FIELDS STUDY 1one

FIELDS STUDY LEARNING
1 EPISODE
The School Environment
FS 1 1
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, I 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 conducive 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 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 that 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 get students 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.
ACTIVITY 1.1 Exploring the School Campus
Resource Teacher: Teacher’s Signature: School:

Grade/Year Level: Subject Area: Date:
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look into facilities and support learning areas 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
c) Sketch or drawing d) Poem, song or rap
OBSERVE
As you move around the campus, observations 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
Principal
Library
Counseling
Room
Canteen/Cafeteria
Medical Clinic
Audio
Visual/Learning
Resource Center
Science
Laboratory
Gymnasium
Auditorium
Outdoor/Garden
Home Economics
Room
Industrial
Workshop Area
PTA Office
Comfort Room
for Boys
Comfort Room
for Girls
Others (Please
specify)
An Observation Guide the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the space
provided.
Guide Question Classroom Observation Report

1. Describe the community or
neighborhood where the school
is found.
2. Describe the school campus.
What colors do you see? What
is the condition of the
buildings?
3. Pass by the offices. What
impression do you have of these
offices?
4. Walk through the school
halls, the library, the cafeteria.
Look around and find out the
other facilities that the school
has.
5.
6.
“I entered the
1. Look at the walls of the classroom. What are posted on the walls? classroom with
What heroes, religious figures, lessons, visual aids, announcements, the conviction
do you see posted? that it was
crucial for me
2. Examine how the pieces of furniture are arranged. Where is the and every
teacher's table located? How are the tables and chairs/ desks other student
arranged? to be an active
participant, not
3. What learning materials/equipment are present? a passive
consumer…..
4. Observe the students. How many are occupying one room? Learningis a
place where
5. Is the room well-lit and well-ventilated? paradise can
be created.”
- Bell Hooks,
Teaching to
Transgress
NY:Routledge,
1994.
Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data.
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description(local, number, arrangement,

condition)
1. Wall Display
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning Materials/Visual Aids
6.
7.
8.
9.
10.
Write your observation report here.
Name of the School Observe

Location of the School
Date to Visit
ANALYZE
How do the school campus and the classroom in particular impact the learning of the
students going to school? What are your conclusions?
How does this relate to your knowledge of child and adolescent development/How does
this related to your knowledge of faciliating learning?
REFLECT
1. Would you like to teach in the school environment you just observed? Why? Why not?
2. What kind of school campus is conducive learning?
3. What kind of the classroom is conducive to learning?
4. In the future, how can you accomplish your answer in number 3?
5. Write your additional learnings and insight here.

OBSERVE, ANALYZE, REFLECT
Activity 1.2 Observing bulletin board displays

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 way 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
enhancement to make the display more effective.
OBSERVE
As you look around and examine board displays, use the obsevation guide and forms
provided for you to document your observations.
An Observation Guide for BOARD DISPLAYS
Read the following carefully before you observe.
1. Go around the school and examine the board displays. How many board displays do
you see?
2. Where are the displays boards founds? 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 were used in making the displays? Are borders used?
5. Do you notice some errors? (misspelled words, grammar inconsistencies and the like)
6. Are the messages clear and easily understood?
6. Think about what got your attention. Why did it get your attention?
7. Take a photos of the display boards(if allowed)
Based on the questions on the observation guide, write your observation report:
Observation REPORT
(You may paste picture of the board display here)
From among the board displays that you saw, pick the one that you got most
interested in. Evaluate it using the evaluation form below.
BOARD DISPLAYS EVALUATION FORM
Topic of the Board Display

Location of the Board Display in School
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 Comment
1 2 3 4
Effective
Communication
It conveys the
message quickly
and clearly.
Attractiveness
Colors and
arrangement catch
and hold interest.
Balance
Objects are
arranged, so
stability is
percieved.
Unity
Repeated shapes
or colors or use of
borders hold
display together.
Interactivity
The style and
approach entice
learners to be
involved and
engaged.
Legibility
Letters and
illustrations can
be seen from a
good distance.
Correctness
It is free from
grammar errors,
misspelled words,
ambiquity.
Durability
It is well-
constructed, items
are securely
attached.
Bulletin Board Evaluated by:

Location:
Brief Description of the Bulletin Board:
EVALUATION
Strenght Weaknesses
Description of the Bulletin
Board layout
Evaluation of educational
content and the other
aspects
Recommendations or Suggestion for improvement
Signature of evaluator over Printed Name:
Based on your suggestions, make your 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 college
My Board Display Lay-out

ANALYZE
What do you think was the purpose of the board display?
Did the board display design reflect the likes/interests of its target audience? Why? Why
not?
Was the board display effective? Why? Why not?
What suggestions can you make?
Based on your suggestions, propose an enhanced version of the display board. Use the
form below.
My Proposed Board Display
Theme:
Board Title:
Rationale(Purpose):
Objectives:
Best features of my proposed bulletin enhancement:
Content Resources (Name each needed resource and give each a brief description):
Materials for aesthetic enhancement:
REFLECT
1. Name at least five skills that teacher should have to be able to come up with effective
board displays. Elaborate on why each skills is needed.
2. Which of the skills you named in # 1 do you already have? Recall your past
experience in making board displays. How do you practice these skills?
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.
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 many professional linkages
D. establishes and maintains consistent standards of learner's behavior
2. Which facilities are present in a health-promoting school environment?

1. 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 and 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
B. Informational
C. Motivational
D. Decorative
B. Informational, decorative
C. Motivational, decorative
D. Instructional, informational
SHOW Your Learning Artifacts

My Personal Illustration of an Effective School Environment
Let your
Creativity
Shine
On the
opposite
box, present
an
illustration
showing
your idea of
an effective
school
environment
through any
of thes:
 A
Descrip
tive
Paragra
ph
 A Photo
Essay
 A
Sketch
or
Drawin
g
A poem,
song or rap
EVALUATE Performance task
Evaluate Your Work Task Field Study 1. Episode 1- The School as a Learning
Environment
Learning Outcome: Determine the characteristics of a school environment that provides
social, Pshychological, and physical environment supportive of learning
Name of FS Student Date Submitted:

Year and Section: Course:
Learning Excellent Very Satisfactory Satisfactory Needs
Episode 4 3 2 Improvement 1
Accomplish All observation One (1) to two Three(3) Four(4)or more
ed questions/tasks (2)observation observation observation
Observation completely questions/accom questions/tasks questions/tasks not
Sheet answered/acco plished. not answered/accompl
mplished. answered/acco ished.
mplished.
Analysis All question All question Questions were Four (4) or more
were answered were answered not answered observation
completely; completely; completely; questions were not
answers are answers are answers are not answered; answers
with depth and clearly connected clearly not connected to
are thoroughly to theories; connected to theories; more
grounded on grammar and theories; one(1) than four
theories; spelling are free to three(3) grammatical
grammar and from errors. grammatical/sp /spelling errors
spelling are ellings errors.
free from error.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; depth; supported and shallow; shallow; rarely
supported by by what were somewhat supported by what
what were observed and supported by were observed and
observed and analyzed what were analyzed
analyzed observed and
analyzed.
Learning Portfolio is Porfolio is Porfolio is not Porfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in the
the context of the context of the the context of context of the
the learning learning the learning learning outcome.
outcomes; outcome. outcome. Not complete; not
Complete, Complete; well Complete; not organized, not
well-organized, organized, very organized, relevant
highly relevant relevant to the relevant to the
to the learning learning outcome learning
outcome outcome
Submission Submitted Submitted on the Submitted a Submitted two (2)
before the deadline day after the days or more after
deadline deadline the died line
COMMENT/S Over-all Score Rating:
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 72-Below
Signature of FS Teacher above printed Name Date
FIELDS STUDY 1 LEARNING

