FS The Learner’s Development and

Environment

Credit : 1 unit
Duration : 18 hours

COURSE DESCRIPTION
Study 1 is an outcomes-based course designed to give students significant opportunities
to observe and analyze the characteristics and behaviors of learners in actual learning
environments. It is intended to develop the skills in identifying and understanding the
characteristics and needs of diverse learners. These skills will be vital in creating a conducive
environment, choosing and evaluating developmentally appropriate approaches in planning and
managing the environment, delivering content, facilitating learning activities, and assessing
learners.

Field Study is anchored on the following Professional Education subjects:

 Child and Adolescent Development

 Facilitating Learning
 Social Dimension of Education

COURSE OUTCOMES
At the end of the course, the FS student must be able to:

1. Describe the physical, motor, linguistic, cognitive, social and emotional development of
the learners as manifested in actual learning environments.
2. Reflect on how to address the learners needs and various factors that affect the teaching
and learning process.
Intended Assessment Content Teaching- Learning References
Learning Task Learning Activity Resources
Outcome
Episode 1 An School as a 1. Visit a school. Resource Corpuz, B.,
In this illustration learning Look into facilities school Lucas M.R.,
episode, I and support learning Resource
of a school environmen Lucido;PBora
areas in the campus
must be that is t Teacher bo, H. Child
then in the
able to supportive Observatio and
classroom.
determine of learning Peace 2 .Accomplish the n Sheet Adolescent
the or a “child- Concept in checklist as you (From FS1 Developmen
characterist friendly Focus move around the Workbook) t (2010)
ics of a “Building school premises.
school” 3.Based on your
school that through Friendship Lucas, M.R.
gathered data in the
is safe, any of the ” checklist. Describe and Corpuz,
secure and following: the school B.
is environment. Facilitating
A 4.Make a reflection Learning, 4th
supportive
on the
of learning. descriptive Edition
characteristics of a
paragraph- (2014)
school environment
a photo that promotes
essay learning.
5.Present your idea
 of a good school
environment
through any of
these:
a) Descriptive
Paragraph
b) Photo essay
c) Sketch or
drawing
d) Poem, song
or rap
3. Evaluate the different strategies employed by teachers in dealing with learners at
different stages of development.

LEARNING ACTIVITIES PLAN

Intended
Assessment Teaching – Learning Learning
learning Content References
Task Activity Resources
Outcome
Episode 2 Learner’s 1. Observe 3 groups of Resource Corpuz, B.,
characteristi learners from different school Lucas
In this Episode, I Narrative cs and levels (preschool, elem., M.R., Lucindo
Needs
must be able description of and high school). Resource P., Borabo, H.
differentiate the diversity Peace Teacher Child and
characteristics among Concept and 2. Describe each of the Adolescent
and needs of Children Focus learners based on your Observation Development
learners from observation Sheet (2010)
different “Valuing Learners’
developmental Diversity” 3. Validate your Development
levels. observation by Matrix Lucas, M.R.
Learner’s
interviewing the learners (From the FS and Corpuz B.
Characteristi
cs and 1 Workbook) Facilitating
Learning 4. Compare them in terms Learning, 4th
Activities of their interest and Edition (2014)
needs.
Peace
Concept In
Focus
“Inclusivit
y”
Episode 3 Checklist on Classroom  Observe a class Resource Corpuz, B.,
classroom Manageme school Lucas
In this episode, I management nt and M.R., Lucindo
components
 Using a checklist, find
must be able to Learning out the evident Resource P., Borabo, H.
plan on how to Photo classroom Teacher Child and
manage time, documentation components Adolescent
space, and of the classroom FS 1 Manual Development
resources to setting  Describe how the (2010)
provide a classroom is Observation
learning Reflection paper Guide (From
on activities that structured/ designed
environment to allow everyone to the FS 1 Lucas, M.R.
allow inclusivity
appropriate to participate in the Workbook) and Corpuz B.
rather than
the learners and exclusivity learning activities Facilitating
conducive to among learners Learning, 4th
learning Edition (2014)
 Relate the data in
Collection of
your checklist to the
Classroom
activities written learner’s behavior
on card boards of
rainbow colors  Reflect on how
classroom
A reflection management affects
paper on the learning.
congruence or
match of
learning
activities to the
learners
characteristics

