Analyzing a School Environment and Classroom Observation Report

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1. Eastern Visayas State University Burauen Campus Burauen, Leyte In
PartialFulfillment of the Requirement of the Course Field Study 1 & 2 (PORTFOLIO)
Submitted by: Arbie B. Roca BTHELE-II Submitted to: Dr. Petronila Tila-on Associate
Professor Directors of Academic
2. Field Study 1 LEARNERS DEVELOPMENT AND ENVIRONMENTEPISODE 1
SCHOOL AS A LEARNING ENVIRONMENT CLASSROOM FACILITIES MATRIX
Classroom Description (location, number, arrangement, condition) Facilities 1. Wall
display There are many wall displays in the room. Such materials being displayed is the
pictures of some heroes and different views in our place and is covered with plastic.
These posted materials are attractive and teaches lesson. 2. Teachers There is only one
teacher’s table. It is located on the table right side of the room near the window. The table
is covered with pink mantel and plastic. Such table is nice and plain. 3. Learners There
are 20 learners desk, since the room is Desk composed only one section. The desk are
properly arranged with enough distance from the other desks so that the students can
move easily and comfortably. There are 4 rows. In every row there are 5 desks. The desks
are painted with brown. 4. Blackboard There are 2 blackboards being used by the teacher.
5. Learning These are many learning materials and visual aids displayed Materials/ in the
classroom. Such materials are charts Visual Aids , p i c t u r e s , flashcards, books and
etc. These are placed at any side of the room. Some of these are new while others are no
6. Comfort There are only one comfort rooms located on the right side of Room the room
at the back side corner. 7. Mini Library It is located at the right side o f the room near the
window.
3. My observation report here: Name of the school observed: BURAUEN NORTH
CENTRAL SCHOOL School address: Sta. Ana St. Burauen, Leyte Date of visit: JULY
26, 2011 The school that I observed was Burauen North Central School in which the
classrooms, offices, and buildings are conducive for student learning. It develops
students’ social interactions. Conducive physical learning Environment is safe, clean, and
orderly. The school is found in place where the students can make their projects like
computer shops. The classrooms are appropriate to the number of students. My
impression on the offices was good. The school has different offices but one that I like
among the offices is the office of the Principal of this school because it was very
beautiful. I want in this school environment because the facilities, the classrooms and the
offices are conducive for the student learning. The school should be located at the town.
Beautification and cleanliness were undertaken of this school by tree planting and proper
waste disposal. As a future teacher, I will care the classroomYour analysis 1. How do the
school campus and the classroom in particular impact on the learning of the students
going to school? What is your conclusion? Conductive classroom atmosphere
contributes to the learning of the students. Such classrooms have proper ventilation,
well-lighted and free from noise. If the school campus is conducive as well as the
classroom, the attention of the students will become focused on the lesson. They will
learn easily and comfortable. Physical condition of the classroom is not only to be
considered as conducive. Teacher strategies are also factor to be considered. If the
teacher uses novelty of instructional materials the pupils will become attentive to listen
and learn. If there is a mastery of subject matter the lesson will have a sense of direction

that leads to better learning of acquired knowledge, skills and values. 2. How does this
relate to your knowledge of child and adolescent development/ how does it relate to your
knowledge of facilitating learning? In relation to my previous knowledge of child and
adolescent development, pupils learn easily if they were exposed to a friendly
atmosphere, free from distractions and noises. They could easily learn if every meeting
teacher uses variety and novelty of learning materials and motivate them always. In
connection to my previous subject facilitating learning that in doing our task as a teacher
I should follow the methods and techniques that are best for students to learn. If there will
design my own methods and techniques for better earning and see to it that it is effective.
4. Your reflections 1. Would you like to teach in the school environment you just
observed? Why? Yes, I like to teach in the school environment I have observed
because the students are motivated to learn although they are not exposed to new
technologies in teaching-learning process. They are intrinsically and extrinsically
motivated to study. Rain or shine they come to school. Physical environment is also the
factor I like, the place is peaceful, safe with proper ventilation and free from distractions.
Also, the school in my town. 2. What kind of school campus is conducive to learning? If
the school campus is very clean, well ventilated and lighted and if it is free from the
destruction like noise, pollution etc. 3. What kind of classroom is conducive to learning?
The kinds of classroom that are conducive to learning are the following: - A high
performance school seeks and provides adequate space and opportunities for students and
teachers to spread out, reflect, interact, exchange information, examine and test ideas. -
The appearance of the school is inviting. Students, teachers, and the local community
want it to be there. - The school has adequate natural lighting that enhances productivity.
-The school strives for student-friendly conditions throughout the building. - The school
is inviting to good teachers and supports their retention. - The school is clean and
sanitary. - The risk of an adverse health effect is very small -The school is designed to
reduce stress. It is comfortable, has a consistent temperature, and manage noise.
5. EPISODE 2 Learner’s Characteristics and Needs My observation report here:Name of
the school observed: BURAUEN NORTH CENTRAL SCHOOLSchool address: Sta.
Ana St. Burauen ,LeyteDate of visit: AUG 02, 2011 The students that I was observed in
this episode are the grade VI pupils. In termsof physical domain, the students were move
clumsy and smooth. Students are good inwriting and drawing. In terms of social domain,
they have good interactions with theirteacher. They help each other to answer their
exercises. They are concern to eachother. In terms of emotional, they are serious every
time they have a class lesson. Andin terms of Cognitive domain, they comprehend easily
by the help of their teacher. I recall my own experiences when I was at this age, my
teacher in math helpsme a lot to widen my knowledge. The students that I was observed
are similar to ourbatch when we are at this age because they are also disciplined by their
teacher. Myfavorite theory of development is Erickson’s Psychosocial because in this
theory Ilearned a lot like knowing who I really am; I know how to discipline myself. I
learnedthat life should be always positive. It helps me and guides me as a future teacher
toknow the development of the students. I should be develop my students grow.
Learners’ Development Matrix Development Preschooler Elementary High school
domain Indicate age range of Indicate age range of Indicate age range of children
observed: children observed: children observed: 5-6 7-8 15-16 Physical Gross-motor
skills -Children are clumsy -they are very alert -they can walk and and brisk. and

energetic and run and move active. appropriately. -they can write and -they can write well
Fine-motor skills -they can write and read words. and draw, and read letters. read. - can
dress their -dress Self-help skills -can dress their selves without the appropriately wit h
Others selves without the assistance of others. styles. assistance of others but is not
proper.
6. Social -they with interact -they interact -they interact Interaction with with teachers
with without hesitation. actively and teachers self confidence. confidently. -love to play
with -they interact their classmates together with their -they interact with Interaction with
then easily got classmates the teachers withclassmates/friend trouble. Joyfully and
confidence. actively. -they love to play draw and write -they become -they like hands-on
anything. interested in an experience and drill Interest enjoyable activity activities.
especially story telling. Emotional Moods & -they are active, -there is shifting of -they
become temperament, briskly, happy but their moods. Often moody when they
expression of easily cry. time they are weak are depressed and feelings sometimes they
are they become happy lively active. when they do accomplishment -they express their -
their emotions are Emotional -they fell happy emotions through more mature than
independence when they play with crying. pre-school and Others their classmates.
elementary. CognitiveCommunication -they are not fluent -can communicate -can
communicate Skills on speaking with their teacher with their teacher either in vernacular
either in vernacular or English. or in English with proper grammar. -they can think -they
can figure logically. -they can’t be able to out small things Thinking skills figure out
things. -can solve -it is hard for them to -can solve easy problems following solve
problem. and some difficult the right solutions.Problem solving problems. Others
7. Your analysis Write the most salient developmental characteristics of the learners you
observed. Based on these characteristics, think of implication for the teacher. Level
Salient characteristics Implicate to the Teaching- Observed Learning Process Preschool
Age range of -Like to move a lot and play. -Therefore, teachers should not learner’s
expect preschoolers to stay seated observed 5-6. for a long period of time. -They like to
draw. -Therefore, the teacher should let the pupils to draw and assist them. -Therefore,
the teachers should find -They like to sing and dance. ways on how to develop their
talents. He should allow them to show it and encourage them in participating in different
activities where in they can show their talents. Elementary Age range of -Elementary
pupils have -Therefore the teacher should provide learner’s different learning abilities
different activities for them. He/she should observed 7-8. such as dancing, singing, also
have different kind of approach for drawing, and are hungry the diverse learning abilities
of the pupils of learning. -Therefore, the teacher should be aware of what he is teaching
and -They are keen observers. bec a r e f u l o f t h e w a y h e / s h e p r e s e n t things.-
therefore, the teacher shou l d always master his/her subject matter before conducting
his/her class the next day High school Age range of -high schools develop mind -
Therefore, teachers should provide learner’s and are competent on the different teaching
approaches and observed 15- different learning activities. should use an advance way of
16. teaching that is equipped on their age.
8. Your Reflections 1. While you were observing the learners, did recall your own
experiences when you were their age? What similarities or differences do you have with
the learners you observed? When I was observing the learners, I recall my own
experiences when I was at their age. Before, in my elementary years, I was so naughty

