FS The Learner’s Development and Environment

Credit : 1 unit
Duration : 18 hours
COURSE DESCRIPTION

Study 1 is an outcomes-based course designed to give students significant opportunities to observe and analyze
the characteristics and behaviors of learners in actual learning environments. It is intended to develop the skills in
identifying and understanding the characteristics and needs of diverse learners. These skills will be vital in creating a
conducive environment, choosing and evaluating developmentally appropriate approaches in planning and managing the
environment, delivering content, facilitating learning activities, and assessing learners.

Field Study is anchored on the following Professional Education subjects:

 Child and Adolescent Development

 Facilitating Learning
 Social Dimension of Education

COURSE OUTCOMES
At the end of the course, the FS student must be able to:

1. Describe the physical, motor, linguistic, cognitive, social and emotional development of the learners as
manifested in actual learning environments.
2. Reflect on how to address the learners needs and various factors that affect the teaching and learning process.
Intended Assessment Content Teaching-Learning Learning References
Learning Task Activity Resources
Outcome
Episode 1 An illustration School as a 1. Visit a school. Look Resource Corpuz, B.,
In this episode, of a school learning into facilities and support school Lucas M.R.,
learning areas in the
I must be able that is environment Resource Lucido;PBorabo,
campus then in the
to determine supportive of classroom. Teacher H. Child and
the learning or a Peace Concept 2 .Accomplish the Observation Adolescent
characteristics “child-friendly in Focus checklist as you move Sheet (From Development
of a school school” “Building around the school FS1 (2010)
that is safe, through any of Friendship” premises. Workbook)
secure and is the following: 3.Based on your Lucas, M.R. and
gathered data in the
supportive of checklist. Describe the
Corpuz, B.
learning. A descriptive school environment. Facilitating
paragraph-a 4.Make a reflection on Learning, 4th
photo essay the characteristics of a Edition (2014)
school environment that
promotes learning.
5.Present your idea of a
good school environment
through any of these:
a) Descriptive
Paragraph
b) Photo essay
c) Sketch or
drawing
d) Poem, song or
rap
 3. Evaluate the different strategies employed by teachers in dealing with learners at different stages of
development.

LEARNING ACTIVITIES PLAN

Intended learning Learning

Assessment Task Content Teaching – Learning Activity References
Outcome Resources
Episode 2 Learner’s 1. Observe 3 groups of learners Resource school Corpuz, B., Lucas
characteristics from different levels (preschool, M.R., Lucindo P.,
and Needs elem., and high school). Borabo, H. Child
In this Episode, I Narrative Resource
must be able Teacher and Adolescent
description of Peace Concept
differentiate the 2. Describe each of the learners Development
diversity among and Focus
characteristics and based on your observation (2010)
Children Observation
needs of learners Sheet Learners’
“Valuing
from different 3. Validate your observation by Development
Diversity”
developmental interviewing the learners Matrix Lucas, M.R. and
levels. (From the FS 1 Corpuz B.
Learner’s
Characteristics 4. Compare them in terms of Workbook) Facilitating
and Learning their interest and needs. Learning, 4th
Activities Edition (2014)

Peace Concept
In Focus
“Inclusivity”
Episode 3 Checklist on Classroom  Observe a class Resource school Corpuz, B., Lucas
classroom Management M.R., Lucindo P.,
management and Learning Borabo, H. Child
In this episode, I components  Using a checklist, find out Resource
must be able to plan the evident classroom Teacher and Adolescent
on how to manage components Development
Photo (2010)
time, space, and documentation of FS 1 Manual
resources to provide the classroom setting  Describe how the
a learning classroom is structured/ Observation
environment Reflection paper on designed to allow everyone Lucas, M.R. and
Guide (From the
appropriate to the activities that allow to participate in the Corpuz B.
FS 1 Workbook)
learners and inclusivity rather learning activities Facilitating
conducive to learning than exclusivity Learning, 4th
among learners Edition (2014)
 Relate the data in your
checklist to the learner’s
Collection of
Classroom activities behavior
written on card
boards of rainbow  Reflect on how classroom
colors management affects
learning.
A reflection paper on
the congruence or
match of learning
activities to the
learners
characteristics

