PORTFOLIO in

ED 401
FIELD STUDY 1

Submitted by: Navarro, Christine Rizza A.

Date: ____________________

Submitted to:

PROFESSOR RUEL TORRES

 LEARNING EXPERIENCE 1- THE SCHOOL FOR THE LEARNERS

1.1 EXPOSURE
Sketching the map of a school showing its structures

1.2 PARTICIPATION
Getting acquainted with the facilities and resources of the school.

No. of Building/Structure Facilities Resources Found

1.3 IDENTIFICATION
Determining the purpose of the school facilities and resources for the
learner development

Available Programs
Check ( ) If Cognitive/
Physical/ Motor Social/ Emotional
Facilities available Intellectual
Library/ Reading Room

Computer Room

Home Technology Center

Industrial Arts Center

Health Clinics

Guidance Room

Gymnasium

Canteens

Music Room

Playground

Science Center

Performance Center

Office of School Head

Others (Specify)
1.4 INTERNALIZATION
Identifying the challenges of the school in providing more opportunities for
development

 You have identified the facilities and resources of your school. What other
facilities and resources do you think are needed for other development
programs?

 What aspects or development domains can you suggest as needing attention

by the school? What programs can be suggested?

LEARNING EXPERIENCE 2- THE CLASSROOM FOR LEARNING

2.1 EXPOSURE
OBSERVING FEATURES OF TWO CLASSROOMS OF DIFFERENT GRADE
LEVELS

(ATTACHED PICTURE)!!!!

2.2 PARTICIPATION
RECOGNIZING DIFFERENCES IN THE STRUCTURE AND DISPLAY OF
CLASSROOMS USED BY TWO DIFFERENT LEVELS

1. What resources are available in both classrooms? Write those common

resources in the matrix.
Common Resources

 FURNITURE

 DISPLAYS

 TEACHING AIDS

2. What resources are exclusively found only in one classroom?

 RESOURCES Classroom 1 (Lower Grade) Classroom 2 (Upper Grade)
 FURNITURE

 DISPLAYS

 TEACHING
AIDS

3. How will you differentiate the resources found in the two classrooms in terms of
type, size, arrangement, color, number, or location?

Classroom 1 (Lower Grade) Classroom 2 (Upper Grades)

 FURNITURE

 DISPLAYS

 TEACHING
AIDS

4. What could have significantly made the type of resources in the two
classrooms different?

2.3 IDENTIFICATION
IDENTIFYING THE PURPOSE OF THE RESOURCES FOUND IN THE
CLASSROOM

Classroom Display Classroom 1 (Beginning Classroom 2 (Upper

Grade) Grade)
1. Materials for new
lesson
2. Model art works
3. Honor Roll
4. Group Tasks/
Assignment/
Responsibilities
5. Student projects/
 experiments
6. Exemplary learners’
written output
7. Supplementary
books and other
materials
8. Rules and
standards

 Do the two classrooms always share the same purposes or reasons for having those
displays? What could be the reason why they vary?

2.4 INTERNALIZATION
Matching the classroom resources with the learner characteristics

 Given the physical social, and intellectual characteristics you have learned of lower
grade learners, how do you describe or characterize the resources that must be
found in their classroom?

Basic Resources of Suggested Characteristics/ Descriptions/Contents

Classrooms
1. Learner’s desks
2. Bulletin board
3. Books
4. Learning kits
5. Learning stations
6. Play materials
7. Musical devices
8. Others

 Given the physical, social, emotional, and cognitive/intellectual characteristics of

upper grade learners, what activities will interest them to carry out inside or
outside their classroom? What classroom resources should be available to carry
these out?
Interesting Activities for Upper Grade Learners Useful Resources
1.
2.
3.
4.
5.
6.
2.5 DISSEMINATION
Designing an ideal classroom structure that can promote active learning
for a given developmental stage

 Write a narrative of your idea of a classroom for a grade level of your choice. Given
the characteristics of your learners, describe what the classroom should have and
what activities you can make them do inside this classroom.

My Idea of a Classroom for Grade _____

 Sketch the interior of your dream classroom that will show the pieces of furniture,
various displays, and teaching aids. Consider a floor plan that will allow for
collaborative work and other group activities.

My Ideal Classroom for Grade _____

LEARNING EXPERIENCE 3- FLASHBACK AS LEARNERS

3.1 EXPOSURE
RECALLING ONE’S EXPERIENCES IN EARLY CHILDHOOD, MIDDLE
CHILDHOOD, AND ADOLESCENT PERIOD WHILE IN SCHOOL

Form 1-A Grade 1 Experiences

Middle Childhood
Member ID Experiences
A 1. Drawing and coloring
shapes
2. Playing doll house with
friends
3. Counting using popsicle
sticks

B 1.
2.
3.

