Republic of the Philippines

UNIVERSITY OF RIZAL SYSTEM

Pililla Campus

COLLEGE OF EDUCATION
___________________________________________________________________

Student : Reyes, Aira Nicole P..

Course : BSE Social Studies IV-D
Subject : Field Study 1 (FS)
AY & Sem. : 2021 - 2022, First Semester
Professor : Prof. Mary Jean M. Paz

Learning Experience 5: Learner’s Development and Instruction

5.1 EXPOSURE
Recalling characteristics of learners in the different stages of cognitive development

1. In what stages are the learners attending Basic Education (K-12) found in the
cognitive continuum? Approximate the cognitive stage of the learners in school
using the information in Table 5.1.

Grade/Year Level Age Range Approximate Cognitive Stage

Preschool 3-5 years old Preoperational Stage

Grade I 5-7 years old Preoperational Stage

Grade II-IV 7-10 years old Concrete Operational Stage

Grade V-VI 10-12 years old Concrete Operational Stage

Junior High – 12-15 years old Formal Operational Stage

Grade 7-8

Junior High – 15-17 years old Formal Operational Stage

Grade 9-10

Senior High – 17-19 years old Formal Operational Stage

Grade 11-12

2. The primary/intermediate level class BEEd students will be observing is

approximately composed of learners belonging to the concrete-operational stage
as their ages range from 7 to 12 years.
 3. The Junior-Senior High School students approximately belong to the formal
operational stage with their ages ranging from 12–18 years.

5.2 PARTICIPATION
Identifying the instructions key events of a lesson in a particular class

Preliminary Tasks
1. For BSEd students, observe a Junior or Senior Araling Panlipunan class.

2. Spend some time to study Table 5.2 on the next page showing a Classroom
Observation Form. This is a simple time-based observation form where you will
continuously write brief but specific descriptions of the key events or activities
that happened throughout the lesson. Use the increments of 3 seconds in writing
your notes. Write the exact time when the lesson begins. For example, if class
starts at 9:00 enter this in the form. Your next field note is 9:03, next will be 9:06
and so on until the lesson is finished. Used words like “same activity” or “silence”
if there are no changes happening. See the sample below:

Time Key Lesson Event

9:00 Araling Panlipunan lesson starts
9:03 Teacher conducts a review of past lessons by..
9:06 Same activity
9:09 Teacher introduced a game for…...

3. Meet with the Cooperating Teacher prior to observation to inform him/her of your
purpose.
4. Observe well what the teacher does or says in teaching this group of learners.
Note the tasks intended to be performed by the class.
Observation Proper
Use the observation form, writing down your field notes every three minutes.

Table 5.2 Classroom Observation Form

School: St. John-Hill Academy

Grade/Year Observed: Grade 10 Name of Teacher: Mr. Aaron S. Munar
Subject Area Observed: Araling Panlipunan
Time: 10:00 am - 10:50 am Number of Students: 30 students

Episode Time Key Event

1. 10:00 am The lesson starts. The teacher greeted his

students a great morning.
2. 10:03 am The teacher is preparing his powerpoint
presentation about the topic “Migrasyon”
3. 10:06 am The teacher is asking for a recap of the last
time discussion through inquiry/experiential
questioning.
4. 10:09 am Teacher summarizing the thoughts and ideas
from the recap of the students.
5. 10:12 am Teacher showing some examples and
scenarios related to the topic.
6. 10:15 am The teacher starts to discuss the slide.
7. 10:18 am Teacher discusses the slide.
8. 10:21 am Student reading the slide.
9. 10:24 am The teacher explains some scenarios as
evidence to prove the point of the slide.
10. 10:27 am The teacher is asking for clarifications before
moving to the next slide
11. 10:30 am The teacher explained some events using his
experiences. He uses localization which allows
students to understand the topic.
12. 10:33 am Student reading the slide.
13. 10:36 am End of slide, the teacher is asking for
clarification.
14. 10: 39 am The teacher is asking questions related to the
topic to test if his students learned.
15. 10:41 The teacher gives assignments.
Lesson ends:
5.3 IDENTIFICATION
Recognizing the guidelines followed in teaching learners of a particular cognitive stage

Go over your field noted in your Observation Form to see if there are other things
you may want to add or revise.

