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  1. FS1The Learner’s Development and Environment Syllabus COURSE DESCRIPTION Credit: 1 unit Duration: 17 hours This course is designed to help the Field Study students verify the behavior of the child in the actual learning environment. It will require them to recognize feasible approaches to facilitate learning considering the learner’s different phases of development and social environment. Field Study 1 can be anchored on these Professional Education subjects:  Child and Adolescent Development  Facilitating Learning  Social Dimensions of Education GENERAL OBJECTIVES 1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social and emotional development of the children or adolescents as manifested in the actual classroom setting. 2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development. 3. Analyze how the teaching and learning process should be conducted considering the different phases of child development. FOCUS SPECIFIC TASKS LEARNING EVIDENCE DOMAIN COMPETENCIES School as a Learning Environment Peace Concept in Focus: “Building Friendship” Episode 1 - Visit a School, Look into its facilities and areas that support learning (i.e., classroom, library, playground, canteen). - Describe the school environment - Prepare an observation An illustration of a school that is supportive of learning or a “child friendly school” through any of the following: -A descriptive paragraph -a photo essay Learning Environme nt Curriculum Determines an environment that provides social psychological and physical environment supportive of learning
  2. Learner’s Characteristics and Needs Peace Concept in Focus: “Valuing Diversity” Classroom Management and Learning Peace Concept in Focus: “Inclusivity” log Episode 2 YOU AND I ARE DIFFERENT - Observe 3 groups of learners from different levels (preschool, elementary, and high school). - Describe each group of learners based on your observation. - Validate your observation by interviewing the learners. - Compare them in terms of their interests and needs. Episode 3 “IN NOT OUT”  Observe a class  Using a checklist, find out the evident classroom components.  Describe how the classroom is structured/de signed to allow everyone to participate in the learning. activities.  Relate the data in your checklist to the learners’ behavior.  Reflect on how classroom management - Narrative description of Diversity Among Children Checklist on classroom management components Photo documentation of the classroom setting Reflection paper on activities that allow inclusivity rather than exclusivity among learners Collection of Classroom activities written Diversity of Learners Learning Environme nt Diversity of Learners Differentiate Learners of varied characteristics and needs Manages time, space and resources to provide an environment appropriate to the learners and conducive for learning
  3. affects learning. on card boards of rainbow colors FOCUS SPECIFIC TASKS LEARNING EVIDENCE DOMAIN COMPETENCIES Learner’s Characteristics and Learning activities Individual Differences and the Learning Process (Difference in ability level) Episode 4 TRAITS CHECK - Observe a class on a regular day. - Take note of characteristi cs of the learners in the class. - Enumerate and describe the activities that took place in the class. - Enumerate and describe the activities that took place in the class. - Analyze how the activities facilitated learning considering the learners’ characteristi cs. Episode 5  Observe learners of different learning abilities but the same grade/year  Interview them to gather their background information  Observe them as they participate A Reflection paper on the congruence or match of learning activities to the learners’ characteristics  Reflection on the interaction of learners despite differences Learner’s profile Narrative Report Learning Environme nt Diversity of Learners Diversity of Learners  Recognizes multicultural backgrounds of learners when providing opportunities  Determines Teaching approaches and techniques appropriate to the learners  Determines, understands and accepts the learners; diverse background  Relates the learners’ background to their performance in the classroom.
  4. Peace concept in focus: “Sameness in differences” Individual Differences And the Learning Process (social and cultural diversity) Peace Concept in Focus: “Unity in diversity” Home-School Link Peace Concept in Focus: Interdependen ce and in a classroom activity  Write a narrative report. Episode 6  Observe a class on a regular day.  Take note of Characterist ics of the learners in the class focusing on gender and cultural diversity.  Interview our resource teacher about principles and practices that he/she uses in dealing with diversity in the classroom. Episode 7 Home-School Link CONNECT ME  Select a learner from the class that you have observed.  Conduct a home visit to your selected learner  Describe the family in terms of  Number of siblings Narrative description of Diversity Among Children Description on how the teacher instills among children the values and knowledge on differences in gender, social and cultural backgrounds. Home Visitation Report Diversity of Learners Community Linkage  Recognizes- cultural backgrounds of learners when providing learning opportunities.  Reflects on the impact of home and family life to learning
  5. Cooperation  Number of siblings in school  Interview the parents about Reflection on the impact of home and Family Life to Learning Learning Environme nt
  6. FS1The Learner’s Development and Environment FIELD STUDY 1 Episode 1 THE SCHOOL AS A LEARNING ENVIRONMENT Name of FS Students: Venicer, Jerry, Edgar, Antonio, Nech and Love Cristine joy Course: Bachelor of Secondary Education Major in Physical Science Year: II-C Resource Teacher: Mr. Arjel Diongson Signature: Date: 08/30/16 Cooperating School: Sagay National High School My Target At the end of this activity, I will be competent in determining a school environment that provides social, psychological, and physical environment supportive of learning. My Performance ( How I Will be Rated ) Field Study 1 Episode 1- The School as a Learning Environment Focused on: Determining a school environment that provides social, psychological, and physical environment supportive of learning. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded in theories/exemplar Analysis questions were answered completely Clear connection with theories Analysis questions were not answered completely. Vaguely related to the theories Analysis questions were not answered. Grammar and spelling unsatisfactory.
  7. grammar and spelling. 4 Grammar and spelling are superior. 3 Grammar and spelling acceptable. 2 1 Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode. 3 Reflection statements are shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and area not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over- all scores Rating: (Based on transmutation) Mrs. Marilou Feliciano Wilbrink Date: Signature of FS Teacher above Printed Name
  8. Transmutation of score to grade/ rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 –below - 5.00 - below 14 - 2.25 - 84 MyMap A general observation of the campus and the classroom is an exciting way to start my observation. My mission is to do the following tasks: 1. Visit a school. Look into facilities and support learning areas in the campus, then in the classroom 2. Accomplish the checklist as you move round the school premises. 3. Based on your gathered data .in the checklist, describe the school environment. 4. Make a reflection on the characteristics of the school environment that promotes learning. 5. Presents your idea of a good school environment through any of these: a. Descriptive Paragraph; b. Photo Essay c. Sketch or drawing; d. Poem, song of rap
  9. 2 Field Study 1 My Tools As you move around the campus, activity forms are provided for you to document your observations. It is advised that you read the entire worksheet before proceeding to the school site. A good understanding of the activities and tasks to be accomplished in the activity sheets will yield better learning results. SCHOOL FACILITIES 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 on the last column. Facilities Available Not Available Description Office of the Principal It can be access easily due to its location Library It can accommodate many students. Counseling Room It’s well organized and clean. Canteen Its complete necessary facilities. Medical Clinic It’s complete with facilities needed. Audio Visual/Media Center Its where some other events in school are being held. Reading Center It is where students study. Speech Laboratory Science Laboratory Gymnasium It is wide and new to accommodate large events such as sports. Auditorium Home Economics Room It is complete with facilities and clean. Industrial Workshop Area It is complete with facilities and necessary things for students.
