FIELD STUDY1

Learner
Develop
In One’s
ment
Environ
ment

Port folio
CLOIE KATE A.
GAD-Section
Uniting B

MELFIN D.
MEREN,Instructor
Subject MD

S.Y 2022-2023
 Learning Experience 1- Learners we were.

1.3 Identification

Discovering the growth patterns in the various stages of development across domains

This time reorganize the entries into domains across the three stages. Follow the matrix below. You will
have one matrix for every domains.

FS FORM D-1:
MIDDLE CHILDHOOD PHYSICAL/MOTOR
LATE CHILDHOOD EARLY CHILDHOOD
DOMAIN
1. Skeletal growth continues Permanent teeth come in. First menstrual period.
– loose baby teeth.
2. Body growth slows and Heigh added 2-3 inches and weight Rapid gains in height and weight.
steady gained 5 -7 pounds yearly.
3. Becomes smooth and Balance and coordination Adopt masculine and feminine role.
rhythmic leading to
running and jumping.
4. Improve motor Progressive activities. Maturation begin.
development- Drawing.
5. Increase appetite. Schedule of cleaning Accept Body appearance.

6. Muscles and Bone growth. Band majorette member Going to Gym.

7. Gain in motor skills, agility Puberty

ang physical strength.
8. Have a greater endurance Intramural/ Cultural
and speed.

Analyze the entries in the three stages of development for each domain.

 What do you notice of the entries belonging to the same level or stages?
Are they more similar or different? Why?
- Yes, they are familiar. The entries in the same level are more like of the level which
actually progress through stages.

 Compare the entries across stages in this domain. Are there greater differences or variations in the
experiences across stages? What do you observe?
- Yes, all the entries through stages have a greater difference through the experiences, from
simple and easy physical-motor activities in middle and late childhood to a difficult and
heavy physical-motor activities in early adolescence stage which involves more interaction
with peers.

FS FORM D-2:
SOCIAL/EMOTIONAL
DOMAIN
 MIDDLE CHILDHOOD LATE CHILDHOOD EARLY CHILDHOOD

Take responsibility for themselves Emotionally distance self from

1. Follow simple direction. ( i.e. does home work without family.
help.)
2. Can recognize and identify Learning to value and accept other Increased curiosity about political
feelings. people point of view issues and social causes.
3. Show empathy to other. Fear replaced ability to cope. Increased desire to seek out new
experience.
4. Compare self to other. Emotions are controlled and Interested in dating and being
recognized. intimate.
5. Understand right and FLAMES Appreciate other people opinion.
wrong.
6. Tantrums Anxious
7. Asking for help to family
members.
8. Playing with other kids.

Analyze well the entries in the three stages of development under social relationship.

 What do you notice of the entries belonging to the same level or stage? They more similar or different?
Why?
- The entries belonging to the same level are similar in the degree of complexity of the
respective activities.

 Compare the entries across stages in this domain. Are there greater differences in social/ emotional
experiences across stages? What could have brought these differences about?

- Middle childhood is more on playing activities, and asking for guidance – Late childhood
are more on exploring, making things by their own- While in the early adolescence are
more on experiences, dealing with feelings and interacting with peers.

FS FORM D-3:
LITERACY/COGNITIVE
/INTELLECTUAL
DOMAIN
 MIDDLE CHILDHOOD LATE CHILDHOOD EARLY ADOLESCENCE

1. Begin to interact to the Develop fundamental skills on Potential on moral reasoning

environment reading, and calculations.

2. Ability to identify shapes, Writing essay Think conceptually and

numbers, and letters. hypothetically.
3. Learn through senses. Social comparison Growing capacity in abstract
concept.
4. Interested in moral Logical reasoning Deeper moral thinking
reasoning
5. Identifying Animals Struggling in analyzing abstract Intellectual interest expands and
concept. become more important.
6. Increased concern in future Mostly interested in present with
limited thought about future.
7. Continued interest in moral Work independently
reasoning
8. Decision making and problem
solving.

