Field Study 1

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

Sta. Rosa Del Norte, Pasacao, Camarines Sur, 4417
Website: www.cbsua.edu.ph
Email Address: ca.pasacao@cbsua.edu.ph
Trunkline: (054) 513-9519
FIELD STUDY 1
(FS 1)
BSEd SCIENCE 3A
E-FORTFOLIO
BY: COLMO, JOVYLINE D.
SUBMITTED TO:
MR. CARLO M. CORNEJO
FS 1
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LEARNING EPISODE 1:
THE SCHOOL ENVIRONMENT
TARGET LEARNING OUTCOME

 At the end of the Episode, I must be able to determine the characteristics of a
school environment that is safe, secure, and is supportive of learning.
OBSERVE
ACTIVITY 1: EXPLORING THE SCHOOL CAMPUS
RESOURCE TEACHER: SCHOOL:
GRADE YEAR LEVEL: SUBJECT: DATE:
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, say how each
will contribute to the students’ learning and development.
FACILITIES / DESCRIPTION WILL IT CONTRIBUTE
TO THE STUDENTS’
DEVELOPMENT AND
LEARNING? WHY?
Office of the
principal
Library
Counseling room
Canteen/cafeteria
Medical clinic
Audio
visual/learning
resource center
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Science
laboratory
Gymnasium
Auditorium
Outdoor / garden
Home economics
room
Industrial
workshop area
PTA office
Comport room
boys
Comport room
girls
Others (please
specify)
AS OBSERVATION GUIDE FOR THE CLASSROOM VISIT

Read the following statement 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?
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What is the
condition of the
buildings?
3. Pass by the offices.
What impressions
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.
Resource teacher: Subject: Date:

Grade/ year level: School:
Look at walls of the classroom. What are posted on the walls? What heroes, religious
figures, lesson, visual aids, announcement, do you see poste?
Examine how pieces of furniture are arranged. Where is the teachers’ table located?
How are tables and chairs/armchair arranged?
What learning materials/equipment are present?
Observe the students. How many are occupying one room?
Is the room well-lit and well-ventilated?
AS OBSERVATION GUIDE FOR THE CLASSROOM VISIT
Be guided by these tasks as your observation. Then accomplish the matrix to record
your data.
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CLASSROOM FACILITIES MATRIX
CLASSROOM DESCRIPTION
FACILITIES (Location, number, arrangement, condition)
1. Wall display
2. Teachers’
table
3. Learners’
desk
4. Blackboard
5. Learning
materials/
visual aids
WRITE YOUR OBSERVATION REPORT HERE.
Name of school observed:

Location of the school:
Date of visit:
ANALYZE
1. How do the school campus and the classroom in particular impact the learning of
the students going to school? What is your conclusion?
2. How does this relate to your knowledge of child and adolescent development/
how does this relate to your knowledge of facilitating learning?
REFLECT
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1. Would you like to teach in the school environment you just observed? Why?
2. What kind of school campus is conductive to learning?
3. What kind of classroom is conductive 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
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ACTIVITY 1.2 OBSERVING BULLETIN BOARD DISPLAYS

Resource teacher: School:
Grade/ year level: Subject: Date:
OBSERVE
As you look around and examine board display, 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 many boards display do
you see?
2. Where are the display board found? Are they in places where target viewers can see
them?
3. What are the displays about? What key message do they convey? What images and
colors do you see? How are the information and images arranged?
4. What materials were 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. Why did it get 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
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From among the board displays that you saw, pick the one that got most interested in.
Evaluate it using the evaluation form below.
BOARD DISPLAY 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 the ratings.
4-outstanding 3- very satisfactory 2- satisfactory 1- needs improvement

CRITERIA NI S VS O COMMENTS
1 2 3 4
EFFECTIVE
COMMUNICATION
It conveys the
message
quickly and
clearly.
ATTRACTIVENES
S
Colors and
arrangement
catch and
hold interest.
BALANCE
Object are
arranged, so
stability is
perceived.
UNITY
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Repeated
shapes or
colors or use
of boarders
hold display
together.
INTERACTIVITY
The style and
approach
entice
learners to be
involved and
engaged.
LEGIBILITY
Letters and
illustration
can be seen
from a good
distance.
CORRECTNESS
It is free from
grammars
errors,
misspelled
words,
ambiguity.
DURABILITY
It is well-
constructed.
Items are
surely
attached.
BULLETIN BOARD EVALUATED BY:

LOCATION:
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BRIEF DESCRIPTION OF THE BULLETIN BOARD:

EVALUTION:
STRENGTHS WEAKNESSES
Description of the
bulletin board layout
Evaluation of
educational content.
And other aspects
Recommendations or suggestions for improvement.

