FIELD STUDY 1 LEARNING EPISODE

The School as a Learning

FS 1 1 Environment

SPARK YOUR
INTEREST
This Episode 1 provides an opportunity for students to examine and reflect
on a school environment that promotes learning and development.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to determine the characteristics of a
school environment that is safe, secure, and is supportive of learning (PPST
2.1.1).
REVISIT the Learning
Essentials
1. A physical environment conductive for learning is one that has consistent
practices that:
 Keep the school safe, clean, orderly and free from distraction;
 Maintain facilities that provide challenging activities; and
 Address the physical, social and psychological needs of the students.

2. Display boards can be powerful in communicating information about the

learning environment. They help in building and establishing the school
culture. These boards become one way for everyone to learn about the
vision- mission, goals and values that the school uploads.

3. As a basic part of the school’s visual environment, display boards have four
general purposes:
 Decorative- They offer visual stimulation and appeal to aesthetics.
They set the social and psychological atmosphere of the school.
 Motivational- They encourage students to perform better and have
greater confidence. An example would be the display of students’
outputs that show that each output is recognized and valued. The
bulletin board help celebrate the learners’ growth and progress.
 Informational- They are used as a strategy to readily disseminate
information.
  Instructional- They move students to respond and participate through
interactive displays. They get students to think about and
communicate their learnings.

4. The set of criteria for evaluating bulletin board displays includes effective
communication, attractiveness, balance, unity, interactivity, legibility, correctness,
and durability.

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Exploring the School

Resource Teacher: _____________________ Teacher’s Signature: ________________School: ____

Grade/Year Level: ____________________Subject Area: _______________________Date: _________
To realize the Intended Learning Outcome, work my way through these steps:
1. Visit a school. Look around into facilities and support learning areas in the
campus, then in the classroom.
2. Observe and use the checklist as you move around the school premises.
3. Analyze your gathered data about the school environment.
4. Reflect on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good environment through and of these:
a) Descriptive paragraph b) Photo essay
b) Sketch or drawing c) Poem, song or rap

OBSERVE

As you move around, observation form is provided for you to document

your observation. It is advised that you read entire worksheet before
proceeding to the social site. A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results
SCHOOL FACILITIES OBSERVATION CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are
available, and say how each will contribute to the students’ learning and
development.
 Will it contribute
Facilities / Description to the students’
learning and
development?
Why?
Office of the
Principal

Will it contribute
to the students’
Facilities / Description learning and
development?
Why?
Library

Counseling Room

Canteen Cafeteria
Medical Clinic

Audio Visual/
Learning Resource
Center

Science Laboratory

Gymnasium

Auditorium
Outdoor/ Garden

Home Economics
Room

Industrial
Workshop Area

PTA Office
Comfort Room for
Boys

Comfort Room for

Girls

Others
(Please Specify)
An Observation Guide for the CLASSROOM VISIT
Read the following statement carefully. Then write your observation report on the
space provided.
Guide Question Classroom Observation Report
1. Describe the community or
neighborhood where the
school is found.

2. Describe the school

campus. What colors do you
see? What is the condition of
the buildings?

3. Pass the offices.

What impression do you have
of these offices?

4. Walk through the school’s

halls, the library. The
cafeteria. Look around and
find out the other facilities
that the school has.
Resource Teacher: Teacher’s Signature School
Grade/Year Level: Subject Date

1. Look at the walls of the classroom. What are posted on the

walls? What heroes, religious figures, lessons, visual aids,
announcement, do you see posted?

2. Examine how the pieces of furniture are arranged. Where is

the teacher’s table located? How are the tables and chairs/
desks arranged?

3. What learning materials/ equipment are present?

4. Observe the students. How many are occupying one room?

5. Is the room well- lit and well- ventilated?

An Observation Guide for the CLASSROOM VISIT
Be guided by these tasks as you do your observation. Then accomplish the matrix to
record your data.
CLASSROOM FACILITIES MATRIX
Description
Classroom Facilities (location, number, arrangement, condition)

1. Wall Display

2. Teacher’s Table

3. Learner’s Desk

4. Blackboard

5. Learning Materials/
Visual Aids.

6.

7.

8.

9.

10.
Write your observation report here.

Name of the School Observes: _____________________________________________________

Location of the School:_____________________________________________________________

Date to Visit: ________________________________________________________________________

 ANALYZE

How do the school campus and the classroom in particular impact the learning of
the students going to school? What are your conclusions?

How does this relate to your knowledge of child and adolescent development/ How
does tips this relate to your knowledge of facilitating learning?

REFLECT
1. Would you like to teach in the school environment you just observed?
Why? and Why not?

2. What kind of school campus is conductive to learning?

 3. What kind of classroom is conductive to learning?

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learnings and insights here.

OBSERVE, ANALYZE, REFLECT

Activity 1.2 Observing bulletin board

displays

Resource Teacher: _______________________ Teacher’s Signature: ___________ School:

_______
Grade/Year Level: ________________________ Subject Area: __________________ Date:
__________
The display board, or what we more commonly refer to as bulletin board, is
one of the most readily available learning resources
To achieve the Intended Learning Outcomes, work your way through these
steps; 1. Examine for bulletin board display. Includes the samples of those found at
the entrance, lobby, hallway and classroom 2. Pick one and evaluate the display 3.
Propose enhancements to make the display more effective.
 OBSERVE

As you look around and examine board display, use the observation guide
and forms provided for you to document your observation.

An Observation Guide for BOARD DISPLAYS

Read the following carefully before you observe.

1) Go around the school and examine the board display. How many board
displays do you see?

2) Where are the display boards found? Are they in places where target
viewers can see them?

3) What are the displays about? What key messages do they convey? What
images and colors do you see? How are the pieces of information and
images arranged?

4) What materials were used in making the displays? Are borders used?

