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Field Study 1
Unit 1: The
Learners

Lesson 1: Learning Styles vs. Multiple Intelligence

I. Learning Compass

At the end of the unit, the students will be able to:

a) draw similarities of learners varying characteristics; and
b) validate varying characteristics of lifelong learners.

II. Module Overview

Marcus Garvey insists, “No two persons think alike, even if they outwardly
profess the same faith, so we have as many religions in Christianity as we have
believers.” In the context of learning classroom contents, students manifest varied
styles cognitively and behaviorally. This is often observed by teachers at all levels. As
pre- service teachers strive to carry out the fundamental tasks of becoming future
teachers, they are trained to rationally and effectively identify skills and
characteristics that are distinct to each learner. This, in turn, can usher them to
properly deal with the banes and boons of their students’ uniqueness. However,
students can be wrapped with a disability, but look well outwardly. Some of them
only manage to control their inefficiencies, while their inner selves struggle to make
each day passed, saving them from potential trouble.

In the 21st century, the teachers’ skills in handling Generation Z learners need
an abrupt upgrade due to the multiple abilities that their learners can perform. At
present, teachers and parents are convinced that the present crowd of learners possess
multiple intelligence which the educators in the past failed to recognize. This
awareness lengthens the teachers’ ability to refine instruction and shift to student-
centered approach techniques.

III. We are on Our Way: Course Contents and Learning Experiences

A. Activity
Directions: Read the items in the checklist and tick one blank in each row to
express your preferences and dislikes to the statements.

MULTIPLE INTELLIGENCE ASSESSMENT

Adopted from the Multiple intelligent Assessment of Ckeimer.

YES NO
1 I like to write my own stories.
2 I like to take pictures.
3 I like to plant seeds and grow plants.
4 I like to count.
5 I like to check the weather.
6 I like to talk to others about ideas.

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 7 I like to read in my free time.
8 I like to dance.

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9 I like to read
maps.
10 I like to figure out patterns.
11 I like to take turns.
12 I like to solve puzzles.
13 I like to sing.
14 I like to make things with my hands.
15 I like to talk to others.
16 I like poetry and rhyming.
17 I like to be by myself sometimes.
18 I like to touch on different materials.
19 I like to move around a lot.
20 I like to play alone.
21 I like to play word games.
22 I like taking care of animals.
23 I like to draw.
24 I am wise.

B. Analysis

Directions: Revisit your answers in the previous activity. Encircle the numbers that you
have answered with YES. If you have completely rounded three of the items under a
particular intelligence, then your abilities dominantly fall under such category. Then,
using the box below, rationally explain why a person has disinclinations to other
intelligence in no fewer than 150 words.

Naturalist Spatial Linguistic Intrapersonal

(3, 22, 5) (2, 9, 23) (1, 7, 21) (17, 20, 24)

Bodily- Musical Logical- Interpersonal

kinesthetic mathematical
(14, 18, 19) (13, 16, 8) (4, 10, 12) (11, 6, 15)

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Rubric

Features 4 (Expert) 3 2 (Capable) 1 (Beginner)

(Accomplished)
Quality of The piece was The piece was The piece had The piece had not
Writing written in an written in an little style and style or voice
extraordinary interesting style voice.
style and and voice.
voice

Organization Very Somewhat Gives some Gives some new

informative informative and new information, but
and well organized. information thoughts are not
organized. but poorly organized.
organized.

Grammar No spelling, Five or fewer Many spelling So many spelling,

Usage and punctuation, spelling, and punctuation and
Mechanics or punctuation punctuation or grammatical errors
grammatical errors and grammatical that interfere with
errors grammatical errors the meaning
errors

C. Abstraction

Learning Styles vs. Multiple Intelligence

Students cope with school tasks in many ways and approaches. They do not always
manifest single stroke towards accomplishing and carrying out academic struggles, instead,
they make use of their skills and, sometimes they adapt to what they witnessed and observed.
Edutopia.org (2016) remarked:

One common misconception about multiple intelligences is that it means the same
thing as learning styles. Instead, multiple intelligences represent different intellectual
abilities. Learning styles, according to Howard Gardner, are how an individual
approaches a range of tasks. They have been categorized in different ways --
visual, auditory, verbal, and kinesthetic. Gardner argues that the idea of learning
styles does not contain clear criteria for how one would define a learning style, where
the style comes, and how it can be recognized and assessed. He phrases the idea of
learning styles as "a hypothesis of how an individual approaches a range of materials.

