FS 1 Learning Episode 2

Republic of the Philippines
CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines
FS 1
LEARNING ASSESSMENT STRATEGIES
BEED
FIELD STUDY
THE K TO 12 GRADING SYSTEM
FS 1
Observations of
Teaching-Learning in
Actual School
Environment
FS 1
ON BECOMING A TEACHER
Episode 2 Learner Diversity: Developmental Characteristics, Needs and Interests
FIELD STUDY
Learner Diversity:
Developmental
Characteristics,
Needs and Interests
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

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FS 1
FIELD STUDY
SPARK Your Interest
Episode 2 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 of learners characteristics and needs so that I will be able to
plan and implement learning activities and assessments that are all
developmentally appropriate.
TARGET Your Intended Learning Outcome
➢ The end of this episode I must be able to describe the characteristics,

needs and interest of learners from different developmental levels. (PPST
3.1.1).
REVISIT the learning Essentials
Here are major principles of developmental 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, and emotional,
and cognitive - are important and they are closely interrelated. (NAEYC,
2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic
or representational capabilities. (NAEYC, 2009)

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FS 1
FIELD STUDY
OBSERVE, ANALYZE, REFELCT
Observing learner characteristics at

Activity 2.1 different stages
Name of the FS Student: _ JONALYN B. AUSTRIA__________________________________________

Course: _ BSED MATH______________________________ Year and Section: __4TH YEAR_____ __
Resource Teacher 1: _MR. BRYAN M. TORRES____ Signature: _____________ Date: ___________
To realize the Intended Learning Outcome. Work my way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool elementary and
high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate by observation by interviewing the learners.
Step 4 compared them in terms of their interest and needs
OBSERVE
Use the observation guide and matrices provided for you to document your
observations.

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FS 1
FIELD STUDY
An Observation Guide for the Learner’s Characteristics
Read the following statements carefully, then write your observation report
on the provided is pace. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred.
Physical
1) Observe their gross motor skills, how they carry themselves, how they move, walk,
run, go up the stairs, etc.
2) Our gross movements, clumsy or deliberate/smooth?
3) How about their fine motor skills? Writing, drawing, etc.
Social
1) Describe how they interact with 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 express their wants/needs? Can they wait?
3) How do they handle frustrations?
4) Describe your level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1) Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2) Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3) Where their opportunities for problem solving? Describe how they showed
problem solving abilities.

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FS 1
FIELD STUDY
Record the data you gathered about the learners’ characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain. Are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.
Preschooler Indicate Elementary. Indicate High school. Indicate

Development Domain age range of children age range of children age range of children
observed: 3 - 6 observed: 7 - 11 observed: 12 -17
- Preschool students - Students are already
move like they're not in - While the discussion aware of what they are
school; they move like was going on, doing inside and outside
they're still simply elementary students of the classroom, as well
playing. They can also be enjoyed exploring the as on the school campus.
Physical sloppy at times. classroom. - They are already
Gross motor skills. - They just draw and - At this stage, their cautious about what
Fine motor skills. write whatever they writing and drawing they write and draw.
Self help skills want, no matter how abilities are still - They no longer require
Others. bad they are at it. developing gradually. much guidance from
- At this stage, they - Sometimes students their teacher regarding
always requires help or require assistance from various tasks. As long as
assistance in all their teacher with some they understand the
activities designed by certain activities. topic covered by their
their teacher. teacher.
- They are keen to
answer their teacher's
- They can confidently
inquiry. They don't care
- They are hesitant to interact with their
if it's correct or incorrect
Social speak with the teacher, teachers and express
while answering the
Interaction with especially if they have their thoughts to them.
question. They
teachers. questions about the They enjoy conversing
communicate with the
Interaction with lesson. They enjoy with their classmates
teacher as though they
classmates/Friends. playing and interacting and friends. They are
were at the same age. By
Interest. with their classmates. interested in many
playing, they interact
Others. They are also interested different things,
with their
in sports and academics. particularly romance
classmate/friend. They
and crushes.
really interested in
playing .

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FS 1
FIELD STUDY
Children are very good
Emotional at expressing They are aware of their
Moods and themselves, whether feelings. They may
They can easily change
temperaments, they like it or not. They already be aware of how
their mood if they want
Expression of feelings. are not conscious, and to manage their
to. They are not aware of
Emotional when they want to cry, emotions, but they may
their emotions.
independence. they cry. They are do not also conceal their true
Others. care about the people feelings.
around them.
They communicate with They have an average
They are skilled at
their teacher and learning strategies and
expressing themselves
classmates in their can communicate
using their mother
Cognitive mother tongue. They can effectively. Mostly they
tongue. They are
Communication skills. answer some questions are perplexed by their
gradually gaining an
Thinking skills. based on their previous decision to solve a
understanding of their
Problem solving skills. experiences. And at this problem. They can
teacher's discussion.
Others. stage, they don't have understand the topic
They can also already
yet problem-solving better if when
solve some simple
they focus on writing they apply their learning
problems.
and drawing. in actual situation.
ANALYZE
Write the most salient developmental characteristics of the learners you observe. Based
on these characteristics, think of implications for the teacher.
Example:
Salient characteristics Implications to the Teaching-

Level
observed Learning process
• Therefore, the teacher should remember to
Preschool use music and movement activities not just
Age range of • Preschoolers like to move in PE, but in all subject areas.
learners around a lot. • Therefore, teachers should not expect
observed 3-4 preschoolers to stay seated for a long period
of time.

