Field Study 1: The Learner's Development and Environment

Episode 1: SCHOOL AS A
LEARNING

NAME OF FS STUDENT: KURANGKING, SOHAIMAH P.

COURSE: BACHELOR OF ELEMENTARY SCHOOL

COOPERATING SCHOOL: BACAYAWAN CENTRAL ELEMENTARY SCHOOL

Target:

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

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

Activity Map:

A general observation of the campus and the classroom is an exciting

way to start my observation.

My mission is to do the following tasks.

1. Visit a School. Look 2. Accomplish the 3. Describe the school

into facilities and checklist as I move environment using
support learning areas in around the school checklist based on the
the campus, then in the premises. gathered data.

5. Present my idea of a school environment 4. Make a reflection on the

through any of these: characteristics of a school
environment that promotes
a. Descriptive paragraph; b. Photo Essay; c. Sketch l i

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 SCHOOL FACILITIES CHECKLIST

Familiaze myself with the different areas of the school. Check the
comulmn to indicate their availability. Give a brief description of a those that
are available on the best column.

FACILITIES AVAILABLE NOT DESCRIPTIVE

AVAILABLE

Office of the ✓ Small and old but still clean

Principal and neat.

Cantten/ ✓ The area is not too

Cafeteria spacious but it is clean.
Here, they serve snacks and
lunch for everyone in the
school.

Medical Clinic ✓

Science ✓
Labolatory

Gymnasium ✓ The municipal gymnasium

( Open Gym ) also serves as
the school gymnasium. It is
wide enough for school
activities, well-built and
clean.

Counseling Room ✓

PTA Office ✓

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 EPISODE 2: UNDERSTANDING THE
LEARNING ENVIRONMENT

OBSERVATION GUIDE FOR THE CLASSROOM VISIT

Read the following statements carefully. Then write your observation

report on the provided space.

1. Describe the community or the neighborhood that 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 impressions do you have of these offices?.

4. Walk through the school halls, the library, the cafeteria. Look around and
find out the other facilities that the school has.

Name of the School Observed: BACAYAWAN CENTRAL ELEMENTARY

SCHOOL

School Address: Lumbac, Sultan Dumalondong, L.D.S

Date of Visit:

The school is located very closed to the street in barangay Lumbac and in
front of the old Municipal Hall of Sultan Dumalondong. Bacayawan Central
Elementary School I at the center of the Houses.

The school campus is not too wide and the buildings are quiet old. I can
see different colors inside the school but most of it is pink and blue since it is
the color motif of the school. Some of the classrooms are already fixed but
some are not fully ventilated.

The School doesn't have designated office for the teachers and other
personnels. so, the go home as soon as the dismissed their class. The school
teachers, staffs and other personnels are kind and approachable.

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 OBSERVATION GUIDE FOR THE CLASSROOM VISIT

Guide tasks as I do my observation. Then accomplish the matrix to

record my data.

1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids, announcements, do you see
posted?

2. Examine how the furniture is aranged. 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 classroom well-lighted and well-ventilated?

CLASSROOM FACILITIES MATRIX

CLASSROOM FACILITIES DESCRIPTION

(LOCATION, NUMBER,
ARRANGEMENT, CONDITION)

There are some devices posted in

their walls, like alphabets, charts
subject information and schedule of
WALL DISPLAYS classroom sweepers/cleaners.

The teacher's table is located behind

the pupils table where she could see
TEACHER'S TABLE
every student going in and out of the
class.

3. LEARNER'S CHAIRS

4. BLACKBOARD It is wide, provided for teacher and

for the pupils stability and the value
of focus to learning.

5. LEARNING MATERIALS/VISUAL The blackboard is used by the

AIDS teacher where the lesson is written
ligibly for the pupils to learn.

6. CABINETS It is where the cleaning materials

kept.

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8. CEILING The ceiling is quiet old but enough to
cover the inner surface of the roof to
avoid to much heat from the
sunlight.

