Field Study: FS The Learner’s Development and Environment (Episode 1-5)

Republic of the Philippines
Northern Negros State College of Science and Technology
Old Sagay, Sagay City, Negros Occidental
In Partial Fulfillment of the Requirement in Field Study 1
(First Semester S.Y.: 2013-2014)
Submitted by: Jessa M. Arnado
Submitted to: Prof. Mary Grace M. Ofqueria

 Students’ Resume i
 Teachers’ Prayer ii
 Teaching Philosophy iii
 Statement of Purpose iv
 Teacher’s Poem v
 Self-rating Competency Checklist (Pre-assessment) vi
 Organization of Port folio 1
 Episode1 Cover Page 2
 Episode1 (School as a learning environment) 3-11
 My personal Illustration of an Effective
School Environment 12
 Episode 2 Cover Page 13
 Episode2 (Learners’ characteristics and needs) 14-20
 Episode3 (Classroom management and learning) 22-27
 Episode4 (Individual differences and learners’ interaction) 28-32
 Episode5 (Individual differences and learners’ interaction) 34-37

 Entries of Evidences 38
 Documentation on High School 39-40
 Documentation on Elementary 41-42
 Documentation on Pre-school 43-44
 Daily Time Record 45
 Related Articles 46
 Article About Learners 47-48
 Article About Learning Environment 49-50
 Article About Learning Development 51-52
 Clippings 53
 Personal Illustration of Effective School Environment 54-56
 Quotationsabout Teachers 57-59
 Poems for Teachers 60
 Personal Reflection on the Portfolio 61
 Comment of the Faculty 62
 Self-rating Competency Checklist (Post-assessment)
 Rubric for FS Port folio

Name:Jessa M. Arnado
Age: 17 years old
Gender: Female
Date of Birth: April 09, 1996 Place of Birth: Old Sagay, Sagay City
Height: 5’5 Weight:53 kg.
Civil Status: Single Citizenship: Filipino
Address: Hda. Esfuerzo, Old Sagay, Sagay City, Negros Occidental, Philippines
Family Background:
Father’s Name: Rosaleo C. Arnado Mother’s Name: Erlinda Mangubat
Age: 53 years old Age:52 years old
Occupation: Laborer Occupation: Housewife
Educational Background:
Elementary: Buenaventura Rodriguez Elementary School
*Year attended:(2002-2008)
Secondary: NONESCOSTLaboratory High school
*Year attended:(2008-2012)
College: Northern Negros State College of Science and Technology
*Course: Bachelor in Secondary Education Major in PhysicalScience
i

Teacher’s Prayer
Grant me Oh Lord,
the ability, the wisdom.
And a love to be a leader today.
Grant me Oh Lord,
The ability to guide young minds,
on a positive, productive way.
Grant me Oh Lord,
The ability to make possible through learning,
Their dreams really do come true
Grant me Oh Lord,
The ability to pass on them kindness,
and love that could come from only you.
AMEN!
ii

I believe that education is an individual, exceptional experience for every
student who enters a classroom. In order for children to benefit fromwhat schools
offer, I think that I must fully understand the importanceof my role as a future
teachers. Teachers mustfacilitate learning and growth academically, personally, and
ethically. By providing a quality education to each individual in one's classroom, a
teacher equips children with the tools necessary for success in life.
In order to accomplish these lofty goals, I think it is very importantfor me to
establish firsta mutually respectful, honest empathy with students. To be a
competent mentor to every student, I must projectpositivity, exhibit flexibility and
confidence, set high expectations for one and demonstrate fairness.
I believe that all children have the ability to learn and the rightto a quality
education. Certainly, every child has different learning styles and aptitudes; however,
by having a personalrelationship with every student, a teacher can give each an
equal chance of success. By recognizing every student's potential and having
separate, individual goals for each, a teacher can accommodate personalneeds and
abilities and encouragethe pursuitof academic aspirations.
I think that teaching and learning are reciprocal processes. When teachers
nurtureindividual talents in each child, educators can build self-esteem and may
encouragea lifelong skill.
In choosing to become a teacher, I have made the commitment to myself and
my futurestudents to be the best academic, personal, and ethical role model I can
be. Itis my goal to have a mutually enriching teaching career by keeping an open
mind and continually communicating with my peers and students. I am prepared to
rise to the challenges of teaching and I promiseto try to providean honest,
straightforward, well-rounded education to every student I may encounter.
iii

This compilation was prepared and developed to
provide and share experiences for those who will
undergo the same undertakings. Through the
experiences written, some latest innovations and
strategies in teaching were shared their applicability
will vary depending on whatever and whenever it will
suit to the classroom situation. Some classroom
problems were also mentioned whether they are
severe or not, they are somehow enriching
experiences that will guide and teach future mentors
in performing teaching endeavors.
iv

“Great Teachers”
Treat student with respect and caring attitude.
Present themselves in class as “real people”!
Spend more time working with small groups throughout
the day.
Provide a variety of opportunities for students to apply
and use knowledge and skills in different learning
situations.
Use active, hands-on student learning
Vary instructional practices and modes of teaching
Offer real-world and practical examples.
v

Name of FS Student: JessaM. Arnado Year & Section: II-B
Course: Bachelor in Secondary Education Major in Physical Science
Directions: Check the appropriate column that best describes your current level of mastery of
each listed competency.
(Pre-Assessment) Date Accomplished: July 10, 2013 Rater’s Signature: JESSA M. ARNADO
I
cannot
do
this
yet.
I am
learning
how to
do this.
I can do
this but I
need to
learn
more and
improve.
A can
do this
very
well.
1. Determines an environment that provides
social, psychological, and physical
environment supportive of learning.

2. Differentiates learners of varied learning
characteristics and needs. 
3. Manages time, space and resources to
provide an environment conducive to
learning.

4. Recognizes multi-cultural background of
learners when providing learning
opportunities.

5. Determines teaching approaches and
techniques appropriate to the learners. 
6. Determines, understands and accepts the
learner’s diverse background. 
7. Relates the learners’ background to their
performance in the classroom. 
8. Reflects on the impact of home and family
life to learning. 
9. Expounds on one’s understanding of the
learning processes and the role of the
teacher in facilitating these processes in
their students.

