FS1 -Outcome – Based

LEARNING EXPERIENCE
Knowing Your Learners Better
3
Field Study
ex
3.1 EXPOSURE

Recalling characteristics of children in the different stages of

cognitive development

Table 3.1 summarizes the cognitive stages of development according to

Jean Piaget and the underlying characteristics of children belonging to each of
the stages.

Study the characteristics well and see how they are utilized in managing
instruction in the class you will be observing.

TABLE 3.1 PIAGET’S STAGES OF COGNITIVE DEVELOPMENT

Stage Approximate Age Characteristics

Sensorimotor
Pre-operational
Concrete-Operational 7 – 11 years
Begins to make use of
imitation, memory, and
0-2 years thought. Begins to
recognize that objects do
not cease to exist when
they are hidden. Moves
from reflex actions to
goal-directed activity.
Gradually develops use
of language and ability to
2-7 years think in symbolic form.
Able to think operations
through logically in one
direction.
Able to solve concrete
(hands on) problems in
logical fashion.
Understands laws of
conservation and is able
to classify and seriate.
Understands reversibly.

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 Formal Operational 11 to adult Able to solve abstract
problems in logical
fashion.
Becomes more scientific
in thinking.
Develops concerns about
social issues, identity.

 In what stages are the learners attending Basic Education (K-12) found
in the cognitive continuum? Approximate the cognitive stage of the
learners in school using the information in Table 3.1.

Grade Level Age Range Approximate Cognitive

Stage
Preschool 0-2 Sensorimotor
Grade 1 2-7 Pre-operational
Grade 2-4 7-11 Concrete operational
Grade 5-6 11 to adult Formal operational

 The primary level class you will be observing is approximately composed

of concrete-operational children as their ages ranges from 7 to 10 years.

Since we are observing high school students who are 11 years old
to adult, the stage for these learners according to Piaget’s Stages
of Cognitive Development is FORMAL OPERATIONAL. In this stage,
students are able to solve abstract problems in logic, becomes more
scientific in thinking and develops concern in social issues and
identity.

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 3.2 PARTICIPATION
Recognizing the instructional key events of a lesson in a primary
level class

Preliminary Tasks:
 Obtain permission from the FS Coordinator of the school to allow you to
observe a Math or a Science class at the primary level (Grade 2-4).

 Spend some time to study Table 3.2 showing Classroom Observation

Form (see next page). This is a simple time-based observation form where
you will continuously write brief but specific descriptions of the key
events or activities that happened throughout the lesson. Use the
interval of 3 seconds in writing your notes. Write the exact time when
lesson begins. For example, if class starts at 9:00, enter this in the form.
Your next field note is at 9:03 next will be at 9:06, and so on until the
lesson is finished. Use words like “same activity” or “silence” if there are
no changes happening. See the sample below.

Time Key Lesson Event

9:00 Math/Science lesson starts
9:03 Teacher conducts review of pas lesson by ……
9:06 Same activity
9:09 Teacher introduces a game for …….

 Meet with the Resource Teacher prior to observation to inform

him/her of your purpose.

 Observe well what the teacher does in teaching this group of

children.

Since we are observing High School Students, information provided in

Table 3.2 CLASSROOM OBSERVATION FORM comes from the data of
our observation in Ormoc City High School.

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OBSERVATION PROPER

Use the observation form in writing down your field notes every 3
seconds.

TABLE 3.2 CLASSROOM OBSERVATION FORM

School : ORMOC CITY NIGHT HIGH SCHOOL

Grade Observed: Grade 10 Name of Teacher: KIMBERLY TADEO
Subject Area Observed: SCIENCE Time: 4:00 to 5:00
A.M./P.M.
Number of Students: 30 students
Episode Time Key Event
1 6:05 Checking of attendance
2 6:10 Review of what was done last meeting
3 6:11 “
4 6:15 Introducing the new lesson
5 6:20 “
6 6:22 “
7 6:25 Questions and answers
6:30 “
8

9 6:35 “Repeat Explanation

10 6:37
11 6:40 Formative assessment
12 6:45 “
13 6:50 “
14 6:51 Checking of the test result
15 6:52 “
6:53 Agreement for the next meeting ( bring empty bottle
16
for their project)-
17 6:55 “
18 7:00 Dismissal
Lesson End
3.3 IDENTIFICATION

Recognizing the guidelines followed in teaching concrete-operational

children

 Go over you filed notes in your Observation form to see if there are other
things you may want to add or revise.