5) Do you notice some errors? (misspelled words, grammar

inconsistencies and the like)

6) Are the messages clear and easily understood?

7) Think about what got your attention. Why did I get your attention?

8) Take a photo of the display boards (if allowed)

Based on the questions on the observation guide, write your observation report:

Observation REPORT
(You may paste pictures of the Board displays here.)
From among the board display that you saw, pick one that you got most interested
in. Evaluate it using the evaluation from below.
BOARD DISPLAYS EVALUATION FORM1
Topic of the Board Display
Location of the Board Display in School

Check the column that indicates your rating. Write comments to back
up your ratings.

4- Outstanding 3- Very Satisfactory 2- Satisfactory 1- Needs

Improvement
NI S VS 0
Criteria 1 2 3 4 Comments

Effective
Communication
It conveys the message
quickly and clearly.
Attractiveness
Colors and arrangement
catch and hold interest
Balance
Objects are arranged so
stability is perceived.
Unity
Repeated shapes or
colors or use of boarders
hold display together.
Interactivity
The style and approach
entice learners to be
involved and engage.
Legibility
Letters and illustrations
can be seen from a good
distance
Correctness
It is free from grammar
errors, misspelled
words, and ambiguity.
Durability
It is well- constructed;
items are secretly
attached.
 Bulletin Board Evaluated by:
Location:
Brief Description of the Bulletin Board:

Evaluation

Strengths Weaknesses
Description of the
Bulletin Board layout

Evaluation of educational
content and other aspects

Recommendations or Suggestions for improvement

Signature of Evaluator over Printed Name:

Based on your suggestions, make your board display lay- out. You may present your
outputs through any of these:
  A hand- made drawing or layout
 And electronic (computer) drawing/ illustration or layout
 A collage

My Board Display Lay- out

ANALYZE
What do you think was the purpose of the board display?

Did the board display design reflect the likes/ interest of its target audience? Why?
Why not?

Was the language used clear and simple for the target audience to understand?
Why? Why not?

Was the board display effective? Why? Why not?

What suggestions can you make?

Based on your suggestions, propose an enhanced version of the display

board. Use the form below.
My Proposed Board Display
Theme:

Board Title:

Rationale:
(Purpose)

Objectives:

Best features of my proposed bulletin enhancement:

Content Resources (Name each needed resource and give each a brief
description):

Materials for aesthetic enhancement:

REFLECT
1) Name at least five skills that a teacher should have to be able to come up
with effective board displays. Elaborate on why each skill is needed.

2) Which of the skills you named in #1 do you already have? Recall your past
experience in making board displays. How do you practice these skills?

3) Which skills do you still need to develop? What concrete steps will you take
on how you can improve on or acquire these skills.

LINK THEORY TO PRACTICE

Directions: Read the items given and encircle the correct answer.
1. With the PPST as guide, an ideal learning environment should have the
following characteristics, EXCEPT ______________________.
A. The learning environment promotes fairness.
B. Is safe and conductive for learning
C. Builds many professional linkages
D. Establishes and maintains consistent standard of learner’s behavior

2. Which facilities are present in a health- promoting school environment?

I. Canteen that sells all kind of food including junk food
II. Comfort rooms common for boy and girls
III. Sanitary drinking fountains
IV. Safe playground

A. II, III and IV

B. I, II, III, and IV
C. I and II
D. III and IV

3. Which physical school environment supports learning?

A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings

4. Examine the bulletin board display. This bulletin board fulfills which
primary purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative

5. Examine the bulletin board display. This bulletin board fulfils which
primary purpose?
A. Instructional- interactive
 B. Informational
C. Motivational
D. Decorative

6. Examine the bulletin board display. This bulletin board fulfils which
primary purpose?
A. Instructional- interactive
B. Informational
C. Motivational
D. Decorative

SHOW Your Learning Artifacts

My Personal Illustration of an Effective
School Environment

EVALUATE Performance Task

 Evaluate Your Work Field Study 1. Episode 1. The School as a learning
Environment.
Learning Outcome: Determining the characteristics of a school environment that
provides social, psychological and physical environment
supportive of learning.
Name of FS Student __________________________________________________ Date
Submitted_____________
Year and Section
___________________________________________Course__________________________________

Learning Excellent Very Satisfactory Need

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
observation questions tasks (2) observation observation observation
Sheet completely questions/ questions/ questions/ tasks
answered/ tasks not tasks not not answered/
accomplish answered/ answered/ accomplished.
accomplished. accomplished
Analysis All questions All questions Questions Four (4) or more
were answered were answered were not observation
completely, completely, answered questions were
answers are answers are completely, not answered.
depth and are clearly answers are Answers nit
thoroughly connected to not clearly connected to
grounded on theories, connected to theories; more
theories; grammar and theories one than four (4)
grammar and spelling are (1) to (3) grammatical/
spelling are free free from grammatical/ spelling errors.
from error. errors. spelling
wrong
Reflection Profound and Clear but lacks Not so clear Unclear and
clear supported depth and shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in reflected on in not reflected reflected on in the
the context of the context of on in the context of the
the learning the learning context of the learning
outcomes. outcomes. learning outcomes; not
Complete, well Complete well outcomes. complete, not
organized organized very Complete not organized, not
 highly relevant relevant to the organized relevant.
to the learning to the learning very relevant
outcome. outcome to the to the
learning
outcome
Submission Submitted Submitted Submitted a Submitted two (2)
before the before the day after the days or mote after
deadline deadline deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 below
Grade 1.0 1.25 1.5 1.7 2.00 2.2 2.50 2.75 3.0 3.5 5.00
5 5 0
99 96 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above Printed Name Date

 FIELD STUDY 1 LEARNING EPISODE

Learner Diversity:
FS 1 2 Developmental
Characteristic, Needs and
Interests

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 my learners’ characteristics
and needs so that I will be able to plan and implement learning activities and
assessment that are all developmentally appropriate.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to determine the characteristics,
need and interests of learners from different developmental levels. (3.1.1).
REVISIT the Learning
Essentials
Here are major principles of
development 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 developmental and learning physical, social and
emotional, and cognitive- are important, and they are closely interrelated.
(NAEYC, 2009)
4. Developmental proceeds toward greater complexity, self-regulation,
symbolic or representational capabilities. (NAEYC, 2009)
 OBSERVE, ANALYZE, REFLECT
5.

