Field Study 1

FS 1
FIELD STUDY
LEARNING
EPISODE
1 THE LEARNER’S
CHARACTERISTICS
AND NEEDS
My Learning Episode Overview
Episode 1 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.
My Intended Learning Outcomes
In this episode, I must be able to differentiate the characteristics and

needs of learners from different developmental levels.
My Performance Criteria
I will be rated along the following:

Quality of my observations
Completeness and depth of analysis
Depth and clarity of classroom observation-based reflection
Completeness, organization, clarity of portfolio
Time of submission of portfolio
My Learning Essentials
Here are major principles of development relevant to this episode:

1. Development is relatively orderly. Development follows directional patterns
such as, from 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, emotional, and
cognitive – are important, and they are closely interrelated (NAYC, 2009)
4. Development proceeds toward 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:
Compare them in terms of their

interest and needs
Validate your observations by interviewing

the learners
Describe each of the learners based on your

observations
Observe 3 groups of learners from different levels (pre-

school, elementary, and high school)
My Tools
An Observation Guide for the Learners’ Characteristics
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 fin motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with the teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are
their concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy,
sad, easily cries, mood-shifts)
2. How do they handle frustrations?
3. How do they express their wants/needs? Can they wait?
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. Not 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 for problem solving? Describe how they
showed problem solving abilities.
Learners’ Development Matrix
Developmental Pre-Schooler Elementary High School

Domain 4-5 years old 9-10 years old 14-15 years old
Physical
Gross Motor Skills Children are They are very They are active
clumsy and brisk active and alert and as well as
disciplined
Fine Motor Skills Their reading Their writing Their writing and
and writing skills skills are now reading skills are
are not yet well- well developed, fully developed
developed on the other
hand, not all are
able to read
very well.
Self Help Skills The children can Can feed Can manage
eat on their own themselves themselves very
Others but if not guided, without the well
they end up assistance of
having a messy others
face.
Social
Interaction with They ask They sometimes They are asking
teachers questions out of ask questions on point
their curiosity that are out of questions and
the topic. answer the
critical thinking
questions well.
Interaction with They love to play Peer groups are They are
friends together with starting to grouped
their classmates develop according to
their interests
and also interact
with their friends
very well
Interests They find more They have more They are
interest in interest in interested with
Others learning through outdoor games various activities
play. and are focused
to be good at it.
Emotional
Moods and They are jolly They change They are jolly,
temperament, and active but moods easily active and does
expression of cries easily not easily cry
feelings over simple
challenges
Emotional Their emotions They are They are now
Independence are easily starting to able to control
affected by develop a their emotions
Others people and control over and are not
happenings their emotions easily affected
around them by their
surroundings
Cognitive
Communication They are They can They can express
skills comfortable communicate their thoughts
using their with their peers and emotions
mother tongue and teachers very well
clearly
Thinking skills They need to be They are able to They are
guided to figure figure out thinking critically
out things uncomplicated
things
Problem-solving They are able to They are able to They are now
skills solve simple solve able to solve
problems complicated complex
Others problems problems
My Analysis
LEVEL Salient Characteristics Implications to the

Observed Teaching-Learning
Process
Pre-School The children loves to play The teacher must devise
4-5 years old activities wherein the
children can play while
learning.
The children loves to talk The teacher must present
about the things they like the lesson that draws
interest among the
students
Elementary The pupils has a short Since the students easily
9-10 years old attention span inside the get distracted, therefore,
classroom the teacher must use
various strategies in
teaching to capture the
attention of the students.
The pupils has a lot of The teacher must allow
questions and are curious the students to ask
about things questions after the
discussion and be
prepared to answer them.
The teacher must also
entertain questions that
are only related to the
topic
High School The high school students The teacher must use
14-15 years old like to talk ad mingle with strategies and have
other students activities that will help
them socialize with others
The high school students The teacher must give
are attentive when they motivational activities
are interested with the that will make the
topic. students interested in the
topic.
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?
While I was observing the learners, I can also recall while I was on
their age. I love to move a lot, I love to play, I sometimes don’t listen to
my teacher’s discussion. But on the other hand, the difference that I
have observed between me and the learners nowadays is that, they are
more stubborn. I could also observe that when the teacher is telling them
to behave, they are not listening and continue to misbehave inside the
class. During my time when I was still on their age, when the teacher
warns me because of my stubbornness, I immediately listen to my
teacher and behave well.
2. Think of a teacher you cannot forget for positive and negative reasons. How
did s/he help or not help you with your needs (physical, emotional, social,
and cognitive)? How did it affect you?
A little background about myself, I find math really difficult when I
was still in elementary. I cannot forget my high school math teacher
because he helped me to love mathematics. Before we start a new topic,
he would have motivational and fun activities which capture our interests.
And he also taught us shortcuts and math hacks to solve mathematical
problems easier.
3. Share your insights here.