yet very participative in the class discussion. I lead some naughty friend of mine too.
Sometimes, we don’t enter classes. But during exams, I always got the higher score than
with my friends. I never study but still I learn in the discussion because I listen and I was
so behave before when the class is going on. And this would be the difference of me from
these pupils that I observed. These grades III and IV that I observed, some of them cannot
read well even at their level of year in school 2. Think of a teacher you cannot forget for
positive or negative reasons. How did she/he help or not help you with your need
(physical, emotional, social, and cognitive)? How did it affect you? During my
elementary grades, there is one teacher that I idolized and I always remember. She was
Mrs Flor C. Pantin. She is quite strict but is a very good teacher. She is a kind hearted and
caring teacher. She shows a great concern towards us. She developed us not only in
cognitive domain but also in emotional domain. This would be the kind of teacher I
would like to be in the future. 3. Which is your favorite theory of development? How can
this guide you as a future teacher? My favorite theory of development is different
children h a v e d i f f e r e n t characteristics that lead to diverse needs. This could help
me as a teacher to become flexible in preparing varied learning strategies to meet the
needs of every pupil. This could also guide me to remember always that every learner
have multiple-intelligences so I will integrate it to my lesson.
9. EPISODE 3 Classroom Management and Learning My observation report here: Name
of the school observed: BURAUEN NORTH CENTRAL SCHOOL School address: Sta.
Ana St. Burauen, Leyte Date of visit: AUGUST 23, 2011 As I observed in the class, the
characteristics of the learners were very active. They are well-concentrated with their
lesson. The classroom organization and routine affect the learners’ behavior by following
the rules and procedures of the classroom. The teacher have in mind when she designs the
classroom organizations and routines should be the students become knowledgeable and
skilled, organized a comfortable and pleasant physical environment for ease in mobility
and flow of learning activities. The behavior strategies were effective in managing the
behavior of the learners are following the routines, sensitive to positive and negative
interactions in order to maintain discipline and order. The routines and procedures that I
consider for this level to discipline them and to maintain the cleanliness of the classroom
are daily attendance, prayers, keeping tables and chairs in order before leaving, cleaning
blackboard to be ready for next topic and cleaning stains or drops after the lesson.
Classroom Management Matrix Aspect of classroom Description Effect on the learners
Management 1. Specific areas in the A storage drawer that store the They will learn how
to make classroom booklet for the students. their things organize. 2. Classroom rules
Their classroom rules are encoded. 3. daily routines Checking assignments. To monitor if
they have learn remembered the past lessons. 4. Seating Their seating arrangement They
are comfortable arrangement are mixed(boys/girls) studying on their chosen seating. 5.
Handling The students are They will be able to realize misbehavior/off task reprimanded
their mistakes. behavior. 6. Reinforcement of The students are given The students will be
positive behavior phrases. motivated in the pursuit of their learning.
10. Your analysis1. How did the classroom organization and routines effect the learners
The classroom behavior? organization and routines serves as their guide inside the
classroom. The classroom organization will serve as a guide to organize the flow of the
classroom system. Routines will also develop their personality like the spiritual aspect in
prayer, physical aspect in exercise, 3 mental aspects in the form of recitation and others.2.

What should the teacher have in mind when she/he designs the classrooms organization
The teacher must and routines? What theories should you have in mind? be
knowledgeable I the different multiple intelligences so that the teacher knows the strength
3 weaknesses of the student. For example, some are able to kinesthetic so the teacher
must have a classroom routine that develops the kinesthetic ability of the student or if the
student is good in the written ability, make quizzes, 3 essay writing a routine inside the
classroom. If the student is good in spatial ability, assigned them in classroom designs 3
organization and the same things like what are mentioned.3. Which behavior strategies
were effective in managing the behavior of the learners? In motivating In managing the
behavior of the students? Why were they effective? students, the teacher should be
knowledgeable in psychological aspects of guiding behavior. The students are very happy
whenever they hear positive feedback from the teacher. The teacher must give positive
feedback to the learners. In handling misbehaviors, the teacher should always
communicate with that student to monitor his behavior.
11. EPISODE 4 Individual differences and Learners Interaction My observation report
here:Name of the school observed: BURAUEN NORTH CENTRAL SCHOOLSchool
address: Sta Ana. Burauen, LeyteDate of visit: September 06, 2011 The students that I
was observed are the groups that interact more with theirteacher than others. They
behaved and interacted differently. All in the groupsparticipated actively. There are some
students ask for most help. When the studentsare called by their teacher, and cannot
answer the teachers’ question, their classmatestry to help each other. I am proud with
their teacher because of her ability to make them disciplined. Ifeel a sense of oneness or
unity among the learners and between the teacher andlearners because they are all
cooperate. As a future teacher, I want the learnersinteract in a good way. I will encourage
all learners to interact and participate with myclass by calling their attention and making
them as one.Your reflection 1. Imagine yourself organizing your classroom in the future.
In what grade level do you see yourself? What routines would you consider for this level?
Why? As I imagine myself organizing my own classroom in the future, I would like to
teach in a grade IV or V or in the sixth level of the grade level b e c a u s e i t i s m o r e
appropriate for me and I’m capable of this level. It is not so hard for me to discipline t h e
s e p u p i l s a n d t e a c h them. Such routines and procedures I will consider are
conducting prayers, action songs, checking of attendance, checking of assignment, review
of previous lesson, and open a new lesson. Such routines also are exposing learners to
music, hands-on activities, drill and etc 2. Make a list of the rules you are likely to
implement in this level. Why would you choose these rules? My rules to be implemented:
a. Late should not be accepted in the class. Instead, they will stay in the library Th is
rule is to prevent tardiness inside the classroom procedures. So that later on, they will not
be late anymore.
12. b. They should always wear proper uniform. This is for the students to be well-
groomed every time they enter the classroom. This tends to increase their self-esteem and
feeling of freshness. Through this, their personality will also be determined. They
should c. Silence must be maintained every time and everywhere. always remain in
silence to make the discussion comprehensive and will not cause any disturbances to the
other classroom nearby.3. Should The learners should learners be involved in making in
class rules? Why? be involved in planning and in making of the classroom procedure so
that they will be able to make adjustments and adapt to changes. Furthermore, they will

be able to express their thoughts and feelings regarding the planned procedures. For an
instance, if the students follow the seating arrangement alphabetically, in which the
shortest among the group is also the one whose seat is on the last chair, if this is the case,
it is unfair to the one who is the shortest in the class. To solve this, the seating
arrangement should be in an increasing height manner. Thus, an agreement between the
educator and the learners is significant to have a competent class. Your reflection1. How
did you feel being in what classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher Being in the classroom I feel honored and glad for
I and the learners? am a part of a family because learners become closed to me as well
as the teacher.2. In the future, how would you want learners in your classroom to
interact? In the future I How will you make this happen? would like the learners to
interact in my classroom actively. I want them to participate so that their cognitive,
affective and psychomotor skills will be developed. I will encourage them to cooperate in
any activities so that they will learn better and socialize with others as well as being
aware of the learning materials used.
13. 3. How will you encourage all learners, regardless of religious, ethnic or racial As
future educator, I background, to interact and participate? will encourage the learners to
take part and participate in all the school activities in and out of the classroom regardless
of their varied religious, ethnic and racial background. They should be treated equally.
Nobody should be discriminated and treated as inferiors and don’t ever call dull, fool,
damn or any bad words that may hurt the feelings of the learners. As a teacher, one
should always be patient and one should commit himself to his profession because
teaching is not just a profession but it is a vocation. The teacher should give the very best
he can give for his pupils, a service without expecting any rewards from them. It is a
service where in the only reward is the successfulness of the learners you have taught. I
should also tell them not to discriminate their classmates especially those that came from
minority groups. Besides, they should treat them equally and give them importance. I
should also encourage them to love one another and to foster friendship among them.
They should respect one another to avoid discrimination and most of all to avoid trouble
between them Your analysis1. Identify the persons who play key roles in he relationships
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 All Grade IV pupils play
key role double/pessimist? in the relations and interactions in the classroom. There
appears to be the leader, mascot/joker and a little teacher.2. Are students coming from the
minority group accepted or rejected by the Students coming from the others? How is
this shown? minority group are accepted by others who belong to elite family by
welcoming and showing them as a friend as well as brothers and sisters3. How does the
teacher influence the class interaction considering The teacher influences the
class differences of the students? interaction considering the I n d i v i d u a l
differences of the students by giving equal treatment to all the pupils and encourage those
pupils who are shy to interact and participate during the discussion.4. What factors
influence the grouping of leaner’s outside Factors influencing the grouping of learners
outside the classroom? the classroom are the gender and their age.
14. EPISODE 5 Individual Differences and Learners Interaction My observation report
here:Name of the school observed: BURAUEN NORTH CENTRAL SCHOOLSchool
address: Sta. Ana St. Burauen, LeyteDate of visit: September 13, 2011 The students who

