Learning- Experience - 2 Field Study 1: Observations of Teaching-Learning in Actual School Environment PDF

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NAME: ____________________________ DATE: __________________________PROGRAM & SECTION: ______________ INSTRUCTOR: Maria Rizalyn C. FloresLEARNING EXPERIENCE IIThe Classroom for LearningLearning Experience 2 was supposed to bring you face-to-face with the actual world of learning for the basic edu...

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

NAME: ____________________________

DATE: __________________________

PROGRAM & SECTION: ______________

INSTRUCTOR: Maria Rizalyn C. Flores

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 1.1 Exposure Observe features of two classrooms of different grade levels 1.2 Participation Recognizing differences in the structure and display of classrooms of two different levels 1.3 Identification Identifying the purpose of the resources found in the classroom 1.4 Internalization Matching the classroom resources with the learner characteristics 1.5 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 characteristics of your learners, describe what the classroom should have and what activities you can make them do inside this classroom. GROWTH PORTFOLIO ENTRY 2A My Idea of a Classroom for Grade _____

__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

© 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



Sketch the interior of your classroom that will show the pieces of furniture, various displays, and teaching aids. Consider a floor plan that will allow for collaborative work and other group activities. GROWTH PORTFOLIO ENTRY 2B My Ideal Classroom for Grade _____

© 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 2C

© 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

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 LE2: ___________________

___________________________________ 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....