Signature of evaluator over Printed Name:
Based on your suggestion, make your board display lay-out. You may present your output
through any of these:
 Hand-made drawing or layout
 An electronic(computer) drawing/illustration or layout
 A collage
MY BOARD DISPLAY LAY-OUT

ANALYZE
1. What do you think was the purpose of the board display?
2. Did the board display design reflect the likes/interest of its target audience? Why?
Why not?
3. Was the language used clear and simple for the target audience to understand? Why?
Why not?
4. Was the board display effective? Why? Why not?
5. What suggestions can you make?
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Based on your suggestion, purpose an enhance version of the display board. Use the form
below.
MY PROPOSED BOARD DISPLAY
THEME:
BOARD TITLE:
RATIONALE(PURPOSE)
OBJECTIVE:
BEST FEATURES OF MY PROPOSED BULLETIN ENHANCEMENT:
CONTENT RESOURCES (NAME EACH NEEDED RESOURCE AND GIVE EACH
BRIEF DESCRIPTION):
MATERIALS FOR AESTHETIC ENHANCEMENT:
REFLECT
1. Name at least five skills that a teacher should have to be able to come up with
effective board displays. Elaborate on why each skill is needed.
2. Which of the skills you named in #1 do you already have? Recall your past
experiences 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

Note: answer only
1. With the PPST as guide, an ideal learning environment should have the following
characteristics, EXCEPT
ANSWER: C-BUILDS MANY PROFESSIONAL LINKAGES
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 facilities
IV. Safe playground
ANSWER: A- II, III, IV
3. Which physical school environment supports learning?
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ANSWER: B- PRESENCE OF SPACIOUS CLASSROOM

4. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
ANSWER: B- INFORRMATIONAL
5. Examine the bulletin board display. This bulletin board fulfills which primary
purpose?
ANSWER: A- INSTRUCTIONAL-INTERACTIVE
6. Examine the bulletin board display. This bulletin board display which primary
purpose?
ANSWER: B- INFORMATIONAL-DECORATIVE
DOCUMENTATION
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FIELD STUDY 1
EPISODE 2 LEARNER DIVERSITY:
DEVELOPMENTAL CHARACTERISTICS, NEEDS AND
INTEREST

 At the end of this episode, I must be able to describe the characteristics, need and
interest of the from different developmental levels.
ACTIVITY 2.1 OBSERVING LEARNER CHARACTERISTICS AT DIFFERENT
STAGES
Grade/ Year level: subject: Date:
OBSERVE
LEARNERS’ DEVELOPMENT MATRIX
Record the data you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and need of learners at different level. The
items under each domain are by no means exhaustive. These are just sample indicators. You
may add other aspect which you may have observed.
DEVELOPMENT PRESCHOOLER ELEMENTARY HIGH
DOMAIN SCHOOL
Indicate age range Indicate age range
of children of children Indicate age
observe: observed; range of
children
observed:
PHYSICAL
Gross- motor
skills
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Self-help skills
Self-help skills
SOCIAL
Interaction with
teacher
Interaction with
classmate/friends
Interest
EMOTIONAL
Moods and
temperament,
expression of
feelings
Emotional
independence
COGNITIVE
Communication
skills
Thinking skills
Problem-solving
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on
these characteristics, think of implication or the teacher.
LEVEL SALIENT IMPLICATION TO THE
CHARACTERISTICS TEACHING-LEARNING
OBSERVED PROCESS
PRESCHOOL
Age range of the
learners
observed:
ELEMENTARY
Age range of the
learners
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observed:
HIGHSCHOOL
Age range of the
learners
observed:
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 learner you
observed?
2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he
help or help you with your needs (physical, emotional, social, and cognitive0? How
did it affect you?
3. Share your other insight here.

