Republic of the Philippines

Northwest Samar State University

Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657

FIELD STUDY 1
UNDERSTANDING THE LEARNERS

           
  Name of FS Student:  Aljon Z. Suarez  
  Course:  BSED Math Year and Section:  4-A  
  Resource Teacher:  Yva Myrrh B. Pelo Signature:    
  School Observed:  Lope de Vega National High School  
           

LEARNING EXPERIENCE 4
Understanding the Learners
This is a follow up of what you have learned in you Child and Adolescent Learners and Learning
Principles earlier. This field experience will specifically help you validate the age-typical cognitive characteristic
of middle childhood (Grades 1 to 6) and adolescent (Grades 7 to 12) learners according to Piaget’s theory of
cognitive development. We will be focusing on these developmental stages since they are the learners in Basic
Education (K to 12).

Prepares FS 1 Student for PPST: Your intended Learning Outcome

Domain: Curriculum Planning Develop a learning resource and concern

Strand: Planning and Management of Teaching and profile of the community.
Learning Process

YOUR EXPERIENTIAL TASK YOUR REFLECTION TRIGGER

Exposure
Recalling age-typical characteristics of
4.1
school learners according to Piaget's
cognitive theory
Participation
4.2 Observing learner characteristics/behaviors
while in class
Identification
4.3 Validating the age-typical characteristics of
learners through observed behaviors
Internalization
4.4 Drawing generalizations from observations of
As a future teacher, are you aware of the
learners' behaviors
cognitive developmental
Di ssemina tion
characteristics of middle childhood
4.5 Giving suggestions on how teachers can
learners? adolescent learners?
develop the cognitive abilities of learners

4.1 EXPOSURE

Recalling age-typical characteristics of school learners according to Piaget's cognitive theory

Field Study 1: Learning Experience 4

1|Page
 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657

For BSEd Students

Figure 4.2 shows the typical cognitive characteristics of adolescents who belong to the formal operation stage
(Rathus, 2018). With your group, discuss each one and try to picture what the learners at the secondary level
are now capable of doing. You may recall what you have learned in your course and what you remember you
could do when you were in high school.

1. Adolescents can "group and classify

symbols, statements, and even
theories."

2. A d o l e s c e n t s c a n " f o l lo w a n d
f o r m u la t e a r g u m e n t s f r o m p r e m i s e
to conclusions".

3. Adolescents can hypothesize —

thinking of "what might be" / "what if"
and the possibilities that can come
out.

4. Adolescents can "perform mental

operations with symbols which may
not naturally exist in their own
world".

5. Adolescents can "understand,

appreciate, and produce metaphors
and other figures of speech".

4. 2 PARTICIPATION
Field Study 1: Learning Experience 4
2|Page
 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657

Observing learner characteristics/behaviors while in class

Select and Study at least two (2) videos appropriate to your program from the following videos of the
actual classroom teaching
Link for the VIDEOS : https://sites.google.com/a/nwssu.edu.ph/nwwwscoedfieldstudycourse/fs-le-4-to-
6/fs-1-le-4-videos

 Video 1: Grade 1 Math:  Video 5. Grade 10: English:

 Video 2. Grade 3 Science  Video 6. Grade 10 Filipino:
 Video 3. Grade 8 TLE:  Video 7. Grade 10 Araling Panlipunan:
 Video 4. Grade 9 Math  Video 8. Grade 10 MAPEH.

With the given observation tool (Table 4.1) you are to record learners' behaviors/ actions, verbal and non-
verbal responses done individually or as a group illustrating the listed cognitive abilities of the learners. These
can serve as evidences or exemplifications of the cognitive characteristics or abilities of the learners.
Use a separate form for every subject area you are to observe. Record as many evidences as you can
for each ability (just put the video number on Grade Observed)

For BSEd
Table 4.1: Observed Evidences of Cognitive Abilities
(Concrete Operational)
2:
4
Time:2
Grade Observed:  Video number 4 Subject Area:  Mathematics to 2  
:30 pm
P
  m 
 Function and
Subject Matter:              
Relation
 Differentiate
Objective: Function and              
Relation
                 
Evidences
Cognitive Abilities (Specific Student behavior / action / response
/work/sample )
 The student classify their pairs according
to the color, shapes and taste of the candy.
 The students are familiar with x and y or
1. Adolescents can "group and classify symbols, what we called variable
statements and even theories."  They identify mathematical symbol.
 The student can identify an ordered pair.

