FS Abby 1to5

Republic of the Philippines
COMMISSION ON HIGHER EDUCATION
Region V (Bicol)
POLANGUI COMMUNITY COLLEGE
Polangui, Albay
Prof Ed 11 - Field Study 1

Observations of Teaching-Learning Actual School Environment
Submitted by:
ABEGAIL A. POLVORIZA
BSED FILIPINO 3A
Submitted to:
JOAN SAMINIANO
Instructor
SPARK Your Interest
This Episode 1 provides an opportunity for students to

examine and reflect on a school environment that
promotes learning and development.
TARGET Your Intended Learning Outcome
 At the end of this Episode 1, must be able to

determine the characteristics of a school
environment that is safe, secure, and is
supportive of learning (PPST 2.1.1).
REVISIT the Learning Essentials
1. A physical environment conductive for learning is one

that has consistent practices that;
 keep the school safe, clean, orderly and free from
distraction;
 maintain facilities that provide challenging
activities; and
 address the physical, social and psychological needs
of the students.
2. Display boards can be powerful in communicating

information about the learning environment. They can
help in building and establishing the school culture.
These boards become one way for everyone to learn about
the vision-mission, goals, and values that the school
upholds.
3. As a basic part of the school’s visual environment,

display boards have four general purposes:
 Decorative - They offer visual stimulation and
appeal to aesthetics. They set the social and
psychological atmosphere of the school.
 Motivational – They encourage students to perform
better and have greater confidence. An example would
be the display of students’ outputs that show each
output is recognized and valued. The bulletin boards
help celebrate the learners’ growth and progress.
 Informational – They are used as a strategy to
readily disseminate information.
 Instructional – They move students to respond and
participate through interactive displays. They move
students to responds to think about and communicate
their learning.
4. The set of criteria for evaluating bulletin board

displays includes effective communication,
attractiveness, balance, unity, interactivity,
legibility, correctness, and durability
OBSERVE, ANALYZE, REFLECT

Activity 1.1: Exploring the School Campus
Resource Teacher: Agnes S. Reconday Teacher’s Signature: _______
School: Magpanambo National High School
Grade/Year Level: 11 Subject Area: Reading and Writting Date: 02-14-2022
To realize the Intended Learning Outcome, work my way through these
steps:
1. Visit a school. Look into facilities and support learning area in the campus,
then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good school environment through any of these:
a. Descriptive paragraph b. Photo essay
b. Sketch or drawing d. Poem, song or rap
OBSERVE
As you move around the campus, observation 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 OBSERVATION 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 the students’
learning and development.
Facilities  Description Will it contribute to the

students’ learning and
development? Why?
Office of the ✓  They serve as a
Principal  The display and facilitator,
designs are both guide and
attractive and supporter of
well-organized. quality
 Clean/ instructional
Organized practices. Good
 Peaceful/ principals
silent understand that
 All pictures improved test
of teaching scores are
staff, none important but
teaching know that
development? Why?
staff are quality
posted. instruction is
essential for
improving
student
achievement.
.
Library ✓  The books are  Librarians help
very students learn
organized. the best ways
 Have clean to access and
environment. use quality
 Have information and
posters/sayin resources, help
gs display. them to enhance
their study and
research skills
and explain how
to use the
latest
technologies to
enhance their
learning.
 School library
programs foster
critical
thinking,
providing
students with
the skills they
need to
development? Why?
analyze, form,
and communicate
ideas in
compelling
ways.
Counseling
Room
Canteen/
Cafeteria
Medical Clinic
Audio
Visual/Learni
ng Resource
Center
development? Why?
Science
Laboratory
Gymnasium
Auditorium
Outdoor ✓  Clean and  It helps the

Garden organized the students to
plants they relax their
have. minds because
 They have of the good and
different beautiful
kind of environment
plants, tress that they see.
and  They have the
vegetables. place wherein
 Every room they can find a
has their own peaceful place.
garden,
development? Why?
located at
the back of
the room,
while the
other are in
front of the
rooms
Home
Economics
Room
Industrial
Workshop
Area
PTA Office
development? Why?
Comfort ✓  They have a water  Comfort rooms
Room for faucet, but no are design to
Boys water. reduce tension
It's locked due to and assist
the lack of face-to- student with
face classes. developing
 There should be no personal coping
bad odors in the skills so that
environment and it they can
should be clean. maintain
control in
triggering
situations. To
empower the
student with a
space in which
to practice
self-directed
behaviors.
Comfort ✓  They have a water  Comfort rooms

Room for faucet, but no are design to
Girls water. reduce tension
It's locked due to and assist
the lack of face-to- student with
face classes. developing
 There should be no personal coping
bad odors in the skills so that
environment and it they can
should be clean. maintain
control in
development? Why?
triggering
situations. To
empower the
student with a
space in which
to practice
self-directed
behaviors.
Others
(Please
Specify)
development? Why?
An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation
report on the space provided.
Guide Question Classroom Observation Report
Describe the community or  Magpanambo National High
neighborhood where the School is located in
school is found. Magpanambo Polangui,
Albay, in Zone 2. It is a
public and small school,
Lanigay High school
located at Zone 3,
Lanigay Polangui,
Albay also at the top
Elementary School. It
is a small school but
have a good
environment, fresh
air or far from the
pollution of the
transformation. Also
surrounded by many
houses near at the
school.
Describe the school campus.  Magpanambo High
What color do you see? What School is a small
is the condition of the school but have a
building/ great environment
 They have a garden in
the hallway
 They have a new
building which is the
Senior High School
building
 They have the old
rooms; however the
color of the walls is
dirty white, while
the other has no
color. Some of the
old rooms are made of
bamboo and good
lumber only.
Pass by the offices. What  The office is

impression do you have in this pleasant, it is
office? attractable because
of the color of the
walls, the
arrangement of the
plants, the
cleanliness of the
surrounding. It is a
small office
nevertheless, it is
has a good
environment and
presentable to the
eye.
Walk through the school halls,  Another facility that I've seen
the library, the cafeteria. Look is the computer room, which
around and find out the other has many computer sets that
facilities that the school has. can truly help students get
information, acquire new
knowledge about technology,
and be aware of the effects of
technology in today's world.
Resource Teacher: Agnes S. Reconday Teacher’s Signature:

______ School: Magpanambo National High School
Grade/Year Level: 11 Subject Area: Reading and Writting Date: 02-
14-2022
1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcements, do you see
posted?
 There are a lot of learning materials posted in the wall.God is posted

on the top of the classroom. Also the list of class, class
officers and PTA officers, list of honors,
opening and closing prayers, vision and mission
and the most important is the saying/word of
wisdom to inspired students.
2. Examine how the pieces of furniture are arranged. Where is the teacher’s
table located? How are the tables and chairs/desks arranged?
 The teacher has 1 table located in front the
class. Learner desks are well-organized, there are 4 rows in each
row has five desks.
3. What learning materials/equipment are present?
 The learning materials/ equipment are used is
laptop, projector, manila paper/cartolina, Pentel
pen, ballpen, papers or notebook, pen, pencil,
books and chalk.
4. Observe the students. How many are occupying one room?
 The number of student in one room is not exceeded
in 50. Also the number of male is different from
female.
5. Is the room well-lit and well-ventilated?
 Yes! The room has a good and well environment or

well ventilated. Two (2) corners have a ceiling
fan, the color of the wall was dirty white, and
the window has a wide whole to enter the air and
light.
An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do your observation. Then accomplish
the matrix to record your data.
CLASSROOM FACILITIES MATRIX

Classroom Facilities Description
(location, number, arrangement,
condition)
Wall Displays  The information board
and bulletin board
are located at the
back, wherein all the
information like
birthdays, names,
cleaners, daily
announcement and
achievements of the
students posted.
 The prayers and
mission, vision is
posted in front, of
the top of black
board.
 The sayings/quotes
are posted around the
top of the classroom
walls.
Teacher’s Table
 The teachers table As
we can see, the teachers'
table has two tables, one in
front and one in back. The
table in front is used by
teachers to place all of the
materials needed for class
discussions (chalks,
projector, laptop, textbooks,
papers, etc.), while the
condition)
other table at the back is for
his/her personal belongings
(laptop, class records,
ballpen, instructional
textbooks, papers, etc.).
Learner’s Table  Learner’s tables or
disk are organized
and it has a name
plate. All chairs are
new and maid in
plastics.
Blackboard  Black board is made

of wood; it has a
green color located
in front. It is used
by the teacher to
write all information
that need of the
student
Learning Materials/Visual Aids  As a 21st century

learner and teacher,
the teaching process
is upgraded; they
used PowerPoint
presentation through
projector. But
sometimes they used
manila
paper/Carolina, chalk
condition)
and etc. To catch the
attention easily by
the student.
Write your observation report here.

Name of the School Observed: MAGPANAMBO NATIONAL HIGH
SCHOOL
Location of the School: MAGPANAMBO POLANGUI, ALBAY
Date to Visit: FEBRUARY 14, 2022
My observation regarding to the campus is that they

have a good environment because they have carabao
grass and many tree to relax their minds and also
to rest. They have a quadrangle but it is
dilapidated and overgrown with grass. When it comes
to the facilities most of that are still in a good
condition and the others are about to break down
because they are made of woods and bamboo. They
also have enough tools to teach a lesson like books
or modules, projector, computers, tools and
equipment’s for students, tools for the electrical
installation and etc. to comply the needs of the
student also to teacher that need to their
subjects.
ANALYZE
1. How do the school campus and the classroom in particular impact the
learning of the students going to school? What are your conclusions?
 The school is a place for learning new things and
serve as the student`s second home. It is the
place for the student`s to feel motivated and
secure to learner since it provides the needs of
the students, from books, instructional materials
a quiet place to read, opportunities, great
facilities, classmate to communicate with, and
professors or teachers to guide them. The school
plays a vital role in the students` development,
their character and knowledge. It has a great
impact one`s understanding about the different
aspect of life.

2. How does this relate to your knowledge of child and adolescent
development? How does this relate to your knowledge of facilitating
learning?
 Child and adolescence development is the process
of child growth and maturation from the concept
of adulthood. The school in particular, teaches,
students things that is appropriate and relevant
on the child`s age and capabilities to understand
things. That is why the school for example starts
to teach student about sex education. When the
child reaches appropriate age to fully understand
the concept and this applies the ideas of
facilitated learning where in the students are
encourage taking more control of their learning
process while the school is also doing its part
to guide the students the best way possible.
REFLECT
1. Would you like to teach in the school environment you just observed?
Why? Why not?
 Yes, I would like to teach in the school that

I`ve observe because of the environment that they
have, Facilities with the good condition and well
ventilated, students have respect to their
teachers, and teachers and none teaching staff
has a unity.
2. What kind of school campus is conducive to learning?
 The type of school campus that can be considered conducive to
learning is one that has a full-time instructor who can be assigned to
different subjects, as well as non-teaching staff to assist with other
school matters and concerns. Another factor to consider is a good
location with comfortable classrooms and buildings that are well-
ventilated, as well as complete facilities, books, and other learning
materials.
3. What kind of classroom is conducive to learning?
 In my own understanding, the kind of conductive

classroom has a proper lighting or well
ventilated, has a proper decoration of
posters/sayings and well arrangement of
furniture’s.
4. In the future, how can you accomplish your answer in number 3?