Episode 4  Reflection Individual 1. Observe a class in Resource Corpuz, B.,

on the Differences different parts of a school school Lucas
In this episode, I And the day (beginning of the day, M.R., Lucindo
interaction
class time, recess, etc.)
will be able to: of learners Learning Resource P., Borabo, H.
2. Describe the
 Demonstrate despite Process characteristics of the Teacher Child and
understandin differences learners in terms of age, Adolescent
g and (social and gender, and social and FS 1 Manual Development
acceptance cultural cultural diversity. (2010)
of the diversity) 3. Describe the interaction Observation
learners’ that transpires inside and Guide (From
Peace outside the classroom. the FS 1 Lucas, M.R.
diverse
4. Interview your resource
backgrounds concept In Workbook) and Corpuz B.
teacher about the principles
 Identify best Focus “ and practices that she uses Facilitating
practices in Unity In in dealing with diversity in Learning, 4th
dealing with diversity” the classroom. Edition (2014)
diversity in 5. Analyze the impact of
the individual differences on
classroom learner’s interaction.

Intended
Assessment Teaching – Learning Learning
learning Content References
Task Activity Resources
Outcome
Episode 5 Individual 1. Identify two or more Resource Corpuz, B.,
differences learners of different school Lucas
In this Episode, I Learner’s and the abilities but from the same M.R., Lucindo
must be able to: profile learning grade or year Resource P., Borabo, H.
process Teacher Child and
 Identify the Narrative 2. find out some Adolescent
needs of Report (difference information about their Observation Development
students with in ability background Guide (2010)
different level) (From the FS
levels of 3. observe them as they 1 Workbook)
abilities in participate in a classroom Lucas, M.R.
the activity and how the and Corpuz B.
classroom teacher addresses their Facilitating
needs Learning, 4th
 Choose Edition (2014)
effective 4. Write a narrative report
strategies to and a brief reflection on
address the your experience.
diverse
needs of the
learners

Episode 6 Home  Select a learner from Resource Corpuz, B.,

In this episode, I Home visitation school link the class you have school Lucas
must be able to : report observed. M.R., Lucindo
 Interview the teacher Resource P., Borabo, H.
 Describe the Reflection on about the learner’s Teacher Child and
influencing the impact of characteristics. Adolescent
factors in the home and  Conduct a home visit to Parents Development
home Family Life to your selected learner’s (2010)
environment Learning residence. Observation/i
that affect nterview
 Interview the parents
the student’s guide for Lucas, M.R.
about
learning Home-School and Corpuz B.
 The rules they
 Identify Link Parents Facilitating
implement at Interview Learning, 4th
effective home
strategies on Guide Edition (2014)
concerning (From the FS
how teachers their child’s
can work 1 Workbook)
schooling
together with  the learner’s
the family.
activities and
behavior while
ay home.
 Describe the family in
terms of
 Number of
siblings
 Number of
siblings in
school
 Identify the factors in
the home environment
that might affect the
learner’s school
performance.s
 Reflect on how a
teacher can
communicate
 effectively with the
home.
ObservationTips

FS
opportunity for you to relate theory to actual practice. To help you do this, remember to:

to observe
1
S teacher and ask questions to be sure all is clear to you

t the details are still fresh in your mind

My Learning Episode Overview

This Episode 1 provides an opportunity for students to

examine and reflect on school environment that promotes
learning and development.

My Intended Learning Outcomes

In this Episode, I must be able to determine the

characteristics of a school environment that is safe, secure
and is supportive of learning.

My Performance Criteria

I will
be rated along the following:
 Quality of my observations and documentation

1 The School as a
 Completeness and depth of analysis
 Depth and clarity of classroom observation-based
reflection
 Completeness, organization, clarity of portfolio

My Learning Essentials
Learning
Environment
A physical environment conducive for learning is one
that has consistent practices that:
 Keep the school safe, clean, orderly and free from
distraction;
 Maintain facilities that provide challenging activities;
and
 Address the physical, social and psychological needs
of the students
My Map

To realize my Internal Learning Outcomes, I will work my way through the

steps:
My mission is to do the following tasks:

1. Visit a school. Look into 2. Accomplish checklist as you

facilities and support move around school the school
learning areas in the premises.
campus, then in the
classroom.

