amLEARNING GUIDE- 

FIELD STUDY 1
 OBSERVATION OF TEACHING –LEARNING ACTUAL SCHOOL
ENVIRONMENT

FIELD STUDY 1
OBSERVATION OF TEACHING–LEARNING
ACTUAL SCHOOL ENVIRONMENT

Course Description
            This is the first experiential course, which will immerse a future teacher in
an actual classroom situation and learning environment where direct observation
of teaching learning episodes that focuses on the application of educational
theories learned in content and pedagogy courses will be made. Observations on
learner’s behavior, motivation and teacher’s strategies of teaching, classroom
management and assessment in learning among others shall be given emphasis.
A portfolio shall be required in the course

            This course is designed to help the field study students verify the behavior
of the student in the actual learning environment. It will require them to
recognize feasible approaches to facilitate learning considering the learner’s
different phases of development and social environment

Course Mapping
Field Study 1 can be anchored on these Professional Education subjects as follow:
 Child and Adolescent Development
 Facilitating Learning
 Social Dimension of Education

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Course Intended Learning Outcomes
At the end of this episode, students are expected to:
1. Describe how a safe and secure learning environment contributes to
the physical, socio-emotional and cognitive development of learners,
2. Determine ways of addressing learner’s diversity in terms of gender,
needs, interests, cultural background and difficult circumstances,
3. Appraise how the teacher manifests her/his personal and professional
competencies,
4. Illustrate the teaching-learning process and the use of ICT to promote
quality relevant and sustainable education processes,
5. Assess the various classroom management strategies observed in the
class,
6. Analyze concepts, theories and principles in curriculum development
in actual classroom settings.
7. Evaluate assessment and reporting practices done in the classroom,
and
8. Formulate one’s philosophy of teaching.

Learning Episode 3
LEARNERS’ GENDER & SOCIO-CULTURAL
NEEDS
Written by MLHerrera11062021
Submitted by:
Pre-Service Intern

Submitted to: s
Supervising Instructor

Date Submitted:
Month, Day, Year

Introduction
This episode focuses on gender needs, strengths, interests, experiences, language,
race, culture, religion, socio-economic status, difficult circumstances, and
minority issues of indigenous peoples. All students with diverse learning needs
have a right to access a full and engaging education on the same basis as their
peers.

Why is it important to learn about learners’ diversity? Learning diversity refers

to the infinite variety of life experiences and attributes a child brings to their
formal learning at school. Studies have shown that having diverse classrooms
help develop tolerance and a greater sense of security when in environments
with other foreign cultures present. It also helps students learn about other
languages and cultures, encouraging them to be interculturally sensitive.

Intended Learning Outcomes

At the end of this activity, pre-service teacher should be able to:
 Identify the needs of students with different levels of abilities in the
classroom,
 Identify best practices in differentiated teaching to suit that varying
learner needs in a diverse class (PPST 3.1.1),
 Describe the characteristics and needs of learners from diverse
backgrounds, and
 Demonstrate openness, understanding, and acceptance of the learners’
diverse needs and backgrounds.

My Performance
Scale: Excellent -5, Very Satisfactory- 4, Satisfactory – 3, Poor -2, Very Poor -1

Written by MLHerrera11062021
Task 1- My Observation/ Documentation Score

All done outstanding quality; work exceeds expectation 5

All or nearly all task done with high quality 4
Nearly all tasks done with acceptable quality 3
Fewer than half of tasks done; or most objectives meet but with poor quality 2
Never of the task done, no objectives meet and very poor quality 1
Task 2- My Analysis
Analysis of questions are answered completely; in depth answers thoroughly based on theories/ 5
All or nearly all tasks are done with high quality. Analysis of questions are answered
4
completely. Clear in connection with theories / exemplar.
Analysis questions were satisfactory and answered completely. Vaguely related to the theories 3
Analysis of questions are not all answered. Grammar and spelling unsatisfactory 2
Analysis of questions has completely no answer. Grammar and spelling are very poor 1
Task 3- My Reflection
Reflection statements are profound and clear, supported by experiences from the episode 5
Reflection statements are clear, but not clearly supported by experiences from the episode. 4
Reflection statements are shallows; supported by the experiences from the episode. 3
Reflection statements are unclear and shallows and are not supported 2
Reflection statements are not totally cleared and shallows are not supported by experiences
1
from the episodes.