 If I am lucky to be a teacher someday, I will do
my best to comply and to organize the environment
of the classroom, or I will change the design to
make it more beautiful and relaxing to the
students. to help them to focus on their studies
to have excellent grades.
5. Write your additional learnings and insights here.

 This subject field study 1 assists me in understanding the most
fundamental reason why students must observe within the
campus since it will serve as my guide and foundation for
becoming aware of school activities and other school-related
matters. This observation intends to show how we, as observers,
can progress and prepare for our future job as teachers. I
understand that teaching is a difficult job. It is a profession that no
one is capable of defeating. It gives me an idea or
overview of what I will do if I will be a teacher
someday.

Activity 1.2: Observing bulletin board displays
Resource Teacher: Agnes S. Reconday Teacher’s Signature:
School: Magpanambo National High Schoolway
Grade/Year Level: 11 Subject Area: Reading and Writting
Date: 02-14-2022
The display board, or what we more commonly refer to as bulletin
board, is one of the most readily available and versatile learning resources.
To achieve the Intended Learning Outcomes, work your through these
steps: 1. Examine for bulletin board displays. Include samples of those found
at the entrance, lobby, hallways and classrooms.
2. Pick one and evaluate the display.
3. Propose enhancements to make the display more effective.
OBSERVE
As you look around and examine the board displays, use the
observation guide and forms provided for you to document your
observation.
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays.

How may board displays do you see?
2. Where are the display boards found? Are they in places
where target viewers can see them?
3, What are the displays about? What key messages do they

convey? What images and colors do you see? How are the
pieces of information and images arranged?
4. What materials are used in making the displays? Are

boarders used?
5. Do you notice some errors? (misspelled words, grammar

inconsistencies and the like)
6, Are the messages clear and easily understood?
7. Think about what got your attention?
8, Take a photo of the display boards (if allowed).
Based on the question on the observation guide, write your observation report.
Observation REPORT
(You may paste pictures of the Board displays here.
When I go around seeing and observing the board display. The first thing that I
observe is where it is located. They have a perfect place or location wherein
bulletin board is free from obstruction to insure that the information or notice
board with daily assignments or calendars somewhere that is easily to view and
within students’ line of sight, not tucked in a corner, Teacher made it colorfull to
amaze and motivate students.
From among the board displays that you saw, pick the one that you got mort interested
in. Evaluate it using th
BOARD DISPLAYS EVALUATION FORM’
Topic of the Board Display: ______Science Camping___________________________

Location of the Board Display: _____Science Room_________________________
Check the column that indicates your rating. Write comments to back up your ratings.
4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Criteria NI S VS O Comments
1 2 3 4
Effective ✓ .It is clear to the readers because
Communication of direct to the point
It conveys the message/announcement.
message quickly
and clearly.
Attractiveness ✓ It is very orderly sequentially and well-placed
Colors and when it comes to the arrangement. It can
arrangement also stimulate a student's interest.
catch and hold
interest.
Balance ✓ All of the materials are well-organized, and
Objects are the information is relevant to the activities.
arranged, so
stability is
perceived.
Unity ✓ It's uniform, appealing to the eye, and very
Repeated shapes inspiring to watch, in my opinion.
or colors or use
of borders hold
display together.
Interactivity ✓ All activities are well articulated, and it
The style and ensures that all students engage.
approach entice
learners to be
involved and
engaged.
Legibility ✓ The letters are well printed, in the proper
Letters and size, font, and color, and they are bold
illustrations can enough to be read from a distance.
be seen from a
good distance.
Correctness ✓ It is grammatically correct and correctly
It is free from spelled.
grammar errors,
misspelled
words,
ambiguity.
Durability ✓ The pins are properly applied and securely
It is well- fastened.
constructed;
items are
securely
attached.
Bulletin Board Evaluated by: Ma. Aileen D. Dolar

Location: In front of the Office and Library
Brief Description:
They don't have enough design and creativity to keep the student's attention.
EVALUATION:
Strengths Weaknesses
Description of the Bulletin The wood or furniture There are some
Board layout that used are fix and announcements that are
have a good quality. missing, or some
The length and width
announcements that are not
are exactly to
emphasize the design posted. Some papers are
and message or tangled, some are
announcement that unreadable due to ruined
posted. It is also well color, and some are broken.
printed and well
organized. Its location
can be seen easily by
the students, faculties
and others.
Evaluation of educational I don't see any weaknesses in
content, and other aspects The information is the educational content or
detailed, well other aspects of the bulletin
emphasized. All board because all
information is updated
information is posted.
to school activities
and announcement.
Bulletin Board Evaluated by: Ma. Aileen D. Dolar
.
Recommendations or Suggestions for improvement
My recommendation or suggestion to the bulletin board is put some design
but related to the subjects or personal information. Then put some colorful
design to attract the attention of the students and next time they should
to comply the missing documents or announcement. In terms of printed they
should be readable and the color are well organized and neat.
Signature of Evaluator over Printed Name:
Abegail A. Polvoriza
Base on your suggestions, make your own board display lay-out. You may present your
output through any of these:
 A hand-made drawing or layout
 An electronic (computer) drawing/illustration or layout
 A collage
My Board Display Lay-out
ANALYZE
What do you think was the purpose of the board display?
 Class room display board or other board display in
school are a great way to get your students engaged,
excited and working together, helping to maximize
learning and personal skills, not only do they encourage
visual learning and interactive lesson, but they also
help students to develop their personal skills and
hardness their creativity.
Did the board display design reflect the likes/interests of its target audience? Why? Why not?
 Yes, because they provide complete information in a clear manner while also
incorporating a variety of images, designs, and colorful materials to capture the
attention of the students and excite them.
Was the language used clear and simple for the target audience to understand? Why? Why
not?
 Yes. They used a language depend on the events, like
buwan ng wika they use Filipino or we call tagalog, but
as always they used English or international language to
be clear to the audience or student.
Was the board display effective? Why? Why not?

 Yes, the board display was used effectively because it provides information that is
concise and relevant to the viewer or reader. So that students and other staff are kept
up to date on activities and other issues.
What suggestions can you make?
 Simply keep students motivated and inspired about what they are doing. Board displays
have a strong correlation with students' interest and willingness to participate in various
activities. Just make sure that students follow the rules inside the classroom and on
campus with the help of the teacher.
Based on your suggestions, propose an enhanced version of the display board. Use the
form below.
My Propose Board Display

Theme:
"Read more, Lead more"
Board Title:
BOOK WEEK
Theme:
Rationale:
(Purpose)
Reading is vital to developing your mind and provides you with a wealth of knowledge
and life lessons. It improves your understanding of the world around you. It
stimulates your mind and improves your creative abilities. Reading expands your
vocabulary and strengthens your communication skills. As a result, you become more
aware of your surroundings and have the potential to be a leader.
Objectives:
Improve students' reading abilities
Reading comprehension skills should be applied to "real-life" reading selections.
To make others aware of the value of reading
To assist one another in reading and learning
Best features of my proposed bulletin enhancement:

Description of the activity
The Rules of the activity
Schedule of the event
The flow of the activity
Content Resources (Name each needed resource and give each a brief description):
Images/pictures and other information are obtained from the internet (from DepEd).
To complete or emphasize the significance of the activity, as well as to motivate and
inspire students to participate in the assigned activities.
My own strategies, understanding, and viewpoint on how I can successfully complete
the activity beautiful. And also coming from other teaching and non-teaching staff to
provide a little bit of excitement or challenge to the students.
Theme:
Materials for aesthetic enhancement:

Cartolina, colored paper, glue/stick glue, stickers for the design, pin to paste the
announcement also the printed documents or the announcement.
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with effective
board display. Elaborative on why each skill is needed.
 Creativity. Teachers needs to be creative to present concepts and contents in an
interesting way.
 Communication. Teachers know that words combined with visual content can often
communicate more than words alone. As well, the teacher must be a good
communicator.
 Minimalistic view. Good teacher know they must minimize content to the basic building
block they want to teach. Rather than a display aimed at students who understand the
most, the best, or the easiest, the displays would be shared to include student who
understand least, the poorest and the hardest.
 Artistic. Teacher need to be artistic to visualized the presentation effectively and impact
they want to create then apply those to the display. They are somewhat like interior or
designer.
 Originality. It is a work created with unique style and substance in order for the
students to be attracted on the board or bulletin board.
2. Which of the skills you named in # 1 do you already have? Recall you past experiences in
making board displays. How do you practice these skills?
 From the five skills listed above, I already have the ability to be artistic because I have
prior experience with designing a board, a stage, a room, and an event. From then until
now, I have practiced and improved these skills by creating my own board displays in my
home and by designing beautiful and appealing school outputs and activities.
3. Which skills do you still need to develop? What concrete steps will you take on how you
can improve on or acquire these skills.
 I think that all skills that I need to learn and develop in order to create an effective board
display in the future are communication skills. I genuinely think I will need to watch
some YouTube tutorials and conduct an internet search to learn how to develop this
skill. Then I take what I've learned and apply it in real-life situations to improve my
ability to create unique displays with accurate information. However, it is a step-by-step
process to improve or acquire these skills because I believe that we cannot get things
right away; we must go through a process.
LINK Theory to Practice

Direction: Read the items given below and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT __________ .
A. the learning environment promotes fairness
B. is safe and conducive for learning
C. builds may professional linkages
D. establishes and maintains consistent standards of learner’s behavior
2. Which facilities are present in a health-promoting school environment?
I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boys and girls
III. Sanitary drinking fountains
IV. Safe playground
A. II, III, IV
B. I, II, III and IV
C. I and II
D. III and IV
3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
4. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
A. Instructional-interactive
B. Informational
C. Motivational
D. Decorative
5. Examine the bulletin board display. This bulletin board display. This bulletin board fulfills
which primarily purpose?
B. Informational
C. Motivational
D. Decorative
6. Examine the bulletin board display. This bulletin board fulfills which primary purpose?
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational
SHOW YOUR LEARNING ARTIFACTS

My Personal Illustration of an Effective School Environment
My Personal illustrationof an effective school environment is an environment that is structurally

built in strong,clean external and internal, free from noise of the outside world so that students
will feel peaceful and concentrated. On the classroom part, one that is conductive in learning is
a classroom that has many charts, posters, sayings and inspirational quotes as motivation and
additional information to children or students.
EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 1 – The School as a Learning Environment
Learning Outcomes: Determine the characteristics of a school environment that provides
social, psychological, and physical environment supportive of learning.
Name of Student: Ma. Aileen D. Dolar Date Submitted: _____________

