FS 1 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
EPISODE 4
INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
(Focusing on differences in gender, racial, religious backgrounds)
Name of FS Student
Course Year & Section
Resource Teacher Signature Date
Cooperating School
MY TARGET
At the end of this activity, I will gain competence in managing time, space and resources to provide
an environment which is appropriate to the learners and conducive to learning.
MY PERFORMANCE (How I Will Be Rated)
Field Study 1, Episode 4- Individual Differences and Learner’s Interaction
Focused on: Differences in gender, racial, religious backgrounds
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all Fewer than half
Documentation done with tasks were tasks were of tasks were
outstanding done with high done with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectations quality
4 3 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions questions questions were
answered were were not not answered.
completely; in answered answered
depth answers; completely completely. Grammar and
thoroughly spelling
grounded on Clear Vaguely unsatisfactory.
theories/ connection related to
exemplary and with theories the
grammar spelling. theories.
Grammar and
spelling are Grammar and
superior spelling
acceptable
4 3 2 1
Field
Study 1
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
My Reflection statements Reflection Reflection Reflection
Reflection are profound and statements are statements are statements are
clear, supported by clear, but not shallow; unclear and
experiences from the clearly supported supported by shallow and are
episode. by experiences experiences from not supported
from the episode. the episode. by experiences
from the
episode.
4 3 2 1
My Portfolio is complete, Portfolio is Portfolio is Portfolio has
Portfolio clear; well-organized complete, clear; incomplete; many lacking
and all supporting well-organized and supporting components; is
documentations are most supporting documentation unorganized and
located in sections documentations is organized but unclear.
clearly designated. are available and/or is lacking.
in logical and
clearly marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day before the Two days of
deadline more after the
deadline
4 3 2 1
Sub Totals
FS 1
Rating:
Overall Score (Based on
Transmutation)
Signature of FS Teacher Date
Above Printed Name
Transmutation to grade/rating
Score Grade Score Grade
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
FS 1 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
MY MAP
The learners' individual differences and the type of interaction they bring surely affect the quality
of teaching and learning. This episode is about observing and gathering data to find out how
student diversity affects learning.
To reach your target, do the following tasks:
Step 1. Observe a class in different parts of a school day.
(beginning of the day, class time, recess, etc.)
Step 2. Describe the characteristics of the learners in
terms of age, gender, and social and cultural diversity.
Step 3. Describe the interaction that transpires inside and
outside the classroom.
Step 4. Interview your Resource Teacher about the
principles and practices that she uses in dealing with
diversity in the classroom.
Step 5. Analyze the impact of individual differences on
learners' interaction.
FS 1 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
MY
MY TOOLS
“It takes a
world of
Use the activity form provided for you to document your observations. difference to
make a
An Observation Guide for the Learners’ Characteristics difference
in the world"
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page. -from a
children's
1. Find out the number of students. Gather data as to their ages, gender, racial song (Quoted
groups, religious and ethnic backgrounds. in Covey's 8th
Habit DVD)
What does this
quotation
mean to you?
Write your
thoughts here.
During class:
1. How much interaction is there in the classroom? Describe how the students
interact with one another and with the teacher. Are there groups that interact
more with the teacher than others.
2. Observe the learners seated at the back and the front part of the room. Do they
behave and interact differently?
Field Study 1
FS 1 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
MY
3. Describe the relationship among the learners. Do the learners cooperate with or compete against each
other?
4.Which students participate actively? Which students ask for most help?
5. When a student is called and cannot answer the teacher's question, do the classmates try to help him?
Or do they raise their hands so that the teacher will call them instead?
Outside class:
1. How do the students group themselves outside class? Homogenously, by age? by gender? by racial or
ethnic groups? Or are the students in mixed social groupings? If so, describe the groupings.
2. Describe how the learners interact with each other. What do they talk about?
FS 1 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
OBSERVATION REPORT
Name of the School Observed
School Address
Date of Visit
FS 1 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
MY ANALYSIS
1. Identify the persons who play key roles in the relationships and interactions in the classrooms. What
roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an attention seeker, a
little teacher, a doubter/pessimist?
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2. Are students coming from the minority group accepted or rejected by the others? How is this shown?
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3. How does the teacher influence the class interaction considering the individual differences of the
students?
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4. What factors influence the grouping of learners outside the classroom?
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FS 1 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
MY REFLECTIONS
1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learners?
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2. In the future, how would you want the learners in your classroom to
interact? How will you make this happen?
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FS 1 THE LEARNER’S DEVELOPMENT AND ENVIRONMENT
MY PORTFOLIO
Post a collection of quotations advocating for celebrating diversity in the classroom. Using these
quotations, explain how you will encourage all learners, regardless of religious, ethnic or racial
background to interact and participate well.
