FS 1 5 Learners Development and Instruction

REPUBLIC OF THE PHILIPPINES
ILOILO STATE COLLEGE OF FISHERIES

College of Education
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
Website:www.iscof.edu.ph/ Email: sanenriquecampus@gmail.com
Teacher Observed: __________________________ Date: ____________________

Grade/ Year and Selection: ___________________ Subject: _________________
School: ______________________ Time: ___________________
Learner’s Development and Instruction

Learning Experience 5 leads you to the pathway discovering how teachers adapt clssroom
instruction to where and what the learners are in terms of their growth and development . as you have experienced
yourself, curriculum content and methodology used across your years in school follow a framework that recognizes
certain development theories and principles . All children invaritably follow the same stages of development from
infancy to adolescence but not necessarily at the same rate. They all go through the same physical , social,
emotional, cognitive stages of development and the school tries its best to appropriately meet their characteristics
and contextual needs.
In LE 5, you will get close to a group of learners belonging to a more or less the same cognitive
stage . try to discover how the teacher manages instruction suited to their level. If you are a BEED student , obtain
permission to observe an elementary class who are cognitively classified as concrete-operational. If you are a BSED
student, observe a Grade 9 or 10 class who are classified to be in a formal operation stage.
Prepares FS 1 Students for PPST: Your Intended Learning Outcome:

Domain: Curriculum and Palnning Apply knowledge of learners ‘
Strand: Planning and management of teaching cognitive characteristics to
and learning process instructional strategies.
Your Reflection Trigger
2.1 Exposure
Recalling characteristics of learners in the
different stages of cognitive development.
2.2 Participation
Identifying the instructional key events of a
lesson in teaching a particular level
2.3 Identification
Recognizing the guidelines followed in
teaching learners of a particular cognitive stage
2.4 Internalization
Drawing the application of the cognitive How should teachers provide for the cognitive stage
characteristics of learners in teaching-learning of their learners?
practices.
2.5 Dissemination
Exemplifying instructional strategies
appropriate for teaching
Field Study 1 (Observations of Teaching-Learning in Actual School Environment) Cristy V. Montero, MAT
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
4.1 EXPOSURE
Recalling characteristics of learners in the different stages cognitive development.
Table 5.1 summarizes the cognitive stages of development according to Jean Piaget (2004) and the
underlying characteristics of children belonging to each of the stages. You surely have taken this in your earlier
psychology course .
Recall these charactristics defining each stage and see how they are utilized in managing instruction in the
class you will be observing .
Table 5.1 Piaget’s Stages of Cognitive Development
Stage Approximate Age Characteristics
Sensorimotor 0-2 years Begins to make use of imitation ,
memory and thought.
Begins to recognize that objects do
not cease to exist when they are
hidden. Moves from reflex actions
to goa- directed activity.
Preoperational 2-7 years Gradually develops use of language
and ability to think in symbolic form
Able to think operations through
logically in one direction.
Concrete Operational 7-11 years Able to solve concrete (hands on)
problems in logical fashion.
Understands laws of conservation
and is able to classify and seriate .
Understands reversibility.
Formal Operational 11 to Adult Able to solve abstract problems in
logical fashion.
Becomes more scientific in thinking.
Develops conerns about social
issues , identity.
Source: Piaget’s Theory of Cognitive and affective Development (2009)
1. In what stages are the learners attending Basic Education (K-12) found in the cognitive
continuum? Approximate the cognitive stgae of the learners in school using the information in
Table 5.1
Grade / Year Level Age Range Approximate Cognitive Stage
Preschool
Grade 1
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
Grade II- IV
Grade V-VI
Junior High – Grade 7-8
Junior High – Grade 9-10
Senior High – Grade 11-12
2. The primary / intermediate level class BEED students will be observing is approximately composed
of learners belonging to concrete – operation stage as their ages range from 7- 12 years.
3. The Junior – Senior High students approximately belong to formal operation stage with their ages
ranging from 12-18 years.
5.2 PARTICIPATION
Identifying the instructional key events of a lesson in a particular class.
Preliminary tasks
1. For BEED students, obtain permission from your cooperating school to allow you to observe a
math or a science class at either primary / intermediate level (Grade II – IV; Grade V- VI).
2. For BSEd students, observe a Junior or Senior math or a science class.
3. Spend some time to study Table 5.2 on the next page showing Classroom Observation Form. This
is a simple time-based observation form where you will continuously write brief but specific
descriptions of they key events or activities that happened throughout the lesson. Use the
increments of 3 seconds in writing your notes. Write the exact time whe the lesson begins. Foe
example , if class starts at 9:00 enter this in the form. Your next field note is at 9:03 , next will be at
9:06 and so on until the lesson is finished . use words like “ same activity” or silence if there are no
changes happening. See the sample below.
Time Key Lesson Event

