Field Study Student: _________________________________________________________________

Resource Teacher: ________________________________________ Date:____________________

Grade /Year and Section: ___________________________________ Subject: _________________

School: _________________________________________________ Time: ____________________

Learning Domain 1

The School as a Learning Environment

Objective:

At the end of this Activity, you should be able to able to determine appropriately social,
psychological, and physical environment supportive of learning.

Standards

The following National Competency-Based Teacher Standards are relevant to this learning domain:

1. The teacher creates an environment that promotes fairness.

2. The teacher provides gender-fair opportunities for learning.
3. The teacher recognizes that every learner has strengths.
4. The teacher maintains a safe and orderly classroom free from distractions.
5. The teachers arranges challenging activities in a given physical environment.
6. The teacher uses individual and cooperative learning activities learning activities to improve
capacities of learner s for higher learning.

Field Laboratory Experience

Your tacks are to:

1. Visit a school and look into facilities and areas that support learning;
2. Familiarize yourself with the school site and its different facilities; and
3. Accomplish the checklist as you go around the school site.

Checklist on Promoting a Learning Environment

Tick the column that corresponds to your observation on how the resource teacher creates a
physically socially, and psychologically conductive learning environment.

VE – Very Evident E – Evident NE – Not Evident

Competency VE E NE
The teacher I observed:
 1. Understand the dynamics of teaching
learners with diverse backgrounds.
2. Maintains a learning environment that
promotes courtesy and respect for all
learners, regardless of their culture, family
background, and gender.
3. Provides gender-fair learning
opportunities.
4. Understand the background of the
learners.

5. Respects individual differences.

6. Provides learning activities that allows

learners to optimize their full potentials.
7. Maintains a clean and orderly classroom.

8. Maintains a classroom which is safe and

conducive to learning.
9. Provides challenging classroom activities.

10. Conducts learning activities despite the

physical constraints of the classroom
11. Shows enthusiasm in the conduct of
teaching and learning.
12. Allows leaners to work by pair or by group.

Checklist on the Physical Environment

Tick the column that corresponds to your observation on the physical environment of the
school.

Facilities Available Not Available Comments

Principal’s Office
Guidance Office
Library/Learning
resource center
Canteen/
Cafeteria
Clinic
Industrial arts
room
Home economics
room
Playground
Pavilion/stage
Comfort rooms
for boys
 Comfort room for
girls
Speech laboratory
Computer
laboratory
Science
laboratory
Classrooms
Audio-visual room
Stock/Supply
room
Others

Questions for reflection

1. What is tour general impression of the school learning environment?

2. What social, psychological, and physical aspects of the school contribution most to the
learning environment?
3. Are the school facilities safe, clean, and well-maintained for all teachers and students? Why
or why not?
4. To what extent does the resource teacher make a difference in creating a conducive learning
environment?

Integration

How do your observations facilitate learning in school?

Field Study Student: _________________________________________________________________

Resource Teacher: ________________________________________ Date:____________________

Grade /Year and Section: ___________________________________ Subject: _________________

School: _________________________________________________ Time: ____________________

Learning Domain 2

Learner’s Characteristic and Needs

Objective

At the end of this activity, you should be able to differentiate learners clearly based on their
varied learning characteristics and needs.

Standards
 The following National Competency-based Teachers Standards are relevant to this learning
domain:

1. The teacher recognizes and respects individual differences.

2. The teacher is familiar with the learner’s background, knowledge, and experiences.
3. The teacher demonstrates concerns to the holistic development of leaners.

Field laboratory experience

Your tasks are to:

1. Observe three learners from different levels (pre-school, elementary, and high school);
2. Describe each of the learners.
3. Compare their interest and needs; and
4. Validate your observations by interviewing each of the learners

Questions for reflection

1. When contrasted, how do the learners in the pre-school, elementary, and high school differ
from one another?

Pre -school child Elementary School Pupil High School Student

2. What are the interest and needs of each learner?

Learner’s level Interest Needs Other Observations

Pre-school
Elementary
High school

3. Based on your observations, what are the different characteristic of learners in terms of
their cognitive, social, and emotional development?

