OBE Due Cll)how to use the guide To the Student Teacher Field Study 1 handbook will guide you to conduct the art and process of a systematic observation and inquiry. It provides ten systematic observational inquiry focused on four major areas: the cooperating school, the learners, the teachers, and the school community. The experiential episodes will gradually introduce you to specific teaching challenges and gradually prepare you for your forthcoming internship. You will begin as a “participant observer” engaged in meaningful field observation tasks noting and recording significant events inside and outside the classroom. Do not just be an “gnlooker” but a learner who is a sensitive observer and inquirer. The order of observation tasks in the handbook is not mandatory. There may be unavoidable circumstances that the observation of the theme is not possible. Conferring with the cooperating teacher before observing may be helpful to determine the possible focus of observation for the day and to orient you on some particular aspects of observation. Feedback in coding observation statements include only spoken feedback. Your Field Study 1 will provide a context for your participation experiences in Field Study 2 and more importantly for your Teaching Internship journey. You are becoming a teacher now! To the Teacher The Commission on Higher Education's (CHED) revised professional component of the Teacher Education Program has provided a more integrated two Field Study courses prior to Teaching Internship (CMO No. 74 & 75 s. 2017). Field Study 1 will immerse preservice teacher education students to actual classroom situations and learning environment through direct observations and inquiries and will be continued in Field Study 2 that will allow them to participate and assist in actual teaching learning activities. The curriculum switch in teacher education internship program requires that student intern should engage in meaningful systematic experiential observation and inquiry. The Field Study 1 refreshes them of what they learned in professional v5 and at the same time fills in some gaps that can best be acquired through aet it inqui assroom and school communit | direct observation and inquiry as a part of a cl ty The student will be guided through a developmental sequence of ten data-baseg | learning experiences focused on observing the cooperating school, the learner, the| e Ps teacher and the school community. Two inquiry tools will be utilized in Field Study 1, guided observation ang structured interview. However, it may be necessary to rearrange the order anq| collapse the experiential components of the learning experiences. The order of observation themes is not mandatory. This experiential observation and inquiry will be optimally used if pre and post observation conferences are integrated to each episode. The Cooperating Teacher can enhance the observation with upcoming student teaching experiences. The Field Study handbooks can be utilized for both BEEd and BSEd student teachers. Specific instructions are given separately for each group in the learning episodes. It is advisable that necessary orientation be given to this effect. vicontents The Experiential Taxonomy: An Orientation Walk Through--~ Transformational OBE Field Study Framework --- OBE Experiential Tasks in the Different Field Study Lessons --- Outcome-Based Education: Response to Quality Learning ---- My Learning Journey in Field Study 1 --- Experiential Landscape of Field Study 1 --- A. Getting Ready for Experiential Learning -- B. Observing Your Cooperating School Learning Experience 1: The School for the Learners---~- Learning Experience 2: The Classroom for Learning---~ Learning Experience 3: Flashback as Learners ---- C. Observing the Learners Learning Experience 4: _ Understanding the Learners --- Learning Experience 5: Learner's Development and Instruction ~ D. Observing the Teacher Learning Experience 6: The Teacher as a Classroom Manager-~ Learning Experience 7: The Teacher as a Facilitator of Assisted Learning Learning Experience 8: The Teacher as an Implementor of Purposeful Assessment --~ Learning Experience 9: The Teacher as an Effective Administrator -~ E. Observing the Community Learning Experience 10: Observing the School Community as a Learning Resource- viiaoonasisestaill THE EXPERIENTIAL TAXONOMY: AN ORIENTATION WALK THROUGH The Experiential Taxonomy serves as your basic framework in articulatin Outcome-Based Education (OBE). The Taxonomy will help you plan an experience with specific objectives, a set of systematically sequenced activities, and varieg assessment processes toward achieving the goal of developing higher-order thinking skills (HOTS) among the learners. This is very helpful for the Field Study Educator and the Field Study Student. ‘The experiential taxonomy developed and tested for many years by Norman W. Steinaker and M. Robert Bell has proven to be an effective tool for teacher development. Since teaching addresses the whole of human experience, there is a need for Field Study students for gestalt taxonomy to provide a framework for understanding the meaning of a total experience. As an experiential component of the present teacher education program Field Study is an actual “living through” events in the personal and professional life of a teacher. These experiences are perceived as an integrated whole and not as separate cognitive, psychomotor or affective response. The table on the next page shows the relationship of Steinaker and Bell experiential taxonomy to Bloom, etal., cognitive, Simpson psychomotor, and Krathwol, etal. affective taxonomies: viiiRelationship of Experiential Taxonomy to Cognitive, Psychomotor'and Affective Taxonomies er Senay Ce eae) Cognitive Taxonomy (Bloom, et.al) eens ae Cr] read Cee) Exposure - 1 Remembering - L1_ Perception - 1.1 Receiving- Consciousness recognizing use of sense to willingness to and readiness and recalling obtain cues to give attention for further information — « guide motor experience activity P 12. Set objectives readiness to activity 2 12 Understanding - 13 Guided 1.2 Responding - fe) Becoming a constructing responses actively part of the meaning performing with participating experience a guide a (5. Identification - 13. Communication - Coming applying and using together of carry out process the learner ’ and the’ experience 4. ‘Internalization ~ L4 Analyze - L4 Mechanism - 1.3 Valuing - attaching Experience breakdown automatic worth to affects the life materials into parts performance experience of the learner to identify with proficiency | 1.4 Organizing- relationship of parts | L5 Complex overt bringing together LS Evaluating - making response-skillful different values judgment based performance XQ on criteria ay ~\ 5. Dissemination - Positive sharing through personalized sharing L6 Creating - putting elements into new whole 1.5. Characterization - value system has controlled his behavior (not immediately observed) MNZTRANSFORMATIONAL OBE FIELD STUDY FRAMEW/ORK The experiential taxonomy provides a synthesis of all aspects of CoBnitiy, | affective and even psychomotor elements in the total field learning experience of prospective teachers. Likewise the experiential taxonomy not only relates, but agg | strengthens, supplements, and blends the different levels of the three taxonomies int, a total OBE Field Study organizational framework. F Institutional Intended Learning Outcomes INTENDED LEARNING OUTCOMES Program Intended Learning Outcomes Course Intended Learning Outcomes Learning Outcome macuovxm (lito) (Pio) (cto) NCBTS Teacher Education <= Field Study CMO 30, s. 2004 Curriculum Program Outcome-Based Experiential Tasks FS Intended Formative ZO-4a>v—-n-4aEv ZO-4y0-2-42m0-— ZO-A>N-Pdpzama2z— 2o-4>2-Emuu-0 Assessment it Summative Assessment ‘An Overview of the Entire Field Study Experiential Process oe and CMO 30, s 2004 serve as the theoretical framework for all stitutions offering teacher education degree programsThe Field Study Program allows the Prospective teachers to experience directly or vicariously classroom teachings before they finally go to the field to teach. The field experience also gives the prospective teachers an overall view of what to expect, especially, with regard to the implementation of the curriculum. The Field Study Program draws its rationale from the National Competency- Based Teacher Standards (NCBTS) as contained in Commission on Higher Education (CHED) Memorandum Order, No. 30, s. 2004. This issuance necessitated an examination and enrichment of the Teacher Education curriculum, an important feature of which is the inclusion of Field Study Program. The Field Study Program provides for outcome-based experiential tasks, such that the prospective teachers go through increasing opportunities for experience, from simple awareness, participation, identification, and ultimately, internalization and dissemination or sharing of one’s