FS

The Learners Development and

Environment
Credit : 1 unit
Duration : 18 hours
COURSE DESCRIPTION
Study 1 is an outcomes-based course designed to give students significant opportunities
to observe and analyze the characteristics and behaviors of learners in actual learning
environments. It is intended to develop the skills in identifying and understanding the
characteristics and needs of diverse learners. These skills will be vital in creating a conducive
environment, choosing and evaluating developmentally appropriate approaches in planning and
managing the environment, delivering content, facilitating learning activities, and assessing
learners.

Field Study is anchored on the following Professional Education subjects:

Child and Adolescent Development

Facilitating Learning
Social Dimension of Education

COURSE OUTCOMES

At the end of the course, the FS student must be able to:

1. Describe the physical, motor, linguistic, cognitive, social and emotional development of
the learners as manifested in actual learning environments.
2. Reflect on how to address the learners needs and various factors that affect the teaching
and learning process.

Intended
Learning
Outcome
Episode 1
In this
episode, I
must be
able to
determine
the
characterist
ics of a
school that
is safe,
secure and
is
supportive
of learning.

Assessment
Task

Content

TeachingLearning Activity

Learning
Resources

References

An
illustration
of a school
that is
supportive
of learning
or a childfriendly
school
through
any of the
following:

School as a
learning
environmen
t

1. Visit a school.
Look into facilities
and support learning
areas in the campus
then in the
classroom.
2 .Accomplish the
checklist as you
move around the
school premises.
3.Based on your
gathered data in the
checklist. Describe
the school
environment.
4.Make a reflection
on the
characteristics of a
school environment
that promotes
learning.
5.Present your idea

Resource
school
Resource
Teacher
Observatio
n Sheet
(From FS1
Workbook)

Corpuz, B.,
Lucas M.R.,
Lucido;PBora
bo, H. Child
and
Adolescent
Developmen
t (2010)

A
descriptive
paragrapha photo
essay

Peace
Concept in
Focus
Building
Friendship

Lucas, M.R.
and Corpuz,
B.
Facilitating
Learning, 4th
Edition
(2014)

of a good school
environment
through any of
these:
a) Descriptive
Paragraph
b) Photo essay
c) Sketch or
drawing
d) Poem, song
or rap
3. Evaluate the different strategies employed by teachers in dealing with learners at
different stages of development.

LEARNING ACTIVITIES PLAN

Intended
learning
Outcome

Assessment
Task

Episode 2
In this Episode, I
must be able
differentiate the
characteristics
and needs of
learners from
different
developmental
levels.

Narrative
description of
diversity
among
Children

Content
Learners
characteristi
cs and
Needs
Peace
Concept and
Focus
Valuing
Diversity
Learners
Characteristi
cs and
Learning
Activities
Peace
Concept In
Focus
Inclusivit
y

Teaching Learning
Activity
1. Observe 3 groups of
learners from different
levels (preschool, elem.,
and high school).
2. Describe each of the
learners based on your
observation
3. Validate your
observation by
interviewing the learners
4. Compare them in terms
of their interest and
needs.

Learning
Resources
Resource
school
Resource
Teacher
Observation
Sheet
Learners
Development
Matrix
(From the FS
1 Workbook)

References
Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)

Episode 3
In this episode, I
must be able to
plan on how to
manage time,
space, and
resources to
provide a
learning
environment
appropriate to
the learners and
conducive to
learning

Checklist on
classroom
management
components

Classroom
Manageme
nt and
Learning

Photo
documentation
of the classroom
setting

Intended
learning
Outcome

Using a checklist, find

out the evident
classroom
components

Resource
Teacher

Describe how the

classroom is
structured/ designed
to allow everyone to
participate in the
learning activities

Observation
Guide (From
the FS 1
Workbook)

Reflection paper
on activities that
allow inclusivity
rather than
exclusivity
among learners

A reflection
paper on the
congruence or
match of
learning
activities to the
learners
characteristics

In this episode, I
will be able to:

Demonstrate
understandin
g and
acceptance
of the
learners
diverse
backgrounds

Identify best
practices in
dealing with
diversity in
the
classroom

Observe a class

Collection of
Classroom
activities written
on card boards of
rainbow colors

Episode 4

Reflection
on the
interaction
of learners
despite
differences

Individual
Differences
And the
Learning
Process
(social and
cultural
diversity)
Peace
concept In
Focus
Unity In
diversity

Assessment
Task

Content

Relate the data in

your checklist to the
learners behavior

Reflect on how
classroom
management affects
learning.

