focus: school
Building environment
Friendship - Prepare an
observation
log
 Episode 2
Learners YOU AND I ARE
Characteristics DIFFERENT
and Needs
- Observe 3 - Narrative Diversity Differentiate
groups of description of Learners Learners of varied
learners from of Diversity characteristics and
different Among needs
levels Children
(preschool,
elementary,
and high
school).
- Describe
Peace Concept each group of
in Focus: learners
Valuing based on
Diversity your
observation.
- Validate your
observation
by
interviewing
the learners.
- Compare
them in terms
of their
interests and
needs.

Classroom Episode 3
Management IN NOT OUT Checklist on Learning Manages time,
and Learning classroom Environme space and resources
Observe a
management nt to provide an
class
components environment
Using a
checklist, appropriate to the
find out the learners and
evident conducive for
Peace Concept classroom learning
in Focus: components. Photo Diversity
Inclusivity Describe how documentation of of Learners
the classroom the classroom
is setting
structured/de
signed to
allow
everyone to
participate in
the learning. Reflection paper on
activities. activities that allow
Relate the data inclusivity rather
in your than exclusivity
checklist to the among learners
learners
behavior.
Reflect on how
Collection of
classroom Classroom
management activities written
affects on card boards of
learning. rainbow colors
 COMPETENCIES
FOCUS SPECIFIC TASKS LEARNING DOMAIN
EVIDENCE

Episode 4
Recognizes
Learners TRAITS CHECK A Reflection paper Learning
multicultural
Characteristics - Observe a on the congruence Environme
backgrounds
and Learning class on a or match of nt of learners
activities regular day. learning activities when
- Take note of to the learners providing
characteristi characteristics opportunities
cs of the
learners in
the class. Reflection Determines
- Enumerate on the Teaching
and describe interaction approaches
of learners and
the activities
techniques
that took despite
appropriate to
place in the differences the learners
class.
- Enumerate
and describe
the activities
that took
place in the Diversity
class. of Learners
- Analyze
how the
activities
facilitated
learning
considering
the learners
characteristi
Individual cs.
Differences
and the Episode 5
Learning Diversity
Learners profile Determines,
Process Observe of Learners understands
learners of and accepts
different the learners;
learning diverse
abilities but background
the same
grade/year
Interview Narrative Report
them to Relates the
gather their learners
(Difference in background background to
ability level) their
information
performance
Observe in the
them as they classroom.
participate
in a
classroom
 activity

Write a
narrative
report.

Episode 6
Peace concept Narrative Diversity Recognizes-
in focus: Observe a description of of Learners cultural
Sameness in class on a Diversity Among backgrounds
differences regular day. Children of learners
Individual Take note of when
Differences Characterist Description on how providing
And the ics of the the teacher instills learning
Learning among children the opportunities.
learners in
Process the class values and
focusing on knowledge on
(social and gender and differences in
cultural cultural gender, social and
diversity) diversity. cultural
Interview backgrounds.
Peace Concept our resource
in Focus: teacher
Unity in about
diversity principles
and
practices
that he/she
uses in
dealing with
diversity in
the
classroom.

Episode 7
Home-School Link
CONNECT ME
Reflects on
Select a the impact of
learner from Home Visitation Community
home and
the class Report Linkage family life to
Home-School that you learning
Link have
observed.
Conduct a
home visit
to your
selected
learner
Describe the
family in
Peace Concept terms of
in Focus:
Number of
Interdependen
siblings
ce and
Cooperation
Number of
 siblings in
school
Interview
the parents
about Reflection on the
impact of home Learning
and Family Life to Environme
Learning nt
FS1 The Learners Development and Environment

FIELD STUDY 1
Episode 1

THE SCHOOL AS A LEARNING ENVIRONMENT

Name of FS Student: Gerlie Ann B. Iquina

Course: Bachelor of Elementary Education Year: II

Resource Teacher: Mrs. Susan P. Olavario Signature: Date: 12/09/13

Cooperating School: Bariw Elementary School

My Target

At the end of this activity, I will be competent in determining a school environment that
provides social, psychological, and physical environment supportive of learning.

