FIELD STUDY 1

(OBSERVE, ANALYZE, REFLECT)

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher:_________________________ Teacher's Signature:_________________________

School:_________________________

Grade/Year Level:_________________________ Subject Area:_________________________

Date:_________________________

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

Step 1 observe 3 group of learners from different levels (preschool, Elementary, and High school)

Step 2 Describe each of the learners based on my observations.

Step 3 validate my observation by interviewing learners.

Step 4 Compare them in terms of their interest and needs.

OBSERVE

Use of the observation guide and matrices provided for you to document your observations.

An observation Guide for the learner's Characteristics

Read the following Statements Carefully. Then write your observation 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 motor 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, make-
shifts)

2. How they do Express their wants/needs? Can they wait?

3. How do they handle frustration?

4. Describe their level of confidence as shown 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.

Learner's Development Matrix

Record the data you gathered about the learner's characteristics and needs in this matrix. This will allow
you to compare the characteristics and needs of the learners at different levels. The items under each
domain are by no means exhaustive. This are just sample indicators. You may add other aspects which
you may have observed.

Preschoolers Elementary

Development Domain Indicate age ranged of Indicate age ranged of

children observed: children observed:

Physical

Gross-motor skills (3-4) run, jump and (9-10) excellent in

climb but come still running, jumping and
needed help with play a ball game or any
balance. sports.

Fine-motor skills Can use crayons for Their writing is

drawing, can cut papers improving but still have
but some struggled with trouble with letter
precise movement. formation and spelling

Can wear their dress Completely

Self-help skills own their own and feed independent with self-
themselves but it care
needed assistance

Others

Social

Interaction with Commonly positive and Respectful and engaged

teachers active but some were in class discussions
shy.

Cooperative with peers

They love spent time but sometimes there's a
Interaction with togethert for play but disagreement with their
classmates/friends some arguments were ideas.
common.

Interest

Others

Emotional

Moods and in Differ greatly with some Commonly positive and

temperament, children more easily attentive but occasional
frustrated than others sadness or anger.

Children expressed They are more

expression of feelings their feelings openly, comfortable expressing
while others were more feelings verbally
reserved
 Needed reassurance They have self-reliant
and comfort from and able to cope up
Emotional teachers with minor setbacks
independence

Others

Cognitive

Communication skills Easy conversation skills,

but some struggled with
expressing their ideas

They develop their skills

Thinking skills through play simple
games

They could solve simple

Problem solving puzzle and follow
instructions

Others
ANALYZE

Write the most salient developmental Characteristics of the learners you observed. Based on these
characteristics, think of complications for the teacher.

Example:

Level Salient Characteristics Observed Implication to the teaching-

Learning Process

Preschool • Preschoolers like to move • Therefore, the teacher should

around a lot. remember to use music and
Age range of learners observed movement activities not just in
3-4 P.E but in all subject areas.

• Therefore, teachers should not

expect preschoolers to stay
scatted for a long period of time.

Level Salient Characteristics Observed Implication to the teaching-

Learning Process

Preschool Preschool 3-4 Preschoolers. They

have short attention spans. They
Age range of learners observed are highly imaginative and enjoy
(3-) pretend play.

Elementary

Age range of 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 learners you observed?

2. Think of the teacher you cannot forget for positive or negative reasons. 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 insights here.

LINK Theory to Practice

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

1. A 14-years-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 she teachers says

C. 14-years-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-years-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 glass of water? This is hypothesis formulation. What
can you infer about the cognitive developmental stage of Teacher Rita's class?

A. Formal operational stage

B. Concrete operational stage

C. Pre-operational stage

D. Between concrete and formal operational stage

SHOW Your Learning Artifacts

 Which is your favorite theory of development. How can this guide you as a future teacher? Clip some
readings about this theory and paste them here.

FIELD STUDY 1
 (OBSERVE, ANALYZE, REFLECT)

Activity 3.1 Observing differences among learner's gender, need, strengths, interest, and
experiences; made differences among learners' linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.

Resource Teacher:_________________________ Teacher's Signature:_________________________

School:_________________________

Grade/Year Level:_________________________ Subject Area:_________________________

Date:_________________________

The learners’ differences and the type of interaction they bring surely affect the quality of teaching and
learning. This activity is about observing and gathering 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

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation report on the
space provided on the next page.

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 or compete against
each other?

4. Who among the students participate actively? Who among them ask for most help?

5. When a student is called and cannot answer the teacher’s question, do the classmates try to help
him? Or do they raise their hands, so that the teacher will call them instead?

Outside class:

1. How do the students group themselves outside class? Homogeneously, by age? By gender? By racial
or ethnic groups? By their interests? Or are the students in mixed social groupings? If so, describe the
groupings.