The students are still developing and constructing knowledge and the
teacher should be able to connect the past learning to the current
lessons. The teacher should also assist the learners in developing,
applying and assessing their learning skills. I will apply these principles as
soon as I will become a teacher.
My 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.
I choose Piaget’s Cognitive Stages of Development because I also believe

that every learner construct their own knowledge around them based on the
developmental stage they are currently experiencing. Piaget’s theory will guide to
know the appropriate activities suitable for my students for effective learning.
My Learning Rubric (How did I perform this episode?)
Field study 1, Episode 1 – The Learners’ Characteristics and Needs

Focused on: Differentiating the characteristics and needs of learners from different
developmental levels
Name of FS Student: Philia Mel D. Abarquez Date Submitted: September 30, 2017
Year and Section: I-B Course: Diploma in Teaching
Exemplary Superior Satisfactory Needs

LEARNING
Improvement
EPISODES
4 3 2 1
Learning All tasks were All or nearly all Nearly all tasks Fewer than half of
Activities done with tasks were done were done with tasks were done; or
outstanding with high quality acceptable quality most objectives
quality; work were met but needs
exceeds improvement
expectations
Analysis of the All questions were Analysis questions Analysis questions Analysis questions
Learning answered were not answered were not answered were not answered.
Episode completely; in completely. completely. Grammar and
depth answers; Clear connections Vaguely related to spelling
thoroughly with the theories the theories unsatisfactory
grounded on Grammar and Grammar and
theories. spelling are spelling acceptable
Exemplary superior
grammar and
spelling
Reflections/ Reflection Reflection Reflection Reflection
Insights statements are statements are statements are statements are
profound and clear, but not shallow; supported unclear and shallow
clear; supported clearly supported by experiences and are not
by experiences by the experiences from the learning supported by
from the learning from the learning episodes experiences from
episodes episodes the learning
episodes
Learning Portfolio is Portfolio is Portfolio is Analysis questions
Portfolio complete, clear, complete, clear, incomplete; were not answered
well-organized and well-organized; supporting Grammar and
all supporting; most supporting documentations spelling
documentations documentations are organized but unsatidfactory
are located in are available and are lacking
sections clearly logical and clearly
designated marked locations
Submission of Submitted before Submitted on the Submitted a day Submitted two days
Learning the deadline deadline after the deadline or more after the
Episode deadline
COMMENT/S
Over-all Score Rating:
(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/ RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71 below
DR. DAISY ROSANO Date

FS 1
FIELD STUDY
LEARNING
EPISODE
2
CLASSROOM
MANAGEMENT
AND LEARNING
Episode 3 provides an opportunity for me to examine how classrooms are

structured or designed to allow everyone’s maximum participation and effective
learning. I will be able to examine how classroom management practices affect
learning.
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.

The classroom climate that is conducive for learning is one that is non-
threatening yet business-like. It is a classroom where:
Specific classroom rules and procedures are clear.

Classroom rules and procedures are discussed within the first few days of the
school
Students are involved in the design of rules and procedures
Techniques to acknowledge and reinforce acceptable behavior are employed
Clear limits for unacceptable behavior are established and negative
consequences for such are communicated
Classroom processes are democratic
My Map
To realize my Intended Learning Outcomes, I will work my way through these

steps:
Observe a class
Using a checklist, find out

the evident classroom
components
Describe how the
classroom is structured/
designed to allow
everyone to participate
Relate the data in your

checklist to the learners’
behavior.
Reflect on how
classroom management
affects learning.
My Tools
1. As you observe the class, look into the characteristics of the learners. Note their
ages.
2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Can the learners already work independently?
5. Describe their span of attention
6. Look into their listening skills and ability to concentrate.
Name of School: Iloilo King of Glory Christian Academy Inc.

Observed: Grade 7-Amethyst
Location of the School: Cano-an, Estancia, Iloilo
Date of Visit: September 14, 2017
As I observe the class, I could observe the effective

implementation of behavior strategies. Operant conditioning by BF
Skinner is applied by giving reinforcements to students who
behave well inside the class which encourages the noisy ones to
behave also so that they will have their rewards too. Classical
conditioning by Pavlov is also applied inside the classroom since
the first day of class. One of the examples in this is when the
students are being noisy and the teacher just raises her hand as a
signal to keep them quiet. Rules and procedures imposed are also
posted and diligently observed inside the classroom. I could also
observe the cooperation of the students for the success in
classroom management.
An Observation Guide for CLASSROOM VISIT
1. Are there areas in the classroom for specific purposes (storage for teaching
aids, books, belongings, supplies, etc.)? Describe these areas.
There is a cabinet located at the back of the classroom which is used
to store the teaching materials and classroom supplies. The cleaning
materials are put at the left side of the room, and the teacher’s things at
the right. The books of the students are occupying the center of the
cabinet and are arranged in an orderly manner.
2. Are there rules and procedures posted in the room? List them down.
There are rules and procedures posted inside the classroom and they
are the following:
Proper wearing of school uniform. The students must wear their
complete uniform at all times.
Cleanliness inside the classroom. The students, assigned per group,
are in charged in maintaining its cleanliness.
For the late comers. The classroom doors are closed after 7:35
and the students who will arrive after that grace period will be
marked as absent unless an excused letter is presented by the
student signed by the parent.
The class should always start with a prayer and checking of
attendance by class monitors.
3. Did the students participate in making the classroom rules? If yes, and the
resource teacher is available, ask him/her to describe the process.
Yes. The teacher presented the rules during the first day of class and
the students also agreed and added suggestions on the classroom rules.
4. What are the daily routines done by the teacher? How are they done?
Daily routines don by the teacher are the class prayer and checking of
attendance by class monitors. The class prayer is led by the assigned
student.
5. Is there a seating arrangement? What is the basis of this arrangement?

