Babon Ahrvydes Jay Fs1 Le 3 Output

Republic of the Philippines
Northwest Samar State University

Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
ISO 9001:2015 Certified
Telefax: (055) 2093657
COLLEGE OF EDUCATION
FIELD STUDY 1
OBSERVATION OF TEACHING-LEARNING IN ACTUAL SCHOOL ENVIRONMENT

Name of FS Student: ANDULTE, MA. NANCY FAYE C.
Course: BPEd-4 Year and Section: A
Resource Teacher: Signature:
School Observed: CLARENCIO CALAGOS MEMORIAL SCHOOL OF FISHERIES

LEARNING EXPERIENCE 3
Flashback as Learners
Learning Experience 3 is your initial guide in entering the worlds you would possibly see yourself in as
a future teacher. However, the passage will interestingly bring you back in time when you, yourself were a
learner like the learners you will meet in the school where you are now assigned as a pre-service teacher. You
will not however, be alone in this initial journey! You will be accompanied by your peers in FS 1 and together
you will collaboratively recall your experiences when you were in basic education. It will be interesting to find
out how and where this trip will lead you. Hopefully, this organized recollection of experiences will make identify
with learners you will encounter in this field study program. Remember, you were young learners, yourselves.
Prepares FS 1 Student for PPST: Your intended Learning Outcome
Domain: Diversity of Learners Draw similarities and differences of learners’

Strand: Learner’s gender, needs, strengths, interests characteristics across domains and stages of
and experiences. development.
YOUR EXPERIENTIAL TASK YOUR REFLECTION TRIGGER

Exposure:
Recalling one’s experiences in early childhood,
1.1.
middle childhood, and adolescent period while in
school
Participation
1.2 Identifying various domains of growth and
development
Identification
1.3 Discovering the growth patterns in the various
stages of development across domains
Internalization  Did we, as young learners, follow the same
1.4 Recognizing and accepting one’s characteristics patterns of growth and development?
across growth and development levels.
Dissemination  What seemed to have allowed learners to
Reflecting on the value of addressing the become good while in school?
1.5
characteristics and needs of learners during the
various stages of development
Field Study 1: Learning Experience 3 1|Page

Telefax: (055) 2093657
3.1 EXPOSURE
Recalling one’s experiences in early childhood, middle childhood, and adolescent period while in school
1. From these three focal topics recall the.

a. Interesting things you did when you were in Grade 1.
b. Interesting things you did when you in Grade VI
c. Interesting things you did when you were in High School
Focal Topics Experiences

 Playing hide and seek, dodgeball and soccer
 Solving basic operations
a) Interesting things you did  Reading English poems and story
when you were in Grade 1.  Making friends with my schoolmates
 Participating major academic competitions

b) Interesting things you did  Participating in Drum and Lyre
when you in Grade VI  Participating in Scouting
 Learning tailoring skills, culinary skills and welding skills

c. Interesting things you did  Organizing high school events like welcome party, culminating activities
when you were in High School  Participating in seminar for mental health awareness
3.2 PARTICIPATION
Identifying the various domains of growth and development
Activity 1
This unifying theme is called a domain. Using the same Form 1, write the domain of each entry in the third
column. The general domains are:
 Physical/Motor
 Mental (Literacy/Cognitive/Intellectual)
 Social-Emotional
Form 2-A

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Focal Topics Experiences DOMAIN

• Playing hide and seek, dodgeball  Physical
and soccer
 Mental
• Solving basic operations
a) Interesting things you did  Mental
when you were in Grade 1. • Reading English poems and story
 Social
• Making friends with my
schoolmates
• Participating major academic  Mental
b) Interesting things you did competitions
when you in Grade VI • Participating in Drum and Lyre  Physical
• Participating in Scouting  Social
• Learning tailoring skills, culinary  physical
skills and welding skills
• Organizing high school events  social
c.) Interesting things you did
like welcome party, culminating
when you were in High School
activities
• Participating in seminar for
 mental
mental health awareness
Activity 2
This time, reorganize and classify the entries for each grade level according to the three domains of
development. Follow the matrix below.
Form 3-A
Physical-Motor
Social-Motor Mental (Linguistic-Cognitive)
1. Playing hide and seek, 1. having time with my schoolmates 1. Solving basic operations
ruuning tumbang priso
2. Participating in sports in 2. Participating in Scouting 2. Reading English poems and
school story
3. 3. Organizing high school events 3. Participating major academic
like welcome party, culminating competitions
4 4 4. Participating in seminar for

mental health awareness
3.3. IDENTIFICATION

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Discovering some characteristic patterns in the various stages of development across domains
This time reorganize the entries into domains across the three stages. Follow the matrix below. You will have
one matrix for every domain.
Form 4-A: Physical/Motor Domain
Middle Childhood
Late Childhood Early Adolescence
1. Playing hide and seek, ruuning 1. Participating in sports fest 1 learned to do some DIY craft
tumbang priso
Analyze the entries in the three Stages of Development under physical/motor domain.
1. What do you notice of the entries belonging to the same level or stage? Are the
experiences more similar or different? Why?
Base on the passages that I have beneath the space of physical-motor I taken note that these
sections have the same similitudes
in terms of utilizing our physical capacities in any case the as it were altered that ready to see
is that as we go advance the physical capacities that are required in arrange to fulfill these
exercises are being strenuous in terms of accomplishing these exercises.
2. Compare the entries across stages in this domain. Are there greater differences or
variations in the experiences across stages? What do you observe?
Over sections of the space we will clearly see a awesome contrast in terms of the capabilities
utilized. Our physical exercises created and improved depends on our age hole. Be that as it
may, the physical activities in early stages can still be performed within the late stages because
it gets to be the establishment or the early onset of the utilize of engine abilities.
Form 4-B: Social-Emotional Domain
Middle Childhood
1. Making friends with my 1. Participating in Scouting 1. Organizing high school events
schoolmates like welcome party, culminating

