LEARNING EPISODE 1

Learner Diversity: Developmental Characteristics, Needs and Interests

SPARK Your Interest

Episode 1 provides me with an opportunity to observe learners of different ages and

grade levels. It highlights the differences in their characteristics and needs. As a future teacher, it
is important for me to determine my learners’ characteristics and needs so that I will be able to
plan and implement learning activities and assessment that are all developmental appropriate.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental levels (3.1.1).

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as,
from the head to the toe (cephalocaudal), and from the center of the body then
outwards (proximodistal)
2. Development takes place gradually.
3. All domains of development and learning- physical, social and emotional, and
cognitive- are important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC, 2009)

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Observing learner characteristics at different stages

Resource Teacher: Nina A. Buraga Teacher’s Signature___________ School: Libag

IS
Grade/Year Level: Grade 1 Subject
Area:________________Date:__________

To realize the Intended Learning Outcomes, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem., and high school).
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.

OBSERVE

Use the observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learner’s 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 deliberates/smooth?
3. How about their fine motor skills. Writing, drawing, etc

Social
 1. Describe t\how they interact with teachers and other adult.
2. Note how they 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 these opportunities for problem solving? Describe how they showed solving
abilities.

Learners’ Development Matrix

Record the date you gathered about the learners’ characteristics and need 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 Preschooler Elementary High School

Domain Indicate age Indicate age range of children observed: Indicate age range
range of of children
children observed:
observed:
Physical 5-7 years old
Gross-motor skills At this age, children generally
display more control over their body
movements ,but sometimes they can
still appear a bit unsteady or
awkward in certain tasks. Some
children when walking their arms are
swinging and sometimes they go
anywhere. When running they may
have difficulty adjusting their speed
and could tire more quickly. They
may have some difficulties in
slowing down without tripping or
needing extra support. When going
up and down the stairs the children
move slowly so that they will feel
secure on stairs.

Fine-motor skills In writing some children have a

difficulty to write on their notebook.
Some students may struggle with
properly holding a pencil often using
an awkward or weak grip, in drawing
some have difficulties in drawing
because they say it was so hard like
that but some students know how to
draw but just simple only. Some
 using a clay and some using a crayon
to make their drawing more
beautiful.

In self-help skills most of the

children has trouble putting on their
Self-help skills jacket, tying their shoes, and also
button their clothes.
When they go to the bathroom a
child is hesitant to use the bathroom
alone, they may have difficulty
managing their clothes or shorts like
buttons and zippers. When it’s time
for recess, some may struggle
opening their biscuits, container or
how to use utensils properly.
Social
Interactions with Grade 1 learners often interact with
Teachers teachers by asking for a lot of help
and clarification. They need
instructions repeated and explain it in
simpler tense. These children usually
seek assurance from the teacher to
feel confident about their work. They
rely on the teacher for constant
support and encouragement.

Interactions with Some learners wants to communicate

Classmates/friends with their classmates like for
assignments and other learners are a
little bit shy but not often.

Interests Learners show interest in activities

they can do well or that find
enjoyable but some are struggled to
stay engaged with tasks that are too
challenging. They need extra
encouragement to stay interested in
activities that are doing.
Emotional
Moods and Grade 1 learners show a range of
temperament, moods and emotions. They can
expressions of easily frustrated, cry or upset when
feeling tasks are too hard or when they
struggle to keep up with their peers.
They become anxious or shy in new
and challenging situations. However,
they are also happy and excited
about activities they enjoy or
succeed. Their expressions of feeling
can be quite clear, but they might
need extra support to manage their
emotions or to understand how to
handle frustration.
 Emotional Grade 1 learners often need more
independence support to manage their emotions
and may struggle with emotional
independence. They might rely on
adults for comfort and reassurance
when they feel upset or frustrated.
They may find it hard to calm
themselves down or handle changes
in routine without extra help.
Building their emotional
independence usually takes time and
support from teachers and caregivers
.
Cognitive

Communication Grade 1 learners have a hard time

skills using words to clearly express their
ideas. They use simple sentences and
need extra time to find the right
words. Their language might be less
advanced, and they often use
gestures or drawings to help get their
point across.

Thinking skills They usually need more time and

repetition to understand new
concepts. They find it hard to figure
things out quickly and often need
concrete examples or visual aids to
help them understand. You can see
them trying different methods or
asking lots of questions to get a
better grasp of something.

Problem-solving When they have chances to solve

problems, they need a lot of
guidance. They show problem-
solving skills by trying out different
solutions and asking for help when
needed. Their solutions can be quite
basic and usually require step-by-
step support from adults or peers.

ANALYZE

Write the most salient developmental characteristics of the learners you observed. Based
on these characteristics, think of implications for the teacher.

Example:
Level Salient Characteristics Implications to the Teaching-
Observed Learning Process
Preschool  Preschoolers like to  Therefore, the teachers should
Age range for move around a lot remember to use music and
learners observed 3-4 movement activities not just in
 PE but in all other subjects.
 Therefore, teachers should not
expect preschoolers to stay
seated for a long period of time.

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Preschool
Age range for
learners observed
____
Elementary -In Elementary, children -Therefore, teachers should plan
Age range for might struggle to stay shorter, more engaging activities and
learners observed focused on tasks for long provide frequent breaks to help
periods. maintain their attention.