Learning Styles

Tech.com (2020) mentioned that “the term learning styles speaks to the
understanding that every student learns differently. Technically, an individual’s learning
style refers to the preferential way in which the student absorbs, processes, comprehends, and
retains information”.
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It further insists that individual learning styles depend on cognitive, emotional, and
environmental factors, as well as one’s prior experience. This means that every
learner is different. Therefore, it is a must that teachers understand the variations of
their students’ differences, so they can apply appropriate strategies into their everyday
face-to-face interaction with students.

Moreover, “the term learning styles is widely used to describe how learners
gather, sift through, interpret, organize, come to conclusions about, and ‘store’
information for further use.” At present, learning styles are best remembered using the
acronym, VARK which is useful in describing the four styles of student learning as
explained in the study of Fleming and Collins in 1992. VARK when spelled out
stands for Visual, Aural, Verbal (reading and writing), and Kinesthetic (Chick, 2020).

4 Types of Learning Styles

Learning preferences can be varied, and not all of them can work well for all
learners. So, teachers need to figure out the students’ learning styles to scaffold and
lift them from possible drawbacks (Elrick, 2018).

1. Visual learners

How to recognize visual learners in your class? Someone with a preference for
visual learning is partial to seeing and observing things, including pictures, diagrams,
written directions, and more. This is also referred to as the “spatial” learning style.
Students who learn through sight understand information better when it’s presented
visually. These are your doodling students, your list makers, and your students who
take notes.

How to cater to visual learners? The whiteboard is your best friend when
teaching visual learners! Teachers should create opportunities to draw pictures and
diagrams on the board or ask students to doodle examples based on the topic they’re
learning. Teachers catering to visual learners should regularly make handouts and use
presentations. Visual learners may also need more time to process material, as they
observe the visual cues before them. So be sure to give students a little time and space
to work through the information.

2. Auditory learners

How to recognize auditory learners in your class? Auditory learners tend to

learn better when the subject matter is reinforced by sound. These students would
much rather listen to a lecture than reading written notes, and they often use their
voices to reinforce new concepts and ideas. These are the students who like to read
out loud to themselves, aren’t afraid to speak up in class, and are great at verbally
explaining things. Additionally, they may be slower at reading and may repeat things
a teacher tells them.

How to cater to auditory learners? Since these students can sometimes find it
hard to keep quiet for long periods, get your auditory learners involved in the lecture
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epeat back new concepts to you. Ask questions and let them answer. Invoke group discussions so your auditory and verbal p

and understand the information they’re being presented with. Watching videos and
using music or audiotapes are also helpful ways to engage with auditory learners.

3. Kinesthetic learners

How to recognize kinesthetic learners in your class? Kinesthetic learners or

“tactile” learners learn through experiencing or doing things. They like to get right in
the thick of things by acting out events or using their hands to touch and handle to
understand concepts. These are the students who might struggle to sit still, might be
good at sports or like to dance, need to take breaks when studying, and might not have
great handwriting.

How to cater to kinesthetic learners? The best way teachers can help these
students learn is by getting them moving. Teachers should instruct students to act out
a certain scene from a history lesson they are teaching. Additionally, they should
encourage these students by incorporating movement into lessons: pacing to help
memorize, learning games that involve moving around the classroom, or having
students write on the whiteboard as part of an activity.

4. Reading/writing learners

How to recognize reading/writing learners in your class? According to

the VARK Modalities theory developed by Fleming and Mills in 1992,
reading/writing learners prefer to learn through written words. While there is some
overlap with visual learning, these types of learners are drawn to expression through
writing, reading articles on the internet, writing in diaries, looking up words in the
dictionary, and searching the internet for just about everything.

How to cater to reading/writing learners? This is probably the easiest learning

style to cater to since most of the educational system provides lots of opportunities for
writing essays, doing research online, and reading books. Allow plenty of time for
these students to absorb information through the written word and give them
opportunities to get their words out on paper as well.

