Field Study 1
Field Study 1
Field Study 1
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STUDY 1
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THE LEARNERS DEVELOPMENT AND
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Submitted by:
Cathryn Dominique
rnersDevelopmentandEnvironm B. Tan
entFieldStudy1TheLearnersDeve
Submitted to:
Dr. Sofia E. Guillermo
lopmentandEnvironmentFieldStu Professor
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FS 1
The Learners Development and E
FIELD STUDY
COURSE DESCRIPTION
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 learners 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.
FS 1
The Learners Development and E
Learning Visit a school; look into An illustration of a Learning Determines an
Environment its facilities and areas school that is Environmen environment that
that support learning supportive of t provides social,
(i.e., classroom, library, learning or a child- psychological and
FIELD STUDYplayground, and friendly school
through any of the
physical
environment
canteen).
Describe the school following: supportive of
environment A descriptive learning.
Episode 1 SCHOOL AS A LEARNING ENVIRONMEN
Prepare an observation
paragraph Curriculum
A photo essay
log
Learners EPISODE 2
Characteristic YOU AND I
s and Needs ARE
DIFFERENT Narrative Diversity of Differentiate
Observe 3 groups of description of Learners learners of varied
learners from different Diversity among characteristics and
levels. children needs
Describe each group of
learners based on your
observations
Validate your
observation by
interviewing the
learners
Compare them in terms
of their interests and
needs.
Classroom EPISODE 3
Management IN NOT OUT
and Learning Observe a class Checklist on Learning Manages time,
Using a checklist, find classroom Environmen space and
out the evident management t resources to
classroom components components provide an
environment
Describe how the
Photo appropriate to the
classroom is structured/
documentation of Diversity of learners and
designed to allow
the classroom Learners conducive for
everyone to participate
setting learning.
in the learning activities
Relate the data in your Reflection paper on
checklist to the activities that allow
learners behavior inclusively rather
Reflect on how than exclusively
classroom management among learners
affects learning.
Individual EPISODE 4
Differences Observe a class on a Narrative Diversity of Recognizes cultural
and the regular day description of learners backgrounds of
Learners Take note of Diversity among learners when
Interaction characteristics of the children providing learning
learners in the class opportunities.
(social and focusing on gender and Description on how
cultural cultural diversity the teacher instills
diversity) among children the
Interview our resource
values and
teacher about
knowledge on
principles and practices
differences on
that he/she uses in
gender, social and
dealing with diversity in
cultural
the classroom.
background
Individual EPISODE 5
Differences Observe learners of Reflection on the Diversity of Determines,
and the Field Study
different 1: The
learning Learners
interactionDevelopment
of learnersand Environment
understands and | 3
Learners abilities but the same learners despite accepts the
Name of FS Student: Cathryn Dominique B. Tan
Course: BSED Fl 3-1N
Resource Teacher: Mrs. Angeline Pangilinan
Cooperating School: Norzagaray National High School
My
At the end of this activity, you will be competent in determining a school
environment that provides social, psychological, and physical environment supportive of
learning.
My
A general observation of the campus and the classroom is an exciting way to start
your observation. Your mission is to do the following tasks:
NOT
FACILITIES AVAILABLE DESCRIPTION
AVAILABLE
Library
Speech laboratory
Science laboratory
Gymnasium
Auditorium
Home Economics
Room
Industrial Workshop
area
PTA Office
Computer laboratory
DESCRIPTION
CLASSROOM FACILITIES
(location, number, arrangement, condition)
Found everywhere inside the classroom, 2 bulletin
1 Wall displays
boards.
2 Teachers table Adjacent to the door, facing the chairs of the pupils.
3 Learners desk Some are old and has defects.
4 Blackboard Big, found in front of the students
5 Learning Materials Modules, PowerPoint Presentation
6 Lightings There are two big fluorescent lamps
7 Book shelves Found near the door; big but few books are there
8 teachers stand Found at left corner facing to the chairs of the pupils
9 Fan There are two ceiling fans available
Found at the back corner, full of broomsticks and
10 Broom Stand
scrubs.
Norzagaray National High School has two campuses: the main campus
that accommodates the students from Grade 9 and 10 and the extension
campus where the rooms for Grade 7 and 8 are located. I was assigned by the
principal to observe in the extension campus because the Filipino
Department is located there. As I roam around the campus, I noticed that
some of the classrooms have broken doors, seats and windows. Their canteen
is quite spacious. The comfort rooms are not so clean and it has many
vandals at the wall and trashes are not placed properly.
