LEARNING GUIDE- 

FIELD STUDY 1
 OBSERVATION OF TEACHING –LEARNING ACTUAL SCHOOL
ENVIRONMENT

FIELD STUDY 1
OBSERVATION OF TEACHING–LEARNING
ACTUAL SCHOOL ENVIRONMENT

Course Description
            This is the first experiential course, which will immerse a future teacher in
an actual classroom situation and learning environment where direct observation
of teaching learning episodes that focuses on the application of educational
theories learned in content and pedagogy courses will be made. Observations on
learner’s behavior, motivation and teacher’s strategies of teaching, classroom
management and assessment in learning among others shall be given emphasis.
A portfolio shall be required in the course

            This course is designed to help the field study students verify the behavior
of the student in the actual learning environment. It will require them to
recognize feasible approaches to facilitate learning considering the learner’s
different phases of development and social environment

Course Mapping
Field Study 1 can be anchored on these Professional Education subjects as follow:
 Child and Adolescent Development
 Facilitating Learning
 Social Dimension of Education
 Course Intended Learning Outcomes
At the end of this episode, students are expected to:
1. Describe how a safe and secure learning environment contributes to
the physical, socio-emotional and cognitive development of learners,
2. Determine ways of addressing learner’s diversity in terms of gender,
needs, interests, cultural background and difficult circumstances,
3. Appraise how the teacher manifests her/his personal and professional
competencies,
4. Illustrate the teaching-learning process and the use of ICT to promote
quality relevant and sustainable education processes,
5. Assess the various classroom management strategies observed in the
class,
6. Analyze concepts, theories and principles in curriculum development
in actual classroom settings.
7. Evaluate assessment and reporting practices done in the classroom,
and
8. Formulate one’s philosophy of teaching.

Learning Episode 2
Leaners’ Characteristics, Needs and Interests
 Submitted by: Weljun O. Gallardo
Pre-Service Teacher

Submitted to: Dr. Grace T. Flores

Supervising Instructor

Date Submitted: November 07, 2021

Month, Day, Year

Introduction
This Episode provides the pre-service teachers an opportunity to observe learners of
different ages and levels of learning applied to effective learning. It also enable the PST
to determine the learner's characteristics and needs, for them to be able to plan and
implement an appropriate activities and assessment.

Intended Learning Outcomes

At the end of this episode, pre-service teacher should be able to:
 to identify and describe the different characteristics, needs and interests of the
learners from different developmental levels.

My Performance
I will be rated with the following criteria:
 Quality of my observations and documentations
 Completeness and depth of my analysis
 Depth and clarity of my classroom observation-based reflections,
 Completeness, organization, clarity of my portfolio and
 Time of submission of my portfolio

My Performance How will I be rated?

Scale: Excellent -5, Very Satisfactory- 4, Satisfactory – 3, Poor -2, Very Poor -1

Task 1- My Observation/ Documentation Score

All done outstanding quality; work exceeds expectation 5

 All or nearly all task done with high quality 4
Nearly all tasks done with acceptable quality 3
Fewer than half of tasks done; or most objectives meet but with poor quality 2
Never of the task done, no objectives meet and very poor quality 1
Task 2- My Analysis
Analysis of questions are answered completely; in depth answers thoroughly based on theories/ 5
All or nearly all tasks are done with high quality. Analysis of questions are answered
4
completely. Clear in connection with theories / exemplar.
Analysis questions were satisfactory and answered completely. Vaguely related to the theories 3
Analysis of questions are not all answered. Grammar and spelling unsatisfactory 2
Analysis of questions has completely no answer. Grammar and spelling are very poor 1
Task 3- My Reflection
Reflection statements are profound and clear, supported by experiences from the episode 5
Reflection statements are clear, but not clearly supported by experiences from the episode. 4
Reflection statements are shallows; supported by the experiences from the episode. 3
Reflection statements are unclear and shallows and are not supported 2
Reflection statements are not totally cleared and shallows are not supported by experiences
1
from the episodes.

Task 4- My Learning Artifacts

Portfolio is complete, clear; well-organized and all supporting documentation which located in
5
sections clearly
Portfolio is complete, clear, well- organized and most supporting documentation is available
4
and/or in logical and clearly marked locations.
Portfolio is incomplete; supporting documentation on organized but is lacking 3
Portfolio has many lacking components; is unorganized and unclear 2
Portfolio has completely lacking component is unorganized and very poor 1
Task 5 - My Submission
Two days before deadline 5
On the deadline 4
A day after the deadline 3
Two days after the deadline 2
Three days after the deadline 1
Total Score

Overall Score My Rating

Transmutation to grade/rating
Score          Grade .
20               1.00               99
Reminder
18-19              1.25                96 At the end of this
17                    1.50                93 activity, a pre-service
 16                    1.75                90 teacher should be able
15                    2.00                87 to determine a school
14                    2.25                84 environment that
12-13              2.50                81 provides social,
psychological and
11                    2.75                78
physical environment
10                    3.00                75
learning.
7 below        5.00
Numerical rating

Descriptive rating

                                                                                                                                           
My Observation
An Observation Guide for the Learners’ Characteristics

My Tools
As I observe a class, I will use the Observation Sheet as a guide during the
observation then analyze and reflect my observation with the help of guide
questions.