1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is
crying incessantly and refuse 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 world is “no”, and she will simply reject everything the
teacher says.
c. C. 14-year-old 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 the following should he best consider?
a. Provide daily coloring book activities.
b. Ask the children to do repeated writing drills every day.
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 and 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
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b. Concrete operational stage

c. Pre-operational stage
d. Between concrete and formal operational stage
DOCUMENTATIONS.
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FIELD STUDY 1
LEARNING EPISODE 3:
FOCUS ON GENDER, NEEDS, STRENGTHS,
INTEREST, EXPERIENCE LANGUAGE, RACE,
SOCIO-ECONOMIC STATUS, DIFFICULT
CIRCUMTANCES, AND INDIGENOUS PEOPLES

 Described the characteristics and needs of learners from diverse background,
 Identify the needs of student with different levels of abilities in the classroom,
 Identify best practices in differentiated teaching to suit the varying learner needs in a
diverse class,
 Demonstrate openness, understanding, and acceptance of the learners’ diverse needs
and backgrounds.
ACTIVITY 3.1
OBSERVING DIFFERENCES AMONG LEARNERS’ GENDER, NEEDS,
STRENGTHS, LINGUISTIC, CULTURALL, SOCIO-ECONOMIC, RELIGIOUS,
BACKGROUNDS, AND DIFFICULT CIRCUMTANCES.

Grade/Year Level: Subject: Date:
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.
1. Find out the number of the students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.
DURING CLASS
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1. How much interaction is there in the classroom? Describe how the student 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 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 student participate actively? Who among them ask for most help?
5. When a student is called and cannot answer the teachers’ question, do the classmate
try to help him? Or do they raise their hands, so that the teacher will call them
instead?
OUTSIDE CLASS
1. How do the student group themselves outside the class? Homogeneously, by age? By
gender? By racial or ethnic groups? By their interest? Or are the student in mixed
social groupings? If so, described the groupings.
2. Notice students who are alone and those who are not interacting. Describe their
behavior.
TEACHER INTERVIEW
 Ask a teacher how their manage learners in their difficulties?
 What circumstances that student affects its learning?
 Ask the teacher about strategies they apply to address the needs of diverse student
due to the following factors: gender, including LGBT, language and cultural
differences, differences in religion, and socio-economic status?
OBSERVATION REPORT
Name of the school observed
School address
Date of visit
ANALYZE
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1. Identify the person who play key roles in the relationship 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?
2. What makes the learners assume these roles? What factors affect their behavior?
3. Is there anyone you observe 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 known?
4. What does the teacher do to address issues like this?
5. How does the teacher influence the class interaction considering the individual
differences of the students?
6. 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 the classroom? Did you feel a sense of oneness or unity
among the learners and between the teacher and the learner?
ACTIVITY 3.2 OBSERVING DIFFERENCES AMONG LEARNERS WITH

DISABILITIES, GIFTEDNESS, AND TALENTS
Resources teacher: School:
Grade/ year level: Subject: Date;
OBSERVE
AN OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS
OBSERVATION REPORT
ANALYZE
1. Did your observation match the information given by the teacher?
2. Describe the differences in ability levels of the student in the class? What
practices or strategies are done or should be done to differentiate instruction to
meet the needs of the learners?
3. Described 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
differentiated instruction? If yes, describe how.
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REFLECT
1. Recall the time 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 dispositions and traits will you need as a future to meet the needs of the
learners?