performed well in the class that I was observed are those whoare present in the class.
Some of the students come from average family and aboveaverage family in terms of
socio- economic status. The methods and strategies that I will remember in the future to
ensure that I willbe able to meet the needs of both the high and low achievers in my class
areencourage learners to share their personal history and experiences, communicate
highexpectations to students from all sub-groups, adopt to the students’
diversebackgrounds and learning styles by allowing them personal choice and
decisionmaking opportunities concerning what they will learn and how they will learn it.
Your analysis 1. Did your observation match information given by the teacher? Were you
able to correctly identify who among the students performed well and who did not? What
helped you identify them? (Volunteering to answer, responding to teachers directions,
etc.) My observations match the given information given by the teacher when the
teacher told us the socio-economic status of the students and their way of living which is
one of the factors that that affect the learning of the students. I was able to correctly
identify also who among the students performed well and who did not because of the way
they behave and interact in the class discussion. My observation was proven in their test
results, the way they present their ideas and respond to the teacher’s direction. Those
active learners aggressively participated in the discussion and raise their hand while the
slow learners are quietly seating at the back and looks at you with an empty mind. Those
that are eager to learn approached the teacher to ask if there’s something that bothers
them. 2. Describe the difference in ability levels of the students in the class. Is there a
wide gap between the students who are performing well and those are not? Definitely,
yes. There is a wide gap between the students who are performing well and those that
do not. This is because those students that are performing well are really a keen observer
and really behave well and participated in the class while the slow learners do the
opposite
15. 3. Describe the methods used by the teachers in handling the students differences in
abilities/ how did the students respond to the teacher? Teacher used collaborate approach
in handling the students differences ina b i l i t i e s . S h e u s e d i t f o r t h e p u p i l s
h a v e t h e c h a n c e t o s h a r e i d e a s w i t h t h e o t h e r classmates to improve
their speaking ability and self-confidence. The students respond the teacher by
participating in the activityYour reflection 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? As I recall the
time were I was in the elementary grades, there were really high and low achievers in our
class before. Some of my classmates respond easily while others do not. There were slow
learners. From my grades 1-6, I have been with these learners. I knew them since we’re
in one class. Some of us are very naughty and in fact, I a m o n e o f t h e m . T h e
teacher handles us through discussions, review, and oral participation. Sometimes, the
teacher conducts groupings/ group activity .I found my teacher before as an effective one
because I was able to learn in the way she teaches us. In detail, we always excel in math
challenge competition with the different school and always got the first place. However,
they may not be that effective for the slow learners or those that have lesser interest in
their studies. 2. With the principle of individual differences in mind, what methods and
strategies will you remember in the future to ensure that will be able to meet the needs of
both the high and low achievers in your class? In a classroom setting, no learner is the

same with the others. Every individual is unique and has different ways to learn. It is
advisable for t h e t e a c h e r t o h a v e collaborative approach in order for the students
to learn with each other and they may come up with the best solution/ answer to a
particular problem given. Having a group work is the best way for them to share ideas.
Brain storming may lead to an idea which the teacher doesn’t expect that his/her students
may come up with that idea.
16. EPISODE 6 HOME-SCHOOL LINK My observation report here:Name of the school
observed: BURAUEN NORTH CENTRAL SCHOOLSchool address: Sta. Ana St.
Burauen, LeyteDate of visit: September 20, 2011 The student that I was interviewed in
this episode was a grade V-sped, 10yearsold, male, and has three siblings. The style of
parenting experienced by the learner thatI was interviewed was authoritative, because his
parent achieves a good blend. Thestudent is socially competent, self reliant and has
greater ability to show self-control.He has higher self-esteem and better adjusted. The
type of parenting that I was experienced is Permissive. My parents are notfirm or
controlling. They have few expectations. May be warm and caring but appear tobe
uninvolved and uninterested. It affects me to study hard for them to give me careand
importance. As a future teacher, I will make a meeting for the parents everygrading
period of the school year. I will discuss the attitudes of their daughter/son andtelling the
purpose of the meeting. I will help them by guiding their children and byunderstanding
and talking with them. They will help me by doing what the right thing todo with their
children. The learners Development Profile (outline)Name of the Learner: Seth Yancy Y.
AmescuaSchool: Burauen North Central SchoolDate of home visit: Sept. 20, 2011Date of
birth: December 09,2000 age: 10Grade/year Level: VI-sped gender: maleFAMILY
PROFILE:Number of Siblings: three (3)Birth order: first (1)Parent: Heide Cyu &
Renante AmescuaMother: Ceide CyuAge: 32Occupation: Private employee educational
attainment: college grad.Father: Renante AmescuaAge: 36Occupation: Private employee
educational attainment: college grad.
17. Physical Development: The child grows healthy. He can work independently without
the assistance of others. However, in terms of heavy works he can’t do it without the
assistance of others Social Development: The learner is friendly and sociable. He interact
his teacher, classmates and friends outside the school. He learns to communicate with
other respectfully. He knows how to socialize other people in a good way Emotional-
Moral Development: Since his mother is not home, he learns to live without her presence.
He is behaving in school and home. He knows how to respect others. Cognitive
Development: His cognitive aspect continuously developed as he comes to school and
study. He is not the same as the other learner. He learns fast and participates actively
during class activities. Findings: Conclusion: I conclude that the school and home
contribute a great impact in developing the cognitive, affective, psychomotor and so as to
the total personality of the pupils. Hence the learning of the child begins at home. At
home the child learns values, works and his cognitive slowly developed. However, school
plays a vital role in molding the child. Since school is made for the purpose of developing
physical, social, emotional- moral and cognitive aspect of the learner. As the child goes
to study from pre-school until college he spends much time in school rather than at home.
So, the total development of the child depends in school as well as the teacher which is
the most important person in school that bears knowledge and values to share with the
learner Recommendations: I recommend that teacher must be diligent, resourceful and

patience in handling the learners. He/she must use varied strategies in order to catch the
interest and attention of the pupils to focus on the lesson. He/she must bear in mind the
knowledge that the learners get rather than the salary receive. For the parents, they are
responsible in guiding and disciplining their children. They must be open with their
children. They should ask them about their study and give encouragement to focus and
study hard so as to become successful in their life. The most important is the role of the
learner, they must be motivated to learn and participate since they are responsible of their
own learning.Your analysis
18. Your findings and recommendations in the learner development profile will help you
answer the question here. 1. From your home-visit and interview, what do you think is
the style of parenting experienced by the learner? Explain your answer. From my home
visit and interview, parents used authoritative parenting style. If one of their children
commits mistakes they make children understand consequence of their behavior. Have
clear and reasonable expectations and limits for their children 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? In relation to what I
have learned from child development , s u c h f a m i l y f a c t o r s contribute to the
development and over-all adjustment of the learner in school are parent factors if how
they act in front of their children, how they impose discipline among the members of the
family and how they guide and nurture their children. Broken family is also factor
because child grows without a father or mother who is responsible in taking care of
him/her. He feels isolated from others who have complete family. With this, he will
develop a sense of discrimination in the society. He could find difficulty in doing
adjustments at school. 3. Does the communication between the home-school have an
effect on the learner? If, yes what are these effects? Yes, the communications between
the home-school has an effect on the learner. Such effects are, parents become aware of
the performance of his/her child. With this, they could guide their child in performing
better at school. Teachers also, become aware of the learners behavior by asking the
background of the chilYour reflection 1. Reflect on your own development as a child.
What type of parenting did you experience? How did it affect you? Authorization
parenting style is used by my parents. They are very firm with us and expect
unwavering and unquestioning obedience. There are rules set by them to be followed and
our misbehavior is met with withdrawal of affection, physical punishment or threat.
19. 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? As a future teacher, I could establish good home-school collaboration by
conducting meeting once a month among the parents regarding the performance of their
child. I will make counseling to them together with their child. By this, I will be able to
inform them about the progress and failure of their child. In return, they could help me by
encouraging their child to study at home and discipline their child to behave in
school.Optional Reflection Activities: 1. H- High-diversified background O- Open
acceptable M- Methods to be used for E- Effectiveness in learning S- Student must C-
Concern of H- His/her O- Output O- Of L- Learning L- Learners I- Incorporate N- New
K- Knowledge
20. FIELD STUDY 2 EXPERINCING THE TEACHING-LEARNING PROCESS
Looking Through the Meaningful Learning EPISODE 1 Experiences My observation