10. Accepts personal accountability t learners’
achievement and performance. 
Competency
vi

Prepared by: Jessa M. Arnado (BSEd II-B)
2

. . .
1. Visit a school. Look
into facilities and
supportlearning areas
in the campus, then in
the classroom.
2. Accomplish the
checklist as you move
around the school
premises.
3. Based on your
gathered data in the
checklist, describe the
schoolenvironment.
5. Presentyour idea of a good school
environmenttrough any of these:
a.)Descriptiveparagraph ;
b.) Photo Essay
c.) Sketch or drawing;
d.) Poem, song or rap
4. Make a reflection on
the charac. of a school
environmentthat
promotes learning.
The Learner’s Development
and Environment
FIELD STUDY
SCHOOLAS A LEARNING ENVIRONMENT
___________________________________________________________________________
Resource Teacher: Ms. Pearly Hervias Signature:
Cooperating School: Sagay National High school (SNHS)
Target
At the end of this activity, I will be competent in determining a school environment that
provides social, psychological, and physical environment supportive of learning.
Map
A general observation of the campus and the classroom is an exciting way to start your
observation.
My MISSION is to do the following TASKS:
Episode 1
3

Tools
SCHOOL FACILITIES CHECKLIST
Familiarize yourself with the different areas and facilities of the school. Check the column to
indicate their availability. Give a brief description of those that are available on the last column.
Facilities Available Not available Description
Office of the
principal
The location of the
principal’s office was in
a good position for it
can easily be found by
teachers, parents,
visitors and students. It
was located at the
middle of the
Registrar’s office and
Guidance office.
Library
It can be found
upstairs. The library was
well-organized with
logging-in/ logging-out
area and shoe area. The
environment inside was
very advantageous in
studying, researching,
memorizing and
learning. “Dewey
Decimal System “is
used.
Counseling room
The Guidance office
was spacious and well-
ventilated. It was very
encouraging for giving
out problems, comforts
and advices.
4

Canteen
The cafeteria was
roomy, tidy and clean.
In short a pleasant
eating-place.
Medical Clinic
The treatment center
was not so large but
facilities were good and
sanitation was
observed well.
Audio Visual Room ---------------
Reading Center ---------------
Speech Laboratory ---------------
Science Laboratory ---------------
Gymnasium ---------------
Auditorium ---------------
Home Economics
Room
The interior design of
the H.E. Room was
quite good. The
furniture’s were native
and indigenous that is
why it is very gratifying
to the eyes. And the
floor is made up of tiles.
Industrial
Workshop Area
The desks and chairs
are well-organized. The
ratio is 1 is to 1, one
working desk for each
student. Their final
products are being
displayed in that room
so it is very flattering to
see great works being
displayed.
PTA Officer Room Two PTCA rooms and
both rooms are located
at the oval.
Comfort Room for
Boys
The comfort room
was neat and clean.
5

Comfort Room for
Girls
Every cubicle has its
own toilet bowl and
faucet. The mirror was
removable for some
valid reasons.
Dance Room
The dance room
serves as keeping place
for costly costumes and
useful props. But
unfortunately mirror is
not available.
MAPEH Bldg.
It was located at the
front face under the
school grandstand.
Sports equipments are
being kept in that
building. The location
was very good for it was
near in the sports area.
Music Room
It was located under
the school grandstand
at the right side. There
were paintings and
drawings placed on the
walls related to music.
Some of the musical
instruments can also be
found there.
Drama Room
It was situated under
the school grandstand
at the left side. It was
spacious and there
props was kept there.
Flag Ceremony
Area
It was located at the
school quadrangle. It
consists of six flag poles
and our Philippine flag
was in the center.
6

An Observation for the CLASSROOM VISIT
Read the following statements carefully. Then write your observation report on the
space provided.
1. Describe the community or neighborhood where the school is found.
2. Describe the school campus. What colors do you see? What is the condition of the building?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, and the cafeteria. Look around and find out the other
facilities that the school has.
Name of the School Observed: Sagay National High school (SNHS)
School Address: Sagay City, Negros Occidental
Date of Visit: August 19, 2013
On the back part of the school grandstand there was another school sharing in their area
which is the TUP or the Technical University of the Philippines. Outside the school premise in the
right side, the slaughter house can be found there. But before reaching the gate of the school we
pass by St. Joseph the Greater Parish Church and by reaching its gate, it was in front of Sagay’s
Terminal.
The school was green which was pleasant to the eyes of the passers. Green grasses,
colorful flowers, tall and huge trees, spacious oval, wide grandstand, clean comfort rooms and well-
organized buildings. And I considered it as an ideal school which gives students the scope and the
spirit of healthy learning environment.
The administrative centers, offices and faculty rooms are situated accordingly. SPA faculty
rooms are found in the SPA area while the Principal’s office was located at the side of the main
building so that it can easily be found by company, parents and even students.
While roaming around the school campus, I observed that the students are well-oriented
for observing cleanliness and proper sanitation. So far I didn’t see bulky amount of plastics and
papers being thrown on the hallway. What I loved most was their library which has five regions or
divisions. With that, the students who went to the library are not in chaos as a result seldom they
were noisy an aftermath it creates harmony in studying.
7

An Observation for the CLASSROOM VISIT
Be guided these tasks as you do your observation. Then accomplish the matrix to record your
data.
1. Look at the wall of the classrooms. What are posted on the walls? What heroes, religious figures,
lessons, visual aids, announcements, do you see posted?
2. Examine how the fur nature is arranged. Where is the teacher’s table located? How are the
tables and chairs/ desks arranged?
3. What learning materials/ equipments are present?
4. Observed the students. How many are occupying one room?
5. Is the room well-lighted and well-ventilated?
CLASSROOM FACILITIES MATRIX
Classroom Facilities Description
(location, number, arrangement,
condition)
1. Wall displays There are 23 wall displays scattered all over
the sides of the classroom. At the center, the
school’s mission, philosophy and vision are
being placed on the front above the
chalkboard.
2. Teacher’s table The teachers’ tables are made of woods
which are both covered with floral plastic. The
first table is located on the center aisle and the
other one is located on the back part of the
classroom.
3. Learner’s desks Learners have sturdy armchairs which is
brown in color. As they move the chairs, it is
not noisy because under the chairs’ feet have a
rubber supporter.
4. Blackboard There are 2 pieces of wooden green
blackboards which are aligned together. The
activity notes or guides prepared by the
teacher are being hanged in the first
8

blackboard while the other board is for
discussion purposes.
5. Learning Materials/ Visual aids The visual aids prepared by the teacher are
being hanged and placed on the right side of
the blackboard. They usually visual aids
(manila paper, cartolina) for the teachers are
subjected to follow the memorandum from
DepEd.
6. Electric fan Unfortunately they only have 1 electric fan.
Students who are sitting on the back feel so
uncomfortable and hot. Lucky for those who
are sitting at the front, they to participate and
focus to the class discussion.
7. Teacher’s chair The teachers’ chairs are three pieces. First
was on the front together with the table and
the other two was in the back on the corner
together with the teachers’ table. Some of the
teachers’ visual aids are being kept in the
second chair.
8. Long table Located on the back part of the classroom.
It is a multi-purpose table; for laboratory
activities, experimentations and for eating
place of students. Under the table, consists of
books and other learners’ things.
9. Bench This is where we sit during our class
observation. It is a sturdy, gray in color and
vigorous bench located near the teachers’
table on the back.
10. Cabinet There are 4 small cabinets. First was
situated on the right side, it for laboratory
apparatuses detention. Other one is for
keeping some books and other learning
materials. All cabinets were made of woods; 2
out of 4 were covered with plastic.
11. Lighting bulb There are 4 lighting bulbs. It is pleasant in
the eyes for it was colored white. Three bulbs
are just plain in structure while the remaining
bulb was spiral.
12. Comfort Room As you enter the classroom, the comfort
room was in the left side. It’s not that wide
and not separated for boys and girls but it is
clean.
9