Year & Course: 3A Filipino Course: BSED-FILIPINO3
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation questions/task observation observation observation
Sheet s completely questions/tasks not questions/tasks not questions/tasks not
answered/acc answered/accompli answered/accompli answered/accomplishe
omplish. shed. shed. d.
Analysis All questions All questions were Questions were not Four (4) or more
were answered answered observation questions
answered completely; completely; were not answered;
completely; answers are clearly answers are not answers not connected
answers are connected to clearly connected to theories; more than
with depth theories; grammar to theories; one (1) four (4)
and are and spelling are to three (3) grammatical/spelling
thoroughly free from errors. grammatical/spellin errors.
grounded on g errors.
theories;
grammar and
spelling are
free from
error.
Reflection Profound and Clear but lacks Not so clear and Unclear and shallow;
clear, depth; supported shallow; somewhat rarely supported by
supported by by what were supported by what what were observed
what were observed analyzed. were observed and and analyzed.
observed and analyzed.
Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode 4 3 2 1
analyzed.
Learning Portfolio is Portfolio is reflected Portfolio is not Portfolio is not
Artifacts reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the learning
the learning outcomes. learning outcomes. outcomes; not
outcomes; Complete; well- Complete; not complete; not
complete, organized, very organized, relevant organized, not relevant.
well- relevant to the to the learning
organized, learning outcome. outcome.
highly relevant
to the learning
outcome.
Submission Submitted Submitted on the Submitted a day Submitted two (2) days
before the deadline. after the deadline. or more after the
deadline. deadline.
COMMENTS Rating
(Based on
Over-all Score 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
_________________Agnes S. Reconday_________________
____________
Signature of FS Teacher above Printed Name Date
Region V (Bicol)
Polangui, Albay
Prof Ed11-FieldStudy1
LEARNING EPISODE 2 - Learner Diversity: Developmental

Characteristics,
Needs and Interests
Submitted by:
ABEGAIL A. POLVORIZA
BSED FILIPINO 3A
Submitted to:
JOAN SAMINIANO
Instructor
SPARK your Interest
Episode 2 provides me with an opportunity to observe learners of different

ages and grade levels. It highlights the differences in their characteristics and
needs. As a future teacher, it is important for me to determine my learners’
characteristics and needs so that I will be able to plan and implement learning
activities and assessment that are all developmentally appropriate.
 At the end of this Episode, I must be able to describe the

characteristics. Needs and interests of learners from different
developmental levels.
Here are major principles of developmental relevant to this Episode:
1. Development is relatively orderly. Development follows directional patterns

such as, from 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 toward greater complexity, self-regulation, symbolic or

representational capabilities. (NAEYC, 2009)
Activity 2.1: Observing learner characteristics at different stages
Resource Teacher: Agnes S. Reconday Teacher Signature: School: Magpanambo

National High School Grade/Year Level: 11
Subject Area: Reading and Writting Date: 02-21-2022
To realize the Intended Learning Outcomes, I will work your way through these
steps:
Step 1 Observe 3 groups of learners from different levels (preschool,

elem., and high school)
Step 2 Describe each of the learners based on my observations
Step 3 Validate my observation by interviewing the learners
Step 4 Compare them in terms of their interests and needs
OBSERVE
Use the observation guide and matrices provided for you to document your
observations.
An Observation Guide for the Learners Characters
Read the following statement carefully. Then write your observation report
on the provided space. The teacher may also recommend another observation
checklist if a more detailed observation is preferred.
Physical
 Observe their gross motor skills how they carry themselves, how they
move,. Walk, run, go up the stair etc.
 Is gross movement clumsy or deliberate/smooth?
 How about their fine motor skills? Writing, drawing, etc.
Social
 Describe how they interact with teachers and other adults.
 Note how they also interact with peers. What do they think about?
What are their concerns?
Emotional
 Describe the emotional disposition or temperament of the learners,
(Happy, sad, easily cries, mood-shifts)
 How do they express their wants/needs? Can they wait?
 Do they handle frustration?
 Describe their level of confidence as shown in their behavior. Are
they self-conscious?
Cognitive
 Describe their ability to use words to communicate their ideas. Note
their language proficiency.
 Describe how they figure out things. Do they comprehend easily? Look
for evidence of their thinking skills.
Were there opportunities for problem solving? Describe how they showed
problem solving abilities.
Learners’ Developmental Matrix
Record the data you gathered about the learners’ 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 Indicate age range Indicate age Indicate age range
Domain of children range of children of children
observed: 4 - 6 observed: 6 - 12 observed: 12 - 18
Physical
Gross-motor It is the The motor skills The motor skills
skills development of the elementary of the high school
involves the large level, they are level, they
strong muscles more active in enjoying
group of the body activities, like participating in
that’s why they in camping we team games like
loved to walk, run call it Boy scout volleyball,
inside and outside and get scout, basketball, takraw
of the room, jump
school band etc. Enhance games
by playing a
majorette, drum skills like
jumping rope or
and lyre. hopscotch and jump
rubber band,
climbing in the Especially when rope. Ride a two
tress or in the it comes in wheeler bike, run
cemented fence sports, outdoor up and down the
they balancing games. stairs.
their bodies.
Fine-motor skills Preschools are This stage In this stage high

practicing on how developed the school student are
to paste things reading skills, already develop
onto papers, clap how to count their creativity,
hands, touch numbers, how to critical thinking
fingers, writing write cursive, skills, in numbers
straight lines, also this is the also to speak in
horizontal, stage were proper front of the class
vertical, and hygiene practice. by using English
slanting also language.
manipulate pencils
and crayons well
enough to color
and draw.
Self-help skills They started to Children progress They can handle
eat by themselves has different some things with
or self feeding, rates. They have their own; they
independent different know how to handle
dressing, how to interest, in their time
hold pencil sports, in specially in terms
properly, and academics, in of studying, and
washing their own their interest making chores.
hands. and
personalities.
Social
Interaction with In this stage In this stage the In this stage the
teacher preschoolers are students are more students are
active by raising active than asking specific
their hands, to preschoolers, question that is
ask question to they always ask related to their
their teacher and to their teacher topics. Also here
they always say the new things to stared to build a
that he/she can them. friendship between
play after the teacher and
lesson. students.
Interaction with Preschoolers are In this stage In school life,
classmate/friends active in terms of elementary this is the very
interaction with student are exciting life that
the starting to find student dreams.
classmate/peers a new friend, Where we find
through playing they sharing through friend,
although they foods, things sharing their
don’t know each like crayon, problems and
other. paper, toys and happiness. They
etc. in this also have a
stage also is the different group or
stage where we called “Tropa”.
student show
their bad
attitudes.
Interest Preschoolers are In this stage In this stage the
not active when students have student has a
teacher has no interest because interest when the
reward for them. of the rewards teacher deliver
Example of reward that they get his/her lesson
is the stars that like certificates well. Also they
put in their arms, of being honor give an interest
candies, pencil or students, in school
paper and etc. certificate in activities like
joining boys and sport fest, food
girls scout, fest, tagisan ng
certificate in talino or clash of
participating in brains in all
tagisan ng talino subjects also to
etc. the most be a
important is how representative of
the teacher school in terms of
deliver his/her clash of brains in
lesson. other schools.
Emotional
Moods and Preschoolers have In this stage In this stage
temperament a swing mood, if they are active, where high school
expression of they don’t like, talkative, and student hide their
feelings. they don’t, and hyper when they real feelings, but
they easily cry if are mad in one sometimes they
the teacher or person; have a low temper
parents scold nevertheless they they get easily
them. give easily mad.
his/her forgiven
to their enemy,
if enemy demand
for his/ her
forgiveness.
Emotional The emotional In this stage it The emotional
independence independence of a develop greater independency of
preschoolers is empathy, high school
learning to establish and students is that
understand about maintain positive they are aware of
other people`s relationship and their place in our
feelings and friendship, start society, it is the
needs. They can developing a stage where they
feel empathy for sense of start to build a
others, and can morality, control dream for his/her
share toys and impulsive future.
take turns. They behavior, become
may sometimes feel resilient and
jealous of in this lastly form a
your relationship positive self-
with other people. concept and self-
esteem.
Cognitive
Communication In this stage In this stage In this stage the
skills preschoolers are they use students are
started to learn communication reciting or
and adopt the skills in reporting in front
right words, how participating in of the class.
to respect and use class discussion Actual
a facial where students presentation and
expression and reciting. demo teaching are
gestures. Sometimes they the requirements
summarize the to build
story he/she communication
read. skills.
Thinking skills In this stage In this stage In this stage the
preschool they students are thinking skills of
know only is to don’t have enough high school
draw and write, knowledge students have
color books, regarding to already reached
playing outdoors. their selves and regarding bad good
to society. They deeds, also they
depend on their know how to
parents and criticize one
teachers. problem.
Problem-solving In this stage In this stage In this stage
skills preschooler are elementary problem solving
only know is to students are they skills are build
ask questions, if gather some in terms of
how to solve the information to gathering data,
things that they his/her peers, opinion, views of
have done or parents, siblings others. They are
sometimes they ask to formulate new use brain-storming
only question idea and to solve for as to build
because of their his/her problem. new solution in
curiosity. their problems.
ANALYZE
Write the most salient developmental characteristics of the learner you

observed. Based on those characteristics, think of implications for the teachers.
Example:
Salient
Level Characteristics Implications to the
Observed Teaching-Learning Process
Preschool  Preschoolers like  Therefore, the teacher should
Age range of to move around a remember to use music and
Learners lot movement activities not just in
Observed 3-4 PE but in all subject areas.
Salient
Observed Teaching-Learning
Preschool Preschoolers they  Therefore, the teachers
Age range of always like to play should always provide a task
learners games, draw and or activity through games
observed: 5-6 paint or coloring and give time to draw of
books. what they want to be, and
what things they want to
Salient
Observed Teaching-Learning
have.
Elementary In this stage, Therefore, the teacher should
Age range of learner are always have patience, in prudently
learners exploring in many answer the questions. Also clear
observed: 6-12 things, their and precisely for students to
curiosity are exist. understand it easily.
High School High school Therefore, the teacher should

Age range of students/learner always by their side to guide
learners likes to do things them, and give an activity that
observed: 12-18 that they can’t help them to out from their
experience in curiosity or comfort zone.
his/her entire life,
or they want to get
out from their
comfort zone.
REFLECT
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 you observed?
 Yes. I remember those days when I was in that age; I’ve experience a lot
of things. At the age of 5-6, I always want to play and I don’t want to
listen to my teacher, then I’m lazy when it comes in copying the lesson
and assignment; I always want to draw and coloring books and the most
awaited part that I want is when the teacher gives reward or incentive to
motivate the students to make the tasks.
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
 The teacher that I’ve never forgot is Ms. Exally she is my classroom
adviser also my second mother in school. Because she teaches us on how
to handle ourselves regarding proper hygiene; and she said that the way
we handle our emotion we need to be calm in every situation that we
encountered, also we need to be strong and brave person to get along
with the problems; also she said that if we socialize to others we need
to have a respect, good communication skills, love and unity; lastly
think critically before you act or before you speak think first about
you are saying.
3.Share your other insights here.