My Performance ( How I Will be Rated )

Field Study 1 Episode 1- The School as a Learning Environment

Focused on: Determining a school environment that provides social, psychological, and
physical environment supportive of learning.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1

Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality; work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1

My Analysis Analysis Analysis Analysis Analysis

questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded in with theories to the theories unsatisfactory.
theories/exemplar
grammar and Grammar and Grammar and
spelling. spelling are spelling
superior. acceptable.
4 3 2 1
 Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1

My Reflection Reflection Reflection Reflection Reflection

statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, supported clearly supported supported by shallow and area
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is unclear.
documentation documentation lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2 1
Sub Totals

Rating:
Over- all scores (Based on
transmutation)

Mrs. Marilou Feliciano Wilbrink Date:

Signature of FS Teacher
above Printed Name

Transmutation of score to grade/ rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 -
81
18-19 - 1.25 - 96 11 - 2.75 -
78
17 - 1.5 - 93 10 - 3.00 -
75
16 - 1.75 - 90 8-9 - 3.5 -
72 and
15 - 2.00 - 87 7 below - 5.00 -
below
14 - 2.25 - 84
My Map
A general observation of the campus and the classroom is an exciting way to start my
observation.

My mission is to do the following tasks:

1. Visit a school. Look into 2. Accomplish the

facilities and support learning checklist as you
areas in the campus, then in move round the
the classroom school premises.

4. Make a reflection on the 3. Based on your

characteristics of the school gathered data .in the
environment that promotes checklist, describe the
learning. school environment.

5. Presents your idea of a good school

environment through any of these:

a. Descriptive Paragraph; b. Photo Essay

c. Sketch or drawing; d. Poem, song of rap

2 Field Study 1
 My Tools
As you move around the campus, activity 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 understanding of the activities and tasks to be accomplished in the activity sheets will
yield better learning results.

SCHOOL FACILITIES 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 on the last
column.

Facilities Not Description

Available Available

Office of the Principal

Library
Counseling Room
Canteen
Medical Clinic
Audio Visual/Media
Center
Reading Center
Speech Laboratory
Science Laboratory
Gymnasium
Auditorium
Home Economics
Room
Industrial Workshop
Area
PTA Office
Comfort Room for
Boys
Comfort Room for
Girls
Others (Please
specify.)

Field Study 1 3
 An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the
provided space.

- Describe the community or neighborhood where the school is found.

- Describe the school campus. What colors do you see?
What is the condition of the buildings?
- Pass by the offices. What impression do you have of these offices?
- Walk through the school halls, the library, and the cafeteria. Look around and find out
the other
facilities that the school has.

Name of the School Observed: Bariw Elementary School

School Address: Purok 1 Bariw Malinao Albay

Date of Visit: December 9, 2013

4 Field Study 1
 An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish the

matrix to record your data.

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?
Examine how the pieces of furniture are arranged. Where is the teachers table located?
How are the tables and chairs/desks arranged?
What learning materials/equipment is present?
Observe the students. How many are occupying one room?
Is the room well-lighted and well-ventilated?

CLASSROOM FACILITIES MATRIX

Description
Classroom Facilities (location, number, arrangement, condition)

1.Wall Displays

2.Teachers Table

.
3.Learners Desks

4.Blackboard

5.Learning Materials/
Visual Aids

Field Study 1 5
Write your observation report here.

Name of the School Observed: Bariw Elementary School

School Address: Purok 1 Bariw Malinao Albay

Date of Visit: 12/09/13

My Analysis:
How do the school campus and the room in particular impact on the learning of the
students going to school? What are your conclusions?

How does this relate to your knowledge of child and adolescent development/
How does this relate to your knowledge of facilitating learning?

6 Field Study 1
 My Reflections

Would you like to teach in the school environment you just observed? Why? Why
not?

What kind of school campus is conducive to learning?

What kind of classroom is conducive to learning?

In the future, how can you accomplish your answer in number 3?

Write your additional learnings and insights here.

Field Study 1 7
My Portfolio
My Personal Illustration of an Effective School Environment

The school campus secures the safety of every student and creates motivational atmosphere.

The school have has a storage of books. The teacher gives passion to her profession.

The learner shares his ideas with his co learners. The classroom is maintains cleanliness.

The effective school environment creates motivational atmosphere to

both teachers and learners. It will become more effective if the teacher loves her
specialization to teach the learner, and it will mark as enjoyable experience that the learner
will be excite while learning. Teachers and learners are the one who is responsible to have
an effective school environment and creates harmonious relationship with each other.

8 Field Study 1
FS1 The Learners Development and Environment

FIELD STUDY 1
Episode 2
THE LEARNERS CHARACTERISTICS AND NEEDS
Name of FS Student: Gerlie Ann B. Iquina

Course: Bachelor of Elementary Education Year: II

Resource Teacher: Mrs. Susan P. Olavario Signature: Date: 12/11/13

Cooperating School: Bariw Elementary School

My Target

At the end of this activity, I will gain competence in differentiating the characteristics and
needs of learners from different developmental levels.