Analysis
How do the school campus and the classroom in particular impact on the learning of the students
going to school? What are the conclusions?
As far as I observed, if the learning environment is not well-lighted, not well-ventilated or in
general not conducive for learning, fellow students are not motivated to enter the classroom. So
the tendency will be; they will be cutting classes because they prefer to stay outside where they
feel relax and comfortable. An aftermath, the transfer of learning is very impossible to happen.
With poor ventilation, all contaminants that may be present inside the classroom will result
more sick days and higher absenteeism. Therefore I conclude that students in well-ventilated
classrooms perform significantly better as a result the transfer of learning is effective.
How does this relate to your knowledge of the child and adolescent development?
How does this relate to your knowledge of facilitating learning?
I learned a lot from my Child and Adolescent subject. One of these is that, inside a
classroom there are many types or kinds of learners so I can correlate this to my Facilitating
Learning subject on how to deal with those differences. If the learning materials are complete such
as, visual aids, posters, sayings, pictures, illustrations, pile of magazines and books, then I can
handle those different types of learners.
An environment which is clean, well-ventilated, well-lighted, spacious and free from any
destruction is conducive to learning. With this, I have learned that being a teacher, I must know
how to have a good learning environment which will be conducive for learning. I must know how to
handle the learners to the best way it could be to ensure they will enjoy every bit of the class
discussion so that they will become productive individuals in the society.
As a soon to be teacher, I must be resourceful enough in providing substitutes for
unavailable materials. And of course it is my responsibility to inspire and motivate my learners to
attend classes.
10

Reflection
1. Would you like to teach in the school environment you just observed? Why? Why not?
If given a chance, it is a hundred percent “YES”! For Sagay National High School (SNHS) was
a spacious, airy, sanitation is well-observed, clean & green surroundings and learner capacities in
both cultural and sports are being developed. The location of the schools is also near to our
residence that is why I really wanted to teach there.
2. What kind of school is conductive to learning?
A campus of students and faculty who are focused on learning and who work together is
conducive to learning. Conducive school campus was the school having all the facilities that help
the student in there learning process. If the school is very clean, spacious, well lighted, and well-
ventilated and if it is free from the destruction like noise or pollution then I can consider it as an
effective learning environment. Universities are best example of this which is the learning materials
are complete, advance, sufficient and facilities are being prioritized.
3. What kind classroom is conductive to learning?
For me a classroom which has a complete learning materials such as, visual aids, posters,
sayings, pictures, illustrations, pile of magazines and books, rules, routines, discipline and most
especially harmony between the teacher and the students. With these, it will be easier for the
teacher to impart knowledge and develop the physiological, physical, mental, social, and spiritual
aspect of the students.
4. In the future, how can you accomplish your answer in number 3?
I will apply in big universities for I knew that universities have complete package and can
provide advance learning materials, high technologies and especially good facilities.
On the other hand if I will not given a chance to be assigned in university but instead I will
be assigned in rural areas, I will do my best to be resourceful in order to provide my learners
equipments they might need most in their learning process. I will ask the assistance of authorities
in higher positions. I’ll try my very best to remember with all my heart the lessons I have learned in
facilitating learning subject and field study course. With these, it would help me create an ideal
learning environment.
11

My Personal Illustration of an Effective School Environment
12

13

. . .
Step 1
Observe 3 groups of learners
from diff.levels (preschool,
elem. and high school.
Step 3
Validate your observation
by interviewing the
learners.
Step 2
Describe each of the
learners based on your
observations.
Step 4
Compare them in terms of
their interests and needs.
and Environment
FIELD STUDY
LEARNERS CHARACTERISTICS AND NEEDS
___________________________________________________________________________
Target
At the end of the activity, I will gain competence in differentiating the characteristics and needs
of learners from different developmental levels.
Map
To reach your target, do the following tasks.
Episode 2
14

Tools
Use the activity form provided to document observations.
Observation for the Learners’ 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 to the stairs, etc.
2. Are gross movements clumsy or deliberate/ smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What about 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 or needs? Can they wait?
3. How do they handle frustrations?
4. Describe their levels 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?
3. Were there opportunities for problem solving? Describe how they showed problem
solving abilities.
15

Learner’s Development Matrix
Developmental Domain
Preschooler
Indicate age
range of
children
observed:
3-4 years old
Elementary
Indicate age range of
children observed:
11-17 years old
High school
Indicate age range of
children observed:
14 – 21 years old
Physical
Gross-motor skills
Fine motor skills
Self-help skills
*Preschoolers
tend to do inside
and out their
classroom.
*They can
manage to do
written tasks
given by their
teacher but they
need guidance.
*They can
handle taking off
their shoes,
getting their
school materials
as well as their
snacks or foods
inside their lunch
box.
*Elementary students
usually misbehave.
They are fond of
roaming around their
classroom.
*Students are less
observant. They tent to
ask their teacher even
though the directions
are already stated in
the blackboard.
*They knew how to
manage themselves,
rearranged their seats,
managed self-oriented
tasks and prepare
foods for snacks and
lunch.
*High schools students
are fond of sharing
conversations with their
classmates. Usually they
stay inside the
classroom.
*They were independent
learners. They follow
directions given by their
teacher.
*They were responsible
enough. Cleaning their
assigned areas, maintain
self-sanitation, providing
self-needs and they were
very observant.
16

