FIELD STUDY 1:

Observation of Teaching- Learning in Actual School Environment

JAILYN CEDENO
GROUP 2
EDUC 12 FIELD STUDY 1
TTH 3:30-5:00

DR CELIA D. ANDAS, LPT, EdD

FIELD STUDY PROFESSOR

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 PREFACE

In this episode, the pre- service teacher will have the chance to

observe the different culture, religion, needs, race, and students who have

special needs. Also, this serves a guide for every teacher on how to handle

students with disabilities and indigenous students.

The pre-service teacher should explore on the differences and

background of the students in order to carry out learning activities that are

appropriate for their development. Hence, this episode focuses on the

gender, needs, culture, socio economic, and indigenous people.

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 TABLE OF CONTENT
EPISODE 3

Activity 3.1: Observing differences among learners’ gender, needs,

strengths, interests, and experiences; and differences among learners’
linguistic, cultural, socio-economic, religious backgrounds, and difficult
circumstances …......................................................................................... 4
Observe....................................................................................................... 6
Analyze........................................................................................................ 7
Reflect.......................................................................................................... 8

Activity 3.2 Observing Differences among Learners with Disabilities,

Giftedness, and Talents...............................................................................9
Observe..................................................................................................... .9
Analyze...................................................................................................... 10
Reflect........................................................................................................ 10

Activity 3.3 Observing the School Experiences of Learners Who Belong to

Indigenous Groups.................................................................................... 11
Observe..................................................................................................... 12
Analyze...................................................................................................... 13
Reflect........................................................................................................ 14

Show your Learning Artifacts .....................................................................15

Link theory to practice …….......................................................................16
Evaluate Performance Task.......................................................................19

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 FS1
LEARNING EPISODE Name: Jailyn M. Cedeno

3
BSED- English
Christian Colleges of Southeast Asia

OBSERVE

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 An observation guide for the Learner’s 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. Gather data as to their ages, gender,
racial groups, religious, and ethnic backgrounds.
- The number of students in elementary is 11. 7 girls and 4 boys. They are in
grade 3 level, and most of them ages 8- 9. About their religion, the teacher said
that they are open for all religions that’s why in praying they don’t do sign of the
cross because they know that not all students are catholic.

During class:
1. How much interaction is there in the classroom? Describe how the
students interact with one another and with the teacher. Are there groups
that interact more with the teacher than others.
- With regards about their interaction inside the class, the students are all active
and smart in answering questions.

2. Observe the learner seated at the back and the front part of the room. Do
they behave and interact differently?
- Yes, which is opposite from what I observe in public schools. Students at the
back are so silent, like they just want to be alone, but the student in front
apparently wants to be noticed all the time.

3. Who among the students participate actively? Who among them ask for
most help?
- There are 2 students who are so competitive in class. For instance, they are
asked to write and then one of them should be done first. Also, the girl in front
is competitive as well and actively participate in class. I cannot really see the
student who ask for most help because all of them as I observed are all active
and smart.

4. 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?
- Absolutely, when a student cannot answer the question, there is always one or
two student wants to raise their hand to answer the question. In elementary
students, the students are active in answering questions, you don’t need to ask
them one by one or randomly. Thus, this style commonly be seen in high
school or Grade 6.

Outside class:
1. How do the students group themselves outside class? Homogenously,
by age? By gender? By racial or ethnic groups? By interests? Or are the
students in mixed social groupings? If so, describe the groupings.
- In elementary and pre- school, they want to bond with each other no matter
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 OBSERVATION REPORT
Name of the School Observed: Davao Wisdom Academy
School Address: Torres Street, Poblacion, Davao City
Date of Visit: September 20,2022

The school is indeed conducive to learning as well as the classroom. The area of the
school is not big, but as I observe that students are given quality of education. I am
amazed by the students there and the vision, mission and goals of the school. I was
assigned in the elementary level. The first thing that I have observed is the activeness
of the student during their discussion. Also, the teacher is very hands on the student,
like she always observes what the student’s doing, if they’re still writing or listening. At
the very young age, elementary students knows how to use pencil correctly and can
able to identify objects, problem- solving.

I also observe that there are student who are introvert, they are sitting at the back. I
noticed it as they’re having their recess break. All of her classmates are talking and
playing each other, but she’s just sitting in her chair throughout the break. I also see
competitive students. During our observation, there are two students who are
competitive in elementary. For instance, when a teacher asks them about the lesson,
she must be the first person who’ll answer that question. There are also students that
is very competitive in writing.

After the observation, I realized that being a teacher needs to be flexible and know
the needs of our student. We need to know how we will engage them with our lesson,
we must be able to know their interest and capacities.