Task 4- My Learning Artifacts

Portfolio is complete, clear; well-organized and all supporting documentation which are located
5
in sections clearly.
Portfolio is complete, clear, well- organized and most supporting documentation is available
4
and/or in logical and clearly marked locations.
Portfolio is incomplete; supporting documentation on organized but is lacking 3
Portfolio has many lacking components; is unorganized and unclear 2
Portfolio has completely lacking component is unorganized and very poor 1
Task 5 - My Submission
Two days before deadline 5
On the deadline 4
A day after the deadline 3
Two days after the deadline 2
Three days after the deadline 1
Total Score

How will I be rated?

Overall Score My Rating
Transmutation to grade/rating
Score          Grade .
20               1.00               99
Reminder

Written by MLHerrera11062021
18-19              1.25                96 At the end of this
17                    1.50                93 activity, a pre-service
16                    1.75                90 teacher should be able
15                    2.00                87 to determine a school
environment that
14                    2.25                84
provides social,
12-13              2.50                81
psychological and
11                    2.75                78 physical environment
Numerical rating
10                    3.00                75 learning.
7 below        5.00
Descriptive rating

Activity 1
Relating Learning Experience with Gender and Socio-Cultural
Diversity

Written by MLHerrera11062021
Submitted by:
Pre-Service Intern

Submitted to: s
Supervising Instructor

Date Submitted:
Month, Day, Year

This activity is focused on observing differences among learners’ gender,

needs, strengths, interests and experiences and how can these differences be
matched with the learning opportunity provided. These differences also include
the differences among learners’ linguistic, cultural, socio-economic and religious
backgrounds and difficult circumstances.

To make this activity more meaningful, you have to commit yourself to

achieve the desired outcomes of this learning episode. Thus, you have to make
this activity your own journey by reflecting as follow:

My Tools
… will include the Gender and Socio-Cultural Profile and self-made
platform of gathering data.

My Map
… will include this instruction and corresponding worksheets below that I need
to read carefully and study before going through the journey.

My Mission
… is to do the following tasks:
1. Find ways by which learners in my class can accomplish the GSCP
either by using the following:
1.1 google form,
1.2 fb messenger, or
1.3 any medium to connect with target participants
2. Accomplish worksheets 1.1 through 1.4 in this activity.

Written by MLHerrera11062021
3. Describe the learners’ GSCP and match this with the actual learning
environment by using the following:
a) Descriptive Paragraph
b) Photo Essay
c) Sketch or Drawing, and/or
d) Poem, song or rap

My Target
… is a representative sample of the learners in my class (about 20 to 30
learners). Make sure that you are using an unbiased strategy of choosing your
participants.

Gender and Socio-Cultural Profile (GSCP)

Name (optional):

Sex: □ Male □ Female Age: No. of siblings:

Hobbies:

5 4 3 2 1 0 1 2 3 4 5
Gender preference: feminine masculine

Socio-economic status: □ below average □ average □ above average

Parents’ occupation Mother: Father:

Parents’ educt’l level Mother: Father:

Language used at home: Ethnicity:

Religious affiliation: Type of community □ Urban □ Rural

My Observation
Worksheet 1.1

Based on the GSCP data gathered, accomplish the following matrices.

Written by MLHerrera11062021
Table 1.1 GSCP Data

No. of male___ female ___ Average age: ____ No. of siblings: ______

List of 1 2 3 4 5
hobbies
(top 5)

5 4 3 2 1 0 1 2 3 4 5

Gender preference: feminine masculine

(Indicate number of learners)

No. of learners with SES below average_____ average____ above average_____

1 2 3 4 5
Mother
Parents’
occupation 1 2 3 4 5
(top 5) Father

Parents’ None Elem HS College Post Grad

educt’l level
(Indicate Mother
number of
learners) Father

Language used at home 1 2 3 4 5

(Indicate top 5 responses)

Ethnicity 1 2 3 4 5
(Indicate top 5 responses)

Religious affiliation:

Type of community (Indicate top 5 responses) Urban ____ Rural ______

My Analysis
Worksheet 1.2

Written by MLHerrera11062021
How do you describe your learners in terms gender and socio-cultural diversity?
Write your answers in the spaces provided below with a minimum of 30 words,
and maximum of 100 words only.

Discussion of Analysis

Conclusion 1 Conclusion 2
In terms of gender needs, ... In terms of socio-cultural needs, ...

Written by MLHerrera11062021
My Reflection
Worksheet 1.3

Write a brief reflection of your feelings and insights from your observation
experiences in the teaching-learning process. Write your answers in the blank
space below with a maximum of 30 words per number only.

1) Can you identify

learning experinces
that respond to
learners' gender and
socio-cultural
diversity? If No,
why?

2) If Yes (in item

1), i what ways?

3) How do the
learning
experiences
respond to
learners' gender
needs?

4) How do the
learning
experiences
respond to learners'
socio-cultural
needs?

