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My Journal #2 THE INCLUSIVE LEARNER AND HIS CLASSROOM MANAGER Semester: Name of Student: School Year: Student No.

1. Target Competency At the end of this activity, the FS 1 student will gain insights in classroom appropriate for learners.


2. Specific Tasks 1. Observe your Recourse Class. 2. Using a checklist, take note of the learners and how they are being managed by your Resource Teacher. 3. Research about effective classroom management principles. 4. Reflect on your classroom observation and the research findings you made about classroom management and its effect to learning. 5. Submit the hardcopy and scanned softcopy of this completely filled out form, including attachment, to Dr. Marisa Reyes.

Classroom Management Area Classroom (Resource Teacher)

Brief Description

Underlying Theory/Principle

Daily routine

Classroom Procedure

Seating Arrangement

Behavioral Management


Task Assignment

Class Activities

Time Management

Others, please specify

3. Write your general impression about the relations between the learners and their teacher for better students learning


Choose a particular classroom management area. Research about it. Pick out only one research article that you like the most. A copy of its ABSTRACT should serve as an annex to this Journal. (Note: always use a standard bibliographic format in crediting the works of others.) COMMENT BOX Regarding the Student Observers Behaviour/Attitude:

Login/Logout times of FS Student Date: Login

signature/Initials of Resource Teacher


signature/initials of Resource Teacher

Accomplished By:

Submitted To:


FS Coordinator

Episode 2 In Not Out Classroom manageme nt and learning

*Observe a class - Checklist on *Using a checklist classroom find put the evident management classroom components components - Photo *Describe how the documentation classroom is of classroom structured/ designed setting to allow everyone - Reflection to participate in the paper on the learning activities. activities than *Relate the data on inclusivity your checklist to rather than the learners exclusivity behaviour among *Reflect on how learners classroom - Collection of management affects classroom learning. activities to the learners characteristics

*Manages time, space and resources to provide an environment appropriate to the learners and conducive for learning.

MY JOURNAL #3 THE LEARNERS INDIVIDUALITIES Semester: School Year: NAME OF STUDENT: Student No.: (Surname) (Given Name) (M.I)

Name of Resource Teacher: (Surname) Name of School Observed: Resource Class: Class Lesson: Year/ Grade: Date of Observation: / / (Given Name) School Address: Section: Duration:
In minutes


Day (e.g. Th) YYYY/MM/DD

1. Target Competencies At the end of this activity, the FS 1 Student will gain competence in determining teaching techniques, approaches and methods appropriate to different learners. 2. Specific Tasks 6. Observe students in your Resource School. 7. Study the learners characteristics and needs (Attributes). You may focus on one of the following: gender, culture, interests and needs, intellectual ability, etc. 8. Take note of the classroom and outdoor activities occurred. 9. Analyze how the activities facilitated learning considering the learners attributes. 10. Submit the hardcopy and scanned softcopy of this completely filled out form, including attachment, to Dr. Marisa Reyes at

Group of Students According to:

Inside/Outside the Class?

Positive Observation

Negative Observation







Circle of Friends

Role Identity

Others, pls. specify

References: Experimential Learning Course Nanabook. TEC Lucas, Ma. Rita D. et. Al.(2007). Field Study: Experimential Learning Courses. Manila: Lorimar Pub., Inc. pp. 41-55 3. Write your general impression about the learners individualities.

4. Research about the learners individualities and how they can manage effectively. A copy of its ABSTRACT should serve as an annex to this journal COMMENT BOX Regarding the Student Observers Behaviour / Attitude: (This portion is to be filled out by the Resource Teacher)

Login/Logout times of FS Student Date: YYYY/MM/DD Log in: 24: MM Signature/Initial of Resource Teacher

Accomplished by:

Submitted to:


References: Experiential Learning Course Nanabook. TEC Lucas, Ma. Rita D., et. Al. (2007). Field Study: Experiential Learning Courses. Manila: Lorimar Pub., Inc.., pp. 41-55

Task # 3 Episode 3 You and I are different Building friendship *Observe three groups of learners from different levels. *Describe each group of learners based on your observations. *Validate your observation by interviewing the learners. *Compare them in terms of their interests and needs. -Narrative Diversity description of of Learners diversity among children. *Differentiate learners of varied characteristics and needs.