Social
Interactions with
teachers
Interaction with
classmates or
friends
Interests
*They are
attention-
seekers. They
tend to ask help,
attention, and
guidance of their
teacher but in a
polite way
* They love to
talk together
with their
seatmates,
catching ones’
attention and ask
them to play
with them.
*They are fond
of playing,
roaming around,
eating and
reading colored
story books.
*They were inquisitive.
They were fond of
asking about
instructions in regards
to their test or quiz.
They approach their
teacher with duly
respect.
*They like to talk and
talk together with their
classmates. Sharing
conversations were
neutral to them.
*They love MP3 music,
watch video clips,
talking and roaming
around.
* They participated well
during class discussion.
As a result, they have an
interactive classroom.
They were very
respectful to their
teacher.
*They respect ones’
ideas and they really love
to talk to one another.
*They were busy texting,
reading EBook, pocket
books, fictional books
and listening music.
Emotional
Moods and
temperament,
expression of
feelings
* Theywere
showyand
expressive of what
theyfeel.If their
sad,theycry with
tearsand if their
happy,theylaugh
aloud.Theywere
moody;easilyget
mad if theycan’t
easilygetwhat
theywant.
*They were moody and
sensitive. Easily got
annoyed if undergoes
bullying or hear
unwanted feedbacks
from their classmates
and teachers.
*They were great
pretenders. They can
handle self-heartfelt;
they might be smiling
but deep inside they
were hurt. They can
handle certain
adjustments of one’s
differences.
17

Emotional
Independence
*If they cry, they
won’t stop
unless you offer
something either
flowering words,
assurance,
rewards or
sometimes
punishment.
*They might be crying
for a few minutes or
seconds but they will
stop if their teacher or
classmates comfort or
consulate them.
*Usually they don’t cry
nevertheless they simply
hide what they actually
feel.
Cognitive
Communication
skills
Thinking skills
Problem-solving
*Their sentences
were choppy and
usually consist of
repeated words.
*They were
egocentric. They
think others
might have the
same ideas on
what they have.
*They can’t solve
problems on
their own. They
call their teacher
and guardians’
attention if
problem arises.
*Very talkative, they
don’t give direct
feedbacks to their
teacher but instead
they let their
seatmates hear it first.
*They believed and
just depend to what
their teacher discussing
in front.
*They can solve easily
problems but by just
simply touching its
surface and not
analyzing the inner
part of it.
*They are good in
communication. They
know how to ask and
give feedbacks to their
teacher fluently.
* They think critically and
assess a literary or
artistic works.
Corrections were being
raised to their teacher.
*They repeat the
questions several times
before answering and
they apply evaluation.
18

Analysis
Write the most salient developmental characteristics of the learners you observed.
Level Salient Characteristics
Observed
Implications to the
Teaching-Learning Process
Preschooler
Age range of children
observed: 3-4 years old
*Preschoolers were in the
stage of curiosity and being
inquisitive. An aftermath many
questions were being raised
during the discussion. They
were moody, sensitive and
easily get mad.
*Therefore, teachers must be
knowledgeable and
resourceful. They must have
patience and love inside their
heart and mind. They must be
aware that inside their
classroom they have different
types of learners. So they must
handle their vulnerable
feelings with love, care and
proper guidance.
Elementary
observed: 11-17 years old
*Elementary students were
considered to be in “gang and
smart age”. They like to roam
around their classroom. They
find it interesting to share
conversations with their
seatmates.
knowledgeable and patient.
They must prepare themselves
for possible questions that may
ask during discussion period.
Most importantly, they must
acquire the virtue of patience
in handling different scenarios.
High school
observed: 14- 21 years old
*High school students were
now in greater stability and
gradually tone down. They stay
inside their classroom and
when they have vacant time,
they roam around.
sensitive, knowledgeable and
patient. They should not
expect that students will be
simply satisfied on what they
were discussing but instead be
prepared for students might
give feedbacks, questions and
clarifications.
19

Reflection
1. While youwere 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?
I was able torelate mypast experiences when I was the same with their ages. I can still remember
when I was in kinder 1. I don’t go to school without the presence of my mother. I’m very excited and
motivatedtointeractinside ourclassroomespeciallywhenmyteacher offer some rewards like; happy face
stickers, chocolates and stars. Just like the preschoolers I observed, I am fond of going inside and out the
classroom.Ialreadyknewhowto take off my shoes,Ieasilygotmad and cry, I am an attention-seeker and I
love toshare some conversationswithmyclassmates.Butduringelementaryyears,Ilearnedtogoto school
alone even without the presence of my mother or father.
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 can still remember my 3rd
grade teacher. She was an ideal and effective teacher for me. She gave
me chances to improve myself. She was fond of giving rewards for students who excel most in her
discussion.WiththatIbecame more motivated.She didn’t get mad or angry if I tell her I didn’t understand
the discussion but instead she will be helping me through conducting remedial classes or re-teaching.
Physicallyshe was very supportive, she combs and tie our hair, washes our hands before and after eating,
and setting our uniforms. She encouraged me to be patient, friendly, kind, humble, forgiving and most
importantly to be God-fearing.
3. Which is your favorite theory of development? How can this guide you as a future teacher?
What I love mostisthe theoryof cognitive developmentby Jean Piaget. He explained the stages of
development in narrower way. With that, I can easily identify the differences of characteristics between
preschoolers, elementary and high school ages.
As a soon to be teacher, I must be aware that inside my classroom I might have different types of
learners.Therefore Ineedtobe resourceful andknowledgeable inhandlingdifferent instances. This theory
will serve as my guide in preparing different strategies and appropriate materials in handling different
learners inside the classroom.
20

21

. . .
 Observe aclass.
 Findout the evident
classroomcomponent.
 Describe the structure of
the classroom
 Relate the datain the
checklisttothe learners’
behavior.
 Reflectonhow
classroommanagement
affectslearning.
and Environment
FIELD STUDY
CLASSROOM MANAGEMENT AND LEARNING
___________________________________________________________________________
Target
At the end of the activity, I will gain competence in managing time, space and resources to
provide an environment which is appropriate to the learners and conductive to learning.
Map
Episode 3
22

Tools
Name of the School Observed: Sagay National High School
Date of Visit:
As I have observed, the age of the learners do not vary talking about their behavior and
characteristics for I witnessed that there are some students who are very participative and
cooperative inside the classroom but there are also students who do not involved themselves in
class discussion. Students of this class are friendly, respectful but somehow sensitive. Conversely,
they are frequently thoughtless and calloused in their relationships with one another.
In classroomthat I observed, the population of girls is greater than the population of boys.
Most all of them can managed already their own behavior by showing respect to other people,
being responsible to assigned tasks and self- discipline especially when it comes to class discussion
but there are some students who are fond of waiting for their teachers’ instructions and reminders
to stop doing certain things which will be destructive to their classmates attention.
Certainly yes, students in that class I’ve observed can handle, manage and accomplished
easy task but some of them can no longer worked independently when it comes to serious and
complex type of task which will need the guidance and assistance of the teacher.
The span of students’ attention in this classroom depends on how their teacher motivates
them. I heard one of the students says, “I will be participating in the class if ma’amwill be cheerful
and enthusiastic! “ So therefore it depends on the students’ willingness in his/her involvement in
the classroom discussion. Subject matter also affects the attention span of the learners. If their
topic is quite boring then they tend to divert their attention to some other things.
Most of the students pay attention to their teacher; they lend their eyes and ears every
time the teacher is discussing their lesson. That is why they tend to create an interactive classroom
wherein they interact and share ideas to their teacher.
23

