Field Study 1

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Field Study 1

The Learner and the Learning

Environment

<Student Name>

<Course>
Guidelines and Requirements

What is Field Study 1?

Field Study 1 is designed to aid the field study students verify the learners’
behavior in varied actual classroom settings. This requires the recognition of
feasible approaches to facilitate learning with heed to learners’ different
phases of development and type of social environment.

This course is anchored on the following Professional Education subjects:

Child and Adolescent Development, Facilitating Learning, and Social
Dimensions of Education.

A. Identify the stage of physical, motor, linguistic, literary, cognitive, and

emotional development of the children or adolescents as manifested in the
actual classroom setting;
B. Observe and reflect on the different approaches employed by the
teacher in dealing with learners in the different stages of development;
C. Analyze how the teaching and learning process should be conducted
considering the different phases of child development.

Duties and Responsibilities of a Field Study Student:

1. take the field study courses congruent to their professional education
subjects;
2. observe proper decorum and behavior when making field visits and
observations in the schools where they are assigned;
3. accomplish the requirements of the course as scheduled.

General Requirements:
1. Students of Field Study 1 are tasked to look for their cooperating schools
where they intend to conduct field study. A letter of recommendation is
provided through the LMS once the student is officially enrolled in the
course.
2. Students of Field Study 1 are required to fulfill thirty (30) hours of
classroom observation.
3. Students of Field Study shall complete the worksheets required for the
subject. Worksheets are provided through the LMS once the student is
officially enrolled in the course.
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Submission Guidelines:
1. Save your portfolio as document (.doc/.docx/.pdf).
2. Upload your portfolio (completed worksheets) on LMS using the following
file name:

FS1_Last Name_First Name

(e.g. FS1_Marx_Karl)
Contents

Episode 1: School as a Learning Environment about the Organization

Episode 2: Learner Characteristics and Needs
Episode 3: Classroom Management and Learning
Episode 4: Individual Differences and Learners’ Interaction (gender, race and religious
background)
Episode 5: Individual Differences and Learners’ Interaction (different levels of abilities)
Episode 6: Home-School Link
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Episode 1: School as a Learning Environment

Resource Teacher:
Cooperating School:
Year/Grade Level and Section:

Learning Target

At the end of this activity, I will be competent in determining a school

environment that provides social, psychological, and physical
environment supportive of learning.

Map

1: Visit a school. Look into

3. Based on your gathered
facilities and support 2. Accomplish the checklist
data in the checklist,
learning areas in the as you move around the
describe the school
campus, then in the school premises.
environment.
classroom.

5. Present your idea of a

4. Make a reflection on the
good school environment
characteristics of a school
through any of these: A.
environment that
Descriptive essay; B. Photo
promotes learning.
Essay; C. Sketch or Drawing
School Facilities Checklist

Facilities Available Not Available Description

Ex. Library  The library is

clean and free
from any
distracting
noise. The books
are properly
arranged. There
is a good
collection of
books in the
library.
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An Observation Guide to Classroom Visit

Read the following statements carefully. Then write your observation report
on the provided space.

1. Describe the community or neighborhood where the school is found.

2. Describe the school campus. What colors do you see? What is the condition
of the buildings?
3. Pass by the office. What impression do you have of these offices?
4. Walk through the school halls, the library, and the cafeteria. Look around
and find out the other facilities that the school has.
 Be guided by these tasks as you do your observation. Then accomplish
the matrix to record your data
1. Look at the walls of the classroom. What are posted on the walls?
What heroes, religious figures, lessons, visuals, announcements, do
you see posted?

2. Examine how the pieces of the furniture are arranged. Where is the
teacher’s table located? How are the tables and chairs/ desks
arranged?

3. What learning materials/ equipment are present?

4. Observe the students. How many are occupying one room?

5. Is the room well-lighted and well-ventilated?

Classroom Facilities Description

(location, number, arrangement,
condition)

1. Wall Displays

2. Teacher’s Table

3. Learner’s Desk

4. Blackboard/ Whiteboard

5. Comfort Room

6. Bulletin Board

7. Others (continue the list)

Analysis
How do the school campus and the classroom in particular impact on the
learning of the students going to school? What are your conclusions?
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How does this relate to your knowledge of child and adolescent

development/ how does this relate to your knowledge of facilitating
learning?