4. Make a reflection on the 3. Based on your gathered data

characteristics of a school in the checklist, describe the
environment that promotes school environment.
learning.
 5. Present your idea of a good school environment through any of
these:

a.) Descriptive Paragraph b.) Photo Essay

c.) Sketch or Drawing d.) Poem, song or rap

My Tools

As you move around the campus, activity forms are provided for you to
document your observations. It is advised that you read the entire worksheet before
proceeding to the school site. A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results.

SCHOOL FACILITIES CHECKLIST

Familiarize yourself with the different areas and facilities of the school.
Check the column to indicate their availability. Give a brief description of
those that are available, and say how each will contribute to student’s
learning and development.
Facilities Description Will it contribute of the
students’ learning and
development.
Why?
Office of the Clean, well-
Principal ventilated, well-lit,
spacious,
organized

Library Well-lit, well- A well-maintained library with

ventilated, plenty plenty of resource material
of books, clean relevant to the students’ needs
and interests makes them feel
 welcome to study there because
they are assured that the
material they need is available.

Counseling Room Friendly If a counseling room has a

atmosphere, well- friendly atmosphere and is well-
lit, well-ventilated, lit and well-ventilated, it helps
organized make the student feel
comfortable and less anxious in
sharing their feelings and
insights.
Canteen/Cafeteria Spacious, clean, The variety of food assures that
well-lit, well- it could cater to many of the
ventilated, plenty students’ needs. The canteen is
of food stalls also separated into two floors for
two grade levels so that there is
a low chance of bullying.
Medical Clinic Clean, well-lit, Students who feel unwell could
well-ventilated, go here to receive immediate
organized and and appropriate medical
well-stocked attention treatment so that they
medicine cabinet could continue with their school
and plenty of well- day.
maintained and
up-to-date
medical
equipment
Audio Materials are up
Visual/Learning to date and well-
Resource Center maintained,
spacious, and
well-ventilated
Facilities Description Will it
contribute of
the students’
learning and
development.
Why?
Science Spacious, well- It is good to have a laboratory
Laboratory ventilated, well- that has sufficient and well-
lit, clean, maintained equipment and has a
organized, plenty clean, organized setting for
of materials in students to conduct experiments
stockroom for well.
experiments and
equipment is up-
to-date and well-
maintained
Gymnasium Spacious, clean, There is plenty of space to house
well-ventilated many students and accommodate
multiple classes from different
levels at the same time.

Auditorium

Outdoor/Garden

Home Economics
Room

Industrial
Workshop Area

PTA Office

Comfort Room for

Boys

Comfort Room for

Girls
 Others An Observation
An Observation Guide
Guide for the
for the CLASSROOM
CLASSROOM VISIT
VISIT “I entered
(Please specify) the
Read
Be guided the following
by these tasks asstatements
you do yourcarefully. ThenThen
observation. write your classroom
observation
accomplish report
the matrix on the
to record provided
your data. space. with the
conviction
1. the
1. Look at Describe
walls of the communityWhat
the classroom. or are
neighborhood where
posted on the walls?the that it was
school
What heroes, is found.
religious figures, lessons, visual aids, announcements, crucial for
2. Describe
do you see posted? the school campus. What colors do you see? me and every
2. Examine What
how theis the condition
pieces of the are
of furniture buildings?
arranged. Where is the other
3. Pass by the offices. What impression dochairs/desks
you have of these student to
teacher’s table located? How are the tables and
offices? be an active
arranged? participant,
4. Walkthrough
3. What learning materials/theequipment/
school halls, the library, the cafeteria.
are present? not a
Lookstudents.
4. Observe the around andHowfind theare
many others.
occupying one room? passive
5. Is the room well-lit and well-ventilated? consumer….
Learning is
CLASSROOM FACILITIES MATRIX A place
where
paradise can
Description be created.”
Classroom Facilities (location, number,
Arrangement, condition)
-Bell Hooks,
Around the classroom, 4-6 Teaching to
1. Wall Displays Transgress,
NY:Routledge,
In front of the class and 1994
2. Teacher’s Table near the chalkboard, 1,
facing the students, in good
condition

3. Learner’s Desks

On the wall in front of the

4. Blackboard class, 1, facing the students,
in good condition
5. Learning Materials/ At the right wall
Visual Aids

6.

7.

8.

9.