CLASSROOM MANAGEMENT MATRIX
Aspect of Classroom
Management
Description Effect on the Learners
1. Specific Areas in the
Classroom
The area of the classroom
is clean and spacious.
As a result, learners listen
attentively.
2. Classroom rules Rules are specific, clear and
unambiguous. It was posted
on the wall.
Better behavior among
learners is one effect of
classroom rules. They show
fewer disruptive behaviors in
classrooms that are effectively
managed.
3. Classroom procedures In classroom procedures,
the teacher prefers to start
the class by checking or asking
the learners if how are they.
Learners will not feel
slothful or sluggish in the
beginning of the class.
4. Daily Routines The teacher daily routines
are done first by checking the
learners followed by
reviewing their past lesson
and proceed to the next
lesson.
This is a good start for the
learners because they will be
improved themselves by daily
routines.
5. Seating Arrangement Learners’ seating
arrangement is according to
their interests.
Learners feel comfortable.
It was trouble-free for them
since that was the seats they
are comfortable of.
6. Handling misbehavior/
off-task behavior
The teacher gives precise
and accurate disciplinary
actions according to the
mistake done by the learners.
The learners will behave as
a response according to their
teachers’ disciplinary actions.
7. Reinforcement of positive
behavior
Praises are being used by
the teacher inside the
classroom. It was provided
immediately, specifically and
frequently.
Learners strive harder in
order to be admired or
praised by his/ her teacher
and classmates.
24

Analysis
1. How did the classroom organization and routines affect the learner’s behavior?
The classroom organization and routines affect the learner’s in their five different aspects
(physical, emotional, social, mental & spiritual). It is because when the classroom was well-
organized and the routines were always followed by the teacher and the learners. As a result,
learners who don’t have higher attention before will gradually changed especially for those who
are not fond of joining the activity prepare by the teacher. A good classroom organization & routine
helps students to structure their own learning know what to expect when, know what is expected
on them, helps maintain discipline, concentration, quicker, smoother & unhindered completion of
tasks.
2. What should the teacher have in mind when he/ she design the classroom organization and
routines? What theories and principles should you have in mind?
I think teacher should bear in his/ her mind that daily organizations and routines must
depend on the age of his/ her learners. Since students possesses different attitudes, characteristics,
actions and behaviors when it comes to daily routines which used by the teacher. In addition, the
teacher should plan routines that fit to the students and the principles of Jean Piaget theory and
principles are very applicable on these situations.
3. Which behavior strategies were effective in managing the behavior of the learners?
In motivating students? Why were they effective?
I think praise. For me, praise is the most powerful tool because it allows me to selectively
encourage different aspects of student production. It is effective in the sense I may use praise to
boost my students performance, praising their efforts, accuracy or speed on certain tasks. Instead
of increasing negative consequences, I should increase the frequency of contingent praise for
appropriate student behavior. Praise is easy to deliver.
On the other hand, it is also effective when the teacher should be firm during class
discussion because as I have observed, this could help the learners to strive hard and to ensure
themselves to participate in class discussions. It is also one way of disciplining those tardy students
who don’t give value of how education will change their lives in the near future. Therefore, I can
say that it is very effective in motivating and inspiring students’ attentions.
25

Reflection
1. Imagine yourself organizing yourclassroom in the future. In what grade/ year level do you see
yourself? What routines and procedures would you consider for this level? Why?
I see myself teaching in third year high school students. I know that students of this age are
sensitive and have a strong need for approval from others; thus, defeating comments or criticism
sometimes have debilitating effects. So in line with these, I must develop, teach and enforce them
with specific routine for basic situations like:
 Passing papers
 Treatment for one another
 Gaining respects from others
 Leaving to go to the restroom
 Working in small groups
 Dismissing the class
 Safety routines
 Taking attendance
I mustcarefullyteachthose routinesinordertoprovide smooth,uninterruptedclassdiscussion.
Whenstudentsknowexactlywhatisexpectedof them, the time savedcanbe spentteachingratherthan
organizing,instructingordisciplining.
2. Make a list of the rules you are likely to implement in this level. Why would you choose these
rules?
The following are the rules that I want to implement in my class:
1. Turn off cell phones and other electronic devices.
 Cell phone should be turned off and invisible during class discussion.
2. No food or drink except water.
 If a spill occurs, please clean it up immediately to avoid accidents.
3. Arrive to class on time and be ready to learn.
 Be “physically” and “mentally” present in the classroom.
4. Do not cheat instead do your best.
 Cheating is completely unacceptable.
5. Use polite and appropriate words.
 Offensive andprofane termsare nottolerated.
 If you don’thave somethingnice tosay,don’tsayit at all.
6. Maintain cleanliness
 Observe sanitationandproper hygiene.
26

I selectedthose rulesforitwassimple,specific,clearandmeasurablethenthe degreeof rule
simplicityjustdepends ontheirage andtheirabilitylevels.The rulesare nothard to follow;theyare simply
expectedforhighschool student.Well,mydesire istohave a harmoniousclassroomestablishingrapport
withunity,peace,orderandorderbetweenme andmyfuture studentssomeday.
3. Should learners be involved in making the class rules? Why?
Absolutely yes, the students should be involved in making classroom rules and regulations
for the reason that they should be aware of such thing and also for them to be well-oriented and
have an idea of those possible sanctions might be given if they will violate the said rules.
I believed that learners play an active vital role inside the classroom, they begin to learn the
rules, and they are inclined to have rule ownership. The rules become their rules, not my rules. If I
give them the freedom to choose those rules they are comfortable of, then it will be easier for
them to follow and implement those rules they have personally set. When rules are being
implemented, it will into an orderly, productive and effective classroommanagement that will be
very conducive for learning.
To include learners, I must conduct several short rules setting meetings the first few days of
school. For these meeting to be effective, I need to share with them the rule-making guidelines.
Without those guidelines, they are inclined to make too many rules; they have to be observable
and measurable in rule-making.
27