My Performance (How I Will be Rated)

Field Study 1 Episode 1- The Learners Characteristics and Needs

Focused on: Differentiating the characteristics and needs of learners from different
developmental levels.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1

Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality; work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1

My Analysis Analysis Analysis Analysis Analysis

questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded in with theories to the theories unsatisfactory.
theories/exemplar
grammar and Grammar and Grammar and
spelling. spelling are spelling
superior. acceptable.
4 3 2 1
 Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1

My Reflection Reflection Reflection Reflection Reflection

statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, supported clearly supported supported by shallow and area
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is unclear.
documentation documentation lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2 1
Sub Totals

Rating:
Over- all scores (Based on
transmutation)

Mrs. Marilou Feliciano Wilbrink Date:

Signature of FS Teacher
above Printed Name

Transmutation of score to grade/ rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 -
81
18-19 - 1.25 - 96 11 - 2.75 -
78
17 - 1.5 - 93 10 - 3.00 -
75
16 - 1.75 - 90 8-9 - 3.5 -
72 and
15 - 2.00 - 87 7 below - 5.00 -
below
14 - 2.25 - 84
My Map
To reach our target, do the following tasks:

Step 1 Step 3

Observe 3 groups Validate your

Of learners from observation by
Different levels interviewing
(pre-school, elem., the learners.
And high school

Step 2 Step 4

Describe each of Compare them in

The learners terms of their
Based on your interests and
Observations. Needs.

Field Study 1 11
 My Tools
Use the activity form provided for 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 motor skills? Writing, drawing, etc.

Social

1. Describe how they interact with the 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 self-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.

12 Field Study 1
 Learners Development Matrix

Record the data gathered about the learners characteristics and needs in this matrix. This will
allow you to compare the characteristics and needs of the 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.

Preschooler Elementary High School

Development Domain Indicate age range of Indicate age range of Indicate age range of
children observed: 3-5 children observed: 11-12 children observed: 12-
years old years old 17 years old

Physical

Gross-motor skills They love rooming They are very careful in High school student
around the room and their action. know already their
they are very clumsy. limitations inside the
classroom so they
think first before they
act.

Fine-motor skills They always follow Their handwritings

the instruction of the They can make necessary are readable and they
teacher. They are action to correct are good in drawings.
imaginative when it whenever there is a
comes to art. failure in spelling.

They are very They are independent

The preschooler and it is easy for them
Self-help skills cooperative and they had
always expresses to understand things
themselves. already their self
confidence. They can around them.
manage their self in their
own.

Social

Interaction with Preschoolers always They are always High school students
Teachers have a nice cooperating in class want to learn and
interaction with their discussion to aim their have a high grade so
teacher. goals at the end of the when it comes to
period. interact with their
teacher they are
always participate.

Interaction with They have a nice and They respect and trust
They are active active conversation with
Classmates/Friends having a conversation their friends and each other. They help
with their classmates classmates. their classmates
and friends. whenever their
classmates did not
 know the answer.

Interests When they think a They have different They have very high
certain things they do interest in life. ambitions in life that
it right away. they want to achieve.

Emotional

Moods and Preschoolers are They are not open In showing their
temperament, easily cries, some of regarding with their feelings, they are shy to
expression of them are sad and feelings. They are shy to express their feelings.
They are also easily
feelings want to be alone but show their concerns.
changing their moods.
they easily change
They enjoy life as if
their moods. there is no tomorrow.

Emotional Most of them are not They can manage on their

There are some students
independence independent; they own and not be
who are not confidence
always call the dependent on others.
with themselves.
attention of their
teachers and parents
whenever they have a
problem.

Cognitive

Communication When teachers are Some of them could They can communicate
skills telling a story the manage to communicate well but some of them
imagination of a well and they have their are not cooperating with
class discussions.
preschoolers becomes own perspectives.
deeper and they
always used po and
opo.

Thinking skills They can easily

They are very In terms of thinking skills comprehend well and
conscious and there they have wide and a lot they are very active but
are a lot of questions of explanation when you some are not focusing
in their mind. asked the some questions. with their lessons.

Problem-solving They always asked They are independent in In terms of solving

help with their solving problems. problem they solve it
parents. more independently.

Field Study 1 13
 My Analysis:

Write the most salient development5al characteristics of the learners you observed. Based
on these characteristics, think of implications for the teacher.