Observation learner characteristics at different stages

Activity 2.1

Resource Teacher: _________________ Teacher’s Signature: ______________ School:

___________
Grade/Year Level: ____________________ Subject Area: ____________________ Date:
_____________
To realize the Intended Learning Outcomes, I will work your way through these
steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high
school).
Step 2 Describe each of the learner based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step4 compare them in terms of their interests and needs.

OBSERVE

Use the observation guide and matrices provided for you to document
your observations.
 An Observation Guide for the Learners’ Characteristics
Read the following statements carefully. Then write your observation report on
the provided space. Your teacher may also recommend another observation
checklist if a more detailed observation is preferred.

Physical
1. Observe their motor skills how they carry themselves, how they move, walk,
run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their 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 their 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. Were there opportunities for problem solving? Describe how they showed
problem solving abilities.

Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and
needs in this matrix. This will allow you to compare the characteristics and needs
for learners at different levels. The items under each domain are by no means
exhaustive. These are just sample indicators. You may add others aspects which you
may have observed.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age
children observed:__ children observed:__ range of children
observed:__
Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others

Social
Interaction with
Teachers

Interactions with
Classmates/friends

Interests

Others

Emotional
Moods and
temperament,
expression of
feelings

Emotional
independence

Others

Cognitive
Communication
skills

Thinking skills

Problem-solving

Others
 ANALYZE

Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process

Preschool  Preschoolers like to  Therefore, the teacher

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

Level Salient Characteristics Implications to the

Observed Teaching-Learning Process

Preschool
Age range of learners
observed ______

Elementary
Age range of learners
observed _______
High School
Age range of learners
observed _______

REFLECT

1. While you were observing the learners, did you recall your own
experiences when you were their age? What similarities or differences do
you have with the learners you observed?

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?
3. Share your other insights here.

LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignored by her crush whom she believes is her one true
love.
She is crying incessantly and refuses to listen and accept sound advice that
the teacher is offering. Her refusal to accept is because
_____________________________.

A. She thinks what she feels is too special and unique, that no one has left
like this before
B. The teenager’s favorite word is “no” and she will simply reject
everything the teacher says
C. 14-year-olds are not yet capable of perspective taking and cannot take
the teacher’s perspective
D. Teenagers never listen to adult advice

2. A preschool teacher is thinking about how best to develop the fine motor
skills of the 4-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand
muscles daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it.
She asked the class: “What happen to the egg if I add three- tablespoon salt
to the glass of the water?” this is hypothesis formulation. What can you
infer about cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

SHOW Your Learning Artifacts

Which is your favorite theory of development. How can this guide you as a
future teachers? Clip some readings about this theory and paste them here.
EVALUATE Performance Task
 Evaluate Your Work Field Study 1. Episode 2. Learner Diversity: Development
Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that
provides social, psychological and physical environment
supportive of learning.
Name of FS Student __________________________________________ Date Submitted_____________
Year and Section __________________________________ Course__________________________________

Learning Excellent Very Satisfactory Need

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
observation questions tasks (2) observation observation
Sheet completely observation questions/ tasks questions/ tasks
answered/ questions/ not answered/ not answered/
accomplish tasks not accomplished accomplished.
answered/
accomplished.
Analysis All questions All questions Questions were Four (4) or more
were answered were not answered observation
completely, answered completely, questions were
answers are completely, answers are not not answered.
depth and are answers are clearly Answers nit
thoroughly clearly connected to connected to
grounded on connected to theories one (1) theories; more
theories; theories, to (3) than four (4)
grammar and grammar and grammatical/ grammatical/
spelling are free spelling are spelling wrong spelling errors.
from error. free from
errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and
clear supported depth shallow, shallow, rarely
by what were supported by somewhat supported by
observed and what were supported by what were
analyzed. observed and what were observed and
analyzed. observed and analyzed.
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the the context of the context of the context of the
learning the learning the learning learning
outcomes. outcomes. outcomes. outcomes; not
Complete, well Complete well Complete not complete, not
organized highly organized organized very organized, not
relevant to the very relevant relevant to the relevant.
 learning to the to the to the learning
outcome. learning outcome
outcome
Submission Submitted before Submitted Submitted a day Submitted two
the deadline before the after the (2) days or mote
deadline deadline after the
deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE 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

Signature of FS Teacher above Printed Name Date

 FIELD STUDY 1 LEARNING EPISODE
Focus on Gender, Needs,

FS 1 3 Strengths, Interests Experiences

Language, Race, Status, Difficult
Circumstances, and Indigenous
Peoples

SPARK YOUR
INTEREST
Episode 3 provides an opportunity to observe how differences in gender,
racial, cultural, and religious backgrounds, including coming from indigenous
groups influence learner behavior, interaction, and performance in school. One will
also analyze and reflect on practices that teachers use in leveraging diversity in the
classroom. It also provides an opportunity to observe how differences in abilities
affect interaction in school and learn about strategies that teachers use in
addressing the learners’ needs toward effective teaching and learning.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to:
 Describe the characteristics and needs of learners from diverse
backgrounds;
 Identify the needs of students with different levels of abilities in the
classroom;
 Identify best practices in differentiated teaching to suit the varying
learner needs in a diverse class (PPST 3.1.1); and
 Demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.