 As a future teacher, we might think it’s obvious that we should get to
know our student, but how well do you really know the young people who
are sitting in your classroom. Taking a bit of time and care to get to
know them as individuals can make you a more effective and impactful
teacher.
1. A 14-year-old felt ignored by her crush that 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 feel 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 taking 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 he best consider?
A. Prove daily coloring book 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 hand muscles

daily
3. Science Teacher Rita showed her class a glass of water with an egg in it. She
asked the class “What happen to the egg if I add three- tablespoon salt to the
glass of water?” This is hypothesis formulation. What can you infer about the
cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
SHOW Your Learning Artifacts
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.
Piaget’s Theory of Cognitive Development

 Piaget’s theory of cognitive development describes how humans
gather and organized information and how this process changes
developmentally (Inhelder & Piaget, 1958). He believes that
children are born with a very basic mental structure in which all
subsequent learning and knowledge is based for Piaget, the focus
was on how mental structures and processes evolved to help
individuals make meaning out of their experiences and adopt to
their hanging environments. To understand this process of
adaptation, he employed the constructs of schema, assimilation,
accommodation, and equilibration.
Piaget’s theory of Cognitive development explains that cognitive structure

by which an individual organized his or her experience and environment. For
example, an infant upon encountering a dog for the first time which experience
visual, auditory and olfactory input. These data will be linked in a neural
pathway, a schema that will eventually be used as a mental template to represent
dog each time theses stimuli are encountered. In the future, as a future
educator I have an idea on how to handle a learner, I will make an activity that
student can learn from their own experience to enhance and organized and I know
that learners are continually adjusting knowledge in order to adopt the
environment through a process of equilibration, assimilating when possible and
accommodating when necessary.
Evaluate Your Work Task Field Study 1, Episode 2 – Learner Diversity:

Developmental Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics, needs and interests of learners
from different developmental levels.
Name of FS Student: ABEGAIL A. POLVORIZA Date Submitted __________________

Year and Section: 3A Course: BSED-FILIPINO
Very Needs
Learning Excellent Satisfactory Satisfactory Improvement
Episode 4 3 2 1
Accomplished All One (1) to two Three (3) Four (4) or
Observation observation (2) observation more
Sheet questions/task observation questions/task observation
s completely questions/task s not questions/tasks
answered/ s not answered/ not answered/
Accomplished answered/ Accomplished accomplished
accomplished
Analysis All questions All questions Questions were Four (4) or
were answered were answered not answered more
completely; completely; completely; observation
answers were answers are answers are questions were
are with depth clearly not clearly not answered;
and are connected to connected to answers not
thoroughly theories; theories; one connected to
grounded on grammar and (1) theories; more
theories; spelling are to three (3) than four (4)
grammar and free from grammatical/ grammatical
spelling are errors spelling spelling errors
free from errors
error
Reflection Profound and Clear but Not so clear Unclear and
clear; lacks depth; and shallow; shallow, rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is
Artifacts reflected on reflected on not reflected not reflected
in the context in the context on in the on in the
of the of the context of the context of the
learning learning learning learning
outcomes; outcomes. outcomes. outcomes; not
Complete. Complete, Complete; not complete; not
Well- well- organized, organized; not
organized, organized, relevant to relevant
highly very relevant the learning
relevant to to the outcome
the learning learning
outcome outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
Very Needs
Learning Excellent Satisfactory Satisfactory Improvement
Episode 4 3 2 1
deadline
COMMENTS

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below
18 12
Grade 1. 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5
5.00
0
99 96 93 90 87 84 81 78 75 72 72-below
Agnes S. Reconday
Signature of FS Teacher Above Printed Name Date: 02-21-2022
Region V (Bicol)
Polangui, Albay

LEARNING EPISODE 3: Focus on Gender, Needs,

Strengths, Interests, Experiences Language, Race,
Culture, Religion, Socio-economic Status, Difficult
Circumstances, and Indigenous Peoples
Prepared by:
BSED-3 FILIPINO
Prepared to:
JOAN SAMINIANO
Instructor
SPARK Your Interest
Episode 3 provides an opportunity to observe how differences in gender,

racial, cultural and religious backgrounds, including coming from indigenous
groups influence learner behavior, interaction, and performance in school. One
will also analyze and reflect on practices that teachers use in leveraging
diversity in the classroom. It also provides an opportunity to observe how
differences in abilities affect interaction in school and learn about strategies
that teachers use in addressing the learners’ needs toward effective teaching and
learning.
TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:
 describe the characteristics and needs of learners from diverse
backgrounds;
 identify the needs of students with different levels of abilities in the
classroom;
 identify best practices in differentiated teaching to suit the varying
learner needs in diverse class (PPST 3.1.1); and
 demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.
Here are principles and concepts relevant to this episode:

1.Principles of Development
a.Development and Learning proceed at varying rates from child, as well as
at uneven ratesacross different areas of the child’s functioning. (NAEYC 2019)
b.Development and learning are 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.
c.Differentiated instructions is a student-centered approach that aims to
match the learning content, activities and assessment to the different
characteristics, abilities, interests, and needs of the learners.
2.The PPST highlighted the following factors that bring about the diversity
of learners:
a.Differences in learners’ gender, needs, strengths, interests, and
experiences
b.Learners’ linguistic, cultural, socio-economic and religious backgrounds
c.Learners with disabilities, giftedness, and talents
d.Learners under challenging circumstances which include geographic
isolation, chronic illness, displacement due to armed conflict, urban
resettlement, child abuse, and child labor.
Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. The teachers develop in them sensitivity and empathy.
They remember that the learners respond and perform at different levels. The
teachers assure the students that their gender identity, culture and religion are
rested. Their strengths are recognized, and their needs will be met. These
teachers declare to all that everyone has the chance to learn and succeed. They
create learning community where everyone can work together and contribute
regardless of their abilities capabilities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:

 use strategies to build a caring community in the classroom
 model respect and acceptance if different cultures and religions
 bring reach of the student’s home culture and language into the
shared culture of the school
 provide more opportunities for cooperation than competition
Focus on Indigenous Peoples
A young teacher’s approach to indigenous peoples starts with a keen

awareness of one’s own identity, including one’s beliefs and cultural
practices. Through serious reflection one may realize that the self is a
product of all the influences of key people in one’s life and the
community, real and virtual. Similarly, learners from indigenous groups
carry with them their beliefs, views and cultural practices. One’s attitude
needs to be that of openness and respect. Come in not with the view that
one’s own culture is superior, we approach with the sincere willingness and
deep interest to know and understand the indigenous people’s culture. We
aim to make teaching-learning facilitative rather than imposing.
 From your professional education subjects/courses, most likely you have

discussed indigenous peoples in the Philippines. You learned that our
country has about 110 ethno-linguistic groups, majority of which is in
Mindanao, some in Northern Luzon and fewer in the Visayas. (UNDP
Philippines, 2010). They represent about 10-20% of our total population.
There are two big indigenous people’s groups which have several smaller
ethnic groups within them, the non-muslim groups called the Lumads in
Mindano, and the Igorot’s in the Northern Luzon. Among others, we have the
Badjaos, Ati, and Tumandok, Mangyans, and Aetas.
 Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act, recognizes
and protects the rights of indigenous cultural communities (ICC) and
indigenous people (IP). Our country was admired by other nations for
enacting this law. However, years later, so much will has to be done to
improve the lives of millions of people from indigenous groups (Reyes,
Mina and Asis, 2017)
 Guided by RA 8371, in 2015 DepEd issued DO 32, s2015. Adopting the

Indigenous Peoples Education (IPED) Curriculum Framework. Most useful for
you as a future teacher to remember are the 5 Key Elements of an
Indigenous Peoples Education Curriculum (D) 32, s2015 enclosure, pp.15-
18):
1. Curriculum Design, Competencies and Content. Interfacing the national

curriculum with Indigenous Knowledge systems and practices (IKSPs) and Indigenous
Learning systems (ILS) the design of a culturally appropriate and responsive
curriculum has the following features:
 Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions.
 Includes and respects the community’s expression of spirituality as part
of the curriculum context.
 Affirms and strengthens indigenous cultural identity.
 Revitalized, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages.
 Emphasizes competencies that are needed to support the developmental and
protection of the ancestral domain, the vitality of their culture, and the
advancement of indigenous peoples’ rights and welfare.
 Supports the community’s efforts to discern new concepts that will
contribute to the community’s cultural integrity while enabling meaningful
relations with the broader society.
2. Teaching Methodologies and Strategies. Culturally appropriate and responsive
curriculum employs teaching methodologies and strategies that strengthen, enrich,
and complement the community’s indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and responsive
curriculum recognizes that the ancestral domain where IKSPs are experienced,
lived and learned is the primary learning environment and learning space of
indigenous learners.
4. Learning Resources. Instructional materials, and other earning resources shall
be developed and utilized in line with described curriculum content and teaching-
learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools appropriate to
the standards, competencies, skills, and concepts being covered. Their design and
use shall address the needs and concerns the community and shall be developed
their participation.
Activity 3.1: Observing differences among learners’ gender, needs, strengthens,

interests, and experiences: and difference among learners’
linguistic, cultural, socio-economic, religious backgrounds, and
difficult circumstances.
Resource Teacher: Agnes Reconday Teacher Signature:

School: Magpanambo National High School Grade/Year Level: 11
Subject Area: Reading and Writting Date:
The learners’ differences and the type of interaction they bring surely
affect the quality of teaching and learning. This activity is about observing and
gathering to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these
steps:
Step 1. Observe a class in different parts of a school day. (beginning of

the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age,
gender, and social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the
classroom.
Step 4. Interview your Resource Teacher about the principles that she uses
in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learner’s
interactions.
The observation form is provided for me to document my observations.
OBSERVE
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.
Find out the number of students. Gather data as to their ages, gender,
racial groups, religious, and ethnic backgrounds.
During class:
1. How much interaction is there in the classroom? Describe how the
students interact with one another and with the teacher. Are there
groups that interact more with the teacher than others.
2. Observe the learners seated at the back and the front part of the
room. Do they behave and interact differently?
3. Describe the relationship among the learners. Do the learners

cooperate with or compete against each other?
4. Who among the students participate actively? Who among them ask
for most help?
5. When a student is called and cannot answer the teacher’s

question, do the classmates try to help him? Or do they raise their
hands, so that the teacher will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogeneously, by
age? by gender? by racial or ethnic groups? By their interests? Or
are the students in mixed social groupings? If so, describe the
groupings.
2. Notice students who are alone and those who are not interacting.
Describe their behavior.
3. Interview the teachers and ask about their experience about learners in
difficult circumstances. Request them to describe these circumstances and
how it has affected the learners. Ask about the strategies they use to
help these learners cope.
4. Ask the teachers about strategies they apply to address the needs of
diverse students due to the following factors:
 Gender, including LGBT
OBSERVATION REPORT
Name of the School Observed: Magpanambo National High School
School Address: Magpanambo Polangui Albay
Date of Visit:
In one classroom it has a 46 officially enrolled students, 25 boys and

