Field Study 1 & 2 (1)

FS The Learners Development and Environment

Credit : 1 unitDuration : 18 hoursCOURSE DESCRIPTIONStudy 1 is an outcomes-based course designed to give students significant opportunities to observe and analyze the characteristics and behaviors of learners in actual learning environments. It is intended to develop the skills in identifying and understanding the characteristics and needs of diverse learners. These skills will be vital in creating a conducive environment, choosing and evaluating developmentally appropriate approaches in planning and managing the environment, delivering content, facilitating learning activities, and assessing learners.Field Study is anchored on the following Professional Education subjects: Child and Adolescent Development Facilitating Learning Social Dimension of EducationCOURSE OUTCOMESAt the end of the course, the FS student must be able to:1. Describe the physical, motor, linguistic, cognitive, social and emotional development of the learners as manifested in actual learning environments.2. Reflect on how to address the learners needs and various factors that affect the teaching and learning process.Intended Learning OutcomeAssessment TaskContent

Teaching-Learning ActivityLearning ResourcesReferences

Episode 1In this episode, I must be able to determine the characteristics of a school that is safe, secure and is supportive of learning.An illustration of a school that is supportive of learning or a child-friendly school through any of the following:

A descriptive paragraph-a photo essaySchool as a learning environment

Peace Concept in Focus Building Friendship1. 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 Paragraphb) Photo essayc) Sketch or drawingd) Poem, song or rapResource school Resource TeacherObservation Sheet (From FS1 Workbook)

Corpuz, B., Lucas M.R., Lucido;PBorabo, H. Child and Adolescent Development (2010)

Lucas, M.R. and Corpuz, B. Facilitating Learning, 4th Edition (2014)

3. Evaluate the different strategies employed by teachers in dealing with learners at different stages of development.

LEARNING ACTIVITIES PLANIntended learning OutcomeAssessment TaskContentTeaching Learning ActivityLearning ResourcesReferences

Episode 2

In this Episode, I must be able differentiate the characteristics and needs of learners from different developmental levels.

Narrative description of diversity among ChildrenLearners characteristics and Needs

Peace Concept and Focus

Valuing Diversity

LearnersCharacteristics and Learning Activities

Peace Concept In FocusInclusivity1. Observe 3 groups of learners from different levels (preschool, elem., and high school).

2. Describe each of the learners based on your observation

3. Validate your observation by interviewing the learners

4. Compare them in terms of their interest and needs.

Resource school

Resource Teacher

Observation Sheet Learners Development Matrix (From the FS 1 Workbook)Corpuz, B., LucasM.R., Lucindo P., Borabo, H. Child and Adolescent Development (2010)

Lucas, M.R. and Corpuz B. Facilitating Learning, 4th Edition (2014)

Episode 3

In this episode, I must be able to plan on how to manage time, space, and resources to provide a learning environment appropriate to the learners and conducive to learningChecklist on classroom management components

Photo documentation of the classroom setting

Reflection paper on activities that allow inclusivity rather than exclusivity among learners

Collection of Classroom activities written on card boards of rainbow colors

A reflection paper on the congruence or match of learning activities to the learners characteristics

Classroom Management and Learning Observe a class

Using a checklist, find out the evident classroom components

Describe how the classroom is structured/ designed to allow everyone to participate in the learning activities

Relate the data in your checklist to the learners behavior

Reflect on how classroom management affects learning.Resource school

Resource Teacher

FS 1 Manual

Observation Guide (From the FS 1 Workbook)Corpuz, B., LucasM.R., Lucindo P., Borabo, H. Child and Adolescent Development (2010)


Episode 4

In this episode, I will be able to: Demonstrate understanding and acceptance of the learners diverse backgrounds Identify best practices in dealing with diversity in the classroom Reflection on the interaction of learners despite differencesIndividual Differences And the Learning Process

(social and cultural diversity)

Peace concept In Focus Unity In diversity1. Observe a class in different parts of a school day (beginning of the day, class time, recess, etc.)2. Describe the characteristics of the learners in terms of age, gender, and social and cultural diversity.3. Describe the interaction that transpires inside and outside the classroom.4. Interview your resource teacher about the principles and practices that she uses in dealing with diversity in the classroom.5. Analyze the impact of individual differences on learners interaction. Resource school

Resource Teacher

FS 1 Manual

Observation Guide (From the FS 1 Workbook)Corpuz, B., LucasM.R., Lucindo P., Borabo, H. Child and Adolescent Development (2010)