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process

Preschool

Age range of
learners observed 3-
5

Elementary

Age range of
learners observed
11-12

High School

Age range of
learners observed
12-17

14 Field Study 1
 My Reflections

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.

Field Study 1 15
My Portfolio
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.

JEAN PIAGET - INTELLECTUAL DEVELOPMENT

Jean Piaget (1896-1980) was a biologist who originally studied mollusks (publishing twenty
scientific papers on them by the time he was 21) but moved into the study of the development of
children's understanding, through observing them and talking and listening to them while they
worked on exercises he set. His view of how children's minds work and develop has been
enormously influential, particularly in educational theory. His particular insight was the role of
maturation (simply growing up) in children's increasing capacity to understand their world: they
cannot undertake certain tasks until they are psychologically mature enough to do so. His
research has spawned a great deal more, much of which has undermined the detail of his own,
but like many other original investigators, his importance comes from his overall vision. He
proposed that children's thinking does not develop entirely smoothly: instead, there are certain
points at which it "takes off" and moves into completely new areas and capabilities. He saw
these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has been
taken to mean that before these ages children are not capable (no matter how bright) of
understanding things in certain ways, and has been used as the basis for scheduling the school
curriculum. Whether or not should be the case is a different matter.

This theory of Jean Piagets Theory of Intellectual Development can help me guide in the future
as a teacher. Because this theory explains that an individual has its own level of learning
according to their age. So with this theory you will be guided and understand that each level has
its own level of understanding and development with it comes to their physical and cognitive
aspects. This theory also explains the development of a child as early as conception until they
will become mature, and each age level has different level of development in terms of their
physical and cognitive aspects.

We discovered that education is not something which the teacher does, but that it is a
natural process which develops spontaneously in the human being. It is not acquired by
listening to words, but in virtue of experiences in which the child acts on his environment.
The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural
activity in a special environment made for the child.

16 Field Study 1
FS1 The Learners Development and Environment

FIELD STUDY 1
Episode 3
CLASSROOM MANAGEMENT AND LEARNING
Name of FS Student: Gerlie Ann B. Iquina

Course: Bachelor of Elementary Education Year: II

Resource Teacher: Mrs. Susan P. Olavario Signature: Date: 12/16/13

Cooperating School: Bariw Elementary School

My Target

At the end of this activity, I will gain competence in managing time, space and resources
to provide an environment which is appropriate to the learners and conducive to learning.

My Performance ( How I Will be Rated )

Field Study 1 Episode 2- Classroom Management and Learning

Focused on: Competence in managing time, space and resources to provide an environment
which is appropriate to the learners and conducive to learning.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1

Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality; work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1

My Analysis Analysis Analysis Analysis Analysis

questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded in with theories to the theories unsatisfactory.
theories/exemplar
grammar and Grammar and Grammar and
spelling. spelling are spelling
superior. acceptable.
4 3 2 1
 Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1

My Reflection Reflection Reflection Reflection Reflection

statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, supported clearly supported supported by shallow and area
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is unclear.
documentation documentation lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2 1
Sub Totals

Rating:
Over- all scores (Based on
transmutation)

Mrs. Marilou Feliciano Wilbrink Date:

Signature of FS Teacher
above Printed Name

Transmutation of score to grade/ rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 -
81
18-19 - 1.25 - 96 11 - 2.75 -
78
17 - 1.5 - 93 10 - 3.00 -
75
16 - 1.75 - 90 8-9 - 3.5 -
72 and
15 - 2.00 - 87 7 below - 5.00 -
below
14 - 2.25 - 84
My Map
To reach your target, do the following tasks:

1. Observe a class
2. Using a checklist, find out the
evident classroom components.
3. Describe how the classroom was
structured/designed to allow
everyone to participate in the
learning activities.
4. Relate the data in your checklist to
the learners behavior.
5. Reflect on how classroom
management affects learning.

18 Field Study 1
 My Tools
Use the activity form provided for 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.

1. As you observe the class, look into the characteristic of the learners. Note their
ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
6. Look into their listening skills and ability to concentrate.

Name of the School: Bariw Elementary School

Observed:
Location of the School: Purok 1 Bariw Malinao Albay
Date of Visit: 12/11/13

Field Study 1 19
 __________________________________________________
An Observation Guide for the Learners Characteristics

Be guided by these questions as you do your observation of the classroom

management. It is also good to ask the teacher for additional information so you can verify
your observation. Write your notes below; and then organize your data in the table that
follows.