learnings. Assessments are put in place to determine the level and extent from which outcomes are attained There are five (5) basic sequential steps that build interdependently as the prospective teachers go through a series of experiential tasks, namely: Level 1. Exposure - an invitation to experience; creating an awareness of the experiential task &9 Level 2. Participation - generating data; and deducing insights and meanings from the experience @) Level 3. Identification - recognizing the emotional and intellectual contexts of the experience Level 4. _ Internalization - imbibing and “feeling” the experience in one’s life as a future teacher €9 Level 5. Dissemination - sharing the experience with others ; through varied modalities xiOBE EXPERIENTIAL TASKS IN THE DIFFERENT FIELD STUDY LESSONS - LVS Unstructured Interviews Raw data Directed Observation Exposure Sensory experiences Data Exploration Preparation Cee an invitation Viewing to experience Interviewing Data Gathering Activities OO Data with attached meanings Walk Through Participation Insights Brainstorm meaning Modelling Behavior exploration Structured Data Gathering Conference Sree Analyzed da Field Trip \dentification ees oe Charting Observation recognizing Data Field Activities Conferencing [the experience| Student Seminar incu Internalization __ Values A Pe imbibing the Critiqued data Simulation ieee od Peer Teaching V. Reflection Dissemination a ae Personalized Sharing Sharing of ooo Critiquing information xiiOUTCOME-BASED EDUCATION: RESPONSE TO QUALITY LEARNING The shift from the traditional input-based education (IBE) to Outcome- based Education (OBE) is being energized by the increasing demand for vigilant enforcement and accountability in all sectors of education. Stakeholders consider this student-centered and constructivist platform as a timely response to quality learning. Adriana Publishing, in its mission to advance the strides of the education sector, is offering the Teacher Education Textbook Series with an OBE framework, a trailblazing effort addressing the challenges posed by the 21* century. What is OBE? OBE is a process of curriculum design, teaching, learning and assessment that focuses on what students can actually do after they are taught. The basic tenets of OBE were advanced by the American Sociologist, William Spady, who defines OBE as... @ comprehensive approach to organizing and operating an education system that is focused on and defined by the successful demonstrations of learning sought from each student (Spady, 1994:2) Spady underscores Outcome as... clear learning results that we want students to demonstrate at the end of significant learning experiences... and are actions and performances that embody and reflect learners’ competence in using content, information, ideas, and tool successfully. In his own words, the paradigm shift’s goal was “to have a way for more learners to become more capable, empowered, and successful than what traditional conditions were allowing.” The Commission on Higher Education (CHED) defines Outcome-based Education as “an approach that focuses and organizes the educational system around what is essential for all learners to know, value and do to achieve a desired level of competence at the time of graduation (CHED Implementation Handbook, 2013). Spady (1993) Identified Four Basic Principles of OBE: 1. Clarity of focus about outcomes - Learners are certain about their goals and are always given significant, culminating exit outcomes. . Designing backwards - Using the major learning outcomes as the focus and linking all planning, teaching and assessment decision directly to these outcomes. Consistent, high expectations of success - Helping students to succeed by Providing them encouragement to engage deeply with the issues they are learning and to achieve the set of high challenging standard. » Expanded Opportunity - Developing curriculum that allows every learner to Progress in. his/her own pace and that caters to individual needs and differences. xiiiWhy Shift to OBE? OBE is distinguished from other reforms by its focus on outcomes, thereby enabling it to address the pressing worldwide concerns on accountability, ang effectively pairs legislative control with institutional autonomy (Evans, 1991). OBE makes it imperative to lay down what are the intended learning outcomes of an institution, and commit its educational resources until the goals are achieved. In its transformational phase, OBE is the benchmarking concept trending in higher education. It aims to organize a work-integrated education (WIE) at the program level to link students and faculty with the industry and eventually engage leaders of the profession and industry to enrich the teaching and learning activities. ‘As diverse countries are synergizing towards connectivity propelled by technology, OBE is preparing young learners for global living. How to Adopt OBE? In OBE, learning outcomes are constructively aligned in a learning program that fits this framework: Framework of Outcome-Based Education ¥ Institution’s Vision, Mission and Goals Institutional Outcomes (Competencies of HEI Ideal Graduate; Impact to Society) Program Outcomes (Competencies of Program Graduate) Standard and Demands Learning Outcomes Social Environment Context rere T Learning Environment: Assessment and Evaluation Py a) Content and Methodologies Teaching-Learning Systems Source: CHED Implementation Handbooka. Institutional Intended Learning Outcomes (IILO) - what the graduates of the university/college are supposed to be able to do b. Program Intended Learning Outcomes (PILO) - what graduates from a particular degree program should be able to do c. Course Intended Learning Outcomes (CILO) - what students should be able to do at the completion of a given course; and d. Intended Learning Outcomes (ILO) - what students should be able to do at the completion of a unit of study of a course In the Outcome-Based Teaching and Learning (OBTL) Instructional Program, the learners take the center stage, as traced back to Tyler’s (1949) basic principle of curriculum and instruction: It is what the students do as evidence of their learning. OBTL has a three-pronged implication: for the learners/students, it promotes a deep and lifelong learning skills; for the teachers, it promotes reflective teaching practices, and for the Institution, it addresses continuous program improvement. Under OBE, the Word Syllabus is replaced by a learner centered term called a Learning Program, consisting of the sample elements for a Learning Matrix as shown below (CHED Implementing Manual, 2013): (Ease + Introduction |* Case Study | + Case Files * Case Analysis: to attitude and |* Discussion * Guide Questions | * Identifying ee fel tlt "Discuss Interrelations between | behavior * Role Playing | « Role Playing interrelations, attitude, | Interrelations Exercises “Concept behavior and | between.attitude, Mapping the other | behavior and factors in | other factors in Society society Share insights |» The nature of |*Mediated | Readings + Group Report on current an educational Lecture * Guide Questions issues and | setting Small Group —_| « LCD Projector challenges in |* Current issues and | Discussion * Lap Top an educational | challenges * Group Reports setting The OBE curriculum is driven by Assessments that focus on well-defined learning outcomes and not primarily by factors such as what is taught, how long the students take to achieve the outcomes or which path the students take to achieve their target (Kissane, 1995). The learning outcomes are projected on a gradation of increasing complexity that students are expected to master sequentially. xvThe full implementation and success of OBE demands a concerted effort, ag in the old aphorism: It takes a village to educate a child. There is an urgent call for all concerned to keep the rhythm in the steady march of humanity’s progress; fo, educators, strategizing educational planning that is results oriented; for learners, assuming greater responsibility and actively participating in the learning process, and for parents and the community at large, exercising their right to ensure that the quality of education for the next generation is not compromised by social, political and economic concerns. This textbook series is Adriana Publishing's keeping in step to the beat of the here and now, from the transmissive to transformative teaching-learning paradigm. Outcome-Based Assessment: Formative and Summative OBE encourages the use of variety of assessment styles. Variety of methods includes watching the students working in a group, listening to the students explaining their thoughts, feelings and reflections, reading the students’ observations and experience, evaluation of their own work and other activities that provide evidence of students’ learning. The use of rubric is very important in OBE because rubrics provide clear set of criteria for students’ learning