Analyze well the entries in the three stages of development.

 What do you notice of the entries belonging to the same level or stage? Are they more similar or
different? Why?

- Yes, the entries in the same level are similar, because the experiences in the middle
childhood are continue to develop to late childhood and to early adolescence.

 Compare the entries across stages in this domain. Are there greater differences in the experience across
stages? What could have brought this about?

- Yes, there are different experiences in every stage, especially in the level of thinking.
Middle childhood involves simple thinking through senses -Late childhood thinking
continue to develop and become more interested in learning – while the Early Adolescence
Intellectual are expanded and the level of thinking are widen by doing decision making and
problem solving.
1.5 DISSEMINATION

Reflecting on the value of addressing the characteristics and needs of learners during the various stages of
development.

By this time, you have met neither your Resource teacher nor the children in school. However, the
profile you have written of yourself could be part of the schema you have of learners in the different stages or
levels.

Being aware of your characteristics and abilities during these periods of growth, what do you think
should a classroom teacher or a school provide to address and maximize the characteristic and abilities of
learners at each level? You can think in terms of meaningful learning experiences and important learning
resources for each stage in each of the domains or aspects of development.

PERCEIVES NEEDS OF
Stages of Growth LEARNERS Domain of Development
Physical/Motor Social/Emotional Literacy/Cognitive/Intellectual

Middle Childhood Engage in fun and - Integration in Speech and trainings.

(Primary) formative activities. dancing and gaming
activities
- planning and
delivering of the
lessons.
Late Childhood - Teaching strategies - Showcasing the - Spelling and grammar training
(Intermediate) talent of the students

Early Adolescence - Scouting and camping - Encourage students - Training and seminars.
(High School) activities. to participate in any -Action Research.
- Try out for any sports school organization.
 ASSESSMENT

Criterion: Depth of Understanding

Rating Concept

Output is reflective of learner’s deep understanding of how the concept of growth

91-100
and development is applied to learners.

Output is suggestive of some understanding of the concept of growth and

81-90 development of learners.

Output has minimal understanding of the concept of growth and development of

71-80
learners.

Output shows very minimal understanding of the concept of growth and

61-70
development as applied to learners.

51-60 Output shows no understanding at all of the concept of growth and development.

Rating for LE 1: _________________

Signature of FS Program Coordinator

 Learning Experience 2- Knowing your Learners Better

2.1 EXPOSURE

Gathering teachers’ observation of middle childhood learners

Use the Observation Checklist in Table 2.1 to ask three teachers of different grades in the school. Ask
each of them how the characteristics of middle childhood children (i.e 6 to 12 years old) are manifested on the
learners of the class they are teaching. Put a check mark on appropriate column to indicate their response.

Focal question: “As a teacher of Grade _____, please indicate how well the children in your class manifest the
known characteristic in the different domains.”

TABLE 2.1
OBSERVATION
CHECKLIST

Teacher’s Name : LEIZL P. LUMBO Grade being taught: Grade 4

Strongly Observable Not
Domain Characteristic Observable Sometimes Observable
Social &
Emotional
Development
1. Children show signs of growing
independence. 

2. Children average five best friends and


at least one “enemy”
3. Children act nurturing and
commanding with younger children
but follow and depend on older 
children.
4. There are fewer outbursts and more
accepting of delays in getting things 
they want “done”
5. Children are self-conscious and feel if
everyone notices even small
differences (e.g. new hair cut) 

6. Children’s feelings get hurt easily and

often know how to deal with failure.


Strongly Observable Not

Domain Characteristic Observable Sometimes Observable
 Physical
Development
1. Growth is slower than in preschool
years, but steady. 

2. Children recognize that there are


differences between boys and girls.
3. Muscle coordination and control are
uneven and incomplete in the early
stages . 

4. Small muscles develop rapidly, making

playing musical instruments or 
building things enjoyable.
5. Permanent teeth may come in before
the mouth has fully grown, causing
dental crowding. 

Mental
Development
1. They can group things that belong
together. 

