Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
LEARNING ASSESSMENT
STRATEGIES
BEED

FIELD STUDY
THE K TO 12 GRADING SYSTEM

FS 1

Observations of
Teaching-Learning in
Actual School
Environment
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

Focus on Gender, Needs,

Strengths, Interests,
Experiences Language, Race,
Culture, Religion, Socio-
economic Status, Difficult
Circumstances, and Indigenous
People

SPARK Your Interest

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 1
mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

Episode 3 provides an opportunity to observe how differences in

gender, racial, cultural and religious backgrounds, including coming from
indigenous people, influenced learner behavior interaction and
performance in school. One will also analyze and reflect on practices that
teachers use in leveraging diversity in the classroom. It also provides an
opportunity to observe how differences in abilities. Affect interaction in
his school and learn about the strategies that teachers use in addressing
the learners needs toward effective teaching and learning.

TARGET Your Intended Learning

Outcome
At the end of this Episode, I must be able to:

 Describe the characteristics and needs of learners from the diverse

backgrounds;
 Identify the needs of students with different levels of abilities in the
classroom;
 Identify the best practices in differentiated teaching to suit the varying
learner needs in a diverse class (PPST 3.1.1); and
 Demonstrate openness, understanding and acceptance of the learners
diverse needs and backgrounds.

REVISIT the Learning Essentials

Here are principles and concepts relevant to this episode:

1. Principles of development
a. Development and learning proceed at varying rates from child to child
as well as at uneven rates across different areas of the child's
functioning. (NAEYC, 2019)
b. Development and learning are maximized when learners are challenged
to achieve at a level just above their current level of mastery. And also
when they have many opportunities to practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the
learning, content, activities and assessment to the different characteristics, abilities,
interest, and needs of the learners.
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 2
2. The PPST highlighted the following factors that bring about the diversity of learners: mgrocas
a. Differences in learners gender, needs, strengths, interests, and experiences.
b. English linguistic, cultural, socio-economic and religious backgrounds
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

in Mindanao, and the Igorots Northern Luzon. Among others, we have the Badjaos, Ati and
Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the indigenous Peoples Rights Act, recognizes and protects
the rights of indigenous cultural communities
FIELD STUDY (ICC)
1 – Observations and Indigenous
on Teaching-Learning peoples
in Actual (IP). Our 3
School Environment|
mgrocas
country was admired by other nations for enacting this law. However, years later so, much
still has to be done to improve the lives of millions of people from indigenous groups.
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 4

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM
OBSERVE, ANALYZE,
REFELCT

Observing differences among learners, gender, needs,

strengths, interests and experiences; and differences among
Activity 3.1 learners’ linguistic, cultural, socio-economic, religious
backgrounds, and difficult circumstances.

Name of the FS Student: ___________________________________________________________________________

Course: _________________________________________________ Year and Section: _______________________
Resource Teacher : ___________________________________ Signature: _____________ Date: ___________

The learner’s differences and the type of interaction they bring surely affect the quality
of teaching and learning. This activity is about observing and gathering data to find out how its
student diversity affects learning.
To realize the Intended Learning Outcomes, where you're always through these steps:

Step 1. Observed a class in different parts of his 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 transpired inside and outside the classroom.
Step 4. Interview the resource teacher about the principles and practices that she uses in
dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions.
The observation form is provided for me to document my observations.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 5

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

OBSERVE

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
1) Find out the number of students gathered 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 a teacher. Are there groups that interact more with the
teacher than others?
2) Observe the learner seated at the back and the front part of the room. Do they behave
and interact differently?
3) Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?
4) Who are mostly students participate actively? Who among them ask for most help?
5) When is student is called and cannot answer the teacher’s question, do the classmates
try to help him? or do they raise their hands so that the teacher will call them instead?

Outside class:
1) How do the students grow themselves outside class? Homogeneously by age? by
gender? by racial or ethnic groups? by their interests? or by the students in mixed
social groupings? If so, describe the groupings.
2) Notice who are alone and those who are not interacting. Describe their behavior.

Interview the teachers and ask about their experience about learners in different
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they used to help these learners cope.

Ask the teachers about the strategies they apply to address the needs of diverse students due
to the following factors.

