LEARNING EPISODE 3: LEARNERS' INDIVIDUAL DIFFERENCE

OVERVIEW
This learning episode presents the topic of the individual differences of learners.
It aims to provide a review of the concepts related to learners' individual
differences, allow the student to observe these individual differences in a learning
environment, and draw out the student's reflection impact of these differences in
learners' development.
The field study plan will guide the student in the steps that he or she shall go
through as he or she engages in the field study experience. In this learning
episode, the student will encounter the following activities:
Activity 3.1 Learners' Differences and Uniqueness
Activity 3.2 Diversity of Learners
At the end of each activity, the student will be asked to answer processing
questions in order to examine what he or she has gleaned from it. The student will
also be asked to provide his or her insights and reflection, as well as five key
learning points from the entire learning episode. Afterward, the instructor shall
evaluate the student's performance during the learning episode and ask the
student to accomplish the documentation/portfolio requirement to further enhance
the student's field study observations.

LEARNING OBJECTIVES
At the end of this learning episode, the students should be able to:
1. review the importance of the individual differences of students in a learning
environment;
2. observe learners' individual differences in a school setting; and
3. reflect on how the individual differences of students impact their learning
development in school.

CONCEPT DISCUSSION
In any learning environment, the individual differences of students must be
recognized in order to nurture a meaningful learning experience. Individual
differences include Physical attributes, intelligence, interests, levels of perception,
learning styles, and personality traits that come into play in the learning
development of learners.

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FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

Dr. Howard Gardner is an American developmental psychologist who believes that

measuring one's intelligence is not limited to one's I.Q. As such, his theory proposed that
there are eight classifications of intelligences.
1. Linguistic-verbal intelligence ("word smart")
2. Logical-mathematical intelligence ("number/reasoning smart")
3. Visual-spatial intelligence ("picture smart")
4. Bodily-kinesthetic intelligence ("body smart")
5. Musical intelligence ("music smart")
6. Interpersonal intelligence ("people smart")
7. Intrapersonal intelligence ("self smart")
8. Naturalistic intelligence ("nature smart")

FIELD STUDY PLAN

The Field Study Plan for this learning episode serves as one's guide in the
implementation of this field study. Although the plan is set to contain the required steps,
one may integrate other steps seen to be necessary in the efficient conduct of this field
study. A table is provided to accommodate other necessary steps not included in the set
plan.

Send a letter requesting Wait for approval to

for permission to the conduct the study
school to be visited and
observed

Conduct field study

once approved

32
LEARNING EPISODE 3: LEARNERS’ INDIVIDUAL DIFFERENCES
Present the observation Submit output
the results to teacher observed to
instructor

Other Steps Timeline

33
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

FIELD STUDY ACTIVITIES

FS1: LEARNING EPISODE 3
ACTIVITY 3.1: LEARNERS' DIFFERENCES AND UNIQUENESS

Field Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section:

INSTRUCTIONS: The observation shall be conducted on the entire class you have
selected.
Note: You need to ask permission from the parents of your respondents.

PART 1: Basic Information

Gender: _______________No of Males _______________No. of Females

Height (average height in cm) Weight (average weight in kg)

______Male _______Female ______Male _______Female

PART 2: Learning Styles

Determine the learning styles of the students using the given link

_____________Visual ____________Auditory ________Kinesthetic

Link: https://www.stetson.edu/administration/.../Learning%20Style%20Questionnaire.docx

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LEARNING EPISODE 3: LEARNERS' INDIVIDUAL DIFFERENCES

PART 3: Multiple Intelligences

Determine the strength and level of intelligence of the students using the given link and get
the results as your reference.

_______Verbal/Linguistic _______Musical
_______Logical/Mathematics _______Naturalistic
_______Visual/Spatial _______Body/Kinesthetic
_______Interpersonal _______Intrapersonal
Link: www.collegesuccess1.com/instructormanua14thed/learning%20style/mi_quiz.pdf

PART 4: Classroom Observation

After gathering data, observe the participation of students in the actual classroom setting.

State all the varied characteristics of the learners that reflect their individual differences.

PROCESSING QUESTIONS AND ANALYSIS

1. How will you describe the learners you observed based on the individual differences
they showed?

35
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

2. What can you derive from the varied characteristics of the learners you observed in
connection with their learning developments?

3. Which among the learners' individual differences do you perceive as the result of a
conducive learning environment?

4. What specific interventions or support can you provide to the learners you have
observed?

FSI: LEARNING EPISODE 3

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LEARNING EPISODE 3: LEARNERS' INDIVIDUAL DIFFERENCES
ACTIVITY 3.2: DIVERSITY OF LEARNERS

Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section

INSTRUCTIONS: The National Competency-based Teacher Standards

(NCBTS) state that a teacher should be able to determine, understand,
and accept the diverse backgrounds and experiences of learners.
Check
the indicators that are present in the learning environment you
observed.

Performance Indicators
Obtains information on the learning styles, multiple intelligences, and
1.
needs of learners
Designs or selects learning experiences suited to different kinds of
2.
learners
3. Establishes goals that define appropriate expectations for all learners
Paces lessons appropriately according to the needs and difficulties of
4.
learners
Initiates other learning approaches for learners whose needs have
5.
not been met by usual approaches
Recognizes the multi-cultural backgrounds of learners when
6.
providing learning opportunities

7. Adopts strategies to address the needs of differently-abled students

Makes appropriate adjustments for learners with different

8.
socioeconomic backgrounds

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FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT
PROCESSING QUESTIONS AND ANALYSIS
1. With the indicators that you checked as your reference, what can you say about the teacher
that you observed? What do these indicators imply regarding the teacher’s skills and ability
to determine, understand, and accept the diverse backgrounds knowledge, and
experiences of learners?

2. Which indicators need more emphasis in the classroom setting you observed?

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LEARNING EPISODE 3: LEARNERS' INDIVIDUAL DIFFERENCES
INSIGHTS AND REFLECTION
What insights and reflection can you derive trom this specific field study
experience?

CLOSING DISCUSSION
State five (5) key learning points that you were able to capture in this field study

experience.