2. Children begin to read and write ear.ly

in middle childhood and should be

skillful in reading and writing by the
end of this stage.
3. They can think through their actions
and trace back events that happened

to explain situations.

4. Children learn best when they are

active while they are learning rather

than just listening to an adult explain
rules.
5. Children can focus attentions and take
time to search for needed

information.

6. There is greater memory capability

because many routines are automatic

now.

2.2 PARTICIPATION

Nothing patterns in the perception of teachers of learners’ characteristic

  Go over the Observation Checklist you have used for the three teachers. Arrange them according to the
grades they are teaching following the matrix below.
 Indicate the response of each teacher as indicated in his/her form in the appropriate column using the
symbols. SO= Strongly Observable, OS = Observable Sometimes, NO = Not Observable.

TABLE 2.2
OBSERVATION
CHECKLIST

Teacher’s Name : Grade being taught:

Teacher A Teacher Teacher

Domain Characteristic (Grade 1-2) (Grade 3-4) (Grade 5-6)

Social &
Emotional
Development
1. Children show signs of growing
independence.

2. Children average five best friends

and at least one “enemy”
3. Children act nurturing and
commanding with younger
children but follow and depend
on older children.
4. There are fewer outbursts and
more accepting of delays in
getting things they want “done”
5. Children are self-conscious and
feel if everyone notices even
small differences (e.g. new hair
cut)
6. Children’s feelings get hurt easily
and often know how to deal with
failure.

Teacher A Teacher Teacher

Domain Characteristic (Grade 1-2) (Grade 3-4) (Grade 5-6)

Physical
Development
1. Growth is slower than in preschool
years, but steady.
 2. Children recognize that there are
differences between boys and girls.
3. Muscle coordination and control are
uneven and incomplete in the early
stages.

4. Small muscles develop rapidly, making

playing musical instruments or
building things enjoyable.
5. Permanent teeth may come in before
the mouth has fully grown, causing
dental crowding.

Mental
Development
1. They can group things that belong
together.

2. Children begin to read and write ear.ly

in middle childhood and should be
skillful in reading and writing by the
end of this stage.
3. They can think through their actions
and trace back events that happened
to explain situations.

4. Children learn best when they are

active while they are learning rather
than just listening to an adult explain
rules.
5. Children can focus attentions and take
time to search for needed
information.

6. There is greater memory capability

because many routines are automatic
now.

2.3 IDENTIFICATION

Validat0ing the observable characteristics of middle childhood

1. For each domain, select the characteristic which all teachers have claimed to be “ strongly observable” .
They are those that get “SO-SO-SO” response.

STRONGLY OBSERVED
CHARACTERISTICS OF
MIDDLE CHILDHOOD
 Domain Characteristics

Social Emotional 1. Most of the students shows confidence.

2. They are sensitive.
3.
4.
5.
6.

Physical 1. Typical growth of height 2 to 3 inches every year.

Development 2. More engaged in school activities.
3. Body growth.
4.
5.

Mental 1. Identify basic learnings.

Development 2. Memorizing short bible verses.
3. Can read s
4.
5.

 Which domains shows the greatest number of strongly observable characteristics during middle
childhood? What does that suggest?
 Which domain shows the least number? What does that suggest?
 2. Identify the characteristics not observed in the same manner by all three teachers. They suggest that
the characteristics are still developing during this stage.

STRONGLY OBSERVED
CHARACTERISTICS OF
MIDDLE CHILDHOOD
Domain Characteristics

Social Emotional 1.
2.
3.
4.
5.
6.

Physical 1.
Development 2.
3.
4.
5.

Metal 1.
Development 2.
3.
4.
5.

 Which domain shows the greatest number of varying or differing characteristics observed during middle
childhood? What does that suggest?
2.4 INTERNALIZATION

Inferring the implication of varying characteristics of learners in middle childhood

 There are characteristics observed by all teachers across grades. What does that suggest?
 There are characteristics observed by the intermediate teachers but not by the lower grade
teachers. What does that suggest?
a.
b.
 There are characteristics which are not observed at all by any of the teachers. What does that
suggest? Any like hood that these characteristics are not found among the children in this school
community?

