Field Study 1
Episode 5
INDIVIDUAL DIFFERENCES
AND LEARNERS’ INTERACTION
(Focusing on different levels of abilities)
Name of FS Student ___
BTVTED III - J, major in Garments, Fashion, and Design
Learning Outcome
● Gain competence in determining, understanding, and accepting the
learners' diverse backgrounds, and in relating the learners'
backgrounds to their performance in the classroom.
Learning Content
An effective teacher remembers that the learners have different levels
of ability and lets them know that their strengths are recognized and that
everyone has the chance to learn and succeed. The teacher helps create a
learning community where everyone can work together and contribute
regardless of their abilities and capacities.
Learning Task
Use the activity form provided for you to document your observations.
Resource Teacher
Observation Guide
Read the following carefully before you begin to observe. Then, write
your observation report in the space provided.
● Observe the class to see the differences in the abilities of the
learners.
● Try to identify the students who seem to be performing well and
those that seem to be behind.
● Observe the behavior of both high-achieving and low-achieving
learners. Note their dispositions, and pace in accomplishing tasks.
● Observe the teacher’s method in addressing the individual learning
needs of the students in his/her class.
OBSERVATION REPORT
The students in the class come from diverse backgrounds and
have different life circumstances. As I have observed, few
students in the class are performing well; I believe this has
something to do with the fact that what they do is skill-based.
Students who performed well demonstrated more enthusiasm in
completing their tasks, and from what I observed, they asked
for more clarifications than others, and finished their tasks
faster, and more accurately.
The subject is men's wear, specifically pattern drafting; many
students in the group were unable to understand the direction,
some asked for the repetition of the procedure at least twice,
and while the others were already on their sleeve patterns,
three students remained on the same pattern piece; the trouser
pattern, which was supposed to be finished weeks ago.
 I was tasked with checking one of those students' patterns, and
from what I saw, the student made many mistakes, many lapses
in measurements, and some points from the procedure were not
followed, causing the student to repeat the pattern from the
beginning, indicating that the student may not be understanding
the directions or the task well enough. The same student was
also one of the students who was slow in all activities and had
low participation in one of their online classes.
From my observations, low-achieving students are too shy to ask
for help, especially from their instructor, and when they do,
they always turn to the student teachers and us; the observers,
rather than the more knowledgeable instructor.
When the teacher observes that the pupils are asking more
questions, she instantly attends to them and asks them to
identify what they do not understand properly, after which the
instructor gives the directions and explains unclear processes
again. In addition, when the teacher noticed a pupil struggling
with the previously mentioned method, she quickly guided that
student. The instructor simply did a hands-on with every student
who is behind, where she taught one by one all of the processes
from the beginning once more, and this continued until a
favorable outcome was obtained.
Analysis
1. Who among the students performed well and who did not? What
behavior
helped you identify them (volunteering to answer, responding to the
teacher’s directions, etc.)?
The students that performed well are determined based on how
frequently they asked questions and how they reacted with clarification
when given an instruction. Because it is skill-based, their performance is
judged by the quality of their work, and therefore a student who did well
exhibited more enthusiastic behavior, which contributed to success in
learning.
Underperforming students, on the other hand, were easily identified
because they were less focused on the discussion. As the teacher
presented the directions or discussed the procedures, two students are not
focused on the discussion and preferred to converse with each other
instead. As a result, it is evident from their work that they did not
understand the procedures which caused them to complete their jobs
significantly slower than others, and with less quality.
2. Describe the differences in ability levels of the students in the class.
The differences in ability levels of the students vary greatly.
In some cases, depending on the task, some students demonstrated fast
learning. I have seen one student who did not ask for help and continued
with her task, demonstrating that she could clearly understand the task
given. That student is not participative during their online discussion, but
she is always the student who finishes her tasks first and with the least
amount of error. While some students cannot keep up with their
classmates' pace, others are slow but can follow, and still, others are not
very good at pattern-making and must be checked by the instructor from
time to time.
Each student is unique; some learn quickly, while others do not;
regardless of how they learn, they exhibit a willingness to learn.
3. Describe the methods used by the teacher in handling the students’
differences in abilities.
The teacher's method for dealing with the students' differences in
abilities is to assess the student's performance. The teacher paid special
attention to the needs of students who were struggling with the task. She
carefully examined what they did, and after she noticed any errors, she will
immediately correct them.
Furthermore, the teacher handled the students' differing abilities
through continuous verbal exchange, if one did not understand, they asked
questions, and when they asked questions, the teacher repeated her
instructions in greater detail. Finally, the teacher gave the students print-
outs with images of the patterns that they are creating, which gave visual
learners a better chance to understand the exact location of each
measurement.
Reflection
I can present examples of teaching tactics that will enhance
multiple intelligence in the process, such as visual aids, exercises requiring
bodily motions, and critical thinking, which may be provided through
collaborative activities.
Learning will be easier if it is done collaboratively, where each member is
chosen at random. This will simply mean that the group is made up of high
and low achievers, which will create more balance. The high achievers
students can help the low-achieving students because the collaborative
activities will prompt them to help each other. Thus, learning can be
enjoyable and fruitful, as well as it will provide students with more
interaction, which fosters student relationships.

3. How will you encourage all learners, regardless of religious, ethnic, or

1. Recall the time when you were in elementary or high school. How did
racial
your teacher deal with differences in abilities?
background, to interact and participate?
Back when was in high school, my teacher dealt with differences in
As a future educator, I will encourage my students' participation
our abilities by the use of different methods in teaching. Which, added to
and interaction regardless of religious, ethnic, or racial background by
her visual aids, she provided us with print-outs with additional images, and
instilling good values in them. This will be accomplished through the
at one point during the discussion, as I recall vividly, she discussed the
classroom rules that I will establish, to pounder them with respect, values,
topic of different ethnic practices done to women, and instead of simply
and freedom of expression to my students. Furthermore, I will promote and
providing us with information, she presented us with imagery, which I found
set an example of nondiscriminatory attitudes toward ethnic, religious, and
more effective as I can say that I learn more with an emphasis on visual
racial differences.
and auditory methods.

Teachers are viewed as role models, which is why my example is

Furthermore, she involved us in a group or collaborative tasks, and
critical for students to learn the values that I wanted to instill. If I as an
such activities were always presented in a unique way, such as pantomime,
educator cannot practice what I preach, what is the point of teaching
role play, reporting, and so on. Moreover, following each group activity, she
students values?
offered ratings and remarks that served as the foundation for our
performances.
In addition, rather than simply establishing classroom rules, I will be
the first person to promote and encourage students to participate and
interact, by paving the way for students to realize that they can freely
2. With the principle of individual differences in mind, what methods and
express themselves in my class and that our different backgrounds should
strategies will you remember in the future to ensure that you will be able
never matter.
to meet the needs of both the high and low achievers in your class?

With the concept of individual differences in mind, the methods and

strategies that I will employ in the future to satisfy the requirements of both
high and poor achievers in class are those that promote the use of multiple
intelligences and collaborative activities. My prior professors, who regularly
employed those tactics, created a more enriching learning environment.
Portfolio
(Attach your favorite scene and explain why.)