10.
 Write your
observations
ture of) such here: to develop divergent conclusions by identifying motives or causes
information
1. The school is
located in
Mandurriao,
near places
like
QualiMed
medical
center,
Atria, etc.
There are
houses in
the area but
they are a
little far
from the
school itself.
2. The school
buildings are
tall and
have a very
nice, simple
décor.
Mostly
cream with
some blue
accents
(blue being
the school’s
color). The
buildings are
well- Name of the School Observed : Ateneo de Iloilo-Santa Maria
maintained. Catholic School (SMCS)
3. They look
Location of the School: 139 General Blanco St., Iloilo City
very well-lit
and Date of Visit:observation
July 22, 2015report here.
Write
Analysis your
organized to
an outsider.
4. They are not
entirely
solemn or
too quiet
and there
are some
students in
these
facilities but
 “To learn and not
to think over what
My Analysis
you
___________________________________________________
“To learn and
How do the the school campus and the classroom in not
to think
particular impact the learning of the students overtowhat
going
school? going to school? What are youryou have learned
conclusions?
_________________________________________________________________
is perfectly
_________________________________________________________________
useless. To think
_________________________________________________________________
without having
_________________________________________________________________
learned is
_________________________________________________________________
_________________________________________________________________
dangerous.”
_ How does this relate to your knowledge of child and
adolescent development/ How does this -Gore relate Vidal
to your
knowledge of facilitating learning?
-Gore Vidal

My Reflections/ Insights

1. Would you like to teach in the school environment you just

observed? Why?

Or Why not?
Yes, since I want to be in an environment that is well-maintained and

Organized, is safe and caters well to students, and assures me that they will
not

Get distracted by other factors in the environment and focus on the lesson.

2. What kind ofschool campus is conducive to learning?

One that looks out for the students’ welfare and needs, is clean, organized,
1. With the NCBTS as guide, an ideal learning environment
should
And have the following
well-maintained, characteristics,
and the materials EXCEPT
and facilities are up-to-date.

3. What kind of classroom is conducive to learning?

On the A. The learning

physical aspect,environment
it should be promotes
clean andfairness
has enough space and seats
to
B. Is safe and conducive for learning
Accommodate the students, has up-to-date learning resources, and is well-
C. Builds many professional linkages
Ventilated and lit. on the social aspect, it should have a friendly working
D. Establishes and maintains consistent standards of learner’s
behavior
Atmosphere where students could freely share their ideas and participate in

Class discussion.

4.2.In the
Which facilities
future, how canareyou
present in a health-promoting
accomplish your answer in school
number 3?
environment?
I will be cordial and accommodating towards my students, letting them

Share their insights and ideas during discussions and giving everyone a fair
I. Canteen that sells all kind of food including junk food
Chance to participate. At the same time, I will be firm regarding class rules
II. Comfort rooms common for boys and girls
And proper behavior.
III. Sanitary drinking fountains
5. Write your additional learnings and insights here.
IV. Safe playground
I learned that it is possible to be firm with your students and remind them of

Their priorities and IV

A. II, III, and still be warm so that they feelC.welcome
I and II and eager to
Participate.
B. I, II, III, and IV D. III and IV

Integrating
3. WhichTheory and
physical Practice
school environment supports learning?

Directions: Read the items given below and encircle the correct answer.
A. Availability of flexible classroom furniture

B. Presence of spacious classrooms

C. Prominence of bulletin boards in every building

D. Tall school buildings

 On the opposite
box, present an
illustration
showing your
idea of an
effective school
environment
through any of
these Let your

My Learning Portfolio  Creativity

A
Shine!
Descriptiv
My Personal Illustration of an Effective e
Paragraph
School Environment  A Photo
Essay
 A Sketch
or Drawing

A poem,
song or
rap
My Learning Rubric (How did I perform in this episode?)
Field Study, Episode 1 – The School as a Learning Environment
Focused on: Determining the characteristics of a school environment that provides
social, psychological, and physical environment supportive of
learning
Name of FS Student: ___________________________________________ Date Submitted: __________