2.5 DISSEMINATION

Giving importance to knowing the characteristics of learners in one’s class

You were applying for a teaching position in an elementary school and the head of school wants to
have an idea of how well you know your future students. You were asked to write an essay
regarding the grade level you want to teach and why you want to teach this grade. [Include a
description of the characteristic of the learners.
 Learning Experience 3- INSTRUCTION AND LEARNERS’ DEVELOPMENT

3.1 EXPOSURE

Recalling characteristics of children in the different stages cognitive development

Table 3.1 summarizes the cognitive stages of development according to Jean Piaget and underlying
characteristics well and see how they are utilized in managing instruction in class you will be
observing.

STRONGLY OBSERVED
CHARACTERISTICS OF
STAGE MIDDLE CHILDHOOD
APPROXIMATE AGE CHARACTERISTIC
SENSORIMOTOR 0-2years Begins to use of imitations
memory and thought. Begins
to recognize those objects do
not cease to exist when they
are hidden. Moves from reflex
actions to goal directed
activity.
PRE-OPERATIONAL 2-7 years Gradually develops used of
language and ability to think in
symbolic form. Able to think
operations through logically in
one direction.
CONCRETE OPERATIONAL 7-11 years Able to solve concrete (hands
on) problems in logical fashion.
Becomes more scientific in
thinking. Develops concern
about social issues, identify.
FORMAL OPERATIONAL 11 to adult Able to solve abstract
problems in logical fashion.
Becomes more scientific in
thinking. Develops concern
about social issues, identity.
  In what stages are the learners attending Basic Education (K-12) found in the cognitive
continuum? Approximate the cognitive stage of the learners in school using the information in
Table 3.1.

GRADE LEVEL AGE RANGE APPROXIMATE ,COGNITIVE

STAGE

Preschool 2-6 years old Pre- Operational

Grade 1 7 years old Concrete operational

Grade 2-4 8-11 years old Concrete operational

Grade 5-6 11-adult Formal operational

 The primary level class you will be observing is approximately composed of concrete-
operational children as their ages range from 7-11 years.

3.2 PARTICIPATION

Recognizing the instructional key events of a lesson in a primary level class.

Preliminary tasks:

 Obtain permission from the FS Coordinator of the school to allow you to observe a math or a
science class in preliminary level (Grade 2-4).
 Spend some time to study Table 3.2 showing classroom Observation Form (see next page).
This is a simple time-based observation form where you will continuously write brief but
specific descriptions of the key events or activities that happened throughout the lesson. Use
the interval of 3 seconds in writing your notes. Write the exact time when lesson begins. For
example , if class starts at 9:00, enter this in the form. Your next field note is at 9:03, next will
be at 9:06, and so on until the lesson is finished. Use words like same activity or silence if
there are no changes happening. See the sample bellow.

Time Key Lesson Event

9:00 Math/ Science Lesson starts
9:03 Teacher conducts review of past lesson by. . .
9:06 Same activity
9:09 T introduce a game for . . .
  Meet with the Resource Teacher prior to observation to inform him/her your purpose.
 Observe well what the teacher does in teaching this group of children.

Observation Proper

Use the observation form in writing down your field notes every 3 seconds.

TABLE 3.2 CLASSROOM OBSERVATION FORM

School : ____________________________________________________________
Grade Observed : ________________ Name of Teacher: _____________________
Subject area Observed : _____________ Time : ___________to __________A.M/P.M

Episode Time Key Event

Lesson Starts

Lesson Ends

3.4 INTERNALIZATION
 Inferring the application of the cognitive characteristics of children in teaching- learning
practices.

 We all the teaching guideline for concrete-operational learners demonstrated in the lesson
observed? Which were clearly shown?

 Which guidelines were not shown?

 What could be the reason/s why the teacher did not have the opportunity to observe the
guideline for this stage?