OBSERVATION REPORT ON CLASSROOM VISIT

Name of School Observed: BACAYAWAN CENTRAL ELEMENTARY SCHOOL

School Address: Lumbac, Sultan Dumalondong L. D. S

Date of Visit:

It was when we started our first actual observation in accordance to our

FS 1 subject. I was so excited on that day that I came to school very early.
Each one of us were assigned to a certain school and observed everything
that is related to the student's learning process. Our teacher told us to fill in
everything that corresponds to our target and goal. The target is to be
competent in determining a school environment that provides social,
psychological and physical environment supportive of learning.

I strolled around the campus, I jotted down the observation in my

notebook. I was impressed by the small improvements of the school since it
is my alma mater, at the same time I was sad because the buildings become
older and older than before. But still, I could say that the school has some
improvements as the years goes by. I observed everything that the school
have. The rooms may be old but still it is neat and clean.

ANALYSIS

1. How do the school campus and the classroom in particular impact on the
learning of the students going to school? What are your conclusions?

I conclude that the school has a great impact in learning, in the sense
that they have a lot of pupils in school and that only shows how great is the
impact of the school to particular learning process. The classrooms are filled
with thoughts, and learning that a pupil can get.

2. How does this relate to your knowledge of child and adolescent

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development? How does this relate to your knowledge of facilitating learning?

In relation to my previous knowledge of child and adolescent

development, pupils learn easily if they were exposed to a friendly atmosphere,
free from distractions and noises.

They could easily learn if every meeting teacher uses variety and novelty
of learning materials and motivate them always. In connectian to my previous
subject facilitating learning that in doing our tasks as a teacher I should follow
the methods and techniques that are best for students to learn and see to it
that it is effective.

REFLECTIONS

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

Yes, I would like to teach in the school that I have observed in the sense
that the environment of the school is good. The building is situated in a good
place which provides proper ventilation and better environment And sice this
is my beloved Alma mater I would really love to teach here.

2. What kind of school campus is conducive to learning?

In my own views and opinion, a certain school can be cosidered

conducive to learning if it has complete facilities such as standard size
classrooms, laboratories and library, The surroundings is clean, well-
maintained and free from any pollutions.

3. What kind of classroom is conducive to learning?

A classroom can be considered conducive to learning if it is clean, well-

ventilated and with proper lightning. It should also have the complete facilities
and equipments, necessary to facilitate the teaching learning process. Lastly,
it should not be too crowded to prevent classroom management problems
and to maximize learning.

4. In the future, how can you accomplish your answer to number 3?

If I will be blessed by Almighty Allah and grant my aspirations in life that

is to become a teacher someday, I'Il be resourceful and creative when I
structure my classroom. I'll make sure thạt my classroom will be well-
organized.

5. Write your additional learning and insights here.

This subject helps me to learn everything necessary for the students to

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become future educators. The ability to observe classroom conditions will
help me to become aware about how to achieve good and effective school
environment and on how to provide the learners a classroom that is
conducive to learning.

An effective school environment is one that provides to students the

opportunity to achieve high standards that they can use in their future. A
school where student feel safe and happy; an environment that will promote
those values that will help pupils to become good and responsible citizens,
enable them to become involved in their community and become good family
members.

Each one of us is facing the difficulties and agonies over studies but why
we are still conscious in choosing our school to study with even in our primary,
secondary and the tertiary which is the college level. Even me, I do thensame
act. Simply because, we want to achieve the quality education that we are
seeking for. Quality education that someday will help us to produce and
economically free citizens.

Students today are very lucky unlike of the past generations. They do not
even have their proper education nor have the well- ventilated classroom. I
tried to ask myself on how lucky I am because today, everything is equipped
with modern technology.

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 EPISODE 3: OBSERVE CLASSROOM
DYNAMICS

Target:

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

classroom dynamics by identifying the classroom practices.

OBSERVATION REPORT

As I observed the teacher methods in teaching, I noticed that the very

first minutes she step in into the classroom, the very first thing she do is to
greet her pupils and pupils are immediately respond.

After the greetings, she starts her class with a prayer and a very short
energizers.

Episode 4: CHILD DEVELOPMENT

STAGES

Target:

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

characteristics and needs of leaners from different development levels.

Activity Map: To reach my goal, I'll do the following tasks.

