Field Study 1 Observation Guide

Episode 5 Read the following carefully before you begin to observe. Then, write
your observation report in the space provided.
INDIVIDUAL DIFFERENCES
AND LEARNERS’ INTERACTION ● Observe the class to see the differences in the abilities of the
(Focusing on different levels of abilities)
learners.
● Try to identify the students who seem to be performing well and
Name of FS Student ___ those that seem to be behind.
BTVTED III - J, major in Garments, Fashion, and Design ● Observe the behavior of both high-achieving and low-achieving
learners. Note their dispositions, and pace in accomplishing tasks.
● Observe the teacher’s method in addressing the individual learning
needs of the students in his/her class.
Learning Outcome
● Gain competence in determining, understanding, and accepting the OBSERVATION REPORT
learners' diverse backgrounds, and in relating the learners'
backgrounds to their performance in the classroom.
The students in the class come from diverse backgrounds and
Learning Content have different life circumstances. As I have observed, few
An effective teacher remembers that the learners have different levels students in the class are performing well; I believe this has
of ability and lets them know that their strengths are recognized and that something to do with the fact that what they do is skill-based.
everyone has the chance to learn and succeed. The teacher helps create a Students who performed well demonstrated more enthusiasm in
learning community where everyone can work together and contribute completing their tasks, and from what I observed, they asked
regardless of their abilities and capacities. for more clarifications than others, and finished their tasks
faster, and more accurately.
Learning Task
Use the activity form provided for you to document your observations. The subject is men's wear, specifically pattern drafting; many
students in the group were unable to understand the direction,
some asked for the repetition of the procedure at least twice,
and while the others were already on their sleeve patterns,
three students remained on the same pattern piece; the trouser
pattern, which was supposed to be finished weeks ago.

Resource Teacher
 I was tasked with checking one of those students' patterns, and
from what I saw, the student made many mistakes, many lapses
The students that performed well are determined based on how
in measurements, and some points from the procedure were not frequently they asked questions and how they reacted with clarification
followed, causing the student to repeat the pattern from the when given an instruction. Because it is skill-based, their performance is
beginning, indicating that the student may not be understanding judged by the quality of their work, and therefore a student who did well
the directions or the task well enough. The same student was exhibited more enthusiastic behavior, which contributed to success in
learning.
also one of the students who was slow in all activities and had
low participation in one of their online classes.
Underperforming students, on the other hand, were easily identified
From my observations, low-achieving students are too shy to ask because they were less focused on the discussion. As the teacher
presented the directions or discussed the procedures, two students are not
for help, especially from their instructor, and when they do,
focused on the discussion and preferred to converse with each other
they always turn to the student teachers and us; the observers, instead. As a result, it is evident from their work that they did not
rather than the more knowledgeable instructor. understand the procedures which caused them to complete their jobs
significantly slower than others, and with less quality.
When the teacher observes that the pupils are asking more
questions, she instantly attends to them and asks them to 2. Describe the differences in ability levels of the students in the class.
identify what they do not understand properly, after which the
instructor gives the directions and explains unclear processes The differences in ability levels of the students vary greatly.
again. In addition, when the teacher noticed a pupil struggling In some cases, depending on the task, some students demonstrated fast
learning. I have seen one student who did not ask for help and continued
with the previously mentioned method, she quickly guided that
with her task, demonstrating that she could clearly understand the task
student. The instructor simply did a hands-on with every student given. That student is not participative during their online discussion, but
who is behind, where she taught one by one all of the processes she is always the student who finishes her tasks first and with the least
from the beginning once more, and this continued until a amount of error. While some students cannot keep up with their
favorable outcome was obtained. classmates' pace, others are slow but can follow, and still, others are not
very good at pattern-making and must be checked by the instructor from
time to time.

Each student is unique; some learn quickly, while others do not;

regardless of how they learn, they exhibit a willingness to learn.

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

differences in abilities.
Analysis

1. Who among the students performed well and who did not? What The teacher's method for dealing with the students' differences in
behavior abilities is to assess the student's performance. The teacher paid special
helped you identify them (volunteering to answer, responding to the attention to the needs of students who were struggling with the task. She
teacher’s directions, etc.)?
carefully examined what they did, and after she noticed any errors, she will
immediately correct them. I can present examples of teaching tactics that will enhance
multiple intelligence in the process, such as visual aids, exercises requiring
Furthermore, the teacher handled the students' differing abilities bodily motions, and critical thinking, which may be provided through
through continuous verbal exchange, if one did not understand, they asked collaborative activities.
questions, and when they asked questions, the teacher repeated her
instructions in greater detail. Finally, the teacher gave the students print- Learning will be easier if it is done collaboratively, where each member is
outs with images of the patterns that they are creating, which gave visual chosen at random. This will simply mean that the group is made up of high
learners a better chance to understand the exact location of each and low achievers, which will create more balance. The high achievers
measurement. students can help the low-achieving students because the collaborative
activities will prompt them to help each other. Thus, learning can be
enjoyable and fruitful, as well as it will provide students with more
Reflection interaction, which fosters student relationships.

3. How will you encourage all learners, regardless of religious, ethnic, or

1. Recall the time when you were in elementary or high school. How did
racial
your teacher deal with differences in abilities?
background, to interact and participate?
Back when was in high school, my teacher dealt with differences in
As a future educator, I will encourage my students' participation
our abilities by the use of different methods in teaching. Which, added to
and interaction regardless of religious, ethnic, or racial background by
her visual aids, she provided us with print-outs with additional images, and
instilling good values in them. This will be accomplished through the
at one point during the discussion, as I recall vividly, she discussed the
classroom rules that I will establish, to pounder them with respect, values,
topic of different ethnic practices done to women, and instead of simply
and freedom of expression to my students. Furthermore, I will promote and
providing us with information, she presented us with imagery, which I found
set an example of nondiscriminatory attitudes toward ethnic, religious, and
more effective as I can say that I learn more with an emphasis on visual
racial differences.
and auditory methods.

Teachers are viewed as role models, which is why my example is

Furthermore, she involved us in a group or collaborative tasks, and
critical for students to learn the values that I wanted to instill. If I as an
such activities were always presented in a unique way, such as pantomime,
educator cannot practice what I preach, what is the point of teaching
role play, reporting, and so on. Moreover, following each group activity, she
students values?
offered ratings and remarks that served as the foundation for our
performances.
In addition, rather than simply establishing classroom rules, I will be
the first person to promote and encourage students to participate and
interact, by paving the way for students to realize that they can freely
2. With the principle of individual differences in mind, what methods and
express themselves in my class and that our different backgrounds should
strategies will you remember in the future to ensure that you will be able
never matter.
to meet the needs of both the high and low achievers in your class?

With the concept of individual differences in mind, the methods and

strategies that I will employ in the future to satisfy the requirements of both
high and poor achievers in class are those that promote the use of multiple
intelligences and collaborative activities. My prior professors, who regularly
employed those tactics, created a more enriching learning environment.
Portfolio
(Attach your favorite scene and explain why.)