outcomes that include descriptions of levels of | performance quality, based on the criteria. Intended learning outcomes are best | indicated by performances - things students would do, make, say or write. Learning outcomes are assessed using either analytic or holistic types of rubric. Analytic rubric is for assessing learning outcome with specific dimension or trait. Criterion on the specific skill is set for assessment of skills-based lesson. However, there are lessons which require students’ complete demonstration of their learning outcomes and experiences; therefore holistic type of rubric is deemed necessary because the overall judgment of the students’ outcome or the wholeness of the experience is being assessed. | Therefore, the assessments’ focus may vary from overall to specific | demonstration of quality, proficiency, and understanding of contents or skills, More | importantly, an on-going feedback between the learners and facilitators is required. The Assessment of each Intended Learning Outcome (or ILO) is determined by | the reported data or responses to the questions to be provided by them as observed. This could serve as a basis in measuring the levels of knowledge, skills and values they develop out of the experiences in the field. Rubrics are used to determine the achievement of learning outcomes of experiences. This is found at the end of each Learning Experience. xviThe Outcome-Based Field Experiential Learning Guide (FELG), was developed, out of the educational belief and thinking that “hands-on” experience assures effective learning. The use of this Guide provides the prospective teacher with the opportunity to experience, as close as possible, actual classroom instruction, even while still studying to be a teacher. This is achieved by classroom immersion through structured observations of actual classroom teaching. References: Biggs, J. and C. Tang (2007). Teaching for quality learning at university. New York: Mc Graw. Evans, J. K. (1991). Can we achieve OBE? Educational Leadership, 73-74 (2013). CHED implementation handbook for OBE. Quezon City: Commission on Higher Education Kissane, S. W. (1995). Systematic approaches to articulating and monitoring expected student outcomes. Murdoch, Western Austrialia: Murdoch University McAvoy, B. (1985). How to choose and use educational objective. Medical Teacher (71), 27-35. McDonald, H. V. (1997). OBE. A Teacher’s Manual. Kagisco: Pretoria. Spady, W. (1993). Choosing’ outcomes of significance. Educational Leadership, 51(6), 18-22. T. Guskey, P. P. (1995). Mastery learning in the regular classroom. Teaching Exceptional Children, 27(2), 15-18 Tyler, Ralph (1949). Basic principles of curriculum and instruction. University of Chicago Press xviiMY LEARNING JOURNEY IN FIELD STUDY 1 BEGINNING WITH THE END IN MIND Learning Outcome 9 Draw lessons from good test | | Learning Outcome 10 ; | administration practices. | Learning Outcome 8 Identify ways in which assessment : can be used for teaching and|__| Learning Outcome 7 learning. Identify assisted learning strategies provided by teachers. Learning Outcome 6 Develop an organized personal plan of management of instruction, Apply knowledge of learners’ behavior, environment, relationship, cognitive characteristics to routine and time inferred from instructional strategies, observation of the CT. Learning Outcome 5 Learning Outcome 4 Identify the cognitive characteristics of learners belonging to their particular developmental stage. Learning Outcome 3 Draw similarities and differences of learners’ characteristics across domains and stages of development. Learning Outcome 2 Recommend an appropriate Classroom structure and display for Promoting learning. Learning Outcome 1 Advocate school programs for addressing learner's developmental needs, xviiiMy Learning Journey: Beginning with the End in Mind My learning Journey in Field Study starts with the end in mind. At the outset of this learning experience, the expected outcomes are made clear to the students. The Learning Outcomes set the tone and direction for every field study learning experience. The expected outcomes are attained through a set of Experiential Tasks and Reflection Triggers. The former represents what they will be exposed to; while Reflection Triggers serve as jump-off point and provide structure for them to process the learning experience starting from simple to complex tasks. Guided by the Reflection Triggers, students will go through the Experiential Tasks to achieve the expected outcomes. The Reflection Triggers stir or motivate them to exert more effort in making full use of the field-learning experience as contained in the Experiential Landscape of Field Study 1.EXPERIENTIAL LANDSCAPE OF FIELD STUDY 1: OBSERVATIONS OF TEACHING-LEARNINC Course Intended Learning Outcome: eS ACTUAL SCHOOL ENVIRONMENT At the end of Field Study 1, the Teacher Education students wil documented the application of educational theories, principles and tea learning strategies in the field through observation. INTENDED esd LEARNING ourcome eeeerrrenst nes fxs Satins Ren fx Coperienel Ueerming 'B,_Observing Your Cooperating School ia reer) ee rd revert) 1. Theschool for | Advocate schoo! Sketching the map Getting acquainted the teamers | programs for with the facilities and res resources of the schoo! ‘of a schoo! showing addressing leorners’ | its developmental needs 2 The Classroom | Recommend an Observing features Recognizing Designing an ideal | Rube for teaming | appropriate classroom | of two classrooms | differences in the dlassroom structure | Appropriateness of lay | of different levels ture and display that can promote | Application {or prometing earning. real of classrooms of two active learning for 3 aitere fiven developmental stare Identtying vrious Dacoverng the | Recogniing and Reflecting onthe | Rubric domaine of growth and |_| growth patterns in| accepting one's value of acer Depth of Undestanng| development the aes the charac ees of development and needs of serors domaine of development Under stants [een become Validating the Giving suggestions | rubric: choractersts of ontow teachers | Relevance of leomes belonging can develop the ication ‘ether pomeuor’ | Score Pagers [hates fenves then’ | women? tebvon, | Cogntresaives | egies ‘according to Piaget's | class, iamners thrave) Sh tol sage. | cognitive theory cbserved behaviors af learners x xxiond eg Cid ACTIVITIES co Identifying the roy A knowledge instructioné 5 tasers oe TAGONC Drowing the Exempliying Rubric Dectome, |Somcensert | ewraninthe | SF lsony applicators of the | appropiate Relevance of and Instruction ferent stages of teaching 2 particular ics instructional Exemplifications: ae instrstionol diferent sages of | tea ‘ar ||. in teaching learners | cogntve characters tractional Exempla strategies. engative developmen of a particular of learners in strategies for copmve sage | teacangiearning | teaching ed ay on ror | Gathering data o saier”TOevelop on waned | Osage 2 & Me remnem | personel pln of | paelogaltheores, | teacher managemen, || sharngatsenatin | Myown wshitof ] connecing what] Rubric sadam |ogement of | research mode and. | techniques troups” || expreces tompctencesese, | cbseved = Depth of Reteton ue instruction, behavior, time tested teacher ‘observation classroom manager reflection cenironmert, management pracices reocoah,Futie, cd te inered rr servation ofthe CL 7 tae essed Observing diy Hector Identifying the Recogiing the Waring a journal | Rubric leaming strotegies learning routine of | practices in providing || tetra sssted importance of article on how to Depth of. proved by teachers! | students in school? — | atated learning) || taarning prices assisted learning, ‘engage in assisted Understanding 8 tetera | erniy ways in which | catherng formation | Processing Wferingratorae | Kenting he Commivingo ado | uti ot eros | sed for teaching and from teacher = or teaches behind the pracices” | toumprove teaching.” | Understanding fueament | eomig interdewees and taming 5 Thetexsnras | aw essonsfrom | Observing atest | Recording practes || Matcnngteachers | infering the benests | Formulating rubric anetece | soos test aeinstron prior tm, dg, and | | tein races with | ofacmiterg teats | gudaines x Relevance of Lessons E Ohevig The aay stot [cowering tat TRecoring nora | | Sowing oie sumone taoreverm | Gries Community as | profie ofthe” | Community Walk ‘obtained from the ‘ learning resources learning ‘on school - Understanding Learning community, community walk and | | ore concerns Using 2 KWL chart community persons sal xxiiGetting Ready for Experiential Learning Introduction Welcome to your first field study course in your teacher education program! Field Study 1 (FS 1) will experientially support your previously taken foundation professional education courses, particularly on how educational theories, principles, and strategies are applied in actual school environment. Thus the Course