FIELD STUDY 1

LEARNING EPISODE 2: Learning Diversity: DEVELOPMENT,

CHARACTERISTICS, NEEDS AND INTERESTS
OBSERVED, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: Teacher’s Signature: School:
Year Level: Subject Area

Development Preschooler Elementary High School

Domain Age range of Age range of Age range of
children observed children observed children observed
(4-5 yrs. Old) (9-10 yrs. Old) (12-14 yrs. Old)
Physical
Gross-motor skill

Fine Motor Skill

Self-help Skill

Others
Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interests

Others
Emotional
Moods and
temperament,
expression of
feelings

Emotional
independence
Cognitive
Communication
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 Skills

Thinking Skills

Problem-solving

Others

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

Elementary
Age range of
learners observed

High School
Age range of
learners observed

REFLECT

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1.While you were observing the learners, did you recall your own experiences
when you were their age? What similarities or differences do you have with the
learners you observed?
2.Think of a teacher you cannot forget for positive or negative reasons. How
did she/he help or not help you with your needs (physical, emotional, social
and cognitive? How did it affect you?

3.Share your other insights here.

SHOW Your Learning Artifacts

Which is your favorite theory of development. How can this guide you as
a future teacher? Clip some reading about this theory and paste them here.

FIELD STUDY 1
LEARNING EPISODE 3:FOCUS ON GENDER, NEEDS, STREGTHS, INTERESTS,
EXPERIENCES LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC
STATUS, DIFFICULT CIRCUMSTANCES, AND INDIGENOUS PEOPLES

OBSERVE, ANALYZE, REFLECT

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

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Resource Teacher Teacher’s Signature: School
Year Level: Subject Area

The learner’s differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data
to find out how its student diversity affects learning.
To realize the Intended Learning Outcomes, where you're always through these
steps:
Step 1. Observed a class in different parts of his school day. (Beginning of
the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender,
and social and cultural diversity.
Step 3. Describe the interaction that transpired inside and outside the
classroom.
Step 4. Interview the resource teacher about the principles and practices
that she uses in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’
interactions. The observation form is provided for me to document my observations.

OBSERVATION REPORT

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Name of the School Observed: Sitio Labo Elementary School
School Address: Bansud Mindoro Oriental
Date of Visit : Jan 7, 2022 (virtual only)

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

What makes the learners assume these roles? What factors affect their
behavior?
What influences them to assume these roles are their peers, their belief that they
would be better to be this way, people’s reaction that somehow satisfy them and their
teachers’ meaningful feedback.

2.Is there anyone you observe who appear left out? Are you students who
appear “different”? Why do they appear different? Are they accepted or
rejected by the others? How is this shown?

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

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

REFLECT

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 How did you feel being in that classroom? Did you feel a sense of
oneness or unity among the learners and between the teacher and the
learner?

Activity 3.2 Observing differences among learners with disabilities, giftedness,

and talents
Resource Teacher: Teacher’s Signature: School
Year Level: Grade 7 Subject Area:
OBSERVE
Read the following carefully before you begin to observe. Then write your
observation report on the space provided.
1. Observe the class to see differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that
seem to be behind.
3. Validate your observations by asking the teacher about the background and
needs of the learners.
4. Observe the behavior of both regular students and those with special needs.
Note their observations, pace in accomplishing tasks, interaction with teacher,
and interaction with others.

Observe the teacher’s method in addressing the individual learning needs of the
students in his/her class
OBSERVATION REPORT
Name of the School Observed:
School Address
Date of Visit: January 6, 2022

OBSERVE, ANALYZE, REFLECT

Resource Teacher: Teacher’s Signature: School: Year Level:
Grade 7 Subject Area: Araling Panlipunan
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OBSERVE
Use the observation guide provided for you to document your observations.
An observation Guide for Indigenous Peoples Education
Read the following carefully before you begin to observe. There write your
observations report on the space provided.

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

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

Write your observation report here.

OBSERVATION REPORT
(You may include photos here.)
Name of the School Observed :
School Address:
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Date of Visit: Jan 6, 2022

ANALYZE
Curriculum Design, Answer each question based on your observation
Competencies and Content and interview data
1. Does the school foster -
a sense a belonging to
one’s ancestral domain,
a deep understanding
of the community’s
belies, and practices?
Cite examples.
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 2. Does the school show
respect of the
community’s expression
of spirituality? How?
3. Does the school foster
in the indigenous
learners a deep
appreciation of their
identity? How?
4. Does the curriculum
teach skills and
competencies in the
indigenous learners that
will them develop and
protect their ancestral
domain and structure?
5. Does the curriculum link
new concepts and
competencies to the life
experience of the
community?
6. Do the teaching
strategies help
strengthen, enrich, and
complement the
community’s indigenous
teaching-process?
7. Does the curriculum
maximize the use of the
ancestral domain and
activities of the
community as relevant
settings for learning in
combination with
classroom-based
sessions? Cite
examples,
8. Is the cultural sensitivity
to uphold culture,
beliefs and practices,
observed and applied in
the development and
use of the instructional
materials and learning
resources? How?
9. Do assessment
practices consider
community values and

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 culture? How?
10. Do assessment
processes include of
higher order thinking
skills?