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ANALYZE
1. Identify the persons who play key roles in the relationship and interactions
in the classroom. 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?
- In elementary, I can say that most of the students are attention seeker, like they
really want to be entertained by their teacher from time to time. In high school,
there’s one student who is joker which makes the classroom fun and enjoy.

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 y the others? How is this shown?
- Yes, there’s one student at the back appear different, in a fact that she just
wanted to be alone. When the teacher asks them to answer the question given
on the board, she’s just silent while her classmates are actively participating.
Although, she’s different from other student, yet she’s still accepted and not
rejected by others because I can see that her classmates still coming to her to
talk.
What does the teacher do to address issues like this?
- The teacher always monitor the student. Since they are just few, a teacher can
be able to look for all of them. Also, by giving them equal treatment, so that the
child will never feel that they’re different from others.

3. How does the teacher influence the class interaction considering the
individual differences of students?
- The teacher understands why there are student who appear different from the
class because the students are still adjusting from the normal classroom. Since
for the past 2 years, we are experiencing pandemic, its different from regular
class. The teacher’s strategy is to engage them with lesson that they can interact
with each other.

4. What strategies does the teacher use to minimize the benefits of diversity
in the classroom? How does the teacher leverage diversity?
- According to the teacher, when she was still having her training, she noticed the
students with special needs and the diversity of learners. First thing she do was
to talk to the parents regarding on their child on how he/she at home, what other
behavior they have. Through this, the teacher will understand how a student
behave in a class and what method/ activities will she do to get the attention of
the student.

REFLECT

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1. How did you feel being in that classroom? Did you feel a sense of oneness
or unity among the learners and between the teachers?
- Yes, there is unity among learner and teacher. Although there are students who
are left out, but others are so active specially during discussion, they always pay
attention. However, there are student appear left out, the teacher has also
strategy on this. As we begin observing the class, I really felt happy seeing those
students who actively and excited to the lesson.

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3.2 OBSERVING DIFFFERENCES AMONG LEARNERS WITH DISABILITIES,
GIFTEDNESS AND TALENTS

OBSERVATION REPORT

Name of the School Observed: N/A

School Address: N/A
Date of Visit:
REFERENCE: (226) Recognizing Number 5 (Teaching Demo in SPED) - YouTube

We’re not able to visit a school for SPED, what I’m doing was to search on
YouTube. Teaching special education is really tough specially if the teacher is
not strong enough to teach and engage with student with different abilities. As I
have observed in the video, the strategy of the teacher is always repeat what
she’s just saying. The students are determined to learn despite of their
condition, they are eager to listen and participate to the discussion of the
teacher. We cannot deny the fact that there are student who are not performing
well in the class, the teacher’s strategy is to call them to answer the question to
get his/her attention.

If we compare the regular students and those with special needs, I think for me,
it’s easier to teach the student in regular because we just need to know what’s
lacking on them, how we can help them on their behavior and etc. But, in
students with special needs, we need to know them specially in their difficulties,
we may use differentiated instruction, so that we would know interest in learning,
how they can learn easily and most specially how we can handle them despite
their differences.

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 ANALYZE

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

- My sources is from internet and based on my observation outside the campus.
My observation matches the information given by the teacher, when we teach
special education, we must have a long patience because we are dealing with
different talents, disabilities of a child. It is indeed that teaching special education
is not easy.

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.
- As what I’ve observed, the teacher use objects and drawings to incorporate the
lesson. I believe that student can easily understand the lesson when they are
given variety of presentation. For the ability level of student, since they are still in
elementary, they can write, think critically and can solve problem-solving.
3. Describe the method used by the teacher in handling the students’
differences in abilities. How did the students respond to the teacher?
Did the teacher use differentiated instruction? If yes, describe how?
- We all know that all students are attractive in objects, the teacher’s method is to
call them their attention by answering given in the blackboard. Their subject that
time was math, the teacher is doing differentiated instruction to know the interest
of student on the lesson.

REFLECT
1. Recall the time when you were in elementary or high school. Recall the
high school and low achievers in your class. How did your teacher deal
with differences in abilities? Was your teacher effective?
- When I was in grade 5, I have a lot of classmates who cannot read yet. My
teacher did a remedial class for them. We are divided into groups who are good
in spelling and reading, so that we can help those students. It is very effective for
me, because aside from we are teaching spelling and reading, we are also
learning from them. The teacher always corrects us specially on the
pronunciation of the words.
2. What dispositions and traits will you need as a future teacher to meet
the needs of the learners?
As a future teacher, these are the following dispositions and traits to response to
my learner’s needs:
 Effective communication and active listener to the student.
 Before I proceed to my discussion, I should have a goal at the end of my
class.