- Therefore, teachers should use varied

and interactive activities to keep them
engaged and break tasks into smaller,
manageable steps to maintain their
attention.

High School
Age range for
learners observed
____

REFLECT

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

- While observing Grade 1 students, I did recall my own experiences at that age. Like
these students, I remember struggling to stay focused for long periods and often needing
breaks to stay engaged. I also had difficulty with certain tasks, needing extra help and
encouragement from my teachers.

One difference was that I had more patience for tasks that were challenging, perhaps due
to a more developed understanding of the process. Today’s learners might show more
frustration and need more immediate support and reassurance.

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, and cognitive)? How
did it affect you?

- I remember Mrs. Pena from first grade. She always made sure I had a comfy spot to sit
and let me take breaks when I felt tired. His attention to my physical needs helped me
stay focused and reduced my restlessness, making it easier for me to engage with the
lessons and participate actively in class.

3. Share you other insights here:

- Observing Grade 1 slow learners at Libag Integrated School, I noticed a few key
insights:
Each student has unique challenges and strengths. Some need extra help with
understanding instructions, while others benefit from hands-on activities that make
learning more engaging.

Interactive and visual aids were particularly effective. Using pictures, gestures, and
simple, clear instructions helped them stay engaged and understand better.

Positive reinforcement was crucial. Encouragement and patience from teachers helped
boost their self-esteem and motivation, making learning a more positive experience.

Learners benefited from structured social activities. Group work with supportive peers
and guided play helped improve their social skills and make them feel more included

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. A 14-year old felt ignored by her crush whom she believes is her one true love.
She is crying incessantly and refuses to listen and accept sound advice that the
teacher is offering. Her refusal to accept is because______________________.
A. she thinks what she feels is too special and unique, that no one has felt like this
before.
B. the teenager’s favorite word is “no,” and she will simply reject everything the
teachers says.
C. 14-year olds are not yet capable of perspective taking and cannot take the
teacher’s perspective
D. teenagers never listen to adult advice.

2. A preschool teacher is thinking about how best to develop the fine motor skills
of the 4-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills everyday..
C. Encourage children to eat independently.
D. Conduct a variety of fun and challenging activities involving hand muscles
daily.

3. Science Teacher Rita showed her class a glass of water with an egg in it. She
asked the class: “What happens to the egg if I add three-tablespoon salt to the
glass of water?” This is hypothesis formulation. What can you infer about the
cognitive developmental stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

SHOW Your Learning Artifacts

Which is your favorite theory of development? How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.

- "The Theory of Cognitive Development: An Introduction" by Jean Piaget

Overview: This foundational text by Piaget himself offers an introduction to his
theory, including detailed explanations of his stages of cognitive development
- Piaget’s theory helps me teach by matching activities to students’ developmental
stages, ensuring lessons are both age-appropriate and engaging
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 1- Learner Diversity: Developmental
Characteristics, Needs and Interests.
Learning Outcome: Determine the characteristics, needs and interest of learners from different
developmental levels.

Name of FS Student: Princess Mae B. Martinez Date Submitted____________

Year and Section: BEED3-B Course: BEED

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation One (1) to two (2) Three (3) Four (4)
Observation questions/ observation questions/ observation questions/ observation questions/
Sheet tasks completely tasks not tasks not tasks not
answered/accomplished answered/accomplished answered/accomplishe answered/accomplished
d
Analysis All questions were All questions were All questions were not Four (4) or more
answered completely; answered completely; answered observation
answers are answers are clearly completely; questions were not
with depth and are connected to theories; answers are not answered; answers
thoroughly grammar and spelling clearly connected not connected to
grounded on the are free from errors. to theories; one (1) theories; more than
theories; to three (3) four (4)
grammar and spelling grammatical/ grammatical /
are spelling errors. spelling errors
free from error.
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what depth; supported by shallow; somewhat rarely supported by
were what were observed supported by what what were
observed and analyzed and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline. deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
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 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

NINA A. BURAGA
Signature of FS Teacher above Printed Name Date
 LEARNING EPISODE 2
Creating an Appropriate Learning Environment

SPARK Your Interest

This learning Episode provides an opportunity to examine hoe classrooms are structured
or designed to allow everyone’s maximum participation for effective learning. You should be
able to examine how classroom management practices effect learning. This Episode enhances the
application of the theories learned in the following professional subject such as Facilitating
Learner-centered Teaching and the Child Adolescent Learners and Learning Principles.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 plan on how to manage time, space, and resources; and
 provide a learning environment appropriate to the learners and conducive to learning.

REVISIT the Learning Essentials

The classroom climate that is conducive for learning is one that is non-threatening yet
business-like. It is a classroom where, when creating audio-visual presentations, the following
are observed:

 Specific classroom rules and procedures are clear.

 Classroom rules and procedures are discussed within the first few days of the school.
 Students are involved in the design of rules and procedures.
 Techniques to acknowledge and reinforce acceptable behavior are employed,
 Clear limits for unacceptable behavior are established and negative consequences for
such are communicated.
 Classroom processes are democratic.