1. Observe a class in
different parts of a school
day (beginning of the day,
class time, recess, etc.)
2. Describe the
characteristics of the
learners in terms of age,
gender, and social and
cultural diversity.
3. Describe the interaction
that transpires inside and
outside the classroom.
4. Interview your resource
teacher about the principles
and practices that she uses
in dealing with diversity in
the classroom.
5. Analyze the impact of
individual differences on
learners interaction.

Teaching Learning
Activity

Resource
school

FS 1 Manual

Resource
school
Resource
Teacher
FS 1 Manual
Observation
Guide (From
the FS 1
Workbook)

Learning
Resources

Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)

Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)

References

Episode 5
In this Episode, I
must be able to:

Learners
profile

Narrative
Report

Identify the
needs of
students with
different
levels of
abilities in
the
classroom

(difference
in ability
level)

Describe the
influencing
factors in the
home
environment
that affect
the students
learning
Identify
effective
strategies on
how teachers
can work
together with
the family.

1. Identify two or more

learners of different
abilities but from the same
grade or year
2. find out some
information about their
background
3. observe them as they
participate in a classroom
activity and how the
teacher addresses their
needs

Choose
effective
strategies to
address the
diverse
needs of the
learners

Episode 6
In this episode, I
must be able to :

Individual
differences
and the
learning
process

Resource
school
Resource
Teacher
Observation
Guide
(From the FS
1 Workbook)

Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)

4. Write a narrative report

and a brief reflection on
your experience.

Home visitation
report
Reflection on
the impact of
home and
Family Life to
Learning

Home
school link

Select a learner from

the class you have
observed.
Interview the teacher
about the learners
characteristics.
Conduct a home visit to
your selected learners
residence.
Interview the parents
about

The rules they

implement at
home
concerning
their childs
schooling

the learners
activities and
behavior while
ay home.
Describe the family in
terms of

Number of
siblings

Number of
siblings in
school
Identify the factors in
the home environment
that might affect the
learners school
performance.s
Reflect on how a
teacher can
communicate

Resource
school
Resource
Teacher
Parents
Observation/i
nterview
guide for
Home-School
Link Parents
Interview
Guide
(From the FS
1 Workbook)

Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)

effectively with the

home.

ObservationTips

FS
1

opportunity for you to relate theory to actual practice. To help you do this, remember to:

to observe
S teacher and ask questions to be sure all is clear to you

t the details are still fresh in your mind

My Learning Episode Overview

This Episode 1 provides an opportunity for students to
examine and reflect on school environment that promotes
learning and development.
My Intended Learning Outcomes
In this Episode, I must be able to determine the
characteristics of a school environment that is safe, secure
and is supportive of learning.
My Performance Criteria
I will

be rated along the following:

Quality of my observations and documentation
Completeness and depth of analysis
Depth and clarity of classroom observation-based
reflection
Completeness, organization, clarity of portfolio

1 The School as a

Learning
Environment
A physical environment conducive for learning is one

My Learning Essentials

that has consistent practices that:

Keep the school safe, clean, orderly and free from
distraction;
Maintain facilities that provide challenging activities;
and
Address the physical, social and psychological needs
of the students

My Map
To realize my Internal Learning Outcomes, I will work my way through the
steps:
My mission is to do the following tasks:

1. Visit a school. Look into

facilities
and
support
learning areas in the
campus, then in the
classroom.

4. Make a reflection on the

characteristics of a school
environment that promotes
learning.

2. Accomplish checklist as you

move around school the school
premises.

3. Based on your gathered data

in the checklist, describe the
school environment.

5. Present your idea of a good school environment through any of

these:
a.) Descriptive Paragraph
c.) Sketch or Drawing

b.) Photo Essay

d.) Poem, song or rap

My Tools
As you move around the campus, activity forms are provided for you to
document your observations. It is advised that you read the entire worksheet before
proceeding to the school site. A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results.

SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the different areas and facilities of the school.
Check the column to indicate their availability. Give a brief description of
those that are available, and say how each will contribute to students
learning and development.

Facilities

Description

Office of the
Principal

Clean, wellventilated, well-lit,

spacious,
organized

Library

Well-lit, wellventilated, plenty

of books, clean

Will it contribute of the

students learning and
development.
Why?

A well-maintained library with

plenty of resource material
relevant to the students needs
and interests makes them feel

welcome to study there because

they are assured that the
material they need is available.
Counseling Room

Friendly
atmosphere, welllit, well-ventilated,
organized

Canteen/Cafeteria

Spacious, clean,
well-lit, wellventilated, plenty
of food stalls

Medical Clinic

Clean, well-lit,
well-ventilated,
organized and
well-stocked
medicine cabinet
and plenty of wellmaintained and
up-to-date
medical
equipment
Materials are up
to date and wellmaintained,
spacious, and
well-ventilated

Audio
Visual/Learning
Resource Center

Facilities

If a counseling room has a

friendly atmosphere and is welllit and well-ventilated, it helps
make the student feel
comfortable and less anxious in
sharing their feelings and
insights.
The variety of food assures that
it could cater to many of the
students needs. The canteen is
also separated into two floors for
two grade levels so that there is
a low chance of bullying.
Students who feel unwell could
go here to receive immediate
and appropriate medical
attention treatment so that they
could continue with their school
day.

Description

Will it
contribute of
the students
learning and
development.
Why?

Science
Laboratory

Spacious, wellventilated, welllit, clean,

organized, plenty
of materials in
stockroom for
experiments and
equipment is upto-date and wellmaintained

It is good to have a laboratory

that has sufficient and wellmaintained equipment and has a
clean, organized setting for
students to conduct experiments
well.

Gymnasium

Spacious, clean,
well-ventilated

There is plenty of space to house

many students and accommodate
multiple classes from different
levels at the same time.

Auditorium

Outdoor/Garden

Home Economics
Room

Industrial
Workshop Area

PTA Office

Comfort Room for

Boys

Comfort Room for

Girls

An Observation
Guide
for the
CLASSROOM
VISIT
Others An Observation
Guide
for the
CLASSROOM
VISIT
(Please specify)

Read
the following
ThenThen
write your
Be guided
by these
tasks asstatements
you do yourcarefully.
observation.
observation
report
on the
provided
accomplish
the matrix
to record
your
data. space.
1. the
Describe
communityWhat
or are
neighborhood
where
1. Look at
walls of the
the classroom.
posted on the
walls?the
school
is found.
What heroes,
religious
figures, lessons, visual aids, announcements,
2.
Describe
the
school campus. What colors do you see?
do you see posted?
is the
condition
of the are
buildings?
2. Examine What
how the
pieces
of furniture
arranged. Where is the
3.
Pass
by
the
offices.
What
impression
dochairs/desks
you have of these
teachers table located? How are the tables and
offices?
arranged?
4.
Walkthrough
theequipment/
school halls,
the library, the cafeteria.
3. What learning
materials/
are present?
Lookstudents.
around and
theare
others.
4. Observe the
Howfind
many
occupying one room?
5. Is the room well-lit and well-ventilated?
CLASSROOM FACILITIES MATRIX

Classroom Facilities

Description
(location, number,
Arrangement, condition)
Around the classroom, 4-6

1. Wall Displays

2. Teachers Table

In front of the class and

near the chalkboard, 1,
facing the students, in good
condition

3. Learners Desks
4. Blackboard
5. Learning Materials/
Visual Aids
6.

7.
8.
9.
10.