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  Give time and effort to student, and understand the diversity of learners.

ACTIVITY 3.3. OBSERVING THE SCHOOL EXPERIENCES OF LEARNES WHO

BELONG TO INDIGENOUS GROUPS.

OBSERVATION REPORT

Name of the School Observed: Alon Elementary School

School Address: Sitio Alon, Barangay Malabon, Paquibato, District Davao City
Date Visit: September 24, 2022 (virtual observation)

My observation is based on interviewing one of my teachers before, she’s handling

indigenous students from Alon Elementary School. Most of the students are Lumad,
but there are also native learners there. Lumad has 13 ethnic groups including
Manobo, Mandaya, T’boli, etc. Lumad are originally from southern Philippines and
are non- Muslim indigenous people in Mindanao.
Their greetings in the morning is “ Maopyan Masolom Kaninyo to Langon” which
translate to English as Good morning Everyone. By knowing their languages and
cultures, we can easily understand them.

The totality of student in that school is 242 in elementary, and 60 in high school. Since
we are still adjusting in pandemic, every classroom should have atleast 20 students
only. This is to follow the protocols of the government. Currently, they are still in the
process of developing the classroom as well as the surroundings. Although the
teachers are having a hard time on adjusting the students there, yet, they are
determined to teach those students despite the diversity of each learner. I am also
happy to see that the students are eager to learn, they are active listeners and very
attentive during discussion and activities.

The challenge in this curriculum is that I can really say that it is not yet conducive to
learning because there are lots of things that needs to improve specially on the
equipment and facilities. These are the things that can help indigenous students on
their needs.

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 OBSERVE REPORT
(You may include photos here)

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 ANALYZE
Curriculum Design, Competencies, and Content Answer each question based on your
observation and interview data.
1. Does the school foster a sense of One example on how the school foster the
belonging to one’s ancestral domain, a sense of belonging to Lumad’s practices is the
deep understanding of the community’s way they learn the languages. And respecting
beliefs and practices. Cite examples their ornaments of every woman and the woven
dresses they wear.
2. Does the school show respect of the I don’t think that the school follow what their
community’s expression of spirituality? belief specially on spiritual aspect, but I believe
How? that the teachers are always respecting what
their students culture, beliefs and values.
3. Does the school foster in the indigenous Yes, the school show a deep appreciation of
learners a deep appreciation of their Lumad’s identity by encouraging them that
identity? How? whatever color they have and their looks, they
must be thankful for it because that’s the
signature of being a Lumad that other people
don’t have.
4. Does the curriculum teach skills and Although, the school has a lot of indigenous
competencies in the indigenous learners students, but they also consider the native
that will help them develop and protect learners. Therefore, their curriculum are general
their ancestral domain and culture? and not only focused on IPED curriculum.
5. Does the curriculum link new concepts I think the school add subject that is connected
and competencies to the life experience to their cultures and beliefs to preserve it.
of the community?
6. Do the teaching strategies help Yes, the teachers’ strategies is to incorporate
strengthen, enrich, and complement the lesson which the Lumad’s can relate. Such as
community’s indigenous teaching- by giving them examples about their cultures,
process? and activities like dancing, or communicating
using their language and culture. But although,
learning second language is also important for
us whether a student is indigenous or native, we
must also preserve our international language,
7. Does the curriculum maximize the use of During my interview, the teacher didn’t mention
the ancestral domain and activities of the it. But I think they does to meet the needs of
community as relevant setting for learning indigenous students.
in combination with classroom- based
sessions? Cite examples.
8. Is cultural sensitivity to uphold culture, I wasn’t able to ask this to the teacher.
beliefs and practices, observed and

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 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 Teachers incorporate community values and
community values and culture? How? culture into their assessment practices by
ensuring that they are cultural sensitive and
specially consider the group’s language,
resource that are easily accessible in the
community.
10. Do assessment processes include Teachers’ activities assist students improve their
application of higher order thinking skills? critical thinking skills by presenting them with
concepts and real- world problems to solve.

What do you think can still be done to promote and uphold the indigenous
peoples knowledge systems and practices and rights in schools?
- I think to promote and uphold the indigenous people knowledge is to have their
own curriculum which helps them to enhance their culture and tradition. Also,
there should be teachers that can teach even though they’re living in the
mountain. Most of the indigenous people are living in a rural, and so a teacher
must be determined to teach them.

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

1. What new things did you learn about indigenous people?

- One thing that I have learned about indigenous people is that as a teacher, we
should always focus on the things that they can relate. We also need to preserve
their cultures, languages, beliefs and values. And to give them the confidence
that despite of our differences, yet we are all unique the way we are.

