Learning- Experience - 1 Field Study 1: Observations of Teaching-Learning in Actual School Environment PDF

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Compilation of LearningExperiences in EDFS 21Compiled by:Maria Rizalyn C. Flores, Zyrill L. Macha, &Sariah R. VillanuevaThis compilation of Learning Experiences in was developed to cater secondaryeducation students of Cavite State University – Carmona campus. It is to be usedparticularly for the...

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Compilation of Learning Experiences in EDFS 21 Compiled by: Maria Rizalyn C. Flores, Zyrill L. Macha, & Sariah R. Villanueva

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

PREFAC E

This compilation of Learning Experiences in was developed to cater secondary

education students of Cavite State University – Carmona campus. It is to be used particularly for the course EDFS 21: Observations of Teaching – Learning in Actual School Environment. May this module contribute to the development of Future Educators in our country.

Reference: Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

NAME: _______________________

DATE: __________________________

PROGRAM & SECTION: ______________

INSTRUCTOR: ______________________

LEARNING EXPERIENCE I The School for the Learners Learning Experience 1 opens an interesting door for you to enter and gaze at the bigger world for the learners, the school! As the teacher converts the classroom to become an environment for active learning for his/her class, the school head, together with all other personnel, organizes the school to provide other program facilities and resources that will support the development of the learners. This is what you will aim at doing in this episode i.e discover these school program resources for supporting learners’ developmental need.

Domain: Learning Environment Strand: Support for learner participation Promotion of purposive learning Your Experiential Task 1.1 Exposure Sketching the map of school showing its structures 1.2 Participation Getting acquainted with the facilities and resources of the school 1.3 Identification Determining the purpose of the school facilities and resources for learner development 1.4 Internalization Identifying the challenges of the school in providing more opportunities for development 1.5 Dissemination Preparing an ideal profile of a school which can meet the physical, social, emotional and intellectual needs of learners.

Intended learning outcome: Advocate school programs for addressing learner’s developmental needs

Your Reflection Trigger

How can the school support the development of learners?

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

1.1 EXPOSURE SKETCHING THE MAP OF A SCHOOL SHOWING ITS STRUCTURE An initial activity for FS students is to become more or less familiar with school they are assigned to. Using your own experience, try to remember the different buildings or structures inside the school perimeter. Try to approximate the shape of the school area in your writing pad. It may not be a perfect rectangle but an irregular one. Situate each structure you locate inside the school perimeter using shapes and number each one for identification in your aerial map. Note that a building is single detached, i.e. not connected to another structure and which may contain more than one room. Locate the entrance of the school in your map. (See the sample map.)

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

Draw your map here: Name of School: _____________________________________

Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

1.2 PARTICIPATION GETTING ACQUIANTED WITH THE FACILITIES AND RESOURCES OF THE SCHOOL This time try to determine what is/are found inside each building. List them according to how you have numbered them in your map and enumerate the specific facilities and resources found in each building. (You may use your past experience or you may also conduct an interview with your former teacher) Just make sure that the school you have drawn on 1.1 Exposure is same with the school you will be using in 1.2 Participation. No of Building/Structure s

Facilities Classroom for Grade 7

1 Computer Room

Resources Found Chairs, tables, learning materials, etc. Computers, printers, projectors, speakers, etc.

2 3 4 5 6 7 8 9 10

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

1.3 IDENTIFICATION DETERMINING THE PURPOSE OF THE SIOCIAL FCAILITIES AND RESOURCES FOR LEARNER DEVELOPMENT Below is the list of the possible facilities in a school. Check those which are available in your school. With the resources that you have found, indicate which domain(s) is/are being developed and provided for by each one. Indicate the program(s) the school carries out under the three developmental domains. You may want to consult the head of the school and the teachers in charge of the program.

Facilities Library/ Reading Room

Check (/) if available

Physical/ Motor

Available Programs Social/ Emotional

Cognitive/ Intellectual e.g. Reading Enhancement

Computer Room Home Technology Center Industrial Arts Center Health Clinics Guidance Room Gymnasium

Canteens

Music Room

Playground Science Center Performance Center © Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

Office of School Head Others (Specify) Others (Specify)

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

1.4 INTERNALIZATION IDENTIFYING CHALLENGES OF THE SCHOOL IN PROVIDING MORE OPPORTUNITIES FOR DEVELOPMENT 

You have identified the facilities and resources of your school. What other facilities and resources do you think are needed for other development programs? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ______________



What aspects or development domains can you suggest as needing attention by the school? What programs can be suggested? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ______________

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

1.5 DISSEMINATION PREPARING AN IDEAL PROFILE OF A SCHOOL WHICH CAN MEET THE PHYSICAL, SOCIAL, EMOPIONAL, AND INTELLECTUAL NEEDS OF LEARNERS

The school Head in your exit meeting would like to get some suggestion on how they can improve or enrich the programs they are carrying out for the learners in their school. Prepare a simple development plan which will show what structures or facilities your dream school must have and the programs which can be offered. Use the information you have gathered earlier and your observations of other schools as input to your plan.