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Analyze well the entries in the three Stages of Development under social relationship.
1. What do you notice of the entries belonging to the same level or stage? Are they more
similar or different? Why?
Inside the space, the passages are all comparable
to what the capabilities of the child. It begun to construct establishment within the early
establishments and in each level, we seem see likeness.
2. Compare the entries across stages in this domain. Are there greater differences in the
social-emotional experiences across stages? What could have brought these
differences about?
We could see growth across the level in this domain. As it increases, the scope of the
social domain became big. We could see growth in the social domain of the child. From
making friends to participating and organizing events is a major growth.
Form 4-C: Literacy/ Cognitive/Intellectual Domain
Middle Childhood
1. Solving basic operations 1. Participating major academic 1. Participating in seminar for
competitions mental health awareness
2. Reading English poems and 2 participating in extracurricular 2 attending seminar about gender
story activity awareness
Analyze well the entries in the three Stages of Development under Literacy/ Cognitive /
Intellectual Domain.
1. What do you notice of the entries belonging to the same level or stage? Are they more
similar or different? Why?
The cognitive in each level are mostly similar to each other. This is the capability of the
child to comprehend in each level. This entails that in each particular level the capability
or the mental aspect of the are most likely similar to all the experiences.
2. Compare the entries across stages in this domain. Are there greater differences in the
social-emotional experiences across stages? What could have brought these about?
Across level we can see growth with the mental capability. However, the foundation
from early stages foster in the level preceding level.
3.4. INTERNALIZATION

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Recognizing and accepting one’s characteristics across growth and development levels
Using the organized list of your group’s experiences by domain as your guide, prepare a profile of your
own characteristics using the matrix below. your narrative is an answer to the question in each domain.
Growth Portfolio Entry No. 3-A
My Profile

BABON, AHRVYDES JAY
Name: E.
Date of Birth: MARCH 25, 2000
Age: 21

Stages of Growth
Domain of Development
Middle Childhood Late Childhood Early Adolescence
A. Physical/Motor
What physical-motor abilities Running
Dancing
could you perform during each Jumping
Instrument playing
TVE Skills
period? Playing
B. Social- Emotional
Creating circles of
What social relationships were Making friends
friendship
School social activities
important to you during each
period?

B. Literacy/ Cognitive/ Intellectual
What literacy and cognitive/
intellectual abilities were you Reading
Metacognition Mental heath awareness
capable of doing during each Writing
period?

Telefax: (055) 2093657
1.5. DISSEMINATION
Reflecting on the value of addressing the characteristics and needs of learners during the various stages of
development
Being aware of your characteristics and abilities during these periods of growth, what do you think
should a classroom teacher or a school provide to address and maximize the characteristics and abilities of
learners at each level. You can think in terms of meaningful learning experiences and important learning
resources for each of the domains or aspects of development.
The BEEd students may just work on the Middle Childhood or Late Childhood Stages and the BSEd
can focus on the Early Adolescent or Late Adolescent Stages.
Growth Portfolio Entry No. 3-B
Perceived Needs of Learners
Domain of Development
Stages of Growth Literacy/ Cognitive/

Physical/Motor Social- Emotional
Intellectual
Middle Childhood Balance Understanding of Logical development

(Primary) Agility emotions from within Literacy development
Fine motor skills and other people
Moral build up
Late Childhood Coordination Self-internalization Intellectual organization

(Intermediate) Engagement in more Realistic emotional Goal orientation
complex physical problems
activities
Early Adolescence Endurance Self-esteem Metacognition

(High School) More vigorous development Awareness
activities Identity recognition
Sports

Telefax: (055) 2093657
Growth Portfolio Entry No.

Telefax: (055) 2093657

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Republic of the Philippines

Northwest Samar State University

Prepares FS 1 Student for PPST: Your intended Learning Outcome

Domain: Diversity of Learners Draw similarities and differences of learners’

YOUR EXPERIENTIAL TASK YOUR REFLECTION TRIGGER

Field Study 1: Learning Experience 3 1|Page

1. From these three focal topics recall the.

Focal Topics Experiences

 Participating major academic competitions

 Learning tailoring skills, culinary skills and welding skills

Field Study 1: Learning Experience 3 2|Page

Focal Topics Experiences DOMAIN

4 4 4. Participating in seminar for

Field Study 1: Learning Experience 3 3|Page

Form 4-A: Physical/Motor Domain

Form 4-B: Social-Emotional Domain

Field Study 1: Learning Experience 3 4|Page

Form 4-C: Literacy/ Cognitive/Intellectual Domain

Field Study 1: Learning Experience 3 5|Page

Growth Portfolio Entry No. 3-A

Middle Childhood Late Childhood Early Adolescence

Field Study 1: Learning Experience 3 6|Page

Growth Portfolio Entry No. 3-B

Perceived Needs of Learners

Stages of Growth Literacy/ Cognitive/

Middle Childhood Balance Understanding of Logical development

Late Childhood Coordination Self-internalization Intellectual organization

Early Adolescence Endurance Self-esteem Metacognition

Field Study 1: Learning Experience 3 7|Page

Growth Portfolio Entry No.

Field Study 1: Learning Experience 3 8|Page

Field Study 1: Learning Experience 3 9|Page

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