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FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

LEARNING EPISODE EVALUATION

Name of Student: Date:
Specific Program: Year and Section:

INSTRUCTIONS (for the Instructor): Rate the performance of the field

study student in this learning episode in the rubric. Compute the
average performance, and write the description following the guide
below:
Average Performance Description
3.70 - 400 Outstanding
2.80 - 3 69 Above Average
1.90 - 2.79 Average
1.00 - 1 89 Needs Improvement
Needs
Componen Outstanding Above Average Average
Improvement
ts r
4 3 2 1
Field Study • All tasks were  Almost all  Half of the  Less than
Activities completed tasks were tasks were half of the
efficiently completed completed tasks were
efficiently efficiently completed
efficiently
Processin • All questions  Almost all  Half of the  Less than half
g were answered questions were questions were of the
Questions comprehensive answered answered questions
and ly comprehensive comprehensive were
Analysis ly answered
 Concepts were ly
highly and  Able to connect comprehensiv
 Concepts were
thoroughly concepts ely
connected and
connected analyzed  Was not
able to
connect
concepts
Insights  Reflection  Reflection  Reflection  Reflection
and is in-depth is evident shows does not
Reflection and and average depth show depth
insightful insightful and or
insightfulness insightfulness

Closing • Highly captures • Able to capture • Able to capture • Able to

Discussion all essential more than half half of the capture less
points in the of the essential essential than half of

40
LEARNING EPISODE 3: LEARNERS' INDIVIDUAL DIFFERENCES
learning episode points in the points in the the essential
learning learning points in the
episode episode learning
episode
Needs
Outstanding Above Average Average
Components Improvement Score
4 3 2 1
Documentation • Portfolio has a  Portfolio has  Portfolio has  Portfolio has
comprehensive the necessary the bare incomplete
and well- document minimum documentation
organized documentation
documentation
Submission  Submitted  Submitted on  Submitted on  Submitted late
before the the deadline the deadline or incomplete
deadline

Average Performance: Descriptions:

Comments/Suggestions:

Signature Over Printed Name of Instructor Date

41
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

DOCUMENTATION/PORTFOLIO

Name of Student: Date:

Specific Program: Year and Section:

INSTRUCTIONS: Present any document that would further enhance your

field study observations. You may attach photos and/or transcriptions of
interviews conducted.
(Note: This also depends on the specific output that is being required from you
to produce as specified in each learning episode.)

42
LEARNING EPISODE 4: CLASSROOM MANAGEMENT AND
LEARNING
OVERVIEW
This learning episode presents the topic of classroom management and learning. It
provide a review of the concepts related to classroom management and learning, allow
the student to observe a teacher's classroom management style and mode facilitating
learning in an actual school environment, and draw out the student's reflection on how
classroom management affects the learners' development in a learning environment.
The field study plan will guide the student in the steps that he or she shall go through
as he or she engages in the field study experience. In this learning episode, the student
will encounter an activity titled Activity 4.1 Classroom Management Technique.
At the end of the activity, the student will be asked to answer processing questions in
order to examine what he or she has gleaned from it. The student will also be asked to
provide his or her insights and reflection, as well as five key learning points from the
entire learning episode. Afterward, the instructor shall evaluate the student's
performance during the learning episode and ask the student to accomplish the
documentation/portfolio requirement to further enhance the student's field study
observations.

LEARNING OBJECTIVES
At the end of this learning episode, the students should be able to:
1. review the concepts related to classroom management and learning development;
2. observe a teacher's classroom management style and mode of facilitation in an
actual classroom setting; and
3. reflect on how classroom management enhances the learning experience in the
classroom.

CONCEPT DISCUSSION
Classroom management refers to the different strategies and techniques that
teachers employ to keep the classroom organized and conducive for learning. These
strategies are designed to aid the teacher in the efficient delivery of lessons to manage
and monitor positive learning development. Effective classroom management is the
foundation for effective student learning.

The following are some key points to remember in classroom management:

1. Set clear expectations. Setting clear expectations will allow the students to be aware
of the extent of their responsibilities in the classroom and what the teacher expects
from them. It also directs the students' lives in the classroom through their daily
schedule.

43
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT
2. Focus on positive reinforcement. This means engaging students using positive
behavior such as assigning them with special tasks when they misbehave rather than
punishing them. Through this, the teacher will be able to inculcate real-world values in
the students which will be useful even outside the classroom.

3. Explore the physical layout of the classroom. A teacher must learn how to set up
the classroom in a way that would foster productivity for each and every student.
4. Use varied activities. Setting up various activities provides flexibility for both the
teacher and the students. Through this, the teacher will be able to accommodate the
different learning strategies of students.
5. Be authentic and empathic. To connect with students is to understand their
experiences as students inside and outside the classroom. This is why it is important
that the teacher engages with students and pays attention to their needs.

Note: There can be several strategies available online that you can use. You may decide
whatever works best for your students and class as a whole.

FIELD STUDY PLAN

The Field Study Plan for this learning episode serves as one's guide in the implementation
of this field study. Although the plan is set to contain the required steps, one may integrate
other steps seen to be necessary in the efficient conduct of this field study. A table is provided
to accommodate other necessary steps not included in the set plan.

44
Send a letter requesting Wait for approval to for permission
to the conduct the study school to be visited and
observed

Conduct field study

once approved

Present the observation Submit output the results to

teacher observed to instructor

Other Steps Timeline

45
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

FIELD STUDY ACTIVITY

FS 1: LEARNING EPISODE 4
ACTIVITY 4.1: CLASSROOM MANAGEMENT TECHNIQUE

Field Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section:

INSTRUCTIONS: In the classroom you are tasked to observe, rate the

teacher's classroom management skills by referring to the following
matrix:

Rating Description
5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Below
1 Satisfactory
Needs
Improvement

Criteria 5 4 3 2 1
1. Sets clear expectations
2. Focuses on positive
reinforcement
3. Explores the actual physical
layout of the classroom
4. Uses Varied Activities
5. Authentic and emphatic
Average Performance:

46
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT
PROCESSING QUESTIONS AND ANALYSIS
1. What are the implications of the classroom management rating of the teacher on the
following?
a. Learners

b. Teacher's classroom management style and technique

c. You as a future teacher

2. What are the things that need improvement, if any, in the classroom you observed?

47
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

INSIGHTS AND REFLECTION

What insights and reflection can you derive from this specific field study
experience?

CLOSING DISCUSSION
State five (5) key learning points that you were able to capture in this field study
experience.

48
LEARNING EPISODE 3: LEARNERS' INDIVIDUAL DIFFERENCES
LEARNING EPISODE EVALUATION
Name of Student: Date:
Specific Program: Year and Section:

INSTRUCTIONS (for the Instructor): Rate the performance of the field

study student in this learning episode in the rubric. Compute the
average performance, and write the description following the guide
below:
Average Performance Description
3.70 - 400 Outstanding
2.80 - 3 69 Above Average
1.90 - 2.79 Average
1.00 - 1 89 Needs Improvement
Needs
Componen Outstanding Above Average Average Sco
Improvement
ts re
4 3 2 1
Field Study • All tasks were  Almost all  Half of the  Less than
Activities completed tasks were tasks were half of the
efficiently completed completed tasks were
efficiently efficiently completed
efficiently
Processin • All questions  Almost all  Half of the  Less than half
g were answered questions were questions were of the
Questions comprehensive answered answered questions
and ly comprehensive comprehensive were
Analysis ly answered
 Concepts were ly
highly and  Able to connect comprehensiv
 Concepts were
thoroughly concepts ely
connected and
connected analyzed  Was not
able to
connect
concepts
Insights  Reflection  Reflection  Reflection  Reflection
and is in-depth is evident shows does not
Reflection and and average depth show depth
insightful insightful and or
insightfulness insightfulness