 Read the following statements carefully. Then write your observation

report on the provided space.
Physical
o Observe their gross motor skills. How they carry themselves. How
they mov, walk run, go upstairs, etc.
o Are gross movements clumsy or deliberate/smooth?
o How about their fine motor skills? Writing, drawing etc.
Social
o Describe how they interact with teachers and other adults.
o Note how they also interact with peers. What do they talk about?
What are their concerns?
Emotional
o Describe the emotional disposition or temperament of the
 learners. (happy, sad, easily cries, mood-shifts)
o How do they express their wants/needs? Can they wait?
o How do they handle frustrations?
o Describe their level of confidence as shown in their behavior. Are
they self-conscious?
Cognitive
o Describe their ability to use words to communicate their ideas.
Note their language proficiency.
o Describe how they figure out things. Do they comprehend easily?
Look for evidence of their thinking skills.
o Were there opportunities for problem solving? Describe how they
showed problem solving abilities.
 

Learners’ Development Matrix

 Guided by these tasks as you do your observation, accomplish the matrix
to record your data.
  Record the data you gathered about the learners’ characteristics and
needs in this matrix. This will allow you to compare the characteristics and
needs of learners at different levels. The items under each domain are by
no means exhaustive. There are sample indicators. You may add other
aspects which you may have observed.
 
Development Domain Preschooler Elementary High School
Age Range: Age Range: Age Range: 15-16
3-4 7-8
Physical
Gross-motor skills No No  Sitting comfortably in their chairs.
observation observation  Moving to get something like papers
was done was done and pen.
with 3-4 with 7-8
years old years old
learners. learners.

Fine-motor skills No No  Keyboarding/Typing and using a

observation observation computer
was done was done  Texting or typing their questions,
with 3-4 with 7-8 queries, and clarifications on the chat
years old years old box.
learners. learners.  Used their hands and fingers in
switching on and off their camera and
 microphones
Self-skill help No No  The learners were clean.
observation observation  They had appropriate grooming
was done was done  They were well-presentable.
with 3-4 with 7-8  They wore suitable clothes.
years old years old
learners. learners.
Others: No No  The learners used their body in the
observation observation virtual calss. They jot down important
was done was done things from the discussion.
with 3-4 with 7-8
years old years old
learners. learners.
Development Domain Preschooler Elementary High School
Age Range: Age Range: Age Range: 15-16
3-4 7-8
Social
Interaction with No No  The students turned on their cameras
Teachers observation observation and microphones to ask questions,
was done was done clarify problems, and raise queries.
with 3-4 with 7-8  They gave feedback when technical
years old years old problems occurred (e.g., the
learners learners presentation was not moving)
Interaction with No No  Some students responded in behalf of
classmates/friends observation observation their classmates who had experienced
was done was done some difficulties due to poor internet
with 3-4 with 7-8 connectivity.
years old years old
learners learners
 Interests  No  No  The interest of the students was on the
observation observation discussion. They don’t communicate
was done was done with their classmates because they gave
with 3-4 with 7-8 attention and focus on the topic.
years old years old
learners learners
Others: No No  Students responded to the questions if
observation observation they were asked or permitted to.
was done was done
with 3-4 with 7-8
years old years old
learners learners
Emotional
Moods and No No The following are the emotional disposition
temperament, observation observation of the learners:
was done was done  Enjoyment
 with 3-4 with 7-8  Excited
years old years old  Satisfied
learners learners  Happy
 Attentive
 Shy
expression of No No They expressed their feelings or wants by
feelings  observation observation asking questions/clarification when they
was done was done were asked to do. They raise their hands
with 3-4 with 7-8 virtually as a permission to speak.
years old years old
learners learners
Emotional No No Their good appearance and the way they
independence observation observation appropriately expressed themselves were
was done was done the evidences that students were confident
with 3-4 with 7-8 most of the time.
years old years old Sometimes, the students were self-conscious;
learners learners however, most of the time they are not.
Others: No No The learners can handle their emotions well.
observation observation
was done was done
with 3-4 with 7-8
years old years old
learners learners

My Map
To realize my learning outcomes, I will work my way through these steps:
Step 1 Step2 Step 3
Step 4
Observe 3 groups of Describe each of the Validate your
learners from learners based on Compare them in
observation by
different levels your observations. terms of their
interviewing the
(preschool, interests and needs.
learners.
elementary school
and high school).