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FS 1
FIELD STUDY
Salient characteristics Implications to the Teaching-

Level
observed Learning process
• Therefore, teacher should
answer their questions as
They are always curious about long as they can. Because that
Preschool
the things that surrounds on is additional learnings on
Age range of
them. So they tend to always their students.
learners
ask questions on their • Therefore, teacher should
observed 3 - 4 teacher. answer it also in simplest
form so that they can
understand it easily.
• Therefore, teacher should
always check their students
Elementay This is the time when they
making socialize with their if they still listening on
Age range of
classmates. They always talk their discussion.
learners
even inside the classroom • Therefore, teacher should
observed 6 - even the teacher is know if his/her students
11 discussing. conversation is related to
their topic
High School • Therefore, teacher should
Age range of They talk with their always check their students
learners classmates secretly about if they still listening on
observed 12 - some random things. their discussion.
17

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FS 1
FIELD STUDY
REFLECT
1) While you were observing the learners, did you recall your own experience? Says when
you were their age? What similarities or differences do you have with the learners you
observe?
Yes, especially when I was in preschool. I always tend to question my teacher on
everything that I got curious on. And when I was in elementary, I tend to make friends not just
my classmates but also in other section. When I was in highschool, I know already how to
handle my emotions. But sometimes, I also rather to conceal my feelings/emotions because I
don’t want to worry my parents.
2) Think of a teacher you cannot forget for positive or negative reasons. How did she/he help
or not help you with your needs (physical, emotional, social and cognitive)? How did it
affect you?
In high school, I had a teacher. She was like a second mother to us because she did not treat
us as if we were just her students. She treated us as if we were her own child. She is always
giving us advice, not only on the topic at hand, but also on life in general. When we were having
a discussion, she taught us step by step because she knew that not all of her students are quick
learners. She also reminds us not to be afraid to assist a classmate who is struggling with his
or her studies. She is the best teacher that I’ve met in my high school life.
3) Share your other insights here.
Recognizing our students as well as their differences allows us as teachers to make a
difference in their lives. Discovering who they really are allows us to form strong bonds with
them, encouraging them to continue their studies and learnings. It is an honor for me as a
teacher to be a part of their journey to success.

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FS 1
FIELD STUDY
SHOW Your Learning Artifacts
Which is your favourite theory of development. How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.
This theory will help me as a

future educator to enhance my
student’s education. It will help me
to guide my students on their
learning. Instead of giving them
some just discussion, I will make
them apply it on their real-life
situation. I will let them explore on Reference:
their own but still with my https://www.simplypsychology.org/piaget.html
guidance.

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FS 1
FIELD STUDY
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 2 -Learner Diversity: Developmental Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics characteristics, needs and interest of learners from different
developmental levels.
Name of FS Student: JONALYN B. AUSTRIA Date Submitted: AUGUST 20, 2021

Year&Section: 4TH YEAR BSED Course:MATHEMATICS
VERY NEEDS
LEARNING EXCELLENT SATISFACTORY
SATISFACTORY IMPROVEMENT
EPISODES 4 2
3 1
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
questions/tasks not observation questions/
OBSERVATION completely answered/ questions/tasks not
answered/ tasks not answered/
SHEET accomplished. answered/
accomplished accomplished.
accomplished
All questions were Questions were not Four (4) or more

All questions were answered completely;
answered completely; observation were not
answered completely; answers are not clearly
answers are in depth answered; answers not
answers are clearly
ANALYSIS and are thoroughly connected to theories; connected to theories;
connected to theories;
grounded on theories; one (1) to three (3) more than four (4)
grammar and spelling
grammar and spelling grammatical spelling grammatical/spelling
are free from errors.
are free from error. errors. errors.
Not so clear and

Profound and clear; Clear but lacks depth; shallow; somewhat Unclear and shallow;
supported by what supported by what supported by what rarely supported by what
REFLECTIONS
were observed and were observed and were observed and were observed and
analyzed analyzed analyzed analyzed
Portfolio is reflected on Portfolio is reflected Portfolio is not

the context of the on the context of the reflected on in the Portfolio is not reflected
learning outcomes; learning outcomes. context of the learning on in the context of the
LEARNING
Complete, well- Complete; well- outcomes. Complete; learning outcomes; not
ARTIFACTS
organized, highly organized, very not organized, relevant complete; not organized,
relevant to the learning relevant to the to the learning not relevant
outcome learning outcome outcome
Submitted before the Submitted on Submitted a day after Submitted two (2) days or
SUBMISSION
deadline deadline the deadline more after the deadline
Comment/s
SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below

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FS 1
FIELD STUDY
_____________________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

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Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1

SPARK Your Interest

Episode 2 provides me with an opportunity to observe learners of

TARGET Your Intended Learning Outcome

➢ The end of this episode I must be able to describe the characteristics,

REVISIT the learning Essentials

Here are major principles of developmental relevant to this episode.

1. Development is relatively orderly. Development follows directional patterns,

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 2

Observing learner characteristics at

Name of the FS Student: _ JONALYN B. AUSTRIA__________________________________________

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 3

An Observation Guide for the Learner’s Characteristics

1) Describe how they interact with teachers and other adults.

1) Describe the emotional, disposition or temperament of the learners. (happy, sad.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 4

Preschooler Indicate Elementary. Indicate High school. Indicate

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 5

Salient characteristics Implications to the Teaching-

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 6

Salient characteristics Implications to the Teaching-

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 7

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

SHOW Your Learning Artifacts

This theory will help me as a

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 9

EVALUATE Performance Task

Name of FS Student: JONALYN B. AUSTRIA Date Submitted: AUGUST 20, 2021

All questions were Questions were not Four (4) or more

Not so clear and

Portfolio is reflected on Portfolio is reflected Portfolio is not

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 Below

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 10

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 11

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