  10. PTA Office It can be easily access. Comfort Room for Boys It is small but clean. Comfort Room for Girls It is small but clean. Others (Please specify.) Field Study 1 3 An Observation Guide for the CLASSROOM VISIT Read the following statements carefully. Then write your observation report on the provided space. - Describe the community or neighborhood where the school is found. - Describe the school campus. What colors do you see? What is the condition of the buildings? - Pass by the offices. What impression do you have of these offices? - Walk through the school halls, the library, and the cafeteria. Look around and find out the other facilities that the school has.
  11. Name of the School Observed: Sagay National High School School Address: Brgy. Poblacion II, Sagay City, Negros Occidental Date of Visit: August 25, 2016 1. The community that surround the school includes the church, terminal, residential areas, supermarket, computer shops, school supply stores, photocopier shops, and it is located on a national high way. 2. The school campus is clean and orderly with proper signs, directory map and covered walks, with large field. The primary colors I can see are brown, green and blue. The conditions of the classroom buildings differ because some building are old and others are newly constructed and some are 2 floor, 3 floor and ground floor buildings. 3. The school offices are orderly and well- organized. 4. The school library has TV and computers, the cafeteria is over- crowded during recess time and the school buildings are painted and some areas of the school have free access to WIFI. 4 Field Study 1
  12. An Observation Guide for the CLASSROOM VISIT Be guided by these tasks as you do your observation. Then accomplish the matrix to record your data.  Look at the walls of the classroom. What are posted on the walls? What heroes, religious figures, lessons, visual aids, announcements, do you see posted?  Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How are the tables and chairs/desks arranged?  What learning materials/equipment is present?  Observe the students. How many are occupying one room?  Is the room well-lighted and well-ventilated? CLASSROOM FACILITIES MATRIX Classroom Facilities Description (location, number, arrangement, condition) 1.Wall Displays bulletin boards, sayings about education can be found on walls and these are arrange orderly. 2.Teacher’s Table the teacher table is in the center front of the room. It is in good condition and includes some teacher’s visual aids. 3.Learner’s Desks .the desks are in good condition and it can accommodate all the students in the class. 4.Blackboard It is in good condition and wide. It is located in front. 5.Learning Materials/ Visual Aids the teacher uses laptop and projector as Learning material and visual aids for the teaching learning process. Field Study 1 5
  13. Write your observation report here. Name of the School Observed: Sagay National High School School Address: Brgy. Poblacion II, Sagay City, Negros Occidental Date of Visit: August 25, 2016 As we have observed the classroom, it is well- conditioned because the room is well organized and it has all the necessary facilities to be used by the students. It is well ventilated and well lighted and the chairs are enough to accommodate all the students. The chairs are arranged in semi-circular arrangement and the laboratory tables are placed beside the room, on the left and right side of the room. As we have visited the school as a whole, it is a very good school for the students because it has all the facilities and the school is well-organized and clean. Most of all the faculty and staff of the school are very welcoming and they never let us feel that we are different, they treat us as a visitors in their school which is heartwarming. MyAnalysis: How do the school campus and the room in particular impact on the learning of the students going to school? What are your conclusions? The school campus and the classroom has great impact on the students motivation in going to school because if the school is well- equipped with facilities there are great possibilities that the learner can learn effectively. Therefore we can conclude that physical condition of the school and the classroom environment has a great impact on students interests and motivation to go to school and that the school must have these necessary facilities to cater the needs of the learners. How does this relate to your knowledge of child and adolescent development/ How does this relate to your knowledge of facilitating learning? Child and adolescent development and facilitating learning must be worked together to come up with the very best learning approach that we can use in the teaching learning process because they must be applied in the field in our rule as future educators. 6 Field Study 1
  14. MyReflections  Would you like to teach in the school environment you just observed? Why? Why not? We would like to teach in this kind of school because of its availability of all the materials and facilities that are needed in the teaching-learning process. And we have concluded that this school is an interactive school for the learners which is ideal for us, as a future educator.  What kind of school campus is conducive to learning? Campus that is conducive to learning is a campus that is equipped with all the necessary facilities and that the school is not a threatening environment for the learners and a school campus which is organized.  What kind of classroom is conducive to learning? A conducive classroom environment is a classroom which is non-threatening and the students are free to express their selves and a classroom which is equipped with all the facilities and most of all a classroom with the very best teacher.  In the future, how can you accomplish your answer in number 3? - We should do our very best to achieve the conducive classroom. - We should show tolerance and respect for our students. - We should observe freedom in the class. - We should make the classroom well-organized. - We should have to do our very best to give the necessary facilities that we can utilize during the class discussion. Write your additional learning’s and insights here. As future educators, we should developed all the attributes that a teacher must possessed in order for us to give the best for our students. Field Study 1 7
  15. MyPortfolio My Personal Illustration of an Effective School Environment The school campus secures the safety ofevery student and creates motivational atmosphere. The school have has a storage ofbooks. The teacher gives passion to her profession. The learner shares his ideas with his co learners. The classroom is maintains cleanliness. The effective school environment creates motivational atmosphere to both teachers and learners. It will become more effective if the teacher loves her specialization to teach the learner, and it will mark as enjoyable experience that the learner will be excite while learning. Teachers and learners are the one who is responsible to have an effective school environment and creates harmonious relationship with each other.
  16. 8 Field Study 1 FS1The Learner’s Development and Environment FIELD STUDY 1 Episode 2 THE LEARNERS’ CHARACTERISTICS AND NEEDS Name of FS Students: Venicer, Jerry, Edgar, Antonio, Nech and Love Cristine joy Course: Bachelor of Secondary Education Major in Physical Science Year: II-C Resource Teacher: Mr. Arjel Diongson Signature: Date: 08/30/16 Cooperating School: Sagay National High School My Target At the end of this activity, I will gain competence in differentiating the characteristics and needs of learners from different developmental levels. My Performance (How I Will be Rated) Field Study 1 Episode 1- The Learners’ Characteristics and Needs Focused on: Differentiating the characteristics and needs of learners from different developmental levels. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded in theories/exemplar Analysis questions were answered completely Clear connection with theories Analysis questions were not answered completely. Vaguely related to the theories Analysis questions were not answered. Grammar and spelling unsatisfactory.
  17. grammar and spelling. 4 Grammar and spelling are superior. 3 Grammar and spelling acceptable. 2 1 Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode. 3 Reflection statements are shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and area not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over- all scores Rating: (Based on transmutation) Mrs. Marilou Feliciano Wilbrink Date: Signature of FS Teacher above Printed Name
  18. Transmutation of score to grade/ rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 –below - 5.00 - below 14 - 2.25 - 84 MyMap To reach our target, do the following tasks: Step 1 Step 3 Observe 3 groups Validate your Of learners from observation by Different levels interviewing (pre-school, elem., the learners. And high school Step 2 Step 4 Describe each of Compare them in The learners terms of their Based on your interests and Observations. Needs.
  19. Field Study 1 11 My Tools Use the activity form provided for you to document your observations. An Observation Guide for the Learners’ Characteristics Read the following statements carefully. Then write your observation report on the provided space. Your teacher may also recommend another observation checklist if a more detailed observation is preferred. Physical 1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up the stairs, etc. 2. Are gross movements clumsy or deliberate/smooth? 3. How about their fine motor skills? Writing, drawing, etc. Social 1. Describe how they interact with the teachers and other adults. 2. Note how they also interact with peers. What do they talk about? What are their concerns? Emotional 1. Describe the emotional disposition or temperament of the learners.( happy, sad, easily cries, mood-shifts) 2. How do they express their wants/needs? Can they wait? 3. How do they handle frustrations? 4. Describe their level of confidence as shown in their behavior. Are they self-conscious? Cognitive 1. Describe their ability to use words to communicate their ideas. Note their language proficiency. 2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking skills. 3. Were there opportunities for problem solving? Describe how they showed problem
  20. 12 Field Study 1
  21. Record the data gathered about the learners’ 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. These are just sample indicators. You may add other aspects which you may have observed. Development Domain Preschooler Indicate age range of children observed: 3-5 years old Elementary Indicate age range of children observed: 11-12 years old High School Indicate age range of children observed: 12- 17 years old Physical Gross-motor skills Fine-motor skills Self-help skills They love rooming around the room and they are very clumsy. They always follow the instruction of the teacher. They are imaginative when it comes to art. The preschooler always expresses themselves. They are very careful in their action. They can make necessary action to correct whenever there is a failure in spelling. They are very cooperative and they had already their self confidence. They can manage their self in their own. High school student know already their limitations inside the classroom so they think first before they act. Their handwritings are readable and they are good in drawings. They are independent and it is easy for them to understand things around them. Social Interaction with Teachers Interaction with Classmates/Friends Preschoolers always have a nice interaction with their teacher. They are active having a conversation with their classmates and friends. They are always cooperating in class discussion to aim their goals at the end of the period. They have a nice and active conversation with their friends and classmates. High school students want to learn and have a high grade so when it comes to interact with their teacher they are always participate. They respect and trust each other. They help their classmates whenever their classmates did not Learners’ Development Matrix
  22. Interests When they think a certain things they do it right away. They have different interest in life. know the answer. They have very high ambitions in life that they want to achieve. Emotional Moods and temperament, expression of feelings Emotional independence Preschoolers are easily cries, some of them are sad and want to be alone but they easily change their moods. Most of them are not independent; they always call the attention of their teachers and parents whenever they have a problem. They are not open regarding with their feelings. They are shy to show their concerns. They can manage on their own and not be dependent on others. In showing their feelings, they are shy to express their feelings. They are also easily changing their moods. They enjoy life as if there is no tomorrow. There are some students who are not confidence with themselves. Cognitive Communication skills Thinking skills Problem-solving When teachers are telling a story the imagination of a preschoolers becomes deeper and they always used “po” and “opo”. They are very conscious and there are a lot of questions in their mind. They always asked help with their parents. Some of them could manage to communicate well and they have their own perspectives. In terms of thinking skills they have wide and a lot of explanation when you asked the some questions. They are independent in solving problems. They can communicate well but some of them are not cooperating with class discussions. They can easily comprehend well and they are very active but some are not focusing with their lessons. In terms of solving problem they solve it more independently. Field Study 1 13
  23. MyAnalysis: Write the most salient development5al characteristics of the learners you observed. Based on these characteristics, think of implications for the teacher. Level Salient Characteristics Observed Implications to the Teaching- Learning Process Preschool Age range of learners observed 3- 5 They moved a lot and very hyper active. Need to develop their fine motor skills but shows potentials. Therefore the teacher should allow pre-schoolers to manipulate objects in the teaching learning process. Therefore the teacher should expect that they will touch the objects inside the classroom and should deal with this with attention Elementary Age range of learners observed 11-12 Not all of them have good penmanship. They move a lot but participative in the learning activities The teacher should allow the learners to participate in the class and give attention to those who are performing not well to address the problem in the earlier stage. High School Age range of learners observed 12-17 They are very cooperative and possess good behavior. They just move softly and they have good penmanship Therefore the teacher should allow the learners to talk during the teaching learning process and that the teacher should give necessary activities appropriate for them. 14 Field Study 1
  24. MyReflections 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? We have recalled our behavior and some of our characteristics when we we’re pre-school, elementary and high school. Some of the similarities that we have observed from them is that the act of being manipulative, talkative, like to see visuals and pictures and some of the behaviors and the way they speak and the way they interact with their teacher. 2. Think of a 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? The teacher that we can’t forget is our 2nd year science teacher because he taught as lot and he was our inspiration that’s why we love science. He motivates us to learn different concepts about science and he is a very good influence to us. 3. Share your other insights here. As a future educator, we should be aware of the different learners that we can encounter later on, depending on their stage of life and so that we can give the appropriate teaching approaches that would fit to them. We should understand their diversity, uniqueness and their own perspectives so that we can create a positive and healthy classroom environment that is full of love and respect. Field Study 1 15
  25. MyPortfolio 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. JEAN PIAGET - INTELLECTUAL DEVELOPMENT Jean Piaget (1896-1980) was a biologist who originally studied mollusks (publishing twenty scientific papers on them by the time he was 21) but moved into the study of the development of children's understanding, through observing them and talking and listening to them while they worked on exercises he set. His view of how children's minds work and develop has been enormously influential, particularly in educational theory. His particular insight was the role of maturation (simply growing up) in children's increasing capacity to understand their world: they cannot undertake certain tasks until they are psychologically mature enough to do so. His research has spawned a great deal more, much of which has undermined the detail of his own, but like many other original investigators, his importance comes from his overall vision. He proposed that children's thinking does not develop entirely smoothly: instead, there are certain points at which it "takes off" and moves into completely new areas and capabilities. He saw these transitions as taking place at about 18 months, 7 years and 11 or 12 years. This has been taken to mean that before these ages children are not capable (no matter how bright) of understanding things in certain ways, and has been used as the basis for scheduling the school curriculum. Whether or not should be the case is a different matter. This theory of Jean Piaget’s Theory of Intellectual Development can help me guide in the future as a teacher. Because this theory explains that an individual has its own level of learning according to their age. So with this theory you will be guided and understand that each level has its own level of understanding and development with it comes to their physical and cognitive aspects. This theory also explains the development of a child as early as conception until they will become mature, and each age level has different level of development in terms of their physical and cognitive aspects. We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being. It is not acquired by listening to words, but in virtue of experiences in which the child acts on his environment. The teacher's task is not to talk, but to prepare and arrange a series of motives for cultural activity in a special environment made for the child.