EPISODE
Learner Diversity:
FS 1 2 Developmental
Characteristics, Needs and
Interests
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.
TARGET Your Intended Learning Outcome
At the end of this Episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental levels. (3.1.1).
REVISIT the Learning Essentials
Here are major principles of development 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

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' Characteristics
Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation checklist if
a more detailed observation is preferred.
Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk,
run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1.Describe how they interact with teachers and other adults.
2.Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1.Describe the emotional disposition or temperament of the learners.(happy, sad, easily
cries, mood- shifts)
2.How do they express their wants/needs? Can they wait?
3.How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1.Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence
of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.
Learners' Development Matrix
Record the data you gathered about the learners' characteristics and needs in this
matrix. This I 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.
Development Preschooler Elementary High School
Domain Indicate age range Indicate age range Indicate age range
of children of children of children
observed: observed: observed:
Physical
Gross-motor skills
Fine-motor skills
Self-help skills
Others
Social
Interaction with
Teachers
Interaction with
Classmate|friends
Interests
Others
Emotional
Moods and
temperament,
expression of
feelings
Emotional
independence
Others
Cognitive
Communication
Skills
Thinking Skills
Problem-solving
Others
ANALYZE
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implication for the teachers.
Example:
Level Salient Characteristics Implications to the Teaching- Learning
Observed Process
Presschool  Preschoolers like to  Therefore, the teacher should
Age range of move around a lot. remember to use music and movement
learners activities not just in PE but in all
observe 3-4 subject areas.
 Therefore, teachers should not expect
preschoolers to stay seated for a long
period of time
Level Salient Characteristics Implications to the

observed Teaching- Learning
Process
Presschool
Age range of learners
observe
Elementary
observed
High School
observe
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?
2. Think of a teacher you cannot forget for positive or negative reason. How did she?he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
3. Share your other insight here.
Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is
crying incessantly and refuses to listen and accept sound advice that the teacher is
offering. Her refusal to accept is because
A. she thinks what she feels is too special and unique, that no one has felt like this before
B. the teenager's favorite word is "no," and she will simply reject everything the teacher
says
C. 14-year-olds are not yet capable of perspective 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. Provide 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 involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the
class: "What happens 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
Which is your favorite of development. How can this guide you as a future teacher?
Clip some readings about this theory and paste them here.
Evaluate Your Work Task Field Study 1. Episode 2- Learner Diversity: Development
Characteristics, Needs, and Interest.
Learning Outcome: Determine the characteristics,needs and interest of learners from
different developmental levels.

mplished.
free from error.
analyzed.
outcome outcome

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
FIELDS STUDY 1 LEARNING Focus on Gender, Needs,

EPISODE Strengths, Interest, Experiences
3
Language, Race, Culture,
FS 1 Relagion, Socio-economic Status,

Difficult Circumtances, and
Indigenous Peoples
Activity 3.1 Observing differences among learners' gender, needs, strengths,

interests, and experiences; and differences among learners' linguistic, cultural,
socio-economic, religious backgrounds, and difficult circumstances.

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 data 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 and practices that she uses
in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners' interactions.
The observation form is provided for me to document my observations.
OBSERVE
Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1. 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 compete
against each other? or
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.
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.
Ask the teachers about strategies they apply to address the needs of diverse
students due to the following factors:
 Gender, including LGBT