ACTIVITY 3.3
OBSERVING THE SCHOOL EXPERIENCES OF LEARNERS WHO BELONG TO
INDEGINOUS GROUPS

Grade/ Year Level: Subject: Date:
OBSERVE
AN OBSERVATION GUIDE FOR INDIGENOUS PEOPLE EDUCATION
Read the following carefully before you begin to observe. Then write your observation report
on the space provided.
1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. Then 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. Described 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?
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8. Interview the teacher or principal about curriculum. Find out the curriculum goals.
You can use the question found on the analysis part of this activity.
OBSERVATION REPORT
Name of the school observe:
School address:
Date of visit:
ANALYZE
CURRICULUM DESIGN, ANSWER EACH QUESTION BASED ON
COMPETENCIES AND YOUR OBSERVATION AND INTERVIEW
CONTENT DATA.
1. Does the school foster 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 learners 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 experiences of the
community?
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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 setting
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?
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 people knowledge systems and practices and rights in schools?
REFLECT
1. What new things did you learn about indigenous people?
2. What did you appreciate most from your experience in visiting the school with
indigenous learners? Why?
3. For indigenous learners, as a future, I promise these three things:
3.1 be open to and respect people by…
3.2 uphold and celebrate their culture, beliefs, and practices by…
3.3 advocate for indigenous people’s education by…
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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 student in class, the better for the teacher and student.
c. The teacher should accept and value diversity.
d. Student diversity is purely due to students’ varied cultures.
2. Which statement thinking/behavior indicates he/she value diversity?
a. He/she regards his culture as superior to others’ culture.
b. He/she regards his culture as inferior to other’s culture.
c. He/she accept the fact that all people are unique in their own way.
d. He/she emphasizes the difference among people and disregards their
commonalities.
3. What is teaching-learning implication of student diversity?
a. Compare students
b. Make use of a variety of teaching and assessment methods and activities.
c. Do homogenous grouping of group students.
d. Develop different standards for different student group.
4. All are feature of the indigenous people 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 language.
d. Anchors the learning context on the ancestral domain, the community’s world
view, and its indigenous cultural institution.
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 diversity 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 practices of competencies in actual community and family
situations.
b. Applying higher-order thinking skills and interactive understanding across subject
areas.
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c. Using international context in the assessment standard and content faithfully

without modification.
d. Including community-generated assessment processes 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. Sinuswerte ks ngayon dito sa test, ha?
b. Hindi ka talaga magaling dito sa paksang ito, ‘no?
c. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang
ito para lubos mong maunawaan ito.
d. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrates differentiated instruction?
a. The teacher groups the learners by their ability level and makes the group work
with the same topic but assign a different task appropriate for each group to
accomplish.
b. The teacher divides the class into three heterogenous groups assigns the same
activity for each group to work on.
c. The teacher groups the learners by their ability levels and assign each group a
different content topic for groups the work on.
d. The teacher groups the learners by ability levels and assign each group a different
task on the same topic, and then request three different teachers, each to assess
one of the groups.
9. Which teaching practice gives primary consideration to individual differences?
a. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable.
b. Allowing children to show that they learned the stages of mitosis in a way where
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.
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FIELD STUDY 1
LEARNING EPISODE 4
LEARNER DIVERSITY: THE COMMUNITY AND HOME
ENVIRONMENT

At the end of this episode, I must be able to:
 Described the influencing factors in the home environment that affect the
students learning,
 Seek advice concerning strategies that build relationship with parents/guardians
and the wider community; and
 Identify effective strategies on how teacher can work together with the family.
OBSERVE
ACTIVITY 4.1 OBSERVING THE LEARNER’S COMMUNITY AND HOME
ENVIRONMENT
RESOURCE TEACHER: SCHOOL:
GRADE/ YRAR LEVEL: SUBJECT: DATE:
AN OBSERVATION/INTERVIEW GUIDE FO HOME-SCHOOL LINK

PARRENT INTERVIEW
NAME OF THE LEARNER:
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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:
1. Mother’s health during pregnancy with the learner:
2. Ailments or health problem 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 playmate?
3. As a child then, was he/she allowed to play outside?
4. Is she/he 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 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?
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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?
LEARNERS COGNITIVE ASPECT:

1. What is child’s interest?
2. What she/he 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. What are these rules? How are they implemented?
THE LEARNER’S DEVELOPMENT PROFILE
NAME OF THE STUDENT:

SCHOOL:
DATE OF HOME VISIT:
DATE OF BIRTH: GENDER:
GRADE/YEAR LEVEL: AGE:
FAMILY PROFILE:
Number of siblings:
Birth of order:
PARENT:
Mother: Age:
Occupation: Educational Attainment:
Father: Age:
Occupation: Educational Attainment:
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PHYSICAL DEVELOPMENT:
SOCIAL DEVELOPMENT:
EMOTIONAL-MORAL DEVELOPMENT:
COGNITIVE DEVELOPMENT:
FINDINGS:
CONCLUSION:
RECOMMENDATION:
ANALYZE
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
learners in school?
3. Does the communication between the home-school influence the learners? If yes,
what are this effect?
4. How can the teacher partner with the community to contribute too the development
and learning of the students? Who are the people or which institution 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
can you work well with the parents? How can you help them? How can they help
you?