A. The matrix below is to be used by BSEd students, you will initially use the matrix
in classifying the key events you have noticed while observing a class with
learners belonging to the formal operational stage. This time however, you will
expand the matrix to include other guidelines you have seen being observed by
teachers of Junior or Senior High School learners.

Teaching Formal Operational Learners

School: St. John-Hill Academy
Grade/Year Observed: Grade 10 Name of Teacher: Mr. Aaron Munar
Subject Area Observed: Araling Panlipunan Time: 10:00 to 10:50 A.M

Teaching Guidelines Episode Key Event(s) in the Lesson

1. Continue to use concrete
props and visual aids.
2. Give the students a chance
to manipulate and test
objects.
3. Make sure presentations
and readings are brief and
well-organized.
No(s) Observed
1-13 ● Sir Munar uses a
Powerpoint
Presentation slide as a
visual aid for their
discussion of the topic
“Migrasyon.” During the
whole class, Sir Munar
presents his screen so
that students can have
a better understanding
of the lesson.
3 ● Because Grade 10
students are more
innovative and
technology driven, the
online delivery learning
seems to be easy for
them. Sir Munar uses
this chance for his
students to become an
active participant of
their own learning.
2, 6, 7, 8, ● Sir Munar prepared a
12 Powerpoint
presentation in his
discussion. The content
of the presentation is
 about the topic of their
discussion which is
“Migrasyon”. The
Powerpoint
presentation is
readable, it contains
useful ideas and facts
about the topic.
4. Use familiar examples to 5, 9, 11 ● Sir Munar in his
explain more complex discussion of the topic
ideas. “Migrsyon” is
interactive. He uses
personal experiences to
show some points and
localization for students
to have a bigger picture
of the topic. He shows
clear knowledge of the
topic he is discussing
and it is evident in the
way he adds up ideas
and notes.
5. Give opportunities to 3, 10, 14 ● Based on my
classify and group objects observation, Sir Munar
and ideas on increasingly often asks questions so
complex levels. that students could
catch up with the
discussion. Sir Munar
once asked his student
named Crisanta if
migration is good or bad
for a country, Crisanta
then answered that
migration is bad when it
is too much and it is
good when it benefits
the people and the
country. Sir Munar
tested Crisanta’s
answer by giving a
follow-up question. He
asked Crisanta if she
can show some
scenarios that show
when it is bad and when
it is good. Crisanta then

6. Present problems that
require logical, analytical
thinking.
provides examples
which allow her to
express her ideas and
knowledge on a
complex level.
5, 11 ● Migrasyon is a very
interesting subject
because it somehow
talks about Overseas
Filipino Workers (OFW).
Sir Munar asked his
class if someone had a
relative, a family or
friend working abroad
and most of the
students raised their
hands. Sir Munar asked
his student Kurt of what
it feels to have a father
working abroad. Mr.
Kurt said that it is sad
because he misses his
father most of the time
but Kurt said that he
understands his father
because it is for their
family’s benefit.
Through Sir Munar’s
way of questioning he
allows his students to
think logically and
analytically to solve
problems inside and
outside the school.

5.4 INTERNALIZATION

Drawing the applications of the cognitive characteristics of learners in teaching-learning

processes.

For BSEd
1. Were all the teaching guidelines demonstrated in the lesson you observed?
Which were clearly shown?

Teaching guidelines is important in a lesson as it allows to create a

positive learning environment needed by students and at the same time, it
designs relevant and meaningful lessons that includes a variety of approaches
and activities that is a good way to inspire student participation and interaction.
During my observation I get to see that the teaching guidelines are well
demonstrated during the lesson and the students are all participating and
demonstrating knowledge. During my observation, the teacher presents a well
prepared powerpoint presentation with a simple but precise content. The teacher
discusses the content of the powerpoint and at the same time, the teacher allows
the students to participate in class by asking them to read the slides and share
some thoughts regarding the discussion. Through this, the students become
more aligned with the discussion that is evident because of using different
approaches such as inquiry.