REVISIT the Learning Essentials

Here are principles of concepts relevant to this Episode:

1. Principles of Development
 a. Development and learning proceed at varying rate from child to
child, as well as at uneven rates across different areas of the child’s
functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are
challenged to achieve at a level just above their current level of
mastery, and also when they have many opportunities to practice
newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims
to match the learning content, activities and assessment to different
characteristics, abilities, interests, and needs of the learners.

2. The PPST highlighted the following factors that bring about the diversity of
learners:
a. Differences in learners’ gender, needs, strengths, interests, and
experiences
b. Learners’ linguistic, cultural, socio-economic and religious
backgrounds
c. Learners with disabilities, giftedness, and talents
d. Learners under challenging circumstances which include
geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement or disaster, child abuse and child labor.
Effective teachers are knowledgeable about how issues related to the factors
mentioned affect learners. The teachers develop in them sensitivity and empathy.
They remember that the learners respond and perform at different levels. The
teachers assure the students that their gender identity, culture and religion are
respected, their strengths are recognized, and their needs will be met. These
teachers declare to all that everyone has the chance to learn and succeed. They
create a learning community where everyone can work together and contribute
regardless of their abilities, capacities and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:
 Use strategies to build a caring community in the classroom
 Model respect and acceptance of different cultures and religions
 Bring each of the student’s home culture and language into the shared
culture of the school
 Provide more opportunities for cooperation than competition

3. Focus on Indigenous Peoples

A young teacher’s approach to indigenous peoples starts with a keen
awareness of one’s own identity, including one’s beliefs and cultural
practices. Through serious reflection one may realize that the self is a
product of all influences of key people in one’s life and the community, real
and virtual. Similarly, learners from indigenous groups carry with them their
beliefs, views and cultural practices. One’s attitude needs to be that of
openness and respect. Come in not with the view that one’s own culture is
superior, we approach with the sincere willingness and deep interest to
know and understand the indigenous peoples’ culture. We aim to make
teaching-learning facilitative rather than imposing.
a. From your professional education subjects/courses, most likely you have
discussed indigenous peoples in the Philippines. You learned that our
country has about 110 ethno-linguistic groups, majority of which is in
Mindanao, some in Northern Luzon and fewer in the visayas. (UNDP
Philippines, 2010). They represent about 10-20% of our total population.
There are two big indigenous peoples groups which have several smaller
ethics groups within them, the non-muslim groups called the Lumads in
Mindanao, and the Igorots in Northern Luzon. Among others, we have the
Badjaos, Ati and Tumandok, Mangtans and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples’ Rights Act,
recognizes and protects the rights of indigenous cultural communities
(ICC) and indigenous peoples (IP). Our country was admired by other
nations for enacting this law, however, years later, so much still has to be
done to improve the lives of millions of people from indigenous groups.
(Reyes, Mina and Asis, 2017)
c. Guided by RA 8371, in 2016 DepEd issued DO 32, s.2015, Adopting the
Indigenous Peoples Education (IPED) Curriculum Framework. Most
useful for you as a future teacher to remember are the 5 Key Elements of
Indigenous Peoples Education Curriculum (DO 32, s.2015 enclosure,
pp. 15-18):

1. Curriculum Design, Competencies and Content. Interfacing the

national curriculum with indigenous knowledge systems and
practices (IKSPs) and Indigenous Learning system (ILS) the design of
a culturally appropriate and responsive curriculum has the following
features:
a. Anchors the learning context on the ancestral domain, the
community’s world view, and its indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality
as part of the curriculum context.
c. Affirms and strengthens indigenous cultural identity.
d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and
indigenous languages.
e. Emphasize competencies that are needed to support the
development and protection of the ancestral domain, vitality their
 culture, and the advancement of indigenous peoples’ right and
welfare.
f. Supports the community’s cultural integrity while enabling
meaningful relations with the broader society.
2. Teaching Methodologies and Strategies. A culturally appropriate
and responsive curriculum employs teaching methodologies and
strategies that strengthen, enrich, and complement the community’s
indigenous teaching-learning process.
3. Learning Space and Environment. A culturally appropriate and
responsive curriculum recognizes that the ancestral domain where
IKSPs are experienced, lived, and learned is the primary learning
environment and learning space of indigenous learners.
4. Learning Resources. Instructional materials, and other learning
resources shall be developed and utilized in line with the described
curriculum content and teaching-learning processes.
5. Classroom Assessment. Assessment shall be done utilizing tools
appropriate to the standards, competencies, skills, and concepts being
covered. Their design and use shall address the needs and concerns of
the community and shall be developed with their participation.

OBSERVE, ANALYZE, REFLECT

6.

Observation differences among learners’ gender, needs,

Activity 3.1
strengths, interests, and experiences; and differences among
learners’ linguistic, cultural, socio-economic, religious
backgrounds and difficult circumstances.

Resource Teacher: ____________________ Teacher’s Signature: ___________ School:

___________
Grade/Year Level: ____________________ Subject Area: ___________________ Date:
_____________
The learners’ differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data
to find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (Beginning of the day, class
time, recess, etc.)
Step 2. Described the characteristics of the learners in terms of age, gender, and
social and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she
uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observation.

OBSERVE

An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.

1. Find out the number of students. Gender data as their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teachers. Are there groups that interact
more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?

3. Describe the relationship among the learners. Do the learners cooperative with or
compete against each other?

4. Who among the students participate actively? Who among them ask for most
help?
 5. When a student is called and cannot answer the teacher’s question, do the
classmates try to help him? Or do they raise their hands, so that the teacher will
call them instead?

Outside class:
1. How do the students group themselves outside class? Homogeneously, by age? By
gender? By racial or ethnic groups? By their interests? Or are the students in
mixed social groupings? If so, describe the groupings.