 Language and cultural differences
 Differences in religion
 Socio-economic status
OBSERVATION REPORT
School Address
Date to Visit
ANALYZE
1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader, a r
attention seeker, a little teacher, a doubter/pessimist? mascot/joker,
What makes the learners assume these roles? What factors affect their behavior?
2. 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?
What does the teacher do to address issues like this?
3. How does the teacher influence the class interaction considering the individual
differences of the students?
4. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
REFLECT
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learned.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and
talents.
To realize the Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. a regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking the teacher about the background and needs of
the learners.
4. 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.
5. Observe the teacher's method in addressing the individual learning needs of the
students in his/her class.
OBSERVATION REPORT
School Address
Date to Visit
ANALYZE
1. Did you observe match the information given by the teacher?
2. Describe the differences in ability levels of the students in the class? What practices or
strategies are done to differentiate instruction to meet the needs of the learners.
3. Describe the methods used by the teacher in handling the studetns’ differences in
abilities. How did the students responds to the teachers? Did the teacher use differentiate
instruction? If yes, describe how.
REFLECT
1. Recall the ti,e when you were in elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your
teacher effective?
2. What disposition and traits will you need as a future teacher tomeet the needs of the
learners?
Activity 3.3 Observing the school experience of learners who belong to indigenous
groups.
Resource Teacher: Teacher Signature: School:

Gradde/Level: Subject Area: Date:
To realize the Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed 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:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag. Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy Garangan and Brgy. Agcalaga,
Calinog, Iloilo
h. T'boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwangan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao

l. Lumad Bakwit School, UP Diliman, Quezon City
Please note: Ensure proper coordination of your college/university 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 Dep Ed:
DepEd Indigenous Peoples 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.
5. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations.
An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
If you are watching videos you searched, instead of actually visiting a school, have
these question 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 parts or 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 involved 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)
School Address
Date to Visit
OBSERVATION REPORT
(You may include photos here)
ANALYZE
Curriculum Design, Competencies, and Answer each question based on your

Content observation and interview data.
1. Does the school foster a sense of
belonging to one's ancestral domain, a deep
understanding of the community's beliefs
and practices. Cite examples
2. Does the school show respect of the

community's expression of spirituality?
how?
3. Does the school foster in the indigenous
leamers a deep appreciation of their
identity? How?
4.. Does the curriculum teach skills and
competencies in the indigenous learners
that will help them develop and protect
their ancestral domain and culture?
5. Does the curriculum link new concepts
and competencies to the life experience of
the community?
6. Do the teaching strategies help
strengthen, enrich, and complement the
community's indigenous teaching-process?
7. Does the curriculum maximize the use of

the ancestral domain and activities of the
community as relevant settings for learning
in combination with classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to uphold culture,
beliefs and practices, observed and applied
in the development and use of instructional
materials and learning resources? How?
(For example, Culture bearers of the
Indigenous Peoples are consulted.)
9. Do assessment practices consider

community values and culture? How?
10. Do assessment processes include
application of higher order thinking skills?
What do you think can still be done to promote and uphold the indigenous peoples
knowledge systems and practices and rights in schools?
REFLECT
Reflect based on your actual visit or video that you watched.
1. What new things did you learn about indigenous peoples?
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect indigenous peoples by
.
3.2Uphold and celebrate their culture, beliefs and practices by
.
3.3Advocate for indigenous peoples education by
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.
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 and value diversity.
D. Student diversity is purely due to students' varied cultures.
2.Which student thinking /behavior indicates 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 a variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student 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. Revitalizes, regenerates and enriches IKSPS 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 highlight 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.

EPISODE
Learner Diversity: The
FS 1 4 Community and Home

Environment
Activity 4.1 Observing the learner’s community and home environment

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 implement 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 observe/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, sociable, friendly,
gets 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
adjustment)
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
problems?
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
Name of Learner:
Date of Birth: Age:
Grade/Year Level: Gender:
Number of Siblings:
Birth Order:
Parents:
Mother:
Age: Occupation: Educational Attainment:
Father:
Age: Occupation: Educational Attainment:
Learner's Physical Aspect:
Health
1. Mother's Health during pregnancy with the learner.
2. Ailments or health problems of the learner as a child:
3. Age of the learner when he started to walk/talk:
4. Food preferences of the learner as a child and at present:
5. Who took care of him/her as a child?
Learner's Social Aspect:
1. Describe your child's sociability (friendly, outgoing or shy, loner).

2. Who were the learner's playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a problem? What do
you do to meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your children?