1. Which are most likely the kind of children raised by authoritarian parents?
I. Fearful
II. Inhibited
III. Hostile
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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 she/he 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 contribution to the development of children who have low
level of responsibility?
a. Authoritarian c. permissive
b. Authoritative d. neglecting and permissive
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SHOW YOUR ARTIFACT

1.
H-
O-
M-
E-
S-
C-
H-
O-
O-
L-
C-
O-
M-
M-
U-
N-
I-
T-
Y-
L-
I-
N-
K-
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FIELD STUDY 1
LEARNING EPISODE 5
CREATING AN APPROPRIATE LEARNING ENVIRONMENT
TARGET LEARNING OUTCOMES:

 At the end of this episode, I must be able to:
 Plan how to manage time, space, and resources; and
 Provide a learning environment appropriate to the learners and conductive
learning.
ACTIVITY 5.1 MANAGING TIME, SPACE AND LEARNING RESOURCES

Grade/year level: Subject: Date:
OBSERVE:
Observe and use the observation sheet provided for you to document your observations.
1. As you observe the class, investigate 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?
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5. Describe their span of attention.

ANALYZE:
Analyze and answer these questions on observed classroom management practices. It is also
good to ask 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 behaviors?
3. Did the students participate in in making the classroom rules? If the resource teacher
is available, ask him/her to describe the process. What is 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 does this manage?
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 resources teacher do to reinforce positive behaviors? (Behaviors
strategies)
REFLECT
1. Why do you need to enforce positive discipline?
ACTIVITY 5.2 IDENTIFYING THE DIFFERENT ASPECTS OF CLASSROOM

MANAGEMENT
Grade/year level: subject/area: date:
OBSERVE:
CLASSRROOM MANAGEMENT MATRIX

Observed a class and accomplish the given matrix.
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ASPECT OF DESCRIPTION EFFECTS ON THE

CLASSROOM LEARNERS
MANAGEMENT
1. Specific areas in the

classroom.
2. Classroom rules
3. Classroom
procedure
4. Daily routines
5. Seating arrangement
6. Handling
misbehavior/off task
behavior
7. Reinforcement of
positive behaviors.
ANALYZE
1. How did the classroom organization and routines effect the learners’ behavior?
2. What should the teacher have in mind when she/he design the classroom organization
and routines? What theories and principle should you have in mind?
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Were they effective?
REFLECT
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 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?
LINK THINK PRACTICE
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1. Focusing on natural consequences of students’ behavior develops more self-regulation

in the students. Which of the following teachers statement demonstrate 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 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.
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FIELD STUDY 1
LEARNING EPISODE 6
CLASSROOM MANAGEMENT AND CLASSROOM
ROUTINES
LEARNING INTENDED OUTCOMES

 Identify the classroom routines set by the teacher: and
 Observe how the students execute the various 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 observe and (x) if not observed.
CLASSROOM ROUTINES OBSERVED NOT OBSERVE
 X
1. Movement into the classroom
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2. Transition in the classroom activities.

3. Movement out of the classroom.
4. Use of lavatories / comfort room/
washroom.
5. Passing papers
6. Passing of books
7. Working with pairs/group
8. Tardy students
9. Absent students
10. Submission/collection of materials
11. Submission of projects
12. Asking question 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 assignment
ANALYZE
1. Were the routines effective in ensuring discipline and order in class? Why? Why not?
2. Which of those routines were systematic and consistently implemented? Explain your
answer.
REFLECT
1. Which of the routines will you most likely apply in your class? Why? Why not?
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ACTIVITY 6.2 LISTING DOWN CLASSROOM RULES

OBSERVE
CLASSROOM RULES IMPORTANCE
1.
2.
3.
4.
5.
ANALYZE
1. Analyze each given rule. What circumstances lead to the formulation of the rule?
2. Are classroom rules 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? Explain your answer.
LINK THEORY PRACTICE