Closing • Highly captures • Able to capture • Able to capture • Able to

Discussion all essential more than half half of the capture less
points in the of the essential essential than half of
learning episode points in the points in the the essential

49
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT
learning learning points in the
episode episode learning
episode
Needs
Outstanding Above Average Average
Components Improvement Sco
4 3 2 1
Documentation • Portfolio has a  Portfolio has  Portfolio has  Portfolio has
comprehensive the necessary the bare incomplete
and well- document minimum documentation
organized documentation
documentation
Submission  Submitted  Submitted on  Submitted on  Submitted late
before the the deadline the deadline or incomplete
deadline

Average Performance: Descriptions:

Comments/Suggestions:

Signature Over Printed Name of Instructor Date

50
LEARNING EPISODE 4: CLASSROOM MANAGEMENT AND LEARNING

DOCUMENTATION/PORTFOLIO

Name of Student: Date:

Specific Program: Year and Section:

INSTRUCTIONS: Present any document that would further enhance your field
study observations. You may attach photos and/or transcriptions of interviews
conducted.

51
LEARNING EPISODE 5: THE HOME-SCHOOL LINK
OVERVIEW
This learning episode presents the topic of the home-school link. It aims to provide a
review of the concepts related to home-school link, allow the student to conduct an
assessment of the home-school status of a particular school, and draw out the student’s
reflection on the impact of the home-school link on the learners, as well as the student as
teacher.
The field study plan will guide the student in the steps that he or she shall go through
as he or she engages in the field study experience. In this learning episode, the student
will the following activities:
Activity 5.1 The Home-School Link at____________ (Name of Particular School)

Activity 5.2 Home-School Link Assessment

At the end of each activity, the student will be asked to answer processing questions in
order to examine what he or she has gleaned from it. The student will also be asked to
provide his or her insights and reflection, as well as five key Learning points from the
entire learning episode. Afterward, the instructor shall evaluate the student's performance
during the learning episode and ask the student to accomplish the documentation/portfolio
requirement to further enhance the student's field study observations.

LEARNING OBJECTIVES
At the end of this learning episode, the students should be able to:
1. review the concepts related to home-school link;
2. visit a school to get various information related to its home-school link;
3. assess the school's home-school link status; and
4. reflect on the impact of the home-school link on the learners as well
as the student as a future teacher.

CONCEPT DISCUSSION
The school as an organized learning environment must have a connection to the
home environment of learners. The school must take the initiative to establish a
connecti0n between educators and parents for the benefit of the learners. For
example, parents could participate in the school's policy and decision-making
opportunities or join Family Day celebrations. Parent-teacher conferences and
meetings are also necessary to strengthen the foundations of the home-school link.
Furthermore, the school should be responsible for establishing an efficient parent-
teacher association as well as holding events in which parents of learners can
participate.

52
LEARNING EPISODE 5: THE HOME-SCHOOL LINK
FIELD STUDY PLAN
The Field Study Plan for this learning episode serves as one's guide in the
implementation of this field study. Although the plan is set to contain the required
steps, one may integrate other steps seen to be necessary in the efficient
conduct of this field study. A table is provided to accommodate other necessary
steps not included in the set plan.

Send a letter requesting Wait for approval to

for permission to the conduct the study
school to be visited and
observed

Conduct field study

once approved

Present the observation Submit output the results

to teacher observed to instructor

Other Steps Timeline

53
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING
ENVIRONMENT
FIELD STUDY ACTIVITY

FS 1: LEARNING EPISODE 5
ACTIVITY 4.1: THE HOME-SCHOOL LINK AT _________(NAME OF
PARTICULAR SCHOOL)

Field Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section:

INSTRUCTIONS: Conduct an interview to gain information related to the home-school

link initiative of the school you are tasked to visit. Interview a Learner, a parent, and a
faculty representative involved in the organization of the school's parent-teacher
association.
(Note: You may duplicate this interview sheet for your other respondents)
Basic Information of the Interviewee
Name (optional): ____________________________________________ Age: _________
Type of Respondent: __________Learner ____________Parent ______________Teacher

Question 1:
When did the home-school link initiative of
the school start? How did it start?

54
LEARNING EPISODE 5: THE HOME-SCHOOL LINK
Question 2:
What are the thrusts, goals, and
objectives of the school with regard to
establishing a home-school link?

Question 3
What are the activities conducted to
implement the home-school link of the
school?

Question 4: Students
What are the accomplishments and benefits
of the home-school link initiative to the
following?

Parents

55
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING
ENVIRONMENT
Teachers

School

Community

Others

Question 5
What specific problems had arisen in the
course of the implementation of such
program of the school?

Question 6
What could the school do to address the
problem stated? How could the school
improve its home-link initiative?

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LEARNING EPISODE 5: THE HOME-SCHOOL LINK

PROCESSING QUESTIONS AND ANALYSIS

1. What specific descriptions about the home-school link of the school you visited
were commonly mentioned by the interviewees? What do you think these imply
regarding the school's home-school link?

2. What can you say about the home-school link initiative of the school you visited and
observed based on the interviews you conducted?

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FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING
ENVIRONMENT

FS 1: LEARNING EPISODE 5
ACTIVITY 5.2.: THE HOME-SCHOOL LINK ASSESSMENT

Field Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section:

INSTRUCTIONS: Rate the school’s home-school link by referring to the

following criteria

Rating Description
5 Outstanding
4 Very Satisfactory
3 Satisfactory
2 Below
1 Satisfactory
Needs
Improvement

Criteria 5 4 3 2 1
A. Parents’ Participation
1. Partner with the school to
develop the full potential of the
learners
2. Up to date with school activities
3. Involved in the Parent-Teacher
Association (PTA)
4. Participate in the policy and
decision-making opportunities
initated by the school
5. Join Family Day celebrations of
the school
6. Join parent-teacher conferences
and consultations
Average Rating:

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LEARNING EPISODE 5: THE HOME-SCHOOL LINK
Specific Contents 5 4 3 2 1
B. School’s/Teacher’s Participation
1. Partners with parents to develop the
full potential of the students
2. Up-to-date with learners’ concerns in
their home environment
3. Involved in the Parent-Teacher
Association (PTA)
4. Participate in the policy and
decision-making opportunities
initiated by the school
5. Join Family Day celebrations of the
school
6. Join parent-teacher conferences and
consultations
Average Rating:

PROCESSING QUESTIONS AND ANALYSIS

1. What do the average performance ratings of both the parents and the
school/teacher tell you about the school's home-school link initiative?

2. Which components do you think need the most attention for the benefit of the
learners, parents, and teachers? Explain.

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FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING
ENVIRONMENT
3. What can you say about the school's response to problems that had arisen related to
the implementation of this program? Are there things that you might suggest to
further enhance this program of the school?

INSIGHTS AND REFLECTION

What insights and reflection can you derive from this specific field study
experience?

