Metro-Dagupan Colleges

Serafica Street, Mangaldan, Pangasinan

FIELD STUDY 1

MODULE 2

in

FIELD STUDY 1

Prepared by: MARIA RIZZA FERNANDINE R. DE ASIS

E-mail Address: [email protected]
Contact No: 0930 01234 68
Facebook: TeacherNadine de Asis

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1

Course Description:
This is the first experiential course, which will immerse a future teacher in an
actual classroom situation and learning environment where direct observation of
teaching-learning episodes that focuses on the application of educational theories
learned in content and pedagogy courses will be made. Observations on learners’
behavior, motivation, teacher’s strategies of teaching, classroom management,
assessment in learning among others shall be given emphasis. A portfolio shall be
required in the course.

Learning Outcomes:
The purpose of the course is to immerse the pre-service teachers in a learning
environment while developing the concepts and skills needed
1. identify the various stages of the child/adolescent’s development –
physical/motor, affective/emotional, cognitive/mental, cultural/social,
economic, etc.
2. Reflect on the different methods/techniques/approaches employed by the
teacher in dealing with the child/adolescent’s stages of development.
3. Analyze the different teaching and learning processes for the various stages
of development.
4. Apply the teaching/learning processes and develop a portfolio

Class Requirements:
Module answers: 60%
Journal - 10%
Observation Forms - 10%
Portfolio - 20%

General Instructions:
1. Answer ALL questions in the module using PARAGRAPH FORM. Use complete
sentences. All answers should be in ENGLISH.
2. Read carefully and follow instructions.
3. If you use internet sources or books for your answers, please cite the sources.
Points will be deducted for plagiarism or copied answers with no sources.
4. You will be graded accordingly depending on your answers.
5. Send a message to the MDC Page should you have any questions about this
module.

Outline of the Course:

Prelim
- What is Observation Semi-Finals
- Review of Learning Theories - Types of media
- K-12 Curriculum Finals
Midterms - Development of Portfolio
- Child Development
- Components of Classroom
(Teacher, Student, Curriculum)

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1

Topic #1: Characteristics of Students in the

Primary Grades
General Objectives:
The general aims of the lesson are for the students to:
1. Identify developmental milestones for the different ages
2. Develop musical activities for each age range

Thinking time!
As a future teacher, why should you learn about the different stages of
development of children in the primary grades?
Cherry (2020) writes 5 reasons to study Human Development.
1.You’ll Better Understand Yourself
We were all kids once, so learning more about how children develop and grow
can provide additional insight into how you have become the person you are.
Studying human development can also help you learn more about your future.
2. You’ll Learn More About Children
Whether you are a parent now or are planning to become one in the future,
studying human development can teach you a great deal about your children.
In addition to learning things that can help make you a better parent, you can
gain greater insight into how your children behave, think, learn, and feel.
Development is a complex process, so learning more about how kids grow
physically, socially, emotionally, and cognitively can lead to a deeper
understanding of kids of all ages.
3. You’ll Better Understand How to Interact With Kids
If you plan on having children or working with them at some point, studying
human development can greatly improve your ability to interact with kids.
Once you better understand the stages of development and what makes kids
tick, you will feel more comfortable talking, playing, and working with them.
4. You’ll Gain a Greater Appreciation of Development Throughout Life
When we think of human development, it's easy to think of it as a process that
is largely complete once we hit early adulthood. It is important to realize,
however, that development is an ongoing process that continues all throughout
life.
5. You’ll Have a Deeper Understanding of What's Normal and What's Not
Another important reason to study development is that you can gain a greater
understanding of what's normal. Perhaps most importantly, studying human
development makes it easier to spot possible signs of trouble. From problems
with cognitive,  social, or emotional development in early childhood to struggles
later in life, being able to identify potential problems is important. The earlier
developmental problems are detected, the sooner intervention can begin. No
matter what the situation, early detection and treatment can lead to better
outcomes.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1

The table below shows the developmental milestones of children from 3 to 8

years old.
Development Table: 3 to 8 years
(https://www.healthline.com/health/childrens-health/stages-of-child-development#if-yo
u-have-concerns)