There is no seating arrangement inside the classroom. The students
are allowed to seat wherever they want and that will be their seating
arrangement until the end of the school year. On the hand, students who
are noisy and misbehaving are transferred in the front row so that they
will behave in front of the teacher.
6. Observe the noise level in the classroom. How is this managed?

The noise level of the students is moderate during discussion.
However, when there are topics that require discussion, the class
becomes very noisy because they are expressing their thoughts and stand
regarding the topic. When the class is already out of control, the teacher
would just raise her hand which means that they have to minimize their
noise and they follow it.
7. If the learner is not following instructions or off-task, what does the teacher
do? Describe the behavior strategies used.
When the student is not following instructions, the teacher is
repeating and paraphrasing the instructions so that the student will
understand. She also give merit points to those students who behave well
in class and I could also observed that she is using the Variable Interval
Schedule by BF Skinner as a behavior strategy.
8. What does the teacher do to reinforce positive behavior? (behavior
strategies)
I could observe that she is using the Operant Conditioning by BF
Skinner. She is giving reinforcements (both negative and positive) and
uses the Variable Interval Schedule in giving such reinforcements.
As I observe the class, I could observe the effective

implementation of behavior strategies. Operant
conditioning by BF Skinner is applied by giving
reinforcements to students who behave well inside
the class which encourages the noisy ones to
behave also so that they will have their
rewards too. Classical conditioning by
Pavlov is also applied inside the
classroom since the first day of class.
One of the examples in this is when
the students are being noisy and
the teacher just raise her hand
as a signal to keep them
quiet. Rules and procedures
imposed are also posted
and diligently observed
inside the classroom.
I could also observe the
cooperation of the students for the success in
classroom management.
CLASSROOM MANAGEMENT MATRIX
Aspect of Classroom Description Effect on Learners

Management
Specific Areas of the Inside the classroom, there is Having specific areas in the
Classroom a cabinet located at the back classroom promotes
wherein the students may orderliness and comfort
put their belongings. The among the students.
teacher’s table is located in
front so that the teacher may
see the students during the
class activity.
Classroom Rules The classroom policy is The students are constantly
posted on the wall reminded about the rules and
regulations to be followed
inside the classroom
Classroom Procedures Before the teacher starts the The students may be able to
discussion, she reviews the connect the past learning to
previous lesson the present discussion.
Daily Routines The class starts with a prayer It is a good training for the
and checking of attendance students to develop daily
routines.
Seating Arrangement The students are allowed This gives the students
to seat anywhere they like comfort while they are
learning.
Handling Misbehavior/ Off The teacher is talking to The students will not feel
task Behavior the student privately about embarrassed because he
the misbehavior he/ she was not reprimanded
did publicly.
Reinforcement of Positive The teacher is giving The students will be
Behavior merits to the student who motivated to show a
is behaving well inside the positive behavior
class
My Analysis
1. How did the classroom organization and routines affect the learners’ positive
behavior?
The classroom organization and routines affects the leaner’s behavior
by being sensitive to their environment by cooperating with their
teacher’s rules and procedures inside the classroom. It promotes
orderliness and discipline among the students and also improves the
learning environment for the students.
2. What should the teacher have in mind when he/she designs the classroom
organization and routines? What are the theories/principles should you have
in mind?
In designing the classroom organization and routines, the teacher
should keep in mind the time management, proper placing of furniture and
teaching materials, orderliness during the class discussion, and most of
all, the learning comfort of the students. A good classroom environment
is achieved when the classroom is managed very well, that is when the
teacher and the learners can freely move within the classroom and make
the most of the student-teacher interaction.
Before this classroom is attained, principles in behaviorism are to be
considered when it comes to designing classroom routines and
procedures. Pavlov’s Classical Conditioning is effective in implementing
routines. The law of effect and exercise in Thorndike’s Connectionism
Theory in maintaining the response in the stimulus until it becomes a
habit. Operant Conditioning of BF Skinner in shaping of behavior wherein
the learner is given reinforcements to maintain the behavior the learner
is showing.
3. Which behavior strategies were effective in managing the behavior of the
learners? In motivating students? Why were they effective?
Operant Conditioning by BF Skinner is an effective strategy in
managing the behavior of the learners. In shaping the behavior, the
learner can be given reinforcement until a certain behavior is learned.
This method of behavioral chaining will motivate the students to continue
the positive behavior they are showing until it will became a habit.
1. Imagine yourself organizing your classroom in the future. In what grade/ year
level do you see yourself? What routines and procedures would you consider
for this level? Why?
I can see myself teaching the grade 7 students. As a teacher, I will
make my classroom presentable and conducive for learning and also they
will felt that it’s like home. I will develop routines that will work out their
responsibility inside the classroom. I will start with a prayer and with a
classroom monitor. Rules will also be imposed inside the classroom so that
the learners will develop self-discipline.
2. Make a list of rules you are likely to implement in this level. Why would you
choose these rules?
The following are the rules that I will implement in this level:
The learners must be inside the classroom on or before 7:20 am.
Students will be given a grace period of 10 minutes to enter the
classroom. Students who will arrive later than the appointed time
will be marked as absent unless otherwise he/she has an excuse
letter signed by a parent/ guardian. This will develop the students
to be disciplined and come to class on time.
The students will be given demerits if the space around his/her
area is unclean/ messy. This will develop orderliness and cleanliness
among the students.
Attendance will also be given merits at the end of each grading
period. This will motivate the students to be present at all times.
3. Should the learners be involved in making the class rules? Why?
Yes, in making the classroom rules, the learners should be involved so
that they may be able to express their point of views and ideas in order
to make the classroom better and conducive to all the learners.
My Portfolio
Should the learners be involved in making the class rules? Why?
As teachers, we are now dealing

