Field Study 1 (Answers) - Episode 2 PDF

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FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT] Episode 2 “To be a teacher, in THE LEARNERS’ CHARACTERICTICS AND NEEDS the right sense is to be a learner. Name of FS Student: Mark Leo Hapitan Instruction begins Course: Bachelor of Secondary Education Year and Section: II when you, the Resource Teac...

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Field Study 1 (Answers) - Episode 2 Mark Leo Hapitan

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FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT] Episode 2

“To be a teacher, in

THE LEARNERS’ CHARACTERICTICS AND NEEDS

the right sense is to be a learner.

Name of FS Student: Mark Leo Hapitan

Instruction begins

Course: Bachelor of Secondary Education

Year and Section: II

Resource Teacher: Mrs. Marie Sol Jamog

Signature:

when you, the teacher, learn from the learner. Put yourself in his place so that you may understand what he understands and in the way he understands it.” – Soren Kierkegaard

Date:____

My Target At the end of this activity, I will gain competence n differentiating the characteristics the characteristics and needs of learners from different developmental levels.

My Performance (How I Will Be Rated) Field Study 1 Episode 2 – The Learners’ Characteristics and Needs Focused on: Differentiating the characteristics and needs of the learners from different developmental levels Tasks Observation/ Documentation:

My Analysis

Exemplary 4 All were done with outstanding quality; work exceeds expectations 4 Analysis questions were answered completely; in depth answers; thoroughly grounded on theories/ exemplary and grammar spelling.

Superior 3 All or nearly all tasks were done with high quality

4

Satisfactory 2 Nearly all tasks were done with acceptable quality

3 Analysis questions were answered completely

2 Analysis questions were not answered completely.

Clear connection with theories

Vaguely related to the theories.

Grammar and spelling are superior.

Grammar and spelling acceptable.

3

2

Unsatisfactory 1 Fewer than half of tasks were done; or most objectives met but with poor quality 1 Analysis questions were not answered. Grammar and spelling unsatisfactory.

1

FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT] Tasks My Reflection

My Portfolio

Submission

Exemplary 4 Reflection statements are profound and clear, supported by experiences from the episode.

Superior 3 Reflection statements are clear, but not clearly supported by experiences from the episode.

Satisfactory 2 Reflection statements are shallow; supported by experiences from the episode.

Unsatisfactory 1 Reflection statements are unclear and shallow and are not supported by experiences from the episode.

4 Portfolio is complete, clear; well-organized and all supporting documentations are located in sections clearly designated.

2 Portfolio is incomplete; supporting documentation is organized but is lacking.

1 Portfolio has many lacking components; is unorganized and unclear.

4 Before deadline

3 Portfolio is complete, clear; well-organized and most supporting documentations are available and/or in logical and clearly marked locations. 3 On the deadline

2 A day before the deadline

4

3

2

1 Two days of more after the deadline 1

Sub Totals

Rating: (Based on Transmutation)

Overall Score

LOIDA L. BARRERA Signature of FS Teacher

Score 20 18-19 17 16 15 14

-

Grade 1.0 1.25 1.5 1.75 2.00 2.25

Transmutation to grade/rating Score - 99 12-13 - 96 11 - 93 10 - 90 7 below - 87 - 84

Date

-

Grade 2.50 2.75 3.00 5.00

-

81 78 81 below

FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT] My Map To reach your target, do the following tasks:

Step 1 Observe 3 groups of learners from different levels (preschool, elementary school and high school.

Step2 Describe each of the learners based on your observations.

Step 3 Validate your observation by interviewing the learners.

Step 4 Compare them in terms of their interests and needs.

FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT] My Tools Use the activity form provided for you to document your observations. An Observation Guide for the Learners’ Characteristics Read the following statements carefully. The write your observation report on the provided space. Your teacher may also recommend another observation check-listif a more detailed observation is preferred. Physical 1. Observe their gross motor skills. How they carry themselves. How they mov, walk run, go upstairs, etc. 2. Are gross movements clumsy or deliberate/smooth? 3. How about their fine motor skills? Writing, drawing etc. Social 1. Describe how they interact with teachers and other adults. 2. Note how they also interact with peers. What do they talk about? What are their concerns? Emotional 1. Describe the emotional disposition or temperament of the learners. (happy, sad, easily cries, mood-shifts) 2. How do they express their wants/needs? Can they wait? 3. How do they handle frustrations? 4. Describe their level of confidence as shown in their behavior. Are they self-conscious? Cognitive 1. Describe their ability to use words to communicate their ideas. Note their language proficiency. 2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their thinking skills. 3. Were there opportunities for problem solving? Describe how they showed problem solving abilities.

FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT] Learners’ Development Matrix Record the data you gathered about the learners’ 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 of exhaustive. There are sample indicators. You may add other aspects which you may have observed. Development Domain

Physical Gross-motor skills

Preschooler Age Range: 3-4

Elementary Age Range: 7-8

High School Age Range: 15-16

Still developing; a bit clumsy but very hyper

Energetic and sometimes hyper

Graceful and composed

Fine-motor skills

Writing skill yet to be developed

Can write in cursive but in a slow pace

Can write legibly both in manuscript and cursive

Self-skill help

Able to use utensils to eat and able to wash hand by himself

Assertiveness is present; household skills are developing

Main self-help skills are fully developed: eating, dressing-up, grooming and household skills

Others

Needs aids and supervision most of the time

Less supervision than preschool

More independent than preschoolers and elementary

Does not pay more attention but can follow simple instruction

Very obedient and believes their teachers more than their parents

Well-disciplined; participates well in class; respects their teachers

Interaction with classmates/friends

Able to make friends and play with the other children

Loves to tease classmates and friends but still plays with them

Most of them belong in group of cliques; talks about the opposite sex

Interests

Loves toys; likes to scribble

Playing games; coloring books

Latest fashion and gadgetry

Others

Can throw tantrums sometimes

A time when curiosity is high

Concerned with appearance

Social Interaction with Teachers

FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT] Emotional Moods and temperament, expression of feelings

Very moody; expresses feelings with more use of non-verbal language, e.g. crying, puppy eyes, pouting lips

A bit moody; Narrow attention span; Does not hide feelings; expresses feelings with more use of words

Hides their true feelings; scared of rejection; expresses feelings or problems by talking to friends or peers

Emotional independence

Very dependents especially towards the mother

Sometimes a bit dependents but likes to try things on his own

Depend more on friends than parents when it comes to emotional things

Others

If he don't get what she want, he cries and shout a lot

Loves the attention from parents; if he gets upset it's only for a small period of time

A bit confused if she is already a girl or a woman; adolescent period

Can communicate with little words and more on non-verbal

Can communicate very well in Filipino language but only a little bit in English

Can communicate well in English. Level of communicative competence is average

Thinking skills

More on creativity like molding clay and more on physical activity like dancing

Child can generalize with guidance and apply the idea with other examples and exercises

Can perform deductive and inductive reasoning and analysis

Problem-solving

Not available

Performs well in problem solving but still doubts his answers

Not available

Others

Not available

Can solve simple real life situational problems Can solve simple real life situational problems

Understands the less better with integration of real life situations

Cognitive Communication Skills

FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

My Analysis Write the most salient developmental characteristics of the learners you observed. Based on these characteristics, think of implications for the teacher. Level Preschool Age range of Learners observed 3-4

Level Process Age range of learners observed 3-4

Salient Characteristics Observed  Preschoolers like to move around a lot.

Salient Characteristics Observed Preschoolers can sometimes throw tantrums and still developing motor skills

Implications to the teachingLearning Process  Therefore, the teacher should remember to use music and movement activities not just in PE but in all subject areas.  Therefore, teachers should not expect preschoolers to stay seated for a long period of time. Implications to the TeachingLearning Process  Therefore the teacher should remember to use toy as a form of reward and try to be patient at all times. 



The Teacher should also give physical activities that can help in developing gross and fine motor skills in a child, such as molding clay, playtime and basic scribbling. Teachers should not expect preschoolers to be skilled in writing

FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

Elementary Age range of learners observed 7-8

Elementary pupils like to play games a lot; they are also beginning to show a higher rate in motor skills than the preschoolers

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High School Age range of learners observed 15-16

High School Students like to be in the latest trends and can understand lessons better when they are integrated with real life situations.

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or drawing immediately. Teachers should remember to use games as motivation in class to keep the interest of the learners Teachers must expect that fine-motor skills need more practice to get better results Even if the student are in the higher section, the teacher must not show less enthusiasm in teaching Teachers must communicate the significance of the lesson to the students' everyday life. Teachers should be integrating their teaching with technology to keep the students interested. Must acknowledge the students' efforts. Treat everyone in class with fairness and no favoritism

FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT] My Reflection 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, because like them, we are also noisy during class but we are participating very well. Unlike them, we give our full attention to what the teacher speaking about. 2. Think of a teacher you cannot forget for positive or negative reasons? I think, he is Rev. Fr. Randy A. Guarino for helping us to be neat in the classroom, t he center point of learning; counsel us when we are in emotional strains and telling us to out from our comfort zone. 3. Share your other insights here. Our experiences during high school really affect us on what to possess as a school teacher. All of us on our section has different institution graduated during high life, and these affect ourselves if what kind of teaching ability should we retain to our students someday.

FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT] My Portfolio Which is your favorite theory of development? How can this guide you as a future teacher? Paste some readings about this theory and paste tem here.

Piaget theory...