Episode 4  Reflection on Individual 1. Observe a class in different parts Resource school Corpuz, B., Lucas
the Differences of a school day (beginning of the M.R., Lucindo P.,
interaction of And the day, class time, recess, etc.) Borabo, H. Child
In this episode, I will 2. Describe the characteristics of the Resource
be able to: learners Learning Teacher and Adolescent
learners in terms of age, gender,
 Demonstrate despite Process and social and cultural diversity. Development
understanding differences 3. Describe the interaction that (2010)
FS 1 Manual
 and acceptance (social and transpires inside and outside the
of the learners’ cultural classroom.
Observation
diverse diversity) 4. Interview your resource teacher
about the principles and practices Guide (From the Lucas, M.R. and
backgrounds FS 1 Workbook)
that she uses in dealing with Corpuz B.
 Identify best Peace diversity in the classroom. Facilitating
practices in concept In 5. Analyze the impact of individual Learning, 4th
dealing with Focus “ differences on learner’s interaction. Edition (2014)
diversity in the Unity In
classroom diversity”

Intended learning Learning

Assessment Task Content Teaching – Learning Activity References
Outcome Resources
Episode 5 Individual 1. Identify two or more learners of Resource school Corpuz, B., Lucas
differences different abilities but from the M.R., Lucindo P.,
In this Episode, I must and the same grade or year Resource Borabo, H. Child
Learner’s profile
be able to: learning Teacher and Adolescent
process 2. find out some information Development
Narrative Report (2010)
 Identify the about their background Observation
needs of (difference in Guide
students with ability level) 3. observe them as they (From the FS 1
different levels participate in a classroom activity Workbook) Lucas, M.R. and
of abilities in the and how the teacher addresses Corpuz B.
classroom their needs Facilitating
Learning, 4th
 Choose effective 4. Write a narrative report and a Edition (2014)
strategies to brief reflection on your
address the experience.
diverse needs of
the learners
ObservationTips

The purpose of the observation

is to provide opportunity for
FS 1
FIELD STUDY
you to relate theory to actual
Learning
practice. To help you do this,
remember to:

Episode
Know 6 understand what
and Home school  Select a learner from the Resource school Corpuz, B., Lucas
In this episode, I must Home visitation link class you have observed. M.R., Lucindo P.,
exactly you need to observe
be able to :  Interview the teacher about Borabo, H. Child
Study the observationreport Resource
guides, the learner’s characteristics. and Adolescent
Teacher
listen
 to yourthe
Describe FS teacher and  Conduct a home visit to your Development
Reflection on the
ask questions
influencingto be sure
impact is
all of home selected learner’s residence. Parents
(2010)
clear to you
factors in the and Family Life to  Interview the parents about
 The rules they
Have homepaper and pen ready to
Learning Observation/
environment implement at Lucas, M.R. and
jot down details
that affect the home concerning
interview guide
for Home-School Corpuz B.
Carefully separate facts from
student’s their child’s Facilitating
Link Parents
interpretations
learning schooling
Interview Guide Learning, 4th
 Identify effective
Accomplish the checklist/forms  the learner’s Edition (2014)
(From the FS 1
strategies on activities and
a.s.a.p. so that the details are behavior while ay
Workbook)
how teachers
still fresh in your mind
can work home.
together with  Describe the family in terms
the family. of
 Number of siblings
 Number of siblings
in school
 Identify the factors in the
home environment that
might affect the learner’s
school performance.s
 Reflect on how a teacher can
communicate effectively with
the home.

1 The School as a
Learning Environment
 My Learning Episode Overview

This Episode 1 provides an opportunity for students to examine and

reflect on school environment that promotes learning and development.

My Intended Learning Outcomes

In this Episode, I must be able to determine the characteristics of a

school environment that is safe, secure and is supportive of learning.