As I entered the room of the advisory class of my resource teacher, she
greeted the class and introduced me to them. I was given a seat at the back.
While she was discussing the lesson for that day, I noticed that the room is
here are a lot of wall displays in the classroom like quotations, classroom
officers, birthdays, class schedule and others. There are two fluorescent
lamps located at the center of the ceiling. There are two ceiling fans in the
room but only one is functioning which is okay because the windows are open
which makes the wind free to enter the room. The teachers table is located
at the front of the room and it well-varnished and looks new. The students
desks are arranged by rows but some of the desks are unoccupied. The
students at the front are paying attention to their teacher and those
students at the back are not attentive to their lesson.
My
My
1. Would you like to teach in the school environment you just observed? Why? Why
not?
My
At the end of this activity, you will gain competence in differentiating the
characteristics and needs of learners from different developmental levels.
My
To reach your target, do the following tasks:
STEP 1
Observe 3 groups of learners from different levels.
(preschool, elementary and high school)
STEP 2
Describe each of the learners based on your
observations.
STEP 3
Validate your observation by interviewing the
learners.
STEP 4
Compare them in terms of their interests and
needs.
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 teachers and other adults.
2. Note how they also interact with peers. What to do they talk about? What are
their concerns?
EMOTIONAL
COGNITIVE
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they showed
problem solving abilities.
Record the data you gathered about the learners characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at
different levels.
My
Write the most salient developmental characteristics of the learner you observed.
Think of the implications, as the teacher, based on these characteristics.
My
1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners
you observed?
2. Think of 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? remember
The teacher that I could not forget was Sir Peter. I idolized him for
his intelligence, and kindness. He was the one who encouraged me to
audition and join the radio broadcasting team of our school which
developed my self-esteem and skills in news reporting.
3. Which is your favorite theory of development? How can this guide you as a future
teacher?
Episode C
3 LASSROOM MANAGEMENT AND LEARN
My
At the end of this activity, you will gain competence in managing time, space and
resources to provide an environment which is appropriate to the learners and conducive
to learning.
My
1. Observe a class
My
Field Study 1: The Learners Development and Environment | 17
Use the activity form provided for you to document your observations.
1. Are there areas in the classroom for specific purposes (storage of teaching
aids, books, students belongings, supplies, etc.)
2. Are there rules and procedures posted in the room?
3. Did the students participate in making the classroom rules?
4. What are the daily routines done by the teacher? (Prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
5. Is there a seating arrangement? What is the basis of this arrangement?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions is off-task, what does the teacher do?
(behavior strategies)
8. What does the teacher do to reinforce positive behaviors? (behavior
strategies)
OBSERVATION NOTES:
There are areas in the classroom where they store teaching aids,
books as well as the students belongings and supplies that can be found
in the corner of the classroom. There are rules and regulations posted
the Dos and Donts that should be followed in the classroom.
Their daily routines are cleaning inside and outside the classroom
before 7:00 am, then the flag ceremony, after that they will have warm-
up activities, a short program and the rest in the lesson proper.
Their seating arrangement consists of five rows and two columns. The
students are arranged by alternating boys and girls. Their noise level is
manageable; the teacher let them take turns in speaking so that
everybody can hear them. If a certain pupil is not following instructions
or misbehaving, the teacher calls her/his attention and talk to the pupils
after the class.
The strategies that the teacher used to reinforce positive behavior are
giving praises and rewards.
My
1. How did the classroom organization and routines affect the learners behavior?
2. What should the teacher have in mind when she/he designs the classroom
organization and routines? What theories and principles should you have in mind?
My
1. Imagine yourself organizing your classroom in the future. In what grade/year level
do you see yourself? What routine and procedures would you consider for this
level? Why?
If I were a teacher, I will prefer to teach in Grade 10 class because
at this stage, they are more mature than in lower grades. They are still
manageable though they are independent, they can work in their own
without being told by the teacher. I would impose routines like cleaning
inside and outside the classroom before and after the class.
2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
I would choose theses rules because they are observable and achievable
that would prevent the students from misbehaving.