On the wall in front of the

class, 1, facing the students,
in good condition
At the right wall

I entered
the
classroom
with the
conviction
that it was
crucial for
me and every
other
student to
be an active
participant,
not a
passive
consumer.
Learning is
A place
where
paradise can
be created.
-Bell Hooks,
Teaching to
Transgress,
NY:Routledge,
1994

Write your
observations
here: to develop divergent conclusions by identifying motives or causes
ture of) such
information
1. The school is
located in
Mandurriao,
near places
like
QualiMed
medical
center,
Atria, etc.
There are
houses in
the area but
they are a
little far
from the
school itself.
2. The school
buildings are
tall and
have a very
nice, simple
dcor.
Mostly
cream with
some blue
accents
(blue being
the schools
color). The
buildings are
wellmaintained.
3. They look
very well-lit
and
organized to
an outsider.
4. They are not
entirely
solemn or
too quiet
and there
are some
students in
these
facilities but

Name of the School Observed : Ateneo de Iloilo-Santa Maria

Catholic School (SMCS)
Location of the School: 139 General Blanco St., Iloilo City
Date of
Visit:observation
July 22, 2015report here.
Write
your
Analysis

To learn and not

to think over what
My Analysis
you
___________________________________________________
To learn and
How do the the school campus and the classroom
in not
to think
overtowhat
particular impact the learning of the students
going
have learned
school? going to school? What are youryou
conclusions?
_________________________________________________________________
is perfectly
_________________________________________________________________
useless. To think
_________________________________________________________________
without having
_________________________________________________________________
learned is
_________________________________________________________________
_________________________________________________________________
dangerous.
_ How does this relate to your knowledge of child and
adolescent development/ How does this -Gore
relate Vidal
to your
knowledge of facilitating learning?
-Gore Vidal

My Reflections/ Insights

1. Would you like to teach in the school environment you just

observed? Why?
Or Why not?

Yes, since I want to be in an environment that is well-maintained and

Organized, is safe and caters well to students, and assures me that they will
not
Get distracted by other factors in the environment and focus on the lesson.
2. What kind ofschool campus is conducive to learning?

One that looks out for the students welfare and needs, is clean, organized,
1.
With the NCBTS as guide, an ideal learning environment
should
have the following
characteristics,
EXCEPT
And
well-maintained,
and the materials
and facilities
are up-to-date.
3. What kind of classroom is conducive to learning?
The learning
On the A.
physical
aspect,environment
it should be promotes
clean andfairness
has enough space and seats
to
B. Is safe and conducive for learning
Accommodate the students, has up-to-date learning resources, and is wellC. Builds many professional linkages
Ventilated and lit. on the social aspect, it should have a friendly working
D. Establishes and maintains consistent standards of learners
behavior
Atmosphere where students could freely share their ideas and participate in
Class discussion.
2.In the
Which
facilities
areyou
present
in a health-promoting
4.
future,
how can
accomplish
your answer in school
number 3?
environment?
I will be cordial and accommodating towards my students, letting them
Share their insights and ideas during discussions and giving everyone a fair
I. Canteen that sells all kind of food including junk food
Chance to participate. At the same time, I will be firm regarding class rules
II. Comfort rooms common for boys and girls
And proper behavior.
III. Sanitary drinking fountains
5. Write your additional learnings and insights here.
IV. Safe playground
I learned that it is possible to be firm with your students and remind them of
Their priorities
and IV
still be warm so that they feelC.welcome
A. II, III, and
I and II and eager to
Participate.
B. I, II, III, and IV

D. III and IV

Integrating
and
Practice
3.
WhichTheory
physical
school
environment supports learning?
Directions: Read the items given below and encircle the correct answer.
A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings

On the opposite
box, present an
illustration
showing your
idea of an
effective school
environment
through any of
these Let your

My Learning Portfolio
My Personal Illustration of an Effective
School Environment

Creativity
A
Shine!
Descriptiv
e
Paragraph
A Photo
Essay
A Sketch
or Drawing
A poem,
song or
rap

My Learning Rubric

(How did I perform in this episode?)

Field Study, Episode 1 The School as a Learning Environment
Focused on: Determining the characteristics of a school environment that provides
social, psychological,
and physical environment supportive of
learning
Name of FS Student: ___________________________________________ Date Submitted: __________

Learning
Episodes

Exemplary 4

Superior 3

Satisfactory 2

Needs
Improvement 1

Learning
Activities

All episodes were

done with
outstanding quality;
work exceeds
expectations

All or nearly all

episodes were done
with high quality.

Nearly all episodes

were done with
acceptable quality.

