EPISODE 5

Individual Differences and Learners’

Interaction
______________________________________________________________________

Name of Student CHUCK VINCENT SUPELANA

Name of School Visited LYDIA D. MARTINEZ MEMORIAL HIGHSCHOOL

Address of School Visited SUGOD BACON SORSOGON

Date of Visit MAY 2021

General Instruction: Use the activity form provided for you to document your
observations.

MY TOOLS
Episode 5 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 learner’s
different needs to effective learning.
Read the following carefully before you begin to observe. Then write your observation
report on the space provided.

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: LYDIA D. MARTINEZ MEMORIAL HIGHSCHOOL

Address of School: SUGOD BACON SORSOGON
Date of Visit: MAY 2021
____________________________________________________________________

As I joined the team of Sir Roel Dollesin , a teacher of Lydia D. Martinez Memorial

High School to conduct a home visitation to their students. The barangay that we visit

Field Study 1: The Learner’s Development and Environment

 is the barangay Sta Lucia which is the schedule during Monday. During the lessons. I

saw different abilities of their learners. There are learners that can easily get the ideas

or the gist of the lesson, on the other hand there are also learners that are not easily

understand what their teacher talks about. But I saw the boys at the back is not

listening to his teacher.

All of them are actively participating in the lessons. Each learner is being asked by

their teacher to what is their knowledge regarding on the modules. I also observed

that high achieving in the class is more actively participating the lessons and activity

than the low achieving students. Their teacher gave an activity and I saw that

achieving learners can finish their work faster than the low achieving learners.

Field Study 1: The Learner’s Development and Environment

 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
direction, etc.)
Yes, my observation is very matched the information given by Sir Roel And one of the
behaviors that helps me to identify the difference of the student is based on volunteering
to answer the teachers’ questions. I observed that there are few learners in the group
that is very shy when their teachers ask a question to them. But the students in front is
more actively participating the class and more actively answering the questions of their
teachers that being ask to them.

2. Describe the difference 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?
For me, there is only small gap between the students who are performing well and
those that are not, because they only differ in answering questions that is given by their
teacher, some of them are very shy in answering the questions. But, all of students
didn’t differ in following instructions, both of them are actively participating the
instructions given by their teachers.

3. Describe the methods used by the teacher in handling the student’s differences in
abilities. How did the students respond to the teacher? Did the teacher use differentiate
instruction? If yes, describe how.
The teacher did not unfairly treat his students, he did not also criticize his student. He
gave a good feedback in return to his students even if the answer are far from the
question or correct.

MY REFLECTIONS/ INSIGHTS

Field Study 1: The Learner’s Development and Environment

1. 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?
When I was in elementary, I did not feel that we are untreated, discriminated or criticize by our
teacher even during high school moment, our teachers treated us equal. They help us to
understand the topics or the lessons that they gave. In our section during high school is
heterogenous meaning, we are assorted students there is a low achiever as well as high. Our
teachers tend us to see as equal. Our teachers during elementary and high school are very
effective in terms o their teaching skills.

MY LEARNING 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? Make a collection of strategies on how to address
the student’s different ability levels.

Field Study 1: The Learner’s Development and Environment

 As a future educator and will be the next teacher of generation. Treating my
students or learners’ equally and fairly, is one of my strategy that I will be using.
In that sense, my student will no longer think that I am treating them unequal to
others. And one thing I will not move to the next lessons if the previous lessons
did not meet or not understand well by my learners.

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

Field Study 1, Episode 5 – Individual Differences and Learners’ Interaction

Name of FS Student: CHUCK VINCENT E. SUEPLANA Date Submitted:

Year & Section: BSA 3A Course: BSA- AGRICULTURAL EDUCATION

Learning Episodes Exemplary Superior Satisfactory Needs improvement

4 3 2 1

All episodes were done All or nearly all Nearly all episodes Fewer than half of
with outstanding episodes were done were done with episodes were done;
Learning Activities/ quality; work exceeds with high quality acceptable quality or most objectives
Tools expectations were met but need
improvement

4 3 2 1

Field Study 1: The Learner’s Development and Environment

 All question/ episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely. completely. Grammar and spelling
Analysis of the answers; thoroughly Clear connection with Vaguely related to the unsatisfactory
learning episodes grounded on theories. theories theories
Exemplary grammar Grammar and spelling Grammar and spelling
and spelling are superior acceptable

4 3 2 1
Reflection statements Reflection statements Reflection statements Reflection statements
are profound and clear; are clear, but not are shallow; supported are unclear and
supported by the clearly supported by by the experiences shallow and are not
Reflections/ Insights experiences from the the experiences from from the learning supported by the
learning episodes the learning episodes episodes experiences from the
learning episodes
4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is incomplete; Analysis questions
clear, well-organized clear, well-organized; supporting were not answered.
and all supporting; most supporting documentations are Grammar and spelling
documentations are documents are organized but are unsatisfactory
Learning Portfolio located in sections available and logical lacking
clearly designated and clearly marked
locations
4 3 2 1
Submitted before the Submitted on the Submitted a day after Submitted two days or
Submission of deadline deadline the deadline more after the
Learning Episode deadline
4 3 2 1
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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

JOPET VINCENT B. MEDALLA MAEd. Eng

Signature of FS Teacher Above Printed Name

______________________________
Date

Field Study 1: The Learner’s Development and Environment