Reflection

1. Would you like to teach in the school environment you just observed?
Why? Why not?
2. What kind of school campus is conducive to learning?
3. What kind of school classroom is conducive to learning?
4. In the future, how can you accomplish your answer in number 3?
5. Write you additional learning insights here.
 Episode 2: Learner Characteristics and Needs
Learning Target

At the end of this activity, I will gain competence in differentiating the

characteristics and needs of learners from different developmental
needs.

Map

Observe 3 groups of
learners from different Describe each learner
levels (pre-school, based on your
elementary and high observation
school)

Compare them in terms Validate your

of their interests and observation by
needs inetrviewing the learners

An Observation Guide to Learner’s Characteristics

Read the following statements carefully. Then write your observation

report on the provided space.

Physical
1. Observe their uncultured motor skills. How do they carry
themselves? Are they clumsy or deliberate/ smooth?

2. How about their fine motor skills?

Social
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1. Describe how they interact with teachers and other adults,

and also with peers.

2. Note what they talk about and their concerns.

Emotional
1. Describe the emotional disposition or temperament of the
learners.

2. Describe their levels of confidence as shown in their

behavior.

Cognitive
1. Describe their ability to use words to communicate their
ideas.

2. Do they comprehend easily?

3. Describe how they showed problem-solving abilities.

Be guided by these tasks as you do your observation. Then accomplish

the matrix to record your data

Describe each level of learners according to different developmental

domains
a. Physical ( uncultured, fine motor skills)
b. Social (interaction with teachers and classmates or friends)
c. Emotional (mood and temperament, emotional independence)
d. Cognitive (communication skills, thinking, problem solving)

LEARNER’S DEVELOPMENTAL MATRIX

Developmental Group 1 Group 2 Group 3
Domain

Analysis
Write the most significant developmental characteristics of the learners you
have observed.
Reflection
1. What similarities or differences do you have with the learners you
observed?
2. Think of a teacher you cannot forget for positive or negative reasons.
How did she/he help or not help you with your needs (physical,
emotional, social, and cognitive)? How did it affect you?
3. Which is your favorite theory of development? How can this guide you as
a future teacher?
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Episode 3: Classroom Management and

Learning

Learning Target

At the end of the activity, I will gain competence in managing time,

space and resources to provide an environment which is appropriate
to the learners and conductive to learning.

Map
An Observation Guide to Learner’s Characteristics

Read the following statements carefully. Then write your observation report
on the provided space.
1. As you observe the class, look into the characteristics of the learners.
Note their age.
2. Note the population of boys and girls.
3. Focus on their behavior. Are they already able to manage their own
behavior?
4. Can the learners already work independently?
5. Describe their attention span. Look into their listening skills and ability to
concentrate.

Be guided by these tasks as you do your observation. Then accomplish

the matrix to record your data

1. Are there areas in the classroom for specific purposes?

(storage of teaching aids, books, students’ belongings, supplies, etc.)
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2. Are there rules and procedures posted in the room?

3. Did the students participate in making the classroom rules?

4. What are the daily routines done by the teacher? (prayer, attendance,
assignment of monitors, warm up activities, etc.) How are they done?

5. Is there a seating arrangement? What is the basis of this arrangement?

6. Observe the noise level in the classroom. How is this managed?

7. If a learner is not following instructions or is off-task, what does the

teacher do? (behavior strategies).

8. What does the teacher do to reinforce positive behaviors? (behavior

strategies)

CLASSROOM MANAGEMENT MATRIX

Aspect of Classroom
Management Description Effect on the Learners
1. Specific Areas of the
Classroom
2. Classroom Rules
3. Classroom Procedures
4. Daily Routines
5. Seating Arrangement
6.Handling Misbehaviors/off-
task behavior
7. Reinforcement of Positive
Behavior

Analysis
How did the classroom organization and routines affect the learner’s
behavior?