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Managing Time, Space and Learning Resources

Resource Teacher: NINA A. BURAGA Teacher’s Signature___________ School:________

Grade/Year Level: Grade 1 Subject Area:________________ Date:__________

OBSERVE

Use the observation guide and matrices provided for you to document your observations.
4. As you observe the class, look into the characteristics of the learners. Note their ages.
- As I observe the grade 1 class of learners aged 5-7, I notice several characteristics
that stand out. Many students struggle with maintaining their attention for extended
periods, often needing frequent breaks or shifts in activity to stay engaged. Their
processing speed varies, some take longer to understand instructions and complete
tasks, which can lead to visible frustration when challenges arise. Social
interactions also vary, while some children find it difficult to communicate or take
turns, others are eager to engage but may lack the skills to do so effectively. I see
that hands-on activities and visual aids resonate well with the students, helping
them grasp concepts more easily. It’s clear that each child has unique strengths that
can be nurtured, and they all benefit from consistent repetition and reinforcement to
build their confidence and understanding. The classroom environment must remain
supportive and encouraging to help them thrive.
 5. How many boys are there? How many girls?
Boys
Girls

6. Focus on their behavior. Are they able to manage their own behavior?
- As I watch the grade 1 slow learners aged 5-7, I see that many find it hard to
control their behavior. Some kids wiggle a lot or get distracted and need reminders
to pay attention. A few can’t wait their turn and might interrupt others. When they
feel upset, some may pull away or cry, showing they need help. However, I also
see some kids who can manage their feelings sometimes. Overall, many are still
learning to behave, but with help, they can improve.

7. Can the learners already work independently?

-I notice that many of them struggle to work independently. They often need
support and guidance to complete tasks. Some can follow simple instructions on
their own for a short time, but they usually ask for help quickly. A few kids show
more confidence and can work alone for brief periods, especially if the task is
familiar. Overall, while they are beginning to develop their independence, most still
need encouragement and assistance to work on their own.

8. Describe their span of attention.

- Their attention span varies. Many students can only focus for a short time, often
around 5 to 10 minutes, before becoming distracted. They might look around the
room, or start talking to friends. A few kids can pay attention for a bit longer,
especially if the activity is engaging or hands-on. Overall, while some show
moments of focus, most need frequent breaks or changes in activities to help them
stay engaged.

ANALYZE

Analyze and answers these questions on observed classroom management practices. It is

also good to ask the teacher for additional information, so you can validate your observation.
Write your notes below; and then organize your date in the Table that follows.

1. Are there areas in the classroom for specific purposes (storage of teaching aids, books,
students’ belongings, supplies, etc.)? Describe these areas. Will it make a difference if
these areas for specific purposes are not present?
- In our classroom, we have specific areas for different things. There’s a shelf for
teaching aids like flashcards and games, which helps me find what I need quickly
during lessons. We also have a bookshelf where books are organized by reading levels,
making it easy for students to pick books that are just right for them. Each student has a
cubby or bin for their backpacks and personal items, keeping the space neat.
Additionally, there’s a supplies area with crayons, markers, and paper that students can
use anytime. If these areas weren’t there, the classroom would be messy and
disorganized. It would be harder for me to find materials, and students might lose their
belongings, making it difficult for them to focus and learn. Having these designated
areas really helps our classroom run smoothly and supports everyone’s learning.

2. Are there rules and procedures posted in the room? List them down. Do these rules
reinforce positive behavior?
- Emergency Hotlines: Posting emergency hotlines encourages students to seek help
when needed and promotes a sense of safety. It teaches them the importance of
 knowing who to contact in difficult situations, which fosters responsibility and
awareness.
- Honesty: Emphasizing honesty encourages students to be truthful and take
responsibility for their actions. It helps build trust among classmates and creates a
supportive environment where everyone feels safe to express themselves.

3. Did the students participate in making the classroom rules? If the Resource Teacher is
available, ask him/her to describe the process. What’s the effect of students’
participation in rule-making on students’ behavior?
- Yes, the students participated in making the honesty rules. The Resource Teacher
explained that the process involved a class discussion where students shared their
thoughts on what honesty means and why it's important. They brainstormed together
and came up with simple rules that everyone agreed on.

The effect of students’ participation in rule-making is very positive. When students

help create the rules, they feel a sense of ownership and responsibility toward them.
This involvement makes them more likely to follow the rules because they understand
their purpose and have had a say in the process. It fosters a sense of community and
encourages them to hold each other accountable, leading to better behavior overall.

4. What are their daily routines done by the Resource Teacher? (prayer, attendance,
assignment of monitors, warm-up activities, etc.) How are they done?
- Prayer: At the start of the day, our teacher leads us in a short prayer. We all gather
together, close our eyes, and listen quietly. It helps us feel calm before we start
learning.

Attendance: After prayer, the teacher calls out each name, and we say “here” or raise
our hands. This way, we make sure everyone is here and it feels nice to be counted.

Assignment of Monitors: Our teacher picks different students to be monitors for the
week. They help with things like passing out papers or cleaning up. It’s cool because
we get to take turns and help each other.

Warm-Up Activities: After attendance, we do warm-up activities like fun games or

quick exercises. This gets us moving and ready to learn!