Intended Learning Outcome (CILO) for FS 1 is At the end of Field Study I, the pre-service education students shall have documented the application of the educational theories, teaching and learning principles and strategies, classroom management and assessment in the field through direct observation and inquiry. The learning episodes of the program focus on learners’ characteristics and behavior, teachers’ strategies in teaching, classroom management, and assessment and the learning environment which includes the school and the community. As an FS student, you will be using two basic learning tools: OBSERVATION as an information gathering technique and documentation through PORTFOLIO for recording, synthesizing, and sharing your learning. As an observer, you will be guided by this manual on what relevant aspects of teaching and learning to observe and how to go about the process to attain the intended learning outcome. The two learning tools jibe with the basic components of the time-tested experiential model (Steinbaker and Bell, 1979) for teaching and learning. For this course, the OBSERVATION process will introduce you to becoming experientially aware of a learning phenomenon (Exposure), to being actively involved (Participation) in the process, and to being immersed in the social and intellectual context (Identification) of the intended objective through inquiry and analysis. Relevant documentation using the PORTFOLIO on the other hand, will lead you to imbibe the experience (Internalization) as a future teacher and share your learning (Dissemination). Figure 1 illustrates the relationship between the experiential model and learning tools. Getting Ready for Experiential Learning 1Experiential Taxonomy Pees ‘OBSERVATION Figure 1: Experiential Learning Model Using Observation and PORTFOLIO Use of @ Portflio ‘A: Observation as an Information-Gathering Technique adap two types: direct or indir Direct observation requires your actus] | presence in site like being in the classroom or school premises whey ! observing learners. Indirect observation on the other hand, may allow the use of the vicarious experience of a relevant person exposed to the same setting. You can directly observe learners’ behavior in a class by | ar information from ; being inside the classroom or you may obtain sim teacher based on his/her re class s/he is teaching by interviewing him/her. The la when there is time limitation on your part to cover all the (needed) information you need through observation or if it is not feasible to be at the required places to observe the phenomenon. The caveat may lie on exposure to the r can be used | the possible lack of cooperation among informants in making themselves © available for interview. 2. Data or information collection methods can be classified as wide angle methods or narrow-angle methods (Zepeda, 2012). Wide-angle observation covers a larger picture like observing an entire lesson to capture the ‘assisted learning strategies applied by the math teache? whereas narrow-angle observation focuses only on finite aspects like ‘checking classroom resources found in the room’ or ‘teacher's } expressions for praising learners’ 3. Recording of observation can be done in different ways: 7 by wg a description or narrative of an event as it » by writing only short notes to describe t: events as they occur © by by marking on a list of incidents, actions or artifacts expected © of be present during or after observation 4. by doing anecdotal happened. 1°'% Feeording after the fact or after the event ba ‘Geting Ready for Experento X The first one, being a narrative, is sequential as it occur: instance, faithfully writing a description of how the teacher m the learners to perform a task. The second one, although si sequential, depends on recorded items captured by the observer. Noting teacher's questions sequentially to a class after listening to a story is an exemplification. A variant of this recording method is one which is time- based like writing a short description of classroom events as they happen after every given time increment. Both techniques aim for recording behaviors as an event is unfolding. The third one is quite often aided by an observal checklist which simply requires the observer to mark the presence or absence of expected behaviors, actions or artifacts. Sequential record of incidents as they happen is not necessary. This is often used tracking a narrow set of behaviors or a finite set of structures or display inside the school. mn tool like a ‘The fourth one solely depends on notes or random descript jotted down by the observer and which are organize guided by questions or instructions. “What kind of questions do primary level learners ask?” or “Write down your observations on what learners do when taking a test.” 4. Some observation toois you will use in Field Study 1. a. Observation Checklist ‘This is a prepared list of things that you will look for when observing a class or classroom (eg. list of classroom resources seen inside the room, list of behaviors expected to occur). Your role to indicate presence or absence of a physical object or a specific behavior by using marks or letters (eg, Yes or 0 for observed or NO for Not observed; or simply a check mark (¥) for presence or a cross mark (X) for absence. Frequencies or percentages of occurrence obtained for each of the categories are subject to analysis and interpretation. See Table 1 on the next page. oo «Getting Rey for xen teanngTable 1: Excerpt from a Classroom Resources Checklist Grade: No of Students: —__ Boys: bomen lol = Maps (Globes Charts b, Combination of an Observation Checklist and a Rating Scale Information from ordinary checklist only requires presence or absence of an item. In combination with a rating scale, information on the degree of occurrence can be obtained, See Table 2 for a sample observation checklist-rating scale that can be used by a teacher handling children belonging to middle childhood stage. Table 2: Sample Observation Checklist Teacher's Name: — Grade Being Taught: —__ Cea Strongly ‘Mental 1. They can group things that belong together. 2. Children begin to read and write early in middle idhood and should be skillful in reading and writing by the end of this stage 3. They can think through their actions and trace back events that happened to explain situations, Mental 4. Children learn best when they are active while they are learning rather than just listening to an adult explain rules, 5. Children can focus attention and take time to search for needed information 6. There is greater memory capability because many routines are automatic **Sourced from “Developmental Milestones: Ages Si through Twelve” Education Porta! c. Inventory This is a variant of a checklist which can information. It allows recording by category and ca 4 single type of information for a certain item. They are often used to cover observation of over different periods of time. See example in Table 3 to record observation on assessment methods used by teachers of different subjects. ‘Table 3: Sample Inventory of Assessment Strategies Observed y Date of Cae ey Assess Part of Lesson | Intended rea tees reer Coc aes cere Eo esting | estonng specty Getting Ready for Experentil Leorning Geting Read or xperientl eo4, Time-based Observation Form ‘This is a global scan for writing down key events in shor increments of time (e.g, every 3 secorids) starting from the time the lesson starts up to the time it ends. This is referred to as “seri fata by time”. See Table 4 as an exampl Table 4: Classroom Observation Form Grade Observed: Name of Teacher: Subject Area Observed: Time to Lesson starts Teacher showed a picture of a child who is crying. Teacher asked possible reasons why the child was crying, £ Open Narrative ‘This often used in wide-angle observation, Anecdotal notes are recorded and are often guided by set of instructions and open-ended questions. Table 6 illustrates an observation guide to record Planning Cycle of a teacher ‘Table 6: Sample Open Narrative Instructions: 1, Observe a teacher in any subject. 2. Write your observation relative to how the teacher puts in action a planning cycle. 3. _Answer the guide questions. ‘A. Preparation and Introduction Phase 41. How did the teacher begin the lesson? 2. Why did the teacher decide to teach the lesson? 3._ How did the teacher communicate the lesson objectives? | 8 940_| Lesson ends e. Selective Verbatim Notes Recording of actual words spoken by the person being observed See Table 5 for a sample. Table 5 ee ‘Subject Observed! Name of Teacher: Time Lesson Started! a. Actual instructions glven by the teacher to the class before the test proper! (Be as specific as possible in writing chronologically what the teacher says.) r Hee x ee ee ——— Setting Ready for Bxperentiol eo, '. Content: What content did the teacher develop? Activites: How did the teacher implement the activities? List down the stops. 