Intended learning OutcomeAssessment TaskContentTeaching Learning ActivityLearning ResourcesReferences

Episode 5

In this Episode, I must be able to:

Identify the needs of students with different levels of abilities in the classroom

Choose effective strategies to address the diverse needs of the learners

Learners profile

Narrative ReportIndividual differences and the learning process

(difference in ability level)1. Identify two or more learners of different abilities but from the same grade or year

2. find out some information about their background

3. observe them as they participate in a classroom activity and how the teacher addresses their needs

4. Write a narrative report and a brief reflection on your experience.Resource school

Resource Teacher

Observation Guide(From the FS 1 Workbook)Corpuz, B., LucasM.R., Lucindo P., Borabo, H. Child and Adolescent Development (2010)


Episode 6In this episode, I must be able to :

Describe the influencing factors in the home environment that affect the students learning Identify effective strategies on how teachers can work together with the family.Home visitation report

Reflection on the impact of home and Family Life to LearningHome school link

Select a learner from the class you have observed. Interview the teacher about the learners characteristics. Conduct a home visit to your selected learners residence. Interview the parents about The rules they implement at home concerning their childs schooling the learners activities and behavior while ay home. Describe the family in terms of Number of siblings Number of siblings in school Identify the factors in the home environment that might affect the learners school performance.s Reflect on how a teacher can communicate effectively with the home.

Resource school

Resource Teacher

Parents

Observation/interview guide for Home-School Link Parents Interview Guide (From the FS 1 Workbook)Corpuz, B., LucasM.R., Lucindo P., Borabo, H. Child and Adolescent Development (2010)


The purpose of the observation is to provide opportunity for you to relate theory to actual practice. To help you do this, remember to:Know and understand what exactly you need to observeStudy the observation guides, listen to your FS teacher and ask questions to be sure all is clear to youHave paper and pen ready to jot down detailsCarefully separate facts from interpretationsAccomplish the checklist/forms a.s.a.p. so that the details are still fresh in your mindObservationTips

FS 1FIELD STUDYLearning Episode1 The School as a Learning Environment

My Learning Episode OverviewThis Episode 1 provides an opportunity for students to examine and reflect on school environment that promotes learning and development.My Intended Learning OutcomesIn this Episode, I must be able to determine the characteristics of a school environment that is safe, secure and is supportive of learning.My Performance CriteriaI will be rated along the following:Quality of my observations and documentationCompleteness and depth of analysisDepth and clarity of classroom observation-based reflectionCompleteness, organization, clarity of portfolioMy Learning EssentialsA physical environment conducive for learning is one that has consistent practices that:Keep the school safe, clean, orderly and free from distraction;Maintain facilities that provide challenging activities; andAddress the physical, social and psychological needs of the students

My Map

To realize my Internal Learning Outcomes, I will work my way through the steps:My mission is to do the following tasks:

2. Accomplish checklist as you move around school the school premises.Visit a school. Look into facilities and support learning areas in the campus, then in the classroom.

4. Make a reflection on the characteristics of a school environment that promotes learning.3. Based on your gathered data in the checklist, describe the school environment.

5. Present your idea of a good school environment through any of these:a.) Descriptive Paragraph b.) Photo Essayc.) Sketch or Drawingd.) Poem, song or rap

My 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 CHECKLISTFamiliarize 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, and say how each will contribute to students learning and development.

FacilitiesDescriptionWill it contribute of the students learning and development.Why?

Office of the PrincipalClean, well-ventilated, well-lit, spacious, organized

LibraryWell-lit, well-ventilated, plenty of books, cleanA well-maintained library with plenty of resource material relevant to the students needs and interests makes them feel welcome to study there because they are assured that the material they need is available.

Counseling RoomFriendly atmosphere, well-lit, well-ventilated, organizedIf a counseling room has a friendly atmosphere and is well-lit and well-ventilated, it helps make the student feel comfortable and less anxious in sharing their feelings and insights.

Canteen/CafeteriaSpacious, clean, well-lit, well-ventilated, plenty of food stallsThe variety of food assures that it could cater to many of the students needs. The canteen is also separated into two floors for two grade levels so that there is a low chance of bullying.

Medical ClinicClean, well-lit, well-ventilated, organized and well-stocked medicine cabinet and plenty of well-maintained and up-to-date medical equipmentStudents who feel unwell could go here to receive immediate and appropriate medical attention treatment so that they could continue with their school day.

Audio Visual/Learning Resource CenterMaterials are up to date and well-maintained, spacious, and well-ventilated

FacilitiesDescriptionWill it contribute of the students learning and development.Why?

Science LaboratorySpacious, well-ventilated, well-lit, clean, organized, plenty of materials in stockroom for experiments and equipment is up-to-date and well-maintainedIt is good to have a laboratory that has sufficient and well-maintained equipment and has a clean, organized setting for students to conduct experiments well.

GymnasiumSpacious, clean, well-ventilatedThere is plenty of space to house many students and accommodate multiple classes from different levels at the same time.

Auditorium

Outdoor/Garden

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 VISITBe guided by these tasks as you do your observation. Then accomplish the matrix to record your data.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?Examine how the pieces of furniture are arranged. Where is the teachers table located? How are the tables and chairs/desks arranged?What learning materials/ equipment/ are present?Observe the students. How many are occupying one room?Is the room well-lit and well-ventilated?CLASSROOM FACILITIES MATRIXClassroom FacilitiesDescription(location, number,Arrangement, condition)Wall DisplaysAround the classroom, 4-6Teachers TableIn front of the class and near the chalkboard, 1, facing the students, in good conditionLearners DesksBlackboardOn the wall in front of the class, 1, facing the students, in good conditionLearning Materials/ Visual AidsAt the right wall 6. 7. 8. 9. 10.I entered theclassroomwith the convictionthat it wascrucial forme and everyotherstudent tobe an activeparticipant,not a passiveconsumer.Learning is A placewhereparadise can be created.-Bell Hooks,Teaching toTransgress,NY:Routledge,1994

An Observation Guide for the CLASSROOM VISITRead the following statements carefully. Then write your observation report on the provided space.Describe the community or neighborhood where the school is found.Describe the school campus. What colors do you see? What is the condition of the buildings?Pass by the offices. What impression do you have of these offices?Walkthrough the school halls, the library, the cafeteria. Look around and find the others.

Write your observations here:The school is located in Mandurriao, near places like QualiMed medical center, Atria, etc. There are houses in the area but they are a little far from the school itself. The school buildings are tall and have a very nice, simple dcor. Mostly cream with some blue accents (blue being the schools color). The buildings are well-maintained.They look very well-lit and organized to an outsider.They are not entirely solemn or too quiet and there are some students in these facilities but they mostly keep to themselves or in groups and are not rowdy or noisy.

AnalysisThe breaking down of informational materials into their component parts, examining (and trying to understand the organizational structure of) such information to develop divergent conclusions by identifying motives or causes, making inferences, and/ or finding evidence to support generalizations. It involves:Seeing patterns Organization of partsRecognition of hidden meaningsIdentification of componentsQuestion Cues:Analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer(Blooms Taxonomy)Write your observation report here.

Name of the School Observed : Ateneo de Iloilo-Santa Maria Catholic School (SMCS)Location of the School: 139 General Blanco St., Iloilo CityDate of Visit: July 22, 2015

My Analysis___________________________________________________How do the the school campus and the classroom in particular impact the learning of the students going to school? going to school? What are your conclusions?_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ How does this relate to your knowledge of child and adolescent development/ How does this relate to your knowledge of facilitating learning?

To learn and not to think over what you To learn and not to think over what you have learned is perfectly useless. To think without having learned is dangerous.-Gore Vidal -Gore VidalMy Reflections/ Insights

1. Would you like to teach in the school environment you just observed? Why?Or Why not?Yes, since I want to be in an environment that is well-maintained and Organized, is safe and caters well to students, and assures me that they will notGet distracted by other factors in the environment and focus on the lesson.2. What kind ofschool campus is conducive to learning?One that looks out for the students welfare and needs, is clean, organized, And well-maintained, and the materials and facilities are up-to-date.3. What kind of classroom is conducive to learning?On the physical aspect, it should be clean and has enough space and seats toAccommodate the students, has up-to-date learning resources, and is well-Ventilated and lit. on the social aspect, it should have a friendly working Atmosphere where students could freely share their ideas and participate in Class discussion.4. In the future, how can you accomplish your answer in number 3?I will be cordial and accommodating towards my students, letting them Share their insights and ideas during discussions and giving everyone a fairChance to participate. At the same time, I will be firm regarding class rulesAnd proper behavior. 5. Write your additional learnings and insights here.I learned that it is possible to be firm with your students and remind them of Their priorities and still be warm so that they feel welcome and eager to Participate.

Integrating Theory and Practice

1.With the NCBTS as guide, an ideal learning environment should have the following characteristics, EXCEPTA. The learning environment promotes fairnessB. Is safe and conducive for learningC. Builds many professional linkagesD. Establishes and maintains consistent standards of learners behavior2.Which facilities are present in a health-promoting school environment?I. Canteen that sells all kind of food including junk foodII. Comfort rooms common for boys and girlsIII. Sanitary drinking fountainsIV. Safe playgroundA. II, III, and IVC. I and IIB. I, II, III, and IVD. III and IV3.Which physical school environment supports learning?A. Availability of flexible classroom furnitureB. Presence of spacious classroomsC. Prominence of bulletin boards in every buildingD. Tall school buildingsDirections: Read the items given below and encircle the correct answer.

Let your Creativity Shine!My Learning PortfolioMy Personal Illustration of an Effective

On the opposite box, present an illustration showing your idea of an effective school environment through any of theseA Descriptive ParagraphA Photo EssayA Sketch or DrawingA poem, song or rapSchool Environment

My Learning Rubric (How did I perform in this episode?)Field Study, Episode 1 The School as a Learning EnvironmentFocused on: Determining the characteristics of a school environment that provides social, psychological, and physical environment supportive of learningName of FS Student: ___________________________________________ Date Submitted: __________Learning EpisodesExemplary 4Superior 3Satisfactory 2Needs Improvement 1

Learning ActivitiesAll episodes were done with outstanding quality; work exceeds expectations

4All or nearly all episodes were done with high quality.

3Nearly all episodes were done with acceptable quality.

2Fewer than half of episodes were done; or most objectives were met but need improvement1

Analysis of the Learning EpisodeAll questions/episodes were answered completely; in depth answers thoroughly grounded theories. Exemplary grammar and spelling4Analysis questions were answered completely.Clear connection with theories. Grammar and spelling are superior.

3Analysis questions were not answered completely. Vaguely related to theories. Grammar and spelling acceptable2Analysis questions were not answered.

Grammar and spelling unsatisfactory.

1

Reflection/InsightsReflection statements are profound and clear; supported by experiences from the learning episodes

4Reflection statements are clear, but not clearly supported by experiences from the learning episodes

3Reflection statements are shallow; supported by experience from the learning episodes

2Reflection statements are unclear and shallow and not supported by experiences from the learning episodes

1

Learning PortfolioPortfolio is complete, clear, well-organized and all supporting; documentations are located in sections clearly designated4Portfolio is complete, clear, well-organized and all supporting; documentations are available and logical and clearly marked locations3Portfolio is incomplete supporting; documentations are organized but are lacking

2Analysis questions were not answered

Grammar and spelling unsatisfactory

1

Submission of Learning EpisodeSubmitted before the deadline

4Submitted on the deadline

3Submitted a day after the deadline

2Submitted two days or more after the deadline

1

COMMENT/SOver-all ScoreRating(Based on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Year & Section:________________________________ Course: _________________________________Score2019-181716151413-1211109-87-below

Grade1.01.251.51.752.002.252.502.753.003.55.00

9996939087848178757271-below

Signature of FS teacher above Printed NameDate

To be a teacher, in the right sense is to be a learner.Instructions begins when you, the teacher, learn from the learner. Put yourself in his place so that you may understand what he understand what he understands and in the way he understands it.-Soren Kierkgaard2 THE LEARNERS CHARACTERISTICS AND NEEDSMy Learning Episode OverviewEpisode 2 provides me with an opportunity to observe learners of different ages and grade levels. It highlights the differences in their characteristics and needs. As a future teacher, it is important for me to determine my learners characteristics and needs so that I will be able to plan and implement learning activities and assessment that are all developmentally appropriate.

My Intended Learning Outcomes

In this Episode, I must be able differentiate the characteristics and needs of learners from different developmental levels.

My Performance Criteria

I will be rated along the following:

Quality for my observations and documentation, Completeness and depth of analysis, Depth and clarity of classroom observation-based reflection, Completeness, organization, clarity of portfolio and Time of submission of portfolio

My Learning Essential

Here are major principles developments relevant to this episode:1. Development is relatively orderly. Development follows directional patterns such as, from the head to the head to the toe (cephalocaudal), and from the center of the body then outwards (proximodistal)2. Development takes place gradually.3. All domains of development and learning physical, social and emotional, and cognitive- are important, and they are closely interrelated. (NAEYC,2009)4. Development proceeds towards greater complexity, self-regulation, symbolic or representational capabilities. (NAEYC,2009)

My Map

Step 1Observe 3 groups of learnersfrom different levels (preschool, elem., and highschool). Step 2Describe each of the learners based on yourobservations.To realize my Intended Learning Outcomes, I will work my way through these steps:

Step 3Validate your observationby interviewing the learners.Step 4Compare them in terms of their interests and needs.

TheoryConnectionsOn Eriksons Epigenetic PrincipleThis principle says that we develop through a predetermined unfolding of our personalities. Our progress through each stage of life is in pat determined by our success, or lack of success, in all the previous stages. A little like the unfolding of a rose bud, each petal opens up at a certain face, in a certain order, which nature, through its genetics, has determined. If we interfere in the natural order of development by pulling a petal forward prematurely or out of order, we ruin the development of the entire flower. - Dr. C. George BoereeMy ToolsUse the activity form provided for you to document your observations.

An Observation Guide for the Learners CharacteristicsRead 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.PhysicalObserve their gross motor skills how they carry themselves, how they move, walk, run, go up the stairs, etc. Are gross movements clumsy or deliberate/smooth?How about their fine motors? Writing, drawing, etc. SocialDescribe how they interact with teachers and other adult.Note how they also interact with peers. What do they talk about? What are their concerns?EmotionalDescribe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood-shifts)How do they express their wants/needs? Can they wait?How do they handle frustrations?Describe their level of confidence as shown in their behavior. Are they self-conscious?CognitiveDescribe their ability to use words to communicate their ideas. Note their language proficiency.Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking skills.Were there opportunities for problem solving? Describe how they showed problem solving abilities.

Learners Development Matrix

Record the data you gathered about the learners characteristics and needs in this matrix. This will allow you to compare the characteristics and needs of learners at different levels. 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 DomainPreschoolerIndicate age range of children observedElementaryIndicate age range of children observedHigh SchoolIndicate age range of children observed

Physical Gross-motor skillsFine-motor s killsSelf-help skillsOthersThey start out moving awkwardly because theyre still getting used to their bodies during and after puberty but will gradually move with more ease. They are now used to performing writing and other fine motor skills well. Same with self-help skills.

SocialInteraction with teachersInteraction with classmates/friendsInterests OthersThey do not yell out their answers during recitation or during discussions and are quieter during class discussions and do not run around. They are also more interested in the world around them, pop culture, and discovering themselves.

EmotionalMoods and temperament, expression of feelingsEmotional independenceOthers Emotions are more volatile during this period but will eventually mellow out over the course of puberty and schooling and they will learn how to control and express their emotions better.

CognitiveCommunication skillsThinking skills Problem solving Others They have built up a considerably large vocabulary and could use them with a fair amount of ease in communication. They are also better at problem-solving and abstract thinking.

My Analysis

Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implications for the teacher.

Example:LevelSalient characteristicsobservedImplications to theTeaching-learning process

Preschool

Age range of Learners observed 3 - 4

Preschoolers like to move around a lot.Therefore the teacher should remember to use music and movement activities not just in PE but in all subject areas.

Therefore teachers should not expect preschoolers to stay sealed for a long period of time.

LevelSalient characteristicsobservedImplications to theTeaching-learning process

Preschool

Age range of LearnersObserved

Preschool


Preschool


On Reflections 2 teach is + 2 touch lives4 ever !!!My Reflections/Insights

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? Yes. I noticed, however, that the students in the class are more disciplined and well-behaved than my classmates in high school, specifically the boys. The students in the class are focused on the lesson, actively participate, and do not disrupt the class or behave in a disorderly manner.

2. Think of a teacher you cannot forget for the positive or negative reasons. How did she/he help or not help with your needs (physical, emotional, social, and cognitive)? How did it affect you?Our teacher in social studies and section adviser during second year made sure to go at a pace that we can understand the lesson and gave us good activities in relation to what weve learned or how we could apply them.

3. Share your other insights here.

Integrating Theory and PracticeDirections: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignored by her crush whom she believes is her one true love. She is crying incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal to accept is because

A. she thinks what she feels is too special and unique, that no one has felt like this before.B. the teenagers favorite word is no, and she will simply reject everything the teacher says.C. 14-year-olds are not yet capable of perspective talking and cannot take the teachers perspective.D. teenagers never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds. Which of the following should be best to consider?

A. Provide daily coloring books activities.B. Ask the children to do repeated writing drills everyday.C. Encourage children to eat independently.D. Conduct a variety of fun and challenging activities involving hand muscles daily.

3. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds. Which of the following should be best to consider?

A. Formal operational stageB. Concrete operational stageC. Pre-operational stageD. Between concrete and formal operational stage

My Learning PortfolioWhich 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 Learning Rubric (How did I perform in this episode?)Field Study 1, Episode 2 The Learners Characteristics and Needs Focused on: Differentiating the characteristics and needs of learners from different developmental levels

Name of FS Student Cecile G. De la Cruz Date Submitted: 20/10/2015Learning EpisodesExemplary 4Superior 3Satisfactory 2Needs Improvement 1

Learning ActivitiesAll episodes were done with outstanding quality; work exceeds expectations

4All or nearly all episodes were done with high quality.

3Nearly all episodes were done with acceptable quality.

2Fewer than half of episodes were done; or most objectives were met but need improvement1

Analysis of the Learning EpisodeAll questions/episodes were answered completely; in depth answers thoroughly grounded theories. Exemplary grammar and spelling4Analysis questions were answered completely.Clear connection with theories. Grammar and spelling are superior.

3Analysis questions were not answered completely. Vaguely related to theories. Grammar and spelling acceptable2Analysis questions were not answered.

Grammar and spelling unsatisfactory.

1

Reflection/InsightsReflection statements are profound and clear; supported by experiences from the learning episodes

4Reflection statements are clear, but not clearly supported by experiences from the learning episodes

3Reflection statements are shallow; supported by experience from the learning episodes

2Reflection statements are unclear and shallow and not supported by experiences from the learning episodes

1

Learning PortfolioPortfolio is complete, clear, well-organized and all supporting; documentations are located in sections clearly designated4Portfolio is complete, clear, well-organized and all supporting; documentations are available and logical and clearly marked locations3Portfolio is incomplete supporting; documentations are organized but are lacking

2Analysis questions were not answered

Grammar and spelling unsatisfactory

1

Submission of Learning EpisodeSubmitted before the deadline

4Submitted on the deadline

3Submitted a day after the deadline

2Submitted two days or more after the deadline

1

COMMENT/SOver-all ScoreRating(Based on transmulation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Year & Section: BSED-2A Course; Bachelor of Secondary Education Major in EnglishScore2019-181716151413-1211109-87-below

Grade1.01.251.51.752.002.252.502.753.003.55.00

9996939087848178757271-below

Signature of FS teacher above Printed NameDate

Field Study 1

By: Cecile G. De la CruzBSED-2AProfessor: Dr. Victoria Albacete

Field study (table of contents)Course description- p.1Course outcomes- p.1Learning activities plan- pp. 1-3Episode 1: The School as a Learning EnvironmentLearning episode overview- p. 4Intended learning outcomes- p. 4Performance criteria- p. 4Learning essentials- p. 4My map- p. 5My tools- pp. 6-7My analysis- p. 9My reflections/Insights- p. 10Integrating theory and practice- p. 11My learning portfolio- p. 12Episode 2: the Learners Characteristics and NeedsLearning episode overview- p. 13Intended learning outcomes- p. 13Performance criteria- p. 13Learning essentials- p. 13My map- p. 14My tools- pp. 15-16My analysis- p. 17My reflections/insights- p. 18Integrating theory and practice- p. 19My learning portfolio- p. 20Episode 3: classroom management and learningLearning episode overview- p. 21Intended learning outcomes- p. 21Performance criteria- p. 21Learning essentials- p. 21My map- p. 22My tools- pp. 23-27My analysis- pp. 27-28My reflections and insights- pp. 28-29Integrating theory and practice- pp. 29- 30My learning portfolio- p. 30Episode 4: individual differences and learners interactionLearning episode overview- p. 31Intended learning outcomes- p. 31Performance criteria- p. 31Learning essentials- p. 31My map- p. 32My tools- pp. 33-35My analysis- pp. 36-37My reflections and insights- pp. 37-38Integrating theory and practice- p. 38Episode 5: the learners development and environmentYour target- p. 39Your map- p. 39Your tools- pp. 40-41Your analysis- p. 42Your reflections- p. 43Episode 6: the learners development and environmentYour target- p. 44Your map; p. 45Your tools: pp. 46-51Your analysis: pp. 51-52Your reflection: p. 52Optional reflection activities: p. 53

Rubrics: p. 54Certificate of completion: p. 55Certificates of appearance; pp. 56-59

Documents

Field Study 1 & 2 (1)