report here:Name of the School observed: BURAUEN NORTH CENTRAL
SCHOOLSchool Address: Sta. Ana St. Burauen, LeyteCourse: BTHELE IIWhat
principles in teaching-learning were commonly applied? -The principles in teaching-
learning were commonly applied were learning is anactive process begin with the end in
mind, learning is meaningful when it is connectedto student’s everyday life and good
teaching goes beyond recall of information. Thesewere the principles that the teachers
applied in her teaching learning process.What instructional materials were used in
teaching?- Such instructional materials were used in teaching are charts, pictures
flashcardsbooks and visual aids.Which of the principles in teaching facilitate the
cognitive, Meta cognitive andpositive motivational process of learning?-Aim at the
development of critical and creative thinking is the principles that facilitatethe cognitive,
Meta cognitive and positive motivational process of learning. Hence, thisprinciple
includes questions of high-level, divergent and open-ended questions. Thisserve as
catalyst in the development of higher-order thinking skills or creative thinkingskills for
this reason, the whole brain must be used for balanced learning not just theleft or critical
thinking but also the right for creative thinking. This principle also, allowsyou to think
aloud and Meta cognate in order to create logical and creative ideas insuch problems.
21. Scribble a brief reflection of your feelings and insights from your observation
experience: The teacher is responsible in aiming at the development of critical and
creative thinking amongthe learners. He must not only ask questions begin with what,
who, where and when hence these arelow-level questions. If the teacher wants to develop
the thinking skills of the learners he must exercisequestions of how and why in such a
way their critical and creative thinking will be developed. Theteacher must employ
teaching strategies and techniques that serve as a catalyst in the developmentof higher-
order thinking skills (HOTS). Open-ended questions must be included since learners
areallowed to think aloud and meta cognate their ideas in order to arrive into better ideas.
22. EPISODE 2 Learners’ Characteristics and Needs My JournalName of the School
observed: BNCSSchool Address: Sta. Ana St. Burauen, LeyteGrade level: V-Sped
subject area:Description of Teaching Strategies:Classroom strategies using visual
processing and mnemonic strategiesaroused by the teacher. Teacher used visual aids in
her discussion aspowerful aids in retention as well as in understanding. She used visual
aids for moreunderstanding and learning that pupils will acquire. She also used
mnemonic strategiesthat assist students in recalling important information. Since learners
need to be taughtagain to remember important information that is useful in everyday
lifeDescription of Learning Activities:Learning activities done by the teacher and
students were successful. The learnerswere able or participate and cooperate with each
other. The actively participated eventhough their answers were wrong.The said learning
activities gave impact to the personality of the pupils as well as theircognitive and
psychomotor skills. It helps them to think ideas by answering questionsgiven by the
teacher during the activities. Their personality developed hencethe t e a c h e r i n t e g r a
t e d v a l u e s t o h e r l e s s o n . A n d t h e i r s k i l l s i n w r i t i ng w e r e a l s o
developed through the given written exam by the teacherDescription of Learners
Participation (proportion of learners who participatedand quality of participation):Most of
the pupils participate; only few of them are not. So, there was a highpercentage of
participation. There is a good quality of participation since majority of theclass
participate during activities. They learn to participate w/c is a sign of

developingcommunication skills and improving self-confidence.Scribble a brief
reflection of your feelings and insights from your observation experience: In relation to
one of the guiding principles in the selection and use of teachingstrategies that learning is
an active process. The teacher should actively engage thelearners in learning activities if
he/she wants them to learn what he/she intend to teach.For nobody can learn for us in the
same way that nobody can eat for us, nor live for us,nor die for us. So, teacher should
give students opportunities to participate inclassroom activities. He/she have to give
varied activities to the students for ―hands-on-minds-on‖ learning. Hence the most
effective approaches according to the researchersare learning by doing and learning by
teaching others.
23. EPISODE 3 Assisting Teacher with a ―Teachers’ Toolbox‖ An Observation Guide for
Assisting Teacher 1. What are the objectives of the lessons? Uses of adjective to describe
an object. Write a sentence to describe objects. Draw an object. 2. How do the
learners participate in the learning activities? The learners did not participate actively
because they find the lesson quite difficult. They try to think what the lesson all about is
by listening attentively to the teacher. They ask questions that are difficult for them. They
try to participate even though their answers their answers are wrong so that the teacher
will correct it. 3. What instructional materials are employed? Word flashcards, charts,
drawing materials and real objects are instructional materials used by the teacher. 4.
How does the teacher assess the learning of the lessons? Is she assessing the process or
the product? The teacher assessed both the process and product. During the process
which was the discussion, the teacher asked some questions to the learners this was her
way in assessing the process. After the discussion the teacher gave exam to the learners
which were the product. 5. What reasons does the teacher give in having such learning
activities? The teacher given such learning activities because she wants to improve and
develop the cognitive, affective, psychomotor skills as well as the personality of the
learners.
24. Teacher’s Describe the Theories of Your own Your ownactivity learning learning
suggested suggested activity, behavior of applied by activity, materials, or the learners.
the teacher. materials, or assessment. assessment that is more appropriate.1. Review -
Learners are -good -review is -real objects are able to answer teaching appropriate
appropriate because the questions goes beyond activity. Most learners like of the teacher
recall of appropriate complete About the information materials to be instructional
previous and emotion used are real materials. In lesson. has the objects. assessing learners
power to Assessment teacher should ask ¾ increase should be done of the pupils in order
retention and by asking ¾ to know if most pupils learning. of the pupils remember and
about the understand. previous lesson. -Learners -begin with -teacher should -pupils are
more2.Discussion participate the the end in conduct group appropriate in a discussion.
mind, share activity. She sense that Grade II They ask lesson should use pupils like to see
questions if objectives to pictures as her pictures especially if they do not the pupils,
instructional it is colorful and understand. learning is an materials. In attractive. By active
assessing contributing process and learners, she questions equally learning is must
contribute pupils will develop a meaningful equally her sense of when it is questions to
the belongingness connected to pupils. With his/her co- the student’s classmates.
everyday life.3.Evaluation -Learners -Learning by -Instead of written -Teacher must give
answer the doing and exam teacher an oral examination exam given by learning is an

should give oral so that the pupils will the teacher. experience exam develop their
communication Some of them which occurs to the pupils. She skills and self are passing
inside the must use pictures confidence. She while other are learner and is or real objects
must use pictures or not. by activated and ask the class charts to identify who by learner.
to describe the among the pupils pictures . in know how to assessing describe an object,
learners she place or animals, she should ask one by should conduct one one question to
by one questions the pupils. orally to evaluate if there is a mastery of learning.
25. Subject matter Lesson objective Learning Activities Assessment Tools and
Instructional Materials1.Describing -Recites the Learning activities Evaluation
andpersons definitions of an are: Assignment adjective. -Review, drill, -Uses adjective to
discussion, and describe a person. application -Write sentence to describe a person.
Instructional Materials are: -Books and pictures.2.Describing -Uses adjectives to
Learning activities Evaluation andAnimals describe animals are: Assignment -Describe
animals -Review, drill, and in 2-3 sentences. group activity. Instructional Materials are: -
Books and charts.3.Adjectives that -Uses adjective to Learning activitiesDescribes places,
describe places and are: Evaluation andand events. events. -Review, drill, Assignment
discussion, and -Write sentences or application. two using adjectives describe
Instructional places, and events. Materials are: -Books, charts, and pictures.

EExploring the curriculum(fs4) — Document Transcript
1. St. Louise de Marillac College of Sorsogon Higher Education Department S. Y. 2011-
2012 Submitted by: JUSHABETH G. GARCERA BSEd-III Submitted to: DR. BELEN
DOMINGUIANO Instructor
2. Exploring the CurriculumFIELD STUDY Episode 1LOOK DEEPER INTO THE
CONCEPTS, NATURE AND PURPOSES OFTHE CURRICULUMName of FS Student
Jushabeth G. Garcera________________________________Course BSEd (Bachelor of
Secondary Education Year & Section III___Resource Teacher Mrs. Pamela
Abecia_______ Signature ___________ Date ________Cooperating School St. Louise
de Marillac College of Sorsogon (BED)___________ My Target At the end of this
activity, I should be able to explain the concepts, nature and purposes of thecurriculum
and how these are translated into the school community. My Performance (How I Will
Be Rated)Field Study 4, Episode 1 – Look deeper into the concepts, nature and purposes
of the curriculumFocused on: The concepts, nature and purposes of the curriculum and
how these are translated into the school community EXEMPLARY SUPERIOR
SATISFACTORY UNSATISFACTORY TASKS 4 3 2 1Observation/ All tasks were All
or nearly all Nearly all tasks Fewer than half ofDocumentation: done with tasks were
done were done with tasks were done; outstanding with high quality acceptable quality or
most objectives quality; work met but with poor exceeds quality expectations 4 3 2 1My
Analysis Analysis questions Analysis questions Analysis questions Analysis questions
were answered were answered were not were not answered completely; in completely
answered depth answers completely Grammar and thoroughly Clear connection spelling
grounded on with theories Vaguely related to unsatisfactory theories the theories