1D. Approach: What approach dd the teacher use? 1. Direct or expository 2._Indirect or exploratory What method was used? F. Write the series of steps of the methods used by the teacher, G. What techniques were used by the teacher? H. What materials were used? | How did the teacher assess the attainment of objectives? Setting Ready for Experiential LearningB. Documentation Through a Portfolio ‘The learning experiences of FS 1 will guide you to internalize learni after you have collected some data, analyzed and translated them to information or knowledge a future teacher needs. The information howevey, does not remain as they are. Completion of experienti you to becoming a professional teacher. A learning tool most apt to lead you in performing this role-is through: the portfolio preparation. It will also be through this technique that assessment of your course performance will be done. Preparation of a portfolio for Field Study 1 is a requirement of the course. You have encountered portfolio assessment in your Assessment in Learning course as an authentic method to effectively assess performance. Here are some key ideas you must have learned about portfolio assessment: 1. Its basic tool is @ portfolio which is a purposeful documentation and collection of students’ works and other evidences of accomplishments in a pre-determined area for a given period 2. It involves both cognitive and non-cognitive measures of student learning. It assesses authentic performances involving higher-order thinking such as analysis, application, synthesis, evaluation, and creativit 3. A portfolio is more than just an artistic collection of work samples and artifacts. It requires personal reflection on works completed, description of processes followed, observations made and the emotions and impressions invoked. 4. The process of documentation or col motive for undertaking a portfolio. 5. The learner's purpose defines what entries to be included in the portfolio and how they will be displayed. One's purpose can be any one or be a blend of the following: ion is guided by the person's To provide evidences of what have been accomplished in a course ‘To exhibit an organized collection of work samples and products ‘To have the opportunity to display ones best Te demonstrate one's progress from start to completion in afield of wor cs 8 5 learning processes adapted to show improvement. tives of the learner to achieve his/her goals 2 learning requires : further reflection and sharing of this knowledge with your peers, your : mentors and your future co-workers in your world of work. This step leads { Guidelines in the Preparation of your Portfolio for FS 1 a c As a Field Study 1 student, the basic entries for your portfolio are your reflection papers describing what you have learned, and its effect on you as. a future teacher. To be included, too, are your plans for sharing the ideas you have gained to your peers, mentors and future co-workers. ‘These two aspects are found in the Internalization and Dissemination component of each Learning Experience of this manual. These parts are marked with icons. Your outputs for the other components (i.e. Exposure, Particip Identification) which are written in your FS manual, need not be included unless they are necessary to highlight some of your reflections. There may also be some artifacts you may want to use as evidences or illustrations for your Dissemination component. ‘Assessment of the course is evidenced-based using your portfolio. rubric for each learning experience is provided which uses a criterion relevant to the intended learning objective. Some criteria included for assessment are: and 4, Depth of Reflection ii, Clarity of Understanding iii, Value of Learning iv, Relevance of Exemplification ¥. Clarity of Purpose vi, Appropriateness of Application Rating for each Learning Experience will be given by your FS Coordinator/Cooperating Teacher. A self-rating can be included depending (on your FS Coordinator. The final arrangement can be consensually decided upon by your FS Coordinator and the College Dean. FS 1 student decides on the form of his/her portfolio. The basic e' are those you have produced in the Internalization and Dissemi components of each episode and which are collected as part of the manual. You may organize separately your portfolio in a clear folder, an album, etc ‘ary pages must include a Table of Contents and your port objectives. The concluding pages can include an overall impression of your Field Study 1 experience and future plans. Inclusion of your rating sheets is option: submit your portfolio to your FS Coordinator at the program's ion. Aside from the ratings to be given by learning experience, your portfolio may be subjected to an overall assessment using Organization dnd Clarity of Purpose as a criterion, Expected performance is satisfactory organization of your entries guided by a clear purpose for your p You wi ‘ettng Ready for Experiential teaming ‘Getting Ready for Experientia eerie yCriterion: Organization and Clarity of Purpose Rubric: i Table 7: Assessment Summary : Learner has very satisfactorily organized the entries of his/her portfolio fo Me Seton x eames according to a clear purpose for displaying accomplishments for the entire No 2: The Classroom for Learning FS | Program. i No. 3: Flashback as Learners 81-90 has satisfactorily organized his/her entries in a systematic way buts, Naar Undernandind the uesrees d by his/her. purpose. No. 5: Instruction and Learners’ Development 71-90 | Learner has arranged the entries without any clear purpose, No, 6: The Teachér as a Classroom Manager 61-70 _| Learner has not organized the entries in a systematic way. No. 7: The Teacher as Provider of Assisted Learning 51-60 | Learner shows serious difficulty in orgar ing a portfolio. No. 8: The Teacher as a User of Assessment No. 9: The Teacher as an Effective Test Administrator f. Rating for Field Study 1 may consider two important components: The average rating obtained across the Learning Experience (70%) and the | |_N®-20: The Teacher in the Community Overall Rating for the Portfolio (30%). See Table 7 and 8 on the next page ‘Average Rating: Rating for Field Study 1 ‘Average Rating for Learsiing Experience : 0 Overall Rating for Portfolio x30= Final Grade Table 8: Transmutation Table ‘Average Rating | Grade Point | Percentage Grade : 98-100 10 9 95-97 1.25 96 92-94 15 33 39-91 175 20 85-88 20 37 33-85 225 Ey 30-82 25 at 7-73 275 78. 75-78 30 75 71-74 3.25 7 70 35 70) 65-67 40. 8 Below 64 50 65 & below a " Geting Ready for Experentil Lari. Getng Ready for xperintil Leeming 1kThe School for the Learners Learning Experience 1 opens an interesting door for yoy to enter and gaze at the bigger world for the learners, school! As the teacher converts the classroom to become 3, environment for active learning for his/her class, the sch head, together with all the other personnel, organizes the school to provid, other program facilities and resources that will support the development of thy learners, This is what you will aim at doing in this episode ie. discover they. ! school program resources for supporting learners’ developmental needs. ‘Your Intended Lear 1 Outcome, Advocate school programs for addressing learne;'s The Classroom for Learning a 2 JE Learning Experience 2 now brings you face-to-face with ay F& the actual world of learning for the basic education of MNGEKES children. As you have experienced as a youing learner, the x 2.1 EXPOSURE Observing features of two classrooms of different grade levels Arrange with your cooperating school to allow you to observe two classrooms of two different levels (e.g. 'BEEd-Kinder or Grade One and Grade V or VI: for BSEd - Grade 7 and Grade 10). Using the Classroom Resources Checklist below, note down the features/displays found in each classroom. Separate your observation notes for the two classrooms. Check the YES column if present or available in the classroom. Classroom Resources Checklist eres Classroom 2 FURNITURE, How Many?| * Learners’ desks | Yes | . + Teacher's table | Yes —| . + Book cabinets | Yes —_| + Book cabinets | Yes — = Book shelves [Yes —_| + Book shelves |Yes. . Yes | . . ves | . + Others . DISPLAYS, Location DISPLAYS Location (Left, Right, (Left, Right, Front, Back) Front, Back) ves + Visuals for new or | Yes — ent lesson Yes yes — Yes | yes — * Group tasks/ [yes — Yes — Responsibilities * attendance Yes | Yes — + Experiments [Yes — + Experiments |Yes — + Projects Yes + Projects yes — + Rules & Standards | Yes —| «+ Rules & Standards |Yes — + Others + Others ‘outcome Based tearing Experience 2: The Clssroom for Learning 23ING AIDS TEACHING AIDS Location TEACHING hae Front, Back) ‘+ Musical instruments jusical Instruments | Yes + Maps/Globes Maps/Globes | Yes __ : Math kits Yes__ . Yes - . Yes — . Yes a Yes Yes + Story Books/Trade tory Books/Trade | Yes Books Books + Reference Books Reference Books |Yes + Audio Tapes: ‘Audio Tapes Yes __ ‘+ Blackboards Blackboards Yes + Bulletin Boards letin Boards| Yes * Others Others 24 Outcome ord ean Exerc 2 The lesroom fer Leary 2.2 PARTICIPATION Recognizing differences in the structure and display of classrooms used by two different levels Study well your notes for the two classrooms and answer the que: that follow. 