1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner's Cognitive Aspect:

1. What are the child's interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you motivate
him/her?
5. Do you have rules at home to help him develop good study habits?
6. 6 . What are these rules? How are they implemented?
After you have gathered all the necessary data. Write the learner's development
profile using the outline below. Type the profile on a separate sheet and attached it to this
learning Episode.
THE LEARNER'S DEVELOPMENT PROFILE (Outline)

The Learners' Development Profile
Name of the Learner
School
Date of Home Visit
Date of Birth: Age:
Grade/Year Level: Gender:
Family Profile
Number of Siblings:
Birth Order:
Parent
Mother:
Age:
Occupation: Educational Attainment:
Father:
Occupation: Educational Attainment:
Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher's, parents' responses, and your own observations.
Social Development
In paragraph form, describe the social development of the learner. Combine the teacher's,
parents' responses, and your own observations.
Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner. Combine
the teacher's, parents' responses, and your own observations.
Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
teacher's, parents' responses, and your own observations.
Findings
Write here your salient findings about the learner.
Conclusions
Write your conclusions after you have analyzed the impact of the school and the home on
the learner's development. The questions in the Your Analysis portion of this learning
Episode can help you.
Recommendations
Write your recommendations.
ANALYZE
Your findings and recommendations in the Leamer Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
2. Relating your data with what you learned from child development, what family factors
do you think contribute to the development and over-all adjustment of the learner in
school?
3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
4. How can the teacher partner with the community to contribute to the development and
learning of the students? Who are the people or which institutions can the teacher tap to
seek advice regarding the development and learning of students
REFLECT
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
2. As a future teacher, how would you establish good home-school collaboration? How
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
B. Authoritative
C. Permissive
D. Neglecting and permissive
1.
2.
H- C-
O- O-
M- M-
E- M-
U-
S- N-
C- I-
H- T-
O- Y-
O-
L-
L-
I-
N-
K-

mplished.
free from error.
analyzed.
outcome outcome

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
ANALYZE
Your findings and recommendations in the Learner Development Profile will help
you answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
2. Relating your data with what you learned from child development, what family factors
do you think contribute to the development and over-all adjustment of the learner in
school?
3. Does the communication between the home-school have an effect on the learner? If
yes, what are these effects?
REFLECT
1. Reflect on your own development as a child, What type of parenting did you
experience? How did it affect you?
2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help you?

EPISODE
Creating an Appropriate
FS 1 5 Learning Environment

Activity 5.1 Managing Time, Space and Learning Resources

OBSERVE
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, look into the characteristics of the learners. Note their ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention.
ANALYZE
Analyze and answer these questions on observed classroom management practices. It

is also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below; and then organize your data in the Table that
follows.
1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students' belongings, supplies, etc.)? Describe these areas. Will it make a difference if
these areas for specific purposes are not present?
2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What's the effect of students' participation
in rule-making on student's behavior?
4. What are the daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instruction or is off-task, what does the Resource Teacher
do? Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors? (behavior
strategies)
REFLECT
Reflection as a future teacher.

1. Why do you need to enforce positive discipline?
Activity 5.2 Identifying the Different Aspects of Classroom Management

OBSERVE
CLASSROOM MANAGEMENT MATRIX
Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners. (to
Management be filled out after you answer the
analysis questions)
1. Specific Areas in the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6.Handling
misbehavior/off-task
behavior
7.Reinforcement of Positive
Behavior
8.Others
9.Others
10.Others
ANALYZE
1. How did the classroom organization and routines affect the learners' behavior?
2. What should the teacher have in mind when she/he designs the classroom organization
and routines? What theories and principles should you have in mind?
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
REFLECT
Reflect on the following and write your insights.
1. 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?
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
3. Should learners be involved in making the class rules? Why?
Direction: Read the items given below and encircle the correct answer.
1. Focusing on natural consequences of students' behavior develops more self-regulation

in the students. Which of the following teacher statements 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
A. the teacher clearly explains the rules she prepared
B. the learners know the punishments for not following the rules
C. the learners participate in the rule-making process
D. 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
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
implementation of classroom management.