3. Exemplary Grammar and Grammar and grammar and spelling are spelling spelling
superior acceptable 4 3 2 1My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are profound and clear, but not
shallow; unclear and clear, supported clearly supported supported by shallow and are by
experiences by experiences experiences from not supported by from the episode from the
episode the episode experiences from the episode 4 3 2 1My Portfolio Portfolio is
Portfolio is Portfolio is Portfolio has many complete, clear, complete, clear, incomplete;
lacking well-organized well-organized supporting components; is and all supporting and
most documentation is unorganized and documentation supporting organized but is
unclear are located in documentation lacking sections clearly are available designated
and/or in logical and clearly marked locations. 4 3 2 1Submission Before deadline On
deadline A day after the Two days or more deadline after the deadline 4 3 2 1Over-all
Score Rating: (Based on transmutation) ____________________________________
___________________________ Signature of FS Teacher Date above Printed
NameTransmutation of score to grade/ratingScore Grade Score Grade20 - 1.0 - 99 12-13
- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -
3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 84
4. My Tools Accomplish the H Chart. Interview an administrator or a faculty member.
Get their ides/views ofthe curriculum. Write the differences on both sides and the
similarities at the center and then write yourpersonal insights. Traditional Progressive
Curriculum Curriculum Lack of instruct- > They are updated tional materials
Similarities > Gives all the learner’s Crowded classroom needs and interest Lack of
chairs, Both of them > Introduces new strate- equipments/ teach the students gies in
teaching facilities, and with their needs. > they are now globally books Wants to
competetive The teachers don’t accomplish a > It has a total learning have enough
experiences among the certain goal. knowledge on students/learners technologies for
Gives the students > Gives opportunities effective and a good process of to develop a
high order meaningful teaching learning style. thinking skills There are some > used
modern instruct- obsolete ideas tional materials that are suited to the needs of the learners
My Personal Insights Traditional curriculum is really far if we compared this to
progressive curriculum. In progressive curriculum, there is a quality of education – the
teachers are competitive and ready to compete to our globally competitive world. The
students in progressive curriculum, and eager to learn unlike in traditional curriculum.
5. My Enriching Activities If you are to design a curriculum for your own school, what
are the things you need to consider?Accomplish the graphic organizer below. Strategies/
Methods to be used Best The support of instructional my personnel, materials for teachers
and Things I Need to other staff of my teaching institution Do to Consider in Preparing
My School’s Curriculum The learner’s The school’s needs and Vision, Mission interest
and Core Values My Analysis 1. Why do we need to consider the traditional and
progressive points of view of curriculum? So that we should transfer the traditional one to
progressive. Nowadays, there is really a need to have a progressive curriculum because
today’s generation is far different from that of the past. We must need to suit the needs of
the time. Everything is changing yet it has a good outcome for everyone.
6. 2. How do the different educational philosophies relate to the curriculum in theschools
you visited? Cite examples/situations. Educational philosophies are related to the school
I’ve beenobserved for they have a quality education. They are PAASCUaccredited. Aside

from engaging to activities that enhance thelearning of the students, the teachers also
mold them to be goodcitizens through Vincentian formation.3. Why is there a need to
revise the curriculum from time to time? There is a need to revise the curriculum from
time to time forus to suit the needs of time. We should go on with the flow of lifeand we
should revise the it now because curriculum in the past is notanymore very effective or
suited for today’s generation. My Reflections/ My Insights Language is dynamic as well
as the curriculum. We have differentcurriculum in the past and in the present. We are
now in a globallycompetitive world. A world that also needs competitive teachers
andstudents. So, how will you become competitive if your curriculum istraditional? And
if it doesn’t aware of the new learnings of today? Students now are fond of using
computers. They will probablychoose going to the computer shop than going to school.
As a teacher,what will you do? Don’t be a boring teacher! An effective way of
solvingthis kind of phenomena is that the teachers must use technology inteaching. Make
it as your partner in delivering a lesson so that thestudents will not get bored. Make a
teaching-learning process lively andmeaningful.
7. My Portfolio
8. Exploring the CurriculumFIELD STUDY Episode 2WHAT’S THE CURRICULUM
MADE OF?Name of FS Student Jushabeth G.
Garcera________________________________Course BSEd (Bachelor of Secondary
Education Year & Section III___Resource Teacher Mrs. Pamela Abecia_______
Signature ___________ Date ________Cooperating School St. Louise de Marillac
College of Sorsogon (BED)___________ My Target At the end of this activity, I should
be able to identify the components of the curriculum andcurricular approaches. My
Performance (How I Will Be Rated)Field Study 4, Episode 2 – What’s the curriculum
made of?Focused on: The components of the curriculum and curricular approaches.
EXEMPLARY SUPERIOR SATISFACTORY UNSATISFACTORY TASKS 4 3 2
1Observation/ All tasks were All or nearly all Nearly all tasks Fewer than half
ofDocumentation: done with tasks were done were done with tasks were done;
outstanding with high quality acceptable quality or most objectives quality; work met but
with poor exceeds quality expectations 4 3 2 1My Analysis Analysis questions Analysis
questions Analysis questions Analysis questions were answered were answered were not
were not answered completely; in completely answered depth answers completely
Grammar and thoroughly Clear connection spelling grounded on with theories Vaguely
related to unsatisfactory theories the theories Exemplary Grammar and grammar and
spelling are Grammar and
9. spelling superior spelling acceptable 4 3 2 1My Reflection Reflection Reflection
Reflection Reflection statements are statements are statements are statements are
profound and clear, but not shallow; unclear and clear, supported clearly supported
supported by shallow and are by experiences by experiences experiences from not
supported by from the episode from the episode the episode experiences from the episode
4 3 2 1My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many complete,
clear, complete, clear, incomplete; lacking well-organized well-organized supporting
components; is and all supporting and most documentation is unorganized and
documentation supporting organized but is unclear are located in documentation lacking
sections clearly are available designated and/or in logical and clearly marked locations. 4
3 2 1Submission Before deadline On deadline A day after the Two days or more deadline

after the deadline 4 3 2 1Over-all Score Rating: (Based on transmutation)
____________________________________ ___________________________ Signature
of FS Teacher Date above Printed NameTransmutation of score to grade/ratingScore
Grade Score Grade20 - 1.0 - 99 12-13 - 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 -
93 10 - 3.00 - 7516 - 1.75 - 90 8-9 - 3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25
- 84
10. My Map For this concept, go through the following steps. 2. Interview a school1.
Visit a school and find out administrator/faculty abouthow they attain the aims of how
they concretize their elementary, secondary and schools vision and goals into tertiary
education. the curriculum. 3. Record the different 4. Interview one or two
methods/startegies that theystudents and ask them their employed to attain their schools
vision/mission. schools objectives.
11. My Tools For this Episode, visit a school/university or get a copy of the school
brochure. Copy theschool/university’s vision, mission and goals on this page. V I •The
St. Louise de Marrillac College of Sorsogon of the St. Louise de S Marrilac Educational
System of the Daughters of Charity is an audacious Christ-centered ministry commited to
empowering I communitiesto learners into inner-directed Vincentian leaders and
advocates of persons who are poor. O N •At St. Louise de Marrilac College of Sorsogon
we commit M ourselves to: •Courageously pursue value innovative educational programs
and I services rooted in Christ. S •Interdependently accelerate leadership and professional
development through continuing education and intensive S Vincentian Formatin.
•Synergistically facilitate the integral development of the learners I towards
transformation through current researchers, relevant O currircular offerings and
responsive community extension services. •Relentlessly generate a new breed of self-
directed, global and N environmentally caring Vincentian leaders. •Ardently support one
another in sustaining the shared mission. •CORE VALUES G •Advocacy for persons
who are poor. •Respect for human dignity and integrity of creation. O •Compassionate
Service. A •Co-responsibility. •Solidarity. L •Commitment to Excellence. S •Social
Commitment. •Simplicity
12. My Analysis1. How important is the school’s vision, mission and goals in designing
the curriculum? It is important in designing the curriculum because it will serve as
trademark ofthe school. These are what the school needs to accomplish. They have
vision, missionand goals so that the school will be able to maintain their objectives and
standards inschool.2. What methods and strategies were employed by the school
community to realize these goals? The methods and strategies were employed is through
activities that suited tothe vision, mission and goals of the school. The school community
does their best justto make sure that the curriculum of their school should be effective to
the students.And to achieve this, they will serve first as the model to the students. They
are theone who will first apply the vision, mission and goals of the school in their day-to-
daylives.3. How did the students manifest that they have internalized their vision, mission
and goals? Through engaging themselves in the different activities that the school
hasimplemented. If they follow the rules and regulations of the school that even
thoughthey are outside of the school, or they are already graduated, still they did not
forgetthe vision, mission and goals that they previous school had. And if the students
stillapply these thing in real-life situation, not only inside the classroom or campus. My
Reflections/ My Insights The school should have its vision, mission and goals so that the