C 1.
2.
3.
 Form 1-B Grade VI Experiences
Late Childhood
Member ID Experiences
A 1.
2.
3.
B 1.
2.
3.

C 1.
2.
3.

Form 1-C Grade 10 Experiences

Early Adolescence
Member ID Experiences
A 1.
2.
3.
B 1.
2.
3.

C 1.
2.
3.

3.2 PARTICIPATION
IDENTIFYING THE VARIOUS DOMAINS OF GROWTH AND DEVELOPMENT

Activity 1
The general domains are:
 Physical/Motor
 Mental (Literacy/Cognitive/ Intellectual)
 Social-Emotional
 Form 2-A Grade 1 Experiences
(Middle Childhood)

Member ID Experiences Domain

A
1. Drawing and coloring shapes Physical-motor

2. Playing doll house with friends Social

3. Counting using popsicle sticks Mental

B
1.

2.

3.
C
1.

2.

3.

Form 2-B Grade VI Experiences

(Late Childhood)

Member ID Experiences Domain

A
1. Physical-motor

2. Social

3. Mental
B
1.

2.

3.
C
1.

2.
 3.

Form 2-C Grade VI Experiences

(Early Adolescence)

Member ID Experiences Domain

A
1. Physical-motor

2. Social

3. Mental
B
1.

2.

3.
C
1.

2.

3.

Activity 2

Form 3-A Grade 1

(Middle Childhood)

Physical-Motor Social-Emotional Linguistic-Cognitive

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

Form 3-B Grade VI

 (Late Childhood)

Physical-Motor Social-Emotional Linguistic-Cognitive

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

Form 3-B Grade 10 Experiences

(Early Adulescence)

Physical-Motor Social-Emotional Linguistic-Cognitive

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

3.3 IDENTIFICATION
DISCOVERING SOME CHARACTERISTIC PATTERNS IN THE VARIOUS STAGES
OF DEVELOPMENT ACROSSS DOMAINS

Form 4-A Physical/Motor Domain

Middle Childhood Late Childhood Early Adolescence

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

Analyze the entries in the three Stages of Development under physical/motor

domain.

1. What do you notice of the entries belonging to the same level or stages? Are the
 experiences more similar or different? Why?

2. Compare the entries across stages in this domain. Are there greater differences
or variations in the experiences across stages? What do you observe?

Form 4-B Social-Emotional Domain

Middle Childhood Late Childhood Early Adolescence

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

Analyze the entries in the three stages of development under physical/motor

domain.

1. What do you notice of the entries belonging to the same level or stages? Are the
experiences more similar or different? Why?

2. Compare the entries across stages in this domain. Are there greater differences
In the social-emotional experiences across stages? What could have brought
these differences about?

Form 4-C Literacy/Cognitive/Intellectual Domain

Middle Childhood Late Childhood Early Adolescence

1. 1. 1.
2. 2. 2.
3. 3. 3.
4. 4. 4.
5. 5. 5.

Analyze the entries in the three stages of development under

Literacy/Cognitive/Intellectual Domain.

1. What do you notice of the entries belonging to the same level or stages? Are the
experiences more similar or different? Why?

2. Compare the entries across stages in this domain. Are there greater differences
In the experiences across stages? What could have brought this about?

3.4 INTERNALIZATION
 RECOGNIZING AND ACCEPTING ONE’S CHARACTERISTICS ACROSS GROWTH
AND DEVELOPMENT LEVELS

My Profile
Name: Christine Rizza A. Navarro Date of Birth: December 30, 1999

Age: 21

Stages of Growth
Middle Childhood Late Childhood Early Adolescence
Domain of Development (Primary) (Intermediate) (High School)

A. Physical/Motor

What physical-motor
abilities could you
perform during each
period?

B. Social-Emotional

What social
relationships were
important to you
during each period?

C. Literacy/Cognitive/
Intellectual

What literacy and

cognitive/ intellectual
abilities were you
capable of doing
during each period?

