Share FIELD-STUDY-1-EPISODE-35pdf

Republic of the Philippines
Cagayan State University

LAL-LO CAMPUS
Sta. Maria, Lal-lo, Cagayan
COLLEGE of TEACHER EDUCATION
Focus on Gender, Needs, Strengths, Interests, Experiences

Learning Language, Race, Culture, Religion, Socio-economic
Episode Status, Difficult Circumstances, and Indigenous Peoples
SPARK Your Interest
Episode 3 provides an opportunity to observe how differences in gender, racial, cultural, and
religious backgrounds, including coming from Indigenous groups influence learner behavior, interaction, and
performance in school. One will also analyze and reflect on practices that teachers use in leveraging diversity
in the classroom. It also provides an opportunity to observe how differences in abilities affect interaction in
school and learn about strategies that teachers use in addressing the learners’ needs toward effective
teaching and learning.
TARGET Your Intended Learning Outcomes

At the end of this episode, I must be able to:
➢ describe the characteristics and needs of learners from diverse backgrounds;
➢ identify the needs of students with different levels of abilities in the classroom;
➢ identify the best practices in differentiated teaching to suit the varying
learner needs in a diverse class (PPST 3.3.3); and
➢ demonstrate openness, understanding, and acceptance of the learners’ diverse
needs and backgrounds.
REVISIT the Learning Essentials

Here are the principles and concepts relevant to this episode:
1. Principles of Development
a. Development and learning proceed at varying rates from a child, as well as at uneven rates
across different areas of the child’s functioning. (NAEYC 2019)
b. Development and learning are maximized when learners are challenged to achieve at a level
just above their current level of mastery, and also when they have many opportunities to
practice newly acquired skills.
c. Differentiated instruction is a student-centered approach that aims to match the learning
content, activities, and assessment to the different characteristics, abilities, interests, and
needs of the learners.
2. The PPST highlighted the following factors that bring about the diversity of learners:
a. Differences in learners’ gender, needs, strengths, interests, and experiences
b. Learners’ linguistic, cultural, socio-economic, and religious backgrounds
FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

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c. Learners under challenging circumstances which include geographic isolation, chronic

illness, displacement due to armed conflict, urban resettlement or disasters, child abuse,
and child labor.
Effective teachers are knowledgeable about how issues related to the factors mentioned affect
learners. The teachers develop in their sensitivity and empathy. They remember that the learners respond
and perform at different levels. The teacher assures the students that their gender identity, culture, and
religion are respected, their strengths are recognized, and their needs will be met. These teachers
declare to all that everyone has the chance to learn and succeed. They create a learning community where
everyone can work together and contribute regardless of their abilities, capacities, and circumstances.
Teachers who celebrate and leverage student diversity in the classroom:

• use strategies to build a caring community in the classroom
• model respect and acceptance of different cultures and religions
• bring each of the student’s home culture and language into the shared culture of the school
• provide more opportunities for cooperation and competition
3. Focus on INDIGENOUS PEOPLES
A young teachers approach to indigenous people starts with a keen awareness of one’s own identity, including
one’s beliefs and cultural practices. Through serious reflection, one may realize that the self is the product of all the
influences. Of key people in one’s life and the community, real and virtual. Similarly, learners from Indigenous groups
carry with them their beliefs. Views and cultural practices. One’s attitude needs to be that of openness and respect.
Come in not with the view that one’s own culture is superior, we approach with a sincere willingness and deep interest to
know and understand the indigenous peoples’ culture. We aim to make teaching-learning facilitative rather than
imposing.
a. From your professional education subjects/courses, most likely you have discussed indigenous
peoples in the Philippines. You learned that our country has about 110 ethnolinguistic groups,
the majority of which are in Mindanao, some in Northern Luzon, and fewer in the Visayas. (UNDP
Philippines, 2010). They represent about 10-20% of our total population. There are two big Indigenous
people’s groups which have several smaller ethnic groups within them, the non-Muslim group called
the Lumads in Mindanao, and the Igorot’s in Northern Luzon. Among others, we have the
Badjaos, Ati and Tumandok, Mangyans, and Aetas.
b. Republic Act 8371 (1997), the Indigenous Peoples Rights Act, recognizes and protects the rights of
indigenous cultural communities (ICC) and indigenous peoples (IP). Our country was admired by
other nations for enacting this law. However, years later, so much still has to be done to improve the
lives of millions of people from indigenous groups. (Reyes, Mina and Asis,2017)
c. Guided by RA 8371, in 2015 DepEd issued DO 32, s.2015, adopting the Indigenous Peoples
Education (IPED) Curriculum Framework. Most useful for you as a future teacher to
remember are the 5 Key Elements of an Indigenous Peoples EducationCurriculum (DO 32,
s. 2015 enclosure, pp.15-18):
1. CURRICULUM DESIGN, COMPETENCIES AND CONTENT. Interfacing the national curriculum with
Indigenous Knowledge systems and practices (IKSPs) and Indigenous Learning Systems (ILS) the design of a
culturally appropriate and responsive curriculum has the following features:
a. Anchors the learning context on the ancestral domain, the community’s worldview, and its
indigenous cultural institutions.
b. Includes and respects the community’s expression of spirituality as part of the curriculumcontext.

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c. Affirms and strengthens indigenous cultural identity.

d. Revitalizes, regenerates, strengthens, and enriches IKSPs, ILS, and indigenous languages.
e. Emphasizes competencies that are needed to support the development and protection of the ancestral
domain, the vitality of their culture, and the advancement of indigenous peoples ’rights and
welfare.
f. Supports the community’s efforts to discern new concepts that will contribute to the
community’s cultural integrity while enabling meaningful relations with the broader society.
2. TEACHING METHODOLOGIES AND STRATEGIES. A culturally appropriate and responsive curriculum

employs teaching methodologies and strategies that strengthen, enrich, and complement the community’s indigenous
teaching-learning process.
3. LEARNING SPACE AND ENVIRONMENT. A culturally appropriate and responsive curriculum recognizes that
the ancestral domain where IKSPs are experienced, lived, and learned is the primary learning environment and
learning space of Indigenous learners.
4. LEARNING RESOURCES. Instructional materials and other learning resources shall be developed and utilized in
line with the described curriculum content and teaching-learning processes
5. CLASSROOM ASSESSMENT. Assessment shall be done utilizing tools appropriate to the standards,
competencies, skills, and concepts being covered. Their design and use shall address the needs and concerns of the
community and shall be developed with their participation.
OBSERVE, ANALYZE AND REFLECT

ACTIVITY 3.1 OBSERVES DIFFERENCES AMONG LEARNERS’ GENDER, NEEDS, STRENGTHS,
INTERESTS, AND EXPERIENCES; AND DIFFERENCES AMONG LEARNERS’
LINGUISTIC, CULTURAL, SOCIO-ECONOMIC, AND RELIGIOUS
BACKGROUNDS, AND DIFFICULT CIRCUMSTANCES.
Resource Teacher: ___ Teacher’s Signature:

School: Date:
Grade/Year Level: Subject Area:
The learners’ differences and the type of interaction they bring surely affect the
quality of teaching and learning. This activity is about observing and gathering data to
find out how student diversity affects learning.
To realize the Intended Learning Outcomes, work your way through these steps:
Step 1. Observe a class in different parts of a school day. (beginning of the day, class
time, recess, etc.)
Step 2. Describe the characteristics of the learners in terms of age, gender, and social
and cultural diversity.
Step 3. Describe the interaction that transpires inside and outside the classroom.
Step 4. Interview your Resource Teacher about the principles and practices that she uses
in dealing with diversity in the classroom.
Step 5. Analyze the impact of individual differences on learners’ interactions
The observation form is provided for me to document my observations.

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OBSERVE
AN OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS
Read the following carefully before you begin to observe. Then write your observation report in the
space provided on the next page.
1. Find out the number of students. Gather data as to their ages, genders, racial groups, religious, and
ethnic backgrounds.
DURING CLASS:
1. How much interaction is there in the classroom? Describe how the students interact with one
another and with the teacher. Are there groups that interact more with the teacher than others?
2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?
3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?

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4. Who among the students participates actively? Who among them asks for the most help?
5. When a student is called and cannot answer the teacher’s question, do the classmates try to
help him? Or do they raise their hands, so that the teacher will call them instead?
OUTSIDE CLASS:
1. How do the students group themselves outside the class? Homogenously, by age? by gender?
by racial or ethnic groups? By their interests? Or are the students in mixed social groupings? If
so, describe the groupings.
2. Notice students who are alone and those who are not interacting. Describe their behavior.
Interview the teachers and ask about their experience with learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these cope.
Ask the teachers about strategies they apply to address the needs of diverse students due to the
following factors:
• Gender, including LGBT
• Language and cultural differences
• Differences in religion
• Socio-economic status

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OBSERVATION REPORT
Name of the School Observed:

School Address:
Date of Visit: _

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ANALYZE
1. Identify the person who plays key roles in the relationships and interactions in the classrooms. What roles
do they play? Is there somebody who appears to be the leader, a mascot/joker, an attention seeker, a little
teacher, or a doubter/pessimist?
What makes the learners assume these roles? What factors affect their behavior?
2. Is there anyone you observed who appears left out? Are students who appear “different?” Why do they
appear different? Are they accepted or rejected by the others? How is this shown?

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What does the teacher do to address issues like this?
__
3. How does the teacher influence that class interaction considering the individual differences of the students?
4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does
the teacher leverage diversity?

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REFLECT
HOW DID YOU FEEL BEING IN THAT CLASSROOM? DID YOU FEEL A SENSE OF ONENESS
OR UNITY AMONG THE LEARNERS AND BETWEEN THE TEACHER AND THE LEARNERS?

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ACTIVITY 3.2. OBSERVING DIFFERENCES AMONG LEARNERS WITH DISABILITIES,

GIFTEDNESS, AND TALENTS.
Resource Teacher: _ Teacher’s Signature:

School: Date:
Grade/Year Level: Subject Area:
To realize the Intended Learning Outcomes, work your way through these steps:
1. Observe at least two of these classes.
a. SPED Class with learners with intellectual disabilities
b. SPED Class with learners with physical disabilities
c. SPED Class for the gifted and talented
d. a regular class with inclusion of learners
2. Note the needs of the learners that the teacher should address.
3. Interview the teachers to find out more about the learners.
4. Analyze your observation data.
5. Reflect on your experience.
OBSERVE
Use the observation guide 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 in the
space provided.
1. Observe the class to see the differences in the abilities of the learners.
2. Try to identify the students who seem to be performing well and those who seem to be behind.
3. Validate your observations by asking the teacher about the background and needs of the
learners.
4. Observe the behavior of both regular students and those with special needs. Note their
dispositions, pace in accomplishing tasks, interaction with the teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.

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OBSERVATION REPORT
Name of the School Observed: _

School Address: _ Date
of Visit: _

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ANALYZE
1. Did your observation match the information given by the teacher?
2. Describe the differences in ability levels of the students in the class. What practices or strategies are done
or should be done to differentiate instruction to meet the needs of the learners?
3. Describe the methods used by the teacher in handling the students’ differences in abilities. How did
students respond to the teacher? Did the teacher use differentiated instruction? If yes, describe how.
_
_

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REFLECT
1. Recall the time when you were in 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?
_
_
2. What dispositions and traits will you need as a future teacher to meet the needs of the learners?
_
__
ACTIVITY 3.3. OBSERVING THE SCHOOL EXPERIENCES OF LEARNERS WHO BELONG

TO INDIGENOUS GROUPS
Resource Teacher: Teacher’s Signature:

School: Date:
Grade/Year Level: _ Subject Area:
To realize the Intended Learning Outcomes, work your way through these steps. Observe at least two of
these classes.
1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples in the Learning Essentials
of Episode 3.
2. Observe in a school with a program for IP learners. Below are some suggested schools.
a. Ujah School of Living Tradition, Hungduan, Ifugao
b. Sentrong Paaralan ng mga Agta, General Nakar, Quezon
c. Sitio Tarukan Primary School, Capas, Tarlac
d. Mangyan Center for Learning and Development, Naujan, Oriental Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan (PAMANAKA), San Jose, Occidental
Mindoro

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Please Note: Ensure proper coordination of your college/university to obtain

permission from these schools before you visit.
If an actual visit is not feasible, consider a “virtual visit” through social media. And if still
not feasible consider a “virtual” field study through watching Indigenous Peoples in the
Philippines videos. There are several available on YouTube. You can start with this video by
DepEd.
DepEd Indigenous Peoples Education office. National Indigenous Month (October) Video, 2013. Retrieve from:
https://www.youtube.com/watch?v=FsMjgONz2Y
3. Write your observation report.
4. Analyze your observation data using the Indigenous Peoples Education Framework
5. Reflect on your experience.
OBSERVE
Use the observation guide provided for you to document your observations
AN OBSERVATION GUIDE FOR INDIGENOUS PEOPLES EDUCATION
Read the following carefully before you begin to observe. Then write
your observation report in the space provided.
If you are watching videos you searched, instead of visiting a school,

have these questions in mind as you are watching the videos. You can try
to get in touch with the creator of the videos and interview them too.
1. Before you observe, read about the specific IP group in the school you will visit. Know
their norms and customary greetings. This will help you blend in with the school
community and interact with respect.
2. Observe and note the different areas of the school environment. How are learning
spaces arranged?
3. What activities do they do in these different areas of the school?
4. Who are the people who manage the school? Who is involved in teaching the learners?
5. Observe how the teaching-learning process happens. Describe the learning activities
that have and the teaching strategies that the teacher uses.
6. Describe the interaction that is taking place between the teacher and the learners,
among the teachers, and in the school in general.
7. What instructional materials and learning resources are they using?
8. Interview the teacher or the principal about the curriculum. Find out the curriculum
goals. You can use the questions found in the Analysis part of this activity.

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OBSERVATION REPORT
(You may include photos here)
Name of the School Observed: _

School Address: _
Date of Visit: _________________________________________________

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ANALYZE
CURRICULUM DESIGN, ANSWER EACH QUESTION BASED ON YOUR

COMPETENCIES, AND CONTENT OBSERVATION AND INTERVIEW DATA.
1. Does the school foster a

sense of belonging to one’s
ancestral domain and a deep
understanding of the
community’s beliefs and
practices? Cite examples.

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3. Does the school foster in the

indigenous learners a deep
appreciation of their identity?
How?
4. Does the curriculum teach

skills and competencies in the
Indigenous learners that will
help them to develop and
protect their ancestral domain
and culture?

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5. Does the curriculum link new

concepts and competencies
to the life experiences of the
community?

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CURRICULUM DESIGN, ANSWER EACH QUESTION BASED ON YOUR

COMPETENCIES, AND CONTENT OBSERVATION AND INTERVIEW DATA.
6. Do the teaching strategies

help strengthen, enrich, and
complement the community’s
indigenous teaching process?
7. Does the curriculum

maximize the use of the
ancestral domain and activities
of the community as relevant
settings for learning in
combination with classroom-
based sessions? Cite examples.

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8. Is cultural sensitivity to uphold

culture, beliefs, and practices,
observed and applied in the
development and use of
instructional materials and
learning resources? How? (For
example, culture bearers of the
Indigenous Peoples are
consulted.)
9. Do assessment practices
consider community values
and culture? How?

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10. Does the assessment

process include the
application of higher-order
thinking skills?

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What do you think can still be done to promote and uphold the indigenous
people’s knowledge systems practices and rights in schools?
REFLECT
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous people?
2. What did you appreciate most from your experience in visiting the school with indigenous learners? Why?
__

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3. For Indigenous learners, as a future teacher, I promise these three things:
3.1 Be open to and respect Indigenous people by
_
_
_
_
3.2 Uphold and celebrate their culture, beliefs, and practices by
_
_
_
_
_
_
3.3 Advocate for Indigenous peoples education by

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SHOW Your Learning Artifacts

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.

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LINK Theory to Practice
DIRECTIONS: Read the items given below and encircle the correct answer.
1. Which statement on student diversity is correct?

A. The teacher must do his/her best to reduce student diversity in class.
B. The less the diversity of students in class, the better for the teacher and
students.
C. The teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.
2. Which student's thinking/behavior indicates that he/she values diversity?

A. He/she regards his culture as superior to another’s culture.
B. He/she regards his culture as inferior to another’s culture.
C. He/she accepts the fact that all people are unique in their way.
D. He/she emphasizes the differences among people and disregards their
commonalities.
3. What is the teaching-learning implication of student diversity?

A. Compare students
B. Make use of a variety of teaching and assessment methods and activities
C. Do homogeneous grouping for group activities
D. Develop different standards for different student groups
4. All are features of the Indigenous People Education Curriculum, EXCEPT?

A. Affirms and strengthens Indigenous cultural identity
B. Makes education exclusive to the Indigenous culture
C. Revitalizes, regenerates and enriches IKSPS and Indigenous languages.
D. Anchors the learning context on the ancestral domain, the community’s
worldview, and its indigenous cultural institutions.
5. All are best practices in using learning resources for Indigenous learners,
EXCEPT?
A. Culturally generated learning resources only include indigenous group’s
artifacts, stories, dances, songs, and musical instruments.
B. The language used in instructional materials, especially in primary years,
which highlights the mother tongue, is consulted with the indigenous
community.
C. Cultural sensitivity and protocols are observed in the development and
use of instructional materials.
D. The Indigenous community’s property rights are upheld in publishing
learning resources.

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6. All are best practices for assessment in the Indigenous Peoples Education
Framework, EXCEPT,
A. Including the practice of competencies in actual community and family
situations
B. Applying higher-order thinking skills and integrative understanding across
subject areas
C. Using international context in the assessment standards and content
faithfully without modification
D. Including community-generated assessment processes that are part of
the indigenous learning system.
7. Read the following comments by the teacher. Which of the following

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. Maaari kitang tulungan.
8. Which of the following demonstrated 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
assigns 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 the groups to work on.
D. The teacher groups the learners by ability levels assigns each group a
different task on the same topic, and then requests three different teachers,
each to assess one of the group.
9. 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 examinations, one for the fast learners and
another for the slow learners
D. Applying two sets of different standards

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EVALUATE Performance Tasks
Evaluate your work task: Field Study 1, Episode 3 – FOCUS ON GENDER, NEEDS, STRENGTHS, INTERESTS,
EXPERIENCES LANGUAGE, RACE, CULTURE, RELIGION, SOCIO-ECONOMIC STATUS, DIFFICULT CIRCUMSTANCES,
AND INDIGENOUS PEOPLES.
Learning Outcomes: Describe the characteristics and needs of learners from diverse backgrounds • identify
the needs of students with different levels of abilities in the classroom • identify best practices in differentiated
teaching to suit the varying learner needs in a diverse class (PPST 3.1.1) • demonstrate openness,
understanding, and acceptance of the learners’ diverse needs and backgrounds.
Name of FS Student Date Submitted:

Year: Course: Major:
LEARNING Excellent Very Satisfactory Satisfactory Needs Improvement

EPISODE 4 3 2 1
ACCOMPLISHED All observation One (1) to two (2) Three (3) observation Four (4) observation questions/
OBSERVATION questions/ tasks were observation questions/ questions/ tasks not tasks not answered/
SHEET completely answered/ tasks not answered/ answered/ accomplished. accomplished.
accomplished. accomplished.
ANALYSIS All questions were All questions were Questions were not Four (4) or more observation
answered completely; answered completely; answered completely; questions were not answered;
answers are with depth answers are connected answers are not connected answers not connected to
and are thoroughly to theories; grammar and to theories; one (1) to three theories; more than four (4)
grounded on theories; spelling are free from (3) grammatical/ spelling grammatical/ spelling errors.
grammar and spelling errors. errors.
are free from error.
REFLECTIONS Profound and clear; Clear but lacks depth; Not so clear and shallow; but Unclear and shallow; rarely
supported by what was supported by what was somewhat supported by supported by what was
observed and analyzed. observed and analyzed. what was observed and observed and analyzed.
analyzed.
LEARNING The portfolio is reflected The portfolio is reflected The portfolio is not reflected The portfolio is not reflected in
ARTIFACTS in the context of the in the context of the in the context of the learning the context of the learning
learning outcomes. learning outcomes. outcomes. Complete, not outcomes; not complete, not
Complete, well- Complete, well- organized, relevant to the organized, and not relevant.
organized, and highly organized, and very learning outcome.
relevant to the learning relevant to the learning
outcome. outcome.
SUBMISSION Submission before the Submitted on the Submitted a day after the Submitted two (2) days or more
deadline. deadline. deadline. after the deadline.
Comments: Rating
Overall
(Based on
Score
Transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 1.0 1.25 1.5 1.75 2.0 2.25 2.5 2.75 3.0 3.5 5
99 96 93 90 87 84 81 78 75 72 71-below
MIA Q. COLUMBANO, DME

Signature of FS Teacher over Printed Name Date

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Republic of the Philippines

Cagayan State University

COLLEGE of TEACHER EDUCATION

Focus on Gender, Needs, Strengths, Interests, Experiences

SPARK Your Interest

TARGET Your Intended Learning Outcomes

REVISIT the Learning Essentials

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

c. Learners under challenging circumstances which include geographic isolation, chronic

Teachers who celebrate and leverage student diversity in the classroom:

3. Focus on INDIGENOUS PEOPLES

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

c. Affirms and strengthens indigenous cultural identity.

2. TEACHING METHODOLOGIES AND STRATEGIES. A culturally appropriate and responsive curriculum

OBSERVE, ANALYZE AND REFLECT

Resource Teacher: ___ Teacher’s Signature:

The observation form is provided for me to document my observations.

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

AN OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

Name of the School Observed:

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

What does the teacher do to address issues like this?

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

ACTIVITY 3.2. OBSERVING DIFFERENCES AMONG LEARNERS WITH DISABILITIES,

Resource Teacher: _ Teacher’s Signature:

3. Interview the teachers to find out more about the learners.

4. Analyze your observation data.

5. Reflect on your experience.

AN OBSERVATION GUIDE FOR THE LEARNERS’ CHARACTERISTICS

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

Name of the School Observed: _

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

1. Did your observation match the information given by the teacher?

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

ACTIVITY 3.3. OBSERVING THE SCHOOL EXPERIENCES OF LEARNERS WHO BELONG

Resource Teacher: Teacher’s Signature:

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment

COLLEGE of TEACHER EDUCATION

Please Note: Ensure proper coordination of your college/university to obtain

3. Write your observation report.

5. Reflect on your experience.

AN OBSERVATION GUIDE FOR INDIGENOUS PEOPLES EDUCATION

If you are watching videos you searched, instead of visiting a school,

FIELD STUDY 1 – Observations of Teaching-Learning in Actual School Environment