My Performance Criteria

I will be rated along the following:

 Quality of my observations and documentation
 Completeness and depth of analysis
 Depth and clarity of classroom observation-based reflection
 Completeness, organization, clarity of portfolio

My Learning Essentials

A physical environment conducive for learning is one that has

consistent practices that:
My Map  Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
To realize my Internal  Address the physical, social and psychological needs of the students
Learning Outcomes, I will
work my way through the
steps:
My mission is to do
the following tasks:
 1. Visit a school. Look into facilities
2. Accomplish checklist as you move
and support learning areas in the
around school the school premises.
campus, then in the classroom.

4. Make a reflection on the 3. Based on your gathered data in the

characteristics of a school checklist, describe the school
environment that promotes learning. environment.

5. Present your idea of a good school environment through any of these:

a.) Descriptive Paragraph b.) Photo Essay

c.) Sketch or Drawing d.) Poem, song or rap

My Tools

As you move around the campus, activity forms are provided for you to document your
observations. It is advised that you read the entire worksheet before proceeding to the school site. A
good understanding of the activities and tasks to be accomplished in the activity sheets will yield better
learning results.
 SCHOOL FACILITIES CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to indicate
their availability. Give a brief description of those that are available, and say how each will contribute
to student’s learning and development.
Facilities Description Will it contribute of the students’
learning and development.
Why?

Office of the Principal Clean, well-ventilated,

well-lit, spacious,
organized

Library Well-lit, well- A well-maintained library with plenty of

ventilated, plenty of resource material relevant to the
books, clean students’ needs and interests makes
them feel welcome to study there
because they are assured that the
material they need is available.
Counseling Room Friendly atmosphere, If a counseling room has a friendly
well-lit, well- atmosphere and is well-lit and well-
ventilated, organized ventilated, it helps make the student feel
comfortable and less anxious in sharing
their feelings and insights.
Canteen/Cafeteria Spacious, clean, well- The variety of food assures that it could
lit, well-ventilated, cater to many of the students’ needs.
plenty of food stalls The canteen is also separated into two
floors for two grade levels so that there
is a low chance of bullying.
Medical Clinic Clean, well-lit, well- Students who feel unwell could go here
ventilated, organized to receive immediate and appropriate
and well-stocked medical attention treatment so that they
medicine cabinet and could continue with their school day.
plenty of well-
maintained and up-to-
date medical
equipment
Audio Visual/Learning Materials are up to
Resource Center date and well-
maintained, spacious,
and well-ventilated
Facilities Description Will it contribute of the students’
learning and development.
 Why?
Science Laboratory Spacious, well- It is good to have a laboratory that has
ventilated, well-lit, sufficient and well-maintained
clean, organized, equipment and has a clean, organized
plenty of materials in setting for students to conduct
stockroom for experiments well.
experiments and
equipment is up-to-
date and well-
maintained
Gymnasium Spacious, clean, well- There is plenty of space to house many
ventilated students and accommodate multiple classes
from different levels at the same time.

Auditorium

Outdoor/Garden

Home Economics
Room

Industrial Workshop
Area

PTA Office

Comfort Room for

Boys

Comfort Room for

Girls
 Others
(Please specify)
An Observation Guide for the CLASSROOM VISIT “I entered
the
Be guided by these tasks as you do your observation. Then accomplish the matrix to record classroom
your data. with the conviction
that it was
1. Look at the walls of the classroom. What are posted on the walls? What heroes, crucial for
religious figures, lessons, visual aids, announcements, do you see posted? me and every
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table other
student to
located? How are the tables and chairs/desks arranged?
be an active
3. What learning materials/ equipment/ are present?
participant,
4. Observe the students. How many are occupying one room? not a
5. Is the room well-lit and well-ventilated? passive
consumer….
CLASSROOM FACILITIES MATRIX Learning is
A place
where
Description paradise can
Classroom Facilities (location, number, be created.”
Arrangement, condition)

Around the classroom, 4-6 -Bell Hooks,

1. Wall Displays Teaching to
Transgress,
In front of the class and near the NY:Routledge,
2. Teacher’s Table chalkboard, 1, facing the students, 1994
in good condition

3. Learner’s Desks

On the wall in front of the class, 1,

4. Blackboard facing the students, in good
condition
5. Learning Materials/ Visual At the right wall
Aids

6.