students have a rule to be followed. This helps the students to be morally upright. In this
institution, there are lots of things that I’ve learned. This is the type of school that has a
quality of education. As a student, there are lots of Do’s and Don’ts to be followed. And
this made me become a better person.
13. Exploring the CurriculumFIELD STUDY Episode 3WHAT’S NEW IN TEACHING
AND LEARNING?Name of FS Student Jushabeth G.
be able to discuss the teaching and learning process. My Performance (How I Will Be
Rated)Field Study 4, Episode 3– What’s New In Teaching and Learning?Focused on:
The teaching and learning process in curriculum. EXEMPLARY SUPERIOR
Exemplary Grammar and grammar and spelling are Grammar and spelling superior
spelling
14. acceptable 4 3 2 1My Reflection Reflection Reflection Reflection Reflection
- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -
3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 84
15. My MapIn order to reach my target I should do the following steps using the given
pyramid. 3. Write your insights on teaching and learning. 2. Observe a class. 1. Write
your ideas on teaching and learning.
16. My Tools For this episode, I will use the activity from given below.Interview a
teacher. Ask if they perform these series of actions in the teaching process. • Includes
decisions about: P •the needs of the learners L •the aschievable goals and objectives to
meet the needs •the selection of the content to be taught A •the motivation to carry out the

goals N •the strategies that are suited to carry out the goals/objectives •the evaluation
process to measure learning outcomes. I M P L •requires the teacher to implement what
has been planned. based on E the objectives, implementation means to put into action the
different activities in order to achieve the goals through the subject M matter. E N T E V
A •a match of the objectives with the learning outcomes will be made. L the kind of
information should be determined so that the type of U evaluation should be chosen to fit
the purpose. • it will answer the question if the plans and implementation has been A
succesfully achieved. T E
17. Observe a class, record the situations where these behavioral learning theories are
applied in realclassroom work. Behavioral Learning Theories – emphasize observable
behavior such as new skills, knowledge or attitudes which can be demonstrated. When
the teacher gives activity such as research work, experimentations, demonstration of a
certain thing and the like. This will help the teacher to examine the learner’s behavior for
the certain activity. Cognitive Learning Theories – unobservable mental processes are
used to learn and remember new information or acquire skills. This is seen during
recitation, quizzes, exams, projects, etc. wherein, the teacher could be able to measure the
learning capacity of an individual.
18. Discovery Learning – individuallearns from his discovery of theenvironment.
Learning by Doing. This is seen during the experimentation, thesis, research and the like.
Wherein the students are able to explore and could get ideas out of what they saw in their
surroundings/environment. Reception Learning – learners are actively involved in their
own learning. We could say that it will be seen during performances like drama, role
plays, poem, reciting, singing, etc. The learners are actively participating and learn a lot
through mingling with others. If the activities are on their needs or their capacity to do
such thing. And if it is based on their skills and abilities.
19. My Analysis1. Explain why teaching and learning give life and meaning to the
curriculum. Teaching and learning give life and meaning to the curriculum because this
isthe process wherein the teacher and the students interact with each otherinterchangeably
or vice versa. If there is an effective teaching-learning process, it’sreally a big help to the
curriculum. It’s a big honor because each complements andsupplements each other. The
value placed in teaching will reap the same value inlearning. Thus, a good curriculum can
be judged by the kind if teaching and the qualityof learning derived from it.2. Discuss
why the deluge of information poses a great challenge to both teaching and learning. The
curriculum seems to be overloaded since it has too many subjects to cover,too many
topics to be discuss. Sometimes, the curriculum is fragmented or is simplybowed.
Unfortunately, the learner’s life is not compartmentalized. My Reflections/ My Insights I
LIKE TEACHING BECAUSE... For me this is a very challenging and exiting profession
of all. Teaching is the noblest of all profession. I like teaching because It molds the
hearts, minds and hands of students. If you are really an effective and efficient teacher,
you could touch your student’s lives. You will be their inspiration and they will never
forget you for the rest of their lives.
20. Exploring the CurriculumFIELD STUDY Episode 4LET’S CRAFT THE
CURRICULUMName of FS Student Jushabeth G.

be able to differentiate the different curriculum designmodels. My Performance (How I
Will Be Rated)Field Study 4, Episode 4 – Let’s craft the curriculumFocused on: The
different curriculum design models. EXEMPLARY SUPERIOR SATISFACTORY
UNSATISFACTORY TASKS 4 3 2 1Observation/ All tasks were All or nearly all
Nearly all tasks Fewer than half ofDocumentation: done with tasks were done were done
with tasks were done; outstanding with high quality acceptable quality or most objectives
quality; work met but with poor exceeds quality expectations 4 3 2 1My Analysis
Analysis questions Analysis questions Analysis questions Analysis questions were
answered were answered were not were not answered completely; in completely
spelling
21. acceptable 4 3 2 1My Reflection Reflection Reflection Reflection Reflection
- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -
3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 84
22. My MapTo reach my target, I should do these steps. Observe a class. 1 Identify the
curriculum 2 design used by schools. Reflect and write my 3 insights/learning gained
from the activities.
23. My Analysis1. Examine the Basic Education Curriculum. What aspects do you want
to modify. Why? I want t modify the English subject in Secondary Education
Curriculum. Thiswas said that in English, this addresses the communicative needs of
students byadopting a communicative, interactive, collaborative approach to learning as
well asreflection and introspection with the aim in view of developing autonomous
languagelearners aware of and able to cope with global trends.2. What curriculum models
do you prefer? Why? I will choose Learner-Centered Design because among the
progressiveeducational psychologists, the learner is the center of the educative process.
Thisemphasis is very strong in the elementary level, however, more concern has been
placedon the secondary and even the tertiary levels.
24. My Reflections/ My Insights Subject – Centered Problem-Center Design Model
Design Model This model focuses on the content of Draws on social problems, needs,the
curriculum. interests, and abilities of the learners. Various problems are Correspondents

mostly to given emphasis.the textbook, written for What do Ithe specific subject like
Content cuts across best in these subject boundaries and must be based on the needs,
curriculum concerns and abilities of the designs? students. Learner-Centered Design
Model The learner is the center of the educative process. It focuses on the learners, their
needs and the learnings that they should acquire from the teachers and from their
activities and experiences as well. Exploring the CurriculumFIELD STUDY Episode 5
Learner-Centered Design Model
25. WHAT’S THE BASIC OF THE CURRICULUM?Name of FS Student Jushabeth G.
be able to cite the dimensions of curriculum design. My Performance (How I Will Be
Rated)Field Study 4, Episode 5 – what’s the basic of the curriculum?Focused on: Cite the
dimensions of curriculum design. EXEMPLARY SUPERIOR SATISFACTORY
spelling acceptable 4 3 2 1My Reflection Reflection Reflection Reflection Reflection
Portfolio is Portfolio is Portfolio has many
26. complete, clear, complete, clear, incomplete; lacking well-organized well-organized
supporting components; is and all supporting and most documentation is unorganized and
____________________________________ ___________________________ Signature
93 10 - 3.00 - 7516 - 1.75 - 90 8-9 - 3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25
- 84 My MapTo hit my target, I must do the following task.
27. Identify the Give some dimensions situationExamine a of the samples ofcurriculum
curriculum each design dimension My Tools Vertical repetition and recurring approaches
of the content provideContinuity continuity.
28. Examples of topics in a subject area where content is organized in a spiral fashion
increasing in breadthand depth. For example in English, the topic is part of speech. So, to

discuss all the partsof speech, you should organize fist the first part of speech to be
discussed. Example,here are the sequence, discuss first the noun, followed by pronoun,
next is verb,followed by adjective and so forth. My Analysis1. Why is there a need to
articulate the lessons from grade school to high school? There is a need to articulate the
lessons from grade school to high school thatthere is a connection between the lower
level and the next level. So that if thestudents are entering high school, they will not be
surprised because the lessons s stillrelated when they are in elementary. As a teacher, you
should discuss the lesson fromstep by step, the lesson should be organized. The teacher
must not jump into anothertopic without finishing the previous one.
29. My Reflections/ My InsightsAs a teacher, I need to understand fully well the
dimensions ofcurriculum design because… This is really needed when you are in the
teachingprofession. This must be followed to avoid confusion in thepart of the students.
The teacher should be aware of thesethings so that whenever/whatever schools she will
beassigned, she had already had the knowledge about thedimensions of curriculum
design. And in order for her toalso understand the curriculum she belongs, for her
torespect the curriculum of the school that she presentlyteaching.
30. Exploring the CurriculumFIELD STUDY Episode 6TELL ME YOUR
FEATURESName of FS Student Jushabeth G.
be able to enumerate the six (6) features of a curriculum. My Performance (How I Will
Be Rated)Field Study 4, Episode 6 – Tell Me Your FeaturesFocused on: The six (6)
features of a curriculum. EXEMPLARY SUPERIOR SATISFACTORY
spelling acceptable
31. 4 3 2 1My Reflection Reflection Reflection Reflection Reflection statements are
statements are statements are statements are profound and clear, but not shallow; unclear
and clear, supported clearly supported supported by shallow and are by experiences by
experiences experiences from not supported by from the episode from the episode the
episode experiences from the episode 4 3 2 1My Portfolio Portfolio is Portfolio is
Portfolio is Portfolio has many complete, clear, complete, clear, incomplete; lacking
well-organized well-organized supporting components; is and all supporting and most
documentation is unorganized and documentation supporting organized but is unclear are
located in documentation lacking sections clearly are available designated and/or in
logical and clearly marked locations. 4 3 2 1Submission Before deadline On deadline A
day after the Two days or more deadline after the deadline 4 3 2 1Over-all Score Rating:

(Based on transmutation) ____________________________________
- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -
3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 84
32. My MapTo get on task, I should know the answers to these questions. teaches? do
teachers teach? do teachers teach? do teachers teach? much of the teachers? lessons were
learned? do we teach?
33. My ToolsInterview a teacher in the school you visited and inquire how they have
utilized their parents as schoolpartners in education. I interviewed Mrs. Lea Gabad a
teacher from Matnog National High School which I conducted an actual examination in
her class as part of our requirements in Assessment of Learning 1 under Mr. Ruel Frago.
According to her, parents are really important as one of the partners of the school in
education because parents play a big part in education. At the beginning of the school
year, during the Brigada Eskwela, parents are the person invited to help the school by
means of cleaning in the entire school. All of the parents are helping each other for the
good of the school and for the good of their children. They want to help the school
because this is the second home of their children having teachers as a second parents.
34. My Analysis1. As a future teacher, I need to know and understand the six (6) features
of the curriculum because... These are really important for me to become an effective and
efficient teacher someday. For me, to be able to know the things I should do for the good
of my students, and to my curriculum as well. My Reflections/ My Insights Be a well-
developed teacher! As a future teacher, this is a big challenge to me. Could I become an
effective and efficient teacher someday? Could I effectively use my head, hearts and
hands in helping my students to be better? According to Dr. Koo the teacher should use
the 3H’s in teaching the students. Head—teaching lots of ideas to learning, by molding
them academically; Hearts—helps them if they have a problem/s, be a compassionate
teacher; and Hands—be helpful, be approachable, we should not help the students
through financial aspects but we could help them through giving advices and support.
35. Exploring the CurriculumFIELD STUDY Episode 7THE WH- OF THE
CURRICULUMName of FS Student Jushabeth G.
be able to identify the contribution of students in enhancingand assessing the curriculum.
My Performance (How I Will Be Rated)Field Study 4, Episode 7 – The Wh- of the
curriculumFocused on: The concepts, nature and purposes of the curriculum and how
these are translated into theschool community. EXEMPLARY SUPERIOR

Exemplary Grammar and grammar and spelling are Grammar and
36. spelling superior spelling acceptable 4 3 2 1My Reflection Reflection Reflection
Reflection Reflection statements are statements are statements are statements are
profound and clear, but not shallow; unclear and clear, supported clearly supported
supported by shallow and are by experiences by experiences experiences from not
supported by from the episode from the episode the episode experiences from the episode
4 3 2 1My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has many complete,
clear, complete, clear, incomplete; lacking well-organized well-organized supporting
components; is and all supporting and most documentation is unorganized and
____________________________________ ___________________________ Signature
93 10 - 3.00 - 7516 - 1.75 - 90 8-9 - 3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25
- 84
37. My MapTo attain my target, I should do the following: 1. Identify the various
implementations of the 2. State the role of curriculum. technology in 3. Explain the
delivering the different ways of curriculum assessing the . curriculum. .
38. My PortfolioWrite an acronym for curriculum assessment. A • ttainable S • pecific S •
tudent-centered E • nvironmental-concerned S • tandardized S • yntactic correctnesss M •
easurable E • valuative N • orm-reference T • ime bound
39. My Tools1. explain ways on how to effectively implement the curriculum. Interview
the schooladministrator/principal. Learner: by being a good follower of the rules of a
curriculum. Parents: Faculty Menbers: by supporting by having unity to their children
each other. to engage in teach the whatever children the Dos activities of and Donts.
curriculum. Curriculum Implentation Community Administrators: Members: by making
rules they are partners and regualtions of the school. that will help the They give also
children to be support to the better personds. Other school. Stakeholders: help the
curriculum to be more effective for the improvement of it.
40. 2. Visit the Learning Resource Center of a school. Interview the media/learning
resource staff. How doestechnology help in delivery the curriculum? Technology is a big
help. It is the symbol of how the curriculum is progressive. If the schools have lots of
technologies/ high-tech for a better teaching, this will entertain the students to stay in the
school. Through technologies, it helps the students to acquire knowledge from them.3.
Interview a faculty member or an administrator. Ask what criteria they use in evaluating
their schoolcurriculum. I’ve asked one faculty member, she said that every year the
administration give evaluation sheets and lets the students answer it. so that they will
know if they will change some of strategies of a curriculum.
41. Exploring the CurriculumFIELD STUDY Episode 8WHAT’S NEW IN THE
CURRICULUM?Name of FS Student Jushabeth G.

be able to discuss different curricular issues and concerns. My Performance (How I Will
Be Rated)Field Study 4, Episode 8 – What’s New in the Curriculum?Focused on:
Curricular issues and concerns EXEMPLARY SUPERIOR SATISFACTORY
spelling acceptable
42. 4 3 2 1My Reflection Reflection Reflection Reflection Reflection statements are
statements are statements are statements are profound and clear, but not shallow; unclear
and clear, supported clearly supported supported by shallow and are by experiences by
experiences experiences from not supported by from the episode from the episode the
episode experiences from the episode 4 3 2 1My Portfolio Portfolio is Portfolio is
Portfolio is Portfolio has many complete, clear, complete, clear, incomplete; lacking
well-organized well-organized supporting components; is and all supporting and most
documentation is unorganized and documentation supporting organized but is unclear are
located in documentation lacking sections clearly are available designated and/or in
logical and clearly marked locations. 4 3 2 1Submission Before deadline On deadline A
day after the Two days or more deadline after the deadline 4 3 2 1Over-all Score Rating:
(Based on transmutation) ____________________________________
- 2.50 - 8118-19 - 1.25 - 96 11 - 2.75 - 7817 - 1.5 - 93 10 - 3.00 - 7516 - 1.75 - 90 8-9 -
3.5 - 7215 - 2.00 - 87 7-below - 5.00 - below14 - 2.25 - 84
43. My MapTo attain my target, I should do the following: 3. Write insights/reflections
on these innovations. • 2. Interview faculty members on the merits and demerits of these
innovations. 1. Visit DepEd or interview school administrators on various curricular
issues and concerns
44. My Enriching Activities Select one innovation and complete the discussion web
below. Interview Education students to get their ideas on curricular innovations. YES
NO1) So far so good. I would be for 1) Not now, we need to solvebeneficial for those
who would first our current educationalbe graduating to land a good problems beforejob.
There will be a tech- Do we implementing the K + 12.vocational program Senior High
reallySchool. need to innovate?2) Yes because it will be of great (K + 12)jobs help to
youth who will lookfor in the future. My Conclusions Yes, we really need to innovate. To
change for a better not for worst. We innovate to come up with which is something new,
more pleasant, and to improve the quality of teaching here in our country.

FIELD STDY

This course is designed to help 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 ED 102
Facilitating Learning CITE 1S
Social Dimensions of Education ED 101

General Objectives:

1. Identify the stage of 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

CLICK THE LINK BELOW TO DOWNLOAD THE SYLLABUS

http://www.slideshare.net/Pilmathe2001/syllabus-fs1-learners-d-evelopment-and-
environment-sy201112

I. COURSE TIMELINE:

A. Schedule for Micro Seminars Class 1 Class 2 Class 3

DOMAIN 1 : Curriculum Development 1. Gonzales & co. 1. Cabrisante & Co 1. Tripoli
& Co

DOMAIN 2: Learning Environment 2. Trocio & Co. 2. Alamin & Co. 2. Ora &
Co.

DOMAIN 3: Diversity of Learners 3. Sebua & Co. 3. Napila & Co. 3. Caceres
& Co.

DOMAIN 4: Social Regard for Learning 4. Panes & Co. 4. Nierves & Co. 4. Taberna
& Co.