2. Notice students who are alone and those who are not interacting. Describe their
behavior.

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due
to following factors:
 Gender, including LGBT
 Language and cultural differences
 Differences in religion
 Socio-economic status
OBSERVATION REPORT
Name of the School Observed: _______________________________________________________________

School Address: _______________________________________________________________________________

Date of Visit: ___________________________________________________________________________________

ANALYZE
1. Identify the person who play key roles in the relationships and interactions
in the classrooms. What roles do they play? Is there somebody who appears
to be the leader, a mascot/joker, an attention seeker, a little teacher, a
doubter/pessimist?

What makes the learners assume these roles? What factors affect their
behavior?

2. Is there anyone you observed who appear left out? Are students who appear
“different?” Why do they appear different? Are they accepted or rejected by
the others? How is this shown?
 What does the teacher do to address issues like this?

3. What does the teacher influence the class interaction considering the
individual differences of the students?

4. What strategies does the teacher use to maximize the benefits of diversity in
the classroom? How does the teacher leverage diversity?

REFLECT
 1. How did you feel being in the classroom? Did you feel a sense of oneness
or unity among the learners and between the teacher and the learne

Observing differences among learners with disabilities,

Activity 3.2
giftedness, and talents
Resource Teacher: ____________________ Teacher’s Signature: ___________ School:
___________
Grade/Year Level: ____________________ Subject Area: ____________________ Date:
_____________

To realize the Intended Learning Outcomes, I will work your way through these
steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
b. SPED class with learners with physical disabilities
c. SPED class for the gifted and talented
d. A regular class with inclusion of learners with disabilities
2. Note the needs of the learners that the teachers should address.
3. Interview the teachers to find out more about the learners.
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

OBSERVE

An observation Guide for the Learners’ Characteristics

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 and
needs of the learners.
4. Observe the behavior of the both regular students and those with special needs.
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 the School Observed: _______________________________________________________________

School Address: _______________________________________________________________________________

Date of Visit: ___________________________________________________________________________________

ANALYZE

1. Did your observation match the information given by the teacher?

2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate instruction
to meet the needs of the learners.

3. Describe the methods used by the teacher in handling the students’

differences in abilities. How did the student respond to the teacher? Did the
teacher use differentiated instruction? If yes, describe how.

REFLECT
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?

2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?

OBSERVE, ANALYZE, REFLECT

Activity 3.3
Observing the school experiences of learners who belong to
indigenous groups.

Resource Teacher: ___________________ Teacher’s Signature: ______________ School:

_________
Grade/Year Level: ____________________ Subject Area: ___________________ Date:
_____________
To realize the Intended Learning Outcomes, I will work your way through these
steps.
1. Ensure that you have reviewed the no. 3 focused on Indigenous Peoples in
the Learning essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some
suggested schools:
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga agta, General Narak, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental
Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San
Jose Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turu-an Schools of Living Traditions, Brfy Garangan and Brgy.
Agcalaga, Calinog, Iloilo
h. T’boli School of Living Traditions, Lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School,Dalwagan, Malaybalay,
Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

Please note: Ensure proper coordination of your college/university to obtain

permission from these schools before you visit.
If an actual visit is not feasible, consider a “Virtual Visit” through social media. And if
still not feasible consider a “virtual” field study through watching Indigenous
Peoples in the Philippines videos. There are several available at Youtube. You can
start with this video by Dep Ed:
 3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education
Framework.
5. Reflect on your experience.

OBSERVE

An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided.

If you are observe, read watching videos you searched, instead of actually visiting
a school, have these question in mind as you are watching the videos. You can try
to get in touch with the creator of the videos and interview them too.

1. Before you observe, read about the specific IP group in the school you will visit.
Know their norms and customary greetings. This will help you help blend in the
school community and interact with respect.
2. Observe and note the different parts areas of the school environment. How are
learning spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who are involved in teaching the
learners?
5. Observe how the teaching-learning process happen. Describe the learning
activities they have and the teaching strategies that the teachers uses.
6. Describe the interaction that is taking place between the teacher and learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher and principal about the curriculum. Find out the
curriculum goals. You can use the questions found on the Analysis part of this
activity.
 OBSERVATION REPORT
(You may include photos here.)

Name of the School Observed: _______________________________________________________________

School Address: _______________________________________________________________________________

Date of Visit: ___________________________________________________________________________________

OBSERVATION REPORT
ANALYZE
Curriculum Design, Competencies, Answer each question based on your
and Content observation and interview data.
1. Does the school foster a
sense of belonging to one’s
ancestral domain, a deep
understanding of the
community’s beliefs and
practices? Cite examples

2. Does the school show

respect of the community’s
expression of spirituality?
How?

3. Does the school foster in

the indigenous learners a
deep appreciation of their
identity? How?

4. Does the curriculum teach

skills and competencies in
the indigenous learners that
will help them develop and
protect their ancestral
domain and culture?

5. Does the curriculum link

new concepts and
competencies to the life
experience of the
community?
6. Do the teaching strategies
help strengthen, enrich, and
complement the
community’s indigenous
teaching-process?

7. Does the curriculum

maximize the use of the
ancestral domain and
activities of the community
as relevant settings for
learning in combination
with classroom-based
sessions? Cite examples.

8. Is cultural sensitivity to
uphold culture, beliefs and
practices, observed and
applied in the development
and use of instructional
materials and learning
resources? How? (For
example, culture bearers of
the indigenous peoples are
consulted)
9. Do assessment practices
consider community values
and culture? How?

10. Do assessment practices

consider community values
and culture? How?
What do you think can still be done to promote and uphold the indigenous people
knowledge systems and practices and rights in school?

REFLECT

Reflect based on your actual visit or videos that you watched.

1. What new things did you learn about indigenous peoples?
2. What did you appreciate most from your experiences in visiting the school
with indigenous learners? Why?