28

. . .
Step 5: Analyze the impact of the individual differences on
learner's interaction.
Step 4: Interview your resource teacher about the principlea and
practices that she uses in dealing with diversity in the classroom.
Step 3: Describe the interaction that tranpires inside and outside
the classroom.
Step 2: Describe the charactericitcs of the learners in terms of age,
gender, and social cultutral diversity.
Step 1: Observe a class in different part of a school day.
and Environment
FIELD STUDY
INDIVIDUAL DIFFERENCES AND LEARNERS’ INTERACTION
___________________________________________________________________________
Target
At the end of the activity, I will gain competence in determining teaching approaches and
techniques considering the individual differences of the learners.
Map
Episode 4
29

Tools
Name of the School Observed: Sagan National High School
Date of Visit:
Inside the classroom, the learners who are occupying were approximately 50 students.
There are 30 females and 20 males. Most of them are Roman Catholic in terms of religious setting.
They ages from 14-21 years old. Some of them are come from minority level and there are some
who were reared by an average level family. During class hours, I was terribly impressed with
students reciting in the class for they were very participative and instantly responds to the
questions raised by their teacher. I saw that there are group of students in the classroom who act
as a leader and a little teacher; he is the one who volunteers to guide and instruct his classmates
when their teacher is not around. And I admired him for being responsible and helpful in classroom
matters which will be a good and interactive way to help his teacher achieved a better classroom
interaction.
In addition, students who seated at the front part of the room are cooperative,
supportive, and participative inside the classroom. They feel more comfortable unlike those
students who seated at the back part which seems to be hot because they only have 1 electric fan
that was situated in the front. Additionally, as what I have observed, when their teacher ask them
question concerning about the topic, the student who have wrong answer was being helped by his/
her classmates by simply dictating the correct answer. He/ she try to help his/ her classmate who is
being asked by their teacher. Evidently this shows the oneness of the learners and the teacher in
which students participate enthusiastically. Before they will end the class discussion, their teacher
will told them to study their past lesson as well as study in advance their next lesson.
The class had ended already but still my eyes don’t stop observing the learners. They
used to form a grouped in terms of their gender and interests. Gender and interests because they
told me that they favor to choose a group by the same likes because they can easily drive the
interests of one another. While grouping themselves they talked more on their earlier topic, group
activity, assignments, tests, crushes, TV primetime bida’s and other trend issues around them.
30

Analysis
1. Identify the persons who play the 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, a doubter/ pessimist?
The persons who play an important role in the classroom interactions are the teacher and
the students. The teacher acts as facilitator and the student as learner. There are students who are
attention seeker; they tried to catch the attention of their teacher as well as the attention of their
classmates. There are students’ who appeared to be the leader and a little teacher; they are the
one who teaches their classmates who have less knowledge on the subject matter. The teacher was
also a joker in the classroom. The teacher jokes to break the boredom in the room and during the
discussion.
3. How does the teacher influence the class interaction considering the individual differences of
the students?
The teacher influences the class interaction considering the individual differences of the
students by manifesting a fairly values inside the classroom. The teacher will encourage the
students to raise their answers and if they got mistaken, the teacher doesn’t put down or insult her
students. The teacher doesn’t show special treatment or biases according to the performance of
the students and routine when they are inside the classroom.
3. What factors influence the grouping of learners outside the classroom?
I do believe with this saying, “Birds of the same feather flock together”. This is comparable
to the groupings of the students inside or even outside the classroom. Students having the same or
common interest with one another are in one group. The factors that manipulated the groupings of
the learners outside the classroomare there gender, residence location and religious background.
For an instance, each student has a preference to choose a friend who has the same gender or the
same interests they have.
31

Reflection
1. 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?
While I am seating at the back part of the classroom, monitor, scrutinizing, observing,
watching the learners, I feel a bright feelings that as if I am already a teacher. Within my mind I
could sense the oneness and unity among the learners and the teacher because the learners
positively interact to their teacher, when their teacher asks a question they respond quickly
without any uncertainties and hesitations. This is shown by those students who possess self-trust,
self-reliance and self-confidence.
2. In the future, how would you want the learners in your classroom to interact? How will you
make this happen?
In the future, I want a classroom which is very interactive and participative wherein the
learners could express their ideas and knowledge in varied modes without any hesitations and
participate actively in every class discussions as well as class activities.
As a forthcoming teacher, I am the facilitator of the learning process, providing direction
and give feedback to the students rather than just instruction. In focusing instruction, I must
consider the needs and interests of my learners. I will motivate and inspire them to strive harder
for their bright future.
3. How will you encourage all learners, regardless of religious, ethnic or racial background, to
interact and participate?
As a future educator, I will treat my students fairly and accept their differences. I will instill
in their minds the value of being respectful, contented and uniqueness. If ever I ask them questions
and give me wrong answers, I will not discourage or insult them so that they could feel the so
called unity towards the lapses of one another regardless of their religious, personal, ethnical or
family backgrounds.
Additional, I will initiate to them that their religious, ethnic, and even their racial
backgrounds are not the major concern of education and it is not an enormous obstruction to their
success in participating within the classroom. The total achievement lays on their hands not on the
system they have on their background.
32

33

. . .
1. Observe twoor more learnersof differentabilitiesbutfromthe
same grade or yearlevel.
2. Fin doutsome informationabouttheirbackground.
3. Observe themastheyparticipate ina classroomacivity.
4. Write a narrative reportand abrief reflectiononyourexperience.
and Environment
FIELD STUDY
INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION
___________________________________________________________________________
Target
At the end of the activity, I will gain competence in determining, understanding and accepting
the learners’ diverse backgrounds; and in relating the learner’s background to their performance in
the classroom.
Map
Episode 5
34

Tools
An Observation for the Individual Differences
Name of the School Observed: Sagay National High School
Date of Visit:
The teacher started the class by requesting the students to clean up those mess in their
classroom by simply picking up some pieces of papers under their arm chairs. And then she asked
the students about their last topic as one of her daily routines inside the classroom. The teacher
asked students seating on the front about their previous topic and some of them proudly raised
their hands to answer the question.
The whole class interacts with the teachers’ discussion causing the flow to be lively and
enthusiastic. There topic was all about naming and balancing elements. There are some who seems
to be participative but on the other hand, some of them are not. Students who perform to be
participative and cooperative is always raising their hands even without being asked by their
teacher, typically they came from middleclass and they can finished task before deadline
compared to those low achievers in the class .
Many of the students are shy type. They are hesitated to involve themselves in the class
discussion. Their nature did not meet the standards of those high achievers in the class.
As a conclusion, I do believe that teachers are the backbone of the society. Without
teachers’ great works there will be no other professions.
35