Multiple Intelligence

Intelligence was believed to be always measurable using the IQ testing

mechanism. In consonance, Cherry (2019) defined intelligence as “our intellectual
potential; something we are born with, something that can be measured, and a
capacity that is difficult to change.” Marenus (2020) said that “the theory of multiple
intelligences was first proposed by Howard Gardner in his 1983 book ‘Frames of
Mind’, where he broadens the definition of intelligence and outlines several distinct
types of intellectual competencies”. This theory broke the traditional notion that
intelligence is only in the form of cognitive abilities. It means that the child lacks
intelligence if he or she cannot excel in all the mental tasks in school. The traditional

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belief discredits the child’s abilities outside the perimeter of academic concepts.
Dancing, singing, sports, etc. were once thought of as special capabilities and are
apart from the so-called ‘intelligence’. Sadly, back then, the community embraced
such an idea of intelligence and looked as intelligent as the sole abilities of few
learners.

In recent years, however, other views of intelligence have emerged.” Howard

Gardner defaced the traditional connotation and denotation of intelligence. He even
introduced eight types of intelligence: logical/mathematical, linguistic, musical,
spatial, bodily-kinesthetic naturalist, interpersonal, and intrapersonal.

However, Cerruti as cited in Cherry (2019) revealed that Gardner’s theory has
come under criticism from both psychologists and educators. These critics argue that
Gardner’s definition of intelligence is too broad and that his eight different
"intelligence" simply represent talents, personality traits, and abilities. Gardner’s
theory also suffers from a lack of supporting empirical research. Despite this, the
theory of multiple intelligences enjoys considerable popularity with educators. Many
teachers utilize multiple intelligences in their teaching philosophies and work to
integrate Gardner’s theory into the classroom.

Armstrong (2020) illustrated the intelligence based on the concept that

Gardner posited. He presented:

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Gardner as cited in Marenus (2020) uncovered the specifics of each

intelligence from its broadest sense to the possible career choices that each learner
may land.

1. Linguistic Intelligence (“word smart”)

Linguistic Intelligence is a part of Howard Gardner's multiple intelligence

theory that deals with sensitivity to the spoken and written language, ability to learn
languages, and the capacity to use language to accomplish certain goals. People with
linguistic intelligence, such as William Shakespeare and Oprah Winfrey, can analyze
information and create products involving oral and written language such as speeches,
books, and memos.

Potential Career Choices: Lawyer, Speaker / Host, Author, Journalist, and Curator

2. Logical-Mathematical Intelligence (“number/reasoning smart”)

Logical-mathematical intelligence refers to the capacity to analyze problems

logically, carry out mathematical operations, and investigate issues scientifically.
People with logical-mathematical intelligence, such as Albert Einstein and Bill Gates,
can develop equations and proofs, make calculations, and solve abstract problems.

Potential Career Choices: Mathematician, Accountant, Statistician, Scientist, and

Computer Analyst

3. Spatial Intelligence (“picture smart”)

Spatial intelligence features the potential to recognize and manipulate the

patterns of wide space (those used, for instance, by navigators and pilots) as well as
the patterns of more confined areas, such as those of importance to sculptors,
surgeons, chess players, graphic artists, or architects. People with spatial intelligence,
such as Frank Lloyd Wright and Amelia Earhart, can recognize and manipulate large-
scale and fine-grained spatial images.

Potential Career Choices: Pilot, Surgeon, Architect, Graphic Artist, and Interior
Decorator

4. Bodily-Kinesthetic Intelligence (“body smart”)

Bodily-kinesthetic intelligence is the potential of using one’s whole body or

parts of the body (like the hand or the mouth) to solve problems or to fashion
products. People with bodily-kinesthetic intelligence, such as Michael Jordan and
Simone Biles, can use one’s own body to create products, perform skills, or solve
problems through the mind-body union.

Potential Career Choices: Dancer, Athlete, Surgeon, Mechanic, Carpenter, and

Physical Therapist

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5. Musical Intelligence (“music smart”)

Musical intelligence refers to the skill in the performance, composition, and

appreciation of musical patterns. People with musical intelligence, such as Beethoven
and Ed Sheeran, can recognize and create musical pitch, rhythm, timbre, and tone.

Potential Career Choices: Singer, Composer, DJ, and Musician

6. Interpersonal Intelligence (“people smart”)

Interpersonal intelligence is the capacity to understand the intentions,

motivations, and desires of other people and consequently to work effectively with
others. People with interpersonal intelligence, such as Mahatma Gandhi and Mother
Teresa, can recognize and understand other people’s moods, desires, motivations, and
intentions.