3.5 DISSEMINATION
REFLECTING ON THE VALUE OF ADDRESSING THE CHARACTERISTICS AND
NEEDS OF LEARNERS DURING THE VARIOUS STAGES OF DEVELOPMENT.
 Perceived Needs of Learners
Domain of Development
Stages of Growth Physical/Motor Socia-Emotional Literacy/Cognitive/Intellectual

Middle
Childhood
(Primary)

Late Childhood
(Intermediate)
Early
Adolescence
(High School)

LEARNING EXPERIENCE 4- UNDERSTANDING THE LEARNERS

4.1 EXPOSURE
RECALLING AGE-TYPICAL CHARACTERISTICS OF SCHOOL LEARNERS
ACCORDING TO PIAGET’S COGNITIVE THEORY

1. Adolescence can “ group and classify symbols, statements, and even theories.”

2. Adolescence can “follow and formulate arguments from premise to conclusions.”

3. Adolescence can hypothesize thinking of “what might be / “what if” and the
possibilities that can come out.

4. Adolescence can “perform mental operations with symbols which may not naturally
exist in their own world.”

5. Adolescence can “understand, appreciate, and produce metaphors and other figures
of speech.”

4.2 PARTICIPATION
OBSERVING LEARNER CHARACTERISTICS/BEHAVIORS WHILE IN CLASS

For BSEd

Observed Evidences of Cognitive Abilities

(Formal Operation Stage)

Grade Observed: 10 Subject Area: ICT Time: 8:30 AM to 9:30 AM

 Subject Matter: Safety Precautions Related To Networks
Lesson Objective:
Cognitive Abilities Evidences
(Specific student
behavior/action/responses/work
sample)
1. Adolescence can “group and
classify symbols, statements, and
even theories.”

2. Adolescence can “follow and

formulate arguments from premise
to conclusions.”

3. Adolescence can hypothesize

thinking of “what might be / “what
if” and the possibilities that can
come out.

4. Adolescence can “perform mental

operations with symbols which may
not naturally exist in their own
world.”

5. Adolescence can “understand,

appreciate, and produce metaphors
and other figures of speech.”

4.3 IDENTIFICATION
VALIDATING THE AGE-TYPICAL CHARACTERISTICS OF LEARNERS THROUGH
OBSERVED BEHAVIORS

Cognitive Abilities Number of Evidences by Grade Level

Gr 7 Gr 8 Gr 9 Gr 10 Gr 11 Gr 12
1. Adolescence can “group and
classify symbols, statements,
and even theories.”

2. Adolescence can “follow and

formulate arguments from
premise to conclusions.”

3. Adolescence can hypothesize

thinking of “what might be /
“what if” and the possibilities
that can come out.

4. Adolescence can “perform

 mental operations with
symbols which may not
naturally exist in their own
world.”

5. Adolescence can
“understand,
appreciate, and produce
metaphors and other figures
of speech.”

1. Were there evidences gathered for all the listed cognitive abilities? Which
characteristics were the most observable (i.e most number of evidences)?

2. Which were not so observable? Any reason why?

3. Do you notice any pattern in your observation? Is there a relationship between the
grade level and the number of gathered evidences? What grade levels have displayed
more abilities? less abilities?

4.4 INTERNALIZATION
DRAWING GENERALIZATIONS FROM OBSERVATIONS OF LEARNERS’
BEHAVIORS

1. Are all the learners in a given age range (i.e., middle childhood or adolescence)
capable of performing all the cognitive abilities? Give reasons for your response.

2. What cultural factors can enhance the cognitive development of learners? Illustrate.

3. What factors can hamper development? Illustrate.

4.5 DISSEMINATION
GIVING SUGGESTIONS ON HOW TEACHERS CAN DEVELOP THE COGNITIVE
ABILITIES OF LEARNERS

Activities to Enhance Cognitive Development of my Learners

Grade Level: 9 Subject Area: Science

LEARNING EXPERIENCE 5- LEARNER’S DEVELOPMENT AND INSTRUCTION

5.1 EXPOSURE
 RECALLING CHARACTERISTICS OF LEARNERS IN THE DIFFERENT STAGES
OF COGNITIVE DEVELOPMENT

In what stages are the learners attending Basic Education (K-12) found in the
cognitive continuum?

Grade/Year Level Age Range Approximate Cognitive Stage

Preschool
Grade 1
Grade II-IV
Grade V-VI
Junior High- Grade 7-8
Junior High -Grade 9-10
Senior High- Grade 11-12

5.2 PARTICIPATION
IDENTIFYING THE INSTRUCTIONAL KEY EVENTS OF A LESSON IN A
PARTICULAR CLASS

Observation Proper

Classroom Observation Form

School: Dumaguete City National High School

Grade/Year Observed: 10 Name of Teacher:
Subject Area Observed: ICT Time