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  • Episode 5

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    WALTER RAVAL
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    The document provides guidance for observing a classroom to identify differences in student abilities and learning needs. It instructs the observer to: 1) Note differences in student abilities. 2) Identify high- and low-achieving students. 3) Validate observations by asking the teacher about student backgrounds. 4) Observe behaviors of high- and low-achieving students. 5) Observe how the teacher addresses individual student needs. The observation report summarizes that some students were more active and engaged than others, especially those in the back of the class. The teacher confirmed that the less engaged students struggled more with their studies. The observer concluded there was a small gap between high

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    The document provides guidance for observing a classroom to identify differences in student abilities and learning needs. It instructs the observer to: 1) Note differences in student abilities. 2) Identify high- and low-achieving students. 3) Validate observations by asking the teacher about student backgrounds. 4) Observe behaviors of high- and low-achieving students. 5) Observe how the teacher addresses individual student needs. The observation report summarizes that some students were more active and engaged than others, especially those in the back of the class. The teacher confirmed that the less engaged students struggled more with their studies. The observer concluded there was a small gap between high

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    216 views4 pages

    Episode 5

    Uploaded by

    WALTER RAVAL
    The document provides guidance for observing a classroom to identify differences in student abilities and learning needs. It instructs the observer to: 1) Note differences in student abilities. 2) Identify high- and low-achieving students. 3) Validate observations by asking the teacher about student backgrounds. 4) Observe behaviors of high- and low-achieving students. 5) Observe how the teacher addresses individual student needs. The observation report summarizes that some students were more active and engaged than others, especially those in the back of the class. The teacher confirmed that the less engaged students struggled more with their studies. The observer concluded there was a small gap between high

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    of 4

    WALTER TORINO RAVAL

    BTVTED CSS 4A PIAGET


    FS 1 Episode 5

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

    An Observation Guide for the learners’ Characteristics


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

    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 seem to be behind.
    3. Validate your observations by asking teacher about the background (family, socio -economic,
    presence of some learning disability, etc.) of these children.
    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
    Name of the School Observed: Villarica Elementary School
    School Address: Villarica , Midsayap, North Cotabato
    Date of Visit: August 24, 2021

    There are different skills of the students are I have seen. First, there are learners who can easily
    understand the teacher's question while others are not, especially the boys sitting in the back,
    Another is, when teachers said they need to be quiet, they follow their teacher.

    The students on the front are more active than the students in the back, although the students in
    the back can answer the teacher's question that must be called first, while the students in the
    front raising their hands immediately when their teacher asks the question.

    Based on their teacher, the student or the boys in the back are really more evil than the students
    in front of them. The teacher really needs to focus on them especially their studies because
    among all the students in that section, they are not completely fast learning.

    Obviously, high-performance students are more active in class than low-performance students.
    When working as a group, high-level learners can complete their work faster than in Low
    achieving learners. They interact as often with their teacher as with the low-yielding learner.

    My Analysis

    1. Did your observation match the information given by the teacher? Where you able to correctly identify who
    among the students performed well and who did not? What behaviors helped you identify them? (Volunteering
    to answer, responding to teacher’s directions, etc.)
    One of the behaviors that help me to identify the student's difference is based on volunteering to
    answer teachers' questions. I observed that the students from the front to the middle are more
    active in answering than the students in the back, they can't fully understand the lesson and for
    me the reason is that the teacher cannot see that they are chatting with their seatmates.

    2. Describe the differences in ability levels of the students in class. Is there a wide gap between the students
    who are performing well and those that are not?
    For me, there is only a small gap between two classes of students, because they differ only in
    terms of volunteering to answer the teacher's question. Because, as I can see, both were able to
    answer the question. Both students are also following the teacher's instructions.

    3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did the
    students respond to the teacher? Did the teacher use differentiated instruction? If yes, describe how.
    The teacher did not discriminate against the students, she gives good feedback to the students,
    even if the answer of the students is not exactly correct.

    My Reflection/Insights

    1. Recall 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?
    When I was in primary school, my teachers treated us with justice. They helped us on a subject
    that is difficult or difficult to understand. They were very accessible, especially on the issue that
    we really cannot understand. By their actions, I really admire them. While I was in high school,
    the other teacher treats us very differently. Those who achieve high and those who achieve low
    are separate sections. And as I experience this, the lesson in higher section is more advanced
    than the lower sections.

    Integrating Theory and Practice


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

    1. Read the following comments by the teacher. Which of these comments will most likely
    make a child try harder, rather than give up?
    A. Sinuwerte ka ngayon dito sa test, ha?
    B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
    C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para
    lubos mong maunawaan ito.
    D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
    Answer: C

    2. Which of the following demonstrates differentiated instruction?


    A. The teacher groups the learners by their ability level and makes the groups work with the
    same topic but assigns a different task appropriate for each group to accomplish.
    B. The teacher divides the class into three heterogeneous groups and assign the same activity for
    each group to work on.
    C. The teacher groups the learners by their ability level and assigns different content topics for
    groups to work on.
    D. The teacher groups the learners by ability levels and assigns each group a different tasks on
    the same topic , and then requests three different teachers, each to asses one of the groups.
    Answer: A

    3. Which teaching practice gives primary consideration to individual differences?


    A. Allowing children to show that they learned the stages of mitosis in a way where they feel
    most comfortable
    B. Allowing children to show that they learned the stages of mitosis in a way where they feel
    most comfortable except by lecturing
    C. Preparing two different sets of examination, one for the fast learners and another for the slow
    learners.
    D. Applying to sets of different standards.
    Answer: A

    My Learning Portfolio

    With the principle of individual differences in mind, what methods and strategies will you
    remember in the future to ensure that you will be able to meet the needs of both the high and
    low achievers in your class? Make a collection of strategies on how to address the students’
    different ability levels.
    In the future, as I'll teach in the next generation. One of the strategies I'm going to use is to treat
    my students fairly. I will not pass on to the following subject, if the low-successful learners did
    not understand the previous lesson. I will not discriminate against both those who can reduce
    their self-confidence. I'll treat them fairly because they all deserve equal treatment.

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