FS 1

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FIELD STUDY
(focusing on different level of abilities)

Learning Episode

My Learning Episode Overview

Episode 5 provides an opportunity for me to observe how differences in abilities
affect interaction in school, and learn about strategies that teachers use in addressing
the learners’ different needs to effective learning.

My Intended Learning outcomes

In this episode, I must be able to:
Identify the needs of students with different levels of abilities in the classroom
Choose effective strategies to address the diverse needs of the learners

My Performance Criteria
I will be rated along the following:
Quality of my observation and documentation,
Completeness and depth of analysis,
Depth and clarity of classroom observation-based reflection,
Completeness, organization, clarity of portfolio and
Time of submission od portfolio

My Learning Essentials
Here are the principles and concepts relevant to this episode:
1. Development and learning proceed at varying rates from child ti child, as well
as at uneven rates across different areas of the child’s functioning. (NAEYC 2009)
2. Development and learning is maximized when learners are challenged to
achieve at a level just above their current level of mastery, and also when they have
many opportunities to practice newly acquired skills.
3. Differentiated instruction is a student-centered approach that aims to match
the learning content, activities and assessment to the different characteristics, abilities,
interest and needs of the learners.
An effective teacher remembers that the learners have different levels of ability,
and clearly level lets them know that their strengths are recognized and that
everyone has the chance to learn and succeed. The teacher helps create a learning
community where everyone can work together and contribute regardless of their
abilities and capacities.

Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
 My Map
To realize my Intended Learning Outcomes, I will work my way through these steps.

4. Write a narrative
report and a brief
reflection on your
experience. 1. Identify two or
more learners
of different
abilities but from
the same grade of
year.
3. Observe
them as they
participate in
a classroom
activity and
how the
teacher
address their
needs.

2. Find out some information about

their background.

Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
 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. 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 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 teacher’s method in addressing the individual learning needs of the students in
his/her class.

Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
 OBSERVATION REPORT

Name of the School Observed:

School Address:
Date of Visit:
My Analysis

1. Did your observation match the information given by the teacher?

Where you able to correctly identify who among the students
performed well and who did not? what behaviors helped you identify
them? (Volunteering to answer, responding to teacher’s directions, etc.)

2. Describe the differences in ability levels of the students in 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?
Did the teacher use differentiated instruction? If yes, describe how.

Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
 My Reflection/Insights

1. Recall the time when you were in the elementary or highschool. Recall
the high and low achievers in your class. How did your teacher deal with
differences in abilities? Was your teacher effective?

Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
2. Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. Read the following comments by the teacher. Which of these comments will most
likely make a child try harder, rather than give up?

A. Sinuwerte ka ngayon dito sa test, ha?

B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang
ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

2. Which of the following demonstrates differentiated instruction?

A. The teacher groups the learners by their ability level and makes the groups work with
the same topic but assigns a different task appropriate for each group to accomplish.
B. The teacher divides the class into three heterogeneous groups and assign the
same activity for each group to work on.
C. The teacher groups the learners by their ability level and assigns different
content topics for groups to work on.
D. The teacher groups the learners by ability levels and assigns each group a different
tasks on the same topic , and then requests three different teachers, each to asses one
of the groups.

3. Which teaching practice gives primary consideration to individual

differences?

A. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable
B. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable except by lecturing
C. Preparing two different sets of examination, one for the fast learners and another
for the slow learners.
D. Applying to sets of different standards.

Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
 My Learning 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? Make a
collection of strategies on how to address the students’ different ability
levels.

Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
 My Learning Rubric
Field Study 1, Episode 5 – Individual Differences and Learners’ Interaction (focus on different ability levels)
Focused on: identifying the need of students with different levels of abilities in the classroom
Choosing effective strategies to address the diverse needs of the learners

Name of FS Student Date Submitted:

Year & Section: Course:

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All episodes were All or nearly all Nearly all episodes were Fewer than half of episodes were
done with outstanding episodes were done done with acceptable done; or most objectives were met
Learning Activities quality; work exceeds with high quality quality but need improvement
4
3 2 1
All Analysis question Analysis questions were Analysis were not answered.
questions/episodes were answered not answered completely.
were answered completely. Grammar and spelling
completely; in depth Vaguely related to the unsatisfactory
Analysis of the answers; thoroughly Clear connections theories
Learning Episode grounded on theories. with theories
Exemplary grammar Grammar and spelling
and spelling Grammar and acceptable
Spelling are superior
4 3 2 1
Reflection statements Reflection Reflection statements are Reflection statements and unclear
are profound and statements are clear; shallow; supported by and shallow and are not supported
clear; supported by but not clearly experiences from the by experiences form learning
experiences from the supported by learning episodes episodes
Reflection/Insights learning episodes experiences from the
learning episodes
3
4 2 1
Portfolio is complete, Portfolio is Portfolio is incomplete; Analysis question were not
clear, well-organized complete, clear, supporting documentation answered
and all supporting; well-organized and are organized but are
documentations are most supporting; lacking Grammar and spelling
Learning Portfolio located in sections documentations area unsatisfactory
clearly designated available and
logical and clearly
marked locations
4 3 2 1
Submission of Submitted before the Submitted on the Submitted a day after the Submitted two days or more after
Learning Episodes deadline deadline deadline the deadline
4 3 2 1
COMMENT/S Over-all Score Rating:
(Base on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

___________________________ _________________
Signature of FS Teacher Date

Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
 My Learning Rubric
Field Study 1, Episode 5 – Individual Differences and Learners’ Interaction (focus on different ability levels)
Focused on: identifying the need of students with different levels of abilities in the classroom
Choosing effective strategies to address the diverse needs of the learners

Name of FS Student Date Submitted:

Year & Section: Course:

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All episodes were All or nearly all Nearly all episodes were Fewer than half of episodes were
done with outstanding episodes were done done with acceptable done; or most objectives were met
Learning Activities quality; work exceeds with high quality quality but need improvement
4
3 2 1
All Analysis question Analysis questions were Analysis were not answered.
questions/episodes were answered not answered completely.
were answered completely. Grammar and spelling
completely; in depth Vaguely related to the unsatisfactory
Analysis of the answers; thoroughly Clear connections theories
Learning Episode grounded on theories. with theories
Exemplary grammar Grammar and spelling
and spelling Grammar and acceptable
Spelling are superior
4 3 2 1
Reflection statements Reflection Reflection statements are Reflection statements and unclear
are profound and statements are clear; shallow; supported by and shallow and are not supported
clear; supported by but not clearly experiences from the by experiences form learning
experiences from the supported by learning episodes episodes
Reflection/Insights learning episodes experiences from the
learning episodes
3
4 2 1
Portfolio is complete, Portfolio is Portfolio is incomplete; Analysis question were not
clear, well-organized complete, clear, supporting documentation answered
and all supporting; well-organized and are organized but are
documentations are most supporting; lacking Grammar and spelling
Learning Portfolio located in sections documentations area unsatisfactory
clearly designated available and
logical and clearly
marked locations
4 3 2 1
Submission of Submitted before the Submitted on the Submitted a day after the Submitted two days or more after
Learning Episodes deadline deadline deadline the deadline
4 3 2 1
COMMENT/S Over-all Score Rating:
(Base on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

___________________________ _________________
Signature of FS Teacher Date

Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5