A Detailed Lesson Plan

Field Study 1 – Observation of Teaching-Learning in Actual School Environment
NAME: Zamora, Maricar A. DATE: 10/09/2020

PROGRAM & SECTION: BSE-MATH 3 INSTRUCTOR: Maria Rizalyn C. Flores
LEARNING EXPERIENCE III

Flashback as Learners
Learning Experience 3 is your initial guide in entering the world 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 you identify
with the learners you will encounter in this field study program. Remember, you were young
learners, yourselves!
Domain: Intended learning outcome:

Diversity of Learners Draw similarities and differences of
learners’ characteristics across domains and
Strand:
stages of development.
Learners’ gender, needs, strengths,
interest and experiences
Your Experiential Task Your Reflection Trigger
3.1 Exposure
Recalling one’s experiences in early
childhood, middle childhood, and
adolescent period while in school
3.2 Participation
Identifying various domains of growth and
development
3.3 Identification
Discovering the growth patterns in the ● Did we, as young learners, follow
various stages of development across the same patterns of growth and
domains development?
3.4 Internalization ● What seemed to have allowed
Recognizing and accepting one’s learners to become good while in
© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Marcela J. Leus, Ed.D.
Estefania S. de Guzman, Ph. D.
characteristics across growth and school?

development levels
3.5 Dissemination
Reflecting on the value of addressing the
characteristics and needs of learners
during the various stages of development
3.1 EXPOSURE
RECALLING ONE’S EXPERIENCES IN EARLY CHILDHOOD, MIDDLE CHILDHOOD,
AND ADOLOSCENT PERIOD WHILE IN SCHOOL
As in most cases, you are part of group of Field Study I students assigned to one school.
Organize yourselves in Discussion Groups of three to gather the necessary data you need for
this episode. Three members for each group.
1. There are three focal topics each group will discuss one after the other
a. Interesting things we did when we are in grade 1
b. Interesting things we did when we are in grade 6
c. Interesting things we did when we are in high school
Elect a group facilitator-rapporteur for every topic
2. Within 15 minutes, each member of the group will write on ¼ sheet of pad paper at least
three interesting experiences s/he remembers while you were in Grade 1, Grade 6, and
Grade 10. The experience could be on an individual level or group while you were in
school. Each member will submit his/her three outputs separately to the topic
rapporteurs who will act as the leader. Each rapporteur will then summarize all submitted
entries in each form. Do not write anything in the third column.
Form 1-A: Grade One Experiences
Middle Childhood
MEMBER ID EXPERIENCES
A 1. Arts related activities in
teaching. (Like Dancing,
Prince Louie Cura Santos
Singing, playing, and etc.)
2. Going in field trips.
3. Reading and writing the

alphabets letter.
B 1. Started to write and read
the Alphabet.
Maricar A. Zamora
2. Draw shapes and color

figures.
3. Sing and dance with my

classmates

Form 1-B: Grade Six Experiences

Late Childhood
A 1. Going in Retreat (more
like camping.)
2. Infront reporting.
3. Playing sport in P.E w/

classmate.
B 1. Joining Film showing
Maricar A. Zamora
2. Writing essays and
reading books.
3. Camping and Girl

Scouting
Form 1-C: Grade Ten Experiences

Early Adolescence
A 1. I participate in film
making.
2. Enjoying and studying

mathematics subject.
3.Hanging out with peers

and classmates.
B 1. Participating in Singing
Contest and theater Arts
Maricar A. Zamora
2. Hanging out with my

classmates.
3. Studying well to get high

grades.
3.2 PARTICIPATION
IDENTIFYING THE VARIOUS DOMAINS OF GROWTH AND DEVELOPMENT
Activity 1
The group facilitator will lead the group in analyzing what each experience is all about.
This unifying theme is called 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: Grade One Experiences

(Middle Childhood)
MEMBER ID SAMPLE EXPERIENCES DOMAIN

1. Arts related activities in
Singing, playing, and etc.) Physical-motor
A
2. Going in field trips with

Social
classmates and teachers.


Mental
alphabets letter.
1. Started to write and read

the Alphabet.
Mental
B
figures
Physical- motor
classmates
Social

Form 2-B: Grade Six Experiences

(Late Childhood)

1. Going in Retreat (more
like camping.) Social
A
2. Infront reporting. Mental

Physical-motor
classmate.
1. Joining outdoor Film

Showing
Social
2. Writing essays and Mental

reading books.
3. Camping and Girl Physical- motor

Scouting

Form 2-C: Grade Ten Experiences

(Early Adolescence)
1. I participate in film
Physical-motor
making.

A Mental
3.Hanging out with peers

Social
and classmates.
1. Participating in Singing
Physical-motor
B
2. Hanging out with my Social
classmates.
3. Studying well to get high Mental

grades.