3 years 4 years 5 years 6-8 years

• Can put • May be • Draws • Can
together a 3-4 able to count more complex complete
part puzzle • Can “people” instructions
• Can use draw stick • Counts up with 3 or
toys that have figures to 10 things more steps
C moving parts • May be • Can copy • Can
O like buttons able to predict letters, numbers, count
G and levers what will and simple backward
N • Can turn happen in a shapes • Know
I door knobs story • Understan s left and
T • Can turn • May play ds the order of right
I book pages simple board simple processes • Tells
V games time
E • Can say
• Can name and •
name a few address
colors, • Names
numbers, and many colors
capital letters

• Shows • May play • Is aware of • Coope

S empathy for games that gender rates and
O hurt or crying have roles like • Likes to plays with
C children “parent” and play with friends others
I • Offers “baby” • Sings, • May
A affection • Plays dances, and may play with
L • Understa with, not just play acting kids of
nds “mine” beside, other games different
& and “yours” kids • Switches genders
• Talks between being • Mimic
E •upset May
if
get
about their compliant and s adult
M routines likes and bing defiant behaviors
O changed are dislikes • Can tell the
• Feels
T difference
I • Can get • Pretends; between made-up jealousy
O dressed may have and real • May
N • Knows trouble be modest
A how to take knowing what’s about
L turns real and what’s bodies
pretend

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1

3 years 4 years 5 years 6-8 years

• Talks • Can talk • May tell • Can
using 2-3 about what stories that stay read books
sentences at a happens in on track at grade
time daycare or at • Recites level
• Has the school nursery rhymes • Under
L words to name • Speaks or sings songs stand speech
A many things in sentences • May be and speaks
N used daily • May able to name well
G • Can be recognize or letters and
U understood by say rhymes numbers
A family • Can say • Can
G • Understa first and last answer simple
E nds terms like name questions about
“in,” “on,” and stories
“under”

M • Can • Can • May be Can jump

O walk up and hammer a peg able to rope or ride
V down steps into a hole somersault a bike
E with one foot • Walks • Uses Can draw or
M on each stair backwards scissors paint
E • Runs • Climbs • Hops or Can brush
N and jumps stairs stands on one teeth, comb
T with ease confidently foot for about 10 hair, and
O • Catches • Can hop seconds complete
R a ball • Pours • Can swing basic
• Can liquids with on swing set grooming
P slide down a some help • Goes to the tasks
H slide bathroom in the Can practice
Y toilet physical
S skills to get
I better at
C them
A
L

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1
School Aged: 9 to 12 years
(https://www.rsd.k12.pa.us/Downloads/Development_Chart_for_Booklet.pdf)

P
H
• Slow, steady growth: 3 -4 inches per year
Y • Use physical activities to develop gross and fine motor skills
S • Motor & perceptual motor skills better integrated
I
C
• 10-12 yr: puberty begins for some children
A
L

• Use language as a communication tool

• Perspective taking:
• 5-8 yr: can recognize others’ perspectives, can’t assume
the role of the other
C • 8–10 yr: recognize difference between behavior and
O intent; age
G • 10-11 yr: can accurately recognize and consider others’
N viewpoints
I • Concrete operations:
T • Accurate perception of events;
I • rational, logical thought;
V • concrete thinking;
E • reflect upon self and attributes;
• understands concepts of space, time, dimension
• Can remember events from months, or years earlier
• More effective coping skills
• Understands how his behavior affects others
• Friendships are situation specific
• Understands concepts of right and wrong
• Rules relied upon to guide behavior and play, and provide
S child with structure and security
O • 5-6 yr: believe rules can be changed
C • 7-8 yrs: strict adherence to rules
I • 9-10 yrs: rules can be negotiated
A • Begin understanding social roles; regards them as inflexible;
L can adapt behavior to fit different situations; practices social roles
• Takes on more responsibilities at home
• Less fantasy play, more team sports, board games
• Morality: avoid punishment; self interested exchanges
E • Self esteem based on ability to perform and produce
M • Alternative strategies for dealing with frustration and
O expressing emotions
T • Sensitive to other’s opinions about themselves
I • 6-9 yr: have questions about pregnancy, intercourse, sexual
O swearing, look for nude pictures in books, magazines
N • 10-12 yr: games with peeing, sexual activity (e.g., strip poker,
A truth/dare, boy-girl relationships, flirting, some kissing,
L stroking/rubbing, re-enacting intercourse with clothes on)