mplished.
free from error.
analyzed.
outcome outcome

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

EPISODE
Classroom Management
FS 1 6 and Classroom Routines
Activity 6.1 Observing Classroom Management and Routines
OBSERVE
Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist.
Checklist on Classroom Routines
Check Yes(✔) if observed and (x) if not observed.
Classroom Routines Observed (✔) Not Observed (x)

1. Movement into the classroom
2. Transition in classroom
activities
3. Movement out of the
classroom
4. Use of lavatories / comfort
room/washrooms
5. Passing of papers
6. Passing of books
7. Working with pairs/groups
8. Tardy students
9. Absent students
10. Submission/Collection of
materials
11. Submission of projects
12. Asking questions during
lessons
13. Asking for assistance
14. Joining classroom activities
15. Lining up
16. Walking in line
17. Fire drill/emergencies
18. Movement between
activities
19. Use of classroom supplies
20. Checking of assignments
Others, please specify.
21.
22.
23.
24.
25.
ANALYZE
Analyze the routines set by the Resource Teacher by answering the following questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
2. Which of those routines were systematic and consistently implemented? Explain

your answer.
.
REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?
Activity 6.2 Listing Down Classroom Rules
Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners' safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will
provide a more pleasant, secured and non-threatening environment. Rules ensure the
students' engagement and focus in their classroom activities.
Classroom Rules Importance

1. E.g. Read directions well. -Ensures less error in answering the
activity.
2.
3.
4.
5.
6.
ANALYZE
1. Analyze each given rule. What circumstances led to the formulation of the rule?
2. Are classroom rules really important?

.
REFLECT
Reflect on the various classroom rules set by the Resource Teacher. Will you have the
same rules? If not, what rules are you going to employ? Explain your answer.
Take some snapshots of the classroom routines employed by the Resource Teacher which
are worth emulating. Tell something about the pictures.

mplished.
free from error.
analyzed.
outcome outcome

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
1. What term applies to the established ways of managing a classroom into a more
organized and systematic structure?
A. Classroom routine
B. Positive discipline
C. Classroom discipline
D. Classroom management
2. When is the best time to establish classroom routines?

A. At the start of the year
B. At the end of the class
C. At the start of the activity
D. At the start of class discussion
3. What is the primary reason for the establishment of classroom routines?

A. To ensure order
B. To eliminate stress
C. To be fair at all times
D. To control the class
4. To ensure order in the transition activities, what must be done?

A. Assign a leader.
B. Post the rules.
C. Let students work in groups.
D. Set the rules before the activity.
5. What routine must be set to guarantee the safety of the students?

A. Assign a leader.
B. Let them work in pairs.
C. Let them work individually.
D. Set the do's and dont's in every activity.

EPISODE
Physical and Personal
FS 1 7 Aspects of Classroom
Management
Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal and
physical aspects of classroom management ensure proper classroom management and
discipline.
Check if these aspects were observed in the classroom.
Aspect of Classroom Management YES NO
1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands respect from the
learners?
1.2 is the teacher's voice modulated and can be heard by the entire class?
1.3 Was the teacher present in class?
1.4 Did the teacher arrive on time in class?
1.5 Does the teacher exude a positive attitude towards teaching?
2.Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom activities?
2.6 Is the physical space / learning station clear from obstruction?
ANALYZE
Analyze the different elements of personal/physical classroom management and

answer the following questions?
1. How does the voice of the teacher affect classroom instruction?
2. How does the punctuality of the teacher affect classroom discipline?
3. Why do we need to check on the physical aspects of classroom management?
REFLECT
Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain. "No amount of
good instruction will come out without effective classroom management."
2.What are your plans in ensuring effective classroom management?
Activity 7.2 Demonstrating knowledge of positive and non-violent discipline in the

management of learner behavior.
OBSERVE
Observe the classroom management strategies that your Resource Teacher employs in
the classroom. You may also conduct an interview to substantiate your observation.
Check the management strategies employed by the Resource Teacher.