1. What resources are ay resources in the matt Common Resources lable in both classrooms? Write those common, * FURNITURE = DISPLAYS, ‘= TEACHING AIDS 2. What resources are exclusively found only in one classroom? ‘+ FURNITURE: a * DISPLAYS + TEACHING AIDS Cotcome-sased tearing Exgerence 2 The Clesroom fr Leoringjate the resources found in the two classrooms in ent, color, number, or location? Creer ence) = DISPLAYS | | * TEACHING AIDS 26 . What could have significantly made the type of resources in the two classrooms different? ‘Outcome-Sered Leaning Experience 2: The Clessroom for Learning ! x 2.3, IDENTIFICATION Identifying the purpose of the resources found in the classroom You have identified the resources found in the two classrooms particularly the classroom displays. Based on what you have learned before in your professional education course, give a possible reason for putting on the various displays in a classroom for a beginning grade and for an upper grade. Do the two classrooms share the same purpose or reason for the displays? You may consult the teacher in the room to specify the purpose. Ge eee Cretan 1. Materials lesson Model art works Honor Roll Group Tasks/ Assignment/ Responsibilities Student projects/ experiments ‘Exemplary learners’ written output Supplementary books and other materials, © Do the two classrooms always share the same purposes or reasons for having those displays? What could be the reason why they vary? Cutcome-Based teaming Experience 2 The Cosroom for Learning2.4. INTERNALIZATION ‘Matching the classroom resources with the learner characteristics For BEEd + Given the physical, social, and intellectual characteristics you have learned of lower grade learners, how do you describe or characterize the resources For BSEd + Gi ind intellectual characteristics you have learned of lower grade learners, how do you describe or characterize the resources that must be found in their classroom? eta eco Suggested Characteristics/Descriptions/Contents that must be found in their classroom? 1. Learners’ dests cel eer en a a 1 Leones! dess i. octal 7 Balletn boas | onigamn 3 Books ear meme ae witless STi deli © Others 6. Play materials 7. Musical devices ‘Others * Given the physical, social, emotional, and cognitive/intellectual characteristics of upper grade learners, what activities will interest them to carry out inside or outside their classroom? What classroom resources should be available to carry these out? one 28 outcome ased Leong Experience 2: The Classroom for Leornng * Given the physical, social, emotional, and cognitive intellectual characteristics of upper grade learners, what activities will interest them to carry out inside or outside their classroom? What classroom resources should be available to carry these out? ee eae hemea koe eee! Useful Resources — | outcome-Bosed Learning Experience 2: The Classroom for Learning 292.5 DISSEMINATION ing an ideal classroom structure that can promote learning for a given developmental stage “7 Based on the observations you have made of classrooms in your school, reflect on what can be an ideal classroom that can promote active learning for a given grade. f your learners, descr ies you can make them Growth Portfolio Entry 30 arrng Experience 2: The Classroom for teanit ‘ior of your dream classroom that will show the pieces of splays, and teaching aids. Consider a floor plan that will allow for collaborative work and other group activities. Growth Portfolio Entry [Na eon is ‘Outcome Based Learing Experience 2: The Classroom for Learningf | enowrn PORTFOLIO ENTRY (NO. |———— | eee ‘Outcome-Based Learning Experience 2: The Classroom for Learning ‘Outcome Based Learning Experience 2: The Classroom for teernitlY {| enowrsrontrouo exer (SJg ASSESSMENT For Use of the FS Program Coordinator Criterion: Appropriateness of Application Rubric el 91-100 | Reflection in both narrative and graphic form ‘exemplary demonstrate application of development theories to classroom practices. 81-90 | Reflection is well-supported by observations of ion of related development theories to learning. 71-80 | Reflection shows minimal application of the observations made and the theories previously learned to learning 61-70 | Reflection is hampered by minimal understanding of the concept of growth and development as applied in structuring the learning environment. 51-60 | Reflection shows no understanding at all in applying learners’ development to their learning environment. Rating for LE 2: Signature of FS Program Coordinator Flashback as Learners Learning Experience 3 is your guide in entering the world you would possibly see yourself in as a future teacher. However, the passage wi you back in time when you, yoursel learners you will meet in the school where you ar service teacher. You will not however, be alone in this initial journey! You wi be accompanied by your peers in FS 1 and together you wi recall your experiences to find out how and wh Exposure Recalling one’s experien: thildhood, middle childhood, and adolescent 10d while in school ‘across growth and developmen Dissemination 34 Outcome-Bosed Learning Experience 2: The Classroom for Leorit 3: Flashback os Leorners Outcome-saredLeoringExnerience3.1 EXPOSURE Recalling one’s experiences in early childhood, middle childhood, and adolescent period while in school As in most cases, you are part of group of Field Study I students assigned to one school. Organize yourselves in Discussion Groups of three to five to gather the necessary data you need for this episode. You can stay as one group if you are less than six. 1. There are three focal topics each group will discuss one after the other a. Interesting things we did when we were in Grade |. b. Interesting things we did when we were in Grade VI © Interesting things we did when we were in High school Elect a group facilitator-rapporteur for every topic 2. Within 15 minutes, each member of the group will write on a % sheet of pad paper at least three interesting experiences s/he remembers while you ‘were in Grade I, Grade VI and Grade 10. The experience could be on an individual level or group while you were in school. Each member will submit his/her three outputs separately to the topic rapporteurs. Each rapporteur will then summarize all submitted entries using FS-Form 1 for the particular grade level. There should be at least nine entries in each form if there are three members in the group. There will be more entries if there are more members. Do,not write anything in the third column. Form 1-A: Grade | Experiences iddle Childhood Form 1-B: Grade VI Experiences Late Childhood fe a 1 Form 1-€: Grade 10 Experiences Early Adolescence A 36 ‘outcome: Based Leoring Enparience 3: lashback os Lermers utcome-BasedLeoming Experience 3: FlashbackasLeor 37| }\ 3:2 PARTICIPATION Identifying the various domains of growth and development Activity 1 ‘The group facilitator will lead the group in analyzing what each experience is all about. This unifying theme is called a domain. Using the same Form 1, write the domain of each entry in the third column. The general domains are; 5 8 1 + Physical/Motor + Mental (Literacy /Cognitive/Intellectual) 2 + Social-Emotional 3. : c 1 Form 2-A: Grade | Experiences (Middle Childhood) 2 ar Sample Experiences a ss | A 1. Cutting shapes using scissors Physical-motor Form 2-C: Grade 10 Experiences (Early Adolescence) | 2. Playing dolls with girl classmates _| Social oa ul | A 1 3. Counting marbles and sticks Mental 2 8 1 2 8 1 2 2 3 3. c 1 ; 2 ic 1 3. 2 3. Ce A 1 38 Outcome Based Leernin ‘sed Learning Experience 3; Flashback as eamme* 39 utcome-Based earning Experience 3: Flashback as LearnersActivity 2 : Form 3-B: Grade VI ize and classify the entries for each Tae naan of development. Follow the matrix ‘This time, the rapporteurs will reorgal ‘grade level according to the three domain: below. ee Social- Emotional tc form 3-A: Grade | (Middle Childhood) 2. 2 : Physical Motor Sacal- Emotional es 3 3 3 1 1 1 4 4 zi A i i 5 5. 5 E 6 6 7 7 7 3 3 F 5 8 8 3 5 9. a a a (Early Adolescence) 5 5 5 per es 1 1 1 s 6 6. 2. 2 2 3 3 3 7 7 . 4 4 4 5 5 5 6 6 b iz z 6 7 7 7 a 8 a 3 r ; 9 8 3 i | 40 a Outcome Based ‘Cutcome-BasedLeoring Experience 3 Flashback os Learners ed corning Experience 3: Flashback as early eens3.3 IDENTIFICATION i (|) viscovering some characteristic patterns in the various Form 4-B: Social-Emotional Domain stages of development across domains ee Late childhood Ei 1 ; : ‘This time reorganize the entries into domains across the three stages Follow the matrix below. You will have one’matrix for every domain. 