21 girls. The ages of students in this classroom are 15 to 23 years old.
All of them are not resident of barangay Magpanambo they are from
Sta.Teresita, Lamedalla, Salvation,, San Roque, La Purisama located at Polangui
Albay. Nevertheless, all students are near from the school are staying in
their own residences., It is a walking distance from school so that it is
easily for them to go to school early. Most of them are Caatholic but some of the
students are in different religious organization.
.
During Class:
As I observe during the classs, students are actively answering their modules through online
learning in the preparation for their one week activity or answer sheets.
Outside Class:
As I observe Outside the class since modular learning occur some of the students of high school
are busy doing modules at home and some of them also went to school for the retrival of modules
and outputs.
Interview:
When I conduct an interview to my cooperating teacher, asking about
the strategies that he used to address the needs of diversity students.
He said that there is no issue regarding gender including LGBT, language
and cultural differences, differences in religion, socio-economics
status because it is a free school that accept what is students have.
They respect the learner identity also he said that students respect
each other’s, but we can’t avoid the problem that students have conflict
with his/her co-students. There is no case of bullying that may students
affect their studies also the physical and emotional of the students.
ANALYZE
1. Identify the persons who play the key roles in the relationships and
interactions in the classroom. What roles do they play? Is there somebody who
appears to be the leader, a mascot/joker, an attention seeker, a little
teacher, a doubter/pessimist?
 As I observe persons who play the key roles in the relationship and
interaction min classroom are the group of students who are noisy in
class they are the joker. Because I experienced it in my high school
life but the noisiest in the school is (boys) the poor learner and the
quit learner is the good learner (girls). Nevertheless, students want
to learn and they do the task that teacher gave. Even though they are
noisy, they have respect to their teacher as well.
2. What makes the learners assume these roles? What factors affect their behavior?
 I think may be the child seeks an attention because he’s been left behind
at home, or it is her habit. Maybe he’s no one or invisible at home so
that he laughs loud and turn his sadness into jokes to resurface the pain
that he’s going through or maybe the student hides his true emotions so
that no one would notice what was happening to that student.
3. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by
the others? How is this shown?
 All of them have their own group friends and they are close to each other.
The most interesting part to their life being students are helping each
other to make a project, group review/study with their lesson to pass and
have a good grade.
1. What does the teacher do to address issues like this?
 As I observed, there is no student left behind, so that there is no

problem regarding this issues. In other hand teacher should educate more
the students to sustains this kind of relationship.
2. How does the teacher influence the class interaction considering the individual
differences of the students?
 The teacher is the role model also a second mother/father of a students I

see the way he/she educate the student behavior, attitude, views,
perceptions, the most special moment the way they act like a real parent
to the students. They not only teach but they advised academic or
personally problem.
3. What strategies does the teacher use to maximize the benefits of diversity in
the classroom? How does the teacher leverage diversity?
 As I observed the teacher always give activities to know if students have

a knowledge and understanding to his/her lessons.
REFLECT
4. How did you feel being in that classroom? Did you feel a sense of unity of
oneness among the learners and between the teacher and the learners?
I feel comfortable and missing those days with my high school

friends. All memories bring back, the happiness, sadness and less
problem. Absolutely yes! I see the unity between the teacher and
learner because the teacher teaches the students in their best
that they can, then students share their knowledge regarding to
their lesson. In terms of classroom chores, they are also unity,
they assigned cleaners, inside and out of the classroom, also in
all activity that will held in school like food festival,
intramurals, creating parols (stars), all competition they are
unity to win it.
Activity 3.2: Observing differences among learners with disabilities,

giftedness, and talents
Resource Teacher: Agnes S. Reconday Teacher Signature:

Subject Area: Reading and Writting Date: 02-23-2022
To realize the Intended Learning Outcomes, work your way through these steps.
Observe at least two of these classes.
 SPED class with learners with intellectual disabilities
 SPED class with learners with physical disabilities
 SPED class for the gifted and talented
a regular class with inclusion of learners with disabilities
Note the needs of the learners that the teacher should address.
 Interview the teachers to find out more about the learners
 Write your observations report
 Analyze your observation data
 Reflect on your experience
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for the Learners’ Characteristics
your observations report on the space provided.
 Observe the class to see the differences in abilities of the

learners.
 Try to identify the students who seem to be performing well and
those that seem to be behind.
 Validate your observation by asking the teacher about the
background and needs of the learners.
 Observe the behavior of both regular students and those with
special needs. Note their dispositions, pace in accomplishing
tasks, interaction with teacher, and interaction with others.
 Observe the teacher’s method in addressing the individual learning
needs of the students in his/her class.
OBSERVATION REPORT
Name of the School Observed: Magpanamno National High School

School Address: Magpanambo Polangui Albay
Date of Visit:
In the school that I conduct observation, based upon the environment of the
school I thought that students have different talent like, drawing,
singing, dancing etc beacause of the posters that I have seen in everyroom were
students made it. Students are actively cooperating programs of the school like school
contest through online due to new normal ways of education.
The strategies that I observe to my cooperating teacher is

always have a good interaction to all students, and listen to
all students complains. When the teacher is inside of the
classroom are serious and strict but when teacher is in outside
of the classroom the interaction is different they are friendly
and not strict also they allowed jokes.
ANALYZE
1. Did your observation match the information given by the teacher?
 Absolutely Yes! As I observed all information that she gives on me is legit

or correct.
2. Describe the differences in ability levels of the students in the class? What
practices or strategies are or done to differentiate instruction to meet the
needs of the learners.
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
differentiate instruction? If yes, describe how.
 In this case teacher use a power point presentation to deliver his
lesson because we are in the 21 st century. The students are more active
because of the visual effect. Some are active participate in reading a
lesson and reciting answers. As being a 21 st century teacher they are
new instruction that made, like for example is the “hugot line; Relax
ka lang exam lang to, mas Malaki ang chance na pumas aka ditto kesa
pumasa sa puso ng crusg mo” it is the best to catch up the attention of
the students.
REFLECT
1. Recall the time when you were in elementary or high school. Recall the high and
low achievements in your class. How did your teacher deal with differences in
abilities? Was your teacher effective?
 I remember when I was in elementary, I didn’t join a with honor student
but don’t have some difficulties like reading English, solving in math
because when I was a 4 years old my father is so very strict there’s no
time that I should recite to him the multiplication table, how to add and
subtract also in division also he listens on how I read the English
textbook, so that I am independent student in terms of answering my
assignment in all subjects.
2. What dispositions and traits will you need as a future to meet the needs of the
learners?
 As a future teacher, I should be a role model and knowledgable teacher to the students so that they
can inspired to rely on how important education is for their future and they must motivate to build
their goals and dream in life.
Activity 3.3: Observing the school experiences of learners who belong to

indigenous groups.
Resource Teacher: Agnes S. Reconday Teacher Signature:

Subject Area: Reading and Writting Date: ___________
To realize the Intended Learning Outcomes, work your way through these
steps.
1. Ensure that you have received the no. 3. Focused on Indigenous Peoples in the
Learning Essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested
schools:
 Ujah School of Living Tradition, Hungduan, Ifugao
 Sentrong Paaralan ng mfa Agta, General Nakar, Quezon
 Sitio Tarukan Primary School, Capas Tarlac
 Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
 Paaralang Mangyan na Angkop sa Kulturang Aalagan (PAMANAKA), San Jose
Occidental Mindoro
 Tubuanan Ati Learning Center, Balabg, Borcay Island
 Balay Turun-an Schools of Living Traditions, Brgy Garangan anf Brgy.
Agcalaga, Calinog, Iloilo
 T’boli School of Living Tradition, Lake Sebu, South Cotabato
 Draghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
 Talaandig School of Living Traditions, Lantapan, Bukidnon
 Bayanihan Elementary School, Marilog, Davao
 Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/universe to obtain

permission from these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through

social media. And if still not feasible consider a “virtual” field study
through watching Indigenous Peoples in the Philippines videos. There are
several available at YouTube. You can start with this video by DepEd:
DepEd Indigenous People’s Education Office. National Indigenous Month

(October) Video, 2013. Retrieve from https://www.youtube.com/watch?
v=FsMigQN2Y
3. Write your observation report

4. Analyze your observation data using the Indigenous Peoples Education Framework
Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for Indigenous Peoples Education
your observation report on the space provided.
If you are watching videos you searched, instead of actually visiting

school, have these questions in mind as you are watching the videos.
You can try to get in touch with the creator of the videos and
interview them too.
1. Before you observe, read about the specific IP group in the school
you will visit. Know their norms and customary greetings. This will
help you blend in the school community and interact with respect.
2. Observe and note the different areas of the school environment. How
are learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involve in teaching
the learners?
5. Observe how the teaching-learning process happen. Describe the
learning activities they have and the teaching strategies that the
teacher uses.
6. Describe the interaction that is taking place between the teacher and
learners, among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum. Find out the
curriculum goals. You can use the questions found on the Analysis part
of this activity.
Write your observation report here.
OBSERVATION REPORT
(You may include photos here)
Name of the School Observed: Talaandig School of Living Traditions,

Lantapan, Bukidnon
School Address: Lantapan, Bukidnon
Date of Visit:
I made a virtual visit online particularly through YouTube