with the different kind of learners –
learners that has a different way of
thinking, learners that are diverse
and learners that has their own kind
of uniqueness. In my perspective,
the learners should be involved in
making the classroom rules because
I believe that they have ideas that
have to be shared that will promote
a better learning environment
among them.
Field study 1, Episode 2 – Classroom Management and Learning

Focused on: Planning on how to manage time, space and resources to provide a
learning environment appropriate to the learners and conducive to learning

LEARNING
Improvement
EPISODES
4 3 2 1
exceeds improvement
expectations
Exemplary superior
grammar and
spelling
episodes
Episode deadline
COMMENT/S
(Based on
transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71 below

FS 1
FIELD STUDY
LEARNING
EPISODE
3
INDIVIDUAL DIFFERENCES
AND LEARNERS’
INTERACTION
(focusing on differences in gender,
racial, religious backgrounds)
Episode 3 provides an opportunity for me to observe how differences in

gender, racial, cultural and religious background affect interaction in school, and
learn about practices that teachers use in dealing with diversity in the classroom.
In this Episode, I will be able to:
Demonstrate understanding and acceptance of the learners’ diverse

backgrounds
Identify best practices in dealing with diversity in the classroom

An effective teacher who celebrates student diversity in her classroom:

Uses strategies to build a caring community in the classroom
Models respect and acceptance of different cultures and religions
Brings each of the student’s home culture and language into the shared
culture of the school
Provides more opportunities for cooperation than competition
My Map

these steps:
Observe a class in different parts of

a school day. (Beginning of the
day, class time, recess, etc.)
Describe the characteristics of the

learners in terms of age, gender,
and social and cultural diversity.
Describe the interaction that

transpires inside and outside the
classroom.
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.
My Tools
1. Find out the number of students. Gather data as to their ages, gender, racial
groups, religious, and ethnic backgrounds.
The class is composed of 28 students having 10 boys and 18 girls and
ages 15-16 years old. There is one half-Chinese student and the rest are
Filipinos. When classified according to their religious backgrounds, they
are mixed Roman Catholic, Pentecostals, Baptists, and Iglesia ni Cristo.
During the class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are there groups that interact
more with the teacher than others?
The students are very interactive and despite of their diversity, they
are very vocal in expressing their opinions and beliefs, they are actively
participating classroom discussions. Some of them are quiet and does not
interact with the teacher’s discussion. As I observe the learners, most
students who participate well in class are the students who are highly
motivated and show interest in the lessons.
2. Observe the learners seated at the back and front part of the room. Do they
behave and interact differently?
As I observe the learners, the students who are seated in front are
those who are highly motivated and attentive in the teacher’s discussion.
They ask questions related to the topic to clarify the discussion.
3. Describe the relationship among the learners. Do the learners cooperate with
or compete with each other?
I can see that they are helping each other to understand the lesson.
Despite of their diversity, they treat each other like family and there is
a little competition within the class especially for the top 5 performing
students in the class. I also observed that those who perform better in
class help those who cannot understand the lesson very well.
4. Who among the students participate actively? Who among them ask for most
help?
Most of the active students who are participating very well are those
who are seated in front and those who strive to belong in the top
performing students in class. They are the ones who listen attentively
and mostly answer the teacher’s probing questions to students. Aside
from them, there are also students who ask for help, they are the ones
who show interest in the discussion but are not able to cope up with the
lesson.
5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher
will call them instead?
When the student is called and cannot answer, the other learners
raise their hands so that the teacher will choose someone who could help
their classmate.
Outside the class:
1. How do the students group themselves outside class? Homogenously, by
age? By gender? By racial or ethnic groups? Or are the students in mixed
social groupings? If so, describe the groupings.
Outside the class, the students are grouped according to interests,
intellect, attitude, time spent being with each other (some of the
learners are classmates since pre-school) and gender.
2. Describe how the learners interact with each other. What do they talk about?
The learners talk about random topics such as current events, sports
that they are good at, anime, movies, their favorite artists, and the like.
OBSERVATION REPORT
Name of School Observed: Iloilo King of Glory Christian Academy Inc.