2. Notice students who are alone and those who are not interacting. Describe their behavior.

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

• Differences in cultural differences

• Socio-economic status
 OBSERVATION REPORT

Name of the School Observed:_________________________

School Address:_________________________

Date of Visit: _________________________

Analyze:

1. Key Roles and Interactions: Identify students who play key roles in classroom relationships and
interactions. Examples include the leader, mascot/joker, attention-seeker, teacher's pet, or
doubter/pessimist. What roles do they play? What factors influence their behavior and the roles they
assume?

2. Inclusion and Exclusion: Are there students who feel left out or appear "different"? Why do they
appear different? Are they accepted or rejected by others? How is this shown? How does the teacher
address these issues?

3. Teacher's Influence: How does the teacher influence class interaction, considering the individual
differences of the students?

4. Leveraging Diversity: What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
Reflect:

1. Classroom Atmosphere and Relationships: How did you feel being in that classroom? Did you sense a
feeling of oneness or unity among the learners and between the teacher and the learners?
 FIEL STUDY 1

(OBSERVE, ANALYZE, REFLECT)

Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents

Resource Teacher:_________________________ Teacher's Signature:_________________________

School:_________________________

Grade/Year Level:_________________________ Subject Area:_________________________

Date:_________________________

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 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.

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. Observe the class to see the differences in abilities of the learners. Try to identify t

students who seem to be performing well and those that seem to be behind.

2. Validate your observations by asking the teacher about the background and needs of the learners.

3. 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.

4. Observe the teacher’s method in addressing the individual learning needs of the students in his/her
class.

5. Observe the teacher's method in addressing the individual learning needs of the students in his/her
class.
Name of the School Observed:_________________________

School Address:____________________________________

Date of Visit:_____________________________________
 OBSERVATION REPORT

ANALYZE

1. Did your observation 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 or should be done to differentiate instruction to meet the needs of the learners.

3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did
the students respond to the teacher? Did the teacher use differentiated instruction? If yes, describe
how.

REFLECT

1. Recall the time 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 dispositions and traits will you need as a future teacher to meet the needs of the learners?

FIEL STUDY 1

(OBSERVE, ANALYZE, REFLECT)

Activity 3.3 Observing the school experiences of learners who belong to indigenous groups.

Resource Teacher:_________________________ Teacher's Signature:_________________________

School:_________________________

Grade/Year 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. Below are some suggested schools:

a. Urdaneta Pangasinan

b. Siquijor

c. Tubaon School of Living Traditions, South Cotabato

d. Malaybalay Bukidnon

e. Tangub City

f. Occidental Mindoro

g. Balay School of Living Traditions, Davao

h. Cagayan de Oro

i. Tubaon School of Living Traditions, Bukidnon

j. Davao

k. Bayanihan Elementary School, UP Diliman, Quezon City

l. Lumad Bakwit School, Davao

Please note: Ensure coordination of your college/university to obtain permission before you visit. If an
actual visit is not feasible, consider a “virtual visit” through social media. And if from these, a virtual field
study through watching Indigenous Peoples videos is not feasible, there are several available at
Youtube. You can start from this video by Dep Ed.

3. Analyze your observation data using the Indigenous Peoples Education Framework.

4. Write your observation report.

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.)

Name of the School Observed:_________________________

School Address:____________________________________

Date of Visit:_____________________________________
 OBSERVATION REPORT

(You may include photos here.)

 ANALYZE

Curriculum Design, Competencies, and Content Answer each question based on your 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

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 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 videos 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

3.2 upload and celebrate their culture, beliefs and practices by

3.3 Advocate for indigenous peoples education by

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and strategies will you remember
in the future to ensure that you will be able to meet the needs of both the high and low achievers in
your class? Make a collection of strategies on how to address the students’ different ability levels.
LINK Theory to practice

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.

6. All are best practices for assessment in the Indigenous Peoples Education Framework, EXCEPT,
_______.

A. Including the practice of competencies in actual community and family situations

B. Applying higher-order thinking skills and integrative understanding across subject areas

C. Using international context in the assessment standards and content faithfully without modification

D. Including community-generated assessment 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. Sinwerte ka ngayon dito sa test, ha?

B. Hindi ko talaga magawa ang pagsagot nito, no?

C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para lubos mong
maunawaan ito.

D. Nakikihirap 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 groups work with the same topic
but assigns a different task appropriate for each group to accomplish.

B. The teacher divides the class into three heterogeneous groups and assigns the same activity for each
group to work on.

C. The teacher groups the learners by their ability level and assigns different content topics for the
groups to work on.