videos, I was able to learn about the Talaandig, their culture,
tradition and education system. The Talaandig are one of the
indigenous groups in the province of Bukidnon, Mindanao Philippines
who has continued to preserve and promote its indigenous customs,
beliefs and practices despite the strong influx of modernization
and change. The identity of Talaandig tribe links to a particular
land own by their ancestors for which the disappearance of it will
also lead to their disappearance. Talaandig School of Living
Traditions was established in 1996 by their ancestors. It was also
awarded with Gawad CCP Para sa Sining on September 17, 2015 by the
Cultural Center of the Philippines The school was constructed using
native materials such as bamboo and cogon. It was also elevated
with a simple ladder that will leads to the single spacious
classroom. The elders Talaandig’s culture bearer serves as the
teachers that impart skills and training about different living
traditions they have. Though they are not always attending to teach
in school but rather they are leaving a useful first-hand
experience alongside philosophical aspect of cultural awareness and
knowledge need to preserve and promote one’s cultural heritage. The
students range from youngest to youths. They are task to create
their own musical instruments everyday as part of their actual
learning. The teaching and learning focuses around their tribe’s
traditional music, instruments, dances, chants, epics, weaving and
embroidery. Teachers also taught the children of their tribe
sports, spiritual activities, body hygiene, health protection and
creation of herbal medicines for curing illness. They put emphasis
on transferring the values and importance of taking care of the
environment and traditional leadership. Traditional art teachers
focus on teaching not just the youth but also every member of their
tribe the ability to paint using mud from their ancestor’s land.
From this it highlights the importance of mud as a medium of art
expression and beauty of Talaandig’s own unique cultures. I
observed that their teaching and learning process is not bound by
any curriculum and it occurs through first-hand experience and
practical application. Everyday there are different traditional art
forms that the teachers taught to their students. Interaction
between teachers and students are bound by respect where students
are paying attention attentively and follows the teacher’s lesson
for successful acquisition and practice of the tribe’s different
traditional art forms. The learning resources they have are
uniquely their own or it was made by them bound by their culture
and traditions for example are kubing, pulala, kutyapi, dayuday
which are their important musical instruments.
OBSERVATION REPORT
(You may include photo here)
ANALYZE
Curriculum Design, Answer each question based on your
Competencies, and Content observation and interview data
Does the school foster a Yes, because aside from teaching their
sense of belonging to one’s tribe’s traditional music, instruments,
ancestral domain, a deep dances, chants, epics, weaving and
understanding of the embroidery they also incorporate and
community’s belief and give importance in teaching spiritual
practices? Cite examples activities, body hygiene, health
protection, creation of herbal medicines
for curing illness, caring for
environment and leadership. An example
is that everyone from the Talaandig
tribe are able to paint different things
out of their imagination with the use of
pure mud for which is very important in
their history.
Does the school show Yes, they especially treat spiritual
respect of the community’s activities as important part to be
expression of spirituality? learned by the children’s as being part
How? of Talaandig’s. It has been passing from
generations to generations.
Does the school foster in Yes, the school aims for the children of
the indigenous learners a their tribe to realize the importance of
deep appreciation of their their unique culture and tradition
identity? How? through actual observation and practical
training. As an example is the
children’s of their tribe are required
to create their own musical instrument
every day.
Does the curriculum tech Yes, through the teaching of spiritual
skills and competencies in activities and traditional leadership
the indigenous learners the children of their tribe will grew up
that will help them develop with appreciation and love for their own
and protect their ancestral tribe. Thus, this will lead for them to
domain and culture? develop a sense of ability and
dedication to protect their ancestral
domain and culture willingly.
Does the curriculum link Yes, because the Talaandig also allows
new concepts to the life documentation of their way of life and
experience of the traditions as a means of preservation
community? and propagation of their identity. From
this they are able to meet new people
and be able to learn from them things
that will be useful for the life
experience in their community.
Do the teaching strategies Yes, as the mode of their teaching is
help strengthen, enrich, usually none formal, oral and with
and complement the practical demonstrations they are able
community’s indigenous to transfer skills in a step by step
teaching-process? process so as to enrich their interest
and further
Does the curriculum Yes! strengthen mastery on a particular
Curriculum Design, Answer each question based on your
Competencies, and Content observation and interview data
maximize the use of the traditional art form which will
ancestral domain and eventually lead to preservation and
activities of the community propagation of the Talaandig’s identity.
as relevant settings for Yes, the students are not just learning
learning in combination inside the classroom as they are able to
with classroom-based experience the learning outside in their
sessions? Cite examples. wide field especially the tribal sports
of Talaandig.
Is cultural sensitivity to Yes, the elders of their tribe that
uphold culture, beliefs and serves as the teacher for a particular
practice, observed and traditional art form is not always going
applied in the development to school to teach since they also have
and use of instructional important things to do so there are
materials and learning others that act as teachers in different
resources? How? (For field of Talaandig’s culture and
example, Culture bearers of tradition. The teaching strategies and
the Indigenous Peoples are learning resources are also connected to
consulted.) what is just available within their
tribe’s community.
Do assessment practices Yes, because practical application of
consider community values what the students learn in their culture
and culture? How? and what values they uphold and put into
action. The students would usually
performs a particular dance, play a
particular instruments, weave and
embroidery in their own designs, create
own musical instruments and many more.
Do assessment process Yes, because creation and creativity are
include application of involved application of higher order
higher order thinking thinking in the one of the Talaandig’s
skills? students creating own musical instrument
assessment every day. For analyzing
ability applies the capability to take
care of own body as well leadership
skills by being the lead to transmit own
learning to younger child within their
tribes community.
1. What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?
I think yes! Indigenous school needs funding support to continue its

service and to even improve their school facilities. I think in a regular school
within a place with indigenous group should have a subject focus to the study
about indigenous people knowledge systems, practice and rights because everyone
should have the knowledge on indigenous culture, tradition and belief in order
for it to not disappear through the course of time. Their identity is always at
stake in this constantly modernizing world we live in. It should be promoted and
protected. No school should disregard and discriminate an indigenous student but
rather be welcome in a friendly, open and inclusive learning environment.
REFLECT
Reflect based on your actual visit or video that you watched.
1. What new things did you learn about indigenous peoples?
 I learned that indigenous people common aim is to protect, promote and

propagate their unique culture, tradition, knowledge systems and practices
to all of their new generations. They all want for their identity to
continuously be known and preserve amidst of modernization and
globalization. Another thing I am amaze about indigenous people’s artistry
and their mediums use for making art forms can only be found within
nature.
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
It is the cultural experience that is worth remembering. I was able to understand

them more, their culture and traditions and how important is preservation and
transfer of it to their new generations.
3. For indigenous learners,

 Be open to and respect indigenous peoples by, Being mindful and respectful
to my choice of words and actions in the actual classroom teaching.
Letting each one of my students especially my indigenous students to
express their opinion about a specific topic or lesson even if it is bound
with their beliefs and give a respectful regard to it. I should also
look closely to my indigenous students through counseling and talking
about how were learning, interaction and relationship with other students,
problems, difficulties and many more concerning their welfare.
 Uphold and celebrate their culture, beliefs and practices by
 Advocate for indigenous peoples by, willingly accepting indigenous

students to blend in class, provide them with inclusive learning
environment, freedom of expression, respect, enjoyment while studying,
encouragement of interaction with one another and free from
discriminations. As a teacher I am willing to study and understand my
indigenous student’s cultures, traditions, belief and practices in order
for me to address differences with other students through the creation of
learning materials and use a teaching style that would best meet all of my
diverse students’ needs. I would stand with indigenous people’s right for
education as it rightly for all regardless gender, social status,
religion, origin and identity.
Show Your Learning Artifacts
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.
 Get to know personally each of the students focusing to their strengths,

weaknesses, interests and objectives in life so the teacher can easily
build rapport and respond to their needs. Reduce pressure impose to them
but rather make motivating and enjoying activities. Allows the use of
Filipino and English language for recitations or question and answer
inquiry so that all students will be given a chance to share their ideas,
learning’s and opinions. Varying the subject related activities and tasks
into individual, group and pair work so that students have opportunity to
interact, communicate and forms relationship and learn from their
classmates.
Directions: Read the items given below and encircle the correct answer.
1. Which statement on student diversity is CORRECT?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher
and students.
C. The teacher should accept the value diversity.
D. Student diversity is purely due to students’ varied cultures.
2. Which student thinking/behavior indicted that he/she values diversity?

A. He/ She regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/ She accepts the fact that all people are unique in their own way.
D. He/ She emphasizes the differences among people and disregards their
commonalities.
3. What is a teaching-learning implication of student diversity?

A. Compare students.
B. Make use of variety of teaching and assessment methods and activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different students’ groups.
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT______.

A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalized, regenerates and enriches IKPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions
5. All are best practices in using learning resources for indigenous learners,
EXCEPT______.
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary
years, which hihlight mother tongue, is consulted with the indigenous community.
C. Cultural sensitivity and protocols are observed in development and use
of instructional materials
D. The indigenous community’s property rights are upheld in publishing
learning resources.
6. All are best practices for assessment in the Indigenous People Education
Framework,
EXCEPT.
A. Including the practice of competencies in actual community and family
situations.
B. Applying higher-order thinking skills and integrative understanding
across subject areas
C. Using international context in the assessment standards and content
faithfully without modification
D. Including community-generated assessment process that are part of
indigenous learning system
7. 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 sa paksang ditto, ‘no?
C. Nakikit ko na kailangan ming maglaan ng mas mahabang panahon sa
paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maaari kitang tulungan.
8. Which of the following demonstrates different instruction?

A. The teacher groups the learners by their ability level and makes the
groups work with the same topic but assigns a different tasks
appropriate for each group to accomplish
B. The teacher divides the class into three heterogeneous groups and
signs the same activity for each group to work on
C. The teacher groups the learners by their ability level and assign
different content topics for the groups to work on
D. The teacher group the learners by ability levels and assign each
group a different task on the same topic, and then requests three
different teachers, each to assess one of the groups.
9. Which teaching practice gives primary consideration to individual differences?
A. Allowing children tohey learned the stages of mitosis in a way where
they feel most comfortable.
show that tB. Allowing children to show that they learned the stages
of mitosis in a way 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 two sets of different standards.
Evaluate Your Work Task Field Study 1, Episode 3 Focus on Gender, Needs,
Interests, Experiences Languages, Race, Culture, Religion, Socio-economic Status,
Difficult Circumstances and Indigenous Peoples
Learning Outcomes: describe the characteristics and needs of learners from
diverse backgrounds  identify the needs of students with different levels of
abilities in the classroom  identify best practices in differentiated teaching
to suit the learner needs in a diverse class (PPST 3.1.1) demonstrate openness,
understanding and acceptance of the learners’ diverse needs and backgrounds
Name of FS Student: Abegail A. Polvoriza Date Submitted:

Year and Section: 3A Course: BSED-FILIPINO
Very
Needs Improvement
Learning Excellent Satisfactory Satisfactory
1
Episode 4 3 2
Accomplished All observation One (1) to Three (3) Four (4) or more
Observation question/tasks two (2) observation observation
Sheet completely observation question/tas questions/ tasks
answered/ questions/tas ks not not answered/
accomplished ks not answered/ accomplished
answered/ accomplished
Accomplished
Analysis All questions All questions Questions Four (4) or more
were answered were answered were not observation
completely; completely; answered questions were not
answers are answers are completely; answered; answers
with depth and clearly answers are not connected to
are thoroughly connected to not clearly theories; more
grounded on theories; connected to than four (4)
theories; grammar and theories; grammatical
grammar and spelling are one (1) to spelling errors.
spelling are free from three (3)
free from errors. grammatical/
error. spelling
errors.
Reflection Profound and Clear but Not so clear Unclear and
clear; lacks depth; and shallow; shallow; rarely
supported by supported by somewhat supported what
what were what were supported by were observed and
observed and observed and what were analyzed
analyzed analyzed observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Very
Needs Improvement
Learning Excellent Satisfactory Satisfactory
1
Episode 4 3 2
Artifacts reflected on in reflected on not reflected on in
the context of in the reflected on the context of the
the learning context of in the learning outcomes;
outcomes; the learning context of not complete; not
Complete, well- outcomes. the learning organized, not
organized, Complete; outcomes. relevant
highly relevant well- Complete;
to the learning organized, not
outcome very relevant organized,
to the relevant to
learning the learning
outcome outcome
Submission Submitted Submitted on Submitted a Submitted two (2)
before the the deadline day after days or more after
deadline the deadline the deadline
Comments

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1. 1.25 1.5 1.75 2.0 2.25 2.50 2.7 3.00 3.5 5.00
0 0 5
99 96 93 90 87 84 81 78 75 72 71- below
Agnes S. Reconday
Signature of FS Teacher Above Printed Date
Region V (Bicol)
Polangui, Albay

Module 4:
Learners Diversity: The Community and Home
Environment
Prepared by:
BSED-3 FILIPINO
Prepared to:
JOAN SAMINIANO
Instructor
LEARNING EPISODE 4
Learner Diversity: The Community and Home Environment
SPARK your Interest
Episode 4 provides for you to have more in-depth look the factors that affect the
development of a learner. Focus will be on the early experiences and characteristics of the
learner as described by the family and other significant others. You will also focus how the
teacher links with the community to maximize the learning and development of students.
TARGET Your Intended Learning Outcomes
 Describe the influencing factors in the home environment that affect the student’s
learning;
 Seek advice concerning that build relationships with parents/guardian and the wider
community (6.12); and
 Identify effect strategies on how teachers can work together with the family.