School Address: Villa Paterna Subd., Brgy. Cano-an, Estancia, Iloilo
The class that I have observed is the Grade 9- Outside the class, the students are grouped
Antioch of Iloilo King of Glory Christian Academy according to interests, intellect, attitude, time
in Estancia, Iloilo. It is composed of 28 students spent being with each other (some of the learners
having 10 boys and 18 girls, ranges from 15 to 16 are classmates since pre-school) and gender. The
years old. They are diverse in their personality, learners talk about random topics such as
principles in life, beliefs, interests, and the like. current events, sports that they are good at,
anime, movies, their favorite artists, etc.
During the class, the students are very
interactive and despite of their diversity, they are
very vocal in expressing their opinions and beliefs,
they are actively participating classroom
discussions. As I observe the learners, the students
who are seated in front are those who are highly
motivated and attentive in the teacher’s
discussion.
My Analysis
1. Identify the persons who play key roles in the relationships and interactions
in the classroom. What roles do they play? Is there somebody who appears
to be the leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?
Inside the classroom, I could observe those characteristics of
students who stood out. There is a little teacher wherein he teaches his
classmates especially those who can’t cope up with the teacher’s
discussion. There’s also a leader who always who unites the class for a
meeting. There’s a clown who could brighten a gloomy day inside the class.
There’s also an introvert who prefers to be quiet all the time and a group
of sanguine who are always noisy and talkative. They play key roles to
unite the class and develop relationships inside the class.
2. Are students coming from the minority group accepted or rejected by others?
How is this shown?
I could observe that there are instances that the students make fun
of their one Half-Chinese classmate because she only speaks English and
can’t understand Filipino or Hiligaynon. This was shown when they were
having their break time and they talk to her and laugh when it seems like
they cannot understand what their classmate is saying. Sometimes, they
teach her negative Hiligaynon words and translate it to her as a positive
English meaning and they ask her to tell it to their other classmates and
others will feel bad about what she say.
3. How does the teacher influence the class interaction considering the
individual differences of the students?
During the Christian Education class, the teacher is always telling the
students about individual differences of every person. She is teaching
them about respect and acceptance to the students. In terms of class
interaction, the teacher is using various strategies to make the class
interesting. The teacher is also doing motivational activities and asks
probing questions in the classroom discussion to stir up the critical
thinking as well as interest of the learners in the subject matter.
4. What factors influence the grouping of learners outside the classroom?
The factors that influence the grouping of learners outside the
classroom are their interests, intellect, attitude, time spent being with
each other (some of the learners are classmates since pre-school) and
gender.
1. How did you feel being in that classroom? Did you feel a sense of ones or
unity among the learners and between the teacher and the learners?
Each and every learner has their own special differences but despite
of these, I could feel the unity inside the class especially when it comes
to group activities, class work, and school events. Each of them
contributes effort for the success of an activity. The teacher is good in
encouraging each one of them to cooperate.
2. In the future, how would you want the learners in your classroom to interact?
How will you make this happen?
I love how the teacher interacts with the students because she is
able to make each and every learner cooperate and be united with each
other. In the future, I will motivate my students to accept each other’s
diversity and teach them how to respect each views and principles. I will
make my classroom a place where they are free to voice out their
thoughts without hurting other feelings.
Field study 1, Episode 3 – Individual Differences and Learners’ Interaction (focusing on

differences in gender, race, culture and religion)
Focused on: Demonstrating understanding and acceptable of the learners’ diverse backgrounds
Identifying best practices in dealing with diversity in the classroom.

LEARNING
Improvement
EPISODES
4 3 2 1
exceeds improvement
expectations
Exemplary superior
grammar and
spelling
episodes
Episode deadline
COMMENT/S
(Based on
transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71 below

FS 1
FIELD STUDY
LEARNING
EPISODE
4
INDIVIDUAL
DIFFERENCES AND
LEARNERS’ INTERACTION
(focusing on different levels of abilities)
Episode 4 provides an opportunity for me to observe how differences in

abilities affect interaction in school, and learn about strategies that teachers use
in addressing the learners’ different needs to effective learning.
In this Episode, I will be able to:
Identify the needs of students with different levels of abilities in the

classroom
Choose effective strategies to address the diverse needs of the leaders

Here are principles and concepts relevant to this episode:

Development and learning proceed at varying rates from child to child, as
well as at uneven rates across different areas of the child’s functioning.
Development and learning is maximized when learners are challenged to
achieve at a level just above their current level of mastery, and also when
they have many opportunities to practice newly acquired skills.
Differentiated instruction is a student-centered approach that aims to
match the learning content, activities and assessment to the different
characteristics, abilities, interests and needs of the learners.
An effective teacher remembers that the learners have different levels of
ability, and clearly lets them know that their strengths are recognized and that
everyone has the chance to learn and succeed. The teacher helps create a
learning community where everyone can work together and contribute regardless
of their abilities and capacities.
My Map

these steps:
Write a narrative report and a

brief reflection on your
experience.
Observe them as they

participate in a classroom
activity and how the teacher
addresses their needs.
Find out some information

about their background.
Identify two or more learners of

different abilities but of the
same grade or year.
My Tools
An Observation Guide for Individual Differences
1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that
seem to be behind.
3. Validate your observations by asking the teacher about the background
(family, socio-economic, presence of some learning disability, etc.) of these
children.
4. Observe the behavior of both the high achieving and low-achieving learners.
Note their dispositions, pace in accomplishing tasks, interaction with teacher,
and interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs of
the students in his/her class.
OBSERVATION REPORT
Name of School Observed: Iloilo King of Glory Christian Academy Inc.