CLOSING DISCUSSION
State five (5) key learning points that you were able to capture in this field study
experience.

60
LEARNING EPISODE 5: THE HOME-SCHOOL LINK
LEARNING EPISODE EVALUATION
Name of Student: Date:
Specific Program: Year & Section:

INSTRUCTIONS (for the Instructor): Rate the performance of the field

study student in this learning episode in the rubric. Compute the
average performance,
Average and write the description following
Performance Descriptionthe guide
below:
3.70 - 400 Outstanding
2.80 - 3 69 Above Average
1.90 - 2.79 Average
1.00 - 1 89 Needs Improvement
Needs
Componen Outstanding Above Average Average
Improvement Score
ts
4 3 2 1
Field Study • All tasks were  Almost all  Half of the  Less than
Activities completed tasks were tasks were half of the
efficiently completed completed tasks were
efficiently efficiently completed
efficiently
Processin • All questions  Almost all  Half of the  Less than
g were answered questions were questions half of the
Questions comprehensive answered were questions
and ly comprehensive answered were
Analysis comprehen answered
 Concepts were ly
sively comprehens
highly and  Concepts were
 Able to ively
thoroughly connected and
connect  Was not
connected analyzed
concepts able to
connect
concepts
Insights  Reflection  Reflection  Reflection  Reflection
and is in-depth is evident shows does not
Reflection and and average show depth
insightful insightful depth and or
insightfuln insightfulne
ess ss

Closing • Highly captures • Able to capture • Able to • Able to

Discussion all essential more than half capture capture
points in the of the essential half of the less than
learning episode points in the essential half of the
learning points in essential
episode the points in the

61
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING
ENVIRONMENT
learning learning
episode episode
Needs
Outstanding Above Average Average
Components Improvement Sco
4 3 2 1
Documentation • Portfolio has a  Portfolio has  Portfolio has  Portfolio has
comprehensive the necessary the bare incomplete
and well- document minimum documentation
organized documentation
documentation
Submission  Submitted  Submitted on  Submitted on  Submitted late
before the the deadline the deadline or incomplete
deadline

Average Performance: Descriptions:

Comments/Suggestions:

Signature Over Printed Name of Instructor Date

62
LEARNING EPISODE 5: THE HOME-SCHOOL LINK

DOCUMENTATION/PORTFOLIO

Name of Student: Date:

Specific Program: Year & Section:

Instructions: Present any document that would further enhance your field study
observations. You may attach photos and/or transcriptions of interviews conducted.

(Note: This also depends on the specific output that is being required from you to produce as
specified in each learning episode)

63
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

AS A FUTURE TEACHER
INSTRUCTIONS: Write in the boxes below the lessons you have learned that relate well to
becoming a teacher in the future based on the different experiences you have gained in
the field study area.

64
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

NEEDS SURFACED AND IDENTIFIED DURING THE FIELD STUDY

INSTRUCTlONS: Ask any of the teachers you interviewed about at least four (4) major,
pressing, or urgent needs you may need to address as a future teacher.

65
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

LEARNING EPISODE EVALUATION

Name of Student: Date:
Assessment Background
PART 1: Theory Application: Input any learning theories that closely connect with your
experience in the field. Briefly discuss the theory, and explain its application and
connection to your findings in the field.

Learning Episode Theory Application

Learning Episode 1

Learning Episode 2

Learning Episode 3

Learning Episode 4

Learning Episode 5

66
STUDY AREA 1: LEARNER DEVELOPMENT AND

67
FIELD STUDY AREA 1: LEARNER DEVELOPMENT AND LEARNING ENVIRONMENT

PART 2: Multiple Choice

1. It is a social institution designed to educate individuals.
a. TESDA c. Church
b. School d. Hospital
2. In the context of learning, they span across four domains: cognitive, social,
affective, and psychomotor.
a. Grades c. Needs
b. Intrinsic motivations d. Extrinsic motivations
3. These include variables such as physical attributes, levels of perception,
learning styles, and personality traits.
a. Individual attributes c. Individualized differences
b. Individual differences d. Personality types
4. This includes the strategies teachers employ to efficiently deliver lessons to
manage and monitor learners' positive learning development.
a. Classroom set design c. Class attendance
b. Class beadle d. Classroom management

5. Having this in a learner's environment is necessary to ensure the connection

between home and school.
a. Home environment c. Parents extension
b. Home-school link d. Homeschooling

68
PART 3: Field Study Aarea A Snapshot: Attach a picture that best captures your field
study experience for this area. Write a brief descriptions below.

FIELD STUDY AREA 2

EXPERIENCING THE TEACHING-LEARNING PROCESS

69
GENERAL DESCRIPTION
Field Study Area 2 focuses on the teaching-learning process. In this process,
the role of the teacher is to facilitate learning in the classroom setting. Thus, the
teacher must have a sound grasp of the principles of learning and must choose
the proper teaching methods and approaches that will match, maximize, and
challenge the students' learning abilities. In line with this role, the teacher must
prepare or develop lessons, which specifically apply outcomes-based teaching-
learning that shall enable the students to dynamically participate, and others
related to the teaching-learning process.
This field study area will have the following learning episodes for field study
students to engage in:
Learning Episode 1: Principles of Learning
Learning Episode 2: Intended Learning Outcomes
Learning Episode 3: Teaching Approaches and the K to 12 Curriculum
Learning Episode 4: Deductive and Inductive Methods of Teaching
Learning Episode 5: Lesson Development: Outcomes-based Teaching and Learning
(OBTL)
Learning Episode 6: The Selection and Use of Teaching Methods
Learning Episode 7: Effective Questioning and Reacting Techniques
Each of the learning episodes consists of the following parts: an introduction
specifying the overview of the learning episode and learning objectives, concept
discussion, a field study plan, activities, processing questions and analysis,
insights and reflection, closing discussion, and episode evaluation and
documentations (portfolio).
This field study area wraps up with the student's enumeration of the lessons
that he or she has learned that relate well to becoming a future teacher, some
needs that were identified in the study area, and an assessment of Field Study
Area 2.

LEARNING EPISODE 1: PRINCIPLES OF LEARNING

OVERVIEW

70
This learning episode presents the topic of the principles of learning. It aims to provide a
review of the concepts related to the topic, allow the student to conduct an Observation of the
use of the concepts, and draw out the student's reflection on the impact of these principles on
teaching and the learning process.
The field study plan will guide the student in the steps that he or she shall go through as he
or she engages in the field study experience. In this Learning episode, the student will
encounter an activity titled Activity 1.1 Application of the Principles of Learning in the
Classroom.
The end of the activity, the student will be asked to answer processing questions in order
to examine what he or she has gleaned from it. The student will also be asked his or her
insights and reflection, as well as five key learning points from the entire learning episode.
Afterward, the instructor shall evaluate the student's performance during the learning episode
and ask the student to accomplish the documentation/portfolio requirement to further enhance
the student's field study observations.