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the context of layers
of relationship systems that make up the learner’s environment. The layers are:
Microsystem - Mesosystem - Exosystem -the Macrosystem - Chronosystem -
includes the the connection bigger social Outermost layer the element of
structure such between the system which which includes time, patterns of
as one’s family, structures in the includes the city cultural values, stability and
school and microsystem government, the customs and pacing of the
neighborhood workplace and laws child’s everyday
the mass media life
The model helps the teacher look into every aspect in the learner’s environment to
understand his behavior. The teacher’s important role is not to replace what is missing at home
(if any), but to work so that the school becomes an environment that welcomes and nurtures
families. The teacher works to create a partnership with the family and the community to bring
out the best in every learner.
2.Baumrind’s Parenting Styles
Authoritarian. Parents are very firm with their children and expect unwavering and
unquestioning obedience. Rules are set by parents and misbehavior is met with
withdrawal of affection, physical punishment or threats.
Permissive. Parents are not firm or controlling. They have few expectations. May be
warm and caring but appear to be uninvolved and uninterested.
Rejecting – Neglecting. Parents are disengaged from children. Neither demanding nor
responsive to children. Provide no structure, superior, supervision, support or
guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and
reasonable expectations and limits for their children. Treat children with respect
and warmth. Make children understand consequence of their behavior.
Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and
aggressive. They have low self-esteem and difficulty with peers.
Permissive Parents: believe that their parents do not care for them. They are often
impulsive, aggressive and lack self-control; may they have low levels of
independence and responsibility.
Rejecting – Neglecting Parents: are found to be the least competent in their over-all
functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have greater ability to
show self-control. They have higher self-esteem and re better adjusted.
- Based on Child Development by Santrock, 2004.

ACTIVITY 4.1: OBSERVING THE LEARNER’S COMMUNITY AND HOME ENVIRONMENT
Resource Teacher: AGNES S. RECONDAY Teacher’s
Signature:___________________
School: MAGPANAMBO NATIONAL HIGH SCHOOL Grade/Year Level: 11 MICROSOFT
Subject/Are: READING AND WRITING
Date:_______________________________
To realize my Intended Learning Outcomes, I will work my way through these steps:
1.Select a learner from the class which you have previously observed.
2.Interview the teacher about the learner’s characteristics and the community.
3.Conduct a home visit to your selected learner’s residence.
4.Interview the parents about
a..the rules they implemented at home concerning their child’s schooling.
b..the learner’s activities and behavior while at home.
5.Write the Learner’s Profile.
6.Analyze your observation and interview data.
7. Reflect on your observation experience.
OBSERVE
Use the activity form provided for you to document your observations.
An Observation/Interview Guide for Home-School Link
Read the following carefully before you begin to observation/interview. Then write your
observation report on the space provided.
THE LEARNER
1. Make a general observation of the learner. Describe him/her in each of the domains of
development.
 Physical-body built and height (thin, chubby, underweight, overweight), level of
physical activity (fast, slow, lethargic, active, etc.)
 Social-interaction with teachers and classmates (loner, shy, friendly, goes into fights,
liked by others, etc.)
 Emotional moods (temperament, cries easily, loses temper, happy shows
enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lessons, excels, lags
behind, shows reasoning skills, turns in assignments and requirements, etc.)
INTERVIEW THE TEACHER
1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior
and discipline, sense of responsibility, study habits, academic performance, relationship with
peers, relationship with adults, social adjustments)
2. How does the teacher communicate with the parents? How often? What do they discuss?
How do they decide of the best course of action to resolve issues or problem?
3. How does the teacher utilize resources in the community to support the teaching-learning
process? How does the teacher work with the community to meet the needs of the learners?
INTERVIEW WITH PARENTS
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures
in the living room, etc.)
2. Use the Interview Questions on the next page. Just ask the questions with which you feel
comfortable.
Suggested Parent Interview Guide
Your teacher may ask you to use a more detailed interview guide. Be free to translate
the questions, if necessary.
LEARNER:
Name of the Learner: JENELLE SALINEL
Date of Birth: JANUARY 08, 2004
Age: 17
Grade/Year Level: GRADE 10
Gender: FEMALE
Number of Sibling: SIX(1)
Birth Order: 1ST
PARENTS:
Mother: JONA CORPORAL
Age: 39
Occupation: HOUSE KEEPER
Educational Attainment: COLLEGE GRADUATE
Father: BERTUMEN CORPORAL
Age: 40
Occupation:
LEARNER’S PHYSICAL ASPECT: HEALTH

1. Mother’s Health during pregnancy with the learner:
Normal and Healthy
2. Ailments or health problems of the learner as a child:
None
3. Age of the learner when he started to walk/talk:
8 Months
4. Food preferences of the learner as a child and at present:
Spaghetti
5. Who took care of him/her as a child?
His mother and his father.
LEARNER'S SOCIAL ASPECT:
1. Describe your child’s sociability (friendly, outgoing or shy, loner).
He is friendly with a shy type personality.
2. Who were the learner’s playmates?
Siblings, cousins, childhood friends, and classmates.
3. As a child then, was he/she allowed to play outside?
Yes
4. Is he/she allowed to go to out with friends?
Yes
5. Do you have rules for him/her to follow regarding going out?
Yes
6. What are these rules?
Always remember his limits when going out with friends.
Let us know where he and his friends will go.
LEARNER:
Age: 17
Gender: FEMALE
Birth Order: 1ST
PARENTS:
Age: 39
Age: 40
Occupation:

Normal and Healthy
None
8 Months
Spaghetti
Come home earlier or before the time set by us, as his parents.
EMOTIONAL-MORAL
1. What are your expectations of your child?
Grow with a good heart, strong mind and have faith in God.
2. How does you provide a nurturing environment for your child?
As what I’ve learned in child and adolescence development the
factors that I am going to contribute to the development and
over-all adjustment of the learner in school are; first, it
contributes how the learner are nurtured by his parents, their
financial setting, and cultural background of the family unit.
3. Does your child go to you when he/she feels down or has a problem? What do you
do to meet his/her emotional needs?
education begins at home”, this saying help me in finding and
LEARNER:
Age: 17
Gender: FEMALE
Birth Order: 1ST
PARENTS:
Age: 39
Age: 40
Occupation:

Normal and Healthy
None
8 Months
Spaghetti
understanding the behavior of the learner. What he did in the
school reflect how his/her nurtured and raised by his parents at
home. One of this affect for instance, if the learner act and
possessed misconduct in the classroom, and what he did specially
when it is a serious type then surely his parents are expected to
visit the school and consult for the performance of his/her child
to his adviser or teacher.
4. What do you do when he/she is not successful in something?
I believe the answer to real education/school transformation is
strong, authentic community connections and actions. When
teachers, families, community groups, business and schools band
together to support learning, young people achieve more in
school, stay in school longer, and enjoy the experience more.
.
How do you discipline your children?
LEARNER:
Age: 17
Gender: FEMALE
Birth Order: 1ST
PARENTS:
Age: 39
Age: 40
Occupation:

Normal and Healthy
None
8 Months
Spaghetti
1. Do you have rules in the house? What are they?
 I observed that the style of parenting I have is authoritarian
type of parenting. Wherein my parents are always in authority and
rules are given. But even if these type of parenting is not
available I could still manage my time because I inherit the
attitude of my mother which make them happy that ate this of mine.
I do not even engage myself in going out with my peers in the
sense that I am afraid of the bad influence that might bring me to
descend and as what my parents says, “temptations are always there
surrounds you so be careful in doing something”. Her lines blessed
me, anyways this affects me on my studies in the sense that,
instead of spending my time with other, I rather choose to work on
my project and any school activities.
2. How do you impose the rules?

As teacher to be, I could stablish good home-school collaboration
LEARNER:
Age: 17
Gender: FEMALE
Birth Order: 1ST
PARENTS:
Age: 39
Age: 40
Occupation:

Normal and Healthy
None
8 Months
Spaghetti
by observing the behavior of the learner in my class. I would be
responsible enough on their attitude for instance, if ever there
is a trouble behind that creates a conflict problem in my students
subsequently I will call the parents of the learner such that ever
they will be able know how their child performed in my class.
Wherein through this, we can say that there is relationship
between home-school links.
3. What are the consequences of breaking the rules?
Since hurting children physically is already implemented as a law, giving them
such kind of lecture and punishments are the best way for them to perform
their assigned tasks accordingly. Punishments, like not allowing them to go out
with friends unless they’ll do their responsibility. Not allowing them to use
their phones, and not allowing them to turn-on the television.
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
When I was a child until this present, I observed that the style of parenting I have is
authoritarian type of parenting. Wherein my parents are always in authority and rules are
given. But even if these type of parenting is not available I could still manage my time because I
inherit the attitude of my mother which make them happy that ate this of mine. I do not even
engage myself in going out with my peers in the sense that I am afraid of the bad influence that
might bring me to descend and as what my parents says, “temptations are always there
surrounds you so be careful in doing something”. Her lines blessed me, anyways this affects me
on my studies in the sense that, instead of spending my time with other, I rather choose to
work on my project and any school activities.
2. As a future, how would you established good home-schooled collaboration? How can
you work well with the parents? How can you help them? How they can help you?
As teacher to be, I could stablish good home-school collaboration by observing the
behavior of the learner in my class. I would be responsible enough on their attitude for
instance, if ever there is a trouble behind that creates a conflict problem in my students
subsequently I will call the parents of the learner such that ever they will be able know how
their child performed in my class. Wherein through this, we can say that there is relationship
between home-school links.