Analysis of the
Learning
Episode

Reflection/
Insights

Learning
Portfolio

Submission of
Learning
Episode

4
All
questions/episodes
were answered
completely; in
depth answers
thoroughly
grounded theories.
Exemplary grammar
and spelling
4
Reflection
statements are
profound and clear;
supported by
experiences from
the learning
episodes
4
Portfolio is
complete, clear,
well-organized and
all supporting;
documentations are
located in sections
clearly designated
4
Submitted before
the deadline

Analysis questions
were answered
completely.
Clear connection
with theories.
Grammar and
spelling are
superior.

Fewer than half of

episodes were done;
or most objectives
were met but need
improvement
1

Analysis questions
were not answered
completely.
Vaguely related to
theories.
Grammar and
spelling acceptable
2

Analysis questions
were not answered.

Reflection
statements are
clear, but not
clearly supported
by experiences
from the learning
episodes

Reflection
statements are
shallow; supported
by experience from
the learning
episodes

Reflection
statements are
unclear and shallow
and not supported
by experiences from
the learning
episodes

3
Portfolio is
complete, clear,
well-organized and
all supporting;
documentations are
available and
logical and clearly
marked locations
3
Submitted on the
deadline

2
Portfolio is
incomplete
supporting;
documentations are
organized but are
lacking

1
Analysis questions
were not answered

Grammar and
spelling
unsatisfactory.
1

Grammar and
spelling
unsatisfactory
1

2
Submitted a day
after the deadline

Submitted two days

or more after the
deadline
1

COMMENT/S

Over-all Score

Rating
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Year & Section:________________________________ Course: _________________________________
20
19-18
17
16
15
14
13-12
11
10
9-8
Scor

e
Gra
de

7below

1.0

1.25

1.5

1.75

2.00

2.25

2.50

2.75

3.00

3.5

5.00

99

96

93

90

87

84

81

78

75

72

71below

Signature of FS teacher above Printed Name

Date

THE LEARNERS

CHARACTERISTICS AND NEEDS

My Learning Episode Overview
Episode 2 provides me with an opportunity to observe
learners of different ages and grade levels. It highlights the
differences in their characteristics and needs. As a future
teacher, it is important for me to determine my learners
characteristics and needs so that I will be able to plan and
implement learning activities and assessment that are all
developmentally appropriate.

To be a teacher,
in the right sense
is to be a learner.
Instructions
begins when you,
the teacher, learn
from the learner.
Put yourself in his
place so that you
may understand
what he
understand what
he understands
and in the way he
understands it.
-Soren Kierkgaard

My Intended Learning Outcomes

In this Episode, I must be able differentiate the
characteristics and needs of learners from different
developmental levels.
My Performance Criteria
I will be rated along the following:

Quality for my observations and documentation,

Completeness and depth of analysis,
Depth and clarity of classroom observationbased reflection,
Completeness, organization, clarity of portfolio and
Time of submission of portfolio

My Learning Essential
Here are major principles developments relevant to this episode:
1. Development is relatively orderly. Development follows directional patterns
such as, from the head to the head to the toe (cephalocaudal), and from the
center of the body then outwards (proximodistal)
2. Development takes place gradually.

3. All domains of development and learning physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC,2009)
4. Development proceeds towards greater complexity, self-regulation, symbolic
or representational capabilities. (NAEYC,2009)

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

Step 1
Observe 3 groups of
learners
from different levels
(preschool, elem., and
highschool).

Step 2
Describe each of the
learners based on your
observations.
tep 4
ompare them in terms of their interests and needs.
tep 3
alidate your observationby interviewing the learners.

My Tools

Theory
Connections

On Eriksons
Use the activity form provided for you to document your observations.
Epigenetic
Principle

An Observation Guide for the Learners

Characteristics
Read the following statements carefully. Then
write your observation report on the provided
space. Your teacher may also recommend another
observation checklist if a more detailed observation
is preferred.
Physical
1. Observe their gross motor skills how they carry
themselves, how they move, walk, run, go up the
stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motors? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other
adult.
2. Note how they also interact with peers. What do
they talk about? What are their concerns?
Emotional
1. Describe the emotional disposition or temperament
of the learners. (happy, sad, easily cries, moodshifts)
2. How do they express their wants/needs? Can they
wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their
behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate
their ideas. Note their language proficiency.
2. Describe how they figure out things. Do they
comprehend easily? Look for evidence of their