D. The teacher groups the learners by ability levels and assigns each group a different task on the same
topic, and then requests three different teachers, each to assess one of the groups

9. Which teaching practice gives primary consideration to individual differences?

A. Allowing children 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

Here's a transcription of the provided image, including the table:

EVALUATE Performance Task

Evaluate your work Task Field Study 1, Episode 3 Focus on Gender Needs, Strengths, Interests,
Experiences Language, Race, Religion, Socio-economic Status, Difficult Circumstances, and indigenous
peoples

Learning outcomes: describe the characteristics and needs of learners from diverse backgrounds •
identify the needs of students with different levels of abilities in the classroom • identify best practices
in differentiated teaching to suit the varying learners needs in a diverse class (PPST 3,1,1) • Demonstrate
openness, understanding, and acceptance, of the learners' diverse needs and backgrounds.

Name of FS Student:____________________Date Submitted:______________________ Year &

Section:____________________ Course:__________________________

Learning Episode Excellent Very Satisfactory Needs

Satisfactory improvement
 4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation Sheet questions were observation observation observation
completely questions not questions/ tasks questions/ task
answered/ answered / tasks not not answered/
Accomplished. not accomplished. answered/accomp accomplished.
lished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely, completely; completely;answe questions were
answers are answers are rs are not clearly not answered;
deeply and clearly connected connected to answers not
thoroughly to theories; theories; one (1) connected to
connected to grammar and to three (3) theories; more
theories, spelling are free grammatical/spelli than four (4)
concepts, and from errors. ng errors grammatical/spelli
principles; are free ng errors.
from error.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth;supported shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed analyzed what, were and analyzed
observed and
analyzed

Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not

reflected on the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning learning learning learning
outcomes; outcomes. outcomes. outcomes; not
complete, well Complete; well Complete, not complete; not
organized; highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant.
learning outcome. learning outcome. learning outcome

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after
the deadline
COMMENTS

FIELD STUDY 1

(OBSERVE ANALYZE AND REFLECT)

Activity 4.1 Observing the learner’s community and home environment

Resource Teacher:_________________________ Teacher's Signature:_________________________

School:_________________________

Grade/Year Level:_________________________ Subject Area:_________________________

Date:_________________________

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

1. Select a learner from the class which you have previously observed.

2. Interview the teacher about the selected learner’s characteristics and the community.

3. Interview the parents about your selected learner’s residence.

4. Conduct a home visit to your selected learner’s home.

a. Interview the parents about home concerning their child's schooling.

b. Interview the parents about the rules they implement at home.

c. Observe the learner’s activities and behavior while at home.

5. Analyze the learner’s observation and interview data.

6. Write up your learners Profile.

7. Reflect on your observation and experience.

OBSERVE

Use the activity form provided for you to document your observations.

An Observation Guide for Home-School Link

Read the following carefully before you begin to observe/interview. Then write your observation
report on the space provided.

1. The Learner: Describe him/her in each of the domains of development:

•Make a general observation of the learner. Describe him/her (thin, overweight, chubby, underweight,
etc.)

• Physical body built (fast, slow, high, active, etc.)

•Physical activity and height, lethargic, etc.)

•Social interaction with teachers, classmates (loner, shy, sociable, friendly, gets along well with others,
etc.)

•Emotional moods, liked, temperament, cries easily, loses temper, happy, shows enthusiasm, etc.

• Cognitive (appearance, excels, indifferent, etc.) lessons, copies with the lessons, lags behind, shows
skills in assignments and requirements, etc.) reasoning skills, turns in assignments and requirements,
etc.

Interview the Teacher

1. What are the most noticeable characteristics of the learner? (emotional disposition, behavior, sense
of responsibility, study habits, and discipline)

2. How does the teacher communicate with the parents? How often? What issues do they discuss? How
do they decide the best course of action to resolve issues or problems?

3. How does the teacher utilize resources in the community to support the teaching process? How does
the teacher work with the community to meet the needs of the learners?
Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly, family pictures in the
living room, etc.)

2. Use the interview Questions on the next page. Just ask the questions with which you feel comfortable.

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if
necessary.

Name of Learner:_________________________

Date of Birth:_________________________Age:_________________________

Grade Year Level:_________________________Gender_________________________

Number of Siblings: _________________________

Birth Order:____________________

Parents: _________________________

Mother:_________________________

Age:_______occupation: _______________Educational Attainment:_________________

Father:___________________ Occupation:_________Educational Attainment________

Learner’s Physical Health Aspect:

1. Mother’s health problems during pregnancy with the learner.

2. Ailments of the learner when he started as a child.

3. Age of the learner when he started to walk and at present.

4. Food preference of him/her as a child.

5. Describe your child’s sociability (friendly, outgoing or shy, loner).

Learner Social Aspect:

1. Who were the children he/she allowed to play outside?

2. As a child, was he/she with friends?

3. Who would then go out alone?

4. Do you have rules for him/her to follow regarding going out?

5. Is he/she allowed to go 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. How do you guide your child when he/she 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?