Are there areas in the classroom for specific purposes (storage of teaching aids,
books, students belongings, supplies, etc?) Describe these areas.

The classroom has its specific purposes, there is storage of teaching aids and
there are a lot of books that the learners will read and will help them in their learning process.

Are there rules and procedures posted in the room?

Yes.

Did the students participate in making the classroom rules? (Ask the Resource
Teacher.)

Yes.

What are the daily routines done by the teacher? (Prayer, attendance, assignment of
monitors, warm-up activities, etc.) How are they done?

Before the class start, the teacher asks one of the learners to lead a prayer.
After the prayer the learners have a warm up activities like singing a song to awaken their
attention inside the class. After that, the learners will be seated properly and the teacher will start
her interaction by monitoring of attendance then the teacher will ask about what has been discuss
in the previous meeting and if there is an assignment the teacher will going to check it.

Is there a seating arrangement? What is the basis of this arrangement?

Yes, there is a seating arrangement and the basis of this arrangement depends
on the learners performance. The learners who seated in front are those who are low achieving
learners and those learners seated at the back are those who are high achieving learners and
always raising their hands in every discussion. The teacher did this kind of seating arrangement
because she wants that the low learners will concentrate and only focus on the discussion in
order for them to improve.

20 Field Study 1
 Observe the noise level in the classroom. How is this managed?

As I observed the noise inside the classroom the noise are under control by
the teacher and it is managed by the teacher by giving activities that is related to the lesson, seat
works, and class recitation.
If a learner is not following instructions or is off-task, what does the teacher do?
Describe the behavior strategies used.

If a learner is not following instruction or is off task the teacher will call
his/her attention in order that the learner will be able to concentrate and focus for what has
been discussed.
What does the teacher do to reinforce positive behaviors?(behavior strategies)

To have a positive reinforce, the teacher give activities in a way that that
the students will enjoy and challenge while learning. The teacher will give positive comment to
the learner who performs well.

Observation notes:

Field Study 1 21
 CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Description Effect of the Learners

Management ( to be filled up 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

22 Field Study 1
 My Analysis:

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 and 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?

Field Study 1 23
 My Reflections
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?

I see myself organizing a classroom in Grade 5 or Grade 6 in the future. I will

give more passion to my profession and this will be done if I have an effective routines
and procedures considering the learners. Before making procedures I will have first a
diagnostic test, this will help me identify the strength and weaknesses of each learner in
order for me to be aware of my teaching strategy. I will give a lot of activities to
challenge them and develop their knowledge and skills. Ill make sure that these
procedures and routines will equip their learnings and the students will enjoy while
learning.

Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?

Keeping the classroom neat and clean.

Wear a proper uniform.
Be on time
Praying before and after the class discussion.
Sit properly.
Stop talking with your seatmates when the discussion is going on.
Teamwork in every group activity.
Everybody must participate in every class discussion.
Submit the project before or at a given deadline.

I choose this rules because I want that my students become more responsible
enough and to have a self discipline. This rules can be consider a motivation for them and
it will help them to become a best role model inside the classroom and to be aware of this
rules that they should follow.

Should learners be involved in making the rules? Why?

Yes, because learners are the one who is responsible to follow the rules. They
contribute a huge part in making the class rules and regulation more convenient to everyone.
Learners have a huge share in making the class rules effective. Learners must be responsible
to follow the school rules in order to have a proper and good relationship to the teacher. They
must be well-oriented to follow that rules to have a unity in the class. This class rules will
help them to be responsible in doing and achieving the task, this will lead them in a proper
way that they will avoid to commit wrong doings.

24 Field Study 1
My Portfolio
Include here pictures of the classroom/s you observed. Write descriptions, annotations about what
you observed in each photo.

Field Study 1 25
FS1 The Learners Development and Environment

FIELD STUDY 1
Episode 4
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
Name of FS Student: Gerlie Ann B. Iquina

Course: Bachelor of Elementary Education Year: II

Resource Teacher: Mrs. Susan P. Olavario Signature: Date: 12/16/13

Cooperating School: Bariw Elementary School

My Target

At the end of this activity, I will gain competence in determining, understanding and
accepting the learners diverse backgrounds.

My Performance (How I Will be Rated)

Field Study 1 Episode 2- Individual Differences and Learners Interaction

Focused on: Differences in gender, racial, religious backgrounds.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1

Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality; work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1

My Analysis Analysis Analysis Analysis Analysis

questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded in with theories to the theories unsatisfactory.
theories/exemplar
grammar and Grammar and Grammar and
spelling. spelling are spelling
superior. acceptable.