Written by MLHerrera11062021
My Learning Artifacts
Worksheet 1.4

My Personal Illustration of a
Gender-Sensitive and Socio-Culture-Responsive
Learning Environment

Written by MLHerrera11062021
Activity 2
Classroom Experience of Learners with Special Needs

Submitted by:
Pre-Service Intern

Submitted to: s
Supervising Instructor

Date Submitted:
Month, Day, Year

This activity is focused on observing differences among learners with

disabilities, giftedness and talents. Disabilities do not only mean physical
handicap but include learning disabilities in different level of experience among
learners such as difficulty in reading, language and numeracy, hyperactivity and
low focus and many more. Understanding their special needs will allow them to
maximize their potential; thus, improved academic performance and
consequently life literacy.

To make this activity more meaningful, you have to commit yourself to

achieve the desired outcomes of this learning episode. Thus, you have to make
this activity your own journey by reflecting as follow:

My Tools
… will include the LSN-Check, CSt-Guide and self-made platform of
gathering data.

My Map
… will include this instruction and corresponding worksheets below that I need
to read carefully and study before going through the journey.

My Mission

Written by MLHerrera11062021
… is to do the following tasks:
1. Find ways I can accomplish the LSN-Check with parents /teachers thru
interview or observation either by using the following online platforms:
1.1 google form,
1.2 fb messenger, or
1.3 any medium to connect with target participants

Leaners’ Special Needs Checklist (LSN-Check)

Disability ? Giftedness ?

Specific learning disability

(dyscalculia, dyslexia, written
expression disorder) Successful gifted

Other impairment like ADHD,

ASD, emotional disturbance Autonomous gifted

Physical impairment (speech,

visual, hearing, deaf, orthopedic) Challenging & creative

Intellectual disability like down

syndrome Underground

Traumatic brain injury Doubly exceptional

Multiple disabilities

2. After accomplishing LSN-Check, identify a learner to be interviewed

for each case –
5.1 case 1 for with disability, and
5.2 case 2 for giftedness).
3. Conduct interview using the CSI-guide.
4. Accomplish worksheets 1.1 through 1.4 in this activity.
5. Describe the learners’ GSCP and match this with the actual learning
environment by using the following:
5.1 Descriptive Paragraph
5.2 Photo Essay
5.3 Sketch or Drawing, and/or
5.4 Poem, song or rap
Case Study Guide (CSt-Guide)

Written by MLHerrera11062021
Disability- Case 1 Giftedness – Case 2

1. Do you find difficulty in doing 1. Do you find some challenging

your work in school? work in school?
___Yes ____No ____Yes ____No

1.1 If No, how did you manage to

1.1 If No, how did you do it? continue in school?

1.2 If Yes, how did you manage the

difficulty? 1.2 If Yes, how did you do it?

2. What are you most interested to learn? And how?

Note: You may use this tool as guide for interview or observation.

My Target
… is the valid source of information which can be the teachers or parents if
not the concerned learners themselves (for the LSN-Check. Case learners may be
voluntary as long as the case criteria (with disability and/or gifted) are met.

Written by MLHerrera11062021
My Observation
Worksheet 1.1

Figure 2.1. Extent of Special Needs

Based on the data gathering from interview and/or observation using LSN-Check, write
the specific special need in the following block matrix (size of block shows extent of special
needs).

Disability Giftedness

Figure 2.2. My Case Studies

Based on the data gathering from interview and/or observation using CSt-Guide, write
the specific special need in the following block matrix (size of block shows extent of special
needs).
Disability Giftedness

Case 1 Case 2

Written by MLHerrera11062021
My Analysis
Worksheet 1.2

Do the learning difficulty and/or challenges of learners with special needs differ?
Give your findings and insights in the space provided below? Write your
answers in the spaces provided below with a minimum of 30 words, and
maximum of 100 words only.

For leaners, with diabilities, ... For gifted learners, ...

Insights

Written by MLHerrera11062021
My Reflection
Worksheet 1.3

Write a brief reflection of your feelings and insights from your observation
experiences in the teaching-learning process on learners with special needs. Write
your answers in the blank space below with a maximum of 30 words per
number only.

1) Can you identify

learning experinces
that respond to
learners' special
needs? If No, why?

2) If Yes (in item

1), in what ways?

3) How do the
learning
experiences
respond to
learners' special
needs?

4) What are
appropriate
differentiated
learning
experiences to cater
special needs?

