ED 214 - Field Study 1

AY 2021-2021│First Semester

Learning Episode 2

Name: Genelin D. Ajera Year and Section: BSED 4-A

LEARNING EPISODE 2- Learner Diversity: Development Characteristics,

Needs and Interests
ACTIVITY 2.1 – Observing learner characteristics at different stages

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: 5 children observed: 9 children observed: 14
Physical

Gross-motor Carrying the toy blocks Running around the Loves participating in
skills from left side to right playground without sports like volleyball.
side of the room. stopping while maintain
the balance when
turning into different
direction.

Fine-motor skills Clapping their hands up Drawing and coloring Multi-tasking some
in the air following the landscapes as an art things to maximize time
teacher. activity. and to help others as
well
Self-help skills
Eating her food alone. Knows how to use Being on time to classes
bathroom alone. without reminders.
Social

Interaction with Always asking tons of Attentive to class Some are shy to their
Teachers questions discussion but has short teachers, some wanted
attention span when the attention
teacher is discussing
Interaction with
Classmates Loves to roam around, They wanted to belong to They strive to fit in to
/friends running and playing a certain group of friends certain group of people
and wanted to have they age especially those
friends to talk with who are famous in the
campus

Interests Trying different things, Playing outside and Grooming themselves,

curious at everything running interested on how to
make themselves
 presentable to others

Emotional
Moods and Easily angered, cries They know how to The students knows how
temperament, most of the time, hyper approach others, knows to enjoy their lessons
expression of and active how to hide their and they are attentive to
feelings feelings, playful, active it

Emotional They are able to enjoy They are following the Some just gets bored
independence playing as long as it teacher‟s instructions and they did not listen
never gets them bored and they know how to anymore, doing their
wait own things
Cognitive

Communication They are able to

They can say what they Can carry on group communicate effectively
Skills
wanted to say in right activities and can to their classmates
words express their ideas well
to others
Thinking skills
They ask questions when The students can
they can‟t understand answer the questions of
the lesson and they know the teacher right away
how to brainstorm
Problem-solving
Can guess the toys and Can solve the four main The students can
knows how to count from operations, the add, comprehend the
one to ten minus, plus and divide problems well and can
answer it correctly.

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 Have short attention span, loves to Teachers should be patient, and use
Age range of move around, and curious at music and dance to let the children
learners everything. have fun while learning. The teacher
Observed : 4-5 should also need to be attentive and
active most of the time to level the
hyper vibe of the children.
Elementary They start to try new things and Teachers should be gentle, sensitive to
Age range of explore on their own. They can the children feelings and create fun
learners comprehend simple instructions and activities that the children can enjoy at
observed: 7-8 already capable of expressing the same time expand their
themselves to others. exploration while learning new things.
High School Independent, they are concern on what Teachers should let the students do
Age range of they look like, established critical things on their own, only guiding them
learners thinking skills and they know how to and making sure they are on the right
observed: 13-14 manage their time. direction.
REFLECT

1. While you were observing the learners, did you recall your own experiences when you are
with their age? What similarities or differences do you have with the learners you observed?

 Yes, I do recall my own experiences when I was in their age and it feels so nostalgic to
me. My similarities are the following: I am a curious child ever since who loves
adventure and explore outside my comfort zone. I love listening to my teacher, taking
her activities as challenges I need to conquer every time. Loving all the art related
lessons is my highlight. The differences on the other hand are, I am not a sporty
student, and I am not fond of staying too long under the sun to play. I am not that
sociable too.

2. Think of the teacher you cannot forget for positive or negative reasons. How did she/he help
you or not help you with your needs (physical, emotional, social and cognitive)? How did it
affect you?

 The teacher I cannot forget was my English teacher, Mrs. Tessa May Espigar Pentojo.
When I was in high school I idolize her so much because she is very kind, she adjust
her teaching for us so that we can understand and comprehend her lessons well
enough. She was able to help me physically through the activities she provides
wherein I turned active and spend fun times with my classmates while learning. She
made a huge impact to my emotional aspect in a way that her kind words,
encouragement and praise build my self-confidence and inspired me to do my best at
all times. In social aspect, she provides various group activities wherein I was able to
develop my communication skills and I strengthen my ability on how to express myself
to others. Lastly, in cognitive aspect where I gained so much and influence me to take
my course right now. Because of her, I learned to appreciate literature and fall in love
with them eventually. Her way of teaching English subject is so fun and really
engaging. I want to be like her someday, touching the lives and inspiring students as
well.
3. Share your insights here.

 I learned that it was really important to study your students‟ physical, emotional,
social and cognitive aspect if you are aiming for huge percentage of impact and
comprehension because when you are dedicated to know more about them and you
can come up with solutions on how to deal with them and address what they need at
the same time. You are honing them the right way and leading them to the kind of
development and growth that they intended to have in them. I can say that if I‟ll be in
the position of being an actual teacher, I would love to explore my students‟
personality and attitude as well. Even though I am far from it but I am so sure it
would be the most colorful timeline of my life.
LINK THEORY TO PRACTICE

Directions: read the items given below and encircle the correct answer.

1. A.

2. D.

3. B.

SHOW Your Learning Artifacts

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

 My favorite theory development is Psychosocial Developmental Theory by Erik Erikson.

For me, it was a complete package from birth until old age and offers wide aspects of
understanding myself, other people and my future learners as well.

Erikson's Psychosocial Developmental Theory

Psychoanalytic theory was an enormously influential force during the first half
of the twentieth century. Those inspired and influenced by Freud went on to
expand upon Freud's ideas and develop theories of their own. Of these neo-
Freudians, Erik Erikson's ideas have become perhaps the best known.

Erikson's eight-stage theory of psychosocial development describes growth

and change throughout life, focusing on social interaction and conflicts that
arise during different stages of development.

While Erikson‟s theory of psychosocial development shared some

similarities with Freud's, it is dramatically different in many ways. Rather
than focusing on sexual interest as a driving force in development, Erikson
believed that social interaction and experience played decisive roles.

His eight-stage theory of human development described this process from

infancy through death. During each stage, people are faced with a
developmental conflict that impacts later functioning and further growth.

Unlike many other developmental theories, Erik Erikson's psychosocial

theory focuses on development across the entire lifespan. At each stage,
children and adults face a developmental crisis that serves as a major turning
point.
LEARNING EPISODE 3
Focus on Gender, Needs, Strengths, Interests, Experiences Language, Race, Culture,
Religion, Socio-economic Status, Difficult Circumstances, and Indigenous Peoples

Activity 3.1 – Observing difference among learners‟ gender, needs, strengths, interests, and
experiences; and differences among leaders‟ linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.

OBSERVATION REPORT

Since it is a field study in the midst of COVID 19 PANDEMIC where classes are done through
module and online, I don‟t have any other choice but to base my observations on YouTube videos.

I watched the video entitled “Classroom Observation Tool for Proficient Teachers” uploaded by
Keziar Ressmeros two years ago on his YouTube channel.

The interaction in the classroom is semi-formal in a way that the students are behaving very well
but at the same time active in class discussion and they participate when the teacher is asking
questions about the lesson. Since it was a class discussion all throughout the class, it has a less
group interaction.

The learners seated in the back are like audiences in a movie premiere because most of them are
just sitting there, listening to their teachers but shy to participate in class. Most of the active
students are in the front where they are the one who raised their hands and confidently answers
the questions.

As what I‟ve observed, the learners do cooperate in class and although some are just did not
participate, they are listening and attentive in class discussion.

I really noticed and wanted to emphasize that the students who sit in front or near the teacher are
more active compared to those learners who sit at the back. No one asked for help but I can say
maybe they are shy to ask questions right away when the teacher is discussing.

When a certain student cannot answer the question right away, the teacher is to the rescue in
supplementing further clues and explanation and if not, she just asked other students who are
raising their hand and if the answer is correct, the teacher further clarify it to make it clear to all.

In conclusion, I enjoyed the whole duration of the video and I somehow feel what it feels like inside
the classroom observing class discussion even though it was only in virtual way.
ANALYZE

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

 Since it was a diverse normal English class, I can say that the students‟ personality
and behavior do vary as well. During the actual class that I‟ve observed online, they
act formally because it was a formal class discussion but based on my actual
experience before, there are really students who are dominant and act like the leader,
that most of the time he/she is the one in charge of the class events and when
organizing something for the benefit of whole class. There are also students who love
to fool around making jokes to his/her classmates and even teachers that most of the
time, male students. There are also students who steal the show to get noticed by the
teacher or his/her classmates. In short, students who loves attention. There are also
students who act like a little teacher who most of the time teachers‟ usual substitute
when he/she need to do something. Lastly, the students who have trust issues at
anything. They did not believe on what you said, will ask you „what if‟ questions and
so on.

What makes the learners assume these roles? What factors affect their behavior?

 I think the learners are assuming their roles but being who they are in front of
everyone. They are just being them, acting not on what we expect about them but
being themselves. I think the factors that affect their behavior is first, their home, on
how they are raised and treated at home, their community where they grew up, and
their personal interests as well.

2. Is there anyone you observed who appear left out? Are students who appear “different?”
why they appear different/ are they accepted or rejected by other? How is this shown?

 In class I observed online, yes, there is. But I cannot say that she is left out, she is
only inactive during class discussion. She is not participating or raising her hand and
that is okay as long as she will try next time and she is listening and learning the
lesson. In my personal experience, there are some cases that in a class, a student or a
learner were left out because of his/her „difference‟ to others. For example, when I was
in high school, one of my classmates is too black and we can say she belongs to
indigenous people based on her physical appearance. Most of my classmates are
staring at her, don‟t want her to be in their group, and don‟t talk to her. My teacher
noticed it and she said we shouldn‟t let her feel that she is not welcome and we should
befriend her and help her in the lessons. I take the chance to know more about her,
and that was the best thing I‟ve ever did in my life. Until now, I cannot forget her and
she was just an awesome person for me.
 What does the teacher do to address issues like this?

 Based on my experience, the teacher respond very well to address the issue because at
the end of the day, we are able to open up our heart to our classmates with
„differences‟ and accepted and loved her just the way she is.

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

 The teacher has the most crucial role inside the classroom and especially in every
class interaction because she is the role model of the class. All her actions and words
directly or indirectly affect the students‟ perspective and behavior. How the teacher
view about individual differences of the students will influence the students
perspective and way of thinking as well. Therefore, as a future teacher, I will embrace
and accept all the individual differences so that my students will do the same.

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

 The strategies that the teacher used to maximize the benefits of diversity in the
classroom are exposure to different culture and beliefs of the community and other
places as well. Integrating it to his/her lessons and cites many examples as she can to
promote acceptance and open mindedness to the students. The teacher can leverage
the diversity by emphasizing it as a strength knowing that we can learn so much from
differences and not a hindrance to success by all means.

REFLECT

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

 I feel a sense of unity while watching the online lecture because everyone are
cooperating even those who are just listening on during the class discussion.
Everyone is on sync including the teachers‟ lecture and how the students respond to it
and to her questions. I think everyone is learning and do understand the lesson
because they are attentive and listen to the teacher‟s discussion. I am happy to watch
the videos online but at the same I am longing for the actual one since it should be the
right process as an education student. Nevertheless, somehow, I experience what it
feels like to observe the class discussion that I miss to attend to.
ANALYZE

Curriculum Design, Answer each question based on your observation and interview
Competencies, and Content data.
1. Does the school foster a Yes the school do foster foster a sense of belonging to one‟s
sense of belonging to ancestral domain, a deep understanding of the community‟s belief
one‟s ancestral domain, and practices in a way that the teacher is very open minded to the
a deep understanding of students most especially when it comes to their attitude during
the community‟s belief class hours. We cannot deny the fact that the students carry in
and practices? Cite them the influences coming from their homes and community
examples where they grow and every teacher should take note of that and
bear in mind. We should be the one who adjusting for our
students because we are the one who are responsible for that not
the other way around.
2. Does the school show Yes, the school shows respect of the community‟s expression of
respect of the spirituality like for example, a class should start with a prayer.
community‟s expression And most of the time, a roman catholic student will lead the
of spirituality? How? prayer. In school where I came from, the teacher give the same
privilege to every student to practice their own way of praying
based on your religion when you are the one who will lead the
prayer.
3. Does the school foster in Yes it is! The school does appreciate their learners‟ indigenous
the indigenous learners identity. The school exercised the laws intended for indigenous
a deep appreciation of learners and they get the respect and fair treatment like any other
their identity? How? normal learners.
4. Does the curriculum Since there is a law and republic act to follow for indigenous
teach skills and people,
competencies in the the curriculum teach skills and competencies in the indigenous
indigenous learners that learners that will help them develop and protect their ancestral
will help them develop domain and culture.
and protect their
ancestral domain and
culture?
5. Does the curriculum Yes, the curriculum link new concepts and competencies to the
link new concepts and life experience of the community.
competencies to the life
experience of the
community?
6. Do the teaching Absolutely yes, teaching strategies help strengthen, enrich, and
strategies help complement the community‟s indigenous teaching –process.
strengthen, enrich, and
complement the
community‟s indigenous
teaching –process?
7. Does the curriculum Yes, the curriculum maximizes the use of the ancestral domain
maximize the use of the and activities of the community as relevant settings for the
ancestral domain and learning in combination with classroom-based sessions. For
activities of the instance, a certain student who belong to indigenous community
community as relevant was given the chance to present in class his/her ancestral beliefs
settings for the learning and his/her classmates will analyze and appreciate it and share
in combination with their opinions and insights about it.
classroom-based
sessions? Cite examples.