4 3 2 1
 Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1

My Reflection Reflection Reflection Reflection Reflection

statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, supported clearly supported supported by shallow and area
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is unclear.
documentation documentation lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2 1
Sub Totals

Rating:
Over- all scores (Based on
transmutation)

Mrs. Marilou Feliciano Wilbrink Date:

Signature of FS Teacher
above Printed Name

Transmutation of score to grade/ rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 -
81
18-19 - 1.25 - 96 11 - 2.75 -
78
17 - 1.5 - 93 10 - 3.00 -
75
16 - 1.75 - 90 8-9 - 3.5 -
72 and
15 - 2.00 - 87 7 below - 5.00 -
below
14 - 2.25 - 84
My Map
The learners individual differences and the type of interaction of they bring surely affect
the quality of teaching and learning. This episode is about observation and gathering data to find
out how student diversity affects learning.

To reach your target, do the following tasks.

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 the 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.

Field Study 1 27
 My Tools
Use the activity form 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 on the next page.

1. Find out the number of students. Gather data as to their ages, gender, and 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 they
behave and interact differently?

28 Field Study 1
 3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

4. Which students participate actively? Which students ask for most help?

5. When a student is called and cannot answer the teachers 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 the students group themselves outside class? Homogenously, by age? by

gender? by racial or ethnic groups? O the students in mixed social groupings? If
so, describe the groupings.

2. Describes how the learners interact with each other. What do they talk about?

Field Study 1 29
 OBSERVATION REPORT

Name of the School Observed: Bariw Elementary School

Location of the School: Purok 1 Bariw Malinao Albay

Date of Visit: 12/16/13

30 Field Study 1
 My Analysis:

1. Identify the persons who play key roles in the relationships and interactions 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?

2. Are students coming from the minority group accepted or rejected by the others?
How is this shown?

3. How does the teacher influence the class interaction considering the individual
differences of the students?

4. What factors influence the grouping of learners outside the classroom?

Field Study 1 31
 My Reflections
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?

2. In the future, how would you want the learners in your classroom to interact? How
will you make this happen?

32 Field Study 1
My Portfolio
Post a collection of quotations advocating for celebrating diversity in the classroom. Using
these quotations, explain how you will encourage all learners, regardless of religious , ethnic or
racial background to interact and participate well.

We are the only country in the world that has taken people from so many different
backgrounds, which is a great achievement by itself, but an even greater achievement is that
we have turned all of that variety and diversity into unity.

"Its time for parents to teach young people early on that in diversity there is beauty and there
is strength."

Diversity may be the hardest thing for a society to live with and perhaps the most dangerous
thing for a society to be without.

Don't try to fix the students, fix ourselves first. The good teacher makes the poor student
good and the good student superior. When our students fail, we, as teachers, too, have
failed.

If we cannot end now our differences, at least we can help make the world safe for
diversity.

The difference between you and him and him and me isnt different at all: were all
different.

I have learned that a good teacher can facilitate learning process by first
recognizing and respecting individual differences, then using knowledge about the students
to design various sets of learning activities and teaching approaches to ensure that all
students can attain desired learning goals. She gives more difficult tasks and questions to
the bright pupils and guides those who seem to be behind. It seems important to approach
the learners, each with their own ability and preference. Success of individual should not be
measured by what is viewed as normal, but should be judged based on the potential of each
pupil. Differentiation is important so that each child can work at his own level so that they can
learn and achieve. They should have the opportunity to progress whatever level they work at.

Field Study 1 33
FS1 The Learners Development and Environment

FIELD STUDY 1
Episode 5
INDIVIDUAL DIFFERENCES AND LEARNERS INTERACTION
Name of FS Student: Gerlie Ann B. Iquina

Course: Bachelor of Elementary Education Year: II

Resource Teacher: Mrs. Susan P. Olavario Signature: Date: 01/06/14

Cooperating School: Bariw Elementary School

My Target

At the end of this activity, I will gain competence in determining teaching approaches
and techniques considering the learners differences in level of abilities.