What should the teacher have in mind when he/ she design the classroom
organization and routines? What theories and principles should you have in
mind?

Which behavior strategies were effective in managing the behavior of the

learners? In motivating students? Why were they effective?
Reflection
1. Imagine yourself organizing your classroom in the future. In what grade/
year level do you see yourself? What routines and procedures would you
consider for this level? Why?
2. Make a list of the rules you are likely to implement in this level. Why
would you choose these rules?
3. Should learners be involved in making the class rules? Why?

Episode 4: Individual Differences and Learners’

Interaction (gender, race and religious
background)

Learning Target

At the end of the activity, I will gain competence in determining

teaching approaches and techniques considering the individual
differences of the learners.

Map
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An Observation Guide to Learner’s Characteristics

Read the following statements carefully. Then write your observation report
on the provided space.

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

During class:
1. Describe how the students interact with one another and with the
teacher.
2. Observe the learners’ behavior and interaction relevant to where
they are sitting in the classroom.
3. Describe the relationship among the learners.
4. Which students participate actively? Which students ask for most
help?
5. Describe how a student and his/her classmates will react if being
called by the teacher and was able to answer a question?

Outside class:
 1. How do the students group themselves outside class?
Homogenously, by age? By gender? By racial or ethnic groups?
Or are the students in mixed social groupings? If so, describe
the groupings.

2. Describe how the learners interact with each other.

What do they talk about?

Analysis
Identify the persons who play the key roles in the relationships and
interactions in the classrooms. What roles do they play?

How does the teacher influence the class interaction considering the
individual differences of the students?

What factors influence the grouping of learners outside the classroom?

Reflection
1. How did you feel being in that classroom? Is there a sense of oneness or
unity among the learners and between the teacher and the learners?
2. In the future, how would you want the learners in your classroom to
interact? How will you make this happen?
3. How will you encourage all learners, regardless of religious, ethnic or
racial background, to interact and participate?
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Episode 5: Individual Differences and Learners’

Interaction (different levels of abilities)

Learning Target

At the end of the activity, I will gain competence in determining,

understanding, and accepting the learners’ diverse backgrounds; and
in relating the learner’s background to their performance in the
classroom.

Map
An Observation Guide for Individual Differences

Read the following statements carefully. Then write your observation report
on the provided space.
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
(family, socio-economic, presence of some learning disability, etc.) of
the students
4. Observe the behavior of both high achieving and low-achieving learners.
Note their dispositions, pace in accomplishing tasks, interaction with
teacher, interaction with others.
5. Observe the teacher’s method in addressing the individual learning needs
of the students in his/her class.

Analysis

Did your observation match the information given by the teacher? Were you
able to correctly identify who among the students performed well and who
did not? What behavior helped you identify them?

Describe the differences in ability levels of the students in the class. Is there a
wide gap between the students who are performing well and those who are
not?

Describe the methods used by the teacher in handling the students’

differences in abilities. How did the students respond to the teacher?

Reflection
1. Recall the time when you were in the 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. 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?
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Episode 6: Home-School Link

Learning Target

At the end of this activity, you will gain competence in reflecting on

the impact of home and family life to learning.

Map
An Observation Guide for Individual Differences

Read the following carefully before you begin to observe/interview.

Then write your observation report on the provided space.

The Learner
Make a general observation of the learner. Describe him in each of the
domains of development.
 Physical-body built and height
 level of physical activity
 Social-interaction with teachers and classmates
 Emotional moods and temperament
 Cognitive

Interview the Teacher

1. What are the most noticeable characteristics of the learner?
2. How does the teacher communicate with the parents? How often?
What do they discuss? Agree on?

Interview with Parents

1. Conduct a home visit. Once there, observe the home set-up.
2. Use the Interview Questions on the next page. Just ask the questions
with which you feel comfortable.
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You may have a more detailed interview guide.

Be free to translate the questions, if necessary.