7.

8.

An Observation Guide for the CLASSROOM VISIT

9.
Read the following statements carefully. Then write your observation report
on the provided space.
10.
1. Describe the community or neighborhood where the school is found.
2. Describe the school campus. What colors do you see? What is the
 Analysis
Write your
observations here: down
The breaking
of informational
1. The school
materials is their
into
located in parts,
component
Mandurriao,
examining (and
near places like
trying to understand
theQualiMed
organizational
structure of) such
medical center,
information
Atria, etc. to
develop
There aredivergent
conclusions
houses in the
by
identifying motives
area but they
or causes, making
are a little far
inferences, and/ or
from the
finding school to
evidence
itself.
support
2. The school
generalizations. It
involves:
buildings are
Seeing patterns
tall and have a
Organization
very nice, of
parts
simple décor.
Recognition
Mostly cream
of
hidden meanings
with some blue
Identification of
accents (blue
components
being the
school’s Cues:
Question color).
The buildings
Analyze, separate,
are well-
order, explain,
connect, classify,
maintained.
arrange,
3. They look divide,
very
compare, select,
well-lit and
explain, infer
organized to an
(Bloom’s
outsider.Taxonomy)
4. They are not
entirely solemn
or too quiet
and there are
some students
in these Write your observation report here.
Analysis
facilities but
Name of the School Observed : Ateneo de Iloilo-Santa Maria C
they mostly
(SMCS)
keep to
themselves or Location of the School: 139 General Blanco St., Iloilo City
in groups and
Date of Visit: July 22, 2015
are not rowdy
or noisy.
 My Analysis
___________________________________________________

How do the the school campus and the classroom in particular impact the
learning of the students going to school? going to school? What are your
conclusions?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_ How does this relate to your knowledge of child and adolescent
development/ How does this relate to your knowledge of facilitating
learning?

My Reflections/ Insights

“To learn and not to

think over what you

“To learn and not to

1. Would you like to teach in the school environment you just observed? Why?

Or Why not?

Yes, since I want to be in an environment that is well-maintained and

Organized, is safe and caters well to students, and assures me that they will not

Get distracted by other factors in the environment and focus on the lesson.

2. What kind ofschool campus is conducive to learning?

One that looks out for the students’ welfare and needs, is clean, organized,

And well-maintained, and the materials and facilities are up-to-date.

3. What kind of classroom is conducive to learning?

On the physical aspect, it should be clean and has enough space and seats to

Accommodate the students, has up-to-date learning resources, and is well-

Ventilated and lit. on the social aspect, it should have a friendly working

Atmosphere where students could freely share their ideas and participate in

Class discussion.

4. In the future, how can you accomplish your answer in number 3?

I will be cordial and accommodating towards my students, letting them

Share their insights and ideas during discussions and giving everyone a fair

Chance to participate. At the same time, I will be firm regarding class rules

And proper behavior.

5. Write your additional learnings and insights here.

I learned that it is possible to be firm with your students and remind them of

Their priorities and still be warm so that they feel welcome and eager to

Participate.

Integrating Theory and Practice

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

1. With the NCBTS as guide, an ideal learning environment should have the following
characteristics, EXCEPT
 Let your
Creativity
My Learning Portfolio Shine!

My Personal Illustration of an Effective

 School Environment
On the opposite box,
present an
illustration showing
your idea of an
effective school
environment through
any of these

 A Descriptive
Paragraph
 A Photo
Essay
 A Sketch or
Drawing

A poem,
song or rap

My Learning Rubric (How did I perform in this episode?)