 Gender, including LGBT

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 6

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM
 Language and cultural differences.
 Differences in religion
 Socio-economic status.
ANALYZE

1) Identify the persons who play key roles in their relationships and interactions in the
classrooms. What roles do they OBSERVATION REPORT
play? Is there somebody who appears to be the leader,
a mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?
__________________________________________________________________________________________________
Name of the School Observed ______________________________________________________________________
__________________________________________________________________________________________________
School Address ______________________________________________________________________________________
__________________________________________________________________________________________________
Date of Visit
What makes__________________________________________________________________________________________
the learners assume these roles? What factors affect their behavior?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
2) Is there anyone you observe who appear left out? Are you students who appear
“different”? Why do they appear different? Are they accepted or rejected by the
others? How is this shown?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
What does the teacher do to address issues like this?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
3) How do you spell the teacher influenced the class interaction, considering the
individual differences of the students?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
4) What strategies does the teacher use to maximize the benefits of diversity in the
classroom? How does the teacher leverage diversity?
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 7

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

REFLECT

1) How do you feel being in that classroom? Did you feel a sense of oneness or unity
Observing
among the learners differences
and between the teacher and theamong
learner? learners with
Activity 3.2 disabilities, giftedness, and talents.

Resource Teacher : ___________________________________ Signature: _____________ Date: ___________

Grade/Year Level : _______________________ Subject Area : ________________________ Date:__________

To realize that Intended Learning Outcomes, work your way through these steps.
1. Observe at least two of these classes.
a. SPED less with learners with intellectual disabilities.
b. SPED less with learners with physical disabilities.
c. SPED class for the gifted and talented.
d. A regular class with inclusion of learners with disabilities.
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Write observation report.
5. Analyze your observation data.
6. Reflect on your experience.

OBSERVE

Use observation guide provided for you to document your observations.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 8

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

An Observation Guide for the Learners’ Characteristics

Read the following carefully before you begin to observe. Then write your observation
report on the space provided on the next page.
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 and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, Pace in accomplishing task, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students
in his or her class.

OBSERVATION REPORT

Name of the School Observed ______________________________________________________________________

School Address ______________________________________________________________________________________
Date of Visit __________________________________________________________________________________________

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 9

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

ANALYZE

1) Did your observation match the information given by the teacher?

_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

2) Describe the differences in ability levels of the students in the class? What practices or
strategies are done or should be done to differentiate instruction to meet the needs of the
learners?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

3) Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher? Did the teacher use differentiated
instruction? If yes, describe how.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 10

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

REFLECT

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?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

2) What dispositions and traits will you need as a future teacher to meet the needs of the
learners?
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 11

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

OBSERVE, ANALYZE,
REFELCT

Observing the school experiences of learners

Activity 3.3 who belong to indigenous groups.

To realize Intended Learning Outcomes, work your way through these steps.
1. Ensure that you have reviewed the number 3 focused on Indigenous Peoples in the
Learning Essentials of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools.
a. Ujah School of Living Traditions, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose
Occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, barangay Garangan and Barangay
Agcalaga, Calinog, Iloilo
h. T’boli School of Living Traditions, lake Sebu, South Cotabato
i. Daraghuyan-Bukidnon Tribal Community School, Dalwagan, Malaybalay, Bukidnon
j. Talaandig School of Living Traditions, Lantapan, Bukidnon
k. Bayanihan Elementary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

Please note. Ensure proper coordination of your college/university to obtain permission from
these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media and if it's
still not feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available at YouTube. You can start with this video by
DepEd:

DepEd Indigenous Peoples Education Office. National Indegenous Month (October) Video, 2013. Retrieve from:
https://www.youtube.com/watch?v=FsMjgQNz2Y

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 12

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM
4. Write your observation report.
5. Analyze your observation data using the Indigenous Peoples Education framework.
6. Reflect on your experience.

OBSERVE

An Observation Guide for Indigenous Peoples Education

Read the following carefully before you begin to observe. Then write your observation
report on the space provided.
If you are watching videos here, search instead of actually visiting his school. Have this
question in mind as you are watching the videos, you can try to get in touch with the creator of
the videos and interviewed them to.
1. Before you observe, read about this specific IP group in the school you will visit, know
their norms and customary greetings. This will help you blend in the school community
and interact with respect.
2. Serve and note the different parts are areas of the school environment. How are learning
spaces arrange?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school who are involved in teaching the learners?
5. Observe how the teaching learning process happened describe the learning activities
they have and teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and learners among the
teachers and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or principal about the curriculum, find out the curriculum goals
you can use, the questions found on the analysis part of this activity.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 13

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

Write your observation report here.

OBSERVATION REPORT
(You may include photos here.)

Name of the School Observed ______________________________________________________________________

School Address ______________________________________________________________________________________
Date of Visit __________________________________________________________________________________________

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 14

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

OBSERVATION REPORT
(You may include photos here.)