LEARNING OBJECTIVES
At the end of this learning episode, the students should be able to:
1. review the different principles of learning;
2. conduct an observation on a teacher's application of the principles of
learning; and
3. reflect on the impact of the principles of learning on the teaching and
learning process.

CONCEPT DISCUSSION
Learning is a process that leads an individual to experience a relatively
permanent change in his or her behavior and manner of thinking, feeling, and
doing. The following are the significant principles of learning that are integral to
this learning episode's field study

a. Learning starts with clear goals and expectations.

b. Learning is an experience that differs among every learner.
c. Learning becomes more pronounced through cooperation and
collaboration.

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LEARNING EPISODE 1: PRINCIPLES OF LEARNING
d. Learning is finding meaning and relevance among different concepts.
e. Learning is linked to behavior change.
f. Learning is a process that evolves through time.
g. Learning is a product of experience.
h. Learning is a process of translating abstract ideas into actual projects that can
address different issues in a community.

FIELD STUDY PLAN

The Field Study Plan for this learning episode serves as one's guide in the
implementation of this field study. Although the plan is set to contain the required
steps, one may integrate other steps seen to be necessary in the efficient conduct of
this field study. A table is provided to accommodate other necessary steps not
included in the set plan.

Send a letter requesting Wait for approval to

for permission to the conduct the study
school to be visited and
observed

Conduct field study

once approved

Present the observation Submit output the results

to teacher observed to instructor

Other Steps Timeline

72
LEARNING EPISODE 1: PRINCIPLES OF LEARNING

FS 1: LEARNING EPISODE 5
ACTIVITY 5.2.: THE HOME-SCHOOL LINK ASSESSMENT

Field Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section:

STRUCTIONS: In the classroom you are tasked to observe, pay attention to how the
acher facilitates the learning experience of the students. Briefly describe how the
acher applied each principle indicated below. Leave the space blank if a specific
inciple was not evidently seen during your observation.

Principles of Learning Teacher's Application

1. Learning starts with clear goals and
expectations.
2. Learning is an experience that differs
among every learner.
3. Learning becomes more pronounced
through cooperation and collaboration.
4. Learning is finding meaning and
relevance among different concepts.
5. Learning is linked to behavior change.
6. Learning is a process that evolves
through time.
7. Learning is a product of experience.
8 Learning is a process of translating
. abstract ideas into actual projects that
can address different issues in a
community.

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESS
PROCESSING QUESTIONS AND ANALYSIS
1. According to your observations, which principles cited above were well-defined in
terms of the teacher's implementation? What can you say about this?

2. What specific concerns may arise when a teacher disregards the principles of
learning?

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LEARNING EPISODE 1: PRINCIPLES OF LEARNING

INSIGHTS AND REFLECTION

What insights and reflection can you derive from this specific field study

CLOSING DISCUSSION
State five (5) key learning points that you were able to capture in this field study
experience.

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESS
LEARNING EPISODE EVALUATION
Name of Student: Date:
Specific Program: Year & Section:

INSTRUCTIONS (for the Instructor): Rate the performance of the fiel

study student in this learning episode in the rubric. Compute th
average performance,
Average and write the description following
Performance Descriptionthe guid
below:
3.70 - 400 Outstanding
2.80 - 3 69 Above Average
1.90 - 2.79 Average
1.00 - 1 89 Needs Improvement
Needs
Componen Outstanding Above Average Average
Improvement
ts
4 3 2 1
Field Study • All tasks were  Almost all  Half of the  Less than
Activities completed tasks were tasks were half of the
efficiently completed completed tasks were
efficiently efficiently completed
efficiently
Processin • All questions  Almost all  Half of the  Less than
g were answered questions were questions half of the
Questions comprehensive answered were questions
and ly comprehensive answered were
Analysis comprehen answered
 Concepts were ly
sively comprehens
highly and  Concepts were
 Able to ively
thoroughly connected and
connect  Was not
connected analyzed
concepts able to
connect
concepts
Insights  Reflection  Reflection  Reflection  Reflection
and is in-depth is evident shows does not
Reflection and and average show depth
insightful insightful depth and or
insightfuln insightfulne
ess ss

Closing • Highly captures • Able to capture • Able to • Able to

Discussion all essential more than half capture capture
points in the of the essential half of the less than
learning episode points in the essential half of the
learning points in essential
points in the

76
LEARNING EPISODE 1: PRINCIPLES OF LEARNING
episode the learning
learning episode
episode
Needs
Outstanding Above Average Average
Components Improvement Score
4 3 2 1
Documentation • Portfolio has a  Portfolio has  Portfolio has  Portfolio has
comprehensive the necessary the bare incomplete
and well- document minimum documentation
organized documentation
documentation
Submission  Submitted  Submitted on  Submitted on  Submitted late
before the the deadline the deadline or incomplete
deadline

Average Performance: Descriptions:

Comments/Suggestions:

Signature Over Printed Name of Instructor Date

DOCUMENTATION/PORTFOLIO

Name of Student: Date:

77
FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESS
Specific Program: Year & Section:

INSTRUCTlONS: Present any document that would further enhance your field study
observations. You may attach photos and/or transcriptions of interviews conducted.
(Note: This also depends on the specific output that is being required from you to
produce as specified in each learning episode.)

78
FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING
LEARNING EPISODE 2: INTENDED LEARNING OUTCOMES
OVERVIEW
This learning episode presents the topic of intended learning outcomes. It aims to
provide a review of the concepts of intended learning outcomes, allow the student to observe
how these concepts are implemented in an actual classroom setting, and draw out the
student's reflection on the impact of these concepts on the teaching-learning process.
The field study plan will guide the student in the steps that he or she shall go through as
he or she engages in the field study experience. In this learning episode, the student will the
following activities:

Activity 2.1 Application of Intended Learning Outcomes

Activity 2.2 Application of the Three Domains of knowledge and Taxonomies
At the end of each activity, the student will be asked to answer processing questions to
examine what he or she has gleaned from it. The student will also be asked provide his or her
insights and reflection, as well as five key learning points from the entire learning episode.
Afterward, the instructor shall evaluate the student's performance during the learning episode
and ask the student to accomplish the documentation/portfolio requirement to further enhance
the student's field study observations.

LEARNING OBJECTIVES
At the end of this learning episode, the students should be able to:
1. review the value of setting intended learning outcomes;
2. observe the use of intended learning outcomes in an actual classroom setting; and
3. reflect on how setting intended learning outcomes impacts the teaching-learning
process in the classroom.