5. Is there a seating arrangement? What is the basis of this arrangement? Does this help in
managing the class?
- The "boy-girl-boy-girl" arrangement is used to create a balanced and inclusive
classroom environment. By mixing boys and girls, it encourages interaction and
collaboration among students, which can foster teamwork and friendships.

This seating arrangement helps me manage the class more effectively. It reduces
distractions and promotes engagement, as students are less likely to chat with friends
who are sitting right next to them. It also allows me to ensure that all voices are heard
and that everyone has the opportunity to work with different classmates. Overall, this
arrangement supports a positive and collaborative atmosphere in the classroom.

6. Observe the noise level in the classroom? How is this managed?

- In the classroom, the noise level varies, especially during group work or
discussions, but I manage it with a few strategies. I set clear expectations for
different activities, like using “whisper voices” for partner work and “silent work”
for independent tasks. I also use a visual chart that shows different noise levels so
students know how loud they should be. If the noise rises too much, I give gentle
reminders to use their “indoor voices,” and I use signals like raising my hand or
 ringing a bell to quickly get everyone’s attention. These strategies help create a
productive learning environment while still allowing for collaboration.

7. If a learner is not following instruction or is of-task, what does the Resource Teacher
do? Describe the behavior strategies used?
- If a learner is not following instructions or is off-task, I would take several steps to
help redirect their behavior. First, I would gently remind the student about the task
and encourage them to refocus. If that doesn’t work, I might use positive
reinforcement by highlighting other students who are doing well, which can
motivate the off-task student to join in.
- The Resource Teacher may engage the student in a brief one-on-one conversation
to understand any underlying issues and provide support. They might also
implement a behavior chart or set clear, achievable goals for the student, helping
them stay focused and motivated. Overall, the goal is to provide guidance and
support while fostering a positive learning environment.

8. What does the Resource Teacher do to reinforce positive behaviors? (behavior

strategies)
- To reinforce positive behaviors, the Resource Teacher employs several effective
strategies. First, they use positive reinforcement, such as verbal praise or small
rewards, to acknowledge students when they follow directions or demonstrate good
behavior. This encourages them to continue those positive actions.

The teacher also sets clear expectations and consistently models desired behaviors,
making it easier for students to understand what is expected. They may implement a
behavior chart or a token system, where students earn points or tokens for positive
behaviors that can be exchanged for rewards.

Additionally, the Resource Teacher creates opportunities for students to work together
in groups, fostering collaboration and teamwork. Celebrating successes, both big and
small, during class meetings also helps build a positive classroom community. Overall,
these strategies help motivate students and reinforce a positive learning environment.

REFLECT

Reflection as a future teacher.

1. Why do you need to enforce positive discipline?
- As a future teacher, enforcing positive discipline is essential for several reasons. First,
it helps create a supportive and respectful classroom environment where students feel
safe to express themselves and take risks in their learning. Positive discipline
encourages students to understand the reasons behind rules and the importance of
their behavior, fostering a sense of responsibility and accountability.
- It promotes positive relationships among students and between students and teachers,
which is crucial for effective learning. By focusing on reinforcing good behavior
rather than just punishing misbehavior, I can help students develop self-regulation
skills and improve their social interactions. Overall, positive discipline leads to a
more engaged classroom, enhances student motivation, and supports a culture of
respect and cooperation, ultimately leading to better academic outcomes.
Activity 2.2 Identifying the Different Aspects of Classroom Management

Resource Teacher: NINA A. BURAGA Teacher’s Signature___________School: LIS

Grade/Year Level: 1 Subject Area:________________Date:__________

OBSERVE

CLASSROOM MANAGEMENT MATRIX

Observe a class and accomplish the given matrix.

Aspects of Classroom Description Effect on the Learners
Management (to be filled out after you answer
the analysis questions)
1. Specific Areas in the Areas for supplies, books, Helps students find what they
Classroom and students’ things to keep need and stay focused.
the classroom tidy.
2. Classroom Rules Clear rules that say to be Students know what is
kind, responsible, and safe. expected, which leads to
better behavior.
3. Classroom Procedures Steps for daily activities, like Gives students a clear plan,
how to enter or switch tasks. making them feel secure and
calm.
4. Daily Routines A regular schedule that Helps students know what to
includes learning, breaks, and expect each day.
activities.
5. Seating Arrangement Desks arranged to mix boys Encourages friends to work
andgirls, promoting together and stay on task.
teamwork and reducing
distractions.
6. Handling Gentle reminders and one-on- Helps students understand
misbehavior/off-task one talks to guide students and improve their behavior.
behavior back to the task.
7. Reinforcement of Praising students or giving Makes students feel good
Positive Behavior small rewards for good about their actions and want
behavior. to repeat them.
8. Visual Aids Charts and pictures that Helps students remember
remind students of rules and what is expected.
procedures.

ANALYZE
1. How did the classroom organization and routines affect the learners’ behavior?
- The classroom organization and routines have a significant impact on learners’
behavior. When the classroom is well-organized, with clear areas for different activities
and supplies, students feel more comfortable and know where to find what they need.
This structure helps reduce distractions and keeps them focused on their tasks.