This principle
says that we
develop
through a
predetermined
unfolding of our
personalities.
Our progress
through each
stage of life is
in pat
determined by
our success, or
lack of success,
in all the
previous
stages. A little
like the
unfolding of a
rose bud, each
petal opens up
at a certain
face, in a
certain order,
which nature,
through its
genetics, has
determined.
If we interfere
in the natural
order of
development
by pulling a
petal forward
prematurely or
out of order, we
ruin the
development of
the entire

Learners Development Matrix

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

Gross-motor skills
Fine-motor s kills
Self-help skills
Others

Social

Interaction with
teachers
Interaction with
classmates/friends
Interests
Others

Preschooler
Indicate age
range of children
observed

Elementary
Indicate age range
of children
observed

High School
Indicate age range
of children
observed
They start out
moving awkwardly
because theyre
still getting used
to their bodies
during and after
puberty but will
gradually move
with more ease.
They are now used
to performing
writing and other
fine motor skills
well. Same with
self-help skills.
They do not yell
out their answers
during recitation
or during
discussions and
are quieter during
class discussions
and do not run
around. They are

Emotional
Moods and

temperament,
expression of feelings
Emotional
independence
Others

Cognitive
Communication
skills
Thinking skills
Problem solving
Others

also more
interested in the
world around
them, pop culture,
and discovering
themselves.
Emotions are more
volatile during this
period but will
eventually mellow
out over the
course of puberty
and schooling and
they will learn how
to control and
express their
emotions better.
They have built up
a considerably
large vocabulary
and could use
them with a fair
amount of ease in
communication.
They are also
better at problemsolving and
abstract thinking.

My Analysis
Write the most salient developmental characteristics of the learners
you observed. Based on these characteristics, think of implications for the
teacher.
Example:

Level

Salient characteristics
observed

Preschool
Age range of Learners
observed 3 - 4

Preschoolers like to move

around a lot.

Implications to the
Teaching-learning
process
Therefore the teacher
should remember to use
music and movement
activities not just in PE
but in all subject areas.
Therefore teachers
should not expect
preschoolers to stay
sealed for a long period
of time.

Level

Salient
characteristics
observed

Implications to the
Teaching-learning
process

Preschool
Age range of Learners
Observed

Preschool
On
Age range of Learners
Reflections
Observed
2Preschool
teach is
+ 2 touch
lives
Age range of Learners
4 ever
!!!
Observed

My Reflections/Insights
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?
Yes. I noticed, however, that the students in the class are more
disciplined and well-behaved than my classmates in high school,
specifically the boys. The students in the class are focused on the
lesson, actively participate, and do not disrupt the class or behave in
a disorderly manner.
2. Think of a teacher you cannot forget for the positive or negative
reasons. How did she/he help or not help with your needs (physical,
emotional, social, and cognitive)? How did it affect you?
Our teacher in social studies and section adviser during second year
made sure to go at a pace that we can understand the lesson and
gave us good activities in relation to what weve learned or how we
could apply them.
3. Share your other insights here.

Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one
true love. She is crying incessantly and refuses to listen and accept
sound advice that the teacher is offering. Her refusal to accept is
because
A. she thinks what she feels is too special and unique, that no one has felt like
this before.
B. the teenagers favorite word is no, and she will simply reject everything the
teacher says.
C. 14-year-olds are not yet capable of perspective talking and cannot take the
teachers perspective.
D. teenagers never listen to adult advice.
2. A preschool teacher is thinking about how best to develop the fine
motor skills of the 4-year-olds. Which of the following should be best
to consider?
A. Provide daily coloring books activities.

B. Ask the children to do repeated writing drills everyday.

C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles
daily.
3. A preschool teacher is thinking about how best to develop the fine
motor skills of the 4-year-olds. Which of the following should be best
to consider?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

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

My Learning Rubric (How did I perform in this episode?)

Field Study 1, Episode 2 The Learners Characteristics and Needs
Focused on: Differentiating the characteristics and needs of learners from different
developmental levels
Name of FS Student Cecile G. De la Cruz
20/10/2015

Learning
Episodes

Exemplary 4

Date Submitted:

Superior 3

Satisfactory 2

Needs
Improvement 1

All episodes were

done with
outstanding quality;
work exceeds
expectations

Learning
Activities

All or nearly all

episodes were done
with high quality.