3. For indigenous learners, as future teacher, I promised these three things:

3.1 Be open and respect indigenous peoples by

3.2 Uphold and celebrate their culture, beliefs and practices by

3.3 Advocate for indigenous peoples education by

 SHOW Your Learning Artifacts

With the principles of individual differences in mid, what methods and

strategies will you remember in the future to ensure that you will be able to
meet the need of both the high and low achievers in your class? Make a
collection of strategies in how to address the student’s different ability levels.
LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer
1. Which statement on student diversity is CORRECT?
A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher
and students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to student’s varied cultures.
2. Which student thinking/ behavior indicates that he/she values diversity?
A. He/She regards his culture as superior to other’s cultures.
B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes he differences among people and disregards their
commonalities.
3. What is teaching-learning implications of student diversity?
A. Compare students.
B. Make use of a variety of teaching and assessment methods and
activities.
C. Do homogenous grouping for group activities.
D. Develop different standards for different students groups.
4. All are features of the Indigenous People Education Curriculum, EXCEPT
A. Affirms and strengthen indigenous cultural identity
B. Makes education exclusive to the indigenous culture
C. Revitalizes, generates and enriches IKSPS and indigenous languages
D. Anchor the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions.
5. All are best practices in using learning resources for indigenous learners,
EXCEPT ______
A. Culturally generated learning resources only include indigenous
group’s artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary
years, which highlight mother tongue, is consulted with the
indigenous community.
C. Cultural sensitivity and protocols are observed in development and
use of instructional materials.
D. The indigenous community’s property rights are upheld in publishing
learning resources.
6. All are best practices for assessment in the Indigenous Peoples Education
Framework EXCEPT. ___________
 A. Including the practice of competencies in actual community and
family situations
B. Applying higher-order thinking skills and integrative understanding
across subject areas.
C. Using international context in the assessment standards and content
faithfully without modification.
D. Including community-generated assessment processes that are part of
indigenous learning system.
7. Read the following comments by the teacher. Which of these comments will
most likely make a child try harder, rather than give up?
A. Sinuwerte ka ngayon ditto sa test, ha?
B. Hindi ka talaga mgaling dito sa paksang ito,’no?
C. Nakikita ko na kailangan momg maglaan ng mas mahabang panahon
sa paksang ito para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
8. Which of the following demonstrate differentiated instruction?
A. The teacher groups the learners by their ability level and makes the
groups work with the same topic but assign a different task
appropriate for each group accomplish.
B. The teacher divides the class inti three heterogeneous groups and
assigns the same activity for each group to work on
C. The teacher groups the learners by the ability levels and assigns
different contents topics for the groups to work on.
D. The teacher groups the learners by the ability levels and assigns each
group a different tasks on the same topic, and then request three
different teacher, each to assess one of the groups.
9. Which teaching practices gives primary consideration to individual
differences?
A. Allowing children to show that they learned the stages of mitosis in a
way 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 learners and
another for the slow learners.
D. Applying two sets of different standards.

EVALUATE Performance Task

 Evaluate Your Work Field Study 1. Episode 2. Learner Diversity: Development
Characteristics, Needs, and Interest
Learning Outcome: Determining the characteristics of a school environment that
provides social, psychological and physical environment
supportive of learning.
Name of FS Student _________________________________________ Date Submitted_____________
Year and Section __________________________________ Course__________________________________

Learning Excellent Very Satisfactory Need

Episode 4 Satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4) or more
observation questions tasks (2) observationobservation observation
Sheet completely questions/ tasks
questions/ questions/ tasks
answered/ not answered/ tasks not not answered/
accomplish accomplished. answered/ accomplished.
accomplished
Analysis All questions All questions Questions Four (4) or more
were answered were answered were not observation
completely, completely, answered questions were
answers are depth answers are completely, not answered.
and are clearly answers are Answers nit
thoroughly connected to not clearly connected to
grounded on theories, connected to theories; more
theories; grammar and theories one than four (4)
grammar and spelling are free (1) to (3) grammatical/
spelling are free from errors. grammatical/ spelling errors.
from error. spelling
wrong
Reflection Profound and Clear but lacks Not so clear Unclear and
clear supported depth supported and shallow, shallow, rarely
by what were by what were somewhat supported by what
observed and observed and supported by were observed
analyzed. analyzed. what were and analyzed.
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on in the reflected on in not reflected reflected on in the
context of the the context of on in the context of the
learning the learning context of the learning
outcomes. outcomes. learning outcomes; not
Complete, well Complete well outcomes. complete, not
organized highly organized very Complete not organized, not
relevant to the relevant to the organized relevant.
learning outcome. to the learning very relevant
 outcome to the to the
learning
outcome
Submission Submitted before Submitted Submitted a Submitted two (2)
the deadline before the day after the days or mote after
deadline deadline the deadline
COMMENTS
Rating
OVER ALL (Based on
SCORE 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 1.7 2.00 2.25 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
below

Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 LEARNING EPISODE

 Learner Diversity: The
FS 1 4 Community and Home
Environment

SPARK YOUR INTEREST

Episode 4 provides opportunities for you to have a more in-depth look into
the factors that affect the development of a learner. Focus will be on the early
experiences and characteristics of the learner as described by the family and other
significant others. You will also focus how the teacher links with the community to
maximize the learning and development of students.

TARGET YOUR INTENTED LEARNING OUTCOME

At the end of this Episode, I must be able to:
 Describe the influencing factors in the home environment that affect the
student’s learning;
 Seek advice concerning strategies that build relationships with parent’s/
guardian and the wider community (6.2.1); and
 Identify effective strategies on how teachers can work together with the
family.