Having consistent routines also provides a sense of security, as students know what to
expect throughout the day. When routines are clear, it minimizes uncertainty and anxiety,
which can lead to off-task behavior. Students are more likely to stay engaged and follow
directions when they understand the flow of activities. Overall, effective classroom
organization and established routines create an environment that promotes positive
behavior and enhances learning.
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?
- As a grade 1 student teacher, I should keep several key ideas in mind when designing
classroom organization and routines. First, I need to focus on developmentally
appropriate practices, recognizing that young children have short attention spans and
benefit from engaging activities that allow for movement. Establishing clear expectations
using simple language and visuals is essential for helping students understand the rules.
Incorporating positive behavior support strategies will promote a positive classroom
culture, while designing spaces that encourage collaboration reflects Vygotsky’s social
learning theory. Additionally, creating varied learning areas for different activities
supports diverse learning styles. Lastly, establishing consistent routines will help students
feel secure and understand what to expect each day. By integrating these principles, I can
foster an environment that enhances learning and supports the needs of my students.
3. Which behavior strategies were effective in managing the behavior of the learners? In
motivating students? Why were they effective?
- Several behavior strategies proved effective in managing the behavior of learners and
motivating them. First, positive reinforcement, such as verbal praise or small rewards for
following rules, encouraged students to engage in desired behaviors. This strategy was
effective because it made students feel recognized and appreciated, motivating them to
continue behaving well.

Another effective strategy was setting clear expectations and using visuals to remind
students of the rules. This clarity helped students understand what was expected of them,
reducing confusion and off-task behavior.

Additionally, incorporating group activities fostered collaboration and social interaction,

which kept students engaged and motivated. When they worked together, they felt a
sense of belonging and were more likely to support each other in staying on task.

Overall, these strategies were effective because they created a positive and supportive
classroom environment, helping students feel safe, engaged, and accountable for their
actions.

REFLECT

Reflect on the following and write your insights.

1. Imagine yourself organizing your classroom in the future. In what grade year level do
you see yourself? What routines and procedures would you consider for this level?
Why?
-As a future teacher, I see myself organizing a classroom for grade 1, where I would
set up important routines and procedures to help young students. I would start with a
morning routine, letting students hang up their backpacks and do quiet activities like
reading or drawing to help them calm down. I would have clear steps for moving
between activities, using a bell or a song to show when it’s time to switch. I would
also encourage students to raise their hands when they want to ask questions, so they
learn to wait for their turn. At the end of the day, I would have students talk about
what they learned and pack up their things, which helps them remember what they
did. Overall, these routines would make the classroom feel safe and help students stay
focused on learning.
2. Make a list of the rues you are likely to implement in this level? Why would you
choose these rules?

Be Kind: Treat everyone with respect and use kind words.

This helps create a friendly and supportive classroom environment.

Raise Your Hand: Always raise your hand to speak or ask a question.
This teaches students to wait their turn and respect others while they speak.

Listen Carefully: Pay attention when someone is talking.

Good listening is important for learning and understanding instructions.

Keep Hands and Feet to Yourself: Respect personal space.

This helps prevent conflicts and keeps everyone feeling safe.

Follow Directions: Listen to the teacher and follow instructions.

Following directions helps keep the class running smoothly and helps students learn
better.

Try Your Best: Always put in effort and do your best work.
Encouraging effort helps build confidence and a positive attitude toward learning.

Ask for Help: If you don’t understand something, ask for help.
This promotes a growth mindset and shows that it’s okay to seek assistance

3. Should learners be involved in making the class rules? Why?

- Yes, students should help make the class rules. When they get to share their ideas,
they feel like they are part of the class. This makes them care more about following
the rules because they helped create them. It also helps everyone understand why the
rules are important. When students work together to make rules, it helps everyone
feel happy and respected in the classroom.

LINK Theory to Practice

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

1. Focusing on natural consequences of students’ behavior develops more self-

regulation in the students. Which of the following teacher statements demonstrates
focusing on natural consequences?
A. ” Those who were noisy today during seatwork will not be allowed to play games
in the computer later”.
B. “If it takes you longer to finish the seatwork because time is wasted with chatting,
then we won’t have time to go to the playground anymore.”
C. “Those who are well-behaved in class will be give plus 5 points in the quiz.”
D. “If you get a grade of 95 or higher in the first two assignments, you will be
exempted from the 3rd assignment.”
2. Learners are more likely to internalize and follow classroom rules
when___________________.
A. the teacher clearly explains the rules she prepared.
B. the learners know the punishments for not following the rules.
C. the learners participate in the rule-making process.
D. the teacher gives additional points for those who follow the rules.
 3. For a teacher to establish and maintain consistent standards of learners’ behavior,
they should do all EXCEPT_____________
A. give immediate feedback to reinforce appropriate behavior of learners.
B. be open to exceptions each time a learner misbehaves in class.
C. communicate and enforce school policies and procedures clearly and consistently.
D. handle behavior problems promptly and with due respect to learners’ rights.

SHOW Your Learning Artifacts

Paste pieces of evidence of classroom rules that work in class. You may also put
pictures of the physical space and learning stations which contribute to the effective
implementation of classroom management.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 2- Creating an Appropriate Learning
Environment
Learning Outcome: Plan on how to manage time, space, and resources. Provide a learning
environment appropriate to the learners and conducive to learning.

