Professional Documents
Culture Documents
Environment
Credit : 1 unit
Duration : 18 hours
COURSE DESCRIPTION
Study 1 is an outcomes-based course designed to give students significant opportunities
to observe and analyze the characteristics and behaviors of learners in actual learning
environments. It is intended to develop the skills in identifying and understanding the
characteristics and needs of diverse learners. These skills will be vital in creating a conducive
environment, choosing and evaluating developmentally appropriate approaches in planning and
managing the environment, delivering content, facilitating learning activities, and assessing
learners.
COURSE OUTCOMES
1. Describe the physical, motor, linguistic, cognitive, social and emotional development of
the learners as manifested in actual learning environments.
2. Reflect on how to address the learners needs and various factors that affect the teaching
and learning process.
Intended
Learning
Outcome
Episode 1
In this
episode, I
must be
able to
determine
the
characterist
ics of a
school that
is safe,
secure and
is
supportive
of learning.
Assessment
Task
Content
TeachingLearning Activity
Learning
Resources
References
An
illustration
of a school
that is
supportive
of learning
or a childfriendly
school
through
any of the
following:
School as a
learning
environmen
t
1. Visit a school.
Look into facilities
and support learning
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 school
environment.
4.Make a reflection
on the
characteristics of a
school environment
that promotes
learning.
5.Present your idea
Resource
school
Resource
Teacher
Observatio
n Sheet
(From FS1
Workbook)
Corpuz, B.,
Lucas M.R.,
Lucido;PBora
bo, H. Child
and
Adolescent
Developmen
t (2010)
A
descriptive
paragrapha photo
essay
Peace
Concept in
Focus
Building
Friendship
Lucas, M.R.
and Corpuz,
B.
Facilitating
Learning, 4th
Edition
(2014)
of a good school
environment
through any of
these:
a) Descriptive
Paragraph
b) Photo essay
c) Sketch or
drawing
d) Poem, song
or rap
3. Evaluate the different strategies employed by teachers in dealing with learners at
different stages of development.
Assessment
Task
Episode 2
In this Episode, I
must be able
differentiate the
characteristics
and needs of
learners from
different
developmental
levels.
Narrative
description of
diversity
among
Children
Content
Learners
characteristi
cs and
Needs
Peace
Concept and
Focus
Valuing
Diversity
Learners
Characteristi
cs and
Learning
Activities
Peace
Concept In
Focus
Inclusivit
y
Teaching Learning
Activity
1. Observe 3 groups of
learners from different
levels (preschool, elem.,
and high school).
2. Describe each of the
learners based on your
observation
3. Validate your
observation by
interviewing the learners
4. Compare them in terms
of their interest and
needs.
Learning
Resources
Resource
school
Resource
Teacher
Observation
Sheet
Learners
Development
Matrix
(From the FS
1 Workbook)
References
Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)
Episode 3
In this episode, I
must be able to
plan on how to
manage time,
space, and
resources to
provide a
learning
environment
appropriate to
the learners and
conducive to
learning
Checklist on
classroom
management
components
Classroom
Manageme
nt and
Learning
Photo
documentation
of the classroom
setting
Intended
learning
Outcome
Resource
Teacher
Observation
Guide (From
the FS 1
Workbook)
Reflection paper
on activities that
allow inclusivity
rather than
exclusivity
among learners
A reflection
paper on the
congruence or
match of
learning
activities to the
learners
characteristics
In this episode, I
will be able to:
Demonstrate
understandin
g and
acceptance
of the
learners
diverse
backgrounds
Identify best
practices in
dealing with
diversity in
the
classroom
Observe a class
Collection of
Classroom
activities written
on card boards of
rainbow colors
Episode 4
Reflection
on the
interaction
of learners
despite
differences
Individual
Differences
And the
Learning
Process
(social and
cultural
diversity)
Peace
concept In
Focus
Unity In
diversity
Assessment
Task
Content
Reflect on how
classroom
management affects
learning.
1. Observe a class in
different parts of a school
day (beginning of the day,
class time, recess, etc.)