STEP 1: OBSERVE 3 GROUPS OF STEP 3: VALIDATE YOUR

LEARNERS FROM DIFFERENT OBSERVATION BY INTERVIEWING
LEVELS THE LEARNERS

STEP 2: DESCRIBE EACH OF THE STEP 4: COMPARE THEM IN

LEARNERS BASED ON YOUR TERMS OF THEIR INTERESTS AND
OBSERVATION NEEDS

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TOOLS

AN OBSERVATION GUIDE FOR THE LEARNERS' CHARACTERISTICS

Read the following statements carefully. Then write your observation

report on the provided space. Your teacher may also recommend another
observation checklist if a more detailed observation is preferred.

Physical

1. Observe their gross motor skills. How they carry themselves. How they
move, walk, run, go up the stairs, 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 did they
show problem solving activities.

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 Record the data 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
exhaustive. These are just sample indicators. You may add other aspects
which you may have observed.

DEVELOPMENT Grade 1 Grade 4 Grade 6

DOMAIN

Physical Gross- They are active They are very They are very
motor skills yet clumsy. alert and energetic.
energetic active .

Fine-motor skills They can write They can write They can write
and read letters. and read words. and read
sentence
straight.

Social Interaction They interact with They interact with They can interact
with Teachers teachers without teachers with with teachers
hesitation. confidence. during
discussions.

Interaction with They likes to play They interact They usually

classmates/ with their actively with their interact socially
friends classmates and classmates. and with their
friends. friends classmates and
friends.

Interest They love to play, They become They start to get

write anything interested in an involved in extra
and draw. enjoyable activity curricular
especially story activities.
telling.

Other emotional They are active, There is shifting

moods and briskly happy but of their moods.
temperament, easily cry. They can be weak
expression of sometimes and
feelings be active often.

Emotional They feel happy They express They are already

independence when they play their emotions able to manage
with their through crying. their emotions

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 classmates.

REFLECTIONS

1. While you were observing the leamers, did you recall your own
experiences when you were their age? What similarities or differences do
you have with the learners you observed?

During the days of my observation, I suddenly remember those time

during my preschool days. I rememnbered how enjoyable it is. The friends and
classmates I met I what I miss the most.

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, cognitive)? How did it affect you?

Ma'am Rasmia Bacaraman is one of the few teachers I cannot forget. She
is a very kind-hearted person. She teaches very well in the class. She was
actually my favorite teacher. She helped me gain self-confidence. And helped
me a lot with my emotional and social development. She gave me some
advices whenever I needed it, most especially on how to improve my self-
esteem. She have reminded me the importance of having a goal in life. She
used to acknowledge my effort every time I earned or achieved something.

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

Piaget's theory of cognitive development is my favorite theory It can help

me guide in the future as a teacher. Because this theory explains that an
individual has its own level of learning according to their age. So with this
theoy you will be guided and understand that each level has its own level of
understanding and development when it comes to their physical and cognitive
aspects. This theory also explains the development of a child as early as
conception until they will become mature, and each level has different level of
development in terms of their physical and cognitive aspects.

4. Share your other insights here.

After obseving and really paying attention to all of the pupils in

elementary, the differences in their abilities becomes very noticeable. I was
able to pinpoint the level of performances of the target students to be
observed. Some were active participants and some were shy and too quiet.

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 EPISODE 5: TEACHING STRATEGIES AND
APPROACHES

Target:

At the end of this activity, I will be competent in observing the teacher

teaching strategies and approaches.

DIRECT INSTRUCTION

Direct Instruction (DI) is a teaching method that involves explicit,

systematic, and structured instruction to teach new skills or knowledge. It is a
teacher-centered approach that emphasizes the teacher's role in delivering
instruction.

INQUIRY BASED LEARNING (IBL)

Inquiry-Based Learning (IBL) is a teaching approach that encourages

students to explore and learn through investigation, research, and hands-on
experiences.