Name of FS Student: Princess Mae B. Martinez Date Submitted____________

Year and Section: BEED3-B Course: BEED

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation One (1) to two (2) Three (3) Four (4)
Observation questions/ observation questions/ observation questions/ observation questions/
Sheet tasks completely tasks not tasks not tasks not
answered/accomplished answered/accomplished answered/accomplished answered/accomplished
Analysis All questions were All questions were All questions were not Four (4) or more
answered completely; answered completely; answered observation
answers are answers are clearly completely; questions were not
with depth and are connected to theories; answers are not answered; answers
thoroughly grammar and spelling are clearly connected not connected to
grounded on the theories; free from errors. to theories; one (1) theories; more than
grammar and spelling are to three (3) four (4)
free from error. grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline. deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
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 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

NINA A. BURAGA
Signature of FS Teacher above Printed Name Date
LEARNING EPISODE 3
Classroom Management and Classroom Routines

SPARK Your Interest

This Episode focuses on the classroom structure and routines performed by teachers in
class to provide a safe, friendly non-threatening and caring environment. Effective classroom
routines ensure order and discipline to help the students to stay calm and focused in their daily
tasks.

TARGET your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 Identify the classroom routines set by the teacher; and

 Observe how the students execute the various classroom routines.

REVISIT the learning Essentials

Routines are the backbone of daily classroom life. They facilitate teaching and learning.
Routines don’t just make the life of the teacher easier. The save valuable classroom time.
Efficient routines make it easier for students to learn and achieve more.

GROUP OUTPUT

OBSERVE

1. Observing Classroom management and Routines

Observe the classroom routines of the Resource Teacher by accomplishing the given
checklist. Check Yes (√) if observed and (x) if not observed.

Classroom Routines Observed (√) Not Observed (x)

1. Movement into the classroom √
2. Transition in classroom activities √
3. Movement out of the classroom √
4. Use of lavatories / comfort room / washrooms √
5. Working with pairs/groups √
6. Tardy students √
7. Absent students √
8. Asking questions during lessons √
9. Asking for assistance √
10. Movement between activities √
11. Checking of assignments √
12. Others, please specify √

2. Observe a class and list down the classroom rules formulated by the Resource
Teacher. Cite the importance of these rules.
 Classroom rules are imperative and must be reinforced for learners’ safety and security.
Rules also teach discipline and self-control. Rules eliminate stress and will provide a more
pleasant, secured and non-threatening environment. Rules ensure the students’ engagement and
focus in their classroom activities.

ANALYZE

1. Analyze the routines set by the Resource teacher by answering the following questions.

 Were the routines effective in ensuring discipline and order in the class? Why? Why not?
 Which of those routines were systematic and consistently implemented? Expalin your
answer
 Analyze each given rule. What circumstances led to the formulation of the rule?
 Are classroom rules really important?

INDIVIDUAL OUTPUT

REFLECT

Reflect on the various routines observed.

 Which of the routines will you most likely apply in your class? Why? Why not?
 Reflect on the various classroom rules set by the Resource teacher. Will you have the
same rules? If not, what rules are you going to employ? Explain your answer.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 3- Classroom Management and Classroom Routines
Learning Outcome: Identify the classroom routines set by the teacher. Observe how the students execute the
various classroom routines.

Name of FS Student: Princess Mae B. Martinez Date Submitted: 10-18-24

Year and Section: 4-B Course: BEED
Learning Excellent Very Satisfactory Satisfactory Needs
Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplished answered/accomplishe answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are answers are clearly completely; questions were not
thoroughly connected to theories; answers are not answered; answers
grounded on the theories; grammar and spelling clearly connected not connected to
grammar and spelling are are free from errors. to theories; one (1) theories; more than
free from error. to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
 deadline. deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
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 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________ ______________
Signature of FS Teacher above Printed Name Date

LEARNING EPISODE 4
Preparing for Teaching and Learning

SPARK Your Interest

This Episode gives emphasis on the principles of learning which must be applied to
ensure quality instruction. It also focuses on the intended learning outcomes which set the
direction of the lesson. They must be (SMART) Specific, Measurable, Attainable, Realisitc and
Time-bound) and formulated in accordance with time-tested principles. It also determines the
teaching method used by the Resource Teacher whether (inductive or deductive) which is the
practical realization or application of an approach. This episode dovetails with the course on
facilitating learner-Centered Teaching.

TARGET your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 identify the teaching-learning practices that apply or violate the principles of

teaching learning;
 determine the guiding principles on lesson objectives/learning outcomes applied
in instruction;
 judge if lesson objectives/intended learning outcomes are SMART;
 determine whether or not the intended learning outcomes are achieved at the end
of the lesson;
 observe the teaching methods used by the Resource teacher; and
 differentiate the different methods of teaching

REVISIT the learning Essentials

 There are the time-tested principles of teaching and learning:

1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is an active process. “What I hear, I forget; what I see, I remember; what I
do, I understand.”
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learn with other concepts learned, with real world
experiences and with their own lives.
4. Learning is a cooperative and a collaborative process.