Potential Career Choices: Teacher, Psychologist, Manager, Salespeople, and Public

Relations

7. Intrapersonal Intelligence (“self-smart”)

Intrapersonal intelligence is the capacity to understand oneself, to have an

effective working model of oneself-including own’s desires, fears, and capacities—
and to use such information effectively in regulating one’s own life. People with
intrapersonal intelligence, such as Aristotle and Maya Angelou, can recognize and
understand his or her moods, desires, motivations, and intentions. This type of
intelligence can help a person to understand which life goals are important and how to
achieve them.

Potential Career Choices: Therapist, Psychologist, Counselor, Entrepreneur, and

Clergy

8. Naturalist intelligence (“nature smart”)

Naturalistic intelligence involves expertise in the recognition and classification

of the numerous species—the flora and fauna—of his or her environment. People with
naturalistic intelligence, such as Charles Darwin and Jane Goodall, have the ability to
identify and distinguish among different types of plants, animals, and weather
formations that are found in the natural world.

Potential Career Choices: Botanist, Biologist, Astronomer, Meteorologist, and

Geologist

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D. Application

Directions: Write an essay of no fewer than 200 words. Refer to the rubric used in the
previous activity and the guide questions below:

a) “Had your teachers in basic education appropriately dealt with your

learning styles and intelligence?
b) Hypothetically, if you had the chance to take their place, how would
you have done it?

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IV. How Far Have We Gone

Directions: Choose at least three (3) types of intelligence from the list above and provide
two (2) teaching strategies each, to better cater to the potential of the learners.

1.

2.

3.

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V. Let Us Dig Deeper

Directions: Search “Multiple Intelligence Quiz-alis” and go through the standardized process of
evaluating and determining your intelligence. As proof of your compliance, present the
Multiple Intelligence Scores as well as your Top 3 Types of Intelligence. See the sample
screenshots below.

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VI. References

Ckeimer, J. (2013). All about me activities: A multiple intelligence assessment. Some

Divine Interventions. https://somedivineintervention.wordpress.com/2013/07/26/all-
about-me-activities-a-multiple-intelligences-assessment/

Cherry, K. (2019). Gardner’s theory of multiple intelligences. Verywell Mind

Publishing. https://www.verywellmind.com/gardners-theory-of-multiple-
intelligences-2795161

Chick, N. (2020). Learning Styles. Venderbilt University. https://cft.vanderbilt.edu/guides-

sub-pages/learning-styles-preferences/

Edutopia.org. (2016). Multiple intelligences: What does the research say?.

https://www.edutopia.org/multipl e-intelligences-research

Elrick, L. (2018). 4 types of learning styles: how to accommodate a diverse group of

students. Rasmussen College LLC.
https://www.rasmussen.edu/degrees/education/blog/types-of- learning-styles/

Marenus, M. (2020, June 09). Gardner's theory of multiple intelligences. Simply

Psychology. https://www.simplypsychology.org/multiple-intelligences.html

Tech.com. (2020). Learning styles: All students are created equally. https://
https://teach.com/what/teachers-know/learning-styles/

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Lesson 2: Characteristics and Needs of Learners

I. Learning Compass

At the end of the unit, the students will be able to:

a. distinguish the characteristics and needs of learners.

II. Module Overview

The successful academic meeting between educators and learners happens

when teachers have an in-depth knowledge of the characteristics and needs of the
learners. In a classroom of forty or more students, the teacher’s role as facilitator is
tested by the myriad concerns that hamper the teaching-learning process. Students are
diversely unique from one another in terms of their cognitive levels, social
orientations, academic successes, environmental upbringing, cultural outlooks, and
learning motivations. Each of them manifests emotional differences too. As a result,
our students seek for people that can properly handle their needs and their natural
characteristics, that when inappropriately handled, can result in academic losses and
life’s delinquencies.

III. We are on Our Way: Course Contents and Learning Experiences

A. Activity

Directions: Read the new article inside the box and answer the activity below.

The water vendor who is popular among netizens, as well as commuters

and motorists passing by A. Soriano St. in Barangay Mabolo, Cebu City, obtained
his college diploma Wednesday, March 15. Jaykummer "Dodoy" Teberio, 21,
was among those who graduated successfully. He took up Bachelor of Science in
Secondary Education major in Music, Arts, Physical Education and Health.