School Address: Villa Paterna Subd., Brgy. Cano-an, Estancia, Iloilo
As I observe the high school class, I noticed their individual differences

in their abilities. There are students who are fast learners and do well inside
the class. There are also learners who are having a hard time to cope up with
the discussion.
During my observation, there are 3 students who stood out during class
participation. They listen attentively during the discussion and raise their
hands voluntarily when the class is asked questions. They answer the
questions precisely most of the time and finishes first during individual
activities. On the other hand, there are also group of students whom I
observed as slow learners inside the class. They also listen attentively, trying
hard to understand and cope up with the teacher’s discussion. Sometimes,
they ask the teacher for clarifications. During recitation time, these students
are also raising their hands, trying to participate even though their answers
are sometimes incorrect. I could feel the feeling of achievement in their hearts
if they answered the questions correctly.
When I interviewed the teacher, I have discovered that the performing
students are coming from the well-off families and their parents put a lot of
effort for the education of the learner since childhood.
The teacher encourages and motivates the students not only to do well
inside the class but also persevere in their lives.
My Analysis
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 behaviors helped you identify them? (Volunteering to answer,
responding to teacher’s directions, etc.)
Yes. The behaviors that helped me identify them are their active
participation inside the class and make them stand out to be noticed.
Those who are doing good inside the class responds quickly to the
teacher’s directions and those who are slow paced learners are having a
hard time to cope up in the discussions.
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 who are
not?
There is a wide gap between the ability of the students who do well in
class and those who are not. Those who are performing well in class has
the ability to cope up with the discussions faster than those who are not.
3. Describe the methods used by the teacher in handling the students’
differences in abilities. How did the students respond to the teacher? Did the
teacher use differentiated instruction? If yes, describe how.
Yes. The teacher usually gives attention to the learners who can’t cope
with the discussion first and then to those who are fast learners. In
some instances, the teacher is allowing the students who are fast
learners to peer tutor their classmates who are having a hard time in
class.
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?
I could still remember our math subject

when I was still in high school, the topics
are very hard and it needs time to understand
it very well. What our teacher does in order for us to
understand very well is that, he asked us to advance
study for the next lesson. For those learners who are having
a hard time in coping with the lesson, he would give a peer
tutoring or sometimes, remedial classes. It is very effective
because the students can have follow up classes in the subject.
My Portfolio
With the principles 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 achiever in your class? Make a
collection of strategies on how to address the students’ different ability levels.
Use varied instructional methods to

accommodate student diversity in learning styles
Vary the example you use to

illustrate concepts in order to
provide multiple contexts that
are relevant to students from
diverse backgrounds
Form small-discussion groups of students from diverse backgrounds

Field study 1, Episode 4 – Individual Differences and Learners’ Interaction (focus on

different ability levels)
Focused on: Identifying the needs of students with different levels of abilities in the classroom
Choosing effective strategies to address the diverse needs of the learners.

LEARNING
Improvement
EPISODES
4 3 2 1
exceeds improvement
expectations
Exemplary superior
grammar and
spelling
episodes
Episode deadline
COMMENT/S
(Based on
transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71 below

FS 1
FIELD STUDY
LEARNING
EPISODE
5
HOME-SCHOOL LINK
Episode 5 provides opportunities for me to have a more in-depth study of

factors that affect the development of a learner. Focus will be on the early
experiences and characteristics of the learner as described by the family and
other significant others.
In this Episode, I must be able to:
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

Urie Bronfenbrenner’s Bio-ecological model presents the learner within the

context of layers of relationship systems that make up the learner’s environment.
The layers are:
MICROSYSTEM MESOSYSTEM EXOSYSTEM MACROSYSTEM CHRONOSYSTEM
-includes the -the connection -the bigger -outermost layer -the element of
structure such between the social system which includes time, patterns of
one’s family, structures in the which includes cultural values, stability and acing
school, and microsystem the city customs and of the child’s
neighborhood government, the laws everyday life
workplace and
the mass media
The model helps the teacher look into every aspect in the learner’s
environment to understand his behavior. The teacher’s important role is not to
replace what is missing at home (if any), but to work so that the school becomes
an environment that welcomes and nurtures families. The teacher works to
create a partnership with the family and the community to bring out the best in
every learner.
My Map

these steps:
Select a learner from the class whom you have observed.

Interview the teacher about the learner’s characteristics.
Conduct a home visit to your selected learner’s residence.
Interview the parents about
 the rules they implement at home concerning their child’s schooling
 the learner’s activities and behavior while at home
Describe the family in terms of
 number of siblings
 number of siblings in school
Indentify the factors in the home environment that might affect the
learner’s school performance.
Reflect on how a teacher can communicate effectively with the home.
My Tools
An Observation/Interview Guide for Home-School Link
The learner
1. Make a general observation of the learner. Describe him in each of the domains
of development:
 physical-body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, active, etc.)
 social-interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, liked by others, etc.)
 emotional moods, temperament, cries easily, loses temper, happy, show
enthusiasm, excited, indifferent, etc.)
 cognitive (appears to understand the lessons, copes with the lessons,
excels, lags behind, shows reasoning skills, turns in assignments and
requirements, etc.)
Interview the Teacher
1. What are the most noticeable characteristics of the learner? (emotional
disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults, social
adjustment)
2. How does the teacher communicate with the parents? How often? What do they
discuss? Agree on?
Interview the Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly,
family pictures in the living room, etc.)
2. Use the interview questions on the next page. Just ask the questions with which
you are comfortable.
SUGGESTED PARENT INTERVIEW GUIDE
Name of the Learner: Victorius Manguil