OBSERVATION REPORT

During the observation, I noticed that the teacher used Direct Instruction
to teach the lesson. The teacher began the lesson with a clear introduction
and review of previous material, provided explicit instruction and
demonstrations on the new concept, used visual aids and examples to
support student understanding, guided students through a series of practice
exercises, provided feedback and correction on student work

The students appeared to be engaged and attentive during the lesson,

and were able to follow the teacher's instructions. However, I noticed that
some students seemed to be passively receiving information, rather than
actively engaging with the material.

Later in the day, I observed the same teacher using Inquiry-Based

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Learning to teach a lesson. The teacher introduced the topic with an open-
ended question, encouraging students to think critically and explore their own
ideas, provided students with materials and resources to conduct an
investigation, encouraged students to work in groups to design and conduct
their own experiments, circulated around the room to provide guidance and
support as needed and encouraged students to reflect on their findings and
share their results with the class

The students appeared to be highly engaged and motivated during the

lesson, and were actively exploring and investigating the material. I noticed
that students were working collaboratively, sharing ideas and resources, and
were able to think critically and creatively.

COMPARISON

Comparing the two approaches, I noticed that the Direct Instruction

approach seemed to be more structured and teacher-centered, while the
Inquiry-Based Learning approach was more student-centered and flexible.

While the DI approach seemed to be effective in conveying information

and promoting student understanding, the IBL approach seemed to be more
effective in promoting critical thinking, creativity, and student engagement.

REFLECTION

As a future teacher, I would consider using a combination of both

approaches, depending on the needs and abilities of my students. I would
also strive to create a learning environment that is supportive, inclusive, and
encourages active learning and exploration.

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 EPISODE 6: INDIVIDUAL DIFFERENCES
IN LEARNING

Target:

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

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

Activity Map:

1. Observe two or more learniners

2. Find out some information about
of different abilities but from the
their background.
same grade or grade level.

3. Observe them as they participate 4. Write narrative report and a brief

in a classroom activity. reflection on my experience.

TOOLS

Use the activity form provided for you to document your observations.

AN OBSERVATION GUIDE FOR INDIVIDUALS DIFFERENCES

Read the following carefully before you begin to observe. Then write
your observation report on the space provided.

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
seenm to be behind.

3. Validate your observations by asking the teacher about the background

(family, socio-economic, presence of some learning disability, etc.) of these
children.

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4. Observe the behavior of both the high achieving and low- achieving

learners. Note their dispositions, pace in accomplishing tasks, interaction with

teacher, and interaction with others.

5. Observe the teacher's method in addressing the individual learning needs of

the students in his/ her class.

OBSERVATION REPORT
I noticed most learners learn quickly with the help of visual aids, they love
pictures and they have good imagination. They prefer to learn that way than other
teaching approaches. Although, some of them learm better by hearing and others
through kinesthetic which is rare in the class. I asked Mrs. Bacaraman about learners
which might have a learning disability. According to her, some students have very
short attention span and can't follow simple tasks and directions. I observed that the
fast learners are the ones who actively participates in activities and shows much
interest than others. The slower learners are those who spent most of their time and
playing and have showed signs of short attention span. The teacher knew this very
well, every learner learns at their own rate. She told me that it is normal for a class to
have vast differences in learning rates in different subjects because of the learner's
common interests in particular. Different teaching methods were used to achieve a
good learning rate among the students. The teacher continuously devised ways to
cope up with this situation to give the learners and the teacher itself to adjust and
make learning effective in the best possible way.

ANALYSIS

[Link] 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? (volunteering to
answer, responding to teacher's directions, etc)

Yes, the teacher gave me the information. Yes I was able to identify who
among the learners performs well and who are not. The behaviors or traits
that helped me identify them are by their volunteering to answer the teacher's
questions and they respond to the teacher's given instructions.

2. 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
that are not?

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 The different ability of levels of the learners in this class is in their ability
to interpret and follow instructions, attention span, and lack of interest in
subjects because they focus in plays. The gap is wide between the learners
who can perform well than those who are not.

3. Describe the methods used by the teacher in handling the students'

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

The teacher used playful approaches in learning to get the learners

attention. She made good use of visual aids to make fun games about letters,
colors, shapes, etc. It was an effective method as it caught the learner's
attention and they participated with interest. She grouped them while
considering their differences in abilities; she made her best efforts to make
balance in the groupings. It promoted a good learning situation and the
students responded well to the teacher.

