Mga Tagalikha

Ms. Gina Mae B. Fernandez Ms. Syril Diane R. Resoor

Ms. Jellyfir S. Oro

Ipinasa kay : Dr. Mildred R. Monroy

Paunang Salita
Ang pagtatakda ng mga bagong direksyon sa edukasyon ay isa sa
mga pangunahing alalahanin ng Teacher Education Institutions
(TEI). Ang FS1 na aklat na ito ay iniayon ang mga karanasan ng
mag-aaral sa National Competency-Based Teacher Standards
(NCBTS). Ang mga karanasan sa pagkatuto na nakapaloob sa
bawat aralin ay nilayon na lumikha ng makabuluhan at kasiya-
siyang pagkikita upang matiyak na madarama ng mga mag-aaral
ang kagalakan ng pagtuturo at pagkatuto.

Nakatuon ang FS1 sa The School as Learning Environment; Mga

Katangian at Pangangailangan ng Mag-aaral; Pamamahala at Pag-
aaral ng Silid-aralan; Mga Indibidwal na Pagkakaiba at Pakikipag-
ugnayan ng Leaner (nakatuon sa mga pagkakaiba sa lahi ng
kasarian, pinagmulang relihiyon); Mga Indibidwal na Pagkakaiba at
Pakikipag-ugnayan ng Leaner (nakatuon sa Iba't ibang Antas ng
Kakayahan); at Home-School Link.

Mga tampok ng aklat

Ang Aklat na ito ay nahahati sa Learning Episodes. Ang bawat
Learning Episode ay naglalaman ng mga sumusunod na bahagi;

Ang aming Target

Tinutukoy nito ang mga layunin ng mga mag-aaral. Ang mga

layunin ay nakasaad sa tiyak, masusukat, makakamit,
makatotohanan at may hangganan sa oras( SMART) na paraan.

Ang aming Pagganap

Gumagamit ito ng isang analytic na rubric sa pagmamarka na
naproseso at nakatuon sa produkto. Sinusuri nito ang kalidad ng
proseso ng pagmamasid sa portfolio ng mag-aaral. Pangunahin
itong tool na nilayon para sa guro sa Field Study na i-rate ang mag-
aaral sa FS kapag natapos ang episode. Maaari itong gamitin ng
mag-aaral ng FS para sa mga layunin ng self-rating pagkatapos
makumpleto ang episode. Ito ay lugar kaagad pagkatapos ng Aking
target na magbigay ng ideya sa mag-aaral ng FS kung anong mga
puntos ang susuriin sa pagtatapos ng yugto ng pag-aaral.

Ang aming Mapa

Ito ay nagpapakita ng mga paraan/mga proseso ng direksyon, mga
paraan na kailangang gawin ng mga mag-aaral upang maabot ang
target.

Our Tools

Ang bahaging ito ay nagbibigay sa mga mag-aaral ng mga

instrumento na kailangan nilang gamitin sa mga aktibidad na
gagawin sa yugto ng pag-aaral upang patalasin ang kanilang mga
kasanayan.

Our Analysis

Ang yugtong ito ay nagha-highlight sa kakayahan ng mag-aaral ng

FS na hatiin ang impormasyong natutunan at mga karanasang
dumaan sa mga bahagi para sa isang malalim at masinsinang pag-
aaral ng pareho.

Our Reflections
Binibigyan nito ng pagkakataon ang mag-aaral ng FS na makisali
sa mas mataas na mga kasanayan sa proseso ng pag-iisip. Ang
bahaging ito ay makakatulong upang mapabuti ang metacognitive
na mga kasanayan bilang nakikibahagi sa paglutas ng mga
problema, paggawa ng mga paghatol at pagbabalangkas ng mga
hinuha.

Panimula

Sa pagmamasid natin sa mga mag-aaral, kailangan nating isaalang-

alang ang kanilang mga layunin. Anong mga epekto ang
sinusubukan nilang gawin? Inoobserbahan namin ang kanilang
mga aksyon at pinakikinggan namin ang kanilang mga komento
upang matukoy ang mga diskarte na kanilang pinili upang
makamit ang kanilang layunin.

Upang magkaroon ng makabuluhang pakikipag-usap sa isang bata

kailangan nating malaman kung ano ang iniisip ng bata na
maaaring gawin sa totoong sitwasyon (mga posibleng layunin) at
kailangan nating malaman ang mga pamamaraan na
pinaniniwalaan ng bata na mangyayari ang mga bagay (mga
posibleng pagsisimula). Ang pagsasaalang-alang sa mga teorya ng
mga bata ay nangangailangan ng higit pa sa isang maingat na
transkripsyon ng kanilang sinasabi at ginagawa.

Kailangan nating humukay, i-abstract ang kahulugan ng mga

elliptical na pangungusap, mga aborted na paggalaw, o nakalilitong
pagpapaliwanag, kahilingan o paglalarawan. Ang mga bata ay
kusang-loob, kung minsan ay nakalaan; masaya ngayon,
malungkot mamaya; palakaibigan at nakalaan; may kakayahan at
walang muwang; madaldal at tahimik. Ang pagiging parang bata ay
makaranas ng halos hindi mahuhulaan na hanay ng mga
pagtuklas, emosyon at antas ng enerhiya. Ang mga bata ay
natatangi at kumplikado at sa gayon ay kadalasang mahirap
intindihin. At hindi sila kaagad na nakikipag-usap sa amin upang
maipaliwanag ang mga dahilan ng kanilang kapritso habang
ginalugad nila ang mundong nakapaligid sa kanila. Gayunpaman,
bilang mga guro, mahalagang kilalanin natin nang malalim ang
ating mga anak, dumaloy sa kanilang mga agos at palawakin ang
kanilang mga nabuong teorya tungkol sa mga gawain ng mundo
FS 1
The Learner’s Development and Environment
Course Description
The course is designed to help Field Study Students verify the behavior of the child in

the actual learning environment. It will require them to recognize feasible approaches to
facilitate learning considering the learner’s different phases of development and social
environment.

General Objectives
1. Identify the stage of physical, motor, linguistic, literacy, cognitive, social and emotional
2. development of the children or adolescents as manifested in the actual classroom
setting.
3. Observe and reflect on the different approaches employed by the teacher in dealing
with learners in the different stages of development.
4. Analyze how the teaching and learning process should be conducted considering the
different phases of child development.
 Episode 1
THE SCHOOL AS A LEARNING
ENVIRONMENT

Episode 1:
 THE SCHOOL AS A LEARNING ENVIRONMENT

Name of FS Student:
Course: Year & Section:
Resource Teacher: Mrs. Riza Rivas Date: 08-13-14
Cooperating School:

My Target
At the end of this activity, I will be competent in determining a school environment that
provides social, psychological, and physical environment supportive of learning.

My Performance (How I will be rated)

Field Study 1 Episode 1- The School as a Learning Environment
Focused on: Determining a school environment that provides social, psychological, and
physical environment supportive of learning.

Exemplary Superior Satisfactory Unsatisfactory

Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks were Fewer than half of tasks
Documentation: done with tasks were done done with acceptable were done; or most
outstanding with high quality quality objectives met but with
quality; work poor quality
exceeds
expectations

4 3 2 1
My Analysis Analysis questions Analysis questions Analysis questions Analysis questions were
were answered were answered were not answered not answered.
completely; in completely completely
depth answers; Grammar and spelling
thoroughly Clear connection Vaguely related to unsatisfactory
grounded on with theories the theories
theories
-Exemplary Grammar and Grammar and spelling
grammar and spelling are acceptable
spelling. superior.

4 3 2 1

My reflection Reflection Reflection Reflection statements Reflection statements

statements are statements are are shallow; are unclear and shallow
 profound and clear but not supported by and are not supported
clear, supported clearly supported experiences from the by experiences from the
by experiences by experiences episode. episode.
from the episode. from the episode.

4 3 2 1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components; is
well-organized well-organized supporting unorganized and
and all supporting and most documentation is unclear.
documentation supporting organized but is
are located in documentation lacking.
sections clearly are available
designated. and/or logical and
clearly marked
locations.

4 3 2 1
Submission Before deadline. On the deadline. A day after the Two days or more after
deadline. the deadline.

4 3 2 1
Subtotals
Rating based on
Overall Score transmutation:

______________________________ _________________
Signature of FS Teacher above printed name Date

Transmutation of Scores to Grades/ Ratings

Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84

Our Map
 A general observation of the campus and the classroom is an exciting way
to start my observation.
My mission is to do the following tasks:
1. Visit a school. Look into facilities and support learning areas in the campus, then in the
classroom.
2. Accomplish the checklist as you move around the school premises.
3. Based on your gathered data in the checklist, describe the school environment.
4. Make a reflection on the characteristics of a school environment that promotes
learning.
5. Present your idea of a good school environment through any of these:
a. Descriptive paragraph
b. Photo essay
c. Sketch or drawing
d. Poem, song or a rap
 Our Tools
As you move around the campus, activity forms are provided for you to document your observations. It is
advised that you read the entire worksheet before proceeding to the school site. A good understanding of the
activities and tasks to be accomplished in the activity sheets will yield better learning results.

SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the different areas and facilities of the school. Check the column to indicate their
availability. Give a brief description of those that are available on the last column.

Facilities Available Not available Description

Office of the Principal

Library

Counseling room

Canteen/ Cafeteria

Medical Clinic

Audio-visual/ Media Center

Reading center

Speech Laboratory

Science Laboratory

Gymnasium

Auditorium

Home Economics Room

Industrial Workshop Area

PTA Office

Comfort Room for Boys

Comfort Room for Girls

Others (please specify)

An Observation Guide for the CLASSROOM VISIT

Read the following statements carefully. Then write your observation report on the provided space.

1. Describe the community or neighborhood where the school is found.

2. Describe the school campus. What colors do you see? What is the condition of the buildings?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, and the cafeteria. Look around and find out the other
facilities that the school has.

Name of the School Observed:

School Address:

Date of Visit:
 An Observation Guide for the CLASSROOM VISIT

Be guided by these tasks as you do observation. Then accomplish the matrix to record your data.
1. Look at the walls of the classroom what are posted on the walls? What heroes, religious figures,
lessons, visual aids, announcements, do you see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s table located? How
are the tables and chairs/ desks arranged?
3. What learning materials/ equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room, well- lighted and well ventilated?

CLASSROOM FACILITIES MATRIX

Description
Classroom Facilities
(location, number, arrangement, condition)
Wall Displays
Teacher’s Table
Learner’s Table
Blackboard
Learning Materials/Visual Aids
Lightings
Fan
Broom Stand
Shoe Rack
Our Analysis
1. How do the school campus and the classroom in particular impact on the learning of the
students going to school? What are your conclusions?
2. How does this relate to your knowledge of child and adolescent development? How
does this relate to your knowledge to your knowledge of facilitating learning?

Our Reflections

1. Would you like to teach in the school environment you just observed? Why or why not?

2. What kind of school campus is conducive to learning?

3. What kind of classroom is conducive to learning?

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learning and insights here.

Our Portfolio

Our Personal Illustration of an Effective School Environment