  26. 16 Field Study 1 FS1The Learner’s Development and Environment FIELD STUDY 1 Episode 3 CLASSROOM MANAGEMENT AND LEARNING Name of FS Students: Venicer, Jerry, Edgar, Antonio, Nech and Love Cristine joy Course: Bachelor of Secondary Education Major in Physical Science Year: II-C Resource Teacher: Mr. Arjel Diongson Signature: Date: 08/30/16 Cooperating School: Sagay National High School My Target At the end of this activity, I will gain competence in managing time, space and resources to provide an environment which is appropriate to the learners and conducive to learning. My Performance ( How I Will be Rated ) Field Study 1 Episode 2- Classroom Management and Learning Focused on: Competence in managing time, space and resources to provide an environment which is appropriate to the learners and conducive to learning. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded in theories/exemplar grammar and Analysis questions were answered completely Clear connection with theories Grammar and Analysis questions were not answered completely. Vaguely related to the theories Grammar and Analysis questions were not answered. Grammar and spelling unsatisfactory.
  27. spelling. 4 spelling are superior. 3 spelling acceptable. 2 1 Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode. 3 Reflection statements are shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and area not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over- all scores Rating: (Based on transmutation) Mrs. Marilou Feliciano Wilbrink Date: Signature of FS Teacher above Printed Name
  28. Transmutation of score to grade/ rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 –below - 5.00 - below 14 - 2.25 - 84 MyMap To reach your target, do the following tasks: 1. Observe a class 2. Using a checklist, find out the evident classroom components. 3. Describe how the classroom was structured/designed to allow everyone to participate in the learning activities. 4. Relate the data in your checklist to the learners’ behavior. 5. Reflect on how classroom management affects learning.
  29. 18 Field Study 1 My Tools Use the activity form provided for you to document your observations.
  30. __________________________________________________ An Observation Guide for the Learners’ Characteristics Read the following statements carefully. Then write your observation report on the provided space. 1. As you observe the class, look into the characteristic 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. 6. Look into their listening skills and ability to concentrate. Name of the School: Sagay National High School Observed: Location of the School: Brgy. Poblacion II, Sagay City, Negros Occidental Date of Visit: 10/03/16 As we have observed the grade 10 pupils of SNHS, there are 25 boys and 25 girls in the class and their ages ranges from 15-17 y/o. Most of the students able to manage their off-task behaviors though there are some who can’t manage and most of them are attention seekers. Most of them can work independently especially during tests though some are copying from their classmates. Their attention span can last 20-30 minutes and most of them can attentively listen to their teacher as the teacher is having the discussion. This implies that the grade 10 students are more aware of what they are doing to an extent that they can already control their behaviors in the class and that they are already understand some perspectives of what their behaviors can bring them in the future. It means that they can already think in more mature manner since they are already in the formal- operational stage in Jean Piaget’s Developmental Level. Field Study 1 19
  31. __________________________________________________ An Observation Guide for the Learners’ Characteristics Be guided by these questions as you do your observation of the classroom management. It is also good to ask the teacher for additional information so you can verify your observation. Write your notes below; and then organize your data in the table that follows.  Are there areas in the classroom for specific purposes (storage of teaching aids, books, students’ belongings, supplies, etc?) Describe these areas. The classroom has its specific purposes, there is storage of teaching aids and there are a lot of books that the learners will read and will help them in their learning process.  Are there rules and procedures posted in the room? Yes.  Did the students participate in making the classroom rules? (Ask the Resource Teacher.) Yes.  What are the daily routines done by the teacher? (Prayer, attendance, assignment of monitors, warm-up activities, etc.) How are they done? Before the class start, the teacher asks one of the learners to lead a prayer. After the prayer the learners have a warm up activities like singing a song to awaken their attention inside the class. After that, the learners will be seated properly and the teacher will start her interaction by monitoring of attendance then the teacher will ask about what has been discuss in the previous meeting and if there is an assignment the teacher will going to check it.  Is there a seating arrangement? What is the basis of this arrangement? Yes, there is a seating arrangement and the basis of this arrangement depends on the learner’s performance. The learners who seated in front are those who are low achieving learners and those learners seated at the back are those who are high achieving learners and always raising their hands in every discussion. The teacher did this kind of seating arrangement because she wants that the low learners will concentrate and only focus on the discussion in order for them to improve. 20 Field Study 1
  32.  Observe the noise level in the classroom. How is this managed? As I observed the noise inside the classroom the noise are under control by the teacher and it is managed by the teacher by giving activities that is related to the lesson, seat works, and class recitation.  If a learner is not following instructions or is off-task, what does the teacher do? Describe the behavior strategies used. If a learner is not following instruction or is off task the teacher will call his/her attention in order that the learner will be able to concentrate and focus for what has been discussed.  What does the teacher do to reinforce positive behaviors?(behavior strategies) To have a positive reinforce, the teacher give activities in a way that that the students will enjoy and challenge while learning. The teacher will give positive comment to the learner who performs well. Observation notes:  The class are performing well when they are given enough attention  The teacher’s strategies are effective in dealing with the off- task behaviors of the learners.  The room is well-organized and a very good atmosphere for learning.  The class shows that they are motivated to learn. Field Study 1 21
  33. CLASSROOM MANAGEMENT MATRIX Aspect of Classroom Management Description Effect of the Learners ( to be filled up after you answer the analysis questions) 1. Specific Areas in the Classroom The areas are well-organized and accessible with label and instructions. They would act as an aid for the teaching-learning process. 2. Classroom Rules The classroom rules are clear and concise. Help learners to become responsible in the class. 3. Classroom Procedures It is orderly and well- prepared. Make the learners learn effectively. 4. Daily Routines It is orderly and well- organized. Help the learners to develop their sense of responsibility and good behavior. 5. Seating Arrangement Appropriate to the teachers strategy. Would make the learners learn effectively. 6. Handling misbehavior/off-task behavior The teacher can handle off- task behaviors well and tact. Would make the learners to become responsible and well- mannered people later on. 7. Reinforcement of Positive Behavior The teacher gives very good positive reinforcement that really motivates the learners. Give the learners motivation to participate in the class. 22 Field Study 1
  34. MyAnalysis: 1. How did the classroom organization and routines affect the learners’ behavior? The really greatly affect the learners motivation to learn because these are factors that contribute to their learning interest and in this stage the learners still need guidance so that they can develop their sense of responsibility and they need good classroom environment so that they can have positive perspective in their learning. 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? The teacher should follow the principles of good classroom management in order for the teacher to be guided to the things that he/she must do in doing the organization of the routine. He must follow some principles that could enhance the learners motivation to learn. 3. Which behavior strategies were effective in managing the behavior of the learners? In motivating students? Why were they effective? The teacher can manage the behaviors of the learners by following the principles of dealing misbehaviors in the classroom because it would be very effective if he would apply the experts principle in dealing with this problems. He/she must use positive reinforcement to motivate the learners and to develop the confidence and independence.
