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NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY

FIELD STUDY 1
OBSERVATIONS
OBSERVATIONS
OF TEACHING-
OF TEACHING-
LEARNING IN
LEARNING IN
ACTUAL
ACTUAL
SCHOOL
SCHOOL
ENVIRONMENT
ENVIRONMENT

Prepared by:
Dr. Theresa L. Castro
Dr. Mary Jane L. Tomas
Diezabel V. Esguerra
Lea Dela Cruz Veloso
Percival Donato

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FIELD LEARNING
STUDY 1 EPISODE KNOWING THE LEARNERS
FS 1 1

ACTIVITY 1.A

OBSERVE :

The activity that follows will allow you to examine the traits that are
unique to the developmental phases of learners as they exist in the learners
you will be assigned to observe in your field study.
Ideally, each student should observe an assigned class for two sessions.
You must use the provided observation tool to record learners'
behaviors/actions, as well as their verbal and nonverbal answers, in order to
demonstrate the mentioned cognitive capacities of the learners. These can
serve as evidences of the cognitive characteristics or abilities of the learners.
BEED and BSED students will use separate form. You may record as many
evidences for each ability mentioned below:

For BEED:
EVIDENCES OF COGNITIVE ABILITIES FOR LEARNERS IN ELEMENTARY
LEVEL

Subject Matter: ELEMENTS OF A SHORT

Grade Observed: GRADE 4 STORY
Subject Area: English Lesson Objective:
Identify the characteristics and
events in the story;
Give importance to the lesson of
the story; and
Acquire new words and use each in
sentence.
Time:

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EVIDENCES
COGNITIVE ABILITIES Example of specific student
behavior/action/response/work

Understands cause and effect Allowing students to actively

participate in learning greatly
enhances the retention of
information. By using real-life,
everyday examples, students will be
better able to make connections and
comprehend concepts. Learners are
making predictions about what could
happen and reflect upon what
caused something to happen.
Develop logical and thinking skills This goes beyond memorization,
encouraging students to connect the
dots between concepts, solve
problems, think creatively, and apply
knowledge in new ways. Learners
starts asking open ended questions.
Teachers seek out new ways for
students to use information to create
something new. Art projects are an
excellent way to do this. Students
can also construct inventions, write a
story or poem, create a game, sing a
song.
Look for specific information Students learn to identify the
categories of content (characters,
setting, events, problem, resolution).

Able to compare objects and events Learners go through a stage of using

direct comparison to establish the
relative length, area, volume, weight
and temperature of objects. This
means that the objects are brought
together physically. Through
experiences using direct comparison
techniques students will come to
appreciate the need for units of
measure so that objects can be
compared without bringing them
together.
Learn best when they are actively involved Focuses on the process of learning

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rather than just plain listening rather than the content of learning.
Instead of passively receiving
knowledge from the teacher, students
are urged to ‘think hard.’
Understands seriousness and consequences of Understanding that learners must
actions take responsibility for their actions,
and that every action has a
consequence (both intended and
unintended).
Able to read and write and are skillful by the As their language skills grow, young
end of this stage children tell stories, identify printed
words such as their names, write
their names on paintings and
creations, and incorporate writing in
their make-believe play. After
listening to a story, they talk about
the people, feelings, places, things,
and events in the book and compare
them to their own experiences.
Classify objects in a variety of ways. Students frequently categorize
objects based on their size and
shape. They’ll pay greater attention to
object qualities like hardness,
flexibility, and texture now. Plan and
carry out an inquiry to characterize
and categorize various types of
materials based on their observable
features.

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ANALYZE

1. Which of the listed cognitive abilities were the most observable and least
observable? Can you give provide possible reasons?
The most observable cognitive ability is the “ Learn best when they
are actively involved rather than just plain listening” because
listening can also communicate their ideas about what is being
discussed. The least observable cognitive ability is the “Execute
mental processes using symbols that do not exist in their native
environment” manipulation of objects that does not exist cannot be
easily noticed.

2. Does age affect the learning of the student? Why?

Yes, age affects the learning of the students because cognitive
qualities that are critical for preserving functional independence,
such as learning new skills, are generally connected with
advancing age. Many types of motor learning appear to be
reasonably well retained with age, whereas associative learning
tasks appear to be significantly impacted.

3. Can you explain why a student learns in a different way?

Every student learns differently, and it’s important for students to
embrace their individuality and the unique way they learn.
Despite criticism. Among the different ways of learning, some
prefer to learn by hearing, some by seeing, others by doing, some
by reading and others by asking questions.

REFLECT

1. Can you cite an example of cognitive abilities you possess at a given age?
Which among those cognitive abilities did you find difficult to acquire
and why?
It is the attention (sustained attention, selective attention, and
divided attention), sustained attention, enables me to stay focused
and on task for a sustained period of time. The selective attention

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enables me to stay focused and on task despite distractions, and

the divided attention enables me to remember information while
doing to things at once.
2. At present, what do you think are the factors that would affect the
cognitive development of the learners?
The factors that would affect the cognitive development of the
learners in this time of pandemic are the psychological stress, also
the behavior of the learners.

OBSERVE:

ACTIVITY 2.B
Observing the Learners Learning Style

To realize the intended outcome, you are to:

1. Using the VAK model, determine the learning styles of the students
using the specified tools below
2. Select at least 5 students or more, from the class you are observing.
3. Ask the permission of the teachers if you can send to the students the
Learning Assessments Test.
4. Talk to the pupils through online platform and request them to answer
the assessment test.
5. Consolidate your data and summarize who among them are visual,
auditory and kinesthetic learners.
6. Use the following assessment tools.

Grade Observed: Grade 3 Subject Matter:

Subject Area: Lesson Objective:
Time:
1. In order to memorize information, such as the spelling of a
difficult word or locker combination, you:
1. Practice over and over again.
2. Recite the word or numbers out loud.
3. Visualize the word or numbers in your head.

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2. When you want to learn new song lyrics, you:

1. Dance around and play air guitar to the beat.
2. Sing along to the radio.
3. Download the lyrics and read them.
3. While you study, you like to:
1. Walk around and review your notes.
2. Discuss the material with your parents or friends.
3. Read your notes or textbook independently.
4. When preparing to go somewhere new, you prefer to:
1. Walk, drive, or bike the route ahead of time.
2. Listen to someone tell you how to get there.
3. Look at a map.
5. When you get a new gadget that needs to be assembled, you:
1. Just start putting it together.
2. Ask someone to read you the directions.
3. Read all of the steps before you begin.
6. If you have to work on a project with others, you would
rather:
1. Help to build and construct a model.
2. Participate in group discussions and brainstorm ideas.
3. Draw graphs or scribe group notes.
7. You tend to like classes that include:
1. Hands-on experiments.
2. Lots of lectures.
3. Reading assignments.
8. When studying a play in English class, you prefer to:
1. Act it out.
2. Listen to the play read by others.
3. Read the play silently to yourself.
9. When you are able to choose a project and present it to your
class, you’d rather:
1. Create a working replica.
2. Give a presentation.
3. Create a poster.

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10. When you work at solving a challenging problem, do you:

1. Make a model of the problem or walk through all of the steps in
your mind?
2. Call a few friends or talk to an expert for advice?
3. Create a list of the steps you need to take and check them off as
they’re done?

If a learner answered mostly “a”, he/she is primarily a kinesthetic learner. If a

learner answered mostly “b”, he/she is an auditory learner, and if a learner
answered mostly “c”, he/she is largely a visual learner.
SUMMARY:
NUMBER OF STUDENTS WITH DIFFERENT LEARNING STYLES
VISUAL AUDITORY KINESTHETIC
0 3 3

ANALYZE

1. What is the significance for teachers of knowing their students' learning

styles?
By understanding what kind of learner you and/or your students
are, you can now gain a better perspective on how to implement
these learning styles into your lesson plan and study techniques.

2. What are the implications to education if the teachers treat all the
students/learners alike?
It is when teaching a class full of motivated students, it is
enjoyable not only for teachers but also the learners. For example,
encouraging the students, getting them involved, being creative,
drawing connections in real life.

REFLECT

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1. What will you recommend as a future teacher to help your students

develop abilities that fall into the Multiple Intelligences category/How are
you going to address their needs? Give examples in each of the category.
As a future teacher, to help your students develop abilities that
fall into the Multiple Intelligence, the best way is to layout a
classroom to support multiple intelligences is to have places in the
room that work for each type of intelligence.
For linguistic intelligence, there should be a quiet area for reading,
writing, and practicing speeches. For logical-mathematical
intelligence, there should be an area where students can conduct
scientific experiments. For visual-spatial intelligence, include an
open area for object manipulation or art creation. For bodily-
kinesthetic intelligences, an open area for body movement could
be provided. For musical intelligences, include a separate area for
music listening and creating, perhaps with soundproofing or
headphones. For naturalistic intelligences, an outdoor space or
indoor aquarium or terrarium could be provided. For
interpersonal intelligences, there should be an area with large
tables for group work, while for intrapersonal intelligences there
should be areas for individual activities.

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MY LEARNING PROOFS

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RUBRIC TO EVALUATE PERFORMANCE TASK

Episode 1. Activity 1.2 - Observing Learners’ Learning Style

Name of FS Student: ANDREA DELA TORRE MENDOZA Date Submitted:___________

Year and Section: 4B Course: BEEd

Learning Excellent 4 Very Satisfactory 3 Satisfactory 2Needs
Episodes Improvement
1
All observation One (1) to two (2) Three (3) Four (4) or more
questions/tasks observation Observation observation
Accomplished completely questions/tasks not questions/tasks not questions/tasks not
Observation answered/accom answered/accompli answered/accompli answered/accompli
Sheet plished. shed. shed. shed.

All questions All questions were Questions were not Four (4) or more
were answered answered answered observation
completely; completely; answers completely; questions were not
Analysis answers are with are clearly answers are not answered; answers
depth and are connected to clearly connected to not connected to
thoroughly theories; theories; one (1) to theories; more than
grounded on grammar three (3) four (4) grammatical
theories; and spelling are free grammatical error/spelling errors
grammar from error. error/spelling errors
and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported by shallow; somewhat shallow;
by what were what were observed supported by what rarely
Reflection observed and and analyzed were observed and supported by what
analyzed analyzed were observed and
analyzed

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Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Learning outcomes. Complete; Complete; not incomplete; not
Artifacts Complete, wellorganized, very organized, relevant organized, not
wellorganized, relevant to the to the learning relevant.
highly relevant learning outcome outcomes
to the
learning outcome

Submission Submitted Submitted on the Submitted a day Submitted two days

before the deadline after the deadline or more after the
deadline deadline

__________________________________________________ _________________

Signature of FS Teacher Above Printed Name Date

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Activity
Observing differences among Learners
1.3

Resource Teacher: RAMON S. DUENAS/MARIEL TAPADERA

Teacher’s Signature: ________
School: NUEVA ECIJA UNIVERSITY OF SCIENCE AND TECHNOLOGY
Subject Area: EED 4 Date: ___________

Observe and gather data on how students' diversity affects Learning.

To realize the intended learning outcomes, follow these steps:
1. Observe a class in different parts of a school day (beginning of the day,
class time, about to dismiss time, 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 the time of your
observation.
4. Interview your Resource Teacher about the principles that she uses in
dealing with diversity in the classroom.
5. Analyze the impact of individual differences on learner interactions.
Note: An observation form is provided for you to document your observations.
Taking screenshots is also advised, provided you ask permission from your
Resource Teacher (RT).

OBSERVE

Observation Guide for the Learners’ Characteristics (Lucas, Ma. Rita D., et al.,
2020)
Read the following carefully before you begin to observe. Then write your
observation report on the space provided for on the next page.

1. Find out the number of students. Gather data as to their ages, gender,
racial groups, and ethnic backgrounds.
During Online Class:

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a. Describe the students' interactions with each other and with the teacher.
Is there a group that interacts with teacher more frequently than others
b. Do learners behave and interact differently?
c. Describe the relationship among the learners. Do the learners cooperate
with or compete with or compete against each other?
d. Are there pupils who actively participate or some are merely spectators?
e. Do peers try to assist a student who has been ask during recitation and
cannot answer the teacher's question? Or do they raise their hands
(through emoticons) and wait for the teacher to call them?
f. Desribe the behavior of students who are not engaged and participation
in lesson discussion.

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Name of the School Observed/Address:

Date of Observation: SEPTEMBER 27, 2021
Student Observer: ANDREA DT. MENDOZA

Observation Report
September 30, 2021 marks the day of our observation in Nueva Ecija
University of Science and Technology. Our target on this activity is to gain
competence in determining teaching approaches and techniques considering
the individual differences of the learners in terms of age, gender, and social
and cultural diversity.
I observed the class of BEEd 2A handled by Ma’am Mariel Tapadera in
their subject EED 4. I have noticed that students are actively participating in
their class. During the report, students are actively listening on what is being
discussed by the teacher so that the students can answer the questions of the
teacher.
In this class, the learners who are occupying the class were
approximately 30 students. They are all females. Some of them came from
minority level and others are by an average level.
During the class discussion, I was impressed with the students because
they are actively participating in the discussion. They instantly responds to the
questions which asked by the teacher. They only unmute their mic when they
are able to speak or being called to avoid the distractions and others noise.
They help each other to achieve a better classroom interaction. When there is
someone got wrong answer, there was a one who helped their classmate.
The virtual class had ended already but still kept my eye to the group.
After a short time of observing them, I’ve got an idea on how they grouped
themselves. They used to form a group in terms of gender, and social and
cultural diversity.

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Name of Teacher: Princess Hil B. Oligan Grade handled: Grade 1

Interview the teachers about the challenges they encounter with regard to
student needs and diversity and what strategies they apply to address
them?

• Gender, including LGBT

Some of the learners may experience criticism because of their
gender. The strategy used is always visible on what learners want
you to know and help them explore who they are.

• Language and cultural differences

In this time of pandemic, student from different cultures may not
have in common the cultural experiences needed to comprehend
in some learners. The strategy used is get to know the learners
and maintain the consistency of communication.

• Differences in religion
In this time of pandemic, some of the learners may experience
discrimination or internal conflict because of their beliefs. The
strategy used is be an active moderator including the parents of
the learner.

• Socio-economic status
In this time of pandemic, most of the learners don’t have a
wifi/data, they can’t see the group chat created by teacher for
announcement thru text/call.

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ANALYZE
1. What have you observed in the relationship and interactions in the
classroom? Is there anyone you observed who appear left out? How is
this shown?
Relationships and interactions in the classroom are good, they are
very open to each other because it is very easy for them to
participate in the discussion. Neither of them was left out because
they previously knew each other, except the exchange students.
But for me, they don’t make them feel different in class.
2. How does the Teacher influence the class interaction considering the
individual differences of the students?
The teacher influences the class interaction considering the
individual differences of the students by manifesting fairly values
inside the classroom even she has some exchange students. The
teacher doesn’t discourage his students whenever responding
wrong answer from the question. The teacher doesn’t show biases
in terms of students’ performance and routines.
3. What strategies does the Teacher use to maximize the benefits of
diversity in the classroom? How does the teacher leverage diversity?
The teacher has to maintain a good and consistent
communication to her class, since there are exchange students in
the class and the instructor maintains an open discussion with
the students, it is equally vital to ensure that you are attentive to
everyone's culture, values, and language problems. Take the time
to learn about each student's cultural quirks, from learning styles
to the language they speak, and utilize this information to create
lesson ideas. Teacher considers students’ cultures and languages
skills when developing learning objectives and instructional
activities, technology use and familiarity, perceptions of personal
space and individual versus group projects. For example, a
teacher provides an English language to her students with
appropriate and relevant resources in order to assist them in
improving their English comprehension skills. These
considerations will help ensure that every student feels included,
has the opportunity to learn in their own way, and has a chance
to succeed.

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REFLECT

1. Diversity in a classroom is a broad topic. It could also refer to students

who are not physically fit or with learning disabilities. How would you
modify your instruction to learners who are physically or mentally
challenged? (5 sentences or more)
I would use teaching practices that are accessible throughout the
day for children who are physically and mentally challenged. To
boost their participation and improve their learning, the classroom
environment and educational staff must consider adaptations and
accommodations. Individuals and groups of students must obtain
the tools they need to become successful learners when teachers
and students adopt effective teaching practices. It is essential to
know as much as possible about how instructions can be adapted
to address the needs of a learner who are physically or mentally
challenged. I would remove the boundaries between the learners
who are physically fit and those who are physically or mentally
challenged so that, the learners can move freely from lesson to
lesson.

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MY LEARNING PROOFS

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RUBRIC TO EVALUATE PERFORMANCE TASK

Episode 1. Activity 1.2 - Observing differences among Learners

Name of FS Student: ANDREA DELA TORRE MENDOZA Date Submitted:___________

Year and Section: 4B Course: BEEd

Learning Excellent 4 Very Satisfactory 3 Satisfactory 2 Needs
Episodes Improvement
1
All One (1) to two (2) Three (3) Four (4) or more
observation observation observation
Accomplished observation questions/tasks not questions/tasks not questions/tasks not
Observation questions/tasks answered/accompli answered/accompli answered/accompli
Sheet completely shed. shed. shed.
answered/accom
plished.

All questions All questions were Questions were not Four (4) or more
were answered answered observation
completely; answers completely; questions were not
Analysis answered are clearly answers are not answered; answers
completely; connected to clearly not connected to
answers are with theories; connected to theories; more than
depth and are grammar theories; one (1) to four (4) grammatical
thoroughly and spelling are free three (3) error/spelling errors
grounded on from error. grammatical
theories; error/spelling errors
grammar
and
spelling are free
from error.
Profound and Clear but lacks Not so clear and Unclear and
clear; supported depth; supported by shallow; somewhat shallow;
by what were what were observed supported by what rarely
Reflection observed and and analyzed were observed and supported by what
analyzed analyzed were observed and
analyzed

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Portfolio is Portfolio is reflected Portfolio is not Portfolio is not

reflected on in on in the context of reflected on in the reflected on in the
the context of the learning context of the context of the
the learning outcomes. learning outcomes. learning outcomes.
Learning outcomes. Complete; Complete; not incomplete; not
Artifacts Complete, wellorganized, very organized, relevant organized, not
wellorganized, relevant to the to the learning relevant.
highly relevant learning outcome outcomes
to the
learning outcome

Submission Submitted Submitted on the Submitted a day Submitted two days

before the deadline after the deadline or more after the
deadline deadline

__________________________________________________ _________________

Signature of FS Teacher Above Printed Name Date

Field Study 1: Observation and Participation