Date of Birth: May 7, 2002
Grade/ Year Level: Grade 10
Number of Siblings: 1
Birth Order: 1
Age: 15
Gender: Male
Parents
Mother: Elizabeth O. Manguil
Age: 39
Occupation: Businesswoman Educational Attainment: College Graduate
Father: Mamerto O. Manguil
Occupation: Businessman Educational Attainment: College Graduate
Learner’s Physical Aspect
Health
Mother’s health during pregnancy with the learner:
Mrs. Manguil was healthy during her pregnancy with the learner. She did not
encounter any kind of sickness during this stage. The family is very careful with what
Mrs. Manguil ate in order for the child to grow healthy inside the womb.
Ailments or health problems of the learner as child:
There are no ailments or health problems with the learner as a chid. Just minor
sicknesses such as common colds, fever, cough.
Age of the learner when he started to walk/talk:
The learner started to walk and talk was when he was 1 year and 4 months.
Food preferences of the learner as a child and at present:
The learner loves to eat pork especially Estofado dish cooked by his mother
Who took care of him as a child?
The learner was taken good care of his own parents.
Learner’s Social Aspect

Describe your child’s sociability
Victorius is an outgoing person and loves to make friends with new people.
Who were the learner’s playmates?
The learner’s playmates are their neighbors.
As a child then, was he allowed to play inside?

Do you have rules for him to follow regarding going out?
Yes. He is allowed to play outside the house but he has to go home before 6
o’clock and before he will go out and play, he should finish the tasks that his parents
told him to do.
Emotional-Moral
What are your expectations of your child?
The expectation of the learner’s parents is for him to be successful in his chosen
field and see him fulfil his dreams in the future.
How do you provide a nurturing environment for your child?
During his elementary days, the parents hired a tutor for him to be focused and
follow up in his learning activities.
Does your child go to you when he feels down and has a problem? What do you do to
meet his emotional needs?
The learner is sometimes quiet and shy in opening up his problems and concerns
to his parents but when he feels that it’s getting out of hand, he would tell his parents
his concerns. What the parents do to meet his emotional needs is that they spend
time with the learner and talk to him heart to heart.
What do you do when he is not successful in something?
The parents just encourage him to strive at his best next time and failures are still
part of learning.
How do you discipline your children?
The parents set rules and consequences for Victorius.
Do you have rules in the house? What are they?
The learner must be home before 6pm. The learner must call or text his parents
his whereabouts. The learner must help his parents in their carenderia during
weekends or holidays.
How do you impose these rules?
In imposing these rules, the parents are always reminding him until he would
master the given rules by his parents
What are the consequences of breaking the rules?
The punishments in breaking the rules are reprimand and not giving the half of his
allowance.
Learner’s Cognitive Aspect
What are the child’s interests?
Victorius is interested in playing ball games. He is also interested in Literature and

History.
What is he good at in school?
He is good at sports and in leadership. He is also performing well in school.
In what subject does he have difficulty?
The subject that he has a difficulty is Mathematics.
How do you monitor his performance in school? How do you motivate him?
During card day, his parents go to school to sign his card and they give him
rewards if he has high grades in most of his subjects.
Do you have rules at home to help him develop good study habits?
Yes. Gadgets are banned and he is not allowed to go out with friends during
examination week.
THE LEARNER’S DEVELOPMENT PROFILE
Name of the Learner: Victorius Manguil _