3.5 DISSEMINATION

Exemplifying instructional strategies for teaching concrete-operational children

You have learned earlier the cognitive characteristics of concrete-operational children now
enrolled in Basic Education. You have also seen how these characteristics can be optimized through
some guidelines for teaching them.

 A workshop is being organized on teaching strategies in different subject areas that effectively
address characteristics of learners. Give examples of specific instructional techniques you can
apply following the guidelines for teaching concrete-operational learners.

GUIDELINES EXAMPLE OF TEACHING TECHNIQUES

1. Continue to use concrete props and visual a. E.g Use 3- dimensional models in teaching
aids. about the Solar System in Science
b.

2. Give the students a chance to manipulate a.

and test objects. b.

3. Make sure presentations and readings are a.

brief and well organized.
b.

4. Use familiar examples to explain more a.

complex ideas.
b.

5. Give opportunities to classify and group a.

objects and ideas on increasingly complex b.
levels.
 6. Present problems that require logical, a.
analytical thinking.
b.

ASSESSMENT

For use of the FS Program Coordinator

Criterion: Understanding of Guidelines thru Exemplification

Rubric

Rating Description

Exemplifications provided show exemplary understanding of teaching-learning

91—100
guidelines for concrete operational learners.

Exemplifications show substantial understanding of suggested teaching-learning

81-90
guidelines for concrete-operational learners.

Exemplifications show minimal understanding of suggested teaching-learning

71-80
guidelines for concrete-operational learners.

Exemplifications reflect very minimal understanding of the concept growth and

61-70
development as applied to teaching-learning.

Exemplifications show no understanding at all in relating learners’ development to

51-60
teaching-learning.

Rating for LE3: __________________

_______________________________

Signature of FS Program Coordinator

Learning Experience 4- Assisted Learning

 4.1 EXPOSURE

Observing daily learning routine of learners in school.

 Choose a class of any grade which you can observe for one full session either morning on
afternoon. As much as possible, the class is taught by more than one teacher. With your
Resource Teacher’s approval, be inside the classroom before the session starts.
 On the first day, observe how the class schedule is carried out. Use the form given in Table 4.1
to note down your observation.

TABLE 4.1 CLASS PROGRAM

Grade Observed: ____________________________ Number of Students : __________________

Date of Observation: _________________________ AM/PM: _____________________________

Subject Name of Teacher Schedule Subject Matter

Starts Ends

Number of Subject Areas Observed : __________________

Number of Teachers Observed: ______________________

4.2 PARTICIPATION

Noting teachers’ practices in providing assistance learning

  You will be observing how teacher how teachers are assisting learners individually or as a
group while teaching. Note down every move of the teacher does to help or assist his/her
students understand an idea, solve a problem, answer a question, perform a procedure,
follow directions, etc. These are some common tasks the students are expected to do. Use the
form in Table 4.2 for this purpose. Use one form for every subject observed. An Exmaple is
given below.

TABLE 4.2 SCAFFOLDING STRATEGIES OBSERVED

Subject Area:_______________________ Name of the Teacher : _____________________

Time Observed: _________to _________

Learnings Tasks Form of Assistance Given

Example : Solving a math Problem  Repeat explanation
 Demonstrate Steps in doing it
1.

2.

5.

4.3 IDENTIFICATION

Identifying effective teacher’s ways of assisting learners

  Gather the field notes you have completed for the class by subject area or teacher. Study the
scaffolding strategies you have written in the forms. See if you can classify them according to
some forms od assisted learning given below. You can identify other forms which you can
write in the last row.

Forms of Assisted Learning Scaffolding Strategies Observed

1. Procedural facilitators-these help a.
students learn a skill or procedure. b.
c.

2. Modeling- Demonstrating or a.
showing example b.
c.

3. Providing prompts- giving clues to a.

give the correct answer b.
c.

4. Regulating difficulty of problem or a.

task – starting first with something b.
easy to do or answer c.