REVISIT the Learning Essentials

1. Urie Bronfenbrenner’s bio-ecological model presents the learner within the

context of layers of relationship systems that make up the learner’s
environment. The layers are:
Microsystem Mesosystem Exosystem- Macrosystem Chronosystem
- - The bigger - -
Includes the The social Outermost The element of
structure such connection system layer which time, patterns
as one’s between the which includes of stability and
family, school structures in includes the cultural pacing of the
and the city values, child’s
neighborhood microsytem government customs and everyday life.
, the laws
wokplace
 and the
mass media

The model helps the teacher look into every aspects in the learner’s
environment to understand his behavior. The teacher’s important role is not to
replace what is missing at home (if any), but to work so that the school becomes an
environment that welcomes and nurtures families. The teacher works to create a
partnership with the family and the community to bring out the best in every
learner.

2. Baumrind’s Parenting Styles

Authoritarian. Parents are very firm with their children and except
unwavering and unquestioning obedience. Rules are set by parents and
misbehavior is met with withdrawal of affection, physical punishment or
threats.
Permisive. Parents are not firm or controlling. They have few
expectations. Maybe warm and caring but appear to be involved and
uninterested.
Rejecting-Neglecting. Parents are disengaged from children. Neither
demanding nor responsive to children. Provide no structure, supervision,
support or guidance.
Authoritative. Parents achieve a good blend. They are firm yet loving.
Have clear and reasonable expectations and limits for their children. Treat
children with respect and warmth. Make children understand consequence
of their behavior.

Children of:
Authoritarian Parents: are often unhappy, fearful, withdrawn,
inhibited, hostile, and aggressive. They have low self-esteem and difficulty
with peers.
Permisive Parents: believe that their parents do not care for them.
They are often impulsive, aggressive and lack self-control; may they have low
levels of independence and responsibility.
Rejecting-Neglecting Parents: are found to be least competent in their
over-all functioning and adjustment.
Authoritative Parents: are socially competent, self-reliant, and have
greater ability to show self-control. They have higher self-esteem and are
better adjusted.
-Bases on Child Development by Santrock, 2004.
 OBSERVE, ANALYZE, REFLECT

Activity 4.1
Observing the learner’s community and home environment

Resource Teacher: ___________________ Teacher’s Signature: __________ School: ___________

Grade/Year Level: ____________________ Subject Area: __________________ Date: _____________
To realize my Intended Learning Outcomes, I will work your way through these
steps.
1. Select a learner from the class which you have previously observed.
2. Interview the teacher about the learner’s characteristics and the community.
3. Conduct a home visit to your selected learner’s residence.
4. Interview the parents about
a. the rules they implement at home concerning their child’s schooling
b. the learner’s activities and behavior while at home.
5. Write the Learner’s Profile.
6. Analyze your observation and interview data.
7. Reflect on your observation experiences.

OBSERVE

An observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe/interview. Then

write your observation report on the space provided.
The learner
1. Make the general observation of the learner. Describe him/her in each of the
domains of development:
  Physical-body built and height (thin, chubby, underweight, overweight),
level of physical activity (fast, slow, lethargic, active etc.)
 Social-interaction with teachers and classmates (loner, shy, sociable,
friendly, gets into fights, liked by others etc.)
 Emotional moods temperament, cries easily, loses temper, happy, shows
enthusiasm, excited, indifferent, etc.)
 Cognitive (appears to understand lessons, copes with the lesson, excels,
lags behind, shows reasoning skills, turns in assignments and
requirements, etc)

Interview the teacher

1. What are the most noticeable characteristics of the learner? (emotional
disposition, behavior and discipline, sense of responsibility, study habits,
academic performance, relationship with peers, relationship with adults, social
adjustment)
2. How does the teacher communicate with parents? How often? What do they
discuss? How do they decide of the best course of action to resolve issues or
problems?
3. How does the teacher utilize resources in the community to support the
teaching-learning process? How does the teacher work with the community to
meet the needs pf the learners?
Interview with Parents
1. Conduct a home visit. Once there, observe the home set-up. (Home is orderly,
family pictures in the living room etc.
2. Use the Interview Question on the next page. Just ask the question with witch
your feel comfortable.

Suggested Parents Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to
translate the questions, if necessary.
Name of Learner:
Date of Birth:____________________________________________ Age:________________
Grade/Year Level:_______________________________________ Gender:____________
Number of Siblings:________________________
Birth Order:_________________________________
Parents:___________________________________________________________________________
Mother:____________________________________________________________________________
Age:_________ Occupation:_______________________ Educational Attainment:_____________
Father:_____________ Occupation__________________ Educational attainment:_____________

Learner’s Physical aspect:

Health
1. Mother’s health during pregnancy with the learner;
2. Ailments or health problems of the learner as a child;
3. Age of the learner when he started to walk/talk;
4. Food preferences of the learner as a child and at present;
5. Who took care of him/her as a child?
Learner’s Social Aspect:
1. Describe your child’s sociability (friendly, outgoing or shy, loner)
2. Who were the learner’s playmates?
3. As a child then, was he/she allowed to play outside?
4. Is he/she allowed to go out with friends?
5. Do you have rules for him/her to follow regarding going out?
6. What are these rules?
Emotional-Moral
1. What are your expectations of your child?
2. How do you provide a nurturing environment for your child?
3. Does your child go to you when she/he feels down or has a
problem? What do you do to meet his/her emotional needs?
4. What do you do when he/she is not successful in something?
How do you discipline your child?
1. Do you have rules in the house? What are they?
2. How do you impose the rules?
3. What are the consequences of breaking the rules?
Learner’s Cognitive Aspect:
1. What are the child’s interests?
2. What is he/she good at in school?
3. In what subject/s does he/she have difficulty?
4. How do you monitor his/her performance in school? How do you
motivate him/her?
5. Do you have rules at home to help him develop good study habits?
6. What are these rules? How are they implemented?
After you have gathered all necessary data. Write the learner’s development profile
using the outline below. Type the profile on a separate sheet and attached it to this
learning Episode.