CONCEPT DISCUSSION
Intended learning outcomes are Lesson objectives set to direct the course of a The
SMART principle is applied in setting the ideal learning outcomes of a lesson; it is also
dependent on the subject matter of the lesson. SMART stands for: Specific, Measurable'
Attainable, Result-oriented, and Timebound. The following are the three domains

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING

of knowledge that serve as guides in creating lesson objectives or intended learning outcomes:

a. Cognitive - remembering, understanding, applying, analyzing, evaluating, and

creating

b. Psychomotor - imitating, manipulating, articulating, and naturalizing

c. Affective - receiving, responding, valuing, organizing, and internalizing

In the classroom setting, the intended learning outcomes function as the teacher's
guide in directing the progress of a lesson. Furthermore, it also aids the teachers in
formulating assessments of the lessons.

FIELD STUDY PLAN

The Field Study Plan for this learning episode serves as one's guide in the implementation
of this field study. Although the plan is set to contain the required steps, one may integrate
other steps seen to be necessary in the efficient conduct of this field study. A table is provided
to accommodate other necessary steps not included in the set plan.

Send a letter requesting Wait for approval to

for permission to the conduct the study
school to be visited and
observed

Conduct field study

once approved

Present the observation Submit output the results

to teacher observed to instructor

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LEARNING EPISODE 2: INTENDED LEARNING OUTCOMES

Other Steps Timeline

1.

2.

3.

4.

5.

81
FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING
FIELD STUDY ACTIVITY

FS2: LEARNING EPISODE 2

ACTIVITY 2.1: APPLICATION OF INTENDED LEARNING OUTCOMES

Field Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section:

INSTRUCTlONS: In the classroom you are tasked to observe, focus on how

the teacher applies the guiding principles of the intended learning
outcomes to facilitate learning and describe his/her application below.

Guiding Principles to the Formulation

of Intended Learning Outcomes Teacher's Application
1. Uses the SMART principle to specifically
write lesson objectives

2. Integration of two to three domains of

learning (i.e., cognitive, psychomotor,
and affective

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LEARNING EPISODE 2: INTENDED LEARNING OUTCOMES
Guiding Principles to the Teacher's Application
Formulation of Intended
Learning Outcomes
3. Uses taxonomies under
each domain of learning

4. Shares intended
learning outcomes to
students in the conduct
of his or her lessons

5. Uses intended learning

outcomes to formulate
assessments of the lessons

PROCESSING QUESTIONS AND ANALYSIS

I. In your observation, did the teacher follow the intended learning outcomes that he or
she prepared? Did the formulation of the learning outcomes help direct the course of
the lesson? Explain

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING

2. As a future teacher, what is the significance of formulating intended learning outcomes?

3. What do you think will serve as a challenge to you, as a future teacher, in relation to
formulating intended learning outcomes? How will you address these challenges?

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LEARNING EPISODE 2: INTENDED LEARNING OUTCOMES

FS2: LEARNING EPISODE 2

ACTIVITY 2.1: APPLICATION OF INTENDED LEARNING OUTCOMES

Field Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section:

INSTRUCTlONS: In the classroom you are tasked to observe, focus on how the teacher
integrates the different domains of knowledge in delivering the intended learning outcomes.

Domains of Knowledge and Taxonomies Teacher’s Application

1. Cognitive: remembering,
understanding, applying, analyzing,
and evaluating

2. Psychomotor: imitating,
manipulating, articulating, and
naturalizing

3. Affective: receiving, responding,

valuing, organizing, and internalizing.

PROCESSlNG QUESTIONS AND ANALYSIS

85
FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING
1. Which of the three domains was most evidently focused on by the teacher? Did this connect
well with the subject matter of the lesson? Explain.

2. What is the significance of integrating two to three domains of knowledge in the formulation
of intended learning outcomes?

3. What challenges arose in the classroom based on your observation of the formulation and
delivery of intended learning outcomes?

4. What do you think will serve as a challenge to you, as a future teacher, in relation to the use
of the three domains of knowledge in crafting lessons for your class?

86
LEARNING EPISODE 2: INTENDED LEARNING OUTCOMES

INSIGHTS AND REFLECTION

What insights and reflection can you derive from this specific field study experience?

CLOSING DISCUSSION
State five (5) key learning points that you were able to capture in this field study experience .

87
FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING
LEARNING EPISODE EVALUATION

Name of Student: Date:

Specific Program: Year & Section:

INSTRUCTIONS (for the Instructor): Rate the performance of the field

study student in this learning episode in the rubric. Compute the
average performance,
Average and write the description following
Performance Descriptionthe guide
below:
3.70 - 400 Outstanding
2.80 - 3 69 Above Average
1.90 - 2.79 Average
1.00 - 1 89 Needs Improvement
Needs
Componen Outstanding Above Average Average
Improvement Score
ts
4 3 2 1
Field Study • All tasks were  Almost all  Half of the  Less than
Activities completed tasks were tasks were half of the
efficiently completed completed tasks were
efficiently efficiently completed
efficiently
Processin • All questions  Almost all  Half of the  Less than
g were answered questions were questions half of the
Questions comprehensive answered were questions
and ly comprehensive answered were
Analysis comprehen answered
 Concepts were ly
sively comprehens
highly and  Concepts were
 Able to ively
thoroughly connected and
connect  Was not
connected analyzed
concepts able to
connect
concepts
Insights  Reflection  Reflection  Reflection  Reflection
and is in-depth is evident shows does not
Reflection and and average show depth
insightful insightful depth and or
insightfuln insightfulne
ess ss

Closing • Highly captures • Able to capture • Able to • Able to

Discussion all essential more than half capture capture
points in the of the essential half of the less than
half of the

88
LEARNING EPISODE 2: INTENDED LEARNING OUTCOMES
learning episode points in the essential essential
learning points in points in the
episode the learning
learning episode
episode
Needs
Outstanding Above Average Average
Components Improvement Score
4 3 2 1
Documentation • Portfolio has a  Portfolio has  Portfolio has  Portfolio has
comprehensive the necessary the bare incomplete
and well- document minimum documentation
organized documentation
documentation
Submission  Submitted  Submitted on  Submitted on  Submitted late
before the the deadline the deadline or incomplete
deadline

Average Performance: Descriptions:

Comments/Suggestions:

Signature Over Printed Name of Instructor Date

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING
DOCUMENTATION/PORTFOLIO

Name of Student: Date:

Specific Program: Year & Section:

INSTRUCTlONS: Present any document that would further enhance your field study
observations. You may attach photos and/or transcriptions of interviews conducted.
(Note: This also depends on the specific output that is being required from you to produce as
specified in each learning episode.)

90
LEARNING EPISODE 3: TEACHING APPROACHES AND THE K TO 12
CURRICULUM
OVERVIEW
This learning episode presents the topic of teaching approaches and the K to 12 curriculum. It
aims to provide a review of the concepts related to the topic, allow the student to observe the
application of these approaches in an actual classroom setting, and draw out the student's
reflection on the impact of these approaches on the teaching-learning process.
The field study plan will guide the student in the steps that he or she shall go through as he or
she engages in the field study experience. In this learning episode, the student will encounter an
activity titled Activity 3.1 Teaching Approaches Used in the K to 12 Curriculum.
At the end of the activity, the student will be asked to answer processing questions in order to
examine what he or she has gleaned from it. The student will also be asked to provide his or her
insights and reflection, as well as five key learning points from the entire learning episode.
Afterward, the instructor shall evaluate the student's performance during the learning episode and
ask the student to accomplish the documentation/portfolio requirement to further enhance the
student's field study observations.