2. Describe the
characteristics of the
learners in terms of age,
gender, and social and
cultural diversity.
3. Describe the interaction
that transpires inside and
outside the classroom.
4. Interview your resource
teacher about the principles
and practices that she uses
in dealing with diversity in
the classroom.
5. Analyze the impact of
individual differences on
learners interaction.
Teaching Learning
Activity
Resource
school
FS 1 Manual
Resource
school
Resource
Teacher
FS 1 Manual
Observation
Guide (From
the FS 1
Workbook)
Learning
Resources
Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)
Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)
References
Episode 5
In this Episode, I
must be able to:
Learners
profile
Narrative
Report
Identify the
needs of
students with
different
levels of
abilities in
the
classroom
(difference
in ability
level)
Describe the
influencing
factors in the
home
environment
that affect
the students
learning
Identify
effective
strategies on
how teachers
can work
together with
the family.
Choose
effective
strategies to
address the
diverse
needs of the
learners
Episode 6
In this episode, I
must be able to :
Individual
differences
and the
learning
process
Resource
school
Resource
Teacher
Observation
Guide
(From the FS
1 Workbook)
Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)
Home visitation
report
Reflection on
the impact of
home and
Family Life to
Learning
Home
school link
the learners
activities and
behavior while
ay home.
Describe the family in
terms of
Number of
siblings
Number of
siblings in
school
Identify the factors in
the home environment
that might affect the
learners school
performance.s
Reflect on how a
teacher can
communicate
Resource
school
Resource
Teacher
Parents
Observation/i
nterview
guide for
Home-School
Link Parents
Interview
Guide
(From the FS
1 Workbook)
Corpuz, B.,
Lucas
M.R., Lucindo
P., Borabo, H.
Child and
Adolescent
Development
(2010)
Lucas, M.R.
and Corpuz B.
Facilitating
Learning, 4th
Edition (2014)
ObservationTips
FS
1
opportunity for you to relate theory to actual practice. To help you do this, remember to:
to observe
S teacher and ask questions to be sure all is clear to you
1 The School as a
Learning
Environment
A physical environment conducive for learning is one
My Learning Essentials
My Map
To realize my Internal Learning Outcomes, I will work my way through the
steps:
My mission is to do the following tasks:
My Tools
As you move around the campus, activity forms are provided for you to
document your observations. It is advised that you read the entire worksheet before
proceeding to the school site. A good understanding of the activities and tasks to be
accomplished in the activity sheets will yield better learning results.
Facilities
Description
Office of the
Principal
Library
Friendly
atmosphere, welllit, well-ventilated,
organized
Canteen/Cafeteria
Spacious, clean,
well-lit, wellventilated, plenty
of food stalls
Medical Clinic
Clean, well-lit,
well-ventilated,
organized and
well-stocked
medicine cabinet
and plenty of wellmaintained and
up-to-date
medical
equipment
Materials are up
to date and wellmaintained,
spacious, and
well-ventilated
Audio
Visual/Learning
Resource Center
Facilities
Description
Will it
contribute of
the students
learning and
development.
Why?
Science
Laboratory
Gymnasium
Spacious, clean,
well-ventilated
Auditorium
Outdoor/Garden
Home Economics
Room
Industrial
Workshop Area
PTA Office
An Observation
Guide
for the
CLASSROOM
VISIT
Others An Observation
Guide
for the
CLASSROOM
VISIT
(Please specify)
Read
the following
ThenThen
write your
Be guided
by these
tasks asstatements
you do yourcarefully.
observation.
observation
report
on the
provided
accomplish
the matrix
to record
your
data. space.
1. the
Describe
communityWhat
or are
neighborhood
where
1. Look at
walls of the
the classroom.
posted on the
walls?the
school
is found.
What heroes,
religious
figures, lessons, visual aids, announcements,
2.
Describe
the
school campus. What colors do you see?
do you see posted?
is the
condition
of the are
buildings?
2. Examine What
how the
pieces
of furniture
arranged. Where is the
3.
Pass
by
the
offices.
What
impression
dochairs/desks
you have of these
teachers table located? How are the tables and
offices?
arranged?