 The teacher started asking about relation

2. Adolescents can "follow and formulate
arguments from premise to conclusions".
3. Adolescents can hypothesize —thinking of
"what might be" / "what if" and the possibilities
Field Study 1: Learning Experience 4
up to the end that the student realize what
will be their lesson.
 The student have their brain storming about
identifying a function some students give
their perceptions and teacher accept all
their ideas until the students realizes the
exact meaning of a relation.
 The students conclude that all relation are
not function but all function is a relation
 The student always predict what will be the
last word that the teacher will say and they
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 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
that can come out.
4. Adolescents can "perform mental operations
with symbols which may not naturally exist in
their own world".
5. Adolescents can "understand, appreciate, and
produce metaphors and other figures of
speech"..
For BSEd
Table 4.2 : Observed Evidences of Cognitive Abilities
(Concrete Operational)
Grade Observed:  Video number 5
Subject Matter:    
Objective:    
Cognitive Abilities
1. Adolescents can "group and classify symbols,
statements and even theories."
Field Study 1: Learning Experience 4
will say it also.
 The students say their answer in chorus
about function and not function
 The students answer a question on how
they define a relation
 The student responded to the question on
how they identity relation a function.
 Since the student are familiar between
relation and function they can easily
identify a relation if it is a function.
 Without giving the value of x and y the
students can solve it's domain and range if
they give their own value
 The student knows the sequence of
operation in identifying a function in a
relation.
 The students methaporically said that "X"
symbolizes forever in mathematics.
 The students categorize themselves as X
and Y
 The students understand that X is
supposedly unique to become a function.
4:
3
Subject Area:  English Time: 4:1 to 2  
0 P P
m m 
           
           
Evidences
(Specific Student behavior / action / response
/work/sample )
 
 The student raise their hand when they
know the celebrity who has been
objectified on the statement.
 The students laugh when they see the
picture of a famous celebrity on the LED.
 The students can classify a statement
whether it is Fix-It Felix or Wreck-It Ralph.
 Students know how the picture represent.
For example when a building destroy they
said that is wreck or damage.
 The students can identify what emotions
are involve in the sentence or phrase of the
poem.
4|Page
 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
2. Adolescents can "follow and formulate
arguments from premise to conclusions".
3. Adolescents can hypothesize —thinking of
"what might be" / "what if" and the possibilities
that can come out.
4. Adolescents can "perform mental operations
with symbols which may not naturally exist in
their own world".
5. Adolescents can "understand, appreciate, and
produce metaphors and other figures of
speech"..
4.3. IDENTIFICATION
Field Study 1: Learning Experience 4
 Students differentiate two persona in the
poem.
 The students have different reaction about
the activity, statements and picture that they
saw. After that, the teacher ask on how they
feel if they put theirselves into the shoe of
one personality that have been mention.
 A student responded that they are a product
of the environment what they said is what
they do.
 The students are quiet when the teacher
explaining how their personal image is
important. Maybe they are realizing that the
teacher is correct.
 The students give their opinion on how the
literary piece related to Xander Ford and
Jake Zyrus
 The student raised their hands if they
wanted to answer.
 The students try to predict the posible
correct answer.
 The student said their opinion about the
picture.
 The student responded to all question and
what is their perception about the topic.
 The students shared their own opinions and
ideas to the lesson.
 Students think to the question on what will
be their situation if they were Xander Ford
or Jake Zyrus and they know how it feels.
 The students understand that Marlou's face
represent a pinipig and magnum is xander
ford.
 A statement said something about "
Maretoke and grades mo". and they laugh
after it.
 A student answer that a building in the
poem represent the two personality and the
wreck is the people around them.
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 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657

Validating the age-typical characteristics of learners through observed behaviors

When observation is done consolidate the recorded observations by grade level. Enter the number of
evidences gathered in the appropriate grade level column in Table 4.3.

For BSEd

Table 4.4: Consolidated Evidences by Grade Level

(Concrete Operational)

Number of Evidences by Grade Level

Cognitive Abilities
G9 G10
1. Adolescents can "group and classify
4 6
symbols, statements and even
theories."
2 . Adolescents can "follow and
3 4
formulate arguments from
premise to conclusions".
3. Adolescents can hypothesize —
4 5
thinking of "what might be" "what if"
and the possibilities that can come
out.
4. Adolescents can "perform mental
3 1
operations with symbols which may
not naturally exist in their own
world".
5. Adolescents can "understand, appreciate,
3 3
and produce metaphors and other figures
of speech".