My Performance ( How I Will be Rated )

Field Study 1 Episode 5- Individual Differences and Learners Interaction

Focused on: Determining teaching approaches and techniques considering the learners
differences in level of abilities.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1

Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality; work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1

My Analysis Analysis Analysis Analysis Analysis

questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded in with theories to the theories unsatisfactory.
theories/exemplar
grammar and Grammar and Grammar and
spelling. spelling are spelling
superior. acceptable.
4 3 2 1
 Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1

My Reflection Reflection Reflection Reflection Reflection

statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, supported clearly supported supported by shallow and area
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is unclear.
documentation documentation lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2 1
Sub Totals

Rating:
Over- all scores (Based on
transmutation)

Signature of FS Teacher Date

above Printed Name

Transmutation of score to grade/ rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 -
81
18-19 - 1.25 - 96 11 - 2.75 -
78
17 - 1.5 - 93 10 - 3.00 -
75
16 - 1.75 - 90 8-9 - 3.5 -
72 and
15 - 2.00 - 87 7 below - 5.00 -
below
14 - 2.25 - 84
My Map

To reach your target, do the following tasks:

1. Observe two or more learners of different abilities but from

the same grade or year level.
2. Find out some information about their background.
3. Observe them as they participate in the classroom activity.
4. Write a narrative report and a brief reflection on your
experience.

Field Study 1 35
 My Tools
Use the activity form provided for you to document your observations.

An Observation Guide for Individual Differences

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 (family, socio-economic, presence of some learning
disability, etc.) of these children.
4. Observe the behavior of both the high achieving and low-achieving
learners. Note their dispositions, pace in accomplishing tasks,
interaction with teacher, and interaction with others.
5. Observe the teachers method in addressing the individual learning
needs of the students in his/her class.

36 Field Study 1
 OBSERVATION REPORT

Name of the School Observed: Bariw Elementary School

School Address: Purok 1 Bariw Malinao Albay
Date of Visit: 01/06/14

Field Study 1 37
My Analysis:
1. Did your observation match the information given by the teacher?
Were you able to correctly identify who among the students
performed well and who did not? What behavior helped you
identify them? (Volunteering to answer, responding to teachers
directions, etc.)

2. Describe the differences in ability levels of the students in the class.

Is there a wide gap between the students who are performing well
and those that are not?

3. Describe the methods used by the teacher in handling the students

differences in abilities. How did the students respond to the
teacher?

38 Field Study 1
 My Reflections

1. Recall the time when you were in the 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?

Field Study 1 39
My Portfolio

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?

Field Study 1 40
FS1 The Learners Development and Environment

FIELD STUDY 1
Episode 6
HOME-SCHOOL LINK
Name of FS Student: Gerlie Ann B. Iquina

Course: Bachelor of Elementary Education Year: II

Resource Teacher: Mrs. Susan P. Olavario Signature: Date: 01/13/14

Cooperating School: Bariw Elementary School

My Target

At the end of this activity, I will gain competence in identifying and describing the
influencing factors in the home environment that impact students learning.

My Performance ( How I Will be Rated )

Field Study 1 Episode 2- Home-School Link

Focused on: Identifying and describing the influencing factors in the home environment that
impact students learning.

Tasks Exemplary Superior Satisfactory Unsatisfactory

4 3 2 1

Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
Documentation: done with tasks were done were done with of tasks were
outstanding with high quality acceptable done; or most
quality; work quality objectives met
exceeds but with poor
expectations quality
4 3 2 1

My Analysis Analysis Analysis Analysis Analysis

questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear connection Vaguely related spelling
grounded in with theories to the theories unsatisfactory.
theories/exemplar
grammar and Grammar and Grammar and
spelling. spelling are spelling
superior. acceptable.
4 3 2 1
 Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1

My Reflection Reflection Reflection Reflection Reflection

statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, supported clearly supported supported by shallow and area
by experiences by experiences experiences from not supported by
from the episode. from the episode. the episode. experiences from
the episode.
4 3 2 1

My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has

complete, clear, complete, clear, incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation is unorganized and
supporting supporting organized but is unclear.
documentation documentation lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Before deadline On the deadline A day after the Two days or
Submission deadline more after the
deadline
4 3 2 1
Sub Totals

Rating:
Over- all scores (Based on
transmutation)

Mrs. Marilou Feliciano Wilbrink Date:

Signature of FS Teacher
above Printed Name

Transmutation of score to grade/ rating

Score Grade Score Grade

20 - 1.0 - 99 12-13 - 2.50 -
81
18-19 - 1.25 - 96 11 - 2.75 -
78
17 - 1.5 - 93 10 - 3.00 -
75
16 - 1.75 - 90 8-9 - 3.5 -
72 and
15 - 2.00 - 87 7 below - 5.00 -
below
14 - 2.25 - 84
My Map
To reach your target, do the following tasks:

1. Select a learner from the class whom you have observed.

2. Interview the teacher about the learners characteristics
3. Conduct a home visit to your selected learners residence.
4. Interview the parents about
1. The rules they implement at home concerning their childs schooling.
2. The learners activities and behavior while at home.
Describe the family in terms of
3. Number of siblings
4. Number of siblings in school
Identify the factors in the home environment that might affect the learners school
performance.
Reflect on how a teacher can communicate effectively with the home.