9:00 Math/ Science lesson starts
9:03 Teacher conducts review of past lesson by…
9:06 Same activity
9:09 Teacher introduce a game for…
4. Meet with the Cooperating Teacher prior to observation to inform him / her of your purpose.
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
5. Observe well what the teacher does or says in teaching this group of learners. Note the tasks
intended to be performed by the class.
Observation Proper
Use the observation form in writing down your field notes every three seconds.
Table 5.2 Classroom Observation Form
School: _________________________________
Grade /Year Observed: _______________________Name of Teacher: ___________________________
Subject Area Observed: ______________________Time:_____________to _________A.M./P.M
Number of Students : ______________________
Episode Time Key Event

1.
2.
3.
4.
5.
6.
7.
8.
9.
10
11
12
13
14
15
16
17
18
19
20
Lesson ends
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
5.3 IDENTIFICATION
Recognizing the guidelines followed in teaching learners of a particular 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 episode or parts of the lesson you have observed that exhibit each one.
Write the Episode Number 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
School :_______________________________
Grade / Year Observed: ___________________Name of Teacher:_____________________
Subject Area Observed: ___________________Time __________ to ______________A.M./P.M
Guidelines Episode No (s) Key Event(s) in the Lesson

Observed
1. Continue to use
concrete props and
visual aids
2. Give the students a
chance to manipulate
and test objects.
3. Make sure presentations
and readings are brief
and well- organized
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
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
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
B. For the BSED students, you will initially use the same matrix in classifying the key events you
have noted while observing a class with the learners belonging to the formal operation stage.
This time however, you will exapand the matrix to include other guidelines you have seen
being observed by teachers of Junior or Senior High School learners.
Teaching Formal Operational Learners
School: __________________________________________
Grade / Year Observed: _____________________________Name of Teacher:_________________
Subject Area Observed : ____________________________Time _________to ________A.M./P.M
Teaching Guidelines Episode No (s) Key Event (S) in the Lesson

Observed
1. Continue to use
concrete props and
visual aids.
2. Give the students a
chance to manipulate
and test objects.
3. Make sure presenations
and readings are brief
and well – organized.
4. Use familiar examples to
explain more complex
ideas.
5. Give opprtunities to
cllassify and group
objects and ideas on
increasingly complex
levels.
6. Present problems that
require logical, analytical
thinking.
5.4 INTERNALIZATION:
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
Drawing the applicantions of the cognitive characteristics of learners in teaching – learning

parctices.
A. For BEED
1. Were all the teaching guidelines for concrete operational learners demonstrated in the
lesson observed ? Which were clearly shown?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________
2. Which guidelines were not shown at all?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
3. What could be the reason/s why the teacher did not have the opportunity to observe the
suggested guidelines for this stage?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
4. What significant characteristics of children belonging to concrete operational stage enable

