FS 1 [THE LEARNER’S DEVELOPMENT AND

ENVIRONMENT]

“To be a teacher, in Episode 5

the right sense is
to be a learner.
Instruction begins Individual Differences and Learners’ Interaction
when you, the (focusing on different levels of abilities)
teacher, learn from
Name of FS Student: Mahinay, Mailyn A.
the learner. Put
Rasonable, Ivy Marie A.
yourself in his Batulat, Marie C.
Carbilledo, Amy C.
place so that you
Malagsic, Edilberto V.
may understand
what he Course: Bachelor of Secondary Education Major in T.L.E
Year and Section: II-A
understands and in
Resource Teacher: Maam Vaneza Atanoso Signature: Date:____
the way he
understands it.”
Our Intended Learning Outcomes
– Soren Kierkegaard In this Episode, we must 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 learners.

Our Performance (How We Will Be Rated)

Field Study 1 Episode 5 – Individual Differences and Learners’
Interaction (focus on different ability levels)
Focused on:
 Identify the needs of students with different levels
of abilities in the classroom.
 Choose effective strategies to address the diverse
needs of the learners
 Learning Exemplary Superior Satisfactory Unsatisfactory
Episodes
4 3 2 1
All or nearly all Nearly all tasks Fewer than half of
All tasks were done tasks were done were done with tasks were done; or
with outstanding with high quality acceptable quality most objectives met
Learning quality; work exceeds but need
Activities expectations improvement
3
4 2 1
All questions were Analysis questions Analysis questions Analysis questions
answered completely; in were answered were not answered were not answered.
depth answers; completely. completely.
thoroughly grounded on Grammar and spelling
theories. Clear connections Vaguely related to the unsatisfactory.
Analysis of the
Exemplary grammar with theories. theories.
Learning Episodes
and spelling
Grammar and spelling Grammar and
are superior spelling acceptable.
1
4 3 2
Reflection statements Reflection statements Reflection statements Reflection statements
are profound and clear, are clear; but not are shallow; are unclear and
but not clearly clearly supported by supported by shallow and are not
Reflections/ supported by experiences from the experiences from the supported by
Insights experiences from the learning episodes learning episodes experiences from the
learning episodes learning episodes.

4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is Analysis questions
clear, well-organized clear, well-organized; incomplete; were not answered
and all supporting; most supporting supporting
documentations are documentation are documentations are Grammar and spelling
located in sections available and logical organized but are unsatisfactory
Learning Portfolio
clearly designated and clearly marked lacking
locations.
4 1
3
2
Submissions of Submitted before Submitted on Submitted a day after Submitted two days
Learning Episodes deadline deadline deadline or more after the
deadline
2
 4 3 1

Comment/s
Over-all Rating:
Score 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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 7 71-below

Vanesa Atanoso
Signature of FS Teacher Date
 FS 1 [THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT]

Our Map
To realize our Intended Learning Outcome, we will work our way through these steps:

1. Identify two or more learners of two different abilities but from the same grade or
year level.
2. Find out some information about their background.
3. Observe them as they participate in a classroom activity and how the teacher addresses
their needs.
4. Write a narrative report and a brief reflection on your experience.

We choose two students in the class and we tried to observe their own capability
individually. The abilities that the two students were quiet different; the first student is
active during the discussion and also when the teacher is asking for an answer while the
other one just stare at her teacher and stand until the bell rang and other students will
help her for an answer.

As we looked into their personal belongings, we found out the active one
had a better things or we can say that she is financially stable while the slow one had
just a ragged bag that confirms that she’s troubled with the financial support in their
family.

We tried to ask ourselves after the observation that we have done. What is
the reason of her being sloth? And I think the slow one, besides minding the lessons
that the teacher was discussing, was also get troubled of her financial support.
Therefore, I conclude that we cannot judge everyone’s intelligence it varies if some
of factors such as psychological needs are lacking.
 FS 1 [THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT]

Our Tools
User the activity form provided for you to document your observations.

An Observation Guide for Individual Differences

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
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-economics, 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.
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

OBSERVATION REPORT

Name of the School Observed: Sagay National High School

Address: National High Way, Sagay City
Date of Visit:

As we have observed the class, we noticed their differences in abilities. There are students
who were smart or high achievers in their class and there are also slow learners or the low achievers
in the class.