REFLECTIONS

[Link] 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?

In my elementary days, I remember that we are paîred in two's. One is a

fast learner and the other is slower, it was a strategy to balance and help the
slow learner learn from his seatmate.

This way the fast learner can influence and help the slow learner focus on
studies and minimize distractions if the fast learners will be grouped together
so as the slow learnersbbecause learning would be one-sided. The teacher
continuously makes efforts to promote this strategy to us and reminded us
daily to study and focus, Eventually, the slow learners are able to grasp the
method and began showing signs of improvements. Its effectiveness was
seen in the middle parts of the school year and it was evident in the closing
months as the slow learners have made vast advances in their abilities.

2. With the principle of individual differences in mind, what methods and

strategies will help you remember in the future to ensue that you will be able
to meet the needs of both the high and low achievers in your class?

I will lways keep in mind the variety of ways that an individual think,
involving their learning styles and muliple intelligences which they learn or
prefer most. Use varied instructional apptoaches to help students learn in the
best way possible for them.

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 EPISODE 7: CLASSROOM MANAGEMENT
TECHNIQUES

Target:

At the end of this activity, you will gain competence in managing time,
space and resources to provide an environment which is appropriate to the
learners and conducive to learning.

Activity Map:

 Observe a class.

 Using a checklist, find out the evident classroom components.

 Describe how the classroom is structured/ designed to allow everyone

to participate in the learning activities.

 Relate the data in your checklist to the learners' behavior.

 Reflect on how classroom management affects learning.

As I have observed, the age of the learners do not vary talking about their
behavior and characteristics for the reason that I witnessed there are some
pupils who are very cooperative in the class and there are some wlho do not
involved themselves in class discussion.

There are only few students or pupils who can manage teir own behavior
by behaving well in the class, while most of them like to wait for teacher to
remind them to stop doing things wlich could destruct the class.

The span of attention is very short since they always want to catch the
attention of a teacher, or even to their classmates.

Most of the pupils pay attention to their teacher; they lend their senses
eventime the teacher is conducting a lesson. Though some of them are not,
but then, they are still confident to answer the teacher whenever she calls
their attention.

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 CLASSROOM MANAGEMENT MATRIX

ASPECT OF DESCRIPTION EFFECTS ON THE

CLASSROOM LEARNERS
MANAGEMENT

Specific areas of the In front of the class is Helps the learners gain
Classroom the teacher's table. easy access to teaching
materials; provides
The left corner of the
freedom to move easily
room is where the
within the class;
cleaning materials are
maximizes the students'
and on the opposite side
interaction with their
is where other teaching
teacher and classmates;
materials are kept.
gives a sense of
Desks have a section for
familiarity.
student belongings.

CLASSROOM RULES The classroom policy is This will help the

posted in the wall. learners to be reminded
when they do a certain
kind of mistake.

CLASSROOM The teacher prefers to By this, the pupils would

PROCEDURES start the class with a not feel sluggish and
simple song and tired in starting the
activities as energizers class.

DAILY ROUTINES Prayers are done first as A good start for the
a daily routines, leamers because they
followed by checking of will be trained and helps
attendance and then to improve themselves
proceed to the lesson to from the daily routines.
be discussed.

SETTING The classroom is It is easy for the pupis to

ARRANGEMENTS composed of 30 chairs. move around and it is
5 rows and 6 chairs quite organized for the
each line. teacher.

HANDLING The teacher gives The students will

MISBEHAVIOUR disciplinary action behave as a response
according to the according to their

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 mistake done by the teachers disciplinary
pupils. action.

ANALYSIS

1. How did the classroom organization and routines affect the learners
behavior?

The classroom organization and routines affects the behavior of the

learmers in improving their senses by way of cooperating to the teachers
rules or classroom rules and by being attentive in every activities or class
discussion. The physical environment of the classroom is one way to improve
the learning environment and to prevent problem behaviors before they occur.