A teaching method consists of systematic and orderly steps in the teaching-learning

process. It is the practical realization or application of an approach. All methods of teaching can
be classified either as deductive (direct) or inductive (indirect)

INDUCTIVE

DEDUCTIVE Begins with the

concrete, experience,
Begins with a rule, details, examples
And ends with a
generalization, rule, generalization,
abstraction and Methods of Teaching abstraction
ends with concrete,
experience, details,
examples

GROUP OUTPUT

OBSERVE

1. Demonstrating an Understanding of Research-Based Knowledge Principles of

Teaching and Learning

Observe a class with the use of the principles of learning given in Revisit the Learning
Essentials. I will identify evidence of applications/violations of the principles of learning. I can
cite more than one evidence per principle of learning.

Principles of Learning What did the Resource teacher do to apply

the principle of learning
1.Effective learning begins with the setting of
clear and high expectations of learning
outcomes.
2. Learning is an active process.
3. Learning is the discovery of personal
meaning ad relevance of ideas.
4. Learning is a cooperative and a
collaborative process. Learning is enhanced in
an atmosphere of cooperation and
collaboration.

2. Identifying learning Outcomes that are Aligned with learning Competencies

 Observe a class, focusing on how the learning outcomes were stated. Determine if the
learning outcome/s was/were achieved or not. Give evidence.

 Write the learning outcomes

Learning Outcomes (SMART Objectives) Achieved

1. Yes No Yes No
2.
3.
4.
5.

 Cite pieces of evidence that these learning outcomes were achieved.

1.
2.
3.
4.
5.

3. I will observe one Resource Teacher with the use of this observation sheet. Using the
guide questions, I shall reflect on my observation and analysis

Teacher-centered Student-centered
Did teacher lecture all the time? Were students involved in the teaching-
learning process? How? Or were they mere
passive recipients of instruction?
Was the emphasis on the mastery of the Was the emphasis on the students’ application
lesson or on the test? Prove of the lesson in real life? Give proofs.
Was class atmosphere competitive? Why? Was the atmosphere collaborative? Why?
Did teacher focus only on one Did teacher connect to other
discipline/subject? disciplines/subjects?

What teaching-learning practice shows that teaching approach was:

a. constructive – connected to past experiences of learners; learners constructed new lesson
meanings
b. inquiry-based
c. developmentally appropriate – learning activities fit the developmentally stage of children
d. reflective
e. inclusive – No learner was excluded; teacher taught everybody
f. collaborative – Students worked together
g. integrative – Lesson was multidisciplinary – e.g. In Science, math concepts were taught.

ANALYZE

 What principles of learning were most applied? least applied?

Most applied _____________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Least applied_____________________________________________________________
______________________________________________________________________________

______________________________________________________________________________

 Give instances where this/these principle/s could have been applied?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

 Do SMART objectives make the lesson more focused?

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

 What are possible consequences of teaching purely subject matter for mastery and for the
test?

______________________________________________________________________________

______________________________________________________________________________

 If you were to reteach the classes you observed, would you be teacher-centered or
student-centered? Why?

______________________________________________________________________________

______________________________________________________________________________
INDIVIDUAL OUTPUT

 REFLECT

 From among the principles of learning, which one do you think is the most important?
 Reflect on the lessons learned in determining SMART learning outcomes
 Reflect on principles of teaching worth applying
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 4- Preparing for Teaching and Learning
Learning Outcome: Identify the teaching-learning practices that apply or violate the principles of teaching learning.
Determine the guiding principles on lesson objectives/learning outcomes applied in instruction. Judge if lesson
objectives/intended learning outcomes are SMART. Determine whether or not the intended learning outcomes are
achieved at the end of the lesson. Observe the teaching methods used by the Resource teacher. Differentiate the
different methods of teaching
.
Name of FS Student__________________________________Date Submitted____________
Year and Section____________________________________Course_____________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplished answered/accomplishe answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are answers are clearly completely; questions were not
thoroughly connected to theories; answers are not answered; answers
grounded on the theories; grammar and spelling clearly connected not connected to
grammar and spelling are are free from errors. to theories; one (1) theories; more than
free from error. to three (3) four (4)
grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
 supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline. deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
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 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________ ______________
Signature of FS Teacher above Printed Name Date

LEARNING EPISODE 5
Assessment for Learning and Assessment as Learning
(Formative Assessment)

SPARK Your Interest

Assessment is an integral part of the instructional cycle. The instruction cycle consists of:
1) setting the intended learning outcomes/s, 2) selecting a teaching methodology, strategy and
activity that are aligned to the learning outcome and topic which are developmentally-
appropriate to the learners and 3) assessment itself. Assessment is the part of the instructional
cycle that determines whether or not the intended learning outcome has been attained and so
necessarily, the assessment task must be aligned to the intended learning outcome.
In a lesson on assessment, we can speak of assessment for learning, assessment of
learning and assessment as learning.
This episode will dwell on assessment for learning and assessment as learning.
Assessment for learning is referred to as formative assessment while assessment as learning is
referred to as self-assessment.

