Field Study1

Observation Tips

The purpose of

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 observe

study the observation guides, listen to your FS teacher and ask questions to be sure all is clear to you.

have paper and pen to jot down details.

carefully separate facts from interpretations

accomplish checklists/forms a.s.a.p. so that the details are still fresh in your mind.

Episode 1

THE SCHOOL AS A LEARNING ENVIRONMENT

Name of FS Student __________________________________________________

Course ________________________________ Year & Section _______________

Resource Teacher __________________ Signature ___________ Date _________

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

F 1FIELD

The Learner’s Development and Environment

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

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

Observation/Documentation

All tasks were done with outstanding quality; work exceeds expectations

4

All or near all tasks were done with high quality

3

Nearly all tasks were done with acceptable quality

2

Fewer than half of tasks were done; or most objectives met but with poor quality

1.

My AnalysisAnalysis questions were answered completely; in depth answers; thoroughly grounded on theories\

Analysis questions were answered completely

Clear connection with theories

Grammar and

Analysis questions were not answered completely.

Vaguely related to the theories

Grammar and spelling

Analysis questions were not answered.

Grammar and spelling unsatisfactory.

My MapA general observation of the campus and the classroom is an

exciting way to start my observation.

My mission is to do the following tasks:

FIELD STUDY

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

-

-Exemplary grammar and spelling.

4

spelling are superior.

3

acceptable

2 1.

My ReflectionReflection statements are profound and clear, supported by experiences from the episode.

4

Reflection statements are clear, but not clearly supported by experiences from the episode.

3

Reflection statements are shallow; supported by experiences from the episode.

2

Reflection statements are unclear and shallow and are not supported by experiences from the episode.

1

My PortfolioPortfolio is complete, clear, well organized and all are supporting documentation are located in sections clearly designated.

4

Portfolio is complete, clear, well organized and most supporting documentation are available and/or in logical and clearly marked locations.

3

Portfolio is incomplete; supporting documentation is organized but is lacking.

2

Portfolio has many lacking components; is unorganized and unclear.

1

SubmissionBefore deadline

4

On the deadline

3

A day after the deadline

2

Two days after the deadline

1

Sub Totals

Over-all Score

Rating:(Based ontransmutation)

_______________________________Signature of FS Teacher

Above Printed Name

_____________________________Date

Transmutation of score to grade/rating

Score Grade 20 - 1.0 - 99 18-19 - 1.25 - 96 17 - 1.5 - 93 16 - 1.75 - 90 15 - 2.00 - 87 14 - 2.25 - 84

Score Grade12-13 - 2.50 - 81 11 - 2.75 - 78 10 - 3.00 - 75 8-9 - 3. 5 - 72 and7-below - 5.00 - below

Write your observation notes here:

My Tools

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

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

Present your idea of a good school environment through any of these:Descriptive Paragraph; b) Photo Essay

c) Sketch or drawing; d) Poem, song or rap

FIELD STUDY

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 activities and tasks to be accomplished in the activity sheets 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 brief description of those that are available on the last column.

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

Facilities Available Not Available Description

Science Laboratory

Gymnasium

Auditorium

Home Economics Room

Industrial Workshop Area

PTA Office

Comfort Room for Boys

Comfort Room for Girls

Others (Please specify.)

Write your observation notes here: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 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, the cafeteria. Look around and find out the other facilities that the school has.

FIELD STUDY

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 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, the cafeteria. Look around and find out the other facilities that the school has.

Be guided by the tasks as you do your 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/equipments are present?4. Observe the students. How many are occupying one room?5. Is the room well-lighted and well-ventilated?

CLASSROOM FACILITIES MATRIX

Classroom Facilities

Description (location, number,

arrangement, condition)

Name of the School Observed ________________________________

School Address ___________________________________________

Date of Visit ______________________________________________

FIELD STUDY

“I enteredthe classroomwith convictionthat is wascrucial forme and everyotherstudent tobe an activeparticipant,not apassiveconsumer …Learning isa place whereparadise canbe created.”

-Bell Hooks,


Be guided by the tasks as you do your 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/equipments are present?4. Observe the students. How many are occupying one room?5. Is the room well-lighted and well-ventilated?

CLASSROOM FACILITIES MATRIX

Classroom Facilities

Description (location, number,

arrangement, condition)

Analysis

The 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 evidences to support generalizations. It involves: seeing patterns organization of parts recognition of hidden

meanings identification of

components

Question Cuesanalyze, separate,order, explain,connect, classify,arrange, divide,compare, select,explain, infer (Bloom’s Taxonomy)


-Bell Hooks,

Name of the School Observed _________________________________________

School Address ____________________________________________________

Date of Visit _______________________________________________________

FIELD STUDY

Write your observation report here.

My Analysis

How do the school campus and the classroom in particular impact on the learning of the students going to school? What are your conclusions?_____________________________________________________________

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How does this relate to your knowledge of child and adolescent development/ How does this relate to your knowledge of facilitating learning?_____________________________________________________________

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“To learn and not to think over what you have learned is perfectly useless. To think without having learned is dangerous.”~ Gore Vidal

FIELD STUDY

My Reflections

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

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

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3. What kind of classroom is conducive to learning?

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

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5. Write your additional learning insights here.

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Let your Creativity Shine

On the opposite box, present an illustration showing your idea of an effective school environment through any of these:

A descriptive Paragraph

A photo Essay A sketch or drawing A poem, song or rap

FIELD STUDY

My Portfolio

My Personal Illustration of an EffectiveSchool Environment

FIELD

Episode 2

THE LEARNER’S CHARACTERISTICS AND NEEDSName 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 differentiating the

characteristics and needs of learners from different developmental levels.


“To be a teacher in the right sense is to be a learner. Instruction begins when you, the teacher, learn from the learner. Put yourself in his place so that you may understand what he understands and in the way he understands it.”- Soren Kierkegaard

FIELD STUDY

F 1The Learner’s Development and Environment

Field Study 1 Episode 2 – The Learner’s Characteristics and NeedsFocused on: Differentiating the characteristics and needs of learners from different developmental levels

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



4


3


2


1.




Grammar and






FIELD STUDY

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

-


4


3

acceptable

2 1.


4


3


2


1


4


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2


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4

On the deadline

3


2


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Sub Totals

Over-all Score



Above Printed Name

_____________________________Date


Score Grade 20 - 1.0 - 99 18-19 - 1.25 - 96 17 - 1.5 - 93 16 - 1.75 - 90 15 - 2.00 - 87 14 - 2.25 - 84


My Map

Step 1

Observe a 3 groups of learners from different levels (preschool, elem., and high school)

Step 3

Validate your observation by interviewing the learners.

Step 2

Describe each of the learners based on your observations.

Step 4

Compare them in terms of their interests and needs.

To reach your target, do the following tasks:

FIELD STUDY

My Tools Theory connections

On Erikson’sEpigenetic Principles

This principle says that we develop through a predetermined unfolding of our personalities. Our progress through each stage of life is in part determined by our success, or lack of success, in all the previous stages. A little like the unfolding of the rose bud, each petal opens up at a certain time, in a certain order, which 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 Boeree

FIELD STUDY

Use the activity form provided for you to document your observations.

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.Physical

1. Observe their gross motor skills. How they carry themselves. How they move, walk, run, go up the stairs, etc.?

2. Are gross movements clumsy or deliberate/smooth?3. How about their fine motor skills? Writing, drawing, etc.

Social1. Describe how they interact with teachers and other adults.2. Note how they also interact with peers. What do they talk

about? What are their concerns?

Emotional1. Describe the emotional disposition or temperament of the

learners. (happy, sad, easily cries, mood-shifts)2. How do they express their wants/needs? Can they wait?3. How do they handle frustrations?4. Describe their level of confidence as shown in their

behavior. Are they self-conscious?

Cognitive1. Describe their ability to use words to communicate their

ideas. Note their language proficiency.2. Describe how they figure out things. Do they comprehend

easily? Look for evidence of their thinking skills.3. Were there opportunities for problem solving? Describe how

did they show problem solving abilities.

Learner’s Development Matrix

Development DomainPreschooler

Indicate age range of children observed: ________________

ElementaryIndicate age range of children observed: ________________

High SchoolIndicate age range of children observed: ________________

PhysicalGross-motor skills

Fine-motor skills

Self-help skills

Others

SocialInteraction with Teachers

Interaction with Classmates/Friends

Interests

Others

EmotionalMoods and temperament, expression of feelings

Emotional Independence

Others

CognitiveCommunication Skills

Thinking Skills

Problem Solving

Record the data you gathered about the learner’s characteristics and needs in this matrix. This will allow you to compare the characteristics and needs of learner’s 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.

FIELD STUDY

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

LevelSalient Characteristics

ObservedImplication to the Teaching-Learning

ProcessPreschoolAge Range of Learners observed 3-4

Preschoolers like to move 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 seated for a long period of time.

LevelSalient Characteristics

ObservedImplication to the Teaching-Learning

Process

PreschoolAge Range of Learners observed ______

ElementaryAge Range of Learners observed ______

High SchoolAge Range of Learners observed ______

Others

My Analysis

FIELD STUDY

On Reflections

2 teach, is+ 2 touch lives 4 ever !!!

FIELD STUDY

FIELD STUDY

My Reflections

1. While you were observing the learners, did you recall your own experience when you were their age? What similarities or differences do you have with the learners you observed?

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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?

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3. Share your insights here.

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My Portfolio

Which is your favorite theory development? How can this guide you as a future teacher?

Clip some readings about this theory and paste them here.

FIELD

Write your observation notes here:

FIELD STUDY


Name of FS Student _____________________________________________________





FIELD STUDY

Field Study 1 Episode 3 – Classroom Management and LearningFocused on: competence in managing time, space and resources to provide an environment which is appropriate to the learners and conducive to learning.

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



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Grammar and






FIELD STUDY

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

-


4


3

acceptable

2 1.


4


3


2


1


4


3


2


1


4

On the deadline

3


2


1

Sub Totals

Over-all Score



Above Printed Name

_____________________________Date


Score Grade 20 - 1.0 - 99 18-19 - 1.25 - 96 17 - 1.5 - 93 16 - 1.75 - 90 15 - 2.00 - 87 14 - 2.25 - 84


My Map

FIELD STUDY


Observe a class. Using checklist, find out the

evident classroom components.

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

Relate your data in your checklist to the learner’

My Tools

FIELD STUDY


An Observation for the Learner’s Characteristics

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

1. As you observe the class, look into the characteristics of the learners. Note their ages.

2. How many boys are there? How many girls?3. Focus on their behavior. Are they already able to manage

their own behavior?4. Can the learners already work independently?5. Describe their span of attention.6. Look into their listening skills and ability to concentrate.

Name of the School ______________________________________________

Observed______________________________________________________

Location of the School ___________________________________________

Date of Visit ___________________________________________________


-Bell Hooks,Teaching toTransgress,NY:Routledge,1994.

FIELD STUDY


Be guided by these questions as you do your observations of the classroom management. It is also good to ask the teacher for additional information so you can verify your observation. Write your notes below; and then organize your data in the table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, book, student’s belongings, supplies, etc.)? Describe these areas.____________________________________________________________________________________________________________________________________________________________________________________________

2. Are there rules and procedures posted in the room?____________________________________________________________________________________________________________________________________________________________________________________________

3. Did the students participate in making the classroom rules? (Ask the resource teacher.)____________________________________________________________________________________________________________________________________________________________________________________________

4. What are the daily routines done by the teacher? (prayer, attendance, assignments of monitors, war-up, activities, etc.) How they are done?____________________________________________________________________________________________________________________________________________________________________________________________

5. Is there a seating arrangement? What is the basis of this arrangement?____________________________________________________________________________________________________________________________________________________________________________________________

FIELD STUDY

6. Observe the noise level in the classroom. How is this managed?__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. If a learner is not following instructions or is off-task, what does the teacher do? Describe the behavior strategies used.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

8. What does the teacher do to reinforce positive behaviors? (behavior strategies)__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Observation notes:

CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom Management

DescriptionEffect on the Learners

(to be filled up after you answer the analysis question)

1. Specific Areas in the Classroom

2. Classroom Rules

3. Classroom Procedures

4. Daily Routines

5. Seating Arrangement

6. Handling Misbehavior/Off-task behavior

7. Reinforcement of Positive Behavior

8. Others

9. Others

10.Others

FIELD STUDY

FIELD STUDY

My Analysis

1. How did the classroom organization and routines affect the learner’s behavior?__________________________________________________________

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2. What should the teacher have in mind when she/he designs the classroom organization and routines? What theories and principles you should have in mind?__________________________________________________________

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3. Which behavior strategies were effective in managing the behavior of the learners? In motivating the students? Why were they effective?__________________________________________________________

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Think about these practices…

1. Teachers ensure that the learners function as a carrying community.

2. Teachers bring each one’s home culture and language into the shared culture of the school.

3. Teachers use strategies to build a cohesive community.

4. Teachers let learners accomplish meaningful talks and to participate in learning experiences in which they can succeed.

5. Teachers emphasize more cooperation, less competition.

You nay choose to write a reflection on this and include it in your portfolio.

FIELD STUDY

1. Imagine yourself organizing your classroom in the future. In what grade/year level do you see yourself? What routines and procedures would you consider for this level? Why?__________________________________________________________

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2. Make a list of the rules you are likely to implement in this level. Why would you choose these rules?__________________________________________________________

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3. Should learners be involved in making the class rules? Why?__________________________________________________________

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My Reflections

My Portfolio

Include here pictures of the classroom/s you observed. Write descriptions/annotations about what you observed in each photo.

FIELD STUDY

FIELD

Episode 4INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION(Focusing on differences in gender, racial, religious backgrounds )

Name of FS Student _____________________________________________________




My Target At the end of this activity, I will gain competence in determining, understanding

and accepting the learner’s diverse backgrounds.


FIELD STUDY


Field Study 1 Episode 4 – Individual differences and learner’s interactionFocused on: differences in gender, racial, religious backgrounds

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1



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Grammar and






FIELD STUDY

Tasks Exemplary4

Superior3

Satisfactory2

Unsatisfactory1

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acceptable

2 1.


4


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4

On the deadline

3


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Sub Totals

Over-all Score



Above Printed Name

_____________________________Date


Score Grade 20 - 1.0 - 99 18-19 - 1.25 - 96 17 - 1.5 - 93 16 - 1.75 - 90 15 - 2.00 - 87 14 - 2.25 - 84


My Map

FIELD STUDY

My ToolsThe learner’s 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.


Step 1. Observe in different parts of 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 of 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 learner’s interaction.

FIELD STUDY


An Observation for the Learner’s Characteristics

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

1. Find out the number of students. Gather data as to their ages, gender, racial groups, religious and ethnic backgrounds._______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

It takes a world of difference to make a differencein the world.

-from a children’s song (Quoted in Covey’s 8th Habit DVD)

What does this quotation mean to you? Write your thoughts here.

OBSERVATION REPORT

Name of the School Observed ________________________________________________________________

School Address ____________________________________________________________________________

Date of Visit _______________________________________________________________________________

FIELD STUDY

1. Identify the persons who play key roles in the relationships and interactions in the classroom. What roles do they play? Is there somebody who appears to be the leader, a mascot/joker, an intention 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 influencing the grouping of learners outside the classroom?

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My Analysis

FIELD STUDY

Write your notes here:

My Reflections

FIELD STUDY

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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FIELD STUDY

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.

FIELD

Episode 5

INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION(Focusing on different levels of abilities)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 determining teaching approaches and techniques considering the learner’s differences in level of abilities.


FIELD STUDY

F 1The Learner’s Development and Environment “I

made it!”-Leo in “Leo the Late Bloomer” by Robert Kraus.

You may want to read this story. It is a story for children, but it has a profound message for teachers and parents. Look it up.

Field Study 1 Episode 6 – Individual Differences and Learner’s InteractionFocused on: determining teaching approaches and techniques considering the learner’s differences in level of abilities.

Tasks Exemplary4

Superior3

Satisfactory2

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Grammar and






Tasks Exemplary4

Superior3

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Unsatisfactory1

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acceptable

2 1.


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On the deadline

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Sub Totals

Over-all Score



Above Printed Name

_____________________________Date


Score Grade 20 - 1.0 - 99 18-19 - 1.25 - 96 17 - 1.5 - 93 16 - 1.75 - 90 15 - 2.00 - 87 14 - 2.25 - 84


FIELD STUDY

My Map

FIELD STUDY


4. Write a report and a brief reflection on your experience.

3. Observe them as they participate in the classroom activity. 2. Find out some information about

their background.

1. Observe two or more than learners of different abilities but from the same grade or year level.

My ToolsWrite your notes here:

FIELD STUDY


An Observation for Individual Differences

Read the following carefully before you begin to observe. Then write your observation report on the space provided.

1. Observe the class to see the differences in abilities of the learners.

2. Try to identify the students who seem to be performing well and those that seem to be behind.

3. Validate your observations by asking the teacher about the background (family, socio-economic, presence of some learning disability, etc.) of these children.

4. Observe the behavior of both the high achieving and low-achieving learners. Note their dispositions, pace in accomplishing tasks, interaction with teacher and with others.

5. Observe the teacher’s method in addressing the individual learning needs of the students in his/her class.

OBSERVATION REPORT

Name of the School Observed ________________________________________________________________

School Address ____________________________________________________________________________

Date of Visit _______________________________________________________________________________

FIELD STUDY

1. Did your observation match the information given by the teacher? Were you able to correctly identify who among the students performed well and who did not? What behavior helped you identify them? (volunteering to answer, responding to teacher’s directions, etc.)

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2. Describe the differences in ability levels of the students in the class. Is there a wide gap between the students who are performing well and those that are not?

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3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the students respond to the teacher?

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My Analysis

FIELD STUDY


1. Recall the time when you were in elementary or high school. Recall the high and low achievers in your class. How did your teacher deal with differences in abilities? Was your teacher effective?

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My Reflections

FIELD STUDY My Portfolio

With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that you will be able to meet the needs of both the high and low achievers in your class?________________________________________________________________

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FIELD


FIELD STUDY

With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that you will be able to meet the needs of both the high and low achievers in your class?________________________________________________________________

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The Learner’s Development and EnvironmentF 1

Episode 6

HOME-SCHOOL LINK

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 identifying and describing the influencing factors in the home environment that impact students’ learning.


FIELD STUDY

Field Study 1 Episode 6 – Home – School linkFocused on: identifying and describing the influencing factors in the home environment that impact students’ learning

Tasks Exemplary4

Superior3

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Tasks Exemplary4

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acceptable

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Sub Totals

Over-all Score



Above Printed Name

_____________________________Date


Score Grade 20 - 1.0 - 99 18-19 - 1.25 - 96 17 - 1.5 - 93 16 - 1.75 - 90 15 - 2.00 - 87 14 - 2.25 - 84


My Map

Select a learner from the class whom you have observed. Interview the teacher about the learner’s characteristics. Conduct a home visit to your selected learner’s residence. Interview the parents about:

- The rules they implement at home concerning their child’s schooling.- The learner’s activities and behavior at 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 learner’s school performance.

Reflect on how a teacher can communicate effectively with the home.

FIELD STUDY


Home and School Link

My Tools

FIELD STUDY


An Observation/Interview for Home-School Link

Read the following carefully before you begin to observe. Then write your observation report on the space provided.The Learner

1. Make a general observation of the learner. Describe him in each of the domains of development.

Physical-body built and height (thin, chubby, underweight, overweight), level of physical activity (slow, fast, lethargic, active, etc.)

Social-interaction with teachers and classmates (loner, shy, sociable, friendly, gets into flights, liked by others, etc.)

Emotional moods, temperament, cries easily, loses temper, happy, shows enthusiasm, excited, indifferent, etc.

Cognitive (appears to understand lessons, copes with the lessons, excels, lags behind, shoes reasoning skills)

Interview the Teacher1. What are the most noticeable characteristics of the learner?

(emotional disposition, behavior and discipline, sense of responsibility, study habits, academic performance, relationship with peers, relationship with adults, social adjustment)

2. How does the teacher communicate with parents? How often? What do they discuss? Agree on?

Interview with Parents1. Conduct a home visit. Once there, observe the home set-up.

(Home is orderly, family picture in living room)2. Use the interview questions on the next page. Just ask the

questions with which you feel comfortable.

Suggested Parent Interview Guide

Your teacher may ask you to use a more detailed interview guide. Be free to translate the questions, if necessary.

Name of Learner:

Date of Birth: Age:Grade/Year Level: Gender:Number of Siblings:Birth Order:Parents:Mother:Age:Occupation: Educational Attainment:Father: Age:Occupation: Educational Attainment:

Learner’s Physical Aspect:HealthMother’s Health during pregnancy with the learner:

Ailments or health problems of the learner as a child:

Age of the learner when he started to walk/talk:

Food preferences of the learner as a child and at present:

Who took care of him/her as a child?

FIELD STUDY

Learner’s Social Aspect:Describe your child’s sociability. (friendly, loner, outgoing or shy)

Who were the learner’s playmates?

As a child then was he/she allowed to play outside?

Is he/she allowed to go out with friends?Do you have rules for him/her to follow regarding going out?What are these rules?

Emotional-MoralWhat are your expectations to your child?

How do you provide a nurturing environment for your child?

Does your child go to you when he/she feels down or has a problem? What do you do to meet his/her emotional needs?

What do you do when he/she is not successful in something?

FIELD STUDY

How do you discipline your children?

Do you have rules in the house? What are they?

How do you impose the rules?

What are the consequences of breaking the rules?

Learner’s Cognitive Aspect:What are the child’s interests?

What subject is he/she good in school?

In what subject/s does he/she have difficulty?

How do you monitor his/her performance in school? How do you motivate him/her???

Do you have rules at home to help him develop good study habits?What are these rules? How are they implemented?

FIELD STUDY

After you have gathered all the necessary data, write the learner’s development profile using the outline below. Type the profile in a separate sheet and attach it to this learning episode.

THE LEARNER’S DEVELOPMENT PROFILE (Outline)The Learner’s Development Profile

Name of the Learner _______________________________________________________________

School __________________________________________________________________________

Date of Home Visit _________________________________________________________________

Date of Birth: Age:

Grade/Year Level: Gender:

Family ProfileNumber of Siblings:Birth Order:ParentMother:Age:Occupation: Educational Attainment:Father:Age:Occupation: Educational Attainment:

Physical DevelopmentIn paragraph form, describe the physical development of the learner. Combine the

teacher’s, parent’s responses and you own observations.Social Development

In paragraph form, describe the social development of the learner. Combine the teacher’s, parent’s responses and you own observations.Emotional-Moral Development

In paragraph form, describe the emotional-moral development of the learner. Combine the teacher’s, parent’s responses and you own observations.Cognitive Development

In paragraph form, describe the cognitive development of the learner. Combine the teacher’s, parent’s responses and you own observations.Findings

Write here your salient findings about the learner.Conclusions

Write your conclusions after you have analyzed the impact of the school and the home on the learner’s development. The questions in the Your Analysis portion of this learning episode can help you. Recommendations

Write your recommendations

FIELD STUDY

My Analysis

FIELD STUDY

From your findings and recommendations in the Learner’s Development Profile will help you answer the questions here.

1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer. __________________________________________________________

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2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and overall adjustment of the learner of the school? __________________________________________________________

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3. Does the communication between the home-school have an effect on the learner? If yes, what are these effects?__________________________________________________________

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Bauminrind’s Parenting Styles

Authoritarian. Parents are very firm with their children and expect unwavering and unquestioning obedience. Rules are set by parents and misbehavior is met with withdrawal of affection, physical punishment or threatsPermissive. Parents are not firm or controlling. They have few expectations. Maybe warm and caring but appear to be uninvolved and uninterested.Rejecting-Neglecting. Parents are disengaged from children. Provide no structure, supervision, support or guidance.Authoritative. Parents achieve a good blend. They are firm yet loving. Have clear and reasonable expectations and limits for their children. Treat children with respect and warmth. Make children understand consequence of their behavior.

Children of:Authoritarian Parents: are often unhappy, fearful, withdrawn, inhibited, hostile and aggressive. They have low self-esteem and difficulty with peers.Permissive Parents: believe that their parents do not care for them. They are often impulsive, aggressive, and lack of self-control; they may have low levels of independence and responsibility.Rejecting-Neglecting Parents: are found to be the least competent in their overall functioning and adjustment.Authoritative Parents: are socially competent, self-reliant, and have greater ability to show self-control. They have higher self-esteem and are better adjusted.-based on Child Development by Santrock, 2004.


FIELD STUDY

My Reflections

1. Reflect your own development as a child. What type of parenting did you experience? How did it affect you? __________________________________________________________

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2. As a future teacher, how would you establish good home-school collaboration? How can you work well with the parents? How can you help them? How can they help you?__________________________________________________________

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Color YourWorld…

FIELD STUDY

1. Make an artistic, colorful and creative visual expression of your feelings or insights, about the influence of the home and school to the learner.

Then write a few statements on the space below about your visual art

Stickwith

Acrostic…2. Make a reflection

acrostic about the home and school link.

My Portfolio

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2. H- O- M- E- S- C- H- O- O- L- L- I- N- K-

Documents

Field Study1