Field Study, Episode 1 – The School as a Learning Environment
Focused on: Determining the characteristics of a school environment that provides social, psychological,
and physical environment supportive of learning
 Name of FS Student: ___________________________________________ Date Submitted: __________

Learning Episodes Exemplary 4 Superior 3 Satisfactory 2 Needs Improvement 1

All episodes were done All or nearly all episodes Nearly all episodes were Fewer than half of
with outstanding quality; were done with high done with acceptable episodes were done; or
work exceeds quality. quality. most objectives were
Learning Activities expectations
met but need
improvement
1
4 3 2
All questions/episodes Analysis questions were Analysis questions were Analysis questions were
were answered answered completely. not answered not answered.
completely; in depth Clear connection with completely.
Analysis of the answers’ thoroughly theories. Vaguely related to Grammar and spelling
Learning Episode grounded theories. Grammar and spelling theories. unsatisfactory.
Exemplary grammar and are superior. Grammar and spelling
spelling acceptable
4 3 2
1
Reflection statements Reflection statements Reflection statements Reflection statements
are profound and clear; are clear, but not clearly are shallow; supported are unclear and shallow
supported by supported by by experience from the and not supported by
Reflection/ experiences from the experiences from the learning episodes experiences from the
Insights learning episodes learning episodes learning episodes

4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete Analysis questions were
clear, well-organized and clear, well-organized and supporting; not answered
all supporting; all supporting; documentations are
documentations are documentations are organized but are lacking Grammar and spelling
Learning Portfolio located in sections available and logical and unsatisfactory
clearly designated clearly marked locations
4 3
2 1
Submitted before the Submitted on the Submitted a day after Submitted two days or
Submission of deadline deadline the deadline more after the deadline
Learning Episode
4 3 2 1
COMMENT/S Over-all Score Rating
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Year & Section:________________________________ Course: _________________________________
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 above Printed Name Date

2
“To be a teacher, in
the right sense is to be
a learner.

THE LEARNERS’ CHARACTERISTICS AND NEEDS Instructions begins

when you, the teacher,
learn from the learner.
Put yourself in his
My Learning Episode Overview place so that you may
understand what he
Episode 2 provides me with an opportunity to observe learners of
different ages and grade levels. It highlights the differences in their understand what he
characteristics and needs. As a future teacher, it is important for me to understands and in the
determine my learners’ characteristics and needs so that I will be able to plan way he understands
and implement learning activities and assessment that are all it.”
developmentally appropriate.
-Soren Kierkgaard
My Intended Learning Outcomes

In this Episode, I must be able differentiate the characteristics and

needs of learners from different developmental levels.

My Performance Criteria

I will be rated along the following:

 Quality for my observations and documentation,

 Completeness and depth of analysis,
 Depth and clarity of classroom observation-based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of portfolio

My Learning Essential

Here are major principles developments relevant to this episode:

1. Development is relatively orderly. Development follows directional patterns such as, from the
head to the head to the toe (cephalocaudal), and from the center of the body then outwards
(proximodistal)
2. Development takes place gradually.
3. All domains of development and learning physical, social and emotional, and cognitive- are
important, and they are closely interrelated. (NAEYC,2009)
4. Development proceeds towards greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC,2009)
My Map

To realize my Intended Learning Outcomes, I will work my way through these steps:

Step 1 Step 3

Observe 3 groups of Validate your

learners observationby
from different levels interviewing the learners.
(preschool, elem., and
highschool).

Step 4
Step 2
Compare them in terms
Describe each of the of their interests and
learners based on your needs.
observations.
 Theory
Connections
My Tools

Use the activity form provided for you to document your observations. On Erikson’s
Epigenetic Principle