Learning Exemplary 4 Superior 3 Satisfactory 2 Needs

Improvement 1
Episodes
 All episodes were All or nearly all Nearly all episodes Fewer than half of
done with episodes were done were done with episodes were done;
Learning outstanding quality; with high quality. acceptable quality. or most objectives
work exceeds were met but need
Activities
expectations improvement
1
3 2
4
All Analysis questions Analysis questions Analysis questions
questions/episodes were answered were not answered were not answered.
Analysis of the were answered completely. completely.
completely; in Clear connection Vaguely related to Grammar and
Learning with theories. theories. spelling
depth answers’
Episode thoroughly Grammar and Grammar and unsatisfactory.
grounded theories. spelling are spelling acceptable
superior. 2
Exemplary grammar 1
and spelling
3
4
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
Reflection/ profound and clear; clear, but not shallow; supported unclear and shallow
Insights supported by clearly supported by experience from and not supported
experiences from by experiences the learning by experiences from
the learning from the learning episodes the learning
episodes episodes episodes

4 3 2 1
Portfolio is Portfolio is Portfolio is Analysis questions
complete, clear, complete, clear, incomplete were not answered
well-organized and well-organized and supporting;
all supporting; all supporting; documentations are Grammar and
Learning spelling
documentations are documentations are organized but are
Portfolio located in sections available and lacking unsatisfactory
clearly designated logical and clearly
1
4 marked locations
3 2
Submitted before Submitted on the Submitted a day Submitted two days
Submission of the deadline deadline after the deadline or more after the
deadline
Learning 4 3 2
Episode 1
COMMENT/S Over-all Score Rating
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Year & Section:________________________________ Course: _________________________________
Scor 20 19-18 17 16 15 14 13-12 11 10 9-8 7-
below
e
Gra 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
de
99 96 93 90 87 84 81 78 75 72 71-
below
 Signature of FS teacher above Printed Name
“To be a teacher,
Date
in the right sense

2
is to be a learner.

Instructions
begins when you,
the teacher, learn
THE LEARNERS’
from the learner.
Put yourself in his
CHARACTERISTICS AND NEEDS place so that you
may understand
My Learning Episode Overview
what he
Episode 2 provides me with an opportunity to observe understand what
learners of different ages and grade levels. It highlights the he understands
differences in their characteristics and needs. As a future and in the way he
teacher, it is important for me to determine my learners’
understands it.”
characteristics and needs so that I will be able to plan and
implement learning activities and assessment that are all
developmentally appropriate.
-Soren Kierkgaard

My Intended Learning Outcomes

In this Episode, I must be able differentiate the

characteristics and needs of learners from different
developmental levels.

My Performance Criteria

I will be rated along the following:

 Quality for my observations and documentation,

 Completeness and depth of analysis,
 Depth and clarity of classroom observation-
based reflection,
 Completeness, organization, clarity of portfolio and
 Time of submission of portfolio

My Learning Essential

Here are major principles developments relevant to this episode:

1. Development is relatively orderly. Development follows directional patterns
such as, from the head to the head to the toe (cephalocaudal), and from the
center of the body then outwards (proximodistal)
2. Development takes place gradually.
 3. All domains of development and learning physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC,2009)
4. Development proceeds towards greater complexity, self-regulation, symbolic
or representational capabilities. (NAEYC,2009)

My Map

To realize my Intended Learning Outcomes, I will work my way

through these steps:

Step 1
Observe 3 groups of
learners
from different levels
(preschool, elem., and
highschool).

Step 2

Describe each of the

learners based on your
observations.

ompare them in terms of their interests and needs.

tep 4

alidate your observationby interviewing the learners.

tep 3
 Theory
Connections
My Tools
On Erikson’s
Use the activity form provided for you to document your observations.
Epigenetic
Principle

An Observation Guide for the Learners’

This principle
Characteristics
says that we
develop
Read the following statements carefully. Then
through a
write your observation report on the provided
predetermined
space. Your teacher may also recommend another
unfolding of our
observation checklist if a more detailed observation
personalities.
is preferred.
Our progress
through each
Physical
stage of life is
1. Observe their gross motor skills how they carry in pat
themselves, how they move, walk, run, go up the determined by
stairs, etc. our success, or
2. Are gross movements clumsy or deliberate/smooth? lack of success,
3. How about their fine motors? Writing, drawing, etc. in all the
previous
Social stages. A little
like the
1. Describe how they interact with teachers and other unfolding of a
adult. rose bud, each
2. Note how they also interact with peers. What do petal opens up
they talk about? What are their concerns? at a certain
Emotional face, in a
certain order,
1. Describe the emotional disposition or temperament which nature,
of the learners. (happy, sad, easily cries, mood- through its
shifts) genetics, has
2. How do they express their wants/needs? Can they determined.
wait? If we interfere
3. How do they handle frustrations? in the natural
4. Describe their level of confidence as shown in their order of
behavior. Are they self-conscious? development
by pulling a
Cognitive petal forward
prematurely or
1. Describe their ability to use words to communicate
out of order, we
their ideas. Note their language proficiency.
ruin the
2. Describe how they figure out things. Do they
development of
comprehend easily? Look for evidence of their
the entire
 Learner’s Development Matrix