Learner’s level Interest Needs Other Observations

Pre-school
Elementary
High school

Integration

Based on your observations, why is an understanding of the learner’s differences important in

the teaching-learning process?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Critical incident observed by this FS Teacher

Are the observations and reflections of the FS student evident of clear understanding of Learning
Domain 2? Explain.

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

Field Study Student: _________________________________________________________________

Resource Teacher: ________________________________________ Date:____________________

Grade /Year and Section: ___________________________________ Subject: _________________

School: _________________________________________________ Time: ____________________

Learning Domain 3

Classroom Management

Objective

At the end of this activity, you should be able to explain why classroom management is an
integral part of teaching.

Standards

The following National Competency-based Teacher Standards are relevant to this domain:

1. The teacher makes the classroom environment safe and conducive to learning.
2. The teacher establishes and maintains consistent standards of learners’ behavior.
3. The teacher gives timely feedback to reinforce appropriate learner’s behavior.

Field Laboratory Experience

Your tasks are to:

1. Observe a class;
2. Using checklist, find out if the important components of classroom management are
evident;
3. Describe the general behaviors of the leaners in class during the learning activities;
4. Relate the data in your checklist to the learners’ behavior; and
5. Reflect on how classroom management affect learning.

Checklist of the Classroom Management Components

Below is a checklist of the classroom management components. In your observation of the

resource teacher, evaluate objectively if the behavioral characteristic described under each
component are evident or not. If they are not, write your comment in the corresponding column.

Components Evident Not Evident Comments

Classroom Environment: The teacher I observed:
 1. Promotes a non-
threatening
classroom
atmosphere.
2. Observes a
systematic seating
arrangement that
makes students feel
comfortable,
organized, and
suitably positioned.

3. Sees to it that the

classroom is well-
lighter and
ventilated.
4. Maintains the
cleanliness,
neatness, or
orderliness of the
classroom.
5. Maintains the
cleanliness of the
classroom.
6. Sees to it that the
chairs and tables are
properly arranged
before and after
class.
7. Shows respect and
good rapport with
her/his students.
8. Begins and ends the
class with a clean
chalkboard.
Time management: The teacher I observed:
1. Begins and ends the
class on time.
2. Maximizes the time
so that student
could fully engage in
class
activities/discussions
3. Gets the attention of
the students and
sustains it until the
class ends.
4. Does not interrupt
students working on
tasks.
5. Enhances smooth
 transition and
maintains learning
momentum.
6. Informs the students
how much time is
left before starting
the next activity.
7. Adopts a systematic
routine in collecting
are returning
papers, assignments,
and others.
8. Keeps quiet/silent
when class in noisy
or unruly.
Instruction: The teacher I observed:
1. Effectively delivers
instruction.
2. Knows that
strengths and needs
of individual
students.
3. Utilizes appropriate
teaching strategies
to reach all students.
4. Uses technology in
delivering the lessin
whenever
necessary.
5. Moves around and
interacts with
students.
6. Is animated and full
of enthusiasm.
7. Makes sure that
her/his voice is
audible so that
students can hear
her/him.
8. Is consistent and
provides frequent
feedback.
Discipline: The teacher I observed:
1. Ensures that all
students know what
she/he expects of
them in class.
2. Ensures that her/his
students understand
classroom rules and
procedure well.
 3. Is consistent with
her/his system of
rewards and
punishment when
enforcing rules and
procedures.
4. Shows respect by
listening to her/his
students; she/he
then earns the
respect of her/his
students.
5. Plans engaging
lesson to reduce the
occurrence of
behavioral
problems.
6. Reprimands a
student privately, on
a one-on-one
manner rather than
in front of the whole
class.
7. Communicates
positive expectation.
8. Has self-control
rather than control
by authority.

Questions for Reflection

1. What will most likely happen if one of the components of classroom management is not
evident?
2. How does the resource teacher react when student/s interrupt/s the class or a small group
work?
3. What are the classroom routines and procedures before starting a class, taking a recess or
lunch, or dismissing the class for the day?
4. How does classroom management affect teaching and learning?

Integration

As a future teacher, how would you encourage your student to behave properly and work with you
in class?

Critical Incident observed by the FS teacher.

To what extent did the FS student the theory and practice of classroom management in his/her
observations and reflections?
Field Study Student: _________________________________________________________________

Resource Teacher: ________________________________________ Date:____________________

Grade /Year and Section: ___________________________________ Subject: _________________

School: _________________________________________________ Time: ____________________

Learning Domain 4

Classroom Management and Learning

Objective

At the end of this activity, you should be able to gain a clear understanding of how class
behavior and motivation strategies facilitate better learning.

Standards

The following National Competency-based Teacher Standards are relevant to this domain:

1. The teacher effectively uses the allotted instructional time.

2. The teacher selects teaching methods, learning and aligned with the objective of the lesson.

Field Laboratory Experience

Your task are to:

1. Observe a class;
2. Determine the approaches used by the resource teacher in motivating her/his students;
3. Interview the resource teacher about the common behavioral problems of her/his student
as well as her/his interventions;
4. Interview the resource teacher on the teacher criteria, student criteria, and school, criteria
used for effective classroom management; and
5. Interview three students on how classroom behavior affects their learning.

How does the resource teacher motivate her/his students?

Common behavior Problems and the teacher’s interventions

Fill out the table below with the common behavioral problems of students and the
corresponding interventions of the resource teacher.

Common behavior problems of students Interventions of the resource teacher

Criteria for effective classroom management considered by the resource teacher

Based on your classroom observation, list down the specific teacher, student, and school
criteria that the resource teacher considers for effective classroom management practice.
 Teacher Criteria Student Criteria School Criteria
Example: Values and beliefs of Example: The age maturity, Example: School policies
the teacher on classroom and interest of students
management

Transcript of interview with the students

Write what has transpired in your interview with the students. How does classroom behavior affect
their learning?

Integration

Based on your interview with the resource teacher and her/his students, how does motivation avert
or minimize behavioral problems?

Critical incident observed by the FS Teacher

What is the FS student’s understanding of the importance of motivation in student learning?

Field Study Student: _________________________________________________________________

Resource Teacher: ________________________________________ Date:____________________

Grade /Year and Section: ___________________________________ Subject: _________________

School: _________________________________________________ Time: ____________________

Learning domain 5

Classroom Management and Learning

Objective

At the end of this activity, you should be able to acquire a better understanding of the wise
and effective management of time, space, and material resources to provide an environment
conductive to learning.

Standards

The following National Competency-based Teacher Standards are relevant to this learning
domain:

1. The teacher effectively uses the allotted instructional time

2. The teacher selects teaching methods, learning activities, and instructional resources
appropriate to the learners and aligned with the objective of the lesson.

Field laboratory experience

Your tasks are to:

 1. Observe a class;
2. Find out how the resource teacher allocates class hours;
3. Describe the classroom structure; and
4. Identify the material resources used in class

My resource teacher 5 4 3 2 1
1. Permits
students to
work on their
assignments in
class.
2. Uses time for
film viewing in
class.
3. Spends much
time checking
students’
attendance.
4. Explains
homework and
reviews
common
problems but
does not allow
working on
homework in
class
5. Spends much
time on giving
announcement
s
6. Goes from one
room to
another room.
7. Comes late in
class.
8. Dismisses the
class on time
9. Comes to class
regularly and
punctually
10. Utilizes the
time for extra-
curricular
activities
11. Leaves
seatwork when
she/he gets
absent
 12. Spends much
time on
behavioral
problems
13. Allows papers
to be checked
in class.
14. Utilizes time for
practice and
drills
15. Allows students
to do their
extra-curricular
practices after
class hours

QUESTIONS FOR REFLECTIONS

1. How is time spent in class by the resource teacher?

2. Is the classroom structuring appropriate for learning? Is it free from distractions?

Describe the space and material resources in class.

Descriptions
Chalkboard
Seating Arrangement
Bulletin board/Wall displays
Teacher’s table
Material Resources

3. What are the available resource materials in class? List them down
Integration

As a future teacher, how would you manage time, space and resources to improve student learning?

Critical Incident Observed by the FS Teacher

Did the FS student clearly illustrate the theories on effective classroom management in his/her
observations? Explain.
Field Study Student: _________________________________________________________________

Resource Teacher: ________________________________________ Date: ____________________

Grade /Year and Section: ___________________________________ Subject: _________________

School: _________________________________________________ Time: ____________________

Learning Domain 6

Learners’ Characteristics and Learning Activities

Objective

At the end of this activity, you should be able to recognize the diversity of learners when providing
learning opportunities

Standards

The following National Competency-based Teacher Standards are relevant to this domain:

1. The teacher determines, understands, and accepts the learners’ diverse knowledge and
experiences.
2. The teacher designs learning experiences suited to the different types of learners.
3. The teacher establishes goals that define appropriate expectations for all learners.
4. The teacher recognizes the multi-cultural background of learners when providing learning
opportunities
5. The teacher paces lessons appropriate to the needs and difficulties of learners

Field Laboratory Experience

Your tasks are to:

1. Observe a class on a regular recitation day;

2. Describe the characteristics of the learners in class; and
3. Enumerate and describe the activities that take place.

Checklist On Ways of Providing Various Learning Opportunities for Diverse Learners

Tick the column that corresponds to your observation on how the resource teacher demonstrates
competency in handling diverse learners.

VE – Very Evident

E - Evident

NSE – Not so Evident

NEA – Not evident at all

The Teacher I observed VE E NSE NEA

1. Identifies learning
styles and multiple
intelligences of
learners.
2. Assess individual
needs and interests
of learners.
3. Utilizes various
teaching strategies
and activities to
address different
types of learners
4. Shows respect and
concern for learners’
individual
differences
5. 787Assists learners
to accomplish
learning goals
6. Proceeds from one
part of the lesson to
the next according
to the learner’s
needs and difficulties
7. Keeps track of
students with
learning difficulties
8. Provides
remediation for
students with
learning difficulties
9. Knows the cultural
and religious
background of
learners
10. Adjusts her/his
teaching relative to
the socio-economic
background of
learners
11. Motivates learners
from the lower
socio-economic
stratum
12. Exhibits fairness and
consideration to all
learners regardless
of their socio-
 economic
background.

QUESTIONS FOR REFLECTIONS

1. What similarities and differences among the students have you observed in class?
2. What learning experiences did the resource teacher provide to address the learners’
diversity?

Learners’ Diversity and Experiences Provided by the Resource Teacher

Learners’ Diversity Experiences Provided by the My Comments

Resource Teacher

INTEGRATION

Did your observations of the resource teacher jibe with the theories or principles discussed in your
professional education course/s?

CRITICAL INCIDENT OBSERVED BY THE FS TEACHER

To what extent did the FS student recognize the diversity of learners in class?
Field Study Student: _________________________________________________________________

Resource Teacher: ________________________________________ Date:____________________

Grade /Year and Section: ___________________________________ Subject: _________________

School: _________________________________________________ Time: ____________________

Learning Domain 7

Learners’ Characteristics and Learning Activities

OBJECTIVE

At the end of this activity, you should be able to determine teaching approaches and techniques
appropriate to diverse learners.

STANDARDS

The following National Competency-based Teacher Standards are relevant to this domain:

1. The Teacher determines, understands, and accepts the learners’ diverse knowledge and
experiences.
2. The teacher designs learning experiences suited to the different types of learners.
3. The teacher establishes goals that define appropriate expectations for all learners.
4. The teacher recognizes the multi-cultural background of learners when providing learning
opportunities.
5. The teacher paces lessons appropriate to the needs and difficulties of learners.

FIELD LABORATORY EXPERIENCES

Your tasks are to:

1. Tell how activities facilitate learning considering the learners’ diverse characteristics; and
2. Identify the effective teaching approaches and techniques of the resource teacher

LEARNING ACTIVITIES INVENTORY

Tick the column that corresponds to your observation of the learning activities the resource teacher
has utilized to effect learning.

Learning Activities Used by the Resource Teacher Evident Not Evident

Lecture-discussion
Slide presentation
 Laboratory work
Lecture demonstration
Panel discussion
Concept mapping
Critiquing
Role-playing
Question-answer-discussion
Group work/activity
Problem-solving
Simulation
Film viewing
Drawing exercises
Group presentation
Brainstorming
Sharing of experiences
Buzz Group
Classroom survey
Focus group discussion
Contest
Debate

Learning Activities Used by the Resource Teacher Evident Not Evident

Use of resource person in class
Cooperative learning activity
Storytelling
Analysis of newspaper/journal clippings
Paradigming
Chart interpretation
Coloring
Picture parade
Treasure hunt
Seatwork/exercises
Dyad presentation
Situational analysis
Visioning exercises
Class sharing
Poetry reading
Listening to some recording
Poster/collage-making
Resolving issues
Board works
Others; please specify;______________

QUESTIONS FOR REFLECTIONS

1. What are the salient differences in students’ abilities in the class?

 2. What are the factors that may explain the differences in their abilities?

3. How does the resource teacher address these differences in students’ abilities in her/his
teaching methods and strategies?

4. The previously listed learning activities may be categorized under four instructional
methods, namely lecture, practice and drills, questioning, and explaining. Which
instructional method/s is/are effectively employed by the resource teacher to bridge the gap
between the able and the less able students.

INTEGRATION

In your observation, how critical are the teaching strategies/techniques/approaches methods in

achieving optimal learning among diverse learners?

CRITICAL INCIDENT OBSERVED BY THE FS TEACHER

To what extent did the FSS Student grasp the effective teaching approaches and techniques
appropriate to diverse learners?

Field Study Student: _________________________________________________________________

Resource Teacher: ________________________________________ Date:____________________

Grade /Year and Section: ___________________________________ Subject: _________________

School: _________________________________________________ Time: ____________________

Learning Domain 8

Individual differences and the learning process

Objective

At the if this activity, you should be able to gain a better understanding of and accept the
learners’ diverse backgrounds.

Standards

The following National Competency-based Teacher Standards are relevant to this domain:

1. The teacher determines, understands, and accepts the learners’ diverse knowledge and
experiences.
2. The teacher designs learning experiences suited to the different types of learner.
3. The teacher establishes goals that define appropriate expectations for all learners.
4. The teacher recognizes the multi-cultural background of learners when providing learning
opportunities.
5. The teacher paces lessons appropriate to the needs and difficulties of learners.

FIELD LABORATORY EXPERIENCES

Your tasks are to:

1. “shadow” two learners of different learning abilities (one performer, one at-risk) but from
the same grade/year level;
2. Interview them to gather information on their background;
3. Observe them as they participate in a classroom activity; and
4. Write a narrative report

QUESTIONS FOR REFLECTION

1. What are the profiles of the two learners with different learning abilities?

Profiles of Learners with Different Learning Abilities

Profile Performing Student Student-at-Risk

Family Background
Father’s educational
attainment
Mother’s educational
attainment
Father’s occupation
Mother’s occupation
Number of Siblings
Family monthly income
Reading materials available at home
Newspapers
Books
Encyclopedia
Magazines
Dictionary
Thesaurus
Others
Household Language
Regional Language
 Tagalog
English
Others
Culture
Religion
General Ability
Residence (urban/rural)

2. How do learners differ in terms of their classroom engagement?

Level of Classroom Engagement

Describe the level of classroom engagement of the two learners with different learning abilities

Performing Student Student-at-Risk

3. How does the resource teacher address the learning gap between the two learners?

INTEGRATION

Based on your classroom observation and interview with the learners with different learning
abilities, what theory/s or principle/s may explain their differences?

CRITICAL INCIDENT OBSERVED BY THE FS TEACHER

To what extend did the FS Student understand and accept the diversity of learners’ backgrounds?