In an interview with SunStar Philippines, Teberio said he is "super

happy" that he was able to finish college despite all the challenges that he and his
family have encountered. Dodoy also received a medal of recognition for
representing UC's self-supporting students and for his hard work, proving that
poverty is not the hindrance to success. Teberio's mom, Flor, could not contain
her tears upon seeing her son receiving his diploma Wednesday.

"Ni-graduate na gyud ang akong anak. Happy gyud kaayo ko. Wa gyuy
kabutangan sa akong kalipay. Nakahuman na gyud ko sa akong anak sa among
paningkamot nga makahuman gyud ang akong anak. Proud na proud gyud kaayo
ko sa akong anak (My son finally graduated. I'm very happy. My son finally
finished college because of our hard work. I'm very proud of my son)," she said.

Teberio has been selling water on the streets since he was 12 years old
to help his parents pay for his studies.

“I’m very thankful. Despite all the challenges I had to overcome, I will
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reap the fruits of my labor,” he told SunStar Cebu in an earlier interview.

Asked Wednesday about his message to those who also want to finish college, Teberio said: "Never g

a. What are the characteristics of the student above that led to his success in his studies?
b. Give at least 2-3 sentences for each domain.

PHYSICAL

SOCIAL

EMOTIONAL

COGNITIVE

B. Analysis

Directions: Based on the news story in the previous activity, fill the table below
with the information needed.

a. What do you think were the needs of Dodoy that his teachers had successfully
addressed?
b. Give at least 2-3 sentences for each domain.
Physical Emotional Social Cognitive

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C. Abstraction

Learners’ Characteristic s and Needs

Characteristics of Learners

Drachsler and Kirschner (2011) posited, “The concept of learner

characteristics is used in the sciences of learning and cognition to designate a target
group of learners and define those aspects of their personal, academic, social or
cognitive self that may influence how and what they learn.” On the other hand, Wel
(2018) revealed that the characteristics of learners are the basis from which the
curriculum is built upon. Curriculum developers need to cover the physical, social,
emotional, and cognitive of the learners.

Development
Preschooler Elementary High School
Domain
Age: 3-5 Age: 6-12 Age: 13-18

PHYSICAL

The child loves He already

Gross-motor He loves to play
to move wherever he knows how to
Skills (walking, for more fun and excitement.
goes. dance and sing.
moving, etc.).

He knows how
He is on progress to to critic literary
Fine –motor skills He loves to write and draw
learn how to read and and able to
(writing, drawing, varied shapes.
write write poems,
etc.)
essays, etc.

He is more
independent in
He does not know
Sometimes he is independent doing such
anything where he
Self-help skills where he can help things and some
needs guidance and
himself. things have
care.
been done by
himself.

SOCIAL

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He is actively
participating in
He is more dependent
the class
and still He is in medium self-esteem
discussion and
Interaction with on the process of where he is doing good during
easy to cope
teachers adapting to his new the class discussion in
with different
environment. collaboration with his teacher.
lessons even it
is easy or hard.

He interacts with his

He is more
other friends and He is sociable enough making
Interaction with sociable than
classmates in school more friends.
classmates/friends before.
by doing something
fun.
He loves to entertain and He loves more
He always likes
Interests making conversations with friends than
playing.
others. ever.

EMOTIONAL

Moods, – He has mood He is moody. He has unique He is more

temperaments, swings. He easily characteristics that reflect his sensitive where
expressions of distracted by changing personality when he is quiet, he easily gets
feelings (happy, his emotions from he is mad, and when he is affected when
sad, mood-shifts, happy to sad. more talkative where he is someone bullies
etc.) happy or in a good mood. or teases him.
Due to maturity
changes that is
the result of
He is more dependent
Sometimes, he cannot control positive
on his mom by sharing
Emotional his emotion that reflects his behavior in a
his emotions and
independence behavior and needs way he can
sometimes he cannot
disciplinary action. control or
control it.
manage his
emotions and
feelings.

COGNITIVE

He responds or
answers
questions being
He is trying to catch He is on progress to cope with
asked by the
Communication up or cope with that communication skills but not
teacher logically
Skills skills by engaging so good.
and accurately.
with peers.
It means he
communicates
well.