TARGET your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 Demonstrate knowledge of the design and use of formative assessment; and

 Explain the importance of formative assessment
 DISCOVER the Learning Essentials

 In Outcome-based Teaching/Competency-based teaching/teaching by Objective,

we ensure that the intended outcome/competency/objective is attained at the end
of the lesson and so while we are still in the process of teaching we do check
learners’ understanding and progress.
 If we find out that the learners failed to understand prerequisite knowledge and
skills, we reteach until learners master them. This is called FORMATIVE
assessment, assessment while the learners are being formed or taught. It is
assessment in the midst of instruction.
 Formative assessment is also referred to as assessment for learning. Assessment
for learning simply means we do assessment to ensure learning.
 We do not wait for the end of the lesson to find out if learners understand the
lesson or not because if it is only at the end of the lesson that we discover that the
learners did not understand the lesson, we have wasted so much time and energy
teaching presuming that everything was clear, only to find out at the end of the
lesson that the learners did not understand the lesson at all. This means that we
have to reteach from the very beginning, something that we could have saved
ourselves from doing had we given time to find out if the lesson was understood
while still teaching.
 Assessment for learning encourages peer assessment.

GROUP OUTPUT

OBSERVE

1. Observing Assessment FOR Learning Practices (Formative Assessment)

 Observe what Teacher does or listen to what teacher says to find out if the students
understood the lesson while teaching-learning is in progress.

What Teacher Said Tall Total

y

What Teacher Did Tall Total

y

 Did the teacher ask the class “Did you understand”? If she did, what was the class’
response?

____________________________________________________________________________

______________________________________________________________________________
  Did the students make the teacher feel or sense they did not understand the lesson or a
part of the lesson? How?

______________________________________________________________________________

______________________________________________________________________________

 If they did, how did the teacher respond?

______________________________________________________________________________

______________________________________________________________________________

 Were the students given the opportunity to ask questions for clarification? How was this
done?

______________________________________________________________________________

______________________________________________________________________________

 If she found out that her/his lesson was not clearly understood, what did teacher do? Did
you observe any of these activities? Please check.

_______ Peer Tutoring (Tutors were assigned by teacher to teach one or two classmates)

_______Each-one-teach-one (Students paired with one another)

_______Teacher gave a Module for more exercises for lesson mastery

_______ Others, please specify _____________________________________________

________________________________________________________________________

ANALYZE

 Why should a teacher find out if students understand the lesson while teaching is in
progress? If it not better to do a once-and-for-all assessment at the completion of the
entire lesson?
 Why is not enough for a teacher to ask ‘Did you understand, class? When he’she intends
to check on learners’ progress?
 Should teacher record results of formative assessment for guiding purposes? Why or why
not?
 Based on your observations, what formative assessment practices worked?
 For formative assessment, why is peer tutoring in class sometimes seen to be more
effective than teacher himself/herself doing the re-teaching or tutoring?
 Could an unreasonable number of failures at the end of the term/grading period be
attributed to the non-application of formative assessment? Why or why not?

INDIVIDUAL OUTPUT

 REFLECT

 Formative assessment is tasting the soup while cooking. Reflect on this and write your
reflections.
 Should you record results of formative assessment? Why? Or why not?
 Observing Assessment AS Learning Practices (Self-Assessment)

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to:

 demonstrate knowledge of the design and use of self-assessment; and

 explain the importance of self-assessment

REVISIT the Learning Essentials

 Assessment as learning means assessment is a way of learning.

 It is the use of an ongoing self-assessment by the learners in order to monitor their own
learning.
 This is manifested when learners reflect on their own learning and make necessary
adjustment so that they achieve deeper understanding.
 Assessment as learning encourages students to take responsibility for their own learning.
 It requires students to ask questions about their learning.
 It provides ways for students to use formal and informal feedback and self-assessment to
help them understand the next steps in learning.
 It encourages self-assessment and reflection

GROUP OUTPUT

OBSERVE

1. Observe a class and find out practices that reflect assessment as learning. Record your
observations.

Teacher My observation
1. Did the teacher provide
opportunities for the leaners to
monitor and reflect on their own
learning?
2. What are proofs that students
were engaged in self-reflection,
self-monitoring and self-
adjustment?
3. Did students record and report
their own learning?
4. Did teacher create criteria with
the students for tasks to be
completed or skill to be learned?
 ANALYZE

 If the student is at the heart of all assessment, then all assessment should support student
of learning. Do you agree? Why or why not?
 Does assessment as learning have the same ultimate purpose as assessment for learning?

INDIVIDUAL OUTPUT

 REFLECT

 The primary purpose of assessment is not to measure but to further learning. Reflect on
your personal experiences of assessment in school. Were you given opportunities for self-
assessment? If yes, what was its impact on your learning?

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 5- Assessment for Learning and Assessment as Learning
(Formative Assessment)
Learning Outcome: Demonstrate knowledge of the design and use of formative assessment. Explain the
importance of formative assessment

.
Name of FS Student__________________________________Date Submitted____________
Year and Section____________________________________Course_____________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 5 4 3 Improvement
2
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplished answered/accomplishe answered/accomplished
d
Analysis All questions were answered All questions were All questions were not Four (4) or more
completely; answers are answered completely; answered observation
with depth and are answers are clearly completely; questions were not
thoroughly connected to theories; answers are not answered; answers
grounded on the theories; grammar and spelling clearly connected not connected to
grammar and spelling are are free from errors. to theories; one (1) theories; more than
free from error. to three (3) four (4)
 grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline. deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based on
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 2.00 2.25 2.50 .2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

___________________________________ ______________
Signature of FS Teacher above Printed Name Date