Yes, because its one way of the learners to express their opinions
or point of views about the classroom rules. This can be done the
classroom is democratic and all are open to share and speak out,
however the students should know their limits because teachers are still
higher than them. It depends on the teacher if he/she will let his/her
students be involved in making the class rules or the teacher will alone
establish the rules because for him/her, the classroom must be
autocratic.
INDIVIDUAL
Episode 4 DIFFERENCES AND THE LEARNERS IN
(SOCIAL AND CULTURAL DIVERSITY)
My
At the end of this activity, you will gain competence in determining teaching
approaches and techniques considering the individual differences of the learners.
My
The learners individual differences and the type of interaction they bring surely
affect the quality of teaching and learning. This episode is about observing and gathering
data to find out how student diversity affects learning. To reach your target, do the
following tasks:
My
OBSERVE.
Observe a class in different parts of a school day. (beginning of the day,
class time, recess etc)
TAKE NOTE.
Describe the learners in terms of age, gender and asocial cultural
diversity.
Describe the interaction that transpires inside and outside the
classroom.
INTERVIEW.
Interview your resource teacher about the principles and practices that
she uses in dealing with the diversity in the classroom.
Analyze the impact of individual differences on learners interaction.
OBSERVATION REPORT
Name of the School Observed: Norzagaray National High School
School Address: Norzagaray, Bulacan
Date of Visit: February 17, 2016
I visited a Grade VII classroom under the advisory of Mrs. Angeline
Pangilinan with 46 pupils only. There are 27 girls and 19 boys. They have
different religious beliefs but then they respect each other, just like when
they pray for those who are not Catholic they just bow their heads and they
do not have to do the sign of the cross.
Although they are many, the teacher can still accommodate the needs
of her students. She makes sure that all of them participate in the class. Each
of them is called to answer the questions or do the board-work exercises.
Their seating arrangement does not affect their learning. There are really
good students who excel and answer the questions correctly. But there are
instances that a certain pupil could not give the answer correctly due to
frequent absences. Other pupils will raise their hands to help him. In a group
activity, each group has their own leader and reporter, while the members
share their ideas to compete with other group.
Outside the class, the pupils play with each other. They run, walk and
move freely. They like to talk about their favorite artists in the movie, or any
soap operas in television, the places they want to go and favorite sports or
anime characters. They were grouped according to their gender. Boys grouped
themselves and girls also grouped themselves. Some are mixed social
groupings, students from one section mingles and interacts to students to the
3. How does the teacher influence the class interaction considering the individual
differences of the students?
The factors that bring about the grouping of learners outside the
classroom are; socio-economic status, thinking/learning styles and
exceptionalities. When the class is done, I can see students grouping
outside the classroom. They grouped themselves by their age and
gender. Boys go with boys and girls go with girls. They also grouped
accordingly to their interests like those students who love to play games
and go outside and also those students who want to study will group
themselves and just stay in the room.
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?
2. In the future, how would you want the learners in your classroom to interact? How
will you make this happen?
3. How will you encourage all learners, regardless of religious, ethnic or racial
background, to interact and participate?
INDIVIDUAL
Episode 5 DIFFERENCES AND THE LEARNERS IN
(DIFFERENCE IN THE ABILITY LEVEL)
My
At the end of this activity, you will be competent in determining, understanding
and accepting the learners diverse background. You can also easily relate the learners
background to his/her performance inside and outside the classroom.
My
To reach your target, do the following tasks:
Observe two
Write a
or more
Find out Observe narrative
learners of
some them as they report and a
the different
information participate in brief
abilities but
about their a classroom reflection on
from the
background. activity. your
same grade
experience.
or year level.
Read the following carefully before you begin to observe. Then write
your observation report on the space provided.
2. Try to identify the students who seem to be performing well and those that
seem to be behind.
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.
OBSERVATION NOTES:
Seem to be left behind commonly students who are seated at the back
Low Achieving Students theyre just quite in their seats and depend on
their leaders when they are grouped, however theyre trying to cope with
the lessons.
FAMILY PROFILE
Number of Siblings: 4 siblings
Birth order: Fourth child
PARENTS
Mother: Nilda Sardalla aaaaaaaaaaaaaaa Father: Wilmer Sardalla
Age: 40 years old Age: 43 years old
Occupation: Dressmaker aOccupation: Government
Employee
Educational attainment: College Level aEducational attainment: College
Level
NARRATIVE REPORT
As I have observed in the Grade VII class, I noticed that there are
individual differences among the learners not only in physical aspects
but also with their abilities. There are pupils who have the ability to
become good leaders, an active learner who participate in the class
though some pupils are passive learners and absentees.