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 star of the year
B. At the end of the class
C. At the start of the activity
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D. At the start of the 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 always fair
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 group
D. Set the rules before the activity
5. What routines must be set to guarantee the safety of the students?
A. Assign a leader
B. Let them work in pairs
C. Let the work individually
D. Set the do’s and dont’s in every activity.
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FIELD STUDY 1
LEARNING EPISODE 7
PHYSICAL AND PERSONAL ASPECTS OF CLASSROOM
MANAGEMENT
LEARNING TARGET OUTCOME
 Identify two (2) aspects of classroom management; and
 Determine the classroom management strategies that the resource teacher
employed in his/her class.
ACTIVITY 7.1 IDENTIFYING PERSONAL AND PHYSICAL OF CLASSROOM

MANAGEMENT
OBSERVE
Grade/ Year level: Subject: Date:
Observe a class and interview the resource teacher. Ask how the personal and physical
aspects of classroom management ensure proper classroom management discipline.
Check if these aspects were observed in the classroom.
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ASPECT OF CLASSROOM MANAGEMENT YES NO
1. Personal classroom management

Is the teacher well-groomed that he/she demands respect
from the learners?
Is the teacher’s voice modulated & can be heard by the
entire class?
Was the teacher present in the class?
Did the teacher arrive on time the class?
Does the teacher exude a positive attitude towards
teaching?
2. Physical classroom management
Is the classroom well-ventilated?
Is the lighting good enough?
Is the classroom free from noise?
Does the seating arrangement provide better interaction?
Is the design/structure of the room inviting to classroom
activities?
Is the physical space/ learning station clear from
obstruction?
ANALYZE
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
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?
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ACTIVITY 7.2 DEMONSTRATING KNOWLEDGE OF POSITIVE AND NON-

VIOLENT DISCIPLINE IN THE MANAGEMENT OF THE LEARRNER
BEHAVIOR.
Grade/Year level: Subject: Date:
OBSERVE
Check the management strategies employed by the resource teacher.
 If observe, X if not observe and O for no opportunity to observe
EFFECTIVE CLASSRROOM OBSERVE NOT NO
MANAGEMENT STRATEGIES OBSERVE OPPORTUNITY
TO OBSERVE
1. Model to the students how to act

in different situations.
2. Establish classroom guidelines.
3. Document 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 group.
10. Interview students to assess their
needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the
students.
14. Assign open-minded project.
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15. write group contacts.
ANALYZE
1. how many strategies were employed by the resource teacher? Did these contribute
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
1. What classroom management strategies do I need to employ to respond to diverse
type of learners?
LINK THEORY PRACTICE

1. How will you prevent truancy among students?
a. Check attendance regularly.
b. Allocate budget for each student.
c. Improve sanctions on absentees.
d. Always prepare and teach your lesson effectively.
2. What will be the most effective way of dealing with non-participative student?
a. Let them do what pleases them.
b. Refer the matter to the guidance counselor.
c. Employ engaging and enjoyable activities.
d. Give them the grades they deserve based on their performance.
3. How will you help the shy and timid student in your class?
a. Treat them naturally.
b. Let them be as they are.
c. Refrain from calling them all the time.
d. Encourage them to initiate activities in class.
4. How will you put to optimum use the leadership skills of your student?
a. Recognize their leadership skill.
b. Let them just do what they please.
c. Refrain from calling them all the time.
d. Empower them to initiate activities in a class.
5. To discipline unruly students, teacher Helen always tell her students “Remember I am
the person in authority here. I have the power to pas or fail you.” Do you agree with
Teacher Helen’s reference power?
a. We need more data to give a categorial power.
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b. Yes, passing and failing are in hands of a teacher.

c. Yes, one may use the power given you to blackmail students.
d. No, teacher authority is not meant to be used to pass or fail students.
FIELD STUDY 1
LEARNING EPISODE 8
CLOSE ENCOUNTER WITH THE SCHOOL CURRRICULUM
INTENDED LEARNING OUTCOME