This principle says

An Observation Guide for the Learners’ Characteristics that we develop
through a
Read the following statements carefully. Then write your predetermined
observation report on the provided space. Your teacher may also unfolding of our
recommend another observation checklist if a more detailed personalities.
observation is preferred. Our progress
through each stage
Physical of life is in pat
1. Observe their gross motor skills how they carry themselves, how determined by our
they move, walk, run, go up the stairs, etc. success, or lack of
2. Are gross movements clumsy or deliberate/smooth? success, in all the
3. How about their fine motors? Writing, drawing, etc. previous stages. A
little like the
Social unfolding of a rose
bud, each petal
1. Describe how they interact with teachers and other adult. opens up at a
2. Note how they also interact with peers. What do they talk about? certain face, in a
What are their concerns? certain order,
Emotional which nature,
through its
1. Describe the emotional disposition or temperament of the genetics, has
learners. (happy, sad, easily cries, mood-shifts) determined.
2. How do they express their wants/needs? Can they wait? If we interfere in
3. How do they handle frustrations? the natural order
4. Describe their level of confidence as shown in their behavior. Are of development by
they self-conscious? pulling a petal
forward
Cognitive prematurely or out
of order, we ruin
1. Describe their ability to use words to communicate their ideas.
the development
Note their language proficiency.
of the entire
2. Describe how they figure out things. Do they comprehend easily?
flower.
Look for evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how
they showed problem solving abilities. - Dr. C. George
Boeree
 Learner’s Development Matrix

Record the data you gathered about the learner’s 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. These are just sample indicators. You may add
other aspects which you may have observed.

Preschooler Elementary High School

Development Domain Indicate age range of Indicate age range of Indicate age range of
children observed children observed children observed
Physical They start out moving
Gross-motor skills awkwardly because
Fine-motor s kills they’re still getting
used to their bodies
Self-help skills during and after
Others puberty but will
gradually move with
more ease. They are
now used to
performing writing and
other fine motor skills
well. Same with self-
help skills.
Social They do not yell out
Interaction with teachers their answers during
Interaction with recitation or during
discussions and are
classmates/friends quieter during class
Interests discussions and do not
run around. They are
Others
also more interested in
the world around
them, pop culture, and
discovering
themselves.
Emotional Emotions are more
Moods and temperament, volatile during this
expression of feelings period but will
eventually mellow out
Emotional independence over the course of
puberty and schooling
Others and they will learn how
to control and express
their emotions better.
Cognitive They have built up a
Communication skills considerably large
vocabulary and could
Thinking skills
use them with a fair
Problem solving amount of ease in
communication. They
Others
are also better at
problem-solving and
abstract thinking.
My Analysis
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.

Example:

Level Salient characteristics Implications to the

observed Teaching-learning process

Preschool Therefore the teacher should

Age range of Learners observed
3-4
Preschoolers like to move
around a lot.
remember to use music and
movement activities not just in
PE but in all subject areas.
Therefore teachers should not
expect preschoolers to stay
sealed for a long period of
time.

Level Salient characteristics Implications to the

observed Teaching-learning process

Preschool

Age range of Learners

Observed

Preschool

Age range of Learners

Observed

Preschool

Age range of Learners

 Observed

On Reflections My Reflections/Insights

1. 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
2 teach is you observed?
+ 2 touch lives Yes. I noticed, however, that the students in the class are more disciplined and well-
4 ever !!! behaved than my classmates in high school, specifically the boys. The students in the
class are focused on the lesson, actively participate, and do not disrupt the class or
behave in a disorderly manner.

2. Think of a teacher you cannot forget for the positive or negative reasons. How did
she/he help or not help with your needs (physical, emotional, social, and cognitive)?
How did it affect you?
Our teacher in social studies and section adviser during second year made sure to go
at a pace that we can understand the lesson and gave us good activities in relation to
what we’ve learned or how we could apply them.

3. Share your other insights here.

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

1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal
to accept is because

A. she thinks what she feels is too special and unique, that no one has felt like this before.
B. the teenager’s favorite word is “no”, and she will simply reject everything the teacher says.
C. 14-year-olds are not yet capable of perspective talking and cannot take the teacher’s perspective.
D. teenagers never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-
olds. Which of the following should be best to consider?

A. Provide daily coloring books activities.

B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles daily.

3. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-
olds. Which of the following should be best to consider?

A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
My Learning Portfolio

Which is your favorite theory of development. How can this guide you as a future teacher?