Requirement for Micro Seminar: GROUP PORTFOLIO

( Executive summary, seminar proceedings, training design, speakers notes, attendance sheet,
evaluation sheets, certificates, pictorials, working committee)

Please Click the link BELOW to DOWNLOAD Evaluation Sheet.

http://www.slideshare.net/Pilmathe2001/evaluation-sheet

Means of Assessment: Micro-Seminar Presentation & Portfolio

NOTE: Each group is requested to publish your executive summary together with sample photo
on this site using the ARTICLE section.

B. Field Observation

WEEK 1 Episode 1 & 2 - July 27,2011

WEEK 2 Episode 3 & 4 - August 3,2011

WEEK 3 Episode 5 & 6 - August 10, 2011

WEEK 4 Episode 7 - August 17, 2011

WEEK 5 Completion of FS Requirements - August 24, 2011

Format for FS Portfolio: To be publish later.

Deadline of FS Portfolio : To be announce later.

C. Culminating Activity : To be arrange later.

II. FIELD STUDY ORIENTATION

1.1. DepEd Vision 1.6. Theoretical Foundations

1.2. DepEd Mission 1.7. Approaches to Field Study

1.3. DepEd Core Values 1.8. Guidelines to FS Observation

1.4. Curriculum Description 1.9. Classroom Observation Etiquette

1.5. Legal Foundations 1.10. Strategies Used in Field Observations

1.1 . DepEd Vision

We are people organization committed to a culture of excellence in public service. Believing that the most important
resource of our country is its people, we make the task of educating the Filipino child our singular mission.

We assist the Filipino child to discover his/her full potential in a child-centered and value-driven teaching-learning
environment and thereby, enable him/her to create his/her own destiny in global community. We prepare him/her to
become a responsible citizen and an enlightened leader who loves his/her country and is proud to be a Filipino.

We provide a school system… Where teachers and principals achieve the desired learning outcome not only because
they are empowered, competent and accountable, but because they care;

Where administrator exercise visionary leadership responsive to emerging learning needs of the nation; ensure
adequate resources; promote appropriate technology; create and sustain a conducive climate to enhance learning;
and

Where the family, the community and other institutions actively support our efforts.
We affirm the right of every Filipino child especially the less advantaged to benefit from such a system.

This is our vision. With God’s help, we dedicate all our talents and energies to its realization.

1.2 . DepEd Mission

To provide quality basic education that is equitably accessible to all and lay the foundation for life-long learning and service for
the common good.

1.3 . Core Values

Serve the clientele and public with EXCELLENCE in order to contribute to the Nation-Building and ultimately to improve
the Quality of Life of Filipinos.

Find fulfillment and develop Pride in our accomplishments in order to achieve Dignity to deserve Respect for ourselves
and our professions.

Demonstrate Leadership that is inspiring and ethical

Observe the Highest standards of Professionalism with Integrity as its hallmark; and

Promote a oneness with the education family and a deep sense of Loyalty that enhance personal and professional well-
being.

1.5. Curriculum Description

The Field Study Course are intended to provide students with practical learning experiences in which they can observe,
verify, reflect on and actually experience different components of teaching learning process in actual school settings. The
experiences will begin with field observation and gradually intensify until the students undertake practice teaching

Field Study 1 Learner’s Development & Environment Field Study 4 Exploring the Curriculum

Experiencing the Teaching-Learning Learning Assessment Strategies
Field Study 2 Field Study 5
Process
Technology in the Learning Environment On Becoming a Teacher
Field Study 3 Field Study 6

1.6. Legal Foundations

CHED Memo Order no. 30 (CMO 30) was promulgated on September 13,2004 for the purpose of rationalizing the
undergraduate teacher education in the country to keep pace with the demands of global competitiveness. It is in
accordance with the pertinent provisions of Republic Act No 7722, The Higher Education Act of 1994. CMO 30
embodies the policies and standards for the undergraduate teacher education curriculum.

Article V. Sec 13. Of CHED Memorandum Order 30 states that , “field study courses are intended to provide students with
practical learning experiences in which they observe, verify, reflect on, in actual school settings. The experiences will
begin with field observation and gradually intensify until students undertake practice teaching.

The field study courses are composed of six field study subjects and practice teaching

1.7 Theoretical Foundations

The FS 1 Course uses the principle of Vygotskian principle of Social Dimension of knowledge example meaningful learning
and construction of knowledge will occur if learner work hands-on in relevant settings and with the proper guidance.
Complementary to Vygotsky’s theory is Albert Bandura’s Social Learning Theory. .He asserted that learning takes
place not only through imitation but also through observation.

Situated Learning Theory as mentioned by Vygotsky and Bandura. They emphasize that knowledge needs to be presented
in authentic context like settings and applications wthat would normally involve that knowledge and that learning requires
social interaction and collaboration.

Reflective Education. John Dewey stressed the vital role that reflection played in the growth and development of teachers.
Reflection allows the learner to explore his/her experience s in order to arrive at new undesrstanding or insights. It may be
done individually or through sharing and discussion with others.

Ramasamy (2002) stresses that Reflective Practices highlighted Kolb (1984) on his model of experiential learning cycle
regards the process of reflecting upon experience as crucial stage because experience without reflections does not lead
on learning.

1.8. Approach to Field Study

OBSERVATIONS (Bandura & Vygotsky) actual setting is used to train students senses to really focus on important details
of the learning situation and perceive them with clarity and objectivity. It entails that students learn to differentiate making
an observation and interpreting the observations

ANALYSIS (Bruner) involves the use of critical thinking to break down the components of what was observed, orchestrated
or organized. It will also involve the ability to synthesize or organize into a coherent pattern some of the salient points of
what one has analyzed and learned

REFLECTION (Dewey) involves the past, the present and future of FS student. Student should reflect on relevant
experiences that might have affected their beliefs, values and attitudes about learning. This allows the integration of the
future teacher as first and foremost a person with beliefs, values and attitudes.

1.9. Suggested Guidelines for Field Study Students. These set of guidelines will help pre-service students in the successful
conduct of their field studies.

1. FS students are required to accomplish successfully activities in at least 17 hours every semester in every FS courses.

2. FS activities should be under the supervision of the FS Faculty of TEI in collaboration with the FS Cooperating Schools

3. FS student shall secure appropriate FS permits and undergo orientation/briefing before he/she is deployed in
cooperating school.

4. Each FS shall secure a FS Notebook for each course

5. FS student shall wear official school/ university uniform during the SC in cooperating schools.

6. FS student shall demonstrate proper behavior in the presence of the learners, teachers, school personnel,
administration and parents.

7. FS student shall request the signature of the resource teacher or person or the field study faculty immediately after the
activity has been done

8. FS student is required to prepare a PORTFOLIO for every field study course. The FS Teacher is encouraged to prepare
his/her rubric for authentic assessment of the portfolios. This rubric can be discussed with the students as art of the
orientation so they would know what criteria will be used and how their portfolio will be assessed.

1.10. Classroom observation etiquette for student teachers
1. Be sure to be on time. School principals, Department / Curriculum Heads and teachers have a lot to do, and we don't
want to abuse their hospitality by creating extra work. At least for the first week that each group (A,B,C,D) goes to a
new school, wait until most or all of your colleagues are present and go in together.
2. When you enter a school building always go directly to the office and sign-in in the logbook and the bundy clock, reflect
this to your form 48. Typically this will include you wearing an identification badge before you go to your classroom.
(Not all schools have a badge type system). Don't forget to sign out when you leave the school as well.
3. Remember, you will be observing in groups with a members of three or four at each site. You will visit each sites;
General Santos City High School, Fatima High School, Lagao National High School and MSU-CETD High School.
Your observation period will be a half-day, beginning at the start of your teacher’s day and ending when the students
leave for lunch or you can have it in the afternoon. You will need to take the time at the end of your observation to
complete your reflections in your journal.
Do not sit next to fellow MIT students in the classroom. If you are able, sit in different parts of the room with different
views of the classroom. If it ever seems possible, try to sit at the front of the room sometimes so that you can see
students’ faces.
4. In order to explain your presence in the classroom, ask the teacher to introduce you to the students in the class. Let
them know that you are also students who are learning about teaching. Also, let the teacher know what kinds of
things you will be observing each day.
5. Do not initiate conversation with the children nor interfere as they do their work. If the children engage you, be polite but
not engaging. If you avoid most individual eye contact, scan the room as you observe and take notes, the students
probably will ignore you after they get used to your being there. Remember, this semester your task is to focus on
observing and taking notes.
6. You may see things in the classroom that you don't agree with. These observations will give you your first chance to
control your body language -- your non-verbal responses. If you see something you are uncomfortable with, describe
it in your journal and don't discuss it with anyone but the faculty. Remember you are a guest, not a classroom parent
nor a paid evaluator.

Analyzing a School Environment and Classroom Observation Report

Analyzing a School Environment and Classroom Observation Report

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