  35. Field Study 1 23 MyReflections  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? I see myself organizing a classroom in Grade 5 or Grade 6 in the future. I will give more passion to my profession and this will be done if I have an effective routines and procedures considering the learners. Before making procedures I will have first a diagnostic test, this will help me identify the strength and weaknesses of each learner in order for me to be aware of my teaching strategy. I will give a lot of activities to challenge them and develop their knowledge and skills. I’ll make sure that these procedures and routines will equip their learning’s and the students will enjoy while learning.  Make a list of the rules you are likely to implement in this level. Why would you choose these rules?  Keeping the classroom neat and clean.  Wear a proper uniform.  Be on time  Praying before and after the class discussion.  Sit properly.  Stop talking with your seatmates when the discussion is going on.  Teamwork in every group activity.  Everybody must participate in every class discussion.  Submit the project before or at a given deadline. I choose this rules because I want that my students become more responsible enough and to have a self discipline. This rules can be consider a motivation for them and it will help them to become a best role model inside the classroom and to be aware of this rules that they should follow.  Should learners be involved in making the rules? Why? Yes, because learners are the one who is responsible to follow the rules. They contribute a huge part in making the class rules and regulation more convenient to everyone. Learners have a huge share in making the class rules effective. Learners must be responsible to follow the school rules in order to have a proper and good relationship to the teacher. They must be well-oriented to follow that rules to have a unity in the class. This class rules will help them to be responsible in doing and achieving the task, this will lead them in a proper way that they will avoid to commit wrong doings.
  36. 24 Field Study 1 MyPortfolio Include here pictures ofthe classroom/s you observed. Write descriptions, annotations about what you observed in each photo. These pictures were taken when the learners are doing group activities and reporting. These photos show that students use their diversity to collaborate with other to come up with successful outcome. Learner’s diversity is a challenge for us teachers but this could be our chance to unleash the potentials that our learners possess.
  37. Field Study 1 25 FS1The Learner’s Development and Environment FIELD STUDY 1 Episode 4 INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION Name of FS Students: Venicer, Jerry, Edgar, Antonio, Nech and Love Cristine joy Course: Bachelor of Secondary Education Major in Physical Science Year: II-C Resource Teacher: Mr. Arjel Diongson Signature: Date: 08/30/16 Cooperating School: Sagay National High School My Target At the end of this activity, I will gain competence in determining, understanding and accepting the learners’ diverse backgrounds. My Performance (How I Will be Rated) Field Study 1 Episode 2- Individual Differences and Learner’s Interaction Focused on: Differences in gender, racial, religious backgrounds. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in depth answers; thoroughly grounded in theories/exemplar grammar and Analysis questions were answered completely Clear connection with theories Grammar and Analysis questions were not answered completely. Vaguely related to the theories Grammar and Analysis questions were not answered. Grammar and spelling unsatisfactory.
  38. spelling. 4 spelling are superior. 3 spelling acceptable. 2 1 Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode. 3 Reflection statements are shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and area not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over- all scores Rating: (Based on transmutation) Mrs. Marilou Feliciano Wilbrink Date: Signature of FS Teacher above Printed Name
  39. Transmutation of score to grade/ rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 –below - 5.00 - below 14 - 2.25 - 84 MyMap The learner’s individual differences and the type of interaction of they bring surely affect the quality of teaching and learning. This episode is about observation and gathering data to find out how student diversity affects learning. To reach your target, do the following tasks. Step 1. Observe a class in different parts of the 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 the 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 learner’s interaction.
  40. Field Study 1 27 My Tools Use the activity form provided for you to document your observations.
  41. ________________________________________________ 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, and racial groups, religious and ethnic backgrounds. There are fifty students in the class. As we have observed them, they feel comfortable to have conversations in the class with their classmates. They talk topics depending on their interests. There is diversity in the class and the group their selves according to whom they feel comfortable with. 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? Most of the students interact with each other in a nice way, it seems like they have understand each other differences and uniqueness and most of them interact with their teacher tact and nice way. 2. Observe the learners seated at the back and the front part of the room. Do they behave and interact differently? They behave differently, those students sitting at the back are having side conversation during class discussions and they ignore the teacher in front while the students in front are well-behaved in they interact with their teacher whenever their teacher ask questions to the class. 28 Field Study 1 3. Describe the relationship among the learners. Do the learners cooperate with or compete against each other? Most of them are competing with each other during individual activities but they cooperate whenever they have group activities. These shows that despite of their diversity they are still very understanding with each other and they show respect with each other in the sense that they like to cooperate with one another.
  42. 4. Which students participate actively? Which students ask for most help? The students sitting in front are more participative than to those students who are sitting at the back. But those students sitting in the middle are the one who ask 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? In some circumstances other learners tend to help the learner who are having trouble answering the question but sometimes they raised their hands instead of helping learners who can’t answer. Outside class: 1. How the students group themselves outside class? Homogenously, by age? by gender? by racial or ethnic groups? O the students in mixed social groupings? If so, describe the groupings. They group their selves in mixed social groupings and each group of students have differences with each other but they are united and happy together. 2. Describes how the learners interact with each other. What do they talk about? Most of the students talk about the lesson in their class. But they also talk some topics which are according to their interests. Field Study 1 29 OBSERVATION REPORT
  43. Name of the School Observed: Sagay National High School Location of the School: Brgy. Poblacion II, Sagay City, Negros Occidental Date of Visit: 10/03/16 It was a nice morning when we the students Bsed Major in Physical Science of Northern Negros State College of Science and Technology went to Sagay National High School to conduct an observation. As we have observed, we can say that the learners are very diverse when it comes to their, appearance, behavior, intelligences, languages and many other characteristics. We can see that every students are unique and possess different skills and talents because they have shown in the class their strong points and weak points. Moreover, we have observed that despite these diversities that they have they can still interact with each other in a nice way, so it implies that learners understand their uniqueness and differences. Furthermore, as we have asked the teacher about their family, cultural, socio-economic backgrounds we can say that these are great factor that really affects the individual learners especially in their performance in the class. We have observed that those students who have a very good family, socio-economic and cultural backgrounds performs well in class while to those who have vulnerable situations, they perform poorly in class. This implies that as a future educator, we should be aware of the learner diversities and we should know how to understand it so that we can deal with it in the best way that they can. We should use different classroom principles that would help the learners to effectively learn. 30 Field Study 1
  44. MyAnalysis: 1. Identify the persons who play key roles in the relationships and interactions in the classrooms. What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist? Yes, students have shown different behaviors in the class. They are unique with each other. Some are good jokers, some are attention seekers, some are always arguing, some are always laughing, some are loner and behaved and some are very bright. We can’t deny the fact that learners are diverse, as an educator our role is to facilitate each one of them in order for them to minimize their off-task behaviors and understand each other’s differences and also to learn effectively. 2. Are students coming from the minority group accepted or rejected by the others? How is this shown? Students coming from minority groups are accepted because the learners are already have that full understanding that whoever, wherever, you came from, whatever your beliefs, everyone has the right to be respected. 3. How does the teacher influence the class interaction considering the individual differences of the students? The teacher influences them by giving responses to the misbehaviors that they are doing to assure that they would pay attention in the class discussion in order for them to learn. The teacher would probably influenced the learners perspectives. 4. What factors influence the grouping of learners outside the classroom? The factors that are most observable in the learners outside the classroom are the socio- economic status, beliefs, behaviors, and personality because they tend to go with the people in which they are most comfortable and they would feel that they are being loved and given attention.
  45. Field Study 1 31 MyReflections 1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the learners and between the teacher and the learners? Yes, because despite of the diversity they are able to manage their selves, they are able to give chances with the other to express their sides. We think that everybody is united despite of the diversity that they have. They don’t have that common stereotype in judging someone. 2. In the future, how would you want the learners in your classroom to interact? How will you make this happen? As a future educator, we should be aware and understand the uniqueness of each individual learner. We should use different techniques and strategies that would help my learners to learn effectively. We should act as facilitator and guidance councilor because that is our responsibility as an educator. 32 Field Study 1
  46. MyPortfolio Post a collection of quotations advocating for celebrating diversity in the classroom. Using these quotations, explain how you will encourage all learners, regardless of religious , ethnic or racial background to interact and participate well. I have learned that a good teacher can facilitate learning process by first recognizing and respecting individual differences, then using knowledge aboutthe students to designvarious setsof learning activities andteachingapproachesto ensure thatall studentscan attaindesiredlearninggoals.She givesmore difficulttasksandquestionstothe brightpupilsand guidesthosewhoseemtobebehind.Itseemsimportanttoapproachthe learners,eachwiththeir own ability and preference. Success of individual should not be measuredby what is viewed as normal,butshouldbejudgedbasedonthepotentialofeachpupil.Differentiationisimportantso “We are the only country in the world that has taken people from so many different backgrounds, which is a great achievement by itself, but an even greater achievement is that we have turned all of that variety and diversity into unity”. "Its time for parents to teach young people early on that in diversity there is beauty and there is strength." “Diversity may be the hardest thing for a society to live with and perhaps the most dangerous thing for a society to be without”. “Don't try to fix the students, fix ourselves first. The good teacher makes the poor student good and the good student superior. When our students fail, we, as teachers, too, have failed”. “If we cannot end now our differences, at least we can help make the world safe for diversity.” “The difference between you and him and him and me isn’t different at all: we’re all different.”
  47. thateachchildcanworkathisownlevelsothattheycanlearnandachieve.Theyshouldhave the opportunitytoprogresswhateverleveltheyworkat. Field Study 1 33 FS1The Learner’s Development and Environment FIELD STUDY 1 Episode 5 INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION Name of FS Students: Venicer, Jerry, Edgar, Antonio, Nech and Love Cristine joy Course: Bachelor of Secondary Education Major in Physical Science Year: II-C Resource Teacher: Mr. Arjel Diongson Signature: Date: 08/30/16 Cooperating School: Sagay National High School My Target At the end of this activity, I will gain competence in determining teaching approaches and techniques considering the learners’ differences in level of abilities. My Performance ( How I Will be Rated ) Field Study 1 Episode 5- Individual Differences and Learner’s Interaction Focused on: Determining teaching approaches and techniques considering the learners’ differences in level of abilities. Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 Observation/ Documentation: All tasks were done with outstanding quality; work exceeds expectations 4 All or nearly all tasks were done with high quality 3 Nearly all tasks were done with acceptable quality 2 Fewer than half of tasks were done; or most objectives met but with poor quality 1 My Analysis Analysis questions were answered completely; in Analysis questions were answered completely Analysis questions were not answered completely. Analysis questions were not answered.
  48. depth answers; thoroughly grounded in theories/exemplar grammar and spelling. 4 Clear connection with theories Grammar and spelling are superior. 3 Vaguely related to the theories Grammar and spelling acceptable. 2 Grammar and spelling unsatisfactory. 1 Tasks Exemplary 4 Superior 3 Satisfactory 2 Unsatisfactory 1 My Reflection Reflection statements are profound and clear, supported by experiences from the episode. 4 Reflection statements are clear, but not clearly supported by experiences from the episode. 3 Reflection statements are shallow; supported by experiences from the episode. 2 Reflection statements are unclear and shallow and area not supported by experiences from the episode. 1 My Portfolio Portfolio is complete, clear, well-organized and all supporting documentation are located in sections clearly designated. 4 Portfolio is complete, clear, well-organized and most supporting documentation are available and/or in logical and clearly marked locations. 3 Portfolio is incomplete; supporting documentation is organized but is lacking. 2 Portfolio has many lacking components; is unorganized and unclear. 1 Submission Before deadline 4 On the deadline 3 A day after the deadline 2 Two days or more after the deadline 1 Sub Totals Over- all scores Rating: (Based on transmutation) Signature of FS Teacher Date above Printed Name
  49. Transmutation of score to grade/ rating Score Grade Score Grade 20 - 1.0 - 99 12-13 - 2.50 - 81 18-19 - 1.25 - 96 11 - 2.75 - 78 17 - 1.5 - 93 10 - 3.00 - 75 16 - 1.75 - 90 8-9 - 3.5 - 72 and 15 - 2.00 - 87 7 –below - 5.00 - below 14 - 2.25 - 84 MyMap To reach your target, do the following tasks: 1. Observe two or more learners of different abilities but from the same grade or year level. 2. Find out some information about their background. 3. Observe them as they participate in the classroomactivity. 4. Write a narrative report and a brief reflectionon your experience.