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1
Adolescent: 12 years old onwards
(https://www.rsd.k12.pa.us/Downloads/Development_Chart_for_Booklet.pdf)

P • Growth spurt:
H • Girls: 11-14 yrs
Y • Boys: 13-17 yrs
S • Puberty:
I • Girls: 11-14 yrs
C • Boys: 12-15 yrs
A • Youth acclimate to changes in body
L
• Formal operations: precursors in early adolescence, more
developed in middle and late adolescence, as follows:
• Think hypothetically: calculate consequences of thoughts
C and actions without experiencing them; consider a number of
O possibilities and plan behavior accordingly
G • Think logically: identify and reject hypotheses or possible
N outcomes based on logic
I • Think hypothetically, abstractly, logically
T • Think about thought: leads to introspection and self
I analysis
V • Insight, perspective taking: understand and consider
E others’ perspectives, and perspectives of social systems
• Systematic problem solving: can attack a problem,
consider multiple solutions, plan a course of action
• Cognitive development is uneven, and impacted by
emotionality
• Young (12 – 14): psychologically distance self from parents;
• identify with peer group;
• social status largely related to group membership;
• social acceptance depends on conformity to
observable traits or roles;
S • need to be independent from all adults;
O • ambivalent about sexual relationships, sexual
C behavior is exploratory
I • Middle (15 – 17): friendships based on loyalty,
A understanding, trust;
L • self-revelation is first step towards intimacy;
• conscious choices about adults to trust;
• respect honesty & straightforwardness from adults;
• may become sexually active
• Morality: golden rule; conformity with law is necessary for
good of society

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1

• Psycho-social task is identity formation

• Young adolescents (12-14):
• self conscious about physical appearance and early
or late development;
• body image rarely objective, negatively affected by
E physical and sexual abuse; emotionally labile;
M • may overreact to parental questions or criticisms;
O • engage in activities for intense emotional experience;
T • risky behavior; blatant rejections of parental
I standards; rely on peer group for support
O • Middle adolescents (15-17):
N • examination of others’ values, beliefs;
A • forms identity by organizing perceptions of ones
L attitudes, behaviors, values into coherent “whole”;
• identity includes positive self image comprised of
cognitive and affective components
• Additional struggles with identity formation include
minority or biracial status, being an adopted child, gay/lesbian
identity
Task:
1. Create an ideal character profile for each developmental age (1 for 3-8 years old, 1
for school age, 1 for adolescent). Draw your characters, and identify specific
characteristics of your characters based on the developmental milestones provided.
2. In your observation, choose 5 students that fit the specific descriptions. Identify
situations that show how he/she fit the descriptions mentioned above.

Answer the question:

Why is it important for you, as a teacher, to know and be very familiar with the
developmental milestones and stages of every child? Explain. Give ways how you can apply
this knowledge.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1
Topic #2: Components of a Classroom
General Objectives:
The general aims of the lesson are for the students to:
1. Identify the different components of a classroom
2. Specify the importance of each one in relation to their course
In a classroom, there are many specific components that may contribute to its
success and/or failure. These are the teacher, the student and the
curriculum. Each component affects each other, and contributes to each
others’ productivity. In order for each component to work, it is important that
each is aware of their role on how they can affect the classroom.
Classroom teaching and learning is a complex, multilayered, and social
experience. Many things happen at the same time, and the students and
teacher must interpret and process these events with considerable rapidity.
Let us discuss each one below:
1. The Teacher
In the formal process of learning, where school has still not been dead in spite
of its being declared so more than a quarter century back, great may be the
impact of the teacher on learning.
The role of the classroom teacher is to manage the classroom in a manner that
meets the individual needs of each student in the class. This includes
promoting learning and supplementing activities, coordinating and
collaborating with support staff, using a variety of teaching approaches, and
adapting instruction to include all students. The classroom teacher is in charge
of each student's overall academic program
It is the personality of the teacher which may either attract the child to
school or make him repulsive to every-thing related to school.
The teacher should be an example of patience and affection so that he or she
may make up for the absence of the mother, and the child may be weaned
without much difficulty. A child happens to be very sensitive, he cannot be
fooled by just a show of affection, only a genuine affection for the child can
attract him to his teacher.
And, only then, every direction or teaching of the teacher assumes
overwhelming significance for the child, and the chances of the process of
teaching and learning being successful become very strong. This is something
about the personality of the teacher, about his personal traits or characteristic
qualities.
For a teacher to be a good hand at writing, and, to be a drawing hand, would
be very important additional qualities by dint of which he can concentrate the
attention of the child on the lesson being taught. Small children’s learning is
greatly facilitated when the teacher can concretize the lesson, and make it
greatly interesting through drawing work.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1
Teacher is the chief executive in the whole scheme of the education of each
child in her custody. It is she who should, actually, be entrusted the work
of planning for the education of each child; curricula-framers may be
different but it is for the teacher to decide how much of the curriculum or
syllabus is to be covered in a scheduled time; and it is also the teacher who is
to decide as to how the same is to be done.
In other sources, the teacher is designated as the:
- Planner - prepares the lesson before teaching, anticipates problems and
selects, designs and adapts materials
- Manager - organizes the learning space, makes sure everything in the
classroom is running normally and smoothly and sets up rules and
routines for behavior and interaction
- Monitor/Observer - goes around the class during individual, pair and
group work activities, checking learning and providing support as
necessary
- Facilitator - provides opportunities for learning, helps learners to access
resources and develop learner autonomy
- Diagnostician - works out and tackle with the causes of learners’
difficulties and learning problems
- Language Resource - can be used by the learners for help and advice
about language during the language input and practice phase
- Assessor - evaluates the language level and attitudes for the learners by
using different means of informal and formal assessment during the
lesson and after the lesson when the teacher is correcting learners work
- Rapport Builder - tries to create a good relationship with and between
learners during the warm-up and lead-in phase using adopting ice
breaker activities
2. The Student

Teaching is not a one-way transmission of information, for students influence

the process as much as the teacher. The teacher plays an extremely
important role in establishing a meaningful classroom environment for
students, but in the final analysis, it is the social and psychological
activities and responses of each student that determines what he or she
learns.
The way in which each student perceives, interprets, processes, and
understands classroom activities—not what the teacher does—is the single
most important factor in determining the educational outcomes acquired by
that student. Teachers and outside observers must be careful when making
inferences from observations of student performance (either formal or
informal).
The students' perceptions, interpretations, and understandings may be
very different from what they appear to an external observer. A student's
performance on an assessment instrument, for example, may reflect something
rather different from the teacher's interpretation, for there are many ways for a
student to answer questions and solve problems.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1
What Are the Roles of Students in Effective Classroom Management?

a. Contribute to class culture and accountability

Each class should agree upon classroom norms. When students are invited to
provide input in classroom rules, they are more likely to hold each other
accountable. For a teacher, that could mean less teacher-to-student
directives and more peer-to-peer course correction.

b. Be inquisitive
Students should be expected to ask questions that nurture their curiosity.
Teachers should validate this and allow student input to influence
experiential lessons throughout class. Asking questions benefits everyone.

c. Be active participants
Students should come to school prepared to participate. Full engagement
maximizes opportunity for learning and sets the tone for the classroom. This
includes but is not limited to, asking and answering questions, completing
in-class assignments, and consistently aligning behavior to classroom norms.

d. Take personal accountability

Students should always acknowledge that they are a part of a learning
community. Each person is responsible for taki3ng ownership of their actions
in a way that values building safe and positive classrooms. Student
accountability encourages student learning, and helps improve academic
performance and achievements.

As the teacher, you can create these opportunities. Naming student roles and
responsibilities should begin when students first arrive in the learning
environment. Be open to students having more ideas about roles and
responsibilities they would like to own. Inviting students to be strategic partners in
their learning affirms their roles in the classroom, thus, building confidence and
character in themselves.