MY JOURNAL #4 THE LEARNERS UNIQUENESS Semester: School Year: NAME OF STUDENT: (Surname) Student No.: (Given Name) (M.I)

Name of Resource Teacher: (Surname) Name of School Observed: Resource Class: Class Lesson: Year/ Grade: Date of Observation: / / (Given Name) School Address: Section: Duration:
In minutes


Day(e.g. Th) YYYY/MM/DD

1. Target Competency At the end of this activity, the FS 1 Student will learn how a learners uniqueness is defined operationally in a school setting and the implication it has to other group of learners. 2. Specific Tasks 11. Read a research/ journal article on learners uniqueness. 12. Observe a class according to your major. 13. Identify a learner whom you believe is unique from the rest of the class. NOTE: Please keep your findings/narrativess confidentiality. 14. Validate your observation by interviewing the learner without letting him/her know that you are studying his/her uniqueness. 15. Compare your interview findings with the journal that you just read. 16. Submit the hardcopy and scanned softcopy of this completely filled out form, including attachment, to Dr. Marisa Reyes at The Learner Name (Optional) & Brief Description Grade/Year Level
References: Experiential Learning Course Nanabook. TEC Lucas, Ma. Rita D., et. Al.(2007). Field Study: Experiential Learning Courses. Manila: Lorimar Pub., Inc.., pp.41-55

Physical Built

Interpersonal Ability

Affective Ability

Interests/ Hobbies

Disability (if any)

High, Middle OR low achiever?

Class Standing

Honor/s received

Economic Status

Specific Roles in Class/School (e.g., class president, joker, attention seeker, etc.

Others, pls. specify

3. Write your general impression about learners uniqueness.


Research an article about a specific learners unique or exceptional ability. A copy of its ABSTRACT should serve as an annex to this journal. (Note: Always used a standard
bibliographic format in crediting the works of others. Examples: Agustin, Eric D. (2011). Field Study 1: The Learners Development and Environment. Manila: e -ducation Pub. House, pp. 23-24. OR Agustin, Eric D. (2011). Field Study 1: the Learners Development and Environment . Manila: e-ducation Pub. House. Retrieved at on 19 November 2011. NO PROPER CITATION; NO GRADE.)

COMMENT BOX Regarding the Student Observers Behaviour/ Attitude: (This portion is to be filled out by the Resource Teacher)

Login/Logout times of FS Student Date: YYYY/MM/DD Log in: 24: MM Signature/Initial of Resource Teacher

Accomplished by:

Submitted to:


References: Experiential Learning Course Nanabook. TEC Lucas, Ma. Rita D., et. Al.(2007). Field Study: Experiential Learning Courses. Manila: Lorimar Pub., Inc.., pp.41-55

Task #4



Specific Tasks

Learning Evidence -Learners Profile -Narrative Report


Episode 5 Individual Differences and learning Process.

*Observe learners o different learning abilities but the same year. * Interview them to gather their background information. *Observe them as they participate in a classroom activity. * Write narrative report.

Competencies/ Performance indicators *Determines, understands, and accepts the learners, diverse background.


MY JOURNAL #5 THE LEARNERS FAMILY Semester: School Year: NAME OF STUDENT: (Surname) Student No.: (Given Name) (M.I)

Name of Resource Teacher: (Surname) Name of School Observed: Resource Class: Class Lesson: Year/ Grade: Date of Observation: / / (Given Name) School Address: Section: Duration:
In minutes


Day (e.g. Th) YYYY/MM/DD

1. Target Competency At the end of this activity, the FS 1 Student will learn how family affects in /directly the childs/ learners performance in class/ school. 2. Specific Tasks 17. Ask the permission of your Resource Teacher if you can invite for an interview a learners parents/ guardians at the Resource School. 18. Use the table below during the interview. 19. Submit the hardcopy and scanned softcopy of this completely filled out form, including attachment, to Dr. Marisa Reyes at The Learners Family

Brief Description

Number of Siblings

Number of Siblings studying

Task #5



Specific Tasks *Observe a class on a regular day *Take note of characteristic s of the learners in the class. *Enumerate and describe the activities facilitated learning considering the learners characteristic .