4.
Walkthrough
theequipment/
school halls,
the library, the cafeteria.
3. What learning
materials/
are present?
Lookstudents.
around and
theare
others.
4. Observe the
Howfind
many
occupying one room?
5. Is the room well-lit and well-ventilated?
CLASSROOM FACILITIES MATRIX
Classroom Facilities
Description
(location, number,
Arrangement, condition)
Around the classroom, 4-6
1. Wall Displays
2. Teachers Table
3. Learners Desks
4. Blackboard
5. Learning Materials/
Visual Aids
6.
7.
8.
9.
10.
I entered
the
classroom
with the
conviction
that it was
crucial for
me and every
other
student to
be an active
participant,
not a
passive
consumer.
Learning is
A place
where
paradise can
be created.
-Bell Hooks,
Teaching to
Transgress,
NY:Routledge,
1994
Write your
observations
here: to develop divergent conclusions by identifying motives or causes
ture of) such
information
1. The school is
located in
Mandurriao,
near places
like
QualiMed
medical
center,
Atria, etc.
There are
houses in
the area but
they are a
little far
from the
school itself.
2. The school
buildings are
tall and
have a very
nice, simple
dcor.
Mostly
cream with
some blue
accents
(blue being
the schools
color). The
buildings are
wellmaintained.
3. They look
very well-lit
and
organized to
an outsider.
4. They are not
entirely
solemn or
too quiet
and there
are some
students in
these
facilities but
My Reflections/ Insights
observed? Why?
Or Why not?
One that looks out for the students welfare and needs, is clean, organized,
1.
With the NCBTS as guide, an ideal learning environment
should
have the following
characteristics,
EXCEPT
And
well-maintained,
and the materials
and facilities
are up-to-date.
3. What kind of classroom is conducive to learning?
The learning
On the A.
physical
aspect,environment
it should be promotes
clean andfairness
has enough space and seats
to
B. Is safe and conducive for learning
Accommodate the students, has up-to-date learning resources, and is wellC. Builds many professional linkages
Ventilated and lit. on the social aspect, it should have a friendly working
D. Establishes and maintains consistent standards of learners
behavior
Atmosphere where students could freely share their ideas and participate in
Class discussion.
2.In the
Which
facilities
areyou
present
in a health-promoting
4.
future,
how can
accomplish
your answer in school
number 3?
environment?
I will be cordial and accommodating towards my students, letting them
Share their insights and ideas during discussions and giving everyone a fair
I. Canteen that sells all kind of food including junk food
Chance to participate. At the same time, I will be firm regarding class rules
II. Comfort rooms common for boys and girls
And proper behavior.
III. Sanitary drinking fountains
5. Write your additional learnings and insights here.
IV. Safe playground
I learned that it is possible to be firm with your students and remind them of
Their priorities
and IV
still be warm so that they feelC.welcome
A. II, III, and
I and II and eager to
Participate.
B. I, II, III, and IV
D. III and IV
Integrating
and
Practice
3.
WhichTheory
physical
school
environment supports learning?
Directions: Read the items given below and encircle the correct answer.
A. Availability of flexible classroom furniture
B. Presence of spacious classrooms
C. Prominence of bulletin boards in every building
D. Tall school buildings
On the opposite
box, present an
illustration
showing your
idea of an
effective school
environment
through any of
these Let your
My Learning Portfolio
My Personal Illustration of an Effective
School Environment
Creativity
A
Shine!
Descriptiv
e
Paragraph
A Photo
Essay
A Sketch
or Drawing
A poem,
song or
rap
My Learning Rubric
Learning
Episodes
Exemplary 4
Superior 3
Satisfactory 2
Needs
Improvement 1
Learning
Activities
Analysis of the
Learning
Episode
Reflection/
Insights
Learning
Portfolio
Submission of
Learning
Episode
4
All
questions/episodes
were answered
completely; in
depth answers
thoroughly
grounded theories.
Exemplary grammar
and spelling
4
Reflection
statements are
profound and clear;
supported by
experiences from
the learning
episodes
4
Portfolio is
complete, clear,
well-organized and
all supporting;
documentations are
located in sections
clearly designated
4
Submitted before
the deadline
Analysis questions
were answered
completely.