5 A i Form 4-A: Physical/Motor Domain 3 3 . fae 4 a : 2 2 2 2 : : 3 3 3 6. 6. 6 4 4 4 5 5 5. 7 7 1 6. 6 6. 8. 8 8 i “ cs 9. 9 8 8 8 z - 9. 9. Analyze well the entries in the three stages of development under social relationship. Analyze the entries in the three Stages of Development under physical/ _b What do yo! motor domain, they more si ice of the entries belonging to the same level or stage? Are 1 or different? Why? 1. What do you notice of the entries belonging to the same level or stage? Are the experiences more similar or different? Why? — | 2, Compare the entries across stages pee ae FEEIRHMEEbexare: ‘emotional experiences across stages? What could 2 Compare the entries across stages in this domain. Are there greater have brought these differences about? ifferences or variations in the experier ” ieee ‘periences across stages? What do you Outcome: Based Leoming Experience 2: Flashbacks Learnt | Outcome-Based Learning Experience 3: Flashback os Leorers xForm 4: Literacy/Cognitive/intellectual Domain a Pies 3.4 INTERNALIZATION Recognizing and accepting one’s characteristics across Analyze well the entries in the three stages of development under Literacy/Cognitive/intellectual Domain, 1. What do you notice of the entries belonging to the same level or stage? Are they more similar or different? Why? Fi 1 growth and development levels 2. 2 es by domain as your i jing the matrix below. ain. 3 3 a ' 4. 4 Growth Portfolio Entry [NO3-A My Profile 5 5. 5 | Name bate of Birth fe 6 6 ae ‘Stages of Growth z i or if ent Leute alie Middle Childhood 8 8 8 (Primary) A s 8 8. 2. Compare the entries act differences in the experier about? ‘each period? uteome-sased tear *Boted Leeming Ex Fashbockos eae, ¥ Outcome Based Leoming Experience 3: Flashbacks Learmers 453.5 DISSEMINATION : Reflecting on the value of addressing the characteristics ang ee needs of learners during the various stages of development By this time, you have neither met your Cooperating Teacher nor the learners in school, However, the profile you have written of yourself could be part of the schema you have of learners in the different stages or levels. Being aware of your characteristics and abilities during these periods of growth, what do you think should a classroom teacher or a school provide to address and maximize the characteristics and abilities of learners at each level. You can think in terms of meaningful learning experiences and important learning resources for each of the domains or aspects of development, The BEEd students may just work on the Middle Childhood or Late Childhood Stages and the BSEd can focus on the Early Adolescent or Late Adolescent Stages. Growth Portfolio Entry [N38 Domain of Development Stages of Growth shaadi Physical/Motor | Social-Emotional | titeracy/Cognitive/ Intellectual Middle ( Late Childhood {Intermediate} Early Adolescence (High School) 46 Outcome tase See Leong Experience 3: ashback as ear ———— 47 ‘outcome: Based Learing Experience 3: shback as Leorersfrowns rorouo emis] Oucome-Bosed Learning Experience 3: Flashback as Learn Q ASSESSMENT For Use of the FS Program Coordinator Criterion: Depth of Understanding Te Rubric 91-100 | Output is reflective of learner's deep understanding of how the concept of growth and development is applied to learners. 81.90 | Output is suggestive of some understanding of the concept of growth and development of learners. 71-80 | Output has minimal understanding of the concept of growth and development in learners. 61-70 | Output shows very minimal understanding of the concept of growth and development as applied to learners. 51-60 | Output shows no understanding at all of the concept of growth and development. ‘utcome-basedLeoring Experience 3: les Rating for LE 3: Signature of FS Program Coordinator back 9s teorners ee 0Learning Experience have learned in your Chi ly help you validate the age-typical co; ‘od (Grades 1 to 6) and adolescent (Grad to 12) learners according to Piaget's theory of cognitive development. We wi hese developmental stages since they are the learners in Basic ining experience, it is suggested that BEd and BSEd students ately organize themselves into small cells for discussion purposes. llow separate instructions but for the same learning outcomes, Fs according to Piaget's cognitive theory Participation ng learner characterisics/behaviors Identification idating the age-typical chara sggestions on how teachers can develop the cognitive abilities of 50 utome-bazedLeornin eorning Experience 4: Understanding the Leo 4.1 EXPOSURE Recalling age-typical characteristics of school learners according to Piaget’s cognitive theory For BEEd Students Education Portal (n.c.) has put together “Development Six through Twelve" in various domains of human develop in Figure 4.1 are only the cognitive or intel demonstrated by learners ages 6 to 12. Discuss with your group ile childhood learners can do as suggested by each one. ‘+ They can group things that belong together ‘Children begin to read and write early idle childhood and should be in reading and writing by the greater memory capability There because many routines are automatic Figure 4.1: Cognitive Characteristics of Middle Childhood (Ages 6-12) s1 sdertonding the utcome:Based Leaming Experience 4: Undertondng xXFor BSEd Students ea capable of igure 4.2 shows the typical cognitive characteristics of adolescents who nig to the formal operation stage (Rathus, 2018). With your group, discuss try to picture what the learners at the secondary level are now ing. 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 Adolescents can “follow and formulate arguments from premise to conclusions”. Adolescents can hypothesize ~ king of “what might be” / “what ” and the possibi out. Adolescents can "perform mental operations with symbols which ‘may not naturally exist in their own world” Adolescents can “understand, appreciate, and produce metaphors and other figures of speech’ 52 Figure 42: Cognitive Abilities of Adolescents (Ages 13-18) Outcome-Based Lean “Leaning Experience 4: Understanding the Learn x 4.2, PARTICIPATION G9 Observing learner characteristics/behaviors while in class Each group decides how its members can cover observation of at least three (3) grade level classes at the elementary level for BLEd and two @) classes at the secondary level for BSEd. It will be ideal if each student can observe an assigned class for at least two sessions for this given observation tool (Table 4.1) you are to record learners’ verbal and non-verbal responses done individually ot as a group the listed cognitive abilities of the learners. These can serve as e fications 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. For BEEd Table 4.1: Observed Evidences of Cognitive Al (Concrete Operational) Grade Observed Subject Area: Time: __ to__ Subject Matter. Lesson Objectives Pree (oe nec ee eee) Cognitive Abilities + Children can classify or group things that belong together. gin to read and write early iddle childhood and should be 1g and writing by the lend of this stage. = They can think through their actions and trace back events that happened 10 explain situations. + Children learn best when they ere active while they are learning rather than just listening to an adult explain | rules. ee ‘outcome Based Learning Experience &: Understonding the earnersCio (Specific student behavior/action eee eu) Table 4.2: Observed Evidences of Cognitive Abilities (Formal Operation Stage) fe Observed Subject Area Time: to ject Matter: Lesson Objective re Cee cy eta) can “group and classify 4.3 IDENTIFICATION Validating the age-typical characteris observed by For BEE Table 4.3: Consolidated Evidences by Grade Level (Concrete Operational) Number of Evidences by Grade Level Coca coco ed x| HN EIUIES a | | | | | | | | g 3 } |} [eect Says Beak Rages ° goa oe eine 2 Boefs EF . B a : Ei 8 Em: & A 2 A 2 Fy °° i 2 2 B cece 3 oes ee G32 8 gf fife © saee og seg 8 FD 2age 8 Enact og60 {| town omouo tf} {row ontou ee] come asa cme Understanding the Learné x ‘Outcome-Bosed Learning Experience 4: Understonang the LeamersQ ASSESSMENT For Use of the FS Program Coordinator Criterion: Relevance of Application Rubric 91-100 | Instructional applications given were highly relevant (0 available information on the developmental characteristics of learners. 81-90 | Instructional applications show substantial understanding of the developmental characteristics of learners. 72-80 | Instructional applications show minimal understanding 1¢ developmental characteristics of learners. 61-70 | Instructional applications reflect very minimal understanding of the concept of cognitive development as applied to teaching-learning. 