Record the data you gathered about the learner’s characteristics and needs
in this matrix. This will allow you to compare the characteristics and needs of
learners at different levels. The items under each domain are by no means
exhaustive. These are just sample indicators. You may add other aspects
which you may have observed.

Preschooler Elementary High School

Development Indicate age Indicate age range Indicate age range
Domain range of children of children of children
observed observed observed
Physical They start out
Gross-motor skills moving awkwardly
Fine-motor s kills
because they’re
Self-help skills
Others still getting used
to their bodies
during and after
puberty but will
gradually move
with more ease.
They are now used
to performing
writing and other
fine motor skills
well. Same with
self-help skills.
Social They do not yell
Interaction with out their answers
teachers during recitation
Interaction with or during
classmates/friends discussions and
Interests are quieter during
Others
class discussions
and do not run
around. They are
 also more
interested in the
world around
them, pop culture,
and discovering
themselves.
Emotional Emotions are more
Moods and volatile during this
temperament, period but will
expression of feelings eventually mellow
Emotional out over the
independence course of puberty
Others and schooling and
they will learn how
to control and
express their
emotions better.
Cognitive They have built up
Communication a considerably
skills large vocabulary
Thinking skills and could use
Problem solving them with a fair
Others amount of ease in
communication.
They are also
better at problem-
solving and
abstract thinking.
My Analysis
Write the most salient developmental characteristics of the learners
you observed. Based on these characteristics, think of implications for the
teacher.

Example:

Level Salient characteristics Implications to the

observed Teaching-learning
process
Preschool Therefore the teacher
should remember to use
Age range of Learners Preschoolers like to move music and movement
observed 3 - 4 around a lot. activities not just in PE
but in all subject areas.

Therefore teachers
should not expect
preschoolers to stay
sealed for a long period
of time.
 Level Salient Implications to the
characteristics Teaching-learning
observed process
Preschool

Age range of Learners

Observed

Preschool
On
Age range of Learners
Reflections
Observed

2Preschool
teach is
+ 2 touch
lives
Age range of Learners
Observed
4 ever !!!

My Reflections/Insights

1. While you were observing the learners, did you recall your own
experiences when you were their age? What similarities or
differences do you have with the learners you observed?
Yes. I noticed, however, that the students in the class are more
disciplined and well-behaved than my classmates in high school,
specifically the boys. The students in the class are focused on the
lesson, actively participate, and do not disrupt the class or behave in
a disorderly manner.

2. Think of a teacher you cannot forget for the positive or negative

reasons. How did she/he help or not help with your needs (physical,
emotional, social, and cognitive)? How did it affect you?
Our teacher in social studies and section adviser during second year
made sure to go at a pace that we can understand the lesson and
gave us good activities in relation to what we’ve learned or how we
could apply them.

3. Share your other insights here.

Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignored by her crush whom she believes is her one
true love. She is crying incessantly and refuses to listen and accept
sound advice that the teacher is offering. Her refusal to accept is
because

A. she thinks what she feels is too special and unique, that no one has felt like
this before.
B. the teenager’s favorite word is “no”, and she will simply reject everything the
teacher says.
C. 14-year-olds are not yet capable of perspective talking and cannot take the
teacher’s perspective.
D. teenagers never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine

motor skills of the 4-year-olds. Which of the following should be best
to consider?

A. Provide daily coloring books activities.

 B. Ask the children to do repeated writing drills everyday.
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles
daily.

3. A preschool teacher is thinking about how best to develop the fine

motor skills of the 4-year-olds. Which of the following should be best
to consider?

A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

My Learning Portfolio

Which is your favorite theory of development. How can this guide you as a
future teacher?