Check (✔) observed, put an (x) if not observed and O for no opportunity to observe.
Effective Classroom Management Strategies Observe Not No Opportunity

Observe to observe
1. Model to the students how to act in different
situations.
2. Establish classroom guidelines.
3. Document the rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
Others (Please specify)
16.
17.
18.
19.
20.
ANALYZE
Analyze the checklist you have accomplished and answer the given questions:
1. How many strategies were employed by the Resource Teacher? Did these contribute to
better classroom management? Explain your answer.
2. What were not used by the Resource Teacher? Were these important? What should
have been used instead? Explain.
REFLECT
As a future teacher, reflect on the observations then answer the given question.
1. What classroom management strategies do I need to employ to respond to diverse

types of learners?
Show piece(s) of evidence of learning to capture the classroom management strategies

used by your Resource Teacher.
.

mplished.
free from error.
analyzed.
outcome outcome

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
FIELDS STUDY 1 LEARNING Understanding the Curriculum

EPISODE
8
Close Encounter with the
FS 1 School Curriculum

EPISODE
Preparing for Teaching
FS 1 9 and Learning
EPISODE
The Instructional Cycle
FS 1 10

EPISODE
FS 1 11
Utilizing Teaching-
Learning Resources and
ICT
FIELDS STUDY 1 LEARNING Assessment FOR

EPISODE
Learning and Assessment
FS 1 12 AS Learning
(Formative Assessment)

EPISODE
FS 1 13
Assessment OF Learning
(Summative Assessment)
FIELDS STUDY 1 LEARNING Knowing the quality Teacher

EPISODE
FS 1 14
The Teacher as a
PERSON and as a
PROFESSIONAL
EPISODE
Towards Teacher Quality:
FS 1 15 Developing a global
teacher of the 21st Century

EPISODE
On Teacher’s Philosophy
FS 1 16 of Education

FIELDS STUDY 1one

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FIELDS STUDY LEARNING

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

2. Display boards can be powerful in communicating information about the learning

Resource Teacher: Teacher’s Signature: School:

SCHOOL FACILITIES OBSERVATION CHECKLIST

Facilities / Description Will it contribute to the

An Observation Guide the CLASSROOM VISIT

Guide Question Classroom Observation Report

CLASSROOM FACILITIES MATRIX

Classroom Facilities Description(local, number, arrangement,

Write your observation report here.

Name of the School Observe

2. What kind of school campus is conducive learning?

3. What kind of the classroom is conducive to learning?

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

5. Write your additional learnings and insight here.

Activity 1.2 Observing bulletin board displays

Resource Teacher: Teacher’s Signature: School:

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

6. Are the messages clear and easily understood?

7. Take a photos of the display boards(if allowed)

Topic of the Board Display

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

Bulletin Board Evaluated by:

My Board Display Lay-out

What do you think was the purpose of the board display?

Was the board display effective? Why? Why not?

What suggestions can you make?

Materials for aesthetic enhancement:

LINK Theory to Practice

2. Which facilities are present in a health-promoting school environment?

3. Which physical school environment supports learning?

SHOW Your Learning Artifacts

EVALUATE Performance task

Name of FS Student Date Submitted:

TRANSMUTATION OF SCORE TO GRADE/RATING

Signature of FS Teacher above printed Name Date

FIELDS STUDY 1 LEARNING

Episode 2 provides me with an opportunity to observe learners of different ages and

TARGET Your Intended Learning Outcome

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as,

2. Development takes place gradually.

4. Development proceeds toward greater complexity, self-regulation, symbolic or

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Level Salient Characteristics Implications to the

3. Share your other insight here.

LINK Theory to Practice

D. teenagers never listen to adult advice

A. Provide daily coloring book activities.

B. Ask the children to do repeated writing drills everyday.

C. Encourage children to eat independently.

A. Formal operational stage