Directions: Read the items given below and encircle the correct answer.
1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
IV. Withdrawn
A. I and II C. II and III
B. I, II and III D. I, II, III and IV
2. If a child was raised by authoritative parents, how will most likely will he/she behave in
class?
A. Relates well to classmates
B. Is suspicious of others
C. Quarrels often with classmates
D. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have low level
of responsibility?
A. Authoritarian C. Permissive
B. Authoritative D. Neglecting and permi
Make an artistic,
colorful, and
creative
visual
expression of
your insights
or feelings
about the
influence of
the home and
school and
community to
the learner.
Then, write a
few
statements on
the space
below about
your visual
art
Stick
with
SHOW Your Learning Artifacts Acrostic…
Make a
reflection
2.
acrostic
H – House with a good behavior about the
O – of the family to home, school
M – manage his/her children to the good and community
E – environment values or in the learning link
S – Student’s learning should be

C – Confine by teachers to parent through a
H – home school link in
O – order to have supervision
O – on the learning of the students that shapes
L – life to the
L – Learning in
I – individual mistakes and successes
N – nurture as to be
K – Knowledge as we go along with our journey
Evaluate Your Work Task Field Study 1, Episode 4 – Learner Diversity: The Community and
Home Environment.
Learning Outcome: Describe the influencing factors in the home environment that affect the
student’s learning.
Name of FS Student; Abegail A. Polvoriza Date Submitted:

Year & Section: 3A Course:BSED-FILIPINO
Needs
Learning Excellent Very Satisfactory Satisfactory Improvement
Episode 4 3 2 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation question/tasks (2) observation observation observation
Sheet completely questions/tasks question/tasks questions/ tasks
answered/ not answered/ not answered/ not answered/
Accomplished Accomplished accomplished accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were
answers are with answers are answers are not not answered;
depth and are clearly connected clearly answers not
thoroughly to theories; connected to connected to
grounded on grammar and theories; one theories; more
theories; spelling are free (1) to three (3) than four (4)
Needs
Learning Excellent Very Satisfactory Satisfactory Improvement
Episode 4 3 2 1
grammar and from errors. grammatical/ grammatical
spelling are free spelling errors. spelling errors.
from error.
Reflection Profound and Clear but lacks
Not so clear and Unclear and
clear; supported depth; supported
shallow; shallow; rarely
by what were by what were
somewhat supported what
observed and observed and
supported by were observed
analyzed analyzed what were and analyzed
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the context of context of the
the learning the learning the learning learning
Complete, well- Complete; well- Complete; not complete; not
organized, highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant
learning learning outcome learning
outcome outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the days or more
deadline after the deadline
Comments

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
Agnes S. Reconday
Signature of FS Teacher Above Printed Name Date:
Region V (Bicol)
Polangui, Albay

Module 5:
Learner Diversity: Creating an Appropriate Learning
Environment
Prepared by:
BSED-3 FILIPINO
Prepared to:
JOAN SAMINIANO
Instructor
FIELD STUDY 1
LEARNING EPISODE 5
Learner Diversity: Creating an Appropriate Learning
Environment
SPARK your Interest
This learning Episode provides an opportunity to examine how

classrooms are structures or designed to allow everyone’s maximum
participation for effective learning. You should be able to examine
how classroom management practices affect learning. This Episode
enhances the application of the theories learned in the following
professional subject such as Facilitating Learner-Centered Teaching
and the Child and Adolescent Learners and Learning Principles.

Plan on how to manage time, space, and resources; and
Provide a learning environment appropriate to the learners and
conductive to learning
The classroom climate that is conductive for learning is one that

is non-threatening yet business-like. It is a classroom where, when
creating audio-visual presentations, the following are observed:
Specific classroom rules and procedures are clear.

Classroom rules and procedures are discussed within the first few days
of the school.
Students are involved in the design of rules and procedures.
Techniques to acknowledge and reinforce acceptable behavior are
employed.
Clear limits for unacceptable behavior are established and negative
consequences for such are communicated.
Classroom process are democratic.
Activity 5.1 Managing Time, Space and Learning Resources
Resource Teacher: Agnes Reconday Teacher’s Signature:

School: Magpanambo Polangui Albay Grade/Year Level: Subject/Are:
Date:
OBSERVE
Observe and use the observation sheet provided for you to

document your observations.
As you observe the class, look into the characteristics of the
learners. Note their ages.
How many boys are there? How many girls?
Focus on their behavior. Are they already ale to manage their own
behavior?
Can the learners already work independently?
Describe their span of attention.
The class is composed of Grade 9 students with varied

characteristics. From how I observe them, they are very
participative in the class, they always share their ideas and
they are competitive. Their age ranges from 14-15 years old.
There are 20 boys and 15 girls. Although, they are a bit of
noisy, their attitudes toward learning is commendable. They are
also respectful when approaching their teachers and classmates.
They are also eager to learn and try their best to give an in
depth answer in oral activities. Their behavior shows how they
are still young and still need guidance from their teacher and
parents. About 50% of the class are not paying attention, but the
rest of the class are focused, and jotting down notes from their
teachers’ discussion. When working on their activities, they can
accomplish it independently but mostly prefer to work with their
peers.
REFLECT
Reflect on the following and write your insights.
Imagine yourself organizing your classroom in the future. In what

grade year level do you see yourself? What routines and procedures
would you consider for this level? Why?
 In the near future, I see myself teaching junior high school
students in my Home Economics class. I will start my class
through a prayer, which for me is very important. To be followed
by asking them about how they are doing, are they happy, what do
they feel about our subject, etc. These questions will help me
determine the current status of students regarding learning my
classes. I can also find out easily the strategies that I need to
carry out to address their needs if they ever shared to me what
do they feel about learning my subject. Then of course, the
usual procedures like attendance, motivational activity and
actual discussion with constant posing of questions to check
their comprehension.
Make a list of the rules you are likely to implement in this level.
Why would you choose these rules?
The rules that I would most-likely to implement in this group
of students are the following:
Be on time. – To help them realize the value of punctuality.
Be respectful. – A common rule that everyone should learn.
Follow Directions. – To remind them that through following directions,
thing will work well.
Keep Quiet. Raise your hand if you want to speak. – To minimize loud
noises.
No foods/gums/drinks while in class discussion. – It is disrespectful
for teachers if the students are eating while they are discussing.
6. Ask questions. – To normalize raising queries if the
concepts are not clear for them. And also, to avoid them
from making wrong outputs.
Should learners be involved in making the class rules? Why?

 Students need to be involved in the making of classroom rules to
help them develop their leadership skills as well as make them
understand the value of being responsible in their own action and
behavior. It also allows for collaboration between students and
teachers in agreeing on the rules that they need to establish.
But, making the rules should be guided by the teachers as they
are the one who knows the guidelines and how to facilitate well
in discussing the rules to include.
1. Focusing on natural consequences of students’ behavior develops

more self-regulation in the students. Which of the following teacher
demonstrates focusing on natural consequences?
A. “Those who were noisy today during seatwork will not be allowed to
play games in the computer later.”
B. “If it takes you longer to finish the seatwork because time is
wasted with chatting, then we won’t have time to go to the playground
anymore.”
C. “Those who are well-behaved in class will be given plus 5 points in
the quiz.”
D.If you get a grade of 95 or higher in the first two assignments, you
will be exempted from the 3rd assignment.
2. Learners are more likely to internalize and follow classroom rules

when _______.
the teacher clearly explains the rules she prepared
A. the teachers know the punishments for not following the rules
the learners participate in the rule-making process
B. the teacher gives additional points for those who follow the rules
3. For a teacher to establish and maintain consistent standards of
learners’ behavior, they should do all EXCEPT __________________.
A. give immediate feedback to reinforce appropriate behavior of
learners
B. be open to exceptions each time a learner misbehaves in class
C. communicate and enforce school policies and procedures clearly and
consistently
D. handle behavior problems promptly and with due respect to learners’
rights
SHOW Your Learning Artifacts
Paste pieces of evidence of classroom rules that work in class.

You may also put pictures of the physical space and learning stations
which contribute to the effective implementations of classroom
management.
Evaluate Your Work Task Field Study 1, Episode 2 – Learner Diversity:

Developmental Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics, needs and interests of learners
from different developmental levels.
Name of FS Student; ABEGAIL POLVORIZA Date Submitted:

Year & Section: 3A Course: BSAD FILIPINO
Very Needs Improvement

Learning Excellent Satisfactory Satisfactory 1
Episode 4 3 2
Accomplished All observation One (1) to twoThree (3) Four (4) or more
Observation questions/tasks (2) observationobservation observation
Sheet completely questions/tasks questions/tasks questions/tasks
Very Needs Improvement
Learning Excellent Satisfactory Satisfactory 1
Episode 4 3 2
answered/ not answered/ not answered/ not answered/
accomplished accomplished accomplished accomplished
Analysis All questions All questions Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were
answers were are answers are answers are not not answered;
with depth and clearly clearly answers not
are thoroughly connected to connected to connected to
grounded on theories; theories; one theories; more
theories; grammar and (1) than four (4)
grammar and spelling are to three (3) grammatical
spelling are free from errors grammatical/ spelling errors
free from error spelling errors
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported shallow; shallow, rarely
by what were by what were somewhat supported by
observed and observed and supported by what were
analyzed analyzed what were observed and
observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
Complete. Well- Complete, well- Complete; not complete; not
organized, organized, very organized, organized; not
highly relevant relevant to the relevant to the relevant
to the learning learning outcome learning outcome
outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the days or more
deadline after the
deadline
COMMENTS

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 72-below
AGNES RECONDAY
Signature of FS Teacher Above Printed Name Date

FS Abby 1to5

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Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

POLANGUI COMMUNITY COLLEGE

Prof Ed 11 - Field Study 1

This Episode 1 provides an opportunity for students to

TARGET Your Intended Learning Outcome

 At the end of this Episode 1, must be able to

REVISIT the Learning Essentials

1. A physical environment conductive for learning is one

2. Display boards can be powerful in communicating

3. As a basic part of the school’s visual environment,

4. The set of criteria for evaluating bulletin board

OBSERVE, ANALYZE, REFLECT

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities  Description Will it contribute to the

Outdoor ✓  Clean and  It helps the

Comfort ✓  They have a water  Comfort rooms

An Observation Guide for the CLASSROOM VISIT

Pass by the offices. What  The office is

Resource Teacher: Agnes S. Reconday Teacher’s Signature:

 There are a lot of learning materials posted in the wall.God is posted

 Yes! The room has a good and well environment or

An Observation Guide for the CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

Blackboard  Black board is made

Learning Materials/Visual Aids  As a 21st century

Write your observation report here.

Location of the School: MAGPANAMBO POLANGUI, ALBAY

Date to Visit: FEBRUARY 14, 2022

My observation regarding to the campus is that they

 Yes, I would like to teach in the school that

 In my own understanding, the kind of conductive

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

5. Write your additional learnings and insights here.

OBSERVE, ANALYZE, REFLECT

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1. Go around the school and examine the board displays.

3, What are the displays about? What key messages do they

4. What materials are used in making the displays? Are

5. Do you notice some errors? (misspelled words, grammar

6, Are the messages clear and easily understood?

7. Think about what got your attention?

8, Take a photo of the display boards (if allowed).

BOARD DISPLAYS EVALUATION FORM’

Topic of the Board Display: ______Science Camping___________________________

4-Outstanding 3-Very Satisfactory 2-Satisfactory 1-Needs Improvement

Bulletin Board Evaluated by: Ma. Aileen D. Dolar

Signature of Evaluator over Printed Name:

Was the board display effective? Why? Why not?

My Propose Board Display

Best features of my proposed bulletin enhancement:

Materials for aesthetic enhancement:

LINK Theory to Practice

3. Which physical school environment supports learning?

SHOW YOUR LEARNING ARTIFACTS

My Personal illustrationof an effective school environment is an environment that is structurally

EVALUATE Performance Task

Name of Student: Ma. Aileen D. Dolar Date Submitted: _____________

TRANSMUTATION OF SCORE TO GRADE/RATING

POLANGUI COMMUNITY COLLEGE

LEARNING EPISODE 2 - Learner Diversity: Developmental

Topic of the Board Display: Science Camping_____________________