Nearly all episodes

were done with
acceptable quality.

3
4
All
questions/episodes
were answered
completely; in
depth answers
thoroughly
grounded theories.
Exemplary grammar
and spelling
4
Reflection
statements are
profound and clear;
supported by
experiences from
the learning
episodes

Analysis of the
Learning
Episode

Reflection/
Insights

4
Portfolio is
complete, clear,
well-organized and
all supporting;
documentations are
located in sections
clearly designated
4

Learning
Portfolio

Submitted before
the deadline

Submission of
Learning
Episode

Analysis questions
were answered
completely.
Clear connection
with theories.
Grammar and
spelling are
superior.

Fewer than half of

episodes were done;
or most objectives
were met but need
improvement
1

Analysis questions
were not answered
completely.
Vaguely related to
theories.
Grammar and
spelling acceptable
2

Analysis questions
were not answered.

Reflection
statements are
clear, but not
clearly supported
by experiences
from the learning
episodes

Reflection
statements are
shallow; supported
by experience from
the learning
episodes

Reflection
statements are
unclear and shallow
and not supported
by experiences from
the learning
episodes

3
Portfolio is
complete, clear,
well-organized and
all supporting;
documentations are
available and
logical and clearly
marked locations
3
Submitted on the
deadline

2
Portfolio is
incomplete
supporting;
documentations are
organized but are
lacking

1
Analysis questions
were not answered

Grammar and
spelling
unsatisfactory.
1

Grammar and
spelling
unsatisfactory
1

2
Submitted a day
after the deadline

Submitted two days

or more after the
deadline
1

COMMENT/S

Over-all Score

Rating
(Based on
transmulation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Year & Section:
BSED-2A
Secondary Education Major in English

Course; Bachelor of

Score

20

19-18

17

16

15

14

13-12

11

10

9-8

7below

Grade

1.0
99

1.25
96

1.5
93

1.75
90

2.00
87

2.25
84

2.50
81

2.75
78

3.00
75

3.5
72

5.00
71below

Signature of FS teacher above Printed Name

Field Study 1

By: Cecile G. De la Cruz

BSED-2A
Professor: Dr. Victoria Albacete

Date

Field study (table of contents)

Course description- p.1
Course outcomes- p.1
Learning activities plan- pp. 1-3
Episode 1: The School as a Learning Environment
Learning episode overview- p. 4
Intended learning outcomes- p. 4
Performance criteria- p. 4
Learning essentials- p. 4
My map- p. 5
My tools- pp. 6-7
My analysis- p. 9
My reflections/Insights- p. 10
Integrating theory and practice- p. 11
My learning portfolio- p. 12
Episode 2: the Learners Characteristics and Needs
Learning episode overview- p. 13
Intended learning outcomes- p. 13
Performance criteria- p. 13
Learning essentials- p. 13
My map- p. 14
My tools- pp. 15-16
My analysis- p. 17

My reflections/insights- p. 18
Integrating theory and practice- p. 19
My learning portfolio- p. 20
Episode 3: classroom management and learning
Learning episode overview- p. 21
Intended learning outcomes- p. 21
Performance criteria- p. 21
Learning essentials- p. 21
My map- p. 22
My tools- pp. 23-27
My analysis- pp. 27-28
My reflections and insights- pp. 28-29
Integrating theory and practice- pp. 29- 30
My learning portfolio- p. 30
Episode 4: individual differences and learners interaction
Learning episode overview- p. 31
Intended learning outcomes- p. 31
Performance criteria- p. 31
Learning essentials- p. 31
My map- p. 32
My tools- pp. 33-35
My analysis- pp. 36-37
My reflections and insights- pp. 37-38
Integrating theory and practice- p. 38
Episode 5: the learners development and environment

Your target- p. 39
Your map- p. 39
Your tools- pp. 40-41
Your analysis- p. 42
Your reflections- p. 43
Episode 6: the learners development and environment
Your target- p. 44
Your map; p. 45
Your tools: pp. 46-51
Your analysis: pp. 51-52
Your reflection: p. 52
Optional reflection activities: p. 53
Rubrics: p. 54
Certificate of completion: p. 55
Certificates of appearance; pp. 56-59