Learning Evidence - A reflection paper on the congruence or match of learning activities to the learners characteristics. - Reflection on the interaction of learners despite differences.


Episode 5 Traits Check (Learners Characteris tics and Learning Activities)

Competencies/ Performance Indicators *Recognize multi cultural backgrounds of learners when providing opportunities. *Determines Teaching approaches and techniques appropriate to the learners.



Name: Subject Observed: Observation Exercises on Classroom Management


Instructions: Discuss only the activities which you observed to be present in the classess being observed. I. Functions of management which are apparent 1. Develop effective habits of study 2. Cultivate obedience 3. Induce cooperation 4. Encourage neatness, accuracy, etc 5. Keep order 6. Relieve the strain of teaching 7. Conserve time and energy 8. Promote individuality Nature and type of management employed 1. Authority of the teacher noticeable 2. Freedom of student activity conspicuous 3. Democratic spirit apparent 4. Nothing routinized 5. Standard of management absent 6. Arbitrary standards vague 7. Rules instituted 8. Laissez-faire type of management apparent 9. Lack of management obvious Techniques used in management 1. Positive incentives 2. Negative incentives 3. Appeal to students interests 4. Disciplinary devices 5. Everything well organized 6. Work levels of students scientifically determined 7. Environmental factors controlled 8. Everything cooperates



9. Spirit of pleasantness prevails IV. Disciplinary problems which are directly or indirectly observed 1. Excessive noise 2. Lack of industry 3. Indifference toward class work Disciplinary procedures employed in management 1. Re-organization of schedule 2. Adjustment of routine matters 3. Appeal to students interest 4. Coercion 5. Rebuke 6. Reproof 7. Ignoring the condition 8. Incentives 9. Rules of conduct 10. Special privileges 11. Immunities 12. Exemptions Outcomes which are apparent 1. Loyalty to class work and the school 2. Obedience 3. Good manners 4. Cooperation 5. Orderly behaviour 6. Industry 7. Systematic ways of working 8. Kindness and appreciation 9. Enthusiasm



Task #6 Focus Date Specific tasks Learning Domain Competencies/ Materials

Evidence Episode 6 School as Learning Environment *Observe a class on a regular day *Take note of characteristics of the learners in the class focusing on gender and cultural diversity *Interview our resources teacher about the principles and practices that he/she uses in dealing with diversity in the classroom *Select a learner from that class that you have observed *Conduct a home visit to your selected learner *Describe the family in terms of number of siblings, number of siblings in school *Interview parents about (1) the rules they implement at home concerning their childs schooling (2) the learners activities and behaviour while at home. - Narrative description of Diversity among children Description on how the teacher instills among children the values and knowledge on difference on gender, social backgrounds -home visitation report

Performance Indicators Diversity *Recognize of Learning cultural backgrounds of learners when providing learning opportunities

Episode 7 School Link CONNECT ME

Communit y Linkages

*Reflects on the impact of home and family life to learning

Reflection on the impact of home and family life to learning

Learning Environme nt

Additional Notes:

The Learning Process Learning is sometimes defined as the acquisition of information. This is an inadequate definition. Regardless of the personal learning style of each of our students and children- our LEARN- ers- learning happens in, or goes through, five stages. Acquisition is just one of those stages. Each of those stages is actually a function of neurology: each bit of information is passed from neuron to neuron until it is firmly lodged, embedded or, using computer jargon, stored in the brain. The first stage in the learning process called priming. This is when the foundation of neutral network is established- through prior learning and preparation. In computer terms, this is the software installation and the booting of the system. The brain, with its vast network of 12-15 billion neurons, is the computer hardware. Teacher may prime their students in an of a number of ways; by recapping the previous lesson, for example; or by making sure that their students are in a proper learning mood; or perhaps simply by giving an overview of the new lesson at hand. The second stage is called acquisition. The term looks at this stage from the point of view of the learner. Looked at from the point of view of the TEACH-er, this stage may be called input stage. Inside the classroom, this is the stage where in information is presented by the Teacher) through, direct instruction and acquired by student). Outside the classroom, a learner can of course acquire new information on his or her own: discovery, through direct experiences, or perhaps through reading. In computer terms this stage is the equivalent of encoding a new document. This is also when neural connections are first fired or ignited. The third stage is called elaboration, when neural connections are enhanced. This is when new information is clarified through discussions or, in the case of discovery, through experimentation or perhaps through further research. In computer terms, this is the equivalent of running spell and grammar check or of editing and refining the document. Thus, teachers should actually welcome and encourage questions from students, because these indicate effort at elaboration. Ignoring or in any way belittling a students question can have devastating effects in both the short and the long run: the elaboration stage is aborted, and the habit of elaboration may be inhibited. In other words, actual learning is frustrated in the now and, in all probability, potential learning may be discouraged in the future. The fourth stage is called incubation. This is when the neural connections are strengthened through repetition, rest and emotional intensity. In computer terms this is the equivalent in saving the new document. There is simply no way of by-passing or fast-tracking this stage: it must be allowed in its own time and pace. This is one reason why subjects are generally taught in three one-hour sessions per week. It is entirely possible to teach Math for three straight hours

every Monday, for example, and Science for another three-hour set every Tuesday, and so on. Possible, yes. Equally effective, no. The three-installment set- up allows more time for incubation and is, therefore, more effective. The last stage is called integration. This is when the student is able to attach personal meaning to the new information and to make personal use of it, so that it becomes a genuine or real part of his/her life. In computer terms, this is equivalent to printing out the document. This stage is often accompanied by an illumination or an aha! Experience: when the new information clicks into place inside the students brain. We must bear in mind, however, that the computer analogy is far from perfect. Because the truth is that the brain is not as tireless or as a robotic as a computer. We can hack away at a computer hours on end, and the computers capability will hardly depreciate. The brain, on the other hand, assimilates information best when it is allowed 2-5 minutes of rest after a maximum processing chunk of 20-25 minutes. Teachers sometimes forget this simple guideline. Many speakers seem totally unaware of it. The Learning Environment The environmental preferential elements include sound, light, temperature and design. First of all a word caution and hope: renewing environmental elements may require additional costs most schools cannot afford at present, but creative solutions can be developed in the mean while. The element of sound is a curious thing immemorial, Filipino student have had to content themselves with only one sound inside the classroom: that of the teachers voice explaining the lesson, giving out instructions or assignment, scolding one student or the entire class. However, research shows that many students prefer to the lecture, or to study on their own, with some background music on. Hence the walkman phenomenon: students plugging away at their assignments while nodding their heads to the rhythm of the music piping into their ears through a headphone or two. Furthermore, research shows that a certain types of music elicit specific emotional states. Specifically, some types of music trigger that release of the brains natural opiates and hormones, which in turn relaxes the listener and helps in his or her concentration. This goes into priming stage of the learning process: preparing students and making them more receptive to learning. , Researchers have gone so far as to make a list of musical pieces for specific working and learning purposes. Thus, for example: baroque music to induce an alert, low-stress state during