 The matrix below gives a list of suggested instructional guidelines in

teaching a class of concrete-operational children. Study each guideline

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and identify if there are episodes or parts of the lesson you have observed
that exhibit each one. Write the Episode Number in the second column
and the description of the event you have written on the third column.
There could be more than one episode you can cite for every guideline.

TEACHING THE CONCRETE OPERATIONAL CHILD

Guidelines Episode Key Event(s) in the

Number Lesson Observed
1. Continue to use concrete 4-11 Group Reporting
props and visual aids.
2. Give the students a chance to 3 Finalization & setup
manipulate and test objects. of outputs for
reporting
3. Make sure presentations and 3 Finalization & setup
readings are brief and well- of outputs for
organized. reporting
4. Use familiar examples to 13-16 Processing of
explain more complex ideas. reports/outputs
5. Give opportunities to classify 13-16 Processing of
and group objects and ideas reports/outputs
on increasingly complex
levels.
6. Present problems that require 13-19 Processing of reports,
logical, analytical thinking. Formative
assessment

3.4 INTERNALIZATION

Inferring the application of the cognitive characteristics of

children in teaching-learning practices

 Were all the teaching guidelines for concrete-operational learners

demonstrated in the lesson observed? Which were clearly shown?

Yes, the teacher make use of the students visual aids in

addition to her sketches about the atomic models, Also, the
teacher uses HOTS questions for the students to answer
critically thinking and provides simpler examples for better
understanding of a bit complex concepts.

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  Which guidelines were not shown at all?

NONE. All were shown.

 What could be the reason/s why the teacher did not have the
opportunity to observe the guidelines for this stage?

NONE/Not Applicable

3.5 DISSEMINATION

Exemplifying instructional strategies for teaching concrete-

operational children

You have learned earlier the cognitive characteristics of concrete-

operational children now enrolled in Basic Education. You have also
seen how these characteristics can be optimized through some guidelines
for teaching them.

 A workshop is being organized on teaching strategies in different

subject areas that effectively address characteristics of learners.
Give examples of specific instructional techniques you can apply
following the guidelines for teaching concrete-operational learners.

Guidelines Examples of Teaching Techniques

1. Continue to use concrete props a. e.g. Use 3-dimensional models in
and visual aids. teaching about the Solar System in
Science
b. Use realia, for example leaves
and flowers
2. Give the students a chance to a Scientific Experiments
manipulate and test objects. b Creative presentations (role
play, variety show
3. Make sure presentations and a. Presentation of Criteria and
readings are brief and well- direction
organized. b. Avoidance of unnecessary
inputs
4. Use familiar examples to explain a. Contextualization (localization)
more complex ideas. b. Experiential to the students
5. Give opportunities to classify and a. Collaborative/interactive
group objects and ideas on activities

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 increasingly complex ideas. b. Analogies, Relating old and new
knowledge
6. Present problems that require a. Research works
logical, analytical thinking. b. Real life problems/cases

ASSESSMENT

Criterion: Understanding of Guidelines thru Exemplification

Rubric

Rating Description
Exemplifications provided show exemplary understanding of
91-100 teaching-learning guidelines for concrete-operational
learners.
Exemplifications show substantial understanding of
81-90 suggested teaching-learning guidelines for concrete-
operational learners.
Exemplifications show minimal understanding of suggested
71-80 teaching-learning guidelines for concrete-operational
learners.
Exemplifications reflect very minimal understanding of the
61-70 concept of growth and development as applied to teaching-
learning.
Exemplifications show no understanding at all in relating
51-60 learner’s development to teaching-learning.

Rating for LE 3: ________

___________________________________________________
Signature of FS Program Coordinator

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