Suggested Parent Interview Guide

Name of Learner:
Date of Birth: Age:
Grade/Year Level: Gender:
Number of Siblings:
Birth Order:
Parents
Mother: Educational Attainment:
Age:
Occupation:

Father: Educational Attainment:

Age:
Occupation:
Learner’s Physical Aspect
Health
Mother’s Health during pregnancy with the leaner:

Health problem of the learner as a child:

Age of the learner when he/she started to walk/talk:

Food preferences of the learner as a child and at present:

Learner’s Social Aspect:

Describe your child’s sociability:

Who were the learner’s playmates:

As a child then was he/she allowed to play outside?

Is he/she allowed to go out with friends?

Do you have rules for him/her to follow regarding going out?

What are these rules?

Emotional-Moral
What are your expectations of your child?

How do you provide a nurturing environment for your child?

Does your child tell you his/her problems? What do you do to meet
his/her emotional needs?

What do you do when he/she is unsuccessful in something?

How do you discipline your children?

Do you have rules in the house? What are they?

How do you impose the rules?

What are the consequences about the rules?

Learner’s Cognitive Aspect
What are the child’s interests?

What is he/she good at school?

In what subject/s does he/she have difficulty with?

How do you monitor his/her performance in school? How do you

motivate him/her?

Do you have rules at home to help him develop a good study habit?

What are these rules? How are they implemented?

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After you have gathered all the necessary data. Write the Learner’s
profile using the outline below. Type the profile in a separate sheet and
attached it to the learning episode.
The Leaner’s Development Profile

Name of the Learner:

School:
Date of Home Visit:
Date of Birth: Age:
Grade/Year level: Gender:

Family Profile
Number of Siblings:
Birth Order:

Parents
Mother: Age:
Occupation: Educational Attainment:

Father: Age:
Occupation: Educational Attainment:

Physical Development
In paragraph form, describe the physical development of the learner. Combine the
teacher’s parents’ response and your own observation.

Social Development
In paragraph form, describe the social development of the learner. Combine the
teacher’s parents’ response and your own observation.

Emotional-Moral Development
In paragraph form, describe the emotional-moral development of the learner.
Combine the teacher’s parents’ response and your own observation.

Cognitive Development
In paragraph form, describe the cognitive development of the learner. Combine the
teacher’s parents’ response and your own observation.

Findings
Write here your significant findings about the learner.

Conclusions
Write your conclusions after you have analyzed the impact of the school and the
home of the learner’s development.

Recommendations
Analysis

Your findings and recommendations in the Learner Development Profile

will help you answer the question here.

1. From your home visit and interview, what do you think is the parenting
style experienced by the learner? Explain you answer.
2. Relating your data with what you learned from child development, what
family factors do you think contribute to the development and over-all
adjustment of the learner in school?
3. Does the communication between the home and school have an effect on
the learner? If yes, what are these effects?
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Reflection

1. Reflect on your own development as a child. What parenting style did

your experience? How did it affect you?
2. As a future teacher, how would you establish good home-school
collaboration? How can you work well with parents? How can you help
them? How can they help you?
References

Arnado, J. (2015, July 13). Field Study: FS The Learner’s Development and Environment
(Episode 1-5). Retrieved September 2, 2017, from
https://www.slideshare.net/jeagrapher/field-study-fs-the-learners-development-
and-environment-episode-15

Experiential Learning Courses Handbook. (2009). A Project of the Teacher Education

Council (TEC) DepEd and CHED

The Secondary School Teacher: On Focus ( A Practical Guide). (1996). DepEd.

Atienza, S., et al. (2000). Student Teaching Handbook. Manila: Rex Book Store

Borabo, M., et al. (2010). My Practice Teaching Handbook and Portfolio (NCBTS-Based).
Manila: Lorimar Publishing.

Palma, J. (2009). Curriculum Development System: A Handbook for School Practitioners in

Basic Education, 2nd Edition. Mandaluyong: National Book Store

Bilbao, P., et al. (2008). Curriculum Development. Manila: Lorimar Publishing, Inc.

Vega, V., et al. (2009). Social Dimensions of Education. Manila: Lorimar Publishing, Inc.