Clear connection
with theories.
Grammar and
spelling are
superior.
Analysis questions
were not answered
completely.
Vaguely related to
theories.
Grammar and
spelling acceptable
2
Analysis questions
were not answered.
Reflection
statements are
clear, but not
clearly supported
by experiences
from the learning
episodes
Reflection
statements are
shallow; supported
by experience from
the learning
episodes
Reflection
statements are
unclear and shallow
and not supported
by experiences from
the learning
episodes
3
Portfolio is
complete, clear,
well-organized and
all supporting;
documentations are
available and
logical and clearly
marked locations
3
Submitted on the
deadline
2
Portfolio is
incomplete
supporting;
documentations are
organized but are
lacking
1
Analysis questions
were not answered
Grammar and
spelling
unsatisfactory.
1
Grammar and
spelling
unsatisfactory
1
2
Submitted a day
after the deadline
COMMENT/S
Over-all Score
Rating
(Based on
transmutation)
e
Gra
de
7below
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
71below
Date
THE LEARNERS
To be a teacher,
in the right sense
is to be a learner.
Instructions
begins when you,
the teacher, learn
from the learner.
Put yourself in his
place so that you
may understand
what he
understand what
he understands
and in the way he
understands it.
-Soren Kierkgaard
My Learning Essential
Here are major principles developments relevant to this episode:
1. Development is relatively orderly. Development follows directional patterns
such as, from the head to 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 towards greater complexity, self-regulation, symbolic
or representational capabilities. (NAEYC,2009)
My Map
To realize my Intended Learning Outcomes, I will work my way
through these steps:
Step 1
Observe 3 groups of
learners
from different levels
(preschool, elem., and
highschool).
Step 2
Describe each of the
learners based on your
observations.
tep 4
ompare them in terms of their interests and needs.
tep 3
alidate your observationby interviewing the learners.
My Tools
Theory
Connections
On Eriksons
Use the activity form provided for you to document your observations.
Epigenetic
Principle
This principle
says that we
develop
through a
predetermined
unfolding of our
personalities.
Our progress
through each
stage of life is
in pat
determined by
our success, or
lack of success,
in all the
previous
stages. A little
like the
unfolding of a
rose bud, each
petal opens up
at a certain
face, in a
certain order,
which nature,
through its
genetics, has
determined.
If we interfere
in the natural
order of
development
by pulling a
petal forward
prematurely or
out of order, we
ruin the
development of
the entire
Gross-motor skills
Fine-motor s kills
Self-help skills
Others
Social
Interaction with
teachers
Interaction with
classmates/friends
Interests
Others
Preschooler
Indicate age
range of children
observed
Elementary
Indicate age range
of children
observed
High School
Indicate age range
of children
observed
They start out
moving awkwardly
because theyre
still getting used
to their bodies
during and after
puberty but will
gradually move
with more ease.
They are now used
to performing
writing and other
fine motor skills
well. Same with
self-help skills.
They do not yell
out their answers
during recitation
or during
discussions and
are quieter during
class discussions
and do not run
around. They are
Emotional
Moods and
temperament,
expression of feelings
Emotional
independence
Others
Cognitive
Communication
skills
Thinking skills
Problem solving
Others
also more
interested in the
world around
them, pop culture,
and discovering
themselves.
Emotions are more
volatile during this
period but will
eventually mellow
out over the
course of puberty
and schooling and
they will learn how
to control and
express their
emotions better.
They have built up
a considerably
large vocabulary
and could use
them with a fair
amount of ease in
communication.
They are also
better at problemsolving and
abstract thinking.
My Analysis
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
observed
Preschool
Age range of Learners
observed 3 - 4
Implications to the
Teaching-learning
process
Therefore the teacher
should remember to use
music and movement
activities not just in PE
but in all subject areas.
Therefore teachers
should not expect
preschoolers to stay
sealed for a long period
of time.