tests ; Disneys Fantasia and Bachs Suites for Orchestra when introducing new ideas or subjects: Chopins Etudes, Debussys Claire de Lune and Beethovens Piano Concerto No. 5 for brainstorming and creative problem solving. Music is part of our everyday. Instead of exiling it outside the classroom or, even worse, looking at as enemy leaning, we would do well to harness its potential as a leaning aid. One way of doing this is, quit simply, to allow students to listen to music on their headphones during class. Of course, silence areas should be set aside for those who prefer quiet while studying. Even wind chimes, hung in strategic sites, might work unexpected wonders. Light is another environmental element. While some children concentrate better in wellilluminated rooms, there are others who think better in soft light. This is especially true for young children. Of course, teachers might prefer ample light: the better to see who is cheating or who is not listening to the lesson. Schools do not have to redo their electrical and lightning set ups. A costly remedy is readily available: seat soft-light learners in spaces under indirect or subdued light (if there are any) or al least away from the windows, or use plants or other dividers to block off or to diffuse light; and seat bright-light learners near the window or immediately under a light source. Students with eye defects must be given special attention in this light(pun intended). Temperature may be a bit more difficult to provide for than sound and light. Some students may be indifferent, or may have learned to be indifferent, to varying degrees of warmth. However, some (if not most) students do learn better under cooler conditions. Considering the state of our economy, air-conditioners are probably out of the question, except in a very few private schools. If schools cannot afford even electric fans with which to overcome heat, perhaps they can keep it away through decorative screens. Better yet, school uniforms (for students as much as for teachers!) may be redesigned to be lighter and more heat repellant. Last but not the least, design should be seriously reconsidered. At present, classrooms and classroom furniture lean heavily towards the formal: hard and straight-backed desks in wood, plastic or steel, and similar tables. A softer, more informal design may help some students learn better: cushions, throw pillows, carpeted floor. At the very least, students should be allowed to seat on the floor, with or without their backs on the wall, or in any way more comfortable to them. Curiously, even some teachers might themselves prefer of benefit from a more comfortable chair. Another aspect of design would be the seat arrangements. In place of standard theatre-type arrangement, a semi- circular or even a random arrangement might be better not just comfort but also for more free-flowing interpersonal or social environment.

Learning Style Inventory (LSI) & Productivity Environmental Preferences Survey (PEPS)( Adults) Drs. Rita Dunn &Kenneth Dunn 1975 Elements of the Model: Stimuli Environmental Subcategories Sound Light Temperature Design Motivation Emotional Persistence Responsibility Structure Alone With Peers Varied Perceptual Modalities: Visual Tactual Intake Time of Day Mobility Global/ Analytic Psychological Hemisphericity: Right brain/ Left Brain Impulsive/ Reflective Correlation: Strongly Global: Needing low light, sound, periodic breaks, informal design, and intake Strongly analytic: Needing bright light, quiet, formal design, no intake, and being persistent Auditory Kinesthetic In Pair On a Team


Authority or Collegial Teacher


Diagnostic / Prescriptive Individual styles assessed areas of different from other styles PEPS -100 item; LSI(Grades 3-4) -104 item; LSI (Grades 5-12)- 104

Edmonds Learning Style Identification Exercise (ELSIE) Harry Reinert -1976 Elements of the Model:

Learning style reactions to auditory ELSIE is geared primarily to identification of the perceptual categories in the Dunn & Dunn, Hill, and other instruments. Students should have their initial contact with new material by means of their most efficient perception. The categories of the ELSIE are incorporated directly in the NASSP LSP. The ELSIE is composed of 50 one-word items read aloud to students, who are then asked to characterize their reactions to the work according to a forced choice among four alternatives: Visualization or creation of a mental picture Alphabetical letters in writing (the word spelled out) Sound Activity ( an emotional or physical feelings about a word)

(a) (b) (c) (d)

Inventory of Learning Processes (ILP) Ronald Schmeck -1977 ELEMENTS OF THE MODEL: From psychology, Schmeck believes cognitive and personality studies, while useful, are not definitive and that learning styles, as a construct, would be more useful. Learning style is a predisposition on the part of some learners to adopt a particular learning strategy regardless of the specific demands of the learning task. Learning strategies are patters of information-processing activities that the individual uses to prepare for a test of memory. Elaborate processors do more than just remember; they classify, compare, contrast, analyze, and synthesize information.

Shallow processing is not separate style, but it is one point on a continuum. The ILP was a self-report instrument comprise of 62 items to assess students behavioural and conceptual processes. This true/ n false format arranged items into four scales: synthesis analysis, study methods, fact retention, and elaborate processing. It is possible to retain facts when processing deeply. Memorizing is shallow detention. This model sheds light on the authority orientation of the learner who is eager to please.