Analysis
1. Did your observation match the information given by the teacher? Were you able to correctly
identify who among the students performedwell and who did not? What behavior helped you
identify them?
Precisely yes! My own observation match to the information shared by the teacher. I was
able to identify those students who perform well as well as to those students who don’t. I
recognized them the way they interact, the way they answer to the teachers’ questions. For an
instance when the teacher raised a question, they raised their hands immediately even without
being requested by their teacher. They answered the question correctly where as student who did
not perform well, obviously he was not able to respond to different questions and I know it was
due to several factors which make some of them slow to their discussion. Some of them are shy,
sleepy, hungry, feel so hot and uncomfortable.
2. Describe the differences in ability levels of the students in the class. Is there a wide gap
between the students who are performing well and those who are not?
Based on the ability levels of the students, some of them are behind. Students who perform
well in the class are those students who are taken care of by their parents, in terms of their basic
needs. As I have observed, students who are not performing well in the classroom are caused by
many factors. Some of them are tired maybe because of work, sleepy because some sleep late at
night watching TV, shy, hungry because they just go to school without having a breakfast and even
don’t have money because of poverty. Some have family problems.
3. Describe the methods used by the teacher in handling the students’ differences in abilities.
How did the students respond to the teacher?
The methods used by the teacher in handling her students is self-reliance by permitting
learners to trust their instincts and to do by themselves the things that they love, within firmly
disciplined limits. She treated her students fairly whether high or low achiever. She usually
addresses her lesson to everybody without having special treatment to other students. As a result,
students interact to their teachers’ discussion thoughtfully and attentively.
36

Reflection
1. Recall the time when you were in the elementary or high school. Recall the high and low
achievers in your class. How did your teacher deal with differences in abilities? Was your teacher
effective?
When I was in high school, my teacher is very effective in handling our class which consists
of different types of learners. She manifested this during our class discussion, actions, activities,
dealings, techniques, procedures, methods and the way she show strictness when we are
conducting class discussion. When she conducted her lesson, she addresses this to everybody
rather than to have special treatment to some students. The same things to what I have observed,
every teacher have the big responsibility to eagerly teach student fairly without any doubts in order
for them to catch the lesson that is why putrefied learning is necessary.
2. 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?
As a soon to be teacher, this activity is not only intended for me to have a good observation
but rather furnish me to become a competent educator someday. Through this, I can prepare
myself how to be an effective facilitator in the near future.
Effective methods and strategies that I will bear in my mind in the future is that I will treat
my students fairly and just, respect their differences, their interests, decisions, social background,
and most especially the variation of their abilities so that I could ensure that I convene the needs of
both high and low achievers in my class. I will avoid comparing and I will never attempt from
putting them down. Instead I will motivate and inspire them to strive hard for their bright future. I
will make sure that these things are embed in my heart and mind so that I could understand my
student’s personality, rapidity in managing tasks, interaction with teacher, and as well as they
interact with their classmates or even other people.
37

Documentation on High School
39

Documentation on Elementary
41

Documentation on Pre School
43

“The Learners”
By: Terry Farwell
We learn by "seeing it" (visually), "hearing it"(auditory),or "moving and doing
it"(kinesthetically), and most of us have one primary learning style through which we
best learn and remember information. Allof us can benefit from identifying and
understanding our individuallearning styles.
“Actions Speak Louder than Words”
Kinesthetic learners’ best learn by doing. These students may be avid note
takers in class, but not review them later; they remember things that were seen,
done, or discussed. "When given assignments, such as writing a book report or
making a scenefrom a book, [kinesthetic learners] will make a scene. They can learn
to read and follow directions through the useof recipes, etc."
(Parent Newsletter, NDCU Extension Service, October 1997).
Kinesthetic learners move, bounce, and travel around classrooms and homes.
They are rarely still, but in their movements are always learning. These individuals
will point while giving directions, or only be able to get to a particular place by taking
you there. Making small adjustments in the lives and routines of these individuals
will facilitate them in increasing their success at home and at school.
Strategies for Kinesthetic Learners:
 Study important information by placing facts on index cards and reading the
information aloud while pacing or walking around.
 Try studying while lying on a bed or the floor, or listening to music.
 In class, when it is necessary to be still, bounce your foot, twirl a pen, or
squeezea ball. Justbe sureyou are not distracting thosearound you.
 Set a timer for 20-30 minutes. Work for this amountof time, and then take a
5- or 10-minutebreak.
47

 Use brightly colored paper under worksheets or study materials to help you
focus.
 Write vocabulary words on paper with glue. Sprinklesand or glitter on top.
When studying for tests, trace the words with your eyes closed.
 Read novels, articles, and texts while pedaling on a stationary bike or climbing
a Stairmaster.
Special Projects:
 Create a special exercise programand keep a log. Measure walking, jogging, or
biking distances, record workouttimes, and document progress. Older
students can calculate calories and fat burned.
 Choosea favorite story and create a play or performance.
 Assumethe role of your favorite character or historical figure. Develop a skit to
reflect important information.
 Join a drama or acting club.
 For elementary students, build a life-sizenumber line by painting on concrete
or wooden planks. Usethis to solve simple math problems.
 Get ready for fall by collecting manipulative and containers. Saveyour bottle
tops, corks, pennies, empty jars, yogurtcontainers, coffeecans, etc.
Source: http://school.familyeducation.com/intelligence/teaching-
methods/38521.html#ixzz2gHEVOonv
48

Journal of the National Association for Child Development
1986, Volume 6, No. 10
“The Learning Environment”
By: Robert J. Doman Jr.
The most important factor in how much and how well children learn is the learning
environment itself. If a child’s learning environment does not instill a self-perception of success,
it can inadvertently discourage his or her development.
Ultimately, how much children learn is a reflection of how much they like to learn. How
much they like to learn reflects how successful at learning they perceive themselves to be. We
enjoy success. We are motivated by success. The strong child likes to arm wrestle, the quick
child likes to run races, and the expert speller likes to play Scrabble, and so on. When a child
perceives herself as having the ability to do something well, she is highly motivated while
engaged in it, wants to do a lot of it, and, as a result, gets better and better at it. Turning
children on to learning is key to creating a positive learning environment.
Children learn as a result of the input their brains receive from their senses. What they
learn is a reflection of the frequency, intensity, and duration with which their brains receive
specific input. We may be able to make a child stay in one place for an extended period of time
(duration) while we go over and over the material (frequency), but the child has control over
the intensity of the input. The child can be turned on or off. If turned on, the child learns
rapidly; if turned off, learning may never occur.
Turning the child on—or off—to learning is largely determined by the learning
environment. A positive environment encourages learning; a negative environment creates
actual neurological dysfunction and discourages development and learning. For example, when
a parent comments on a second-grade child’s math assignment, the comments may be positive
(this lets the child know he is doing well) or negative (this can discourage and destroy the child's
motivation). Often the negative response comes quite naturally; therefore, we must learn how
to be positive. Look at the differences between the positive and the negative responses to three
second-grade children after they completed an assignment of ten math problems.
49