3. The Curriculum

An effective curriculum provides teachers, students, administrators and community

stakeholders with a measurable plan and structure for delivering a quality
education. The curriculum identifies the learning outcomes, standards and core
competencies that students must demonstrate before advancing to the next level.
Teachers play a key role in developing, implementing, assessing and modifying
the curriculum. An evidenced-based curriculum acts as a road map for teachers
and students to follow on the path to academic success.

Basically, a curriculum is what dictates the lessons that the teacher will be
developing, and what the students will be receiving.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1

What can a good curriculum do?

1. It both creates and reflects culture and identity.

On a broad level, a curriculum reflects the national culture in which a school
operates – different countries have different expectations of their students, even if
teaching practices are similar. But it can also reflect and define the culture at the
school level as well, from the specific needs of the neighborhoods they serve to the
topics where you want to differentiate yourself.

2. It keeps up with a changing world.

A good curriculum is never a one-and-done initiative. Revisiting it regularly allows
you to not only review how things are going, but also make room for new topics
that are relevant today. In fact, the World Economic Forum touts curriculum as a
key player in helping educators keep up with the speed of changing trends,
technology and skills students will need in the future.

3. It makes learning (and teaching) consistent.

Internal consistency happens when students inside your school can expect to walk
away with the same set of skills, whether their teacher is a veteran in the profession
or learning the ropes. Consistency should also stretch across a district, state or
province, or country as well – a student in fifth grade should expect to graduate
with the same foundational knowledge and skills, no matter where they learn.

4. It opens the doors for collaboration.

Having regular discussions about curriculum creates opportunities to get all
stakeholders involved: teachers, administration, parents and communities. Getting
input from everyone will help identify where you’re strong and what gaps you need
to address. It also gives teachers a platform over which they can share best
practices, knowledge and resources with each other.

5. It saves schools money.

Textbooks aren’t cheap, but they’re commonplace because they’re convenient –
they provide a pre-built progression of knowledge that’s hard to ignore for busy
teachers. With a strong curriculum in place, schools can break away from an
over-reliance on textbooks and take a more active and dynamic role in choosing
better (and cheaper) texts.

6. It helps teachers align.

A good curriculum also connects teachers from across grade levels and subject
areas to look at the big picture of student learning. Teachers can work together to
plan a progression of topics that build off of ones that came before and connect
across disciplines. The result? You reinforce knowledge over time and make sure
that students are prepared for what’s coming next.

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 Metro-Dagupan Colleges
Serafica Street, Mangaldan, Pangasinan
FIELD STUDY 1
7. It provides measurable targets.
Data matters. If you aren’t setting specific goals around how your students are
learning, how will you determine whether your curriculum is successful? That’s why
a good curriculum sets measurable outcomes and tracks progress throughout the
year. Teachers get a better view of what’s happening in the classrooms, students
know where they stand and parents are kept up-to-date.

Despite just seeing the four walls of a classroom, there are a lot of factors that are
at play during classroom sessions. These mentioned are just the most dominant
ones, but there are other factors.

As a final point, being a future teacher implies that you don’t only have to consider
your role in the classroom, but also your students and the curriculum. No matter
how much you try and prepare for your lessons, if your students are not mentally
ready nor are they receptive to your lessons, then nothing would happen. It is also
important to make sure that you have a goal in every lesson, which is guided by the
curriculum.

Task #2:
1. Identify the roles of a teacher, student and curriculum in online classes.
Write at least 4 for each. Explain how it differs from a face-to-face
classroom.
2. As you observe your classes, identify the different roles of the teacher,
student and curriculum that you witness and how it affects the
performance of the class.
3. Continue doing your journal and filling out your observation forms.

MIDTERM EXAM
a. Write an essay with the title, “When I am a teacher…” (200 words minimum)
that shares how you envision yourself when you become a teacher.
b. Write 10 rules in the classroom that you will establish as a teacher.

For bonus points: Design your own classroom (face-to-face). Make a short
description that explains your lay-out. A sample is presented below:

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