51-60 | Instructional applications show no understanding at all of learners’ cognitive development, Rating for LE 4: Signature of FS Program Coordinator KH 62 come sed Len er in reece 4 Understoncing the earth OMe Based tearing Emre 5 invariably follow In LE 5, you or less the instruction si operation: Learning Ex discove where and developm: nd methodology used ‘They classified to be in a formal operation stage. in teaching 2 par entiation Recognizing the gui teaching learners ofa pat nalization Drawing the apr char Dissemination approp ching sof learners in teachngleaming perience 5 leads you to the pathway of ig how teachers adapt classroom instruction to what the learners are in terms of their growth rent. As you have experienced yourself, curriculum. across your years in that recognizes certain development theories and principles. Al ie same stages of develop: at the same rat nt from infancy to adolescence g0 through the same physi development and the school tries its best to tely meet their characteristics and contextual needs. t close to a group of learners belonging to a more fe. Try to discover how the teacher manages level. If you are a BEEd student, obtain permission to observe an elementary level class who are cognitively classified as concrete- If you are a BSEd student, observe a Grade 9 or 10 class who are rent ond instruction 635.1 EXPOSURE Recalling characteristics of | cognitive development learners in the different stages y pment according al summarizes the cognitive stages of develo} ‘Table 5.1 summarizes the cog eaeceatt id the underlying characteristics of 41, In what stages are the the cognitive continu: in school using the int learners attending Basic Education (K-12) found in im? Approximate the cognitive stage of the learners formation in Table 5.1 SL a Jean Piaget (2004) an‘ Preschool cach of the stages. You surely have taken this in your earlier psychology course Recall these characteristics defining each stage and see how they ar: utilized in managing instruction in the class you will be observing, : ean Table 5.1. Piaget's Stages of Cognitive Development | sae | ey Cecil Grade I= W Sensorimotor 0-2 years Begins to make use of imitation, memary, and thought Begins to recognize that objects do not Grade Vi cease to exist when they are hidden, “Moves fom reflex actions to goal-directed activity - Tunior High - Grade 7-8 Preoperational 2-7 years Gradually develons use of language and to think in symbolic form, Able to think operations through logically in one stection Junior High ~ Grade 8-20 Concrete Operational] 7~i1 years | ble to solve concrete {hands on) Problems in logical fashion, Understands laws of conservation and is Senior High -Grade 11-12 able to cassifyandserite Understands reversibity, Formal Operational | 12 to adult ‘Able to Solve abstract problems in logical fashion. 2. The primary/intermediate level class BEEd students will be observing is Becomes more sient in thinking approximately composed of learners belonging to concrete-operation stage develops concerns about social s es range from years. Boe about social issues, as their ages range from 7 to 12 y 3, The Junior-Senior High School students approximately belong to formal Source: Paget's Theor Cognitive and fective Development (2008) ot om ee rin zene tere opmer ct, evelopment and ins operation stage with their ages ranging from 12 - 18 years yent ond inetrction 65. utcome-Bosed Learning Experience Steiner’ Development ndPreliminary Tasks 66. 5.2. PARTICIPATION Identifying the instruc particular class tional key events of a lesson in q 1. For BEEd students, obtain permission from YOO" coopera 8 Scho Fevttow you to observe a math or a science clas at either primaryy intermediate level (Grade Il ~ IV; Grade VWD- + Senior math or a science class, 2. For BSEd students, observe a Junior 0 5.2 on the next page showing a is a simple time-based observation brief but specific descriptions of 3, Spend some time to study Tabli Classroom Observation Form. Observation Proper Use the observatio fe seconds. form in writing down your field notes every three Table 5.2 Classroom Observation Form Schoo! eee Grade/Year Observed:_» eae Subject Area Observed: eae Number of Students: aL to AM./ PM. form where you will continuously write 7 the key events or activities that happened throughout the lesson, Use the increments of 3 seconds in writing your notes. Write the exact time 2 when the lesson begins, For example, if class starts at 9:00 enter this in 3 the form. Your next field note is at 9:03, next will be at 9:06 and so on z until the lesson is finished, Use words like “same activity” or “silence” i there are no changes happening. See the sample below. 5. 6 7 B Math Science lesson starts 8. 3:03 | Teacher conducts review of past lesson is 10. 9:06 | Same actvty x 9:09 __| Teacher introduces a game for. = 3B. 4, Meet with the Cooperating Teacher - ing Teacher prior to observatior im) her oc your auipoes mn to inform him) 5. 5. Observe well what the teacher does o icher I says in teaching thi If 16. learners, Note the tasks intende oes sks intended to be performed by the class. 7. 1 | [a8 38. 20 Tesson ends Outcome toed ering irene (eee oceans Steers Development ond nt? temas ering o X “pownence 5. tesmersDeopent and irion5.3. IDENTIFICATION ' ines followed in teaching learners of rr cognitive stage Go over your field notes in your Observation Form to see if there are other things you may want to add or revise. 'A. The matrix below is to be used by the BEEd students. It gives a list of suggested instructional guidelines in teaching a class of concrete-operational children. Study each guideline and identify if there are episodes or parts of the lesson you have observed that exhibit each one. Write the Episode imber in the second column and the description of the event you have written on the third column. There could be more than one episode you can cite for every guideline. Teaching Concrete Operational Learners Schoo! Gradle/Year Observed: Name of Teacher: . For the BSEd stud ents, you /ou will expand have seen being observed by mers, Teaching Formal Operational Learners schoo! Grade/Year Observed ——___ Nome of Teacher subject Area Observed Subject Area Observed: Time to erred 4. Continue to use concrete props and visual aids 2. Give the students a chance to ‘manipulate and test objects Make sure present readings are brief and 4. Use familiar examples to explain more complex ideas. 5. Give opportunities to classify and group objects and ideas on increasingly complex levels. 6. Present problems that require logical, ‘analytical thinking, Source: Woolfolk (2007) Educational Psychology 68 3, Make sure presen readings are brief and 4, Use familiar examples to explain more complex ideas requir logical 6. Present problem: analytical thinking, 6970 g. For BSEd LIZATION ‘ learners in teaching-learning practices ce BEEd for concrete operational learners 12 Which were clearly shown? ee i Se rae re ce mernnsM aces eee Which guidelines were not shown at all? What could be the reason/s why the teacher did not have the ‘opportunity to observe the suggested guidelines for this stage? of children belonging to concrete 0 reason out, discover, invent, and create n Outcome Bosed Leong Exper "m0 Esperiene 5: Lear's Development ond lnstrctio® 4 1 ond instruction {outcome Bose coming Expire Lerers Deseo 45 DISSEMINATION riate exemplifying instructional strategies appropriate fo, teaching You have learned earlier the cognitive characteristcy e lamers belonging to concrete-operation or formal operation stage now enrolled XU You have also seen how these characteristics can be optimized ATOEE Some guidelines for teaching them, Can you apply this learning 'n ing activity. A workshop is being organized on teaching strategies that effectively address characteristics of learners in different subject areas, Give examples of specific instructional techniques you can suggest {following the guidelines for teaching concrete-operational learners (for ‘BEEd) or formal operational learners (for BSEd). It will be good if the subject area can be specified. A. BEEd students can use the table format below. Teaching Techniques for Concrete-Operational Learners Examples of Teaching Techniques 1. Continue to use concrete ‘2. e.g, Use 3-dimensional models in teaching props and visual aid. ‘about the Solar System in Science 2, Give the students a chance to | a manipulate and test objects b. 3 Make sure presentations and | a readings are brief and well-organized. b. “4. Use familiar examples to explain | a, ‘more complex ideas. b. 5. Give opportunities to classify | a ‘and group objects and ideas on -—————______| increasingly complex levels. b 6. Present problems that require | a logical, analytical thinking, 2 Outcome Bored Lernng Eperene 5 eames Development and instctot 1 x 1B. BSEd students yj Use their e Choose the guidelines gr" ©*Panded or reformed matrix of guidelines. included and add tho Suggested Teachin eins cn) L s se to secondary students.” fr ' Techniques for Formal Operation Stage ou ene igial lst which you think can still be lave newiy observed or discovered appropriate utcome-tased Leoni Experience camer’ evelopment and Inst 2