5. Providing half-done examples- a.

starting the task first and letting b.
students finish it c.

6. a.
b.
c

*these were sourced from those given in “ Effective Teaching Redux,” ASCD Update 32 (6)
Association for supervision and curriculum Development cited by (Woolfolk 2007)

4.4 INTERNALIZATION

Recognizing the importance of assisted learning

 From your experience, what other strategies have your teachers used which have helped you
understand a complex subject matter? Can you cite a specific example?
 What benefits do students derive from assisted learning? How is this related to their cognitive
development?
 What about the teachers? What do they get out using scaffolding strategies?

4.5 DISSEMINATION

Making a commitment to be competent in providing assisted learning for learners

You have seen how important it is to scaffold learning for cognitive development of learners. As a
future teacher, what can you do to develop your competency for assisted learning?

ASSESSMENT

For use of the FS Program coordinator

Criterion: Sensitivity for Assisted Learning

Rubric

Rating Description

Has demonstrated exemplary ability in being sensitive to how assisted learning is

91—100
done.

81-90 Has demonstrated adequate ability in noting teaching practices for assisted learning

71-80 Has some difficulty recognizing the teaching practices for assisted learning

61-70 Has much difficulty in Identifying the teaching practices for assisted learning.

51-60 Needs substantial guidance in understanding assisted learning.

Rating for LE4: __________________

_______________________________

Signature of FS Program Coordinator

Learning Experience 5- Learners’ World in the Classroom

5.1 EXPOSURE
 Observing features of two classrooms of different grade levels

Arrange with the FS Coordinator of your school to allow you to observe two classrooms of two
different levels (e.g. Preschool or Grade 1 and Grade 5 or 6). Using the Classroom Resources
checklist below, note down the features/displays found in each classroom. Separate your
observation notes for two classrooms. Check the YES column if present or available in the
classroom.

CLASSROOM CHECKLIST

Classroom 1 Classroom 1

Grade: ___________ Grade: ___________

No. of Children: _______ Boys: _____ Girls _____ No. of Children: _______ Boys: _____ Girls _____

Furniture How Furniture How

many? many?
 Learners’ desks Yes____  Learners’ desks Yes____

 Teachers’ table Yes____  Teachers’ table Yes____

 Book Cabinet Yes____  Book Cabinet Yes____

 Book Shelves Yes____  Book Shelves Yes____

 Learners’ Locker Yes____  Learners’ Locker Yes____

 Teachers’ Locker Yes____  Teachers’ Locker Yes____

 Others  Others
_______ _______
_______ _______
 Classroom 1 Classroom 2
Displays Location Displays Location
Furniture How many? Furniture How many?
 Visuals for new or Yes____  Visuals for new or Yes____
current lesson current lesson

 Learners’ art works Yes____  Learners’ art works Yes____

 Honor roll Yes____  Honor roll Yes____

 Group tasks/ Yes____  Group tasks/ Yes____

Responsibilities Responsibilities

 Attendance Yes____  Attendance Yes____

 Experiments Yes____  Experiments Yes____

 Projects Yes____  Projects Yes____

 Rules & Standards Yes____  Rules & Standards Yes____

 Others  Others
______________ ______________
______________ ______________
Teaching Aids Teaching Aids

 Musical Instruments Yes____  Musical Instruments Yes____

 Maps/ Globes Yes____  Maps/ Globes Yes____

 Math Kits Yes____  Math Kits Yes____

 Art Kits Yes____  Art Kits Yes____

 Charts Yes____  Charts Yes____

 Flannel Board Yes____  Flannel Board Yes____

 Computer Yes____  Computer Yes____

 LCD Yes____  LCD Yes____

 Story Books/ Trade Yes____  Story Books/ Trade Yes____

Books Books
Yes____ Yes____
 Reference Books  Reference Books
Yes____ Yes____
 Audio tapes  Audio tapes
Yes____ Yes____
 Blackboard  Blackboard
Yes____ Yes____
 Bulletin Boards  Bulletin Boards

 Others  Others
_______________ _______________
_______________ _______________
 5.2 PARTICIPATION
Recognizing differences in the structure and display of classrooms used by two different
levels

Study well your notes for the two classrooms and answer the questions that follow:

 What resources are available in both classrooms? Write those common resources in
the matrix.