  50. Field Study 1 35 My Tools Use the activity form provided for you to document your observations.
  51. An Observation Guide for Individual Differences Read the following carefully before you begin to observe. Then write your observation report on the space provided. 1. Observe the class to see the differences in abilities of the learners. 2. Try to identify the students who seemto be performing well and those that seemto be behind. 3. Validate your observations by asking the teacher about the background (family, socio-economic, presence of some learning disability, etc.) of these children. 4. Observe the behavior of both the high achieving and low-achieving learners. Note their dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with others. 5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her class. The students in the class that we have observed show a very diverse ability during the teaching- learning process. Most of the high performing students perform well they act as group leaders and are very participative in the class discussion. As we asked the teachers about the factors that affect their performances the teacher told us that high performing students have evidently good family, socio – economic and cultural background while the low – performing don’t have that very good. 36 Field Study 1 OBSERVATION REPORT Name of the School Observed: Sagay National High School School Address: Brgy. Poblacion II, Sagay City, Negros Occidental Date of Visit: 10/03/16
  52. As we have observer the grade 10 students, we have observed that diversity is present in the classroom. There are really difference in the students in terms of their cultural background, on how they interact, their thinking and cognitive abilities. The students who seem to be performing well in class sits in front while the low performing are sitting at the back. Some students showed off-task behaviors but the teacher able to handle them. Furthermore when the students are participating, they can express their thoughts and ideas well and they create a very good classroom atmosphere. We have observer also that despite of their diversity they are still united as one this implies that the students are open-minded and very understanding with each other. Field Study 1 37 MyAnalysis: 1. Did your observation match the information given by the teacher? Were you able to correctly identify who among the students
  53. performed well and who did not? What behavior helped you identify them? (Volunteering to answer, responding to teacher’s directions, etc.) Yes it matched, as what we have observed those students who are actively participating and very interested in the class are those students with performance while those who are not interested and very passive are the one who have low performances in the class. It’s really a big help to determine their performance if you will understand and be aware of the behavior that they are showing in the class. 2. Describe the differences in ability levels of the students in the class. Is there a wide gap between the students who are performing well and those that are not? There are no too much differences with the students who are performing well and to those who a rot because sometimes students who are not performing well also show confidence and actively participate in the class the same as the high performing except that their answers are wrong. 3. 4. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the students respond to the teacher? The teacher gives positive reinforcement to those students who are performing well. The teacher encourages them to do better and the teacher also clarifies the ideas about the topic so that they can also get the point and can also understand the topic. The teacher teaches depending on the level of understanding of each student to ensure that everybody had learned. 38 Field Study 1
  54. MyReflections 1. Recall the time when you were in the 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? When we were in elementary and high school we can say that our classmates who are low achievers sit at the back, sometimes they are not listening and they are just making jokes and nonsense conversations which are very destructive in the class. Some teacher had manages them by humiliating them but some are dealing them by encouraging them. For us the most effective way of dealing with low achievers is to give positive responses for them by encouraging them and using very good and correct responses that would allow them to realize their mistakes. Field Study 1 39
  55. MyPortfolio 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? We will use the theory of multiple intelligence by Howard Garner because we believe that everyone is an intelligent person, as an educator it is our role to enhance and develop their talents by giving them appropriate strategies for every individual learners that would fit to their learning styles. I should not ignore the possibility that they are potential geniuses and that I should do my best for them to assure that they will really enhance their skills and intelligent.
  56. Field Study 1 40 STATEMENT OF THE PURPOSE Field Study 1 Portfolio was created guided by the following objectives: 1. Identify the stage of the physical, motor, linguistic, literacy, cognitive, social and emotional development of the children or adolescents as manifested in the actual classroom setting. 2. Observe and reflect on the different approaches employed by the teacher in dealing with learners in the different stages of development. 3. Analyze how the teaching and learning process should be conducted considering the different phases of child development. This portfolio showcased our observation of the physical, motor, linguistic, literacy, cognitive, social and emotional development of the children or adolescents as manifested in the actual classroom setting. Furthermore, this portfolio showcases our reflection on the different approaches employed by the teacher in dealing with learners in the different stages of development. Lastly, it showcases our analysis of how the teaching and learning process should be conducted considering the different phases of child development. Thus, this portfolio provides us with a wide array of opportunities for self- reflection that would prepare us, in our future undertaking as a duly registered teacher. Educating ourselves in the kid kind of environment that we are about to face in the real world of our chosen profession.
  57. i. CLIPPINGS 43.
  58. TEACHER’S PRAYER iii.
  59. SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Venicer P. Balaod Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance. { / } Pre- Assessment { } Post Assessment
  60. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Edgar Ricarder Jr. Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance.
  61. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Jerry Enoposa Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance. { / } Pre- Assessment { } Post Assessment
  62. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Antonio Gopio Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance. { / } Pre- Assessment { } Post Assessment
  63. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Nech Arosa Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance. { / } Pre- Assessment { } Post Assessment
  64. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Love Cristine Joy Crauz Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. { / } Pre- Assessment { } Post Assessment
  65. 10. Accepts personal accountability to learner’s achievement and performance. Date Accomplished: Rater’s Signature{ / } Pre- Assessment { } Post Assessment
  66. ORGANIZATION OF PORFOLIO
  67. ENTRIES OF EVIDENCES 41.
  68. TEACHING PHILOSPHY ii.
  69. COMMENT OF THE FACULTY 43.
  70. DAILY TIME RECORDS 44.
  71. SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Venicer P. Balaod Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance. { } Pre- Assessment { / } Post Assessment
  72. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Edgar Ricarder Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance.