Activity 2
This time, the rapporteurs will recognize and classify the entries for each grade level
according to the three domains of development. Follow the matrix below:
Form 3-A Grade One

(Middle Childhood)
PHYSICAL-MOTOR SOCIAL-EMOTIONAL LINGUISTIC-COGNITIVE

Singing, playing, and etc.)
2. Going in field trips with

classmates and teachers.

alphabets letter
4. started to write and read

the Alphabet.

figures

classmates

Form 3-B Grade Six

(Late Childhood)

1. Going in Retreat (more like
camping.)
2. Infront reporting.

classmate.
4. Joining outdoor Film

Showing
5. Writing essays and reading

books.
6. Camping and Girl

Scouting
Form 3-C Grade Ten

(Early Adolescence)

1. I participate in film
making.

3. Hanging out with peers and

classmates.

4. Participating in Singing
5. Hanging out with my

classmates.
6. Studying well to get high

grades.

3.3 IDENTIFICATION
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

teaching. (Like Dancing, Playing sport in P.E w/
Singing, playing, and etc.) I participate in film making.
classmate.
Camping and Girl Scouting Participating in Singing

2. Draw shapes and color Contest and theater Arts
figures
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?
They’re a little bit different, for the reason that the characteristics of the given
example in physical motor domain is based on the personal taste and hobbies of each
individual, and every individual have a variety of hobbies sometimes they’re the same
and sometimes they’re not. In the case of this group, they are not the same.
2. Compare the entries across stages in this domain. Are there greater differences or
variations in the experiences across stages? What do you observe?
There’s a big difference in the physical domain across different stages. The given
experienced progress from different stages. Like from the given example from middle-
childhood, you can see that it only used the basic motor action, and in the other stages
(late childhood and Early Adolescence.) the motor action use in the given experienced
improved.

Form 4-B: Social-Emotional Domain

1. Going in field trips with Going in Retreat (more like Hanging out with peers and
classmates and teachers. camping.) classmates.
2. Sing and dance with my Joining outdoor Film Hanging out with my
classmates Showing classmates
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?
During their middle and late childhood, the experiences are totally different from
each other. In prince’s middle childhood, he likes to go field trips with his classmate and
friends while Maricar don’t have experience going to field trips but instead She listed
singing and dancing with her classmates as one of her experiences. In late childhood,
Prince listed going in retreat(camping) while Maricar likes to watch film showing. On the
other hand, during their early adolescence, they have similar experience which is
hanging out with their peers and classmates.
2. Compare the entries across stages in this domain. Are these greater differences in the
social-emotional experiences across the stages? What could have brought differences
about?
Across the different socio-emotional experiences, it is noticeable to observe the

gradual change of each stage. It would somehow determine how active and inactive they
are when it comes to engaging themselves to their environment. Based from Prince’s
listed experiences, he likes outdoor activities and interacting with his classmates while
Maricar likes to sing, dance, watch film showing and also talks with her classmates. It is
also observable, that Prince had his retreat during his late childhood stage. It is because
retreats and outdoor trips are offered in higher level of childhood stage for security and
safety. Same to film showing in Maricar’s experience which is appropriate during her late
childhood age. They have similar experience during their Early Adolescence since they
had built confidence in communicating and interacting to other people.

Form 4-C: Literacy/Cognitive/Intellectual Domain

1. Reading and writing the Infront reporting. Enjoying and studying
alphabets letter mathematics subject.
2. Started to write and read Writing essays and reading Studying well to get high
the Alphabet. books. grades.
Analyze well the entries in the three stages of development under Literacy/Cognitive
Domain.
1. What do you notice of the entries belonging to the same level or stage? Are they more
similar or different? Why?
Based from their entries, Prince and Maricar have similar responses during their
middle childhood. It is the time where they both started enhancing their writing and
reading skills in Alphabet. During their late childhood stage, prince listed Infront reporting
while Maricar listed writing essays and reading books. This would somehow imply that
prince is more exposed in public speaking than Maricar. On the other hand, they are also
similar with their entries in early Childhood which is to study and enjoy their learning. It is
because during Early Adolescents like them are matured enough to focus on studies and
lessons.
2. Compare the entries across stages in this domain. Are there greater differences across
stages? What could have brough this about?
Across the different stages, experiences under Literacy/Cognitive domain gradually

changes. From the middle childhood stage where they started to learn how to write and read the
Alphabet up to their early adolescence that they already know the basics and still continue to
learn has big difference. Each experience noticeably has gradual progression. It is also
observable that Prince and Maricar had the same listed experience during their middle
childhood and early childhood but differs on their late childhood. It is because each student has
its own learning phase and characteristics. All students are unique on their own. However, it is
requirement for a middle childhood student to at least experience writing and reading Alphabet
because it will be the foundation of their learning.

3.4 INTERNALIZATION
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 3A
MY PROFILE
Name: Zamora, Maricar A.

Age: 20
Date of Birth: May 10, 2001
Stages of Growth
Middle Early
Domain of Development Late Childhood
Childhood Adolescence
(Intermediate) (High School)
(Primary)
Engage in
A. Physical/Motor Dance and Can perform
sports(badmin
perform moderately
What physical-motor abilities ton) and
easy difficult
could you perform during each complex
exercise physical
period? Physical
steps activities
Activities.
B. Social-Emotional Communicate Studying with

Play toys
and hangout my friends and
What social relationships were and have fun
with my friends doing group
important to you during each with friends
during break activities
period? and peers
time. together.

C. Literacy/Cognitive/Intellectua Solving Solving

l Writing and multiplication problem
reading and division equations in
What literacy and cognitive/ skills as well cards. Writing Math. Writing
intellectual abilities were you as counting essays in and reading
capable of doing during each numbers. English and different
period? Filipino literatures.

3.5 DISSEMINATION
REFLECTING ON THE VALUE OF ADDRESSING THE CHARACTERISTICS AND
NEEDS OF LEARNERS DURING THE VARIOUS STAGES OF DEVELOPMENT
By this time, you have neither met your Cooperating Teacher nor the learners in
school. However, the profile you have written of yourself could be part of the schema you
have of learners in the different stages or levels.
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 3B
Perceived needs of Learners
Domain of development
Stages of Growth Physical/ Social/ Literacy/ Cognitive/
Motor Emotional Intellectual
Early Characteristics: Characteristics: Characteristics:
Adolescence
 Adventurous  Participative in  Can exhibit
(High School)
 Exploratory terms of group critical
 Likes complex activities in class thinking skills
 Likes hanging out in solving
Physical Activities
with peers. problems.
and playing sports
 Valuing other  Can
beliefs and culture. understand
abstract
Resources needed: ideas and
 Spacious area Resources needed: interrelated
for facilitating disciplines.
 Event hall for  Perform
Physical
facilitating events. experiments
Activities and
 Classroom
sports.
conducive for the
 Sports
students.
Materials and Resources needed:
 Survey and
equipment
monitoring sheets  Classroom
(e.g. mat,
from the guidance conducive for

balls, net) office. facilitating
students.
 Learning
materials for
discussion.
GROWTH PORTFOLIO ENTRY 3B

EVIDENCES
Explaining of what we are going This our first conversation,

Distribution of Task he
to do. sent the file with his answers on
experiences.
I already sent
Conversation thethe
about final part �
paper
last of the
activity.

ASSESSMENT
For use of the FS Program Coordinator

Criterion: Comprehensiveness of Plan
Rubric
Score: Description:
Plan shows comprehensiveness in meeting all the
91-100
significant developmental needs of learners.
Plan can meet many of the significant developmental needs
81-90
of the learners.
Plan covers only needed academic classrooms for the
71-80
learners.
Plan shows very little bearing on development needs on the
61-70
school learner s.
51-60 No plan was presented at all
Rating for LE3: ___________________
___________________________________
Signature of the FS Program Coordinator


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Field Study 1 – Observation of Teaching-Learning in Actual School Environment

NAME: Zamora, Maricar A. DATE: 10/09/2020

LEARNING EXPERIENCE III

Domain: Intended learning outcome:

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

characteristics across growth and school?

2. Going in field trips.

3. Reading and writing the

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

2. Draw shapes and color

3. Sing and dance with my

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Form 1-B: Grade Six Experiences

3. Playing sport in P.E w/

3. Camping and Girl

Form 1-C: Grade Ten Experiences

2. Enjoying and studying

3.Hanging out with peers

2. Hanging out with my

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

3. Studying well to get high

Form 2-A: Grade One Experiences

MEMBER ID SAMPLE EXPERIENCES DOMAIN

2. Going in field trips with

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

3. Reading and writing the

1. Started to write and read

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Form 2-B: Grade Six Experiences

MEMBER ID SAMPLE EXPERIENCES DOMAIN

3. Playing sport in P.E w/

1. Joining outdoor Film

2. Writing essays and Mental

3. Camping and Girl Physical- motor

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Form 2-C: Grade Ten Experiences

MEMBER ID SAMPLE EXPERIENCES DOMAIN

2. Enjoying and studying

3.Hanging out with peers

3. Studying well to get high Mental

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Form 3-A Grade One

PHYSICAL-MOTOR SOCIAL-EMOTIONAL LINGUISTIC-COGNITIVE

2. Going in field trips with

3. Reading and writing the

4. started to write and read

5. Draw shapes and color

6. Sing and dance with my

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

Form 3-B Grade Six

PHYSICAL-MOTOR SOCIAL-EMOTIONAL LINGUISTIC-COGNITIVE

3. Playing sport in P.E w/

4. Joining outdoor Film

5. Writing essays and reading

6. Camping and Girl

Form 3-C Grade Ten

PHYSICAL-MOTOR SOCIAL-EMOTIONAL LINGUISTIC-COGNITIVE

2. Enjoying and studying

3. Hanging out with peers and

© Field Study 1 Observation of Teaching-Learning in Actual School Environment

5. Hanging out with my

6. Studying well to get high

© Field Study 1 Observation of Teaching-Learning in Actual School Environment