My Analysis

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

Preschool Elementary High School

Age range of Age range of Age range of
Learners learners learners
observed 3-4 observed 7-8 observed 15-16

Salient
No observation was No observation was Learners used their
Characteristics
done with 3-4 years old done with 7-8 years gross and fine
Observed learners. old learners. motor skills.

Learners express,
No observation was No observation was interact,
done with 3-4 years old done with 7-8years communicate, and
learners. old learners. participate in
problem solving.
Implications to the Teaching Learning Process

1. Learners used their gross and fine motor skills.

Gross motor skills are skills that involve whole-body movements. It allows us to do tasks
that involve large muscles like in the torso, legs, and arms. Examples of Gross motor
skills are running, walking, sitting, kicking, etc. On the other hand, Fine motor skills are
the ability to make movements with the help of the small muscles in our hands and wrists.
During the virtual class conducted by the resource teacher with the students, I have
observed that students still used their gross and fine motor skills during online
synchronous class. The Virtual Learning Environment had limited or hindered the
teachers to notice the gross and fine motor skills of the students. In this situation, the
teacher cannot accurately determine that he/she supports his/her students’ physical
development. A teacher should take note mastering gross and fine motor skills are
important for children’s growth and independence. With this, a teacher should do
different ways and apply approaches or techniques to develop students’ gross and motor
skills. During online synchronous classes, a teacher can do a lot of activities and games
that will practice and enhance students’ skills to practice the gross motor skills of the
students, a teacher can instruct students to have some short stretching in their learning
area. To monitor if the students are doing it, the teacher can encourage all of the students
to open their cameras. This activity should not last long to avoid a shortage of time in the
instruction and delivery of the lesson. For fine motor skills, teachers can conduct
activities that will allow learners to use their hands. Teachers can use various online
platforms or websites to conduct games and activities like using Kahoot, Quizlet, and
Quizizz which will enable learners to use their fine motor and critical thinking skills.
Although teaching and learning mutated from the traditional face-to-face to distance
learning modality, teachers should ensure that they can support students’ physical
development. They must use appropriate and effective instructional materials and
resources to allow physical development among students.

2. Learners express, interact, communicate, and participate in problem solving.

Teacher-student and student-student interaction and communication play a significant
role in the teaching-learning process. The relationship between the teacher and the
learners affects the degree of learning that students will acquire. Learning requires a
positive relationship between students and teachers, and learners must establish a link
between the information they receive and the person who is delivering it. Learners may
struggle to understand what they're attempting to learn if they don't have a connection. To
remain student interaction and communication, teachers should utilize different
approaches and techniques that will keep students’ focus and attention, and that will allow
students to express or communicate their thoughts, opinions, and answers to the
questions. Teachers can apply engaging and exciting educational platforms and websites
that can help engage students in the subject matter. A teacher can also apply inquiry-
based instruction to let students share their answers and ideas on a certain question.
Lastly, teachers should allow learners to solve problems. Problem-solving skill is one of
the important skills learners can develop. Teachers should remind themselves that to have
a conducive learning environment, a good relationship between them and their students
should be maintained and that teachers must continuously help learners to develop their
communication and problem-solving skills.

My Reflection
Write a brief reflection of your feelings and insights from your observation
experiences. Write your answers in the blank space below with a maximum of 30
words per number only.
 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?

When I was in their age, all of my developmental domains were developing which
is similar to the learners. Learners are interacting and responding which shows that
they are developing.

Think of a teacher you cannot forget

for positive or negative reasons?
I cannot forget my teacher put
"talkative" on my grading card as a
remark. Until now, I can't determine
if it was a good or bad comment.
Share your other insights here.
Teachers should continuously help
learners to grow their developmental
domains. As a future teacher, I should
apply teaching strategies and IMs
considering the characteristics, needs,
and abilities of the learners.

My Learning Artifacts
What is your favorite theory of development? How can this guide you as a future teacher?
Write in a minimum of 30 words and maximum of 50 words only.

Piaget’s Cognitive Development Theory has four stages. As a

future teacher, the stages can help me to assess students and
deliver the best and quality instruction. For example, when a
Your future student is significantly over or underdeveloped to their
developmental stage, I can seek out support for that child.
Your theory
 Stage 3: Concrete-Operational Stage. This stage is characterized by the ability of the
child to think logically but only in terms of concrete objects. This covers approximately
the ages between 8-11 years or the elementary school years. The concrete operational
stage is marked by the following: decentering, reversibility, and conservation.
 Stage 4: Formal Operational Stage. In the final stage of formal operations covering ages
between 12 and 15 years, thinking becomes more logical. They can now solve abstract
problems and can hypothesize. This stage is characterized by hypothetical reasoning,
analogical reasoning, and deductive reasoning.