  73. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Jerry Enoposa Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance. { } Pre- Assessment { / } Post Assessment
  74. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Antonio Gopio Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance. { } Pre- Assessment { /} Post Assessment
  75. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Nech Arosa Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. 10. Accepts personal accountability to learner’s achievement and performance. { } Pre- Assessment { / } Post Assessment
  76. Date Accomplished: Rater’s Signature SELF- RATING COMPETENCY CHECKLIST (For Student Use) Name: Love Cristine Joy Crauz Course: BSEd_ ___Year and Section: 2-C_____ Direction: Check the appropriate column that best describes your current level of mastery of each listed competency. Competency I cannot do this yet I am learning how to do this. I can do this but I need to learn more and improve. I can do this very well 1. Determines an environment that provides social, psychological and physical environment supportive of learning. 2. Differentiates learners of varied learning characteristics and needs. 3. Manages time, space, and resources to provide an environment conducive to learning. 4. Recognizes multi-cultural background of learners when providing learning opportunities. 5. Determines teaching approaches and techniques appropriate to the learners. 6. Determines, understands, and accepts the learner’s diverse background. 7. Relates the learner’s background to their performance. 8. Reflects on the impact of home and family life to learning. 9. Expounds on one’s understanding of the learning processes and the role of the teacher in facilitating these processes. { } Pre- Assessment { / } Post Assessment
  77. 10. Accepts personal accountability to learner’s achievement and performance. Date Accomplished: Rater’s Signature{ } Pre- Assessment { /} Post Assessment
  78. RUBRIC FOR FS 1 PORTFOLIO Name:______________________Course: Bsed Phy. Sci. Year and Section: 2-C Name of Evaluator:______________________________________Date:________ CRITERIA DESCRIPTION REMARKS 5 4 3 2 1 CONTENTOF THE PORTFOLIO OBJECTIVES OF THE PORTFOLIO QUALITY OF ENTRIES PRESENTATION OF ENTRIES PROMPTNESS IN THE SUBMISSION
  79. 52. BIOGRAPHY
  80. BIOGRAPHY NAME: BALAOD, VENICER P. ADDRESS: SITIO POLOPANGYAN, BRGY. BUG – ANG, TOBOSO MOBILE NO.: 09502502231 EMAIL ADDRESS: VENXKHUIZ@YAHOO.COM PERSONAL BACKGROUND AGE: 18 Y/O STATUS:SINGLE CITIZENSHIP: FILIPINO PLACE OF BIRTH: BRGY. BUG- ANG WEIGHT: 55 KG HEIGHT: 1.70 M NICKNAME: VENS RELIGION: CATHOLIC MOTHER’S NAME: TERESA P. BALAOD OCCUPATION:TEACHER EDUCATIONAL BACKGROUND TERTIARY: NORTHERN NEGROS STATE COLLECGE OF SCIENCE AND TECHNOLOGY BRGY. OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL 2016 – PRESENT SECONDARY: SAGAY NATIONAL HIGH SCHOOL BRGY. POBLACION II, SAGAY CITY, NEGROS OCCIDENTAL 2010-2016 ELEMENTARY: BUG- ANG ELEMENTARY SCHOOL BRGY. BUG-ANG. TOBOSO, NEGROS OCCIDENTAL 2004-2010
  81. BIOGRAPHY NAME: EDGAR S. RICARDER JR. ADDRESS: PRK. ANTIPOLO, BUG-AS, ESCALANTE CITY MOBILE NO.: 09482890383 EMAIL ADDRESS: NONE PERSONAL BACKGROUND AGE: 19 STATUS:SINGLE CITIZENSHIP: FILIPINO PLACE OF BIRTH: ESCALANTE WEIGHT: 63 KG HEIGHT: 1.74 M NICKNAME: JUN JUN RELIGION: CATHOLIC MOTHER’S NAME: GINA S. RICARDER OCCUPATION: HOUSEWIFE FATHER’S NAME: EDGAR O. RICARDER SR. OCCUPATION:DRIVER EDUCATIONAL BACKGROUND TERTIARY: NORTHERN NEGROS STATE COLLECGE OF SCIENCE AND TECHNOLOGY BRGY. OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL 2016 – PRESENT SECONDARY: SAGAY NATIONAL HIGH SCHOOL BRGY. POBLACION II, SAGAY CITY, NEGROS OCCIDENTAL 2012-2016 ELEMENTARY: ESCALANTE CENTRAL ELEMENTARY SCHOOL
  82. BIOGRAPHY NAME: JERRY C. ENOPOSA ADDRESS: BRGY. POBLACION II, SAGAY CITY MOBILE NO.: 09199546930 EMAIL ADDRESS: jerry_enoposa@yahoo.com PERSONAL BACKGROUND AGE: 20 Y/O STATUS:SINGLE CITIZENSHIP: FILIPINO PLACE OF BIRTH: SILAY WEIGHT: 40 KG. HEIGHT: 1.69 M NICKNAME: TOTO RELIGION: CATHOLIC MOTHER’S NAME: NELLY C. ENOPOSA OCCUPATION: HOUSEWIFE FATHER’S NAME: EDGAR B. ENOPOSA EDUCATIONAL BACKGROUND TERTIARY: NORTHERN NEGROS STATE COLLECGE OF SCIENCE AND TECHNOLOGY BRGY. OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL 2016 – PRESENT SECONDARY: SAGAY NATIONAL HIGH SCHOOL BRGY. POBLACION II, SAGAY CITY, NEGROS OCCIDENTAL 2010-2016 ELEMENTARY: MA. LOPEZ ELMENTARY SCHOOL 2007-2010
  83. BIOGRAPHY NAME: ADDRESS: MOBILE NO.: EMAIL ADDRESS: PERSONAL BACKGROUND AGE: STATUS:SINGLE CITIZENSHIP: FILIPINO PLACE OF BIRTH: WEIGHT: HEIGHT: NICKNAME: RELIGION: CATHOLIC MOTHER’S NAME: OCCUPATION: EDUCATIONAL BACKGROUND TERTIARY: NORTHERN NEGROS STATE COLLECGE OF SCIENCE AND TECHNOLOGY BRGY. OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL 2016 – PRESENT SECONDARY: SAGAY NATIONAL HIGH SCHOOL BRGY. POBLACION II, SAGAY CITY, NEGROS OCCIDENTAL 2010-2016 ELEMENTARY:
  84. BIOGRAPHY NAME: ADDRESS: MOBILE NO.: EMAIL ADDRESS: PERSONAL BACKGROUND AGE: STATUS:SINGLE CITIZENSHIP: FILIPINO PLACE OF BIRTH: WEIGHT: HEIGHT: NICKNAME: RELIGION: CATHOLIC MOTHER’S NAME: OCCUPATION: EDUCATIONAL BACKGROUND TERTIARY: NORTHERN NEGROS STATE COLLECGE OF SCIENCE AND TECHNOLOGY BRGY. OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL 2016 – PRESENT SECONDARY: SAGAY NATIONAL HIGH SCHOOL BRGY. POBLACION II, SAGAY CITY, NEGROS OCCIDENTAL 2010-2016 ELEMENTARY:
  85. NAME: ADDRESS: MOBILE NO.: EMAIL ADDRESS: PERSONAL BACKGROUND AGE: STATUS:SINGLE CITIZENSHIP: FILIPINO PLACE OF BIRTH: WEIGHT: HEIGHT: NICKNAME: RELIGION: CATHOLIC MOTHER’S NAME: OCCUPATION: EDUCATIONAL BACKGROUND TERTIARY: NORTHERN NEGROS STATE COLLECGE OF SCIENCE AND TECHNOLOGY BRGY. OLD SAGAY, SAGAY CITY, NEGROS OCCIDENTAL 2016 – PRESENT SECONDARY: SAGAY NATIONAL HIGH SCHOOL BRGY. POBLACION II, SAGAY CITY, NEGROS OCCIDENTAL 2010-2016 ELEMENTARY:
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