Written by MLHerrera11062021
My Learning Artifacts
Worksheet 1.4

My Personal Illustration of a
Supportive Learning Environment to Special Needs

Written by MLHerrera11062021
Activity 3
Learning Experience of IP Learners

Submitted by:
Pre-Service Intern

Submitted to: s
Supervising Instructor

Date Submitted:
Month, Day, Year

This activity is focused on the learning experiences of learners who belong

to indigenous people group. Most often, these learners called the IPs are on a
disadvantage if not deprived sector of our selfish society. This is clearly
stipulated in DepEd Order no. 62, series of 2011. Among the current
disadvantages that IPs face, access to culture-responsive basic education stands
out as one of the most critical to address, especially if the right to basic education
is viewed as an “enabling right.” Basic education is an essential means for IPs to
claim their other rights, exercise self-determination, and expand the choices
available to them. Hence, this is your call as teachers who come in direct contact
with these learners.

To make this activity more meaningful, you have to commit yourself to

achieve the desired outcomes of this learning episode. Thus, you have to make
this activity your own journey by reflecting as follow:

My Tools
… will include KII-Guide and self-made online platform of conducting the
interview.

My Map
… will include this instruction and corresponding worksheets below that I need
to read carefully and study before going through the journey.

Written by MLHerrera11062021
My Mission
… is to do the following tasks:
1. Using Worksheet 1.1, identify IPEd indicators through my virtual
observation.
2. Find ways I can accomplish the KII-Guide with the teacher and/or IP learner
either by using the following online platforms:
1.1 google form,
1.2 fb messenger, or
1.3 any medium to connect with target participants
3. Accomplish worksheets 1.1 through 1.4 in this activity.
4. Describe the learning experience of IP learners by using the following:
4.1 Descriptive Paragraph
4.2 Photo Essay
4.3 Sketch or Drawing, and/or
4.4 Poem, song or rap

Key Informant Interview Guide (KII-Guide)

For Teacher For IP Learner

1. Do you have programs or activities 1. Do you find activities in school

IP learners and/or promotion IPEd? that makes you feel accepted or
___Yes ____No proud belonging to IP?
____Yes ____No

1.1 If No, how did you do it? Why? 1.1 If No, how did you manage to
continue in this school?

1.2 If Yes, what are they? (You can

probe using Worksheet 1.1 in this 1.2 If Yes, can you something about
activity.) these activities?

Written by MLHerrera11062021
My Target
… is to check DepEd Order No. 62, s. 2011 and come up with my own
checklist for IP education (IPEd) indicator based on this actual field observation.

NATIONAL INDIGENOUS PEOPLES EDUCATION POLICY FRAMEWORK

Ensure the provision of universal and equitable access
of all IPs to quality and relevant basic education
services towards functional literacy for all

Adopt appropriate basic education pedagogy, content,

and assessment through the integration of Indigenous
Knowledge Systems and Practices (IKSPs) in all
learning areas and processes

Provide adequate and culturally-appropriate learning

resources and environment to IP learners

Strengthen the hiring, deployment, and continuous

development of teachers and learning facilitators in
the implementation of its IP Education Program

Implement stronger affirmative action to eradicate all

forms of discrimination against IPs in the entire
Philippine educational system.

Expand and strengthen institutional and civil society

linkages to ensure proper coordination, knowledge-
sharing, and sustainability of the IP Education Program

Establish and strengthen appropriate multi-level units

within DepED responsible for planning, implementing,
and monitoring IP education interventions

Written by MLHerrera11062021
My Observation
Worksheet 1.1

Based on the data gathering from interview and/or observation on the policy statement of
DepEd order 62. S. 2011, identify indicators (activities or programs) in your cooperating
school supporting IP education.

Policy
Statement IPEd Indicators

Functional
literacy of IP
learners

Integration of
IKSP

IP learners’
resources

CPD for IPED

teachers

IP discri-
mination

sustainable
IPEd

IPED
monitoring

Written by MLHerrera11062021
My Analysis
Worksheet 1.2

Is the support afforded to IP people groups evident in the basic education

system? Give your findings and insights in the space provided below? Write
your answers in the spaces provided below with a minimum of 30 words, and
maximum of 100 words only.

Finding 1 Finding 2

Insights

Written by MLHerrera11062021
My Reflection
Worksheet 1.3

Write a brief reflection of your feelings and insights from your observation
experiences in the teaching-learning process on learners with special needs. Write
your answers in the blank space below with a maximum of 30 words per
number only.

1) As student intern,
how will you
support IP learners?

2) As student
intern, how will
you support IP
learners outside
school?

3) How will you

promote IPEd as
student intern?

4) Suppose you
have no IP learners,
how will you
support IPEd?

Written by MLHerrera11062021
My Learning Artifacts
Worksheet 1.4

My Personal Illustration of a
Supportive Learning Environment to IP Learners & IPEd

Written by MLHerrera11062021