Negative: "Johnny, you're a very bright boy, and I expect a lot from you. Today
you got one wrong. You'll have to work harder and be more careful next time."
Positive: "Johnny, that's fantastic! You got nine right! How did you get so
smart?"
Negative: "Alice, you got three wrong—you can do better than that. I'm afraid I
can't give you a happy-face sticker today."
Positive: "Alice, that's great! You got seven problems right, and three were real
tough problems on that page. Let me show you how to do these real tough
ones."
Negative: "Billy, this is terrible. You got more than half of these problems wrong.
You're just not trying!"
Positive: "Hey, Billy, you're getting it. Look, you got this, this, and this one right.
Super! You watch while I do these other problems. I bet you can get them right
the next time."
Can our children develop and learn in a negative environment? Yes, most do, but
children cannot thrive in a negative environment, nor can they develop and learn as they would
in a positive, reinforcing environment. Symptoms of the negative environment include negative
attention-getting behaviors such as defiance, lack of motivation, anger, poor self-image, and
lack of development and learning. Creating a positive, reinforcing environment for learning can
dramatically change our children's attitudes, self-image, rate of learning, and the degree to
which learning occurs.
What children get out of the educational process is a reflection of what we put in. If we
are not pleased with the output, we should examine and modify the input, creating a positive
educational environment. We must point out what children know and applaud what they do
well. In return, they will be motivated to learn—and do—more.
Reprinted from the Journal of the NACD Foundation (formerly The National Academy for
Child Development) http://nacd.org/journal/article16.php
50

“Learning Development”
(Bridging Learning Design and Modern Knowledge Needs)
July 12, 2005
George Siemens
Learning has long been debated in realms of religion, philosophy, and more recently,
psychology. The challenge of creating a comprehensive definition lies in the different
interpretations of both intent and method of learning. Most often, learning is used in an ambiguous
manner, without clear definition of hidden assumptions and viewpoints. Adherents of different
styles of learning see the world (and solutions to existing problems) in an isolated manner. Rather
than exploring more deeply the diversity of learning, learning methods, and learning intent, new
situations are unfortunately approached with the intent of shaping the situation to the world view
and design methodology.
Research (particularly in the field of neuroscience) is beginning to indicate that the primary
learning component of our brains is pattern recognition, not information processing. Stephen
Downes (2005) extends this concept by offering a challenging vision that learning is not a direct
causal interaction between teacher and learner. Replacing the causal model of learning (need
highlighted, instructional intervention planned, measurement enacted) with “network
phenomenon”:
“But with online learning comes not only a much wider, more diverse network, but also the
idea that (a) the network may be based on non-physical (or emergent) properties, (b) that the
individual may choose to belong to or not belong to a network, and (c) that an individual may
assume multiple identities or memberships in multiple networks. The theory of distributed
representation has a profound implication for pedagogy, as it suggests that learning (and teaching,
such as it is) is not a process of communication, but rather, a process of immersion.”
Acknowledging that learning is a process beyond simply processing information requires a
definition that is valuable in both formal and informal learning activities. Learning is not an
isolationist activity without intent or aim. Certain learning experiences build skills; others build
attitudes, beliefs, or other “soft knowledge”. The ultimate intent of the process is to be able to do
or achieve something. In this regard, learning can simply be defined as actuated or actionable
knowledge. This definition has two components - knowledge: understanding of an implicit or
explicit nature, and actuation: doing something appropriate (defined as contextually aware) with
knowledge.
51

The starting point of learning design is to evaluate the existing views of learning types,
learning theories, and design approaches. An integrated or holistic view of the diverse learning
landscape permits designers and educators to select appropriate models for appropriate means.
Most typically, learning theories have not become obsolete in the sense that they do not work.
Instead, they are obsolete in the sense that the world around has changed, and new models are
required to meet the needs of new situations. Where the learning theory and design approach
closely align with a design concern, even “outdated” theories can become valuable. To remain
relevant, it is important for designers to account for diminishing half-life of knowledge and increase
in information availability (and amount). Views of knowledge as comprising of “know what”
(explicit) and “know how” (tacit) are being usurped with “know where”.
Further compounding learning challenges is the importance of “soft knowledge” – i.e.
experiences and encounters which are not entirely functions of our cognitive domain. Serendipity is
often not acknowledged in more formal instructional design. Yet most sources of innovation are
bricolage-like in nature. The sudden recognition of solutions from other domains, or the innovative
application of available resources is important. Silo style learning design limits learner access to
other competing or complimentary information sources. Exploratory and networked learning, on
the other hand, provide opportunities to encounter knowledge from other experts and domains –
knowledge which often informs and creates innovative solutions.
John Seely Brown (undated, p. 66) communicates this new dynamic world of learning:
“When we look at teaching beyond the mere delivery of information, we see a rich picture of
learning, one that embraces the social context, resources, background, and history within which
information resides”.
52

My Personal Illustration of an Effective School Environment
54

My Personal Reflection on the Portfolio
60

Cooperating Teacher,
MRS. PEARLYHERVIAS
Comment of the Faculty
61

Name: Jessa M. Arnado Course: BSED Year & Section: 2B
Directions: Check the appropriate column that best describes your current level of mastery of
each listed competency.
Competency
I cannot do
this yet.
I am
learning
how to do
this
I can do
this
but I need
to learn
more and
improve.
A can do
this very
well.
1. Determines an environment that
provides social, psychological, and
physical environment supportive of
learning.
 *
2. Differentiates learners of varied
learning characteristics and needs.  *
3. Manages time, space and resources to
provide an environment conducive to
learning.
 *
4. Recognizes multi-cultural
background of learners when providing
learning opportunities.
 *
5. Determines teaching approaches and
techniques appropriate to the learners.  *
6. Determines, understands and accepts
the learner’s diverse background.  *
7. Relates the learners’ background to
their performance in the classroom.  *
8. Reflects on the impact of home and
family life to learning.  *
9. Expounds on one’s understanding of
the learning processes and the role of
the teacher in facilitating these
processes in their students.
 *
10. Accepts personal accountability t
learners’ achievement and
performance.
 *
(Post-assessment) Date Accomplished: September 18, 2013 Rater’s Signature: JESSA M. ARNADO
62

Field Study: FS The Learner’s Development and Environment (Episode 1-5)

Field Study: FS The Learner’s Development and Environment (Episode 1-5)

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