1. Were there evidences gathered for all the listed cognitive abilities? Which characteristics were the most
observable (i.e. most number of evidences)?

Yes, all listed evidences in the the two grade level are all cognitive abilities. The
characteristics that are mostly observed in two grade level are "Adolescents can
Group and Classify symbols, statements and even theories".

2. Which were not so observable? Any reason why?

The characteristic that were not observable in grade 10 level is Adolescents can
"perform mental operations with symbols which may not naturally exist in
their own world". It is because, I observe that there is only one question
that can answer to what if question and that is thinking what will be their
emotion if they were Jake Zyrus and Xander Ford prior to this situation
they can identify what will be their emotion or feelings.

3. Do you notice any pattern in your observation? Is there a relationship between the grade level and the
number of gathered evidences? What grade levels have displayed more abilities? less abilities?

I have noticed that the two grade level always asking a question regarding to the

Field Study 1: Learning Experience 4

6|Page
 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657

prior knowledge of the students before introducing a new lesson which indicated to
their lesson plan. Yes their are relationship between the two grade level according to
the number of evidences. If we total all evidences gathered in every grade level,
Grade 10 displays more abilities rather than Grade 9 level.

4.4. INTERNALIZATION
Drawing generalizations from observations of learners 'behaviors

1. Are all the learners in a given age range (i.e., middle childhood or adolescence) capable of
performing all the cognitive abilities? Give reasons for your response

During my observation in the two grade level which is grade 9 and grade 10 some
students are not participated in the activity or lesson for any reason. Hence, on
my opinion some students are not capable in performing all cognitive abilities,
becuase they have different learning abilities or what we called learning style.

2. What cultural factors can enhance the cognitive development of learners? Illustrate.

There are several factors that can enhance the cognitive development of the
learners but Family, Language, Emotion and socialization has big impact to this
development. First family, this factor has a big contribution to the growth of the
children cognitively due their guidance and encourage their children to be
independent. Second language, this factor influence the child upon learning
specific language specifically if the culture have restrictions about the language
and symbols used in the language.Third Emotion, we are free to express our
emotion but their are certain culture differ from one another just like protecting
children from lust or grief. Lastly socialization, some children adjusted their
social life depending on the culture of the environment that they are into

3. What factors can hamper development? Illustrate.

Factors that can hampers the development of a childs are the following : Heredity
which is the transmision of physical appearance from parent to children,
environment, plays a critical role in the development of children and it represents
the sum total of physical and psychological stimulation the child receives, The
sex of the child is another major factor affecting the physical growth and
development of a child, Exercise and health the word exercise here does not mean
physical exercise as a discipline or children deliberately engaging in physical
activities knowing it would help them grow, Hormones belong to the endocrine
system and influence the various functions of our bodies, Nutrition is a critical
factor in growth as everything the body needs to build and repair itself comes
from the food we eat, Families have the most profound impact in nurturing a child
and determining the ways in which they develop psychologically and socially ,
Geographical Influences w here you live also has a great influence on how your
children turn out to be, The socio-economic status of a family determines the quality of the
opportunity a child gets , Learning and Reinforcement l earning
involves much more than schooling this according to (Dr. Sameer Awadhiya )

Field Study 1: Learning Experience 4

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 Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: main@nwssu.edu.ph
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657

4. 5 DISSEMINATION
Giv ing suggest i ons on how t eachers c an devel op t he cognit i ve abilit i es of learne rs
Ot her than t hose you hav e observ ed in t he vi deo, t hink of ot her act ivit ies w hi ch you as
a f ut ure t eacher can do or int roduc e t o f urt her enhance your l earners' cogni t iv e dev el opment .
Choose a specif i c l evel and subject area t o serv e as cont ext f or your w ork. It i s quit e
im port ant t o consider t he cogni t iv e abilit i es of your chosen l earners i n l ay ing out your
act iv it i es.

Growth Portfolio Entry No. 4-A

Activities to Enhance Cognitive Development of my Learners

 Mathematics
Grade Level:  10 Subject Area: (Aritjmetic
sequence)
 
This Activity called " Fomulate, Calculate, and Explain It! To have Chocolate"
the activity will divide the class into 6 groups. Each group will formulate a problem
involving arithmetic sequence. Afterwards, the 6 groups will exchange the
problem they formulated to the other group and tried to answer the problem.
After 10 minutes of answering, the group will explain how did they come up
with their solution. The group who formulated the problem will validate the
answer. The group who got the answer will be rewarded a chocolate candy.

Field Study 1: Learning Experience 4

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