2. What did you appreciate most from your experiences in visiting the school
with indigenous learners? Why?
3. For indigenous learners, as a future teacher, I promise these three things:
3.1. Be open to and respect indigenous people by accepting who they are
and learn to love their cultures.
3.2. Uphold and celebrate their culture, beliefs and practices by making a
special event in the school that will help them realize that we value
their culture.

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 3.3. Advocate for indigenous people education by enhancing IPED
curriculum and accept every learner.

SHOW YOUR LEARNING ARTIFACTS

With the principle of individual differences in mind, what methods and strategies
will you remember in the future to ensure that you will be able to meet needs of
both the high and low achievers in your class? Make a collection of strategies on
how to address the students’ different ability levels.

PROVIDEAAVARIETY
VARIETYOF
OFLEARNING
LEARNING Know where the students are at
PROVIDE
MATERIALS academically and know where they can
MATERIALS
possibly go.

STRATEGIES ON HOW TO
ADDRESS THE STUDENTS’
DIFFERENT ABILITY LEVELS.

Create a variety of activities to meet the

needs of students

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 LINK THEORY TO PRACTICE

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 the class.
B. The less 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 students’ varied cultures.

2. Which students thinking/ behavior indicates that she/he values diversity?

A. He/She regards his culture as superior to other’s culture.
B. He/She regards his culture as inferior to other’s culture.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes the differences among people and disregards their
commonalities.

3. What teaching-learning implication 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 student groups.

4. All features of the Indigenous Peoples Education Curriculum, EXCEPT

A. Affirms and strengthen indigenous cultural identity.
B. Makes education exclusive to the indigenous culture.
C. Revitalizes, regenerates and enriches IKSPS and indigenous languages
D. Anchors the learning context on the ancestral domain, the community’s
world view, and its indigenous cultural institutions.

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

8. Which of the following demonstrates differentiated instructions?

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

9. Which teaching practice 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 fast learners and
another for the slow learners.
D. Applying two sets of different standards.

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EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 3-Focus on Gender,
Needs, Strengths, Interests, Experiences Language, Race, Culture,
Religion, Socio- economic Status, Difficult Circumstances, and
Indigenous Peoples

Learning Outcomes: 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);
demonstrate openness, understanding and acceptance of the learners’
diverse needs and backgrounds.

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 Name of FS Student: Jailyn M. Cedeno Date Submitted: October3, 2022
Year&Section: 4th year and Abraham Patriarch Course: EDUC12 FS1

Learning Excellent Very Satisfactory Needs

Episode 4 satisfactory 2 Improvement
3 1
Accomplished All observation One (1) to two Three (3) Four (4)
Observation question/ tasks (2) observation observation
Sheet completely observation questions/task questions/tasks
answered/ questions/tasks s not not
accomplished not answered/ answered/ answered/
accomplished. accomplished accomplished
Analysis All observation All observation All Four (4) or
questions/tasks questions/tasks observation more
completely; completely; questions/task observation
answers are answers are s completely; questions were
with depth and clearly answers are not
are thoroughly connected not clearly answered;
grounded on to theories; connected to answers
theories; grammar and theories; one were not
grammar and spelling are (1) to three (3) connected
spelling are free grammatical / to theories;
free from error. from error. spelling more
errors. than four
(4)
grammatical/
spelling errors.
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Reflection Profound and Clear but lacks Not so clear Unclear and
clear; depth; and shallow; shallow; rarely
supported by supported somewhat supported by
what were by what were supported by what
observed and observed and what were were observed
analyze analyzed. observed and and
analyzed analyzed.
Learning Portfolio is Portfolio is Portfolio is 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 learning context of the the learning the learning
outcomes. learning outcomes. outcomes; not
Complete; well- outcomes. Complete; not complete; not
organized, Complete; well- organized. organized; not
highly relevant to the organized, very Relevant to the relevant.
learning outcome relevant to the learning
learning outcome
outcome.
Submission Submitted before the Submitted on Submitted a day Submitted two
deadline the deadline after the days or more
deadline after the
deadline.
COMMENT/S:
Objectively, all questions are Over-all Score Rating:
answered, although there are
some questions that weren’t
thoroughly discussed.
15
(Based on
transmutation) 87
Nonetheless, the output is
submitted prior to the deadline.
TRANSMUTATION OF SCORE TO GRADE/ RATING
Score 20 19-18 17 16 15 14 13-12 11 10 9-8

Grade 10 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5
99 96 93 90 87 84 81 78 75 72

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 DR CELIA D. ANDAS, LP T, October 03,
2022
Signature of FS Teacher over Printed Name Date

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