We have noticed or recognize a group of pupils whom we prefer to be the smart one. They
compose of 3 boys and 2 girls. They are the one who always raised their hands every time the
teacher asked a question. And they can answer it correctly most of the time. They perform very well
in the class. On the other side, there are also group of students who were low achievers. They
mostly don’t have confidence in raising their hands. Luckily, those high achievers always tried to
help them with the correct answer.

As we asked the teacher about the background of these students, we learned that those
high achievers’ students came from a well-earned family while the low learners or achievers their
family most of them are less-fortunate and their parents are not fully supportive in terms of giving
attention.

The high achieving learners usually are the one who finish first during the class activities.
They have good interactions with their teachers. They can answer the question easily. While the low
learners they always doubted their answers for they are afraid of getting wrong.

The teacher knows on how to encourage the student to answer the given questions that
needs further clarification.
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

Our 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
behavior helped you identify them? (volunteering to answer, responding to teacher’s
directions, etc.)

Yes, our observation corresponds with the information given by the teacher,
and yes we were able to found out the learner who are performing well and the
students who are less performing. We recognize them the way they interact,
volunteering to answer with the teacher. As what we have observed, students who
are performing well are participative and active while those who didn’t are just quiet
and they are shy.

2. Describe the differences in ability levels of the students in the class. Is there a wide
gap between the students who are performing well and those that are not?

The gap between the students who are performing well and those who are
not is not so far because even though the low achievers sometimes has a difficulty
understanding the lesson, but they are trying to cope up with their lessons and we
observed their intense desire to learn. The ability levels of high achievers are
quietly different from the low achievers based on their performance in the
classroom.

3. Describe the methods used by the teacher in handling the student’s differences in
abilities. How did the students respond to the teacher?

The method used by the teacher in class in handling her students whether
high or low achievers are fair. She addresses the class as a whole and not by
making her students think that there is a huge barrier among those students who
performed well than those are not. She treated her students fairly whether it is
high or low achiever in the class. As what we have observed the students respond
positively, they are eager to learn and they are willing to cooperate and
participate in the discussion specially in the classroom practical activities.
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

Our Portfolio

With the principle of individual differences in mind, what methods and

strategies will you remember in the future to ensure that you will be able to
meet the needs of both the high and low achievers in your class?

As a future educator, in order to meet the needs of the both the high and low
achievers in our class, we will use some methods and strategies that we know will be
effective and will have a good result/outcome. We must put first in my mind that
diversity is always present in the classroom and with that we will expect that all of
the students have individual differences. They can be different in their backgrounds,
religion, racial groups, culture, capabilities and cognitive levels. We will use some
techniques in teaching that is appropriate in their cognitive level. We will let them
share their ideas and thoughts so they will know more about each other and we will
convince those low achievers to interact well in the class because we know that they
also have their own ideas and thoughts that they want to share. We know it because
we have all individual differences in everything.
 FS 1 [THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT]

Our Reflections/Insights

1. Recall the time when you were in elementary or high school. Recall the high
and low achievers in your class. How did your teacher deal with differences in
abilities? Was your teacher effective?

When I was in Elementary my teacher used to treat us fairly. She is very

effective and approachable because she helped us on the things that maybe
difficult and hard for us to understand. For instance, when a lot of us didn’t
catch up a certain topic she discussed, she would gladly repeat it all over again
just to make us understand the discussion. She also sites examples for us to
master the topic.
 FS 1 [THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT]

Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. Read the following comments by the teacher. Which of these comments will most
likely make a child try harder, rather than give up?

A. Sinuswerte ka ngayon dito sa test, ha?

B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito
para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.

2. Which of the following demonstrates differentiated instructions?

A. The teacher groups the learners by their ability level and makes the group work with
the same topic but assigns a differentiated task appropriate for each group to
accomplish.
B. The teacher divides the class into three heterogeneous groups and assigns the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assigns different topics for
groups to work on.
D. The teacher groups the learners by ability level and assigns each group different
tasks on the same topic, and then requests three different teachers, each to assess one
of the groups.

3. Which teaching practices gives primary consideration to the individual differences?

A. Allowing children to show that they learned the stages of mitosis in away where
they feel most comfortable.
B. Allowing children to show that they learned the stages of mitosis in a way where
they feel most comfortable except by lecturing.
C. Preparing two different sets of examination, one for the fast learners and another
for the slow learners.
D. Applying two sets of different standards.