LEARNING OBJECTIVES
At the end of this learning episode, the students should be able to:
1. review the teaching approaches set by the K to 12 curriculum;
2. observe the application of teaching approaches in an actual classroom setting; and
3. reflect on the impact of teaching approaches on the teaching-learning process.

CONCEPT DISCUSSION
The following are the teaching approaches used in the K to 12 curriculum:
1. Learner-centered- Teachers should consider the individual differences of
students when it comes to their learning skills and styles, needs, concerns
interests, and familial and cultural backgrounds in order to foster a welcoming
learning environment.

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESSS
2. Inclusive - No student must be excluded from the learning experience in the classroom.
The teacher must ensure that there are no biases in the classroom, and he or she must
address the needs of each and every student appropriately.

3. Developmentally appropriate - The tasks assigned by the teacher should match the
students' developmental levels. The teacher should also be well aware of the students'
strengths and weaknesses in the learning environment to address their development.
4. Relevant and responsive - The teacher should be able to connect lessons to the daily
experiences students encounter in order to make their learning experience more
meaningful.
5. Research-based - The teacher should make sure lessons are research-based,
interesting, updated, convincing, and persuasive.

6. Culture-sensitive - The teacher must respect cultural diversity in the classroom in a way
that the cultural backgrounds and experiences of learners are prioritized.
7. Contextual - The teacher must go beyond the classroom when teaching his or her
lessons. He or she should contextualize concepts in the real world experiences of
learners.
8. Constructivist - The teacher must lead the students to learn by considering prior
knowledge to construct new ideas.
9. Inquiry-based and reflective - The teacher must direct the students to formulate
questions, make their own discoveries, and reflect on their findings.
10. Collaborative - The teacher should urge students to work together and learn together.
Group tasks must be set by the teacher so students can collaborate in solving problems.
11. Integrative - The teacher should bring all the subjects together or integrate the subject
with other subjects so that students can grasp a more authentic understanding of the
matter under study.

12. Spiral progressive - The teacher should make use of the same concepts from one grade
Level to the next in increasing complexity.
13. Mother tongue-based multilingual education- This approach provides an opportunity
for students to learn concepts in their mother tongue.

FIELD STUDY PLAN

The Field Study Plan for this learning episode serves as one's guide in the implementation of
this field study. Although the plan is set to contain the required steps, one may integrate other steps
seen to be necessary in the efficient conduct of this field study. A table is provided to accommodate
other necessary steps not included in the set plan.

92
LEARNING EPISODE 3: TEACHING APPROACHES AND THE K TO 12 CURRICULUM

Send a letter requesting Wait for approval to

for permission to the conduct the study school to be visited and
observed

Conduct field study

once approved

Present the observation Submit output the results

to teacher observed to instructor

Other Steps Timeline

1.
2.
3.
4.
5.

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LEARNING EPISODE 3: TEACHING APPROACHES AND THE K TO 12 CURRICULUM
FIELD STUDY ACTIVITY

FS2: LEARNING EPISODE 3

ACTIVITY 3.1: TEACHING APPROACHES USED IN THE K TO 12
CURRICULUM

Field Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section:

Teaching Approach Teacher's Application

1. Learner-centered

2. Inclusive

INSTRUCTlONS: In the classroom you are tasked to observe, focus on how the
teacher applies the following teaching approaches and describe his/her
application in the table below by providing examples of his/her use.

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LEARNING EPISODE 3: TEACHING APPROACHES AND THE K TO 12 CURRICULUM

Teaching Approach Teacher's Application

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESSS
3. Developmentally appropriate

4. Relevant and responsive

5. Research-based

6. Culture-sensitive

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LEARNING EPISODE 3: TEACHING APPROACHES AND THE K TO 12 CURRICULUM

Teaching
Teaching Approach
Approach Teacher's
Teacher's Application
Application
7. 3.
Integrative
Contextual

8. Spiral progressive
4. Constructivist
3.

9. Mother tongue-based
5. Inquiry-based andmultilingual
reflective education

6. Collaborative
PROCESSING QUESTIONS AND ANALYSIS

1. Which of the approaches cited above were most evidently used by the
teacher you observed? What does this say about the teacher's ability to
facilitate learning in the classroom?

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESSS

2. RA 10533, known as the Enhanced Basic Education Act of 2013, states that "the
curriculum shall use pedagogical approaches that are constructivist, inquiry-
based, reflective, collaborative, and integrative." Furthermore, it shall be
"learner-centered, inclusive, and developmentally appropriate." How does the
use of these approaches impact the teaching-learning process in the classroom?

3. Which among the teaching approaches do you find to be the most challenging?
Explain

INSIGHTS AND REFLECTION

What insights and reflection can you derive from this specific field study
experience?

CLOSING DISCUSSION

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LEARNING EPISODE 3: TEACHING APPROACHES AND THE K TO 12 CURRICULUM
State five (5) key learning points that you were able to capture in this field
experience.

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LEARNING EPISODE 3: TEACHING APPROACHES AND THE K TO 12 CURRICULUM
LEARNING EPISODE EVALUATION

Name of Student: Date:

Specific Program: Year & Section:

INSTRUCTIONS (for the Instructor): Rate the performance of the field

study student in this learning episode in the rubric. Compute the
average performance,
Average and write the description following
Performance Descriptionthe guide
below:
3.70 - 400 Outstanding
2.80 - 3 69 Above Average
1.90 - 2.79 Average
1.00 - 1 89 Needs Improvement
Needs
Componen Outstanding Above Average Average
Improvement Sc
ts
4 3 2 1
Field Study • All tasks were  Almost all  Half of the  Less than
Activities completed tasks were tasks were half of the
efficiently completed completed tasks were
efficiently efficiently completed
efficiently
Processin • All questions  Almost all  Half of the  Less than
g were answered questions were questions half of the
Questions comprehensive answered were questions
and ly comprehensive answered were
Analysis comprehen answered
 Concepts were ly
sively comprehens
highly and  Concepts were
 Able to ively
thoroughly connected and
connect  Was not
connected analyzed
concepts able to
connect
concepts
Insights  Reflection  Reflection  Reflection  Reflection
and is in-depth is evident shows does not
Reflection and and average show depth
insightful insightful depth and or
insightfuln insightfulne
ess ss

Closing • Highly captures • Able to capture • Able to • Able to

Discussion all essential more than half capture capture
points in the of the essential half of the less than
learning episode points in the essential half of the
learning points in essential
episode the points in the
learning learning
episode episode

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LEARNING EPISODE 3: TEACHING APPROACHES AND THE K TO 12 CURRICULUM
Needs
Outstanding Above Average Average
Components Improvement Score
4 3 2 1
Documentation • Portfolio has a  Portfolio has  Portfolio has  Portfolio has
comprehensive the necessary the bare incomplete
and well- document minimum documentation
organized documentation
documentation
Submission  Submitted  Submitted on  Submitted on  Submitted late
before the the deadline the deadline or incomplete
deadline

Average Performance: Descriptions:

Comments/Suggestions:

DOCUMENTATION/PORTFOLIO

Name of Student: Date:

Specific Program: Year & Section:
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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESSS
INSTRUCTlONS: Present any document that would further enhance your field study
observations. You may attach photos and/or transcriptions of interviews conducted.
(Note: This also depends on the specific output that is being required from you to produce as
specified in each learning episode.)