Field Study 1 42
 My Tools
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 begin to observe/interview. Then write your
observation report on the provided space.

The Learner

1. Make a general observation of the learner. Describe him in each of the domains of
development.
1. Physical-body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
2. Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets
into fights, liked by others, etc.)
3. Emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm,
excited, indifferent, etc.
4. 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? Agree on?

Interview with parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family
pictures in the living room.
2. Use the Interview questions on the next page. Just ask the questions with which you
feel comfortable.
U
s
e

t
h
e

43 Field Study 1 I
n
t
e
r
v
i
 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: Shaira Casabuena

Date of Birth: October 23, 2001 Age: 12

Grade: Grade six Gender: Female

Number of Siblings: 4

Birth Order: 1

Parents:

Mother: Marivic Casabuena Azur

Age: 34

Occupation: Vendor Educational Attainment: High School Graduate

Father: Florencio Azur

Age: 39

Occupation: Welder Educational Attainment: College Graduate

Learners Physical Aspect:

Health

Mothers Health during pregnancy with the learner:

The mothers health during pregnancy with the learner is very normal in the sense that
she always eats fruits and vegetables and takes vitamins which is good for pregnant women.

Ailments or health problems of the learner as a child:

My child grows up physically and mentally fit and she itself does not have any health
problems ever since I delivered her and she is really healthy.

Age of the learner when he started to walk/talk:

She started to walk and talk when she reached at the age of 1 and half year after
birth.

Food preferences of the learner as a child and at present:

When she was a child then she is bottle feed or supplement milk. At present she
prefers to eat fish, egg and vegetables.

Who took care of him/her as a child?

It was only her family who took care of her; most of the time was her mother.

Field Study 1 44
Learners Social Aspect:

Describe your childs sociability (friendly, outgoing or shy, loner).

Who were the learners playmates?

As a child then was he/she allowed to play outside?

Is he/she allowed to go out with friends?

Do you have rules for him/her to follow regarding going out/
What are these rules?

Emotional-Moral

What are your expectations of your child?

How do you provide a nurturing environment for your child?

Does your child go to you when he/she feels down or has a problem? What do you do to
meet his/her emotional needs/

What do you do when he/she is not successful in something?

45 Field Study 1
 How do you discipline your children?

Do you have rules in the house? What are they?

How do you impose the rules?

What are the consequences of breaking the rules?

Learners Cognitive Aspect:

What are the childs interests?

What is he/she good at school?

In what subject/s does he/she have difficulty?

How do you monitor his/her performance in school? How do you motivate him/her?

Do you have rules at home to help him develop good study habits?
What are these rules? How are they implemented?

Field Study 1 46
 After you have gathered all the necessary data. Write the Learners development
profile using the outline below. Type the profile in a separate sheet and attached it to this
learning episode.

THE LEARNERS DEVELOPMENT PROFILE (Outline)

The Learners Development Profile

Name of the Learner: Shaira Casabuena

School: Bariw Elementary School
Date of Home Visit: 02/03/14
Date of Birth: October 23, 2001 Age: 12
Grade Level: Grade six Gender: Female

Family Profile

Number of Siblings: 4
Birth Order: 1
Parents:
Mother: Marivic Casabuena Azur
Age: 34
Occupation: Vendor Educational Attainment: High School Graduate
Father: Florencio Azur
Age: 39
Occupation: Welder Educational Attainment: College Graduate

Physical Development
In paragraph form, describe the physical development of the learner. Combine
the teachers, parents response, and your own observations.

Social Development
In paragraph form, describe the social development of the learner. Combine the
teachers, parents response, and your own observations.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teachers, parents response, and your own observations.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine
the teachers, parents response, and your own observations.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learners development. The questions in your analysis portion of this learning
episode can help you.

Recommendations
Write your recommendations.

47 Field Study 1
 My Analysis
Your findings and recommendations in the Learner Development Profile will help
you answer the questions here.

From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.

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?

Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?

Field Study 1 48
 My Reflections

- Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?

- As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help
you?

49 Field Study 1
My Portfolio
1.

2.

H
O-
M-
E

S
C
H
O
O
L

L
I
N
K

Field Study 1 50