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

The teacher should have in mind time management, furniture and

teaching materials, and most importantly the students. I've learned that a
place must have favorable learning conditions, smooth transitions during
class, and excellent management skills. If a teacher fails to manage his/her
class then he/she fails to get the students involved during class. This is where
the Principles in Classroom

Management come in. As I've said before, a superb classroom

organization helps the learners and teacher to gain effortless contact to
teaching materials, provides freedom to move easily within the class and
make the most of the students' interaction with their teacher and classmates.

I've done a bit of research and I've seen the effets of the theories of
behaviorism on students when it comes to routine designing. This s
applicable with the combination of the Law of Exercise from Thorndike 's
Connectionism Theory, Pavlov's Higher-Order Conditionng, and B. F. Skinner's
S-R theory: When routines are designed to be a habit in class then the Law of
Exercise should be practiced combined with Padov's Higher Order
Conditioning, where the teacher can use different kinds of neutral stimulus to
become the conditioned stinulus for the students. Added the positive
reinforcement, such as feedback or verbal praises, from the findings of
Skinner then the routine the teacher designs will be a very effective one.

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3. Which behavior strategies were effective in managing the behavior of the
students? In motivating them? Why were they effective?

In the class I observed, the teacher used positive reinforcement in

conditioning the class for their new lesson and expected a test in the next
period. When it comes to their daily routine, the class already turned it into a
habit.

The teacher made use of positive reinforcement in forms of verbal

praises and encouragement to the pupils to do better next time. She also
showed them honestly that she is proud of what they have accomplished.

I think that the teacher 's strategies are very effective because the pupils
are actively participating and focused in class. If a teacher is doing well in
letting the student engage in learning then it means she was successful in
motivating them.

Pupils want to be acknowledged for their hard work because this boosts
their confidence in being consistent in getting high grades or being
encouraged to get better grades. was effective because of the fact that
pupilsstudents want to be accepted and treated fairly, receive their deserved
appreciation from their teacher and the right amount of concern from them.

REFLECTIONS

1. Imagine yourself organizing your classroom in the future. In what

year/grade level do you see yourself? What routines and procedures would
you consider at this level? Why?

I can see myself in the future as a teacher in grade five. I will make my
classroom very presentable and cool in the eyes of my pupils in order to
provide them a good environment and a knowledgeable one. I will make sure
that they will learn a lot from me. As my future daily routine, I will start in with
prayers, then a quick energizer like a children song and followed by activities
like drawing. And also, I will makea classroom that should present a cheerful,
inviting, motivating and purposeful setting for learning.

2. List the rules you are likely to implement in this level? Why would you
choose these rules?

My rules for this grade level are obedience and cooperation. I will also
implement orderliness and cleanliness inside and outside the classroom. I
choose this rule because at their age, I have to be patient enough to teach

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them and instill in their mind the good attitude and an organized personality or
behavior.

And lastly I will give grade incentives to those students who have perfect
attendance in the whole school year. This is to motivate the students to come
to class every day.

3. Should learners be involved in making these rules? Why?

Yes for me learners should be involved in making the class rules for them
to be aware of what the rules are. They must always be reminded of those
rules so that they will avoid to make mistakes that is against the rules.

EPISODE 8: ASSESSMENT AND

EVALUATION

Target:

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

assessment or evaluation used by the teacher.

Formative assessment is a type of evaluation that takes place during the

learning process. Its primary purpose is to monitor student progress, identify
areas of improvement, and provide feedback to students and teachers.

However, summative assessment is a type of evaluation that measures a

student's learning at the end of a lesson, unit, semester, or academic year. Its
purpose is to summarize or evaluate the student's achievement, typically for
grading or promotion purposes.

On the other hand, authentic assessment is a type of evaluation that

measures students' skills and knowledge in real-world contexts. It aims to
simulate the complexities and challenges of real-life situations, making the
assessment more relevant, engaging, and effective.

OBSERVATION REPORT

I have observed that teacher assess the pupils from time to time. She
always asks the pupils what they already know about the topic she intended
to discuss and give evaluation as she discuss her lesson. After the
discussion, she give quizzes to be answered by the pupils.

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 Also, to measure the pupils improvement and achievement, summative
assessment is to be given before the semester ends to identify the pupils
final grades.

EPISODE 9: TECHNOLOGY IN
EDUCATION

Target:

At the end of this activity, I will gain competence in observing how the
technology is integrated into lessons.

OBSERVATION REPORT

Due to they are lacking of resources of technological equipments,

integration of technologies are limited. Since projectors are not available,
laptop is utilized by the teacher to play videos connected to the lesson. This
helps the learners to understand the topic easily. Usually teacher simply use
books and blackboard during discussions.

EPISODE 10: CAPSTONE PROJECT

PREPARATION

"EXAMINING THE RELATIONSHIPS BETWEEN DIFFERENT ETHNIC GROUPS

AND EXPLORING STRATEGIES FOR PROMOTING INTERGROUP
UNDERSTANDING"

Key Findings:

Intergroup contact is key: Research has consistently shown that direct

contact between different ethnic groups is one of the most effective ways to
reduce prejudice and improve intergroup relations.

Education plays a crucial role: Education can play a critical role in

promoting intergroup understanding by providing opportunities for students
to learn about different cultures and engage in discussions about social

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justice and equality.

Implicit bias is a challenge: Implicit bias can be a significant challenge to

intergroup understanding, as it can lead to unintentional discrimination and
prejudice.

Group identity matters: Research has shown that group identity can play
a significant role in shaping intergroup attitudes and behaviors.

EPISODE 11: PRESENTATION OF FIELD

STUDY FINDINGS

KEY FINDINGS

The field study revealed several key findings related to the teaching
practices and student learning outcomes in.

Theme 1: Teacher-Centered Instruction

- Observation: Teachers predominantly used lecture-based instruction, with

limited opportunities for student participation and engagement.

- Frequency: This approach was observed in 80% of the classes visited.

- Implication: This suggests that teachers may be relying too heavily on

traditional teaching methods, potentially limiting students' opportunities for
deeper learning and engagement.

Theme 2: Limited Technology Integration

- Observation: Teachers rarely incorporated technology into their lessons,

despite having access to digital tools and resources.

- Frequency: Technology was used in only 20% of the observed classes.

- Implication: This finding suggests that teachers may need additional training
or support to effectively integrate technology into their teaching practices.

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Theme 3: Student Motivation and Engagement

- Observation: Students appeared motivated and engaged when working on

group projects or participating in hands-on activities.

- Frequency: These types of activities were observed in 60% of the classes

visited.

- Implication: This finding highlights the importance of incorporating

collaborative and interactive learning strategies to promote student
motivation and engagement.

IMPLICATIONS FOR FUTURE TEACHING PRACTICES

The field study experience has significant implications for future teaching
practices, both for myself and for educators more broadly. Some key
implications include:

1. Contextualized Learning

- Integrate real-world examples: Incorporate authentic, real-world

scenarios into lesson plans to illustrate key concepts and promote deeper
understanding.

- Use case studies: Utilize case studies to provide students with

opportunities to analyze and apply theoretical concepts in practical contexts.

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2. Experiential Learning

- Incorporate hands-on activities: Design hands-on activities and projects

that allow students to apply theoretical concepts and develop practical skills.

- Encourage reflection: Provide opportunities for students to reflect on

their experiences, identifying key learnings and areas for improvement.

3. Collaborative Learning

- Foster teamwork: Encourage students to work in teams, promoting

collaboration, communication, and problem-solving skills.

- Provide opportunities for feedback: Allow students to receive and

provide feedback, developing their critical thinking and interpersonal skills.

4. Culturally Responsive Teaching

- Incorporate diverse perspectives: Integrate diverse perspectives and

experiences into lesson plans, promoting empathy, understanding, and
inclusivity.

- Be aware of power dynamics: Recognize and address power dynamics

in the classroom, ensuring that all students feel heard, seen, and valued.

5. Flexibility and Adaptability

- Be prepared to adapt: Remain flexible and adapt lesson plans as needed,

responding to the unique needs and experiences of students.

- Emphasize problem-solving: Teach students to approach problems with

a growth mindset, emphasizing creativity, critical thinking, and resilience.

By incorporating these implications into future teaching practices,

educators can create more engaging, effective, and inclusive learning
environments that prepare students for success in an increasingly complex
and interconnected world.

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 EPISODE 12: COURSE REFLECTION
AND EVALUATION

REFLECTION

The field study experience was a pivotal moment in my academic journey,

offering a unique opportunity to apply theoretical concepts in a real-world
setting. As I reflect on this experience, I am reminded of the invaluable
lessons learned, challenges overcome, and personal growth achieved.

Initially, I had expected the field study to be a straightforward application

of classroom knowledge. However, the reality was more complex and
nuanced. The experience was both exhilarating and intimidating, as I
navigated unfamiliar environments and encountered diverse perspectives.
Despite these challenges, I persevered and adapted, developing a greater
sense of resilience and confidence.

One of the most significant insights gained from this experience was the
importance of contextual understanding. Through observations and
interactions, I realized that theoretical concepts must be considered within
the specific cultural, social, and economic contexts in which they are applied.
This understanding has profound implications for my future academic and
professional pursuits, as I strive to develop more nuanced and effective
solutions.

The field study experience also presented several challenges, including

communication barriers and limited resources. However, these obstacles
proved to be valuable learning opportunities. By working collaboratively with
my team and leveraging creative problem-solving strategies, we overcame
these challenges and delivered a successful project.

This experience has had a profound impact on my personal growth and

development. I have become more empathetic, open-minded, and self-
assured, with a deeper understanding of my strengths and weaknesses.
These attributes will serve me well in future academic and professional
endeavors, as I navigate complex situations and collaborate with diverse
stakeholders.

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 As I look to the future, I am excited to apply the skills and knowledge
gained from this experience. I plan to pursue further research opportunities,
leveraging the insights and methodologies developed during the field study.
Moreover, I aim to integrate the principles of contextual understanding and
creative problem-solving into my future academic and professional pursuits.

In conclusion, the field study experience was a transformative and

enriching experience that has had a profound impact on my academic,
personal, and professional growth. As I reflect on this experience, I am
reminded of the importance of embracing challenges, adapting to new
situations, and applying theoretical concepts in real-world contexts.

The Impact of Observations on Future Teaching Practices

The observations made during the field study have significant

implications for future teaching practices. By reflecting on these observations,
educators can refine their instructional strategies, foster a more engaging and
inclusive learning environment, and ultimately improve student outcomes.

1. Shift from Teacher-Centered to Student-Centered Instruction

Observations highlighted the prevalence of teacher-centered instruction,

which can limit student engagement and participation. To address this, future
teaching practices can incorporate more student-centered approaches, such
as:

- Flipped classrooms

- Collaborative group work

- Project-based learning

- Personalized learning pathways

2. Effective Technology Integration

The limited use of technology in observed classes underscores the need

for educators to develop skills in effectively integrating digital tools into their
teaching practices. Future teaching practices can prioritize:

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- Professional development opportunities for technology integration

- Incorporating digital resources and multimedia to enhance instruction

- Leveraging technology to facilitate communication, collaboration, and

feedback

3. Promoting Student Motivation and Engagement

Observations revealed that students are more engaged and motivated

when participating in hands-on activities and collaborative projects. Future
teaching practices can emphasize:

- Incorporating more experiential and project-based learning experiences

- Fostering a growth mindset and encouraging student autonomy

- Providing opportunities for student reflection and self-assessment

4. Culturally Responsive Teaching

The observations highlighted the importance of considering the diverse

backgrounds and experiences of students. Future teaching practices can
prioritize:

- Culturally responsive teaching strategies

- Incorporating diverse perspectives and resources into instruction

- Fostering an inclusive and respectful classroom environment

5. Ongoing Professional Development

The study's findings emphasize the need for ongoing professional

development to support educators in refining their teaching practices. Future
teaching practices can prioritize:

- Regular professional development opportunities

- Coaching and mentoring programs

- Collaborative peer support and feedback mechanisms

By incorporating these strategies into future teaching practices,

educators can create more engaging, inclusive, and effective learning
environments that support the diverse needs of all students.

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