GROWTH PORTFOLIO ENTRY 1A A Development Plan for My Dream School Structures to be built

Purpose

Needed Resources

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

GROWTH PORTFOLIO ENTRY 1B

© Field Study 1 Observation of Teaching-Learning in Actual School Environmen Marcela J. Leus, Ed.D Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

ASSESSMENT

For use of the FS Program Coordinator Criterion: Comprehensiveness of Plan Rubric Score: 91-100 81-90 71-80 61-70 51-60

Description: Plan shows comprehensiveness in meeting all the significant developmental needs of learners. Plan can meet many of the significant developmental needs of the learners. Plan covers only needed academic classrooms for the learners. Plan shows very little bearing on development needs on the school learners. No plan was presented at all

Rating for LE1: ___________________

______________________________ Signature of the FS Program Coordinator

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

NAME: _______________________

DATE: __________________________

PROGRAM & SECTION: ______________

INSTRUCTOR: ______________________

LEARNING EXPERIENCE II The Classroom for Learning Learning Experience 2 was supposed to bring you face-to-face with the actual world of learning for the basic education of children. As you have experienced as a young learner, the classrooms serve as your home in the school. Here is where the learners are exposed to strategies that can effectively nurture the developmental stage, they are in. LE2 then focuses on the classroom structure and displays used by teachers. Observe how a teacher structures a classroom in order to promote active learning for the developmental level of their students.

Domain: Learning Environment Strand: Management of classroom structure and activities Support for learner participation Promotion of purposive learning Your Experiential Task 1.6 Exposure Observe features of two classrooms of different grade levels 1.7 Participation Recognizing differences in the structure and display of classrooms of two different levels 1.8 Identification Identifying the purpose of the resources found in the classroom 1.9 Internalization Matching the classroom resources with the learner characteristics 1.10 Dissemination Designing an ideal classroom structure that can promote active learning for a given developmental stage

Intended learning outcome: Recommend an appropriate classroom structure and display for promoting learning.

Your Reflection Trigger

How should a classroom be structured to enhance learning?

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

2.1 EXPOSURE OBSERVING FEATURES OF TWO CLASSROOMS OF DIFFERENT GRADE LEVELS Try to remember your most favorite classrooms when you were still in elementary/high school. Choose classrooms of two different level (e.g. Grade 7 and Grade 9 classroom) which you could still remember really well and accomplish this task. Using the Classroom Resources Checklist below, note down the features/displays found in each classroom. Separate your observation notes for the two classrooms. Check the YES column if present or available in the classroom. Classroom Resource Checklist CLASSROOM 1 Grade: __________________

Room:_________________ FURNITURE

      

Furniture Learners’ desks Teacher’s table Book cabinets Book shelves Learners’ lockers Teacher’s locker Others

How many? Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______

DISPLAYS Displays         

Location (Left, Right, Front, Back)

Visuals for new or current lesson Learners’ art works Honor roll Group tasks/responsibilities Attendance Experiments Projects Rules & Standards Others

Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______

TEACHING AIDS Teaching Aids      

Location (Left, Right, Front, Back)

Musical Instruments Maps/Globes Math Kits Arts Kits Charts Flannel Board

Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

       

Computers LCD Story Books/Trade Books Reference Books Audio Tapes Blackboards Bulleting Boards Others:

Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

Classroom Resource Checklist CLASSROOM 2 Grade: __________________

Room:_________________ FURNITURE

      

Furniture Learners’ desks Teacher’s table Book cabinets Book shelves Learners’ lockers Teacher’s locker Others

How many? Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______

DISPLAYS Displays         

Location (Left, Right, Front, Back)

Visuals for new or current lesson Learners’ art works Honor roll Group tasks/responsibilities Attendance Experiments Projects Rules & Standards Others

Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______

TEACHING AIDS Teaching Aids              

Location (Left, Right, Front, Back)

Musical Instruments Maps/Globes Math Kits Arts Kits Charts Flannel Board Computers LCD Story Books/Trade Books Reference Books Audio Tapes Blackboards Bulleting Boards Others:

Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______ Yes ______

2.2 PARTICIPATION © Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

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: 1. What resources are available in both classrooms? Write those common resources in the matrix. COMMON RESOURCES 

FURNITURE



DISPLAYS



TEACHING AIDS

2. What resources are exclusively found only in one classroom? RESOURCES 

FURNITURE



DISPLAYS



TEACHING AIDS

Classroom 1 (Lower Grade)

Classroom 2 (Upper Grade)

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

______________________________________________________ ______________________________________________________ ______________________________________________________

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

2.3 IDENTIFICATION IDENTIFYING THE PURPOSE OF THE RESOURCES FOUND IN THE CLASSROOM 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 teacher in the room to specify the purpose.

Classroom Display 1. Materials lesson

for

Classroom 1 (Lower Grade)

Classroom 2 (Upper Grade)

new

2. Model art works

3. Honor roll

4. Group tasks/assignments/ responsibilities 5. 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? ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

2.4 INTERNALIZATION MATCHING THE CLASSROOM RESOURCES WITH THE LEARNER CHARACTERISTICS



Given the physical, social, and intellectual characteristics you have learned of lower grade learners, how do you describe or characterize the resources that must be found in their classroom? Basic Resources of Classrooms 1. Learners’ desk 2. Bulletin Boards 3. Books 4. Learning Kits 5. Learning Stations 6. Play Materials 7. Musical devices 8. Others: _______________



Suggested Characteristics/Descriptions/Contents

Given the physical, social, emotional, and cognitive/intellectual characteristics of upper grade learners, what activities will interest them to carry out inside 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. 6. 

© Field Study 1 Observation of Teaching-Learning in Actual School Environment Marcela J. Leus, Ed.D. Estefania S. de Guzman, Ph. D.

Field Study 1 – Observation of Teaching-Learning in Actual School Environment

2.5 DISSEMINATION DESIGNING AN IDEAL CLASSROOM STRUCTURE THAT CAN PROMOTE ACTIVE LEARNING FOR A GIVEN DEVELOPMENTAL STAGE Based on the observations you have made of classrooms in your school, reflect on what can be an ideal classroom that can promote active learning for a given grade. 

Write a narrative of your idea of a classroom for a grade level of your choice. Given the c...