1. Did your observation match the information given by the teacher? Were you able
to correctly identify who among the students performed well and who did not?
What behavior helped you identify them? (Volunteering to answer responding to
teachers directions, etc.)
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?
The class that I have observed has a huge number of students but
there isnt a wide gap between the students who are performing well and
those are not. Since the teacher is effective, she can still accommodate
their needs, as a result, almost all of them could perform well in class.
3. Describe the methods used by the teacher in handling the students differences in
abilities. How did the students respond to the teacher?
My
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 I was in high school, our teacher would deal with our differences
in abilities by engaging us into group works. Our teacher would group us
by distributing the high and low achievers in every group. In this way, the
high achievers could help the low achievers to cope up with the lessons.
The method that our teacher used was effective because the low
achievers can participate somehow in class discussions.
2. 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?
FS 1
The Learners Development and E
FIELD STUDY
My
At the end of this activity you will gain competence in reflecting on the
impact of home and family life to learning.
My
To reach your target, do the following tasks:
Select a Conduct a
learner home visit
from the Describe Interview
to your
class that the family. the parents.
selected
you have
learner.
observed.
FAMILY PROFILE
Number of Siblings: 4 siblings
Birth order: Fourth child
PARENTS
Mother: Nilda Sardalla aaaaaaaaaaaaaaa Father: Wilmer Sardalla
Age: 40 years old Age: 43 years old
Occupation: Dressmaker aOccupation: Government
Employee
Educational attainment: College Level aEducational attainment: College
Level
PHYSICAL DEVELOPMENT
The child is physically fit and healthy. She is very active in all activities.
She can work independently without the assistance of others.
SOCIAL DEVELOPMENT
The learner is friendly and sociable. She interacts with her teacher,
classmates and friends outside the school. She learns to communicate with
other respectfully. She knows how to socialize other people in a good way.
EMOTIONAL-MORAL DEVELOPMENT
The child grows with self confidence and assurance that her family will
support her all the way. From authoritative type of parenting she received love,
respect and warmth from her parents.
COGNITIVE DEVELOPMENT
Her cognitive aspect continuously developed as she comes to school and
study. She is not the same as the other learner. She learns fast and participates
actively during class activities.
FINDINGS
I found out that the child is friendly, active and she likes to socialize with
her peers. She likes to play volleyball that is why most of her friends are boys.
She also participates in school activities. The teacher that makes the child
motivated to learn. She is responsible in carrying and molding the cognitive,
affective, psychomotor skills as well as the total personality of the leaner.
CONCLUSIONS
I conclude that the school and home contributes 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. The child learns values,
good attitude and discipline. However, school plays a vital role in molding the
child. Since the school is made for the purpose of developing physical,
social, emotional-moral and cognitive aspect of the learner. 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
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. For the teachers, the use of technologies is a great to
enhance learning which they impart to the students to have a good quality of
teaching.
Field Study 1: The Learners Development and Environment | 32
Parent Interview Guide
Parents
Mother: Nilda Sardalla Father: Wilmer Sardalla
Age: 40 years old Age: 43 years old
Occupation: Dressmakera Occupation: Government
Employee
Educational Attainment: College Level Educational Attainment: College
Level
My
Your findings and recommendations in the Learner Development Profile will help you
answer the questions here.
1. From your home visit and interview, what do you think is the style of parenting
experienced by the learner? Explain your answer.
2. Relating your data with what you learned from child development, what family
factors do you think contribute to the development and over-all adjustment of the
learner in school?
3. Does the communication between the home-school have an effect on the learner?
If yes, what are these effects?
Learner can absorb the way they communicate in their home, they
can bring this in school which reflects how the learner nurtured and
reared by his parents at home because I believe that education begins
at home.
My
Field Study 1: The Learners Development and Environment | 35
1. Reflect on your own development as a child. What type of parenting did you
experience? How did it affect you?
2. As a future teacher, how would you establish good home-school collaboration? How
can you work well with the parents? How can you help them? How can they help
you?
My