102
LEARNING EPISODE 4: DEDUCTIVE AND INDUCTIVE METHODS OF
TEACHING
OVERVIEW
This learning episode presents the topic of deductive and inductive methods of teaching. It aims
to provide a review of the concepts related to the topic, allow the student to observe the use of the
methods in an actual classroom setting, and draw out the student's reflection on the impact of the
methods in the teaching-learning process.
The field study plan will guide the student in the steps that he or she shall go through as he or
she engages in the field study experience. In this learning episode, the student will encounter an
activity titled Activity 4.1 The Use of Deductive and Inductive Methods of Teaching.
At the end of the activity, the student will be asked to answer processing questions in order to
examine what he or she has gleaned from it. The student will also be asked to provide his or her
insights and reflection, as well as five key learning points from the entire learning episode.
Afterward, the instructor shall evaluate the student's performance during the learning episode and
ask the student to accomplish the documentation/portfolio requirement to further enhance the
student's field study observations.

LEARNING OBJECTIVES
At the end of this learning episode, the students should be able to:
1. review the deductive and inductive methods of teaching;
2. conduct an observation on the practice of such methods; and
3. reflect on the impacts of using the deductive and inductive teaching methods to the
teaching-learning process.

CONCEPT DISCUSSION
1. Deductive Method
The deductive method is a "general to particular rule" or a "top-down approach" to
teaching. This means that the teacher discusses the general concept or principle first, then
provides examples and activities through which students can better understand the
concept.
2. Inductive Method
The inductive method is a "particular to general rule" or "bottom-up approach" to
teaching. This means that the teacher begins the discussion with specific details

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESSS

before arriving at the general principle or concept In this method, the teacher presents examples
to illustrate the concept Through these examples, the teacher will be able to push the students
to learn more about the particulars in order to have deeper understanding of the general concept

FIELD STUDY PLAN

The Field Study Plan for this learning episode serves as one's guide in the implementation of
this field study. Although the plan is set to contain the required steps, one may integrate other steps
seen to be necessary in the efficient conduct of this field study. A table is provided to accommodate
other necessary steps not included in the set plan.

Send a letter requesting Wait for approval to

for permission to the conduct the study school to be visited and
observed

Conduct field study

once approved

Present the observation Submit output the results

to teacher observed to instructor

104
FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESS
FIELD STUDY
Other Steps Timeline ACTIVITY
1.
2. FS2: LEARNING
3. EPISODE 3
ACTIVITY 3.1:
4. TEACHING
5. APPROACHES
USED IN THE K
TO 12 CURRICULUM

Field Study Student: Subject:

Resource Teacher Teacher’s Signature:
School: Date of Observation:
Grade/Year Level: Section:

INSTRUCTIONS: In the class you are tasked to observe, take note of how the teacher used
the deductive and inductive methods of teaching. Write down your observations as well as
your opinions on the teacher’s use of such methods.

Teaching Method Observation Opinions

Deductive Method

Inductive Method

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING LEARNING PROCESS

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EPISODE 4: DEDUCTIVE AND INDUCTIVE METHODS OF TEACHING

Which of the two methods was mostly used by the teacher? What can you
say about this?

PROCESSING QUESTIONS AND ANALYSIS

1. Which of the two methods do you think is the most useful for students in the classroom you
observed? Explain.

2. Which of the two methods enabled the teacher to draw out active participation among the
students? Explain why this is so.

3. As a future teacher, how will you use the deductive and inductive methods of
to foster a healthy learning environment for learners?

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESS

INSIGHTS AND REFLECTION

What insights and reflection can you derive from this specific field study experiences?

CLOSING DISCUSSION
State five (5) key learning points that you were able to capture in this field study
experience.

LEARNING EPISODE EVALUATION

Name of Student: Date:

Specific Program: Year & Section:

INSTRUCTIONS (for the Instructor): Rate the performance of the field

study student in this learning episode in the rubric. Compute the
average performance,
Average and write the description following
Performance Descriptionthe guide
below:
3.70 - 400 Outstanding
2.80 - 3 69 Above Average
1.90 - 2.79 Average
1.00 - 1 89 Needs Improvement

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EPISODE 4: DEDUCTIVE AND INDUCTIVE METHODS OF TEACHING
Needs
Componen Outstanding Above Average Average
Improvement Score
ts
4 3 2 1
Field Study • All tasks were  Almost all  Half of the  Less than
Activities completed tasks were tasks were half of the
efficiently completed completed tasks were
efficiently efficiently completed
efficiently
Processin • All questions  Almost all  Half of the  Less than
g were answered questions were questions half of the
Questions comprehensive answered were questions
and ly comprehensive answered were
Analysis comprehen answered
 Concepts were ly
sively comprehens
highly and  Concepts were
 Able to ively
thoroughly connected and
connect  Was not
connected analyzed
concepts able to
connect
concepts
Insights  Reflection  Reflection  Reflection  Reflection
and is in-depth is evident shows does not
Reflection and and average show depth
insightful insightful depth and or
insightfuln insightfulne
ess ss

Closing • Highly captures • Able to capture • Able to • Able to

Discussion all essential more than half capture capture
points in the of the essential half of the less than
learning episode points in the essential half of the
learning points in essential
episode the points in the
learning learning
episode episode
Needs
Outstanding Above Average Average
Components Improvement Scor
4 3 2 1
Documentation • Portfolio has a  Portfolio has  Portfolio has  Portfolio has
comprehensive the necessary the bare incomplete
and well- document minimum documentation
organized documentation
documentation
Submission  Submitted  Submitted on  Submitted on  Submitted late
before the the deadline the deadline or incomplete
deadline

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FIELD STUDY AREA 2: EXPERIENCING THE TEACHING-LEARNING PROCESS

Average Performance: Descriptions:

Comments/Suggestions:

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DOCUMENTATION/PORTFOLIO

Name of Student: Date:

Specific Program: Year & Section:

INSTRUCTlONS: Present any document that would further enhance your field study
observations. You may attach photos and/or transcriptions of interviews conducted.

(Note: This also depends on the specific output that is being required from you to produce as
specified in each learning episode.)

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