Clip some readings about this theory and paste them here.
My Learning Rubric (How did I perform in this episode?)
Field Study 1, Episode 2 – The Learners’ Characteristics and Needs
Focused on: Differentiating the characteristics and needs of learners from different
developmental levels

Name of FS Student Cecile G. De la Cruz Date Submitted:

20/10/2015

Learning Exemplary 4 Superior 3 Satisfactory 2 Needs

Improvement 1
Episodes
 All episodes were All or nearly all Nearly all episodes Fewer than half of
done with episodes were done were done with episodes were done;
Learning outstanding quality; with high quality. acceptable quality. or most objectives
work exceeds were met but need
Activities
expectations improvement
1
3 2
4
All Analysis questions Analysis questions Analysis questions
questions/episodes were answered were not answered were not answered.
Analysis of the were answered completely. completely.
completely; in Clear connection Vaguely related to Grammar and
Learning with theories. theories. spelling
depth answers’
Episode thoroughly Grammar and Grammar and unsatisfactory.
grounded theories. spelling are spelling acceptable
superior. 2
Exemplary grammar 1
and spelling
3
4
Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
Reflection/ profound and clear; clear, but not shallow; supported unclear and shallow
Insights supported by clearly supported by experience from and not supported
experiences from by experiences the learning by experiences from
the learning from the learning episodes the learning
episodes episodes episodes

4 3 2 1
Portfolio is Portfolio is Portfolio is Analysis questions
complete, clear, complete, clear, incomplete were not answered
well-organized and well-organized and supporting;
all supporting; all supporting; documentations are Grammar and
Learning spelling
documentations are documentations are organized but are
Portfolio located in sections available and lacking unsatisfactory
clearly designated logical and clearly
1
4 marked locations
3 2
Submitted before Submitted on the Submitted a day Submitted two days
Submission of the deadline deadline after the deadline or more after the
deadline
Learning 4 3 2
Episode 1
COMMENT/S Over-all Score Rating
(Based on
transmulation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Year & Section: BSED-2A Course; Bachelor of
Secondary Education Major in English

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-

below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-
below
 Signature of FS teacher above Printed Name Date

Field Study 1

By: Cecile G. De la Cruz

BSED-2A
Professor: Dr. Victoria Albacete
Field study (table of contents)
Course description- p.1
Course outcomes- p.1
Learning activities plan- pp. 1-3
Episode 1: The School as a Learning Environment
Learning episode overview- p. 4
Intended learning outcomes- p. 4
Performance criteria- p. 4
Learning essentials- p. 4
My map- p. 5
My tools- pp. 6-7
My analysis- p. 9
My reflections/Insights- p. 10
Integrating theory and practice- p. 11
My learning portfolio- p. 12
Episode 2: the Learner’s Characteristics and Needs
Learning episode overview- p. 13
Intended learning outcomes- p. 13
Performance criteria- p. 13
Learning essentials- p. 13
My map- p. 14
My tools- pp. 15-16
My analysis- p. 17
My reflections/insights- p. 18
Integrating theory and practice- p. 19
My learning portfolio- p. 20
Episode 3: classroom management and learning
Learning episode overview- p. 21
Intended learning outcomes- p. 21
Performance criteria- p. 21
Learning essentials- p. 21
My map- p. 22
My tools- pp. 23-27
My analysis- pp. 27-28
My reflections and insights- pp. 28-29
Integrating theory and practice- pp. 29- 30
My learning portfolio- p. 30
Episode 4: individual differences and learners’ interaction
Learning episode overview- p. 31
Intended learning outcomes- p. 31
Performance criteria- p. 31
Learning essentials- p. 31
My map- p. 32
My tools- pp. 33-35
My analysis- pp. 36-37
My reflections and insights- pp. 37-38
Integrating theory and practice- p. 38
Episode 5: the learner’s development and environment
Your target- p. 39
Your map- p. 39
Your tools- pp. 40-41
Your analysis- p. 42
Your reflections- p. 43
Episode 6: the learner’s development and environment
Your target- p. 44
Your map; p. 45
Your tools: pp. 46-51
Your analysis: pp. 51-52
Your reflection: p. 52
Optional reflection activities: p. 53

Rubrics: p. 54
Certificate of completion: p. 55
Certificates of appearance; pp. 56-59