Level
Salient
characteristics
observed
Implications to the
Teaching-learning
process
Preschool
Age range of Learners
Observed
Preschool
On
Age range of Learners
Reflections
Observed
2Preschool
teach is
+ 2 touch
lives
Age range of Learners
4 ever
!!!
Observed
My Reflections/Insights
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?
Yes. I noticed, however, that the students in the class are more
disciplined and well-behaved than my classmates in high school,
specifically the boys. The students in the class are focused on the
lesson, actively participate, and do not disrupt the class or behave in
a disorderly manner.
2. Think of a teacher you cannot forget for the positive or negative
reasons. How did she/he help or not help with your needs (physical,
emotional, social, and cognitive)? How did it affect you?
Our teacher in social studies and section adviser during second year
made sure to go at a pace that we can understand the lesson and
gave us good activities in relation to what weve learned or how we
could apply them.
3. Share your other insights here.
My Learning Portfolio
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.
Learning
Episodes
Exemplary 4
Date Submitted:
Superior 3
Satisfactory 2
Needs
Improvement 1
Learning
Activities
3
4
All
questions/episodes
were answered
completely; in
depth answers
thoroughly
grounded theories.
Exemplary grammar
and spelling
4
Reflection
statements are
profound and clear;
supported by
experiences from
the learning
episodes
Analysis of the
Learning
Episode
Reflection/
Insights
4
Portfolio is
complete, clear,
well-organized and
all supporting;
documentations are
located in sections
clearly designated
4
Learning
Portfolio
Submitted before
the deadline
Submission of
Learning
Episode
Analysis questions
were answered
completely.
Clear connection
with theories.
Grammar and
spelling are
superior.
Analysis questions
were not answered
completely.
Vaguely related to
theories.
Grammar and
spelling acceptable
2
Analysis questions
were not answered.
Reflection
statements are
clear, but not
clearly supported
by experiences
from the learning
episodes
Reflection
statements are
shallow; supported
by experience from
the learning
episodes
Reflection
statements are
unclear and shallow
and not supported
by experiences from
the learning
episodes
3
Portfolio is
complete, clear,
well-organized and
all supporting;
documentations are
available and
logical and clearly
marked locations
3
Submitted on the
deadline
2
Portfolio is
incomplete
supporting;
documentations are
organized but are
lacking
1
Analysis questions
were not answered
Grammar and
spelling
unsatisfactory.
1
Grammar and
spelling
unsatisfactory
1
2
Submitted a day
after the deadline
COMMENT/S
Over-all Score
Rating
(Based on
transmulation)
Course; Bachelor of
Score
20
19-18
17
16
15
14
13-12
11
10
9-8
7below
Grade
1.0
99
1.25
96
1.5
93
1.75
90
2.00
87
2.25
84
2.50
81
2.75
78
3.00
75
3.5
72
5.00
71below
Field Study 1
Date
My reflections/insights- p. 18
Integrating theory and practice- p. 19
My learning portfolio- p. 20
Episode 3: classroom management and learning
Learning episode overview- p. 21
Intended learning outcomes- p. 21
Performance criteria- p. 21
Learning essentials- p. 21
My map- p. 22
My tools- pp. 23-27
My analysis- pp. 27-28
My reflections and insights- pp. 28-29
Integrating theory and practice- pp. 29- 30
My learning portfolio- p. 30
Episode 4: individual differences and learners interaction
Learning episode overview- p. 31
Intended learning outcomes- p. 31
Performance criteria- p. 31
Learning essentials- p. 31
My map- p. 32
My tools- pp. 33-35
My analysis- pp. 36-37
My reflections and insights- pp. 37-38
Integrating theory and practice- p. 38
Episode 5: the learners development and environment
Your target- p. 39
Your map- p. 39
Your tools- pp. 40-41
Your analysis- p. 42
Your reflections- p. 43
Episode 6: the learners development and environment
Your target- p. 44
Your map; p. 45
Your tools: pp. 46-51
Your analysis: pp. 51-52
Your reflection: p. 52
Optional reflection activities: p. 53
Rubrics: p. 54
Certificate of completion: p. 55
Certificates of appearance; pp. 56-59