2. Which guidelines were not observed at all?

All the guidelines were observed during my observation but there are
some that are really hard to present or to demonstrate because of certain
limitations in online delivery learning. Take the number 2 guideline, it is really
hard for a teacher in an online platform to give the students a chance to
manipulate and test objects but he tried to apply this guideline even in a simple
context because the teacher knows that it is a good way to achieve the objective
of the topic.

3. What could be the reason/s why the teacher did not have the opportunity to
observe the suggested guidelines for this stage?

In this pandemic, Teachers and students are both in the phase of

adjusting to a new form of learning and although we can see how useful
technology is in education, it still has limitations that affect the teacher and the
learners in an online classroom. Being a flexible teacher is one of the best
qualities, but since we are just beginning to cope, limitations still are hard to
break.

4. What guidelines have you added in the matrix? What could be the reason
why the teacher followed these guidelines you have noted? Why were they
not included in the original list?
 As a teacher, it is hard to truly identify if the students are learning because
of some barriers and in order to at least identify if the students are actually
present in a discussion is by giving them interactive activities so that they can still
be engaged in the lesson and not just physically present but mentally absent. It is
good for a teacher to explore the world of the internet and find a tool or an app
that can be used in a discussion. Students love technology and by giving them
their strengths they can have fun while learning.

5. What significant characteristics of learners in high school enable them to

rationalize, discover, invent, and create new things?

High school learners are more organized because they are more mature
and they can express their thoughts, ideas and points more precisely and clearly.
They are also curious-driven learners, which makes them explore things, create
things and understand things in more complex forms which can benefit their
logical, analytical and even their reasoning skills.

5.5 DISSEMINATION
Exemplifying instructional strategies appropriate for teaching

You have learned earlier the cognitive characteristics of learners belonging to the
concrete-operational or formal operational stage now enrolled in Basic Education. You
have also seen how these characteristics can be optimized through some guidelines for
teaching them. Can you apply this learning in the following activity?

A workshop is being organized on teaching strategies that effectively address

characteristics of learners in different subject areas. Give examples of specific
instructional techniques you can suggest following the guidelines for teaching concrete-
operational learners (for BEEd) or formal operational learners (for BSEd). It will be good
if the subject area can be specified.

A. BSEd students will use their expanded or reformed matrix of guidelines. Choose
the guidelines from the original list which you think can still be included and add
those you have newly observed or discovered appropriate to secondary students.

Suggested Teaching Techniques for Formal Operational Stage

Guidelines for Grade 7-12 Suggested Teaching Techniques

1. Continue to use concrete props
and visual aids.
2. Give the students a chance to
manipulate and test objects.
3. Make sure presentations and
readings are brief and well-
organized.
4. Use familiar examples to explain
more complex ideas.
5. Give opportunities to classify and
group objects and ideas on
increasingly complex levels.
6. Present problems that require
logical, analytical thinking.
● Provide instructional materials like
books, charts, flipcharts etc.
● Use drawings and illustrations.
● Provide hands-on activities.
● Use physical objects in teaching.
● Aim for a clear, well structured
delivery of the presentation.
● Affirm your authority when you
stand up to speak by organizing
your thoughts and knowledge in a
way that is cohesive and easy to
present.
● Use a language that is easy to
understand.
● Give examples that are based on
reality and experiences. It is also
good to have localization of
examples.
● Use concept maps, outlines,
graphs and infographics to show
relationships, comparison and
similarities of materials.
● Allow students to form conclusions
and reflect on their learning.
● Use the inquiry approach. Ask
questions to identify if the students
are learning.
● Provide activities that allow
students to think logically and
analytically like Brain Twisters,
debate, riddles, puzzles etc.