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 15

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

ANALYZE

Curriculum Design, Competences Question based on your observation and

and Content interview data.
1. Does the school of belonging to
one's ancestral domain, a deep
understanding of the community's
beliefs and practices. Cite
examples.
2. Does school show respect of the
communities expression of
spirituality? how?
3. Does school the indigenous
learners, a deep appreciation of
their identity. How?
4. Does the curriculum, teach skills
and competencies in the
indigenous learners that will help
them develop and protect their
ancestral domain and culture?
5. Does the curriculum only new
concepts and competencies to the
life experience of the community?
6. Do the teaching strategies help
strengthen enrich and complement
the community’s indigenous
teaching process?
7. Does the curriculum maximize the
use of the ancestral domain and
activities of the community as
relevant settings for learning, in
combination with classroom-based
sessions? Cite examples.
8. Is cultural sensitivity to uphold
culture, beliefs and practices,

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 16

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY THE K TO 12 GRADINGCircumstances, and Indigenous People
SYSTEM
observed and applied in the
development and use of
instructional materials and
learning resources? How? (For
example, culture bearers of the
Indigenous Peoples are consulted.)
9. Do assessment practices, consider
community values and culture,
how?
10. Do processes include application
of higher order thinking skills?

What do you think? Can you still be done to promote and uphold indigenous peoples
knowledge systems and practices and rights in school?
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

REFLECT

Reflect based on your actual visit or videos that you watched.

1) What new things? Did you learn about indigenous peoples?

___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________
___________________________________________________________________________________________________________________

2) What did you appreciate most from your experience in visiting the school with indigenous learners?
Why?
___________________________________________________________________________________________________________________
FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 17
___________________________________________________________________________________________________________________
mgrocas
___________________________________________________________________________________________________________________
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

SHOW Your Learning Artifacts

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? Make a collection of strategies on how to address students
different ability levels.

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 18

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

VERY NEEDS
LEARNING EXCELLENT SATISFACTORY
SATISFACTORY IMPROVEMENT
EPISODES EVALUATE
4 Performance 3 Task
2
1
All observation One (1) or two (2)
Three (3) observation Four (4) or more
ACCOMPLISHED questions/tasks observation
Evaluate Your Work Task Field Study 1, Episode 3-Focus on Gender, Needs, Strengths, Interests, questions/tasks not Race, observation
Experiences Language, questions/
Culture, Religion, Socio-
OBSERVATION completely answered/ questions/tasks not
economic Status, Difficult Circumtances, and Indigenous Peoples answered/ tasks not answered/
LearningSHEET accomplished.
Outcomes: describe the characteristics and needs of learners answered/
from diverse backgrounds; Identify the needs of students withaccomplished.
different levels of
accomplished
accomplished
abilities in the classroom; Identify best practices in differentiated teaching to suit the varying learner needs in a diverse class (PPST 3.1.1); demonstrate
openness, understanding and acceptance of the learners diverse needs and backgrounds.
All questions were Questions were not Four (4) or more
All questions were
Name of FS Student: ________________________________________________________________________________________ Date Submitted: ___________________________
answered completely;
answered completely; observation were not
answered completely; answers are not clearly
Year&Section: _____________________________________________________Course:________________________________________________________________________________
answers are in depth answered; answers not
answers are clearly
ANALYSIS and are thoroughly connected to theories; connected to theories;
connected to theories;
grounded on theories; one (1) to three (3) more than four (4)
grammar and spelling
grammar and spelling grammatical spelling grammatical/spelling
are free from errors.
are free from error. errors. errors.

Not so clear and

Profound and clear; Clear but lacks depth; shallow; somewhat Unclear and shallow;
supported by what supported by what supported by what rarely supported by what
REFLECTIONS
were observed and were observed and were observed and were observed and
analyzed analyzed analyzed analyzed

Portfolio is reflected on Portfolio is reflected Portfolio is not

the context of the on the context of the reflected on in the Portfolio is not reflected
learning outcomes; learning outcomes. context of the learning on in the context of the
LEARNING
Complete, well- Complete; well- outcomes. Complete; learning outcomes; not
ARTIFACTS
organized, highly organized, very not organized, relevant complete; not organized,
relevant to the learning relevant to the to the learning not relevant
outcome learning outcome outcome

Submitted before the Submitted on Submitted a day after Submitted two (2) days or
SUBMISSION
deadline deadline the deadline more after the deadline

Comment/s

13-
SCORE 20 19-18 17 16 15 14 11 10 9-8 Below
12
GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
71-
99 96 93 90 87 84 81 78 75 72
Below

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 19

mgrocas
 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

FS1
ON BECOMING A TEACHER
Episode 3 Focus on Gender, Needs, Strengths, Interests, Experiences
Language, Race, Culture, Religion, Socio-economic Status, Difficult
FIELD STUDY Circumstances,
THE K TO 12 GRADING and Indigenous People
SYSTEM

_____________________________________________________ __________________________________
Signature of FS Teacher above Printed Name Date

FIELD STUDY 1 – Observations on Teaching-Learning in Actual School Environment| 20

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