COMMON RESOURCES

Furniture _____________________ _____________________

_____________________
_____________________ _____________________
_____________________
_____________________ _____________________
_____________________
Displays _____________________ _____________________
_____________________
_____________________ _____________________
_____________________
_____________________ _____________________
_____________________
Teaching Aids _____________________ _____________________
_____________________
_____________________ _____________________
_____________________
_____________________ _____________________
_____________________

 What resources are exclusively found only in one classroom?

Resources Classroom 1 (Lower Grade) Classroom 2 (Upper Grade)

Furniture

Displays
 Teaching Aids

 How will you differentiate the resources found in the two classrooms in terms of type,
size, arrangement, color, number, or location?

Resources Classroom 1 (Lower Grade) Classroom 2 (Upper Grade)

Furniture

Displays

Teaching Aids

What could have significantly made the type of resources in two classrooms different?

5.3 IDENTIFICATION
Identifying the purpose of the resources found in the two classrooms

You have identified the resources found in the two classrooms particularly the classroom
displays. Based on what you have learned before in your professional education course, give a
possible reason for putting on the various displays in a classroom for a beginning grade and for
an upper grade. Do the two classrooms share the same purpose or reason for the displays?
You may consult the Resource Teacher in the room to specify the purpose.

Classroom Display Classroom (1) Classroom 2

(Beginning Grade) (Upper Grade)
1. Materials for new lesson

2. Model art works

3. Honor Roll
4. Group Tasks/ Assignment
Responsibilities
 5. Status of student
projects/ experiments
6. Exemplary learners’
written output
7. Supplementary books and
other materials
8. Rules and standards for
class to follow
 Do the two classrooms always share the same purposes or reasons for having those
displays? What could be the reason why they vary?
5.4 INTERNALIZATION
Matching the classroom resources with the learner characteristics

 Given the physical, social, and intellectual characteristics you have learned about
Preschool or Grade 1 learners, how do you describe or characterize the resources that
must be found in their classroom?

Basic Resources of Preschool or Suggested Characteristics/Description/Contents

Grade 1 Classroom
1. Learners’ desks
2. Bulletin boards
3. Books
4. Learning kits
5. Classroom space
6. Play materials
7. Musical devices

 Given the physical, social/ emotional, and cognitive/ intellectual characteristics of

upper grade learners, what activities will interest them to carry out in or outside their
classroom? What classroom resources should be available to carry these out?

Interesting Activities for Upper Grade Learners Useful Resources

1.

2.

3.

4.

5.

5.5 DISSEMINATION
 Designing an ideal classroom structure that can promote active learning for a given
developmental stage

1. Write a narrative of your idea of a classroom for a grade level of your choice, Given the
characteristics of your learners, describe what they can do inside the classroom you have in
mind.

MY IDEA OF A CLASSROOM FOR GRADE _______

2. Sketch the interior of your classroom that will show the various displays, furniture and
teaching aids. Consider the floor plan that will allow for group activities. Label the wall
displays and the contents of shelves.

MY IDEAL CLASSROOM FOR GRADE ________

ASSESSMENT

For use of FS Program Coordinator

Criterion: Appropriateness of Application

Rubric

Rating Description

Reflection in both narrative and graphic for is very exemplary and demonstrates
91—100
application of development theories to classroom practices.

Reflection is well supported by observations of application of related development

81-90
theories to learning

Reflection shows minimal application of the observations made and the theories
71-80
previously learned to learning
 Reflection is hampered by minimal understanding of the concept of growth and
61-70
development as applied to learning environment
Reflection shows no understanding at all in applying learners’ development to their
51-60
learning environment.

Rating for LE 5: ____________________________

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Signature of FS Program Coordinator