What are the rules?

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 these rules?

Learner’s Cognitive Aspect:

1. What are the interests?

2. What is he/she good at in school?

3. In what subject/a 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?

 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:_________________________

Gender/Year level:_________________________Gender:_________________________

Family profile:_________________________

Number of Siblings:_________________________

Birth Order:_________________________

Parents: _________________________

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 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 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 will
with the parents? How can you help them? How can they help you?

LINK Theory to Practice

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, ll, and lll D. I, ll lll and lV

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 slow level of independence

3. Which parenting style/a contribute/a w the development of children who have low level
responsibility?

A. Authoritarian C. Permissive

B. Authoritative D. Neglecting and permissive

SHOW Your Learning Artifacts

Color Your World...

1. Make an artistic, colorful, and creative visual expression of your insights or feelings about the
influence of the home and school and community to the learner.

Then, write a few statements on the space below about your visual art.

Stick with Acrostic...

1.
2. Make a reflection acrostic about the home, school and community link.

2. C-

H- O-

O- M-

M- M-

E- U-

N-

I-

S- T-

C- Y-

H-

O- L-

O- I-

L- N-

K-

EVALUATE Performance Task

Evaluate your your work task Field Study 1, Episode 4- Learner Diversity. The Community and Home
Environment. Learning Outcomes: Describe the influence Factors in the home environment that affect
the students' learning • seek advice concerning strategies that build relationships with parent/guardians
and the community (6,2,1); and •Identify Effective strategies on how teachers can work together with
the family.

Name of FS Student:____________________Date Submitted:______________________ Year &

Section:____________________ Course:__________________________
Learning Episode Excellent Very Satisfactory Needs
Satisfactory improvement
4 2
3 1

Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation Sheet questions were observation observation observation
completely questions not questions/ tasks questions/ task
answered/ answered / tasks not not answered/
Accomplished. not accomplished. answered/accomp accomplished.
lished.

Analysis All questions were All questions were Questions were Four (4) or more
answered answered not answered observation
completely, completely; completely;answe questions were
answers are with answers are rs are not clearly not answered;
depth and are clearly connected connected to answers not
thoroughly to theories; theories; one (1) connected to
grounded on grammar and to three (3) theories; more
theories; grammar spelling are free grammatical/spelli than four (4)
and spelling are from errors. ng errors grammatical/spelli
free from error. ng errors.

Reflection Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth;supported shallow; shallow; rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed analyzed what, were and analyzed
observed and
analyzed

Learning Artifacts Portfolio is Portfolio is Portfolio is not Portfolio is not

reflected on the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the
learning learning learning learning
outcomes; outcomes. outcomes. outcomes; not
complete, well Complete; well Complete, not complete; not
organized; highly organized, very organized, organized, not
relevant to the relevant to the relevant to the relevant.
learning outcome. learning outcome. learning outcome

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
Learning Episode Excellent Very Satisfactory Needs
Satisfactory improvement
4 2
3 1

the deadline deadline after the deadline days or more after

the deadline

COMMENTS

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?
 FILED STUDY 1

(OBSERVE, ANALYZE, REFLECT)

Activity 5.1 Managing Time, Space and Learning Resources

Resource Teacher:_________________________ Teacher’s Signature:_________________

School:____________________

Grade/Year Level:_________________________ Subject Area:________________________

Date:______________________

OBSERVE

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 observations. 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, space for 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?

 (Field Study 1)

(OBSERVE, ANALYZE, REFLECT)

Activity 5.2 Identifying the Different Aspects of Classroom Management

Resource Teacher:_________________________ Teacher’s Signature:_________________

School:____________________

Grade/Year Level:_________________________ Subject Area:________________________

Date:______________________

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners (to be
Management 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 organize 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? Is 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?

LINK Theory to Practice

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

1. Focusing on natural consequences of students' behavior develops more self-regulation I the students.
Which of the following teachers statements demonstrates focusing on natural consequences.

A. "Those who were noisy today during seat work will not be allowed to play games in the computer
later"

B. " If it takes you longer to finish the seat work 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 the 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 teachers clearly explained the rules she prepared.

B. The learners knows 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 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 exceptions each time for learner misbehavior in class

C. Communicate and enforce school policies and procedures clearly and consistently

D. handle behavior problems promptly and with due respect to learners' rights

SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class, you may also put pictures of the
physical space and learning stations which contribute to the effective implementation of classroom
management.