School: Iloilo King of Glory Christian Academy Inc. _
Date of Home Visit: September 24, 2017 _
Date of Birth: May 7, 2002 Age: 15 _
Grade/ Year Level: Grade 10 Gender: Male_
Family Profile
Number of Siblings: 1
Birth Order: 1
Mother: Elizabeth O. Manguil
Age: 39
Occupation: Businesswoman Educational Attainment: College Graduate
Father: Mamerto O. Manguil
Occupation: Businessman Educational Attainment: College Graduate
Physical Development
Victorius was healthy as a child and until now. He loves to eat pork but from time to
time, but his parents compels him to eat fruits and vegetables. He also has ailment or
major sickness in his childhood. The parents are hands on in taking good care of
Victorius when he was still a child and he grows up to be a neat person.
Social Development
Victorius is an outgoing person and loves to make friends with new people. As a
child, his playmates are the children in their neighborhood. At school, he socializes very
well with his classmates and teachers.
Emotional-Moral Development
What pushes Victorius to succeed in life is the support and encouragement that his
parents give him. I could observe that he is a well-disciplined person and focused in his
studies. On the other hand, when he experience challenges, he tries to figure out a
solution first but when he think he’s not able to surpass it, he would ask for his parents’
advices.
Cognitive Development
Victorius is performing well in school both in academics and extra curricular
activities. He participates well during class discussions. His study habits were developed
very well impacted by his tutor that his parents hired when he was still a child.
Findings
Victorius is an intelligent and responsible teenager as shown at home and in school.
He is a very interactive and friendly person and brings happiness to the people around
him. His training and discipline given by his parents molded him to be independent and
mature young man.
Conclusions
I can conclude that school and home plays a significant role in a learner’s life. The
school and home must work hand in hand in molding the learner so that he will grow
up to become a mature, responsible and independent person that the society needs
nowadays.
Recommendations
I recommend that every teacher should be more diligent and patient in handling the
learners. As a teacher, he/she must use varied strategies in order to catch interests of
the learners. He/she must also be responsible in the emotional aspect of the learners by
encouraging and motivating them to press on whatever challenges in learning may rise.
For the parents, I also recommend that they will be responsible in parenting their
children, supply their needs in every aspect and show efforts and make the children feel
that they valued and supported in their endeavors life. They should also monitor the
studies of their children and give them reinforcements to encourage them to give out
their best at school.
Lastly, for the learners, they must also learn to appreciate the efforts done by their
teachers and parents. They must learn to work hard and be responsible in everything
that was entrusted to them and not waste the hard work of the significant people in
their lives, but give out effort, most especially their best in every way.
My Analysis
1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer.
From what I have observed and as I interview the parents during my
home visit, I could notice that Victorius is raised in an Authoritative
style of parenting. Their efforts and attention given to Victorious shows
their firmness in their decisions and how they discipline him to be a fine
young man and as well as how they love him as their son. Though he may
punish him in his misbehavior yet they make him understand why they did
such thing.
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?
The factors that contribute to the development and over-all
adjustment of the learner in school are the cultural background of the
family, their financial setting, and the parenting style of the parents as
the child grows.
1. Reflect on your own development as a child, what type of parenting did you
experience? How did it affect you?
I was raised in an authoritative style of parenting. To my parents, a no
is always a no and a yes is always a yes. I grow up in an environment where
the people surrounds me loves me so much without neglecting the
discipline. They also respect my own choices as long as I could benefit
from it. Now I could see that I became more confident and disciplined as
I grow up as a person.
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 teacher, I could establish good home-school collaboration by
observing the behavior of the learners and be responsible in their
behavior inside the class. I will act as a second parent to them but when
they became uncontrollable, I will immediately report it to the parents. I
will also communicate with the parents about the recent activities inside
the school where they can collaborate with the learners so that their
parent-child relationship will be established. Also, I will keep in touch
with them the learner’s performance inside the class. I believe that
through these strategies, I could establish a good home-school
collaboration and it can help both the parents and the school.
My Portfolio
ome of love and care

f stories to share
ustered by the people who became a significant other
stablished in family, in school, and in community
hadowed by the support given

atered the needs of the students
ome-school link is an essential part
f honing learners
f shaping them to be better generation in the future
ighting the fire to burn within their hearts
aden the burden of student’s misconduct

mpacting learner’s performance
avigating them to the right path
nowledge and wisdom they carry wherever they are
Field study 1, Episode 5 – Home-School Link

Focused on: Describing the influencing factors in the home environment that affect the students’ learning
Indentifying effective strategies on hoe teachers can work together with the family

LEARNING
Improvement
EPISODES
4 3 2 1
exceeds improvement
expectations
Exemplary superior
grammar and
spelling
episodes
Episode deadline
COMMENT/S
(Based on
transmutation)
Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71 below

Field Study 1

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FS 1

My Learning Episode Overview

Episode 1 provides me with an opportunity to observe learners of different

My Intended Learning Outcomes

In this episode, I must be able to differentiate the characteristics and

I will be rated along the following:

Here are major principles of development relevant to this episode:

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

Compare them in terms of their

Validate your observations by interviewing

Describe each of the learners based on your

Observe 3 groups of learners from different levels (pre-

An Observation Guide for the Learners’ Characteristics

Learners’ Development Matrix

Developmental Pre-Schooler Elementary High School

LEVEL Salient Characteristics Implications to the

3. Share your insights here.

I choose Piaget’s Cognitive Stages of Development because I also believe

Field study 1, Episode 1 – The Learners’ Characteristics and Needs

Exemplary Superior Satisfactory Needs

DR. DAISY ROSANO Date

Episode 3 provides an opportunity for me to examine how classrooms are

My Intended Learning Outcomes

In this Episode, I must be able to plan on how to manage time, space,

I will be rated along the following:

Specific classroom rules and procedures are clear.

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

Using a checklist, find out

Relate the data in your

An Observation Guide for the Learners’ Characteristics

Name of School: Iloilo King of Glory Christian Academy Inc.

As I observe the class, I could observe the effective

An Observation Guide for CLASSROOM VISIT

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?

As I observe the class, I could observe the effective

CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Description Effect on Learners

Should the learners be involved in making the class rules? Why?

As teachers, we are now dealing

Field study 1, Episode 2 – Classroom Management and Learning

Exemplary Superior Satisfactory Needs

DR. DAISY ROSANO Date

Episode 3 provides an opportunity for me to observe how differences in

My Intended Learning Outcomes

In this Episode, I will be able to:

Demonstrate understanding and acceptance of the learners’ diverse

I will be rated along the following:

An effective teacher who celebrates student diversity in her classroom:

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

Observe a class in different parts of

Describe the characteristics of the

Describe the interaction that

Interview your Resource Teacher

Analyze the impact of individual

An Observation Guide for the Learners’ Characteristics

Name of School Observed: Iloilo King of Glory Christian Academy Inc.

Field study 1, Episode 3 – Individual Differences and Learners’ Interaction (focusing on

Exemplary Superior Satisfactory Needs

DR. DAISY ROSANO Date

Episode 4 provides an opportunity for me to observe how differences in

My Intended Learning Outcomes

In this Episode, I will be able to: