Fs1 Epidoe 1, Rica

REPUBLIC OF THE PHILIPPINES
CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
www.csu.edu.ph
September 19, 2022
To our very supportive Resource Teachers
To make it easier, you may give your field study student one grade for both field study 1
and 2 courses and compute it using the sample below:
FS Student – 92
FS 1 Attendance 92 x .50 = 46
Instructional tasks 92 x .50 = 46
To the Filed Study Students
Important reminders!
 Please paste evidence of your weekly group meeting in accomplishing all the group
outputs
 Include names of group members per episode when you submit (staring with surname,
given name, e.g. BEEd 4A)
 Team leaders to compile group outputs per episode and submit hard copy to me every
Friday before 5:00 PM.
 Please do not forget to write your name in the output starting with surname, given name,
e.g. BEEd 4A for easier recording.
 Complete the label of your file to be submitted on a weekly basis
o North CS – EDU 40 – Learning Episode 1
Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Maria Lucas, PhD. Milagros Borabo, PhD. Purita Bilbao, EdD. Brenda Corpuz, PhD
Prepared by FS Professors 1st Sem. 2021-2022

www.csu.edu.ph
LEARNING EPISODE 1
Learner Diversity: Developmental Characteristics, Needs and Interests
TUGUEGARAO NORTHEAST
CENTRAL INTEGRATED SCHOOL
BEED 4-B
AGAMATA, VALERIE C.
ANGA-ANAGAN, ZALDY VAL
ANTONIO, RINA MAY
CABAÑA, RICA MELANIE B.
MARTINEZ, DANNYVIE
BEED 4-A
ANTONIO, RINA MAY
BECED
PUGAL, DANICA
TUMALIUAN, HERMIELEN

www.csu.edu.ph
CABAÑA, RICA MELANIE B. BEED 4-B

LEARNING EPISODE 1
Learner Diversity: Developmental Characteristics, Needs and Interests
SPARK Your Interest
Episode 1 provides you with an opportunity to observe learners’ characteristics. It

highlights the differences in their characteristics and needs. As a future teacher, it is important
for you to determine learners’ characteristics and needs so that you will be able to plan and
implement learning activities and assessment that are all developmentally appropriate.
OBSERVE
Group Output
Use the observation guide and matrices provided for you to document your observations in an
face to face class.
An Observation Guide for the Learner’s Characteristics
Read the following statements carefully. Then write your observation report on the provided space. Your
teacher may also recommend another observation checklist if a more detailed observation is preferred.
Social
1. Describe how they interact with teachers and classmates in the class?
I’ve observed that they typically interact with their teachers and classmates in a variety of ways while in
class. They may raise their hands to ask questions, participate in group discussions and activities, work
collaboratively with their peers, and listen attentively to the teacher when instructions are given. There
may also be times when the teacher calls on students to share their thoughts or opinions on certain topics.
Additionally, the grade six pupils often engage in play-based learning activities, which require interaction
with their classmates and guidance from their teachers. Overall, the relationship between the grade 6
pupils, their teachers, and classmates is typically one based on mutual respect, trust, and cooperation.
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood-
shifts)
In grade 6 pupils, they display a wide range of emotions. They experience happiness, excitement, joy, and
curiosity while learning new things. At the same time, as I observed they also feel frustration, impatience,
anger, or sadness when they encounter challenging situations or are unable to express themselves
effectively. They more likely have mood shifts in response to their emotions, because they are still young
and as their developing social skills are still learning to regulate emotional responses.
Ultimately, the emotional temperament of the grade 6 pupils depends on various factors such as their
personality, environment, upbringing, and individual experiences.
2. Describe their level of confidence as shown in their behavior. Are they self-conscious?
I’ve noticed that grade 6 learners experience varying levels of self-consciousness as they navigate through
new social and educational settings. Some may be more confident and self-assured than others, while
some may struggle with social anxiety and shyness. That learners have differences and unique
circumstances that play a significant role in shaping the behavior and attitudes of the young learners.


www.csu.edu.ph
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
I’ve noticed that most of the grade 6 pupils SPED class have developed a good command of language and
use words effectively to communicate their ideas. Some of them express their thoughts and opinions
clearly and coherently, using appropriate vocabulary, grammar and sentence structures.
But some still struggle with complex language structures and rely on simpler vocabulary and sentence
structures to convey their ideas. Additionally, some pupils have difficulty with spelling, and their
handwriting are not very neat. However, with proper guidance and practice, most grade 6 pupils developed
a good language proficiency and developed to be more effective communicators.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
In Grade 6 pupils SPED class, I’ve noticed that they typically demonstrate an increased capacity for
independent thinking and reasoning compared to younger age groups. Their cognitive abilities are more
developed, allowing them to comprehend and figure out things more easily than before. However,
individual variations exist, and not all students may display the same level of comprehension.
Their capacity to examine information, develop conclusions, and find connections demonstrates their
thinking skills. The Grade 6 pupils apply logical reasoning to solve different types of problems. For
example, in their mathematics, they use various strategies to solve complex equations or word problems.
They can also evaluate multiple perspectives when discussing social or moral issues, showing an emerging
ability to think critically. Additionally, the grade 6 pupils exhibit improved listening and communication
skills, enabling them to actively engage in classroom discussions and contribute their thoughts and ideas.
They are often able to articulate their reasoning behind a particular answer or decision and provide
evidence to support their claims. For example, in their science, they able to describe mixtures, identify the
mixtures and able to develop a conclusion and provide a provide evidence to support their claims.
Furthermore, grade 6 pupils demonstrate an increased sense of curiosity and motivation to explore new
concepts and ideas. They start asking more sophisticated questions and independently seek out additional
information.
Overall, the grade 6 pupils display improved thinking skills, including comprehension, logical reasoning,
critical thinking, effective communication, and curiosity, which enable them to figure out things more
easily compared to lower grade.
3. Were these opportunities for problem solving? Describe how they showed solving abilities.
Yes, there were opportunities for problem solving among the grade 6 pupils. For example, in their English
subject their teacher assigns group projects to encourage collaboration and teamwork which is making a
film regarding a topic about “anti-bullying”. Grade 6 pupils work together, delegating tasks, solving
problems, and improving their communication and interpersonal skills. Another example, in Math
Problem-Solving their ability to break down the problem, formulate a plan, and follow steps to solve it
would showcase their problem-solving abilities.
Overall, grade 6 pupils Sped class demonstrate problem-solving abilities through their critical thinking
skills, creative thinking, analytical reasoning, collaboration, and the ability to apply learned concepts to
real-life situations.


www.csu.edu.ph
Group Output
Learners’ Development Matrix
Record the data you gathered about the learners’ characteristics and need in this
matrix. This will allow you to compare the characteristics and needs of learners. The items under
each domain are by no means exhaustive. These are just sample indicators. You may add other
aspects which you may have observed.
Development Domain Elementary

(BEEd)
Indicate age range of children observed: 11-12 years old
Social  When Grade 6 pupils engage in classroom discussions with
their teachers and classmates. By listening attentively, and
Interactions with Teachers and
reciting after the discussion or while the discussion on-
classmates
going.
 When the Grade 6 pupils form friendships with their
classmates, supporting each other academically and
emotionally. These interactions provide a sense of social
connectedness and support during difficult times.
Emotional
 They more likely have mood shifts in response to their
Moods and temperament, expressions
emotions.
of feeling
Emotional independence
Others
Cognitive
Communication skills  They have a good command of language and use words
effectively to communicate their ideas.
Thinking skills
 Some explain their thoughts and opinions clearly and
Problem-solving coherently but some don’t.
 Some think fast but sometimes they don’t.
Others  They work together, delegating tasks, solving problems,
and improving their communication and interpersonal
skills.


www.csu.edu.ph
ANALYZE
Group Output
Write the most salient developmental characteristics of the learners in the grade/ high school
level you observed. Fill-out only the row appropriate to the grade/highs school level you
observed. Based on these characteristics, think of implications for the teacher.
Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Elementary  Kids love to have  Therefore, teachers must help in

some time playing promoting the value of playing
Age range for
sports such as sports to the students.
learners observed
volleyball.  Therefore, teachers should
11-12  Kids love on using imply activities that include
the app. TikTok and dancing, drama, singing and etc.
doing the trending or include movements not only
dance challenge. in Mapeh subject but in all
subjects.


www.csu.edu.ph
REFLECT
Group Output
1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities or differences do you have with the learners
you observed?
While I’m observing the learners, I remembered those days when I was their age. there’s
a lot of similarities and differences I remembered. The similarities were, asking papers to
your classmate, borrowing pencil or ballpen. Also, the curiosity that we have. Our
difference, way back in my elementary days teachers were too strict in terms of academic
and discipling Childrens.
2. Think of a teacher you cannot forget for positive or negative reasons. How did
she/he help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
The teacher that I will never forget that made a big impact on me was my adviser when I
was in Senior high school, he is Mr. Perez. For the reason that, he made me realize that
every mistake we made don’t only give us a negative impact but look on the other side or
the brighter side which is the positive impact that can give us. He teaches me to be more
confident in all things. That only you, yourself can help you.
3. Share you other insights here:
Observing a grade 6 Special Education (SPED) class is a great opportunity to me as a

future educator, each SPED class is unique, as it caters to the specific needs and abilities
of the students. Observing with an open mind and a focus on inclusive, person-centered
approaches can provide a deeper understanding of how educators support students with
disabilities.


www.csu.edu.ph
SHOW Your Learning Artifacts
Group Output
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.
The theory of Lev Vygotsky's Social Development Theory. This theory emphasizes the
role of social interaction and cultural context in a child's development. Here's an
overview and some recommended readings. Lev Vygotsky's Social Development Theory,
Vygotsky's theory focuses on the importance of social interaction, language, and culture
in a child's cognitive development. He introduced concepts like the zone of proximal
development (ZPD) and scaffolding to explain how teachers can support students'
learning. Understanding Vygotsky's theory can help teachers create a supportive and
interactive classroom environment to enhance students' learning and development.
Vygotsky's Social Development Theory is especially useful for me as future educator

since it highlights the necessity of teamwork, social interaction, and the role of the
teacher in supporting learning. However, in order to accommodate unique student
requirements, it is also necessary to have a well-rounded awareness of numerous
developmental theories.


www.csu.edu.ph
1ST WEEK GROUP MEETING DOCUMENTATION


www.csu.edu.ph
EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 1- Learner Diversity: Developmental Characteristics, Needs and
Interests
Learning Outcome: Determine the characteristics, needs and interest of learners
Name of FS Student__________________________________Date Submitted____________

Year and Section____________________________________Course_____________________
Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplished answered/accomplishe answered/accomplished
d
Analysis All questions were All questions were All questions were not Four (4) or more
answered completely; answered completely; answered observation
answers are answers are clearly completely; questions were not
with depth and are connected to theories; answers are not answered; answers
thoroughly grammar and spelling clearly connected not connected to
grounded on the theories; are free from errors. to theories; one (1) theories; more than
grammar and spelling are to three (3) four (4)
free from error. grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed
Learning Portfolio is reflected on in Portfolio is reflected Portfolio is not Portfolio is not

Artifacts The context of the learning on in the context reflected on in reflected on in the
outcomes; Complete, well- of the learning out- The context of the context of the
Organized, highly relevant comes; Complete, learning out- learning outcomes;
To the learning outcome. well-organized, very Comes; Complete, Not complete,
relevant to not organized, Not organized, not
The learning relevant to relevant
outcome. the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline. deadline after the dead- days after the
line deadline
COMMENT/S Over-all Score Rating

(Based on
transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-Below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below
___________________________________ ______________
Signature of FS Teacher above Printed Name Date


www.csu.edu.ph


Fs1 Epidoe 1, Rica

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fs1 Epidoe 1, Rica

Uploaded by

Copyright:

Available Formats

REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

September 19, 2022

To our very supportive Resource Teachers

To the Filed Study Students

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

Prepared by FS Professors 1st Sem. 2021-2022

CABAÑA, RICA MELANIE B. BEED 4-B

SPARK Your Interest

Episode 1 provides you with an opportunity to observe learners’ characteristics. It

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

Development Domain Elementary

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

Level Salient Characteristics Implications to the Teaching-

Elementary  Kids love to have  Therefore, teachers must help in

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

3. Share you other insights here:

Observing a grade 6 Special Education (SPED) class is a great opportunity to me as a

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

SHOW Your Learning Artifacts

Vygotsky's Social Development Theory is especially useful for me as future educator

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

1ST WEEK GROUP MEETING DOCUMENTATION

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

EVALUATE Performance Task

Name of FS Student__________________________________Date Submitted____________

Learning Excellent Very Satisfactory Satisfactory Needs

Learning Portfolio is reflected on in Portfolio is reflected Portfolio is not Portfolio is not

COMMENT/S Over-all Score Rating

TRANSMUTATION OF SCORE TO GRADE/RATING

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

Reference: Field Study 1 Observations of Teaching-Learning In An Actual Environment

Prepared by FS Professors 1st Sem. 2021-2022

You might also like

Name of FS Student______________________Date Submitted