Clip some readings about this theory and paste them here.
 My Learning Rubric (How did I perform in this episode?)
Field Study 1, Episode 2 – The Learners’ Characteristics and Needs
Focused on: Differentiating the characteristics and needs of learners from different developmental levels

Name of FS Student Cecile G. De la Cruz Date Submitted: 20/10/2015

Learning Episodes Exemplary 4 Superior 3 Satisfactory 2 Needs Improvement 1

All episodes were done All or nearly all episodes Nearly all episodes were Fewer than half of
with outstanding quality; were done with high done with acceptable episodes were done; or
work exceeds quality. quality. most objectives were
Learning Activities expectations
met but need
improvement
1
4 3 2
All questions/episodes Analysis questions were Analysis questions were Analysis questions were
were answered answered completely. not answered not answered.
completely; in depth Clear connection with completely.
Analysis of the answers’ thoroughly theories. Vaguely related to Grammar and spelling
Learning Episode grounded theories. Grammar and spelling theories. unsatisfactory.
Exemplary grammar and are superior. Grammar and spelling
spelling acceptable
4 3 2
1
Reflection statements Reflection statements Reflection statements Reflection statements
are profound and clear; are clear, but not clearly are shallow; supported are unclear and shallow
supported by supported by by experience from the and not supported by
Reflection/ experiences from the experiences from the learning episodes experiences from the
Insights learning episodes learning episodes learning episodes

4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete Analysis questions were
clear, well-organized and clear, well-organized and supporting; not answered
all supporting; all supporting; documentations are
documentations are documentations are organized but are lacking Grammar and spelling
Learning Portfolio located in sections available and logical and unsatisfactory
clearly designated clearly marked locations
4 3
2 1
Submitted before the Submitted on the Submitted a day after Submitted two days or
Submission of deadline deadline the deadline more after the deadline
Learning Episode
4 3 2 1
COMMENT/S Over-all Score Rating
(Based on
transmulation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Year & Section: BSED-2A Course; Bachelor of Secondary Education Major in English
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 above Printed Name Date

Field Study 1

By: Cecile G. De la Cruz

BSED-2A
Professor: Dr. Victoria Albacete

Field study (table of contents)

Course description- p.1
Course outcomes- p.1
Learning activities plan- pp. 1-3
Episode 1: The School as a Learning Environment
Learning episode overview- p. 4
Intended learning outcomes- p. 4
Performance criteria- p. 4
Learning essentials- p. 4
My map- p. 5
My tools- pp. 6-7
My analysis- p. 9
My reflections/Insights- p. 10
Integrating theory and practice- p. 11
My learning portfolio- p. 12
Episode 2: the Learner’s Characteristics and Needs
Learning episode overview- p. 13
Intended learning outcomes- p. 13
Performance criteria- p. 13
Learning essentials- p. 13
My map- p. 14
My tools- pp. 15-16
My analysis- p. 17
My reflections/insights- p. 18
Integrating theory and practice- p. 19
My learning portfolio- p. 20
Episode 3: classroom management and learning
Learning episode overview- p. 21
Intended learning outcomes- p. 21
Performance criteria- p. 21
Learning essentials- p. 21
My map- p. 22
My tools- pp. 23-27
My analysis- pp. 27-28
My reflections and insights- pp. 28-29
Integrating theory and practice- pp. 29- 30
My learning portfolio- p. 30
Episode 4: individual differences and learners’ interaction
Learning episode overview- p. 31
Intended learning outcomes- p. 31
Performance criteria- p. 31
Learning essentials- p. 31
My map- p. 32
My tools- pp. 33-35
My analysis- pp. 36-37
My reflections and insights- pp. 37-38
Integrating theory and practice- p. 38
Episode 5: the learner’s development and environment
Your target- p. 39
Your map- p. 39
Your tools- pp. 40-41
Your analysis- p. 42
Your reflections- p. 43
Episode 6: the learner’s development and environment
Your target- p. 44
Your map; p. 45
Your tools: pp. 46-51
Your analysis: pp. 51-52
Your reflection: p. 52
Optional reflection activities: p. 53

Rubrics: p. 54
Certificate of completion: p. 55
Certificates of appearance; pp. 56-59