to reason out, discover, invent, and create new things?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
B. FOR BSED
1. Were all the teaching guidelines demonstrated in the lesson you observed? Which were
clearly shown?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. Which guidelines were not observed at all?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What could be the reason /why the teacher did not have the opportunity to observe the
suggested guidelines for this stage ?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
4. What guidelines have you added in the matrix ? What could be the reason why the teacher
followed these guidelines you have noted? Why were they not included in the original list?
_____________________________________________________________________________
_____________________________________________________________________________
____________________________________________________________________________
5. What significant characteristics of learners in high school enable them to rationalize,

discover, invent, and create new things?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5.5 DISSEMINATION
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
Exemplifying instructional strategies appropriate for teaching.
You have learned earlier the cognitive characteristics of learners belonging to concrete-
operation or formal operation stage now enrolled in Basic Education . you have also seen
how these characteristics can be optimized through some guidelines for teaching them.
Can you apply this learning in the following activity.
A workshop is being organized on teaching stategies 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
Guidelines for Grade II- VI Examples of Teaching Techniques

1. Continue to use concrete props and a. e.g. Use 3-dimensional models in
visual aids teaching about the Solar System in
Science
b.
2. Give the students a chance to a.
manipulate and test objects. b.
3. Make sure presentations and a.
readings are brief and well- b.
organized.
4. Use familiar examples to explain a.
more complex ideas. b.
5. Give opportunities to classify and a.
group objects an ideas on b.
icreasingly complex levels.
6. Present problems that require a.
logical, analytical thinking. b.
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
B.BSED students will use their expanded or reformed matrix of guidelines. Choose the guidelines from
the original list which you think can still be uncludee and add those you have newly observed or
dicovered appropriate to secondary students.
Suggested Teaching Techniques for Formal Operation Stage
Guidelines for Grade 7-12 Examples of Teaching Techniques

1. a.
b.
2. a.
b.
3. a.
b.
4. a.
b.
5. a.
b.
6. a.
b.
GROWTH PORTFOLIO ENTRY NO.
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
GROWTH PORTFOLIO ENTRY NO.
Facilitator
San Enrique, Iloilo
5036 Philippines
Contact No.: (033) 323-2058
___________________________
Field Study Student
Signature over printed name
Facilitator

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REPUBLIC OF THE PHILIPPINES

ILOILO STATE COLLEGE OF FISHERIES

Teacher Observed: __________________________ Date: ____________________

Learner’s Development and Instruction

Prepares FS 1 Students for PPST: Your Intended Learning Outcome:

Your Reflection Trigger

Source: Piaget’s Theory of Cognitive and affective Development (2009)

Grade / Year Level Age Range Approximate Cognitive Stage

Junior High – Grade 7-8

Junior High – Grade 9-10

Senior High – Grade 11-12

2. For BSEd students, observe a Junior or Senior math or a science class.

Time Key Lesson Event

Table 5.2 Classroom Observation Form

Episode Time Key Event

Teaching Concrete Operational Learners

Guidelines Episode No (s) Key Event(s) in the Lesson

4. Use Familiar examples to

Source: Woolfolk (2007) Educational Psychology

Teaching Formal Operational Learners

Teaching Guidelines Episode No (s) Key Event (S) in the Lesson

Drawing the applicantions of the cognitive characteristics of learners in teaching – learning

2. Which guidelines were not shown at all?

4. What significant characteristics of children belonging to concrete operational stage enable

2. Which guidelines were not observed at all?

5. What significant characteristics of learners in high school enable them to rationalize,

Exemplifying instructional strategies appropriate for teaching.

A workshop is being organized on teaching stategies that effectively address

A. BEED students can use the table format below .

Teaching Techniques for Concrete – Operational learners

Guidelines for Grade II- VI Examples of Teaching Techniques

Suggested Teaching Techniques for Formal Operation Stage

Guidelines for Grade 7-12 Examples of Teaching Techniques

GROWTH PORTFOLIO ENTRY NO.

GROWTH PORTFOLIO ENTRY NO.

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Teacher Observed: ______ Date: