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FS 1 : OBSERVATIONS OF TEACHING – LEARNING IN ACTUAL SCHOOL ENVIRONMENT

EPISODE 2: OBSERVING THE LEARNERS

Activity 1: Observed Evidences of Cognitive Abilities (Formal Operation Stage) - BEED

Grade Observed: ___________________ Subject Area: ___________________ Time: ____________

Subject Matter: _____________________________________________________________________
Lesson Objective: ____________________________________________________________________

Evidences
Cognitive Abilities (Specific student behavior / action /
response / work sample)

1. Children can classify or group things that belongs

together.
2. Children begin to read and write early in middle
childhood and should be skillful in reading and writing by
the end of this stage.
3. They can think through their actions and trace back
events that happened to explain situations.
4. Children learn best when they are active while they are
learning rather than just listening to an adult explain rules.
5. Children can focus attention and take time to search for
needed information.
6. There is greater memory capability because many
routines are automatic now.
Activity 2: Consolidated Evidences by Grade Level (Concrete Operational Stage) - BEED

Number of Evidences by Grade Level

Cognitive Abilities
G7 G8 G9 G 10 G 11 G 12

1. Children can classify or group things that

belongs together.
2. Children begin to read and write early in
middle childhood and should be skillful in
reading and writing by the end of this stage.
3. They can think through their actions and
trace back events that happened to explain
situations.
4. Children learn best when they are active
while they are learning rather than just
listening to an adult explain rules.
5. Children can focus attention and take time to
search for needed information.
6. There is greater memory capability because
many routines are automatic now.

Activity 1: Observed Evidences of Cognitive Abilities (Formal Operation Stage) - BSED

Grade Observed: Grade 10 Rizal - Subject Area: English Time: 10am to 11am

Subject Matter: Contents of the Material Viewed Outside Source of Information in terms of
Accessibility and Effectiveness

Lesson Objective: Identify the similarities and/or difference among the different sources of
information such as online broadcast and print material.

Describe the advantage and disadvantage of each source.

Evidences
Cognitive Abilities (Specific student behavior / action /
response / work sample)
1. Adolescents can “group and classify symbols, statements, and Students or Learners were able
even theories.” to differentiate between
broadcast, printed and online
materials and compare such

Students or Learners were able

to classify what materials
classified as broadcast, printed
and online materials

2. Adolescents can “follow and formulate arguments from Students or learners were able to
premise to conclusions.” formulate reasons as to what are
the cons of the following
materials; broadcast, printed and
online. Like for printed materials
for example, a student reasoned
that a con for such material is
that it can be tampered with by
the elements, like rain or fire. As
for another example, a learner
reasoned that a con for online
materials is that not all
information available in the web
are to be trusted.

Students or learners were able to

formulate reasons as to what are
the pros of the following
materials; broadcast, printed and
online. As for examples of these
 instances, a learner reason that
a pro for printed material is that
its readily available in places like
the library and that it can be
carried easily ie. its easily
portable. Another example for
online material is the vast
amount of materials one can find
online and that it’s easy to
search for materials that you are
specifically looking for.

Students or Learners wonders

and questions as to what’s the
difference of news broadcasted
through typical broadcasting
materials like tv or radio and
news that can be found or seen
broadcasted online.

Learners questions and argue as

to the cheapness of printed
materials. Something about
some books costing a lot
compared to the other materials.
3. Adolescents can hypothesize – thinking of “what might be” / A topic was raised in regards to
“what if” and the possibilities that can come out. what if we/everyone just uses
information in the internet without
verifying first and a student
answered that there is a chance
that the information you use
could be wrong. Another student
voiced that everything would be
chaotic for if you use a
information that is blatantly
wrong what you have done is
essentially just spread “fake
news”.
4. Adolescents can “perform mental operations with symbols Despite having no experience in
which may not naturally exists in their own world.” the field of broadcasting,
Learners note that there is a lack
of interactivity in said materials.
Basically normal people cannot
interact nor have any
involvement as to the things
 being broadcasted.
5. Adolescents can “understand, appreciate, and produce Learners recognize and
metaphors and other figures of speech.” appreciate the importance of all 3
learning materials. The materials
are extremely useful for them
especially due to the fact that
they are students whom
constantly use said materials in
their day to day life. Something
about the materials being like a
personal tool for their
development.

Activity 2: Consolidated Evidences by Grade Level (Concrete Operational Stage) - BSED

Number of Evidences by Grade Level

Cognitive Abilities
G7 G8 G9 G 10 G 11 G 12

1. Adolescents can “group and classify symbols,

statements, and even theories.”
2. Adolescents can “follow and formulate
arguments from premise to conclusions.”
3. Adolescents can hypothesize – thinking of “what
might be” / “what if” and the possibilities that can
come out.
4. Adolescents can “perform mental operations with
symbols which may not naturally exists in their own
world.”
5. Adolescents can “understand, appreciate, and
produce metaphors and other figures of speech.”

Reflection:

1. Are all learners in a given age range (i,e. middle childhood or adolescence) capable of
performing all the cognitive abilities? Explain your answer.
 I believe that all learners in a given age range are capable of performing all the cognitive
abilities. The cognitive abilities are crucial for us to function in life and even if we don’t really
think much of it we use said cognitive abilities to operate. Reasoning and making logic of things
and remembering such are things that we do and for one to be unable to perform such would
mean that there is something wrong with you; a mental condition of sorts. The reason as to why
such may the opposite might be the case is due to what I think that all/everyone aren’t the same
when it comes to what they can perform. There will be others than perform well like ones that
have a good memory but such doesn’t mean that others are incapable of remembering things.

2. What cultural factors can enhance the cognitive development of learners? Explain.

There are a lot of cultural factors that can enhance the cognitive development of learners.
Culture greatly affects us when we growing as every environment have one as such our
cognitive development is influenced by culture among many things. As for the factors that
enhances such, language for example helps us in our cognitive development for we use our
language as reference to things we a bare minimum of understanding off to gain a better
understanding. Symbols, phrases, words, and alphabet, we use these to understand things.

3. What factors can hamper development? Explain why.

As for factors that can hamper development, a lot of such exist. A bad environment for example
can greatly hamper the development of a learner for the learner will not have the place to even
develop themselves. A bad environment can also teach the learner some bad lessons. Another
factor that can hamper development is mental and health conditions. Some conditions makes it
so that it’s impossible or hard for a learner to develop; be it in their physical skills or mental
ones cause their body literally incapable of such.

Activity 3: Recognizing the guidelines followed in teaching learners of a particular cognitive stage

Teaching Operational Learners

Teaching Guidelines Key Event (s) in the Lesson Observed

1. Continue to use concrete props and visual aids. Ex: Use of 3-dimensional models in teaching about
the solar system in Science

In my observation of grade 10 Rizal, not much or no

props were use in the discussion (English 10, topic:
Contents of the Material Viewed Outside Source of
 Information in terms of Accessibility and
Effectiveness). The only thing I observed that was
use are visual aids; Pictures, and videos regarding
the 3 learning materials which was presented via
Powerpoint presentation. I don’t know if a
Powerpoint presentation counts as visual aids but I
want to note that the whole discussion was tackled
using such.

2. Give the students a chance to manipulate and No objects were use in the discussion so no
test objects. opportunity for manipulation and testing of items
was present.

3. Make sure presentations and readings are brief Topic/discussion was presented in a Powerpoint
and well-organized. presentation. The topic itself and information
regarding such were neatly organized with its
format being.
Subject-Subject Information-Samples of Subject –
Additional information
For example:
Printed materials – after questioning the learners
regarding their knowledge of Printed material,
information/meaning of Printed materials is then
shown- after such samples of Printing material are
then shown – and with its pro and cons (of Printed
materials) being shown in the end. The following
format is also used in all of the subjects present in
the discussion.

The reading and explanation of the topic was brief

and concise.

4. Use familiar examples to explain more complex Teacher shown samples of the 3 informational
ideas. materials which the learners were familiar with to
give them a general idea as to what the 3
informational materials are.

Books, magazines, posters, newspapers, items that

all the learners are familiar off were some of the
 samples of Printed Materials shown.

Blogs, videos, e-books are again items that all the

learners are familiar off were some of the samples
of Online Materials shown.

And as for Broadcasting materials, tv programs like

the tv-patrol, Failon Ngayon and Eat-bulaga
(Programs that all students are familiar with), were
the shown samples.

5. Give opportunities to classify and group objects Test was conducted on which the leaners identify
and ideas on increasingly complex levels. the material type of a set following items/materials.
(Teacher shows a picture of an item and students
identify which learning material type it belongs to).

Another test was also conducted in which learners

classify what learning material type is the following
base on the characteristics shown.

6. Present problems that require logical, analytical Teacher questions the learners as to what is the
thinking. importance of the 3 learning materials and why is
such important as a student.