THE LEARNER’S DEVELOPMENT PROFILE (outline)

The Learner’s Development Profile
Name of the Learner:_________________________________________________________________
School:_________________________________________________________________________________
Date of Home Visit:____________________________________________________________________
Date of Birth:________________________________ Age:___________________________________
Grade/Year Level:___________________________ Gender:_______________________________

Family Profile
Number of Siblings:____________
Birth Order:____________________
Parent
Mother:_________________________________
Age:________________
Occupation:_____________________________ Educational Attainment:____________________
Father:___________________________________
Occupation:_______________________________ Educational Attainment:____________________

Physical Development
In paragraph form, describe the physical development of the learner. Combine
the teacher’s, parents’ responses and your own observation.

Social Development
In paragraph form, describe the social development of the learner. Combine the
teacher’s, parents’ responses and your own observation.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher’s, parents’ responses and your own observation.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine
the teacher’s, parents’ responses and your own observation.

Findings
Write here your salient findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home on the learner’s development. The questions in the Your Analysis portion of
this learning episode can help you.

Recommendations
Write your recommendation.

ANALYZE
Your findings and recommendations in the Learner Development
Profile will help you answer the questions here.

1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Relating your data with what you learned from child development,
what family factors do you think contribute to the development and
over-all adjustment of the learner in school?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Does the communication between the home-school have an effect on
the learner? If yes, what are these effects?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
 4. How can the teacher partner with the community to contribute to the
development and learning of the student? Who are the people or
which institutions can the teacher tap to seek advice regarding the
development and learning of students.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

REFLECT

1. Reflect on your own development as a child. What type of parenting

did you experience? How did it affect you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. As a future teacher, how would you establish good home-school
collaboration? How can you work well with the parents? How can you
help them? How can they help you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

LINK THEORY TO PRACTICE

Directions: Read the items given below and encircle the correct answer.
1. Which are most likely the kind of children raised by authoritarian
parents?
 I. fearful
II. inhibited
III. hostile
IV. withdrawn

A. I and II C. II and III

B. I, II and III D. I, II, III and IV

2. If a child was raised by authoritative parents, how will Color Your

most likely will he/she behave in class? World…
A. Relates well to classmates
1. Make an
B. Is suspicious of others
artistic,
C. Quarrels often with classmates
colorful,
D. Has low level of independence
and
creative
1. Which parenting style/s contribute/s to the development visual
of children who have low level of responsibility? expression
A. Authoritarian of your
B. Authoritative insights or
C. Permissive feelings
D. Neglecting and Permissive about the
home and
school and
community
to the
learner.

Then,
SHOW YOUR LEARNING ARTIFACTS write a few
statements
on the
space
below
school
your visual
art.

Stick
With
Acrostic…

2. Make a
reflection
acrostic
about the
home,
school and
community
link.
 1.

2.

C-
H- O-
O- M-
M- M-
E- U-
N-
S- I-
C- T-
H- Y-
O-
O- L-
L- I-
N-
K-

EVALUATE PERFORMANCE TASK

Evaluate Your Work Field Study 1. Episode 1. Learner Diversity: The Community
and Home Environment.
 Learning Outcome: Describe the influencing factors in the home environment that
affect the students’ learning; seek advice concerning strategies that build
relationship with parents/guardian and the wider community (6.2.1); and identify
effective strategies on how teachers can work together with the family.
Name of FS Student ______________________________________ Date Submitted_____________
Year and Section_______________________________Course__________________________________

Learning Excellent 4 Very Satisfactory Need

Episode Satisfactory 2 Improvement
Accomplished All One (1) to Three (3) Four (4) or more
observation observation two (2) observation observation
Sheet questions observation questions/ questions/ tasks
tasks questions/ tasks not not answered/
completely tasks not answered/ accomplished.
answered/ answered/ accomplished
accomplished accomplished
Analysis All questions All questions Questions Four (4) or more
were were were not observation
answered answered answered questions were not
completely, completely, completely, answered. Answers
answers are answers are answers are nit connected to
depth and clearly not clearly theories; more than
are connected to connected to four (4)
thoroughly theories, theories one grammatical/
grounded on grammar and (1) to (3) spelling errors.
theories; spelling are grammatical/
grammar and free from spelling
spelling are errors. wrong
free from
error.
Reflection Profound and Clear but Not so clear Unclear and
clear lacks depth and shallow, shallow, rarely
supported by supported by somewhat supported by what
what were what were supported by were observed and
observed and observed and what were analyzed.
analyzed. analyzed. observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is not
Artifacts reflected on reflected on not reflected reflected on in the
in the context in the context on in the context of the
of the of the context of the learning outcomes;
learning learning learning not complete, not
 outcomes. outcomes. outcomes. organized, not
Complete, Complete Complete not relevant.
well well organized
organized organized very relevant
highly very relevant to the to the
relevant to to the to the learning
the learning learning outcome
outcome. outcome
Submission Submitted Submitted Submitted a Submitted two (2)
before the before the day after the days or mote after
deadline deadline deadline the deadline
COMMENTS
Rating
(Based on
OVER ALL
SCORE transmutation)

TRANSMUTATION OF SCORE TO GRADE/ RATING

Score 20 19- 17 16 15 14 13-12 11 10 9-8 7-
18 belo
w
Grade 1.0 1.2 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
belo
w

Signature of FS Teacher above Printed Name Date

ANALYZE
Your findings and recommendations in the Learner Development
Profile will help you answer the questions here.
1. From your home visit and interview, what do you think is the style of
parenting experienced by the learner? Explain your answer.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

2. Relating your data with what you learned from child development,
what family factors do you think contribute to the development and
over-all adjustment of the learner in school?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Does the communication between the home-school have an effect on
the learner? If yes, what are these effects?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

REFLECT

3. Reflect on your own development as a child. What type of parenting

did you experience? How did it affect you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
 _________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
4. As a future teacher, how would you establish good home-school
collaboration? How can you work well with the parents? How can you
help them? How can they help you?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________