Paragraph Completion Method (PCM) Dr. David Hunt 1978 Elements of the Model: Learning styles those educational conditions under which students are most likely learn. Students need for structure. Learners who have a low conceptual level are concrete, impulsive, and have poor tolerance for frustration. They require a great deal of structure. Learners who have a mid-stage conceptual level are conforming or dependent. They are dependent on the rules and authority and are categorical thinkers. They require less structure, and need more choices. Learners who have a higher conceptual level referred to as independent and are described as inquiring, self-assertive, and questioning. They require less structure, and need more choices. Hunt promotes both teaching to student strengths and students changing their styles. For the lower cognitive level students, begin with high structure and gradually decrease the amount of encourage self-initiative. Paragraph Completion Method consists of six lead sentences, which the learner is directed to complete and write about. The specific response is important in terms of the complexity of the response, not the opinion stated.

Learning Style Inventory (LSI) Dr. David Kolb -1976 Elements of the Model: Conceptual framework of learning styles on what Kolb refers to as an experimential learning method. The core of this model is a simple description of the learning cycle of how adult experience is translated into concepts, which in turn are used as a guides in the choices of new experiences. A four stage cycle: 1. Immediate concrete experience is the basis for observation and reflection. 2. Those observations are assimilated into theory from which new implications for action can be deduced. 3. Those implications serve as guide in acting to create new experiences. 4. The cycle involves. To be effective, the learner requires abilities that are opposite: concrete experiences versus abstract conceptualization, and active experimentation versus reflective observation. The Learning Style Inventory is a 9-item assessment with 4 sub-items to be rank ordered by adults. Four dominant types of learning styles have engaged most frequently: 1. Converger abstract conceptualization and active experimentation. Strength: practical application of ideas 2. Diverger opposite of Converger. Strength: concrete experience and reflective observation imaginative 3. Assimilator abstract conceptualization and observation. Strength: ability to create theoretical models. 4. Accommodator concrete experience and active Strength: actually doing things, carrying out plans and experiments, involving themselves in new experiences. Designated for and applied to adult organizational systems and management training.

Gregorc Style Delianeator (GSD) P. Gregorc 1997 Elements of the Model: Consists of distinctive, observable behaviours that provide clues to the functioning of individual minds and how they relate to the world. Individuals learn in combinations of dualities; specifically perception and ordering. Abstract, concrete, random, and sequential proclivities have 2 been found by Gregorc to combine into several styles. Four distinct learning patterns in the model. While everyone exhibits all four to some degree, most exhibit one or two. 1. Concrete Sequential acquire knowledge through direct hands-on experience; appreciate order and direct step-by-step instruction. 2. Concrete Random best characterized by experimental attitudes and behaviours using the trial and error approach; tendency to make intuitive leaps. 3. Abstract Sequential have excellent decoding abilities with written, verbal and image symbols sequential manner; will learn better from authorities than through active experimentation. 4. Abstract Random distinguished by their attention to human behaviour and their capacity to interpret vibrations; prefer to receive information in an unstructured manner and, therefore, prefer discussions and activities that involve multi-sensory experiences. Gregorc assess style with the Gregorc Style Delineator, a self-report inventory based on the rank ordering of four words in each of the ten sets.

4 Mat System Bernice McCarthy -1976 Elements of Model: All people sense and feel, observe and think, and experiment and act. All learners move continually between abstract conceptualization and concrete experience while learning. Sequencing patterns and four learning-style clusters. Four-step model with labels and attributes: 1. Innovatives are curious, aware, and perceptive. 2. Analytics are critical, fact seeking, and philosophizing. 3. Common-sense people are hands-on, practical, and oriented toward the present. 4. Dynamics are risk taking, adaptive, inventive, and enthusiastic.

McCarthy developed an overlay of hemisphericity, identifying the left-brain function as being associated with verbal, field-independent activity and the right-brain function as being responsible for visual/spatial, field dependent activity. McCarthy proposes a spiral process of learning:

Learning enters into the spiral through a right-brain structured activity design for motivational arousal. This is the sensing-feeling activity for the innovative learners. The next component is dissection of the activity in great detail, providing the investigative, intellectual exercises that appeal to analytic learners. Once the concept has been formulated, learners practice working with the concept. Ths relates to common sense hands-on practice and personalization. Finally, the learner is asked to make right-brain choices of alternatives and apply as many as possible to real-world situations. This relates to the dynamic learner, the actionoriented doer who thrives on implementing programs.

All four styles are presented with accompanying left-right hemisphere activities in every lesson.