 At the end of these episode, I must be able to:
 Identify the different curriculum that prevail in school setting.
 Describe how the teacher manages the school curriculum by planning,
implementing lessons through different strategies and assessment of learning
outcomes; and
 Analyze if the teacher aligns the objectives to subject matter, to teaching strategies
and assessment.
OBSERVE, ANALYZE AND REFLECT
ACTIVITY 8.1 CURRICULA IN THE SCHOOL SETTING
OBSERVE
Resource Teacher: School:
Grade/Year level: Subject: Date:
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Locate where you can find the following curriculum in the school setting. Secure a copy,
make observations of the process, and record your information in the matrix below.
Described your observations.
TYPE OF CURRICULUM WHERE DESCRIPTION
FOUND
1. Recommended curriculum (K
to 12 guidelines)
2. Written Curriculum (Teacher’s
Lesson Plan)
3. Taught Curriculum (Teaching
Learning process)
4. Supported Curriculum (Subject
textbook)
5. Assessed Curriculum
(Assessment process)
6. Learned curriculum (Achieved
learning outcomes)
7. Hidden Curriculum (Media)
ANALYZE
 Which of the seven types of curriculums in the school setting is easy to find? Why?
 Which difficult to observe? Why?
 Are all these all found in the school setting? How curricula relate to one another?
 Draw a diagram to show the relationship of one curriculum to the other.
REFLECT
 Make a reflection on the diagram that have drawn.
ACTIVITY 8.2 THE MINISCULE SCHOOL CURRICULUM: THE LESSON, A

CLOSER LOOK
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OBSERVE
This activity requires a full observation from motivation to assessment.
Procedure:
1. Secure permit to observe one complete lesson in a particular subject, in a particular
grade/ year level.
2. Keep a close watch on the different components of the miniscule curriculum: lesson
3. Follow the three major components of a curriculum (Planning, implementing, and
evaluating/assessing.) observe and record your observations.
Observe and record observation on the following Aspects

MAJOR CURRICULUM KEY GUIDE FOR OBSERVATION (CAREFULLY LOOK
COMPONENTS FOR THE INDICATORS/BEHAVIOR ON THE
TEACHER ALONG THE KEY POINTS.WRITE YOUR
OBSERVATION AND DESCRIPTION IN THE SPACE
PROVIDED).
1. PLANNING A. Borrow the teacher’s lesson plan for the day,

what major parts do you see? Request a copy for
your use.
Answer the following questions:
 What are the lesson objectives/learning outcomes?
 What are included in the subject?
 What procedure or method will the teacher use to
implement the plan?
 Will the teacher assess or evaluate the lesson? How
will this be done?
2. IMPLEMENTING Now its time to observe how the teacher implemented the
prepared lesson plan. Observe closely procedure.
 How did the teacher begin the lesson?
 What procedure or steps were followed?
 How did the teacher engage the learners?
 Was the teacher a guide at the side?
 Were the learners on task? Or were they
participating in the class activity?
 was the lesson finished within the class period?
3. EVALUATING/ Did learning occur in the lesson taught? Here you make
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ASSESSING observations to find evidence of learnings.

 Were the objectives as learned outcomes achieved?
 How did the teacher assess/evaluate it?
 What evidence was shown? Get pieces of evidence.
ANALYZE
1. How does the teacher whom you observed compare to the ideal characteristics or
competencies of global quality teachers?
2. Was the lesson implemented as planned? Describe.
3. Can you describe the dispositions of the teacher after the lesson taught? Happy and
eager? satisfied and consisted of? Disappointed and exhausted?
4. Can you describe most students’ reactions after the lesson was taught? Confused?
Happy and eager? Contented? No reaction at all.
REFLECT
 Based on your observations and task in activity 2 how will you
prepare your lesson plan?
ACTIVITY 8.3 CONSTRUCTIVE ALIGNMENT OF THE COMPONENTS OF A

LESSON PLAN
Resource teacher: school:
Grade/ Year level: subject: Date:
OBSERVE
Using the diagram below fill up the component’s parts of a lesson plan.
I. Title of the lesson:
II. Subject area:
III. Grade level:
OUTCOMES TEACHING
ASSESSMENT
METHOD
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FILL THIS UP FILL THIS UP FILL THIS UP
ANALYZE
1. Are the three components constructively aligned? Explain?
2. Will the outcomes be achieved with the teaching methods used? Why?
3. What components would tell if the outcomes have been achieved?
REFLECT
 What lessons have you learned in developing or writing a lesson plan?
 What value it will give to the teacher if the three components are aligned?
LINK THEORY
1. When we say school curriculum it refers only to the K to 12 curriculums?
a. This statement is true.
b. This statement is not true.
c. This statement is half true
d. This statement is silly.
2. A professional teacher should possess the following skills to address the need for a
curricularist EXCEPT one. Which one is NOT?
a. Knowing of the curriculum
b. Believe of the curriculum
c. Implementer of the curriculum
d. Writer of the curriculum
3. The influence of multimedia, peers, community traditions, advancement in
technology, though not deliberately taught in the lesson, will influence the curriculum.
This is referred to as____________.
a. Written curriculum
b. Recommended curriculum
c. Implemented curriculum
d. Hidden curriculum
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4. Which two components of the lesson plan (as a miniscule curriculum) should be
align?
I. Outcomes and assessment
II. Assessment and teaching methods
III. Outcomes and teaching methods.
a. I only
b. II only
c. III only
d. I, II, and III
5. What is the most important reason why there should be constructive alignment of the
components of the curriculum?
a. For ease of correcting by the school principal.
b. To assure that each component contributes to the attainment of the learning
outcomes.
c. As a required template when starting to write a lesson plan.
d. As a model of other lesson plan written and published.
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Field Study 1

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

TARGET LEARNING OUTCOME

SCHOOL FACILITIES OBSERVATION CHECKLIST

AS OBSERVATION GUIDE FOR THE CLASSROOM VISIT

Resource teacher: Subject: Date:

AS OBSERVATION GUIDE FOR THE CLASSROOM VISIT

CLASSROOM FACILITIES MATRIX

WRITE YOUR OBSERVATION REPORT HERE.

Name of school observed:

OBSERVE, ANALYZE, REFLECT

ACTIVITY 1.2 OBSERVING BULLETIN BOARD DISPLAYS

AN OBSERVATION GUIDE FOR BOARD DISPLAYS

BOARD DISPLAY EVALUATION FORM

TOPIC OF THE BOARD DISPLAY

4-outstanding 3- very satisfactory 2- satisfactory 1- needs improvement

BULLETIN BOARD EVALUATED BY:

BRIEF DESCRIPTION OF THE BULLETIN BOARD:

Recommendations or suggestions for improvement.

MY BOARD DISPLAY LAY-OUT

LINK THEORY TO PRACTICE

ANSWER: B- PRESENCE OF SPACIOUS CLASSROOM

TARGET LEARNING OUTCOME

LINK THEORY TO PRACTICE

b. Concrete operational stage

TARGET LEARNING OUTCOME

Resource teacher: School:

ACTIVITY 3.2 OBSERVING DIFFERENCES AMONG LEARNERS WITH

OBSERVE, ANALYZE, REFLECT

Resource teacher: School:

1. Does the school foster of

6. Do the teaching strategies help

LINK THEORY TO PRACTICE

c. Using international context in the assessment standard and content faithfully

TARGET LEARNING OUTCOME

AN OBSERVATION/INTERVIEW GUIDE FO HOME-SCHOOL LINK

NAME OF THE LEARNER:

Date of birth: Age:

LEARNER’S SOCIAL ASPECT:

HOW DO YOU DISCIPLINE YOUR CHILDREN?

1. Do you have rules in the house? What are they?

LEARNERS COGNITIVE ASPECT:

THE LEARNER’S DEVELOPMENT PROFILE

NAME OF THE STUDENT:

LINK THEORY TO PRACTICE

SHOW YOUR ARTIFACT

TARGET LEARNING OUTCOMES:

ACTIVITY 5.1 MANAGING TIME, SPACE AND LEARNING RESOURCES

5. Describe their span of attention.

ACTIVITY 5.2 IDENTIFYING THE DIFFERENT ASPECTS OF CLASSROOM

CLASSRROOM MANAGEMENT MATRIX

ASPECT OF DESCRIPTION EFFECTS ON THE

1. Specific areas in the

LINK THINK PRACTICE

1. Focusing on natural consequences of students’ behavior develops more self-regulation

LEARNING INTENDED OUTCOMES

1. Movement into the classroom

2. Transition in the classroom activities.

ACTIVITY 6.2 LISTING DOWN CLASSROOM RULES

LINK THEORY PRACTICE

D. At the start of the class discussion

ACTIVITY 7.1 IDENTIFYING PERSONAL AND PHYSICAL OF CLASSROOM

ASPECT OF CLASSROOM MANAGEMENT YES NO