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He lacks vocabulary He has more
where he is not able to vocabulary
He can think and respond
catch up words that words to
easily unless the words being
Thinking Skills are more technical that comprehend
queries are easy to
results in confusion of certain text
comprehend.
topics or cannot whether it is
comprehend well. easy or difficult.
He employs
mathematical
formulas and
logical solutions
He consumes a lot of He can solve fast in easy word
in solving
Problem Solving time in solving problems and sometimes he
certain
Skills mathematical word uses correct mathematical
mathematical
problems. formula.
problems. He
loves
problem-
solving.

Needs of Learners

New Zealand Ministry of Education (n.d.) mentioned that learners should be

considered within the contexts of a) their current physical, social, intellectual, and
emotional development; b) their classroom and school environment; c) the special
nature of their communities; and d) their knowledge about the health status, needs,
and physical activity patterns of children, adolescents, and adults. For Wel (2018),
learners need to get a full understanding of their physical, emotional, social, and
cognitive capabilities. Students, in general, can grow their potentials with the right
interventions given to their individual and collective needs as learners.

NEEDS
Level
Physical Emotional Social Cognitive
All kids need
The kids need
consistent, attuned The kids need to The kids need to
to move wherever
Preschool attention from mingle/communicate watch nursery
he goes.
their primary with other learners. rhymes.
caregivers.
Children need
supportive
Learners need to
Children need to interactions are the Children need
write and draw
Elementary feel understood foundation for short stories to
varied shapes.
and understand. building strong, read.
healthy relationships
with children.
They need lots of The student needs They need They need to
High School opportunities to to be understood increasing engage in
exercise their by the teacher for opportunities to meaningful

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growing bodies whatever action experience positive experiences
and explore their they do even if it social relationships wherein the
emerging large is wrong. They that allow them to learners to
and small muscle need to be explore emerging construct ideas,
capacities. corrected. ideas, views, values, knowledge, and
and feelings with understanding
peers and adult prior to their
friends. experiences.

D. Application

Directions: Provide the information needed in the table below.

a. When you were in the levels of education listed below, how did your
teachers provide all your needs?
b. Give at least a sentence or two for each box.
NEEDS
Level
Physical Emotional Social Cognitive

Preschool

Elementary

IV. How Far Have We Gone

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Directions: Write a 100-150 words essay about the topic posted below. Be guided
with the rubric.

Features 4 (Expert) 3 (Accomplished) 2 (Capable) 1 (Beginner)

Quality of The piece was The piece was The piece had The piece had not
Writing written in an written in an little style and style or voice
extraordinary interesting style voice.
style and voice and voice.

Organization Very Somewhat Gives some Gives some new

informative informative and new information, but
and well organized. information thoughts are not
organized. but poorly organized.
organized.

Grammar No spelling, Five or fewer Many spelling So many spelling,

Usage and punctuation, or spelling, and punctuation and
Mechanics grammatical punctuation punctuation or grammatical errors
errors errors and grammatical that interfere with
grammatical errors the meaning
errors

Topic: “What have you learned from this activity that you can apply when you
become a teacher?”

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V. Let Us Dig Deeper

Directions: Watch this video closely through this link,

https://www.youtube.com/watch?v=lVFJHrA2ss4 and evaluate whether CNU, in
general, has successfully addressed the needs of the students based on their
achievements. Explain your answer in 150-200 words.

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Field Study 1
VI. References

Drachsler & Kirschner (2011). Learner characteristics. Open University of the

Netherlands. https://10.1007/978-1-4419-1428-6_347

Getting the diploma: Stories of hard work and self-determination. (2020,

August 8). Sun Star Philippines.
https://www.sunstar.com.ph/article/133748/Business/Getting-that-
diploma-Stories-of-hard-work-self-determination

Ministry of Education. (n.d.). The needs of learners. Te Kete Ipurangi.

https://health.tki.org.nz/Teaching-in-HPE/Health-and-PE-in-the-
NZC/Health-and-PE-in-the-NZC-1999/Implementing-the-
Curriculum/The-Needs-of-Learners

Wel, T. (2018). The Learners’ characteristics and needs. Ruel Positive.

http://www.ruelpositive.com/learners-characteristics-needs

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