What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems and practices and rights in schools?

REFLECT
Reflect based on your actual visit or videos that you have watched.
1. What new things did you learn about indigenous people?

2. What did you appreciate most from you experience in visiting the school
with indigenous? Why?

3. For indigenous learners, as a future teacher, I promise these three

things:

SHOW Your Learning Artifacts

With the principle of individual differences in mind, what methods and
strategies will you remember in the future that you will be able to meet the
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.

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 FIELD STUDY 1
LEARNING EPISODE 5: CREATING APPROPRIATE LEARNING ENVIRONMENT

OBSERVE, ANALYZE, REFLECT

Managing Time, Space and Learning Resources
Activity 5.1

Resource Teacher Teacher’s Signature: School: Year

Level: Grade 7 Subject Area
OBSERVED
Observe and use the observation sheet provided for you to document your
observations.
1. As you observed the class, look into the characteristics of the learners. Note
their ages.
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 2. How many boys are there? How many girls?
3. Focus on their behavior. Are they already able to manage their own behavior?
4. Describe their span of attention.

ANALYZE
Analyze and answer these questions on observed classroom management practices.
It is also good to ask the teacher for additional information, so you can validate your
observation. Write your notes below; organize your data in the Table that follows.
1. Are these areas in the classroom for specific (storage of teaching aids,
books, student’s belongings, supplies, etc.)? Describe these areas. Will it
make a difference if these areas for specific purpose are not present?
2. Are there rules and procedures posted in the room? List them down. Do
these rules reinforce positive behavior?
3. Did the students participate in making the classroom rules? If the
Resource Teacher is available, ask him/her to describe the process.
What’s the effect of students’ participation in rule-making on students’
behavior?
4. What are the daily routines done by the Resource Teacher? (Prayer,
attendance, assignment of monitors, warm-up activities, etc.) How are they
done?
5. Is there a seating arrangement? What is the basis of this arrangement?
Does this help in managing the class?
6. Observe the noise level in the classroom. How is this managed?
7. If a learner is not following instructions or is off-task, what does the
Resource Teacher do? Describe the behavior strategies used.
8. What does the Resource Teacher do to reinforce positive behaviors?
(Behavior strategies)

REFLECT
Reflect as a future teacher.
Why do you need to enforce positive discipline?

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 Activity 5.2 Identify The Different Aspects of Classroom Management

Resource Teacher Teacher’s Signature: School: JZGMNHS

Year Level: Grade 7 Subject Area: Araling Panlipunan

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observed a class and accomplish the given matrix.
Aspects of Claaroom Effect on the Learners
Management Description (to be filled out after you
answer the analysis
questions)
Specific Areas in the
Classroom
Classroom Rules
Classroom Procedures
Daily Routines
Seating Arrangement
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 Handling misbehavior/off-
task behanior
Reinforcement of Positive
Behavior

ANALYZE
1.How did the classroom organization and routines affect the learner’s behavior?
1. What should the teacher have in mind when he/she designs the classroom
organization and routines? What theories and principles should you have in mind?
2. Which behavior strategies were effective in managing the behavior of the
learners? In motivating students? Why were they effective?

REFLECT
1.Imagine yourself organizing your classroom routine in the future. In what grade
level do you see yourself? What routines and procedures would you consider for this
level? Why?

2. Make a list of the rules you are likely to implement in this level. Why would you
choose these rules?
3.Should learners be involved in making the class rules? Why?

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 FIELD STUDY 1

LEARNING EPISODE 6:CLASSROOM MANAGEMENT AND CLASSROOM

ROUTINE

OBSERVE, ANALYZE, REFLECT

Activity 6.1 Observing Classroom Management and Routines

OBSERVE
Observe classroom routines of the Resource Teacher by accomplishing the given
task.
Checklist On Classroom Routines
Check Yes ( ) if observed and ( ) if not observed.
Classroom Routines Observed ( ) Not Observed (
)
Movement into the classroom /
Transition in classroom activities /
Movement out of the classroom /
Use lavatories / comfort room / washrooms /
Passing of papers /
Passing of books /
Working with pair / groups /
Tardy students /
Absent students /
Submission / collection of materials /
Submission of projects /
Asking questions during lessons /
Asking for assistance /
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 Joining classroom activities /
Lining up /
Walking in line /
Fire Drill / emergencies /
Movement between activities /
Use of classroom supplies /
Checking of assignments /

ANALYZE
Analyze the routines set by the Resource Teacher by answering the following
questions.
1. Were the routines effective in ensuring discipline and order in the class? Why?
Why not?
2. Which of those routines were systematic and consistently implemented? Explain
your answer

REFLECT
Reflect on the various routines observed.
1. Which of the routines will you most likely apply in your class? Why? Why not?

Activity 6.2 Listing Down Classroom Rules

Resource Teacher: Teacher’s Signature: School: JZGMNHS
Year Level: Grade 7 Subject Area: Araling Panlipunan
OBSERVE
Observe a class and list down the classroom rules formulated by the
Resource Teacher. Cite the importance of these rules.
Classroom rules are imperative and must be reinforced for learners’ safety and
security. Rules also teach discipline and self-control. Rules eliminate stress and will
provide a more pleasant, secured and non-threatening environment. Rules ensure
the students’ engagement and focus in their classroom activities.
Classroom Rules Importance




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 

ANALYZE
Analyze each given rule.
What circumstances led to the formulation of the rule?

Are classroom rules really important?

REFLECT
Reflect on the various classroom rules set by the Resource Teacher.
Will you have the same rules? If not, what rules are you going to employ? Explain
your answer.

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 FIELD STUDY 1
LEARNING EPISODE 7:PHYSICAL AND PERSONAL ASPECTS OF
CLASSROOM MANAGEMENT

Activity 7.1 Identifying Personal and Physical Aspects of Classroom Management

Resource Teacher: Teacher’s Signature: School: JZGMNHS

Year Level: Grade 7 Subject Area: Araling Panlipunan
OBSERVE
Observe a class and interview the Resource Teacher. Ask how the personal
and physical aspects of classroom management ensure proper classroom
management and discipline.
Check if these aspects were observed in the classroom.
Aspects of Classroom Management YES NO
Personal Classroom Management
Is the teacher well-groomed that he/she demands respect from
the learners?
1.2 Is the teacher’s voice modulated and can be heard /
by the entire class?
1.3 Was the teacher present in class? /
1.4 Did the teacher arrive on time in class? /
1.5 Does the teacher exude a positive attitude towards /
teaching?
Physical Classroom Management
2.1 Is the classroom well-ventilated?
2.2 Is the lighting good enough?
2.3 Is the classroom free from noise?
2.4 Does the seating arrangement provide better interaction?
2.5 Is the design/structure of the room inviting to classroom
activities?
2.6 Is the physical space/learning station clear from obstruction?

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ANALYZE
Analyze the different elements of personal/physical classroom
management and answer the following question.
1. How does the voice of the teacher affect classroom instruction?
2. How does the punctuality of the teacher affect classroom discipline?
3.Why do we need to check on the physical aspects of classroom management?
\

REFLECT
Reflect on the aspects of personal and classroom management.
What does this statement mean to you as a future teacher? Explain.
What are your plans in ensuring effective classroom management?

Demonstrating knowledge of positive and non-violent discipline in the

Activity 7.2 management of learner behavior

Resource Teacher: Teacher’s Signature: School:

JZGMNHS Year Level: Grade 7 Subject Area: Araling Panlipunan
OBSERVE

Observe the classroom management strategies that your Resource Teacher

employs in the classroom. You may also conduct an interview to substantiate your
observation.
Check the management strategies employed by the Resource Teacher.
Check observed, put an if not observe and for no opportunity to
observe.
No
Not
Effective Classroom Management Strategies Observe opportunity
observe
to observe
Model to the students how to act in different /

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 situations.
Establish classroom guidelines.
Document the rules. /
Refrain from punishing the entire class.
Encourage initiative from class. /
Offer praise and rewards. /
Use non-verbal communication.
Take time to celebrate group effort.
Let students work in group. /
Interview students to assess their needs.
Address bad behavior quickly.
Consider peer teaching.
Continuously engage the students.
Assign open-ended project.
Write group contracts.

ANALYZE
Analyze the checklist you have accomplished and answer the given questions.
1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management?

2.What were not used by the Resource Teacher? Were these important? What
should have been used instead? Explain.

REFLECT
As a future teacher, reflect on the observations then answer the given
question.
1.What classroom management strategies do I need to employ to respond to
diverse types of learners?

SHOW Your Leaning Artifacts

Show piece(s) of evidence of learning to capture the classroom management
strategies used by your Resource Teacher. (Not Observed)
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