Unit I.

This unit is designed to help the Field Study students verify the behavior of
the child 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.
Episode I. The School as a Learning Environment
School Facilities Checklist
Familiarize yourself with the different areas and facilities of the school. Check the
column to indicate their availability. Give a brief description of those that are
available on the last column.
Facilities Availabl Not Description
e availabl
e
Office of the Principal
Library
Counseling Room
Canteen/Cafeteria
Medical Clinic
Audio Visual/Media Center
Reading Center
Speech Laboratory
Science Laboratory
Gymnasium
Auditorium
Home Economics Room
Industrial Workshop Area
PTA Office
Comfort Room for Boys
Comfort Room for Girls
Others (Please Specify)

An Observation Guide for the Classroom Visit

Read the following statements carefully. Then write your observation report on the
provided space.
1. Describe the community or neighborhood where the school is found.
2. Describe the school campus. What colors do you see? What is the condition
of the buildings?
3. Pass by the offices. What impression do you have of these offices?
4. Walk through the school halls, the library, and the cafeteria. Look around
and find out the other facilities that the school has.
Name of the School Observed ___________________________________________

School Adress ________________________________________________________

Date of Visit __________________________________________________________

 An Observation Guide for the Classroom Visit
Be guided by these tasks as you do your observation. Then accomplish the matrix
to record your data.
1. Look at the walls of the classroom. What are posted on the walls? What
heroes, religious figures, lessons, visual aids and announcements do you
see posted?
2. Examine how the pieces of furniture are arranged. Where is the teacher’s
table located? How are the tables and chairs/desks arranged?
3. What learning materials/equipment are present?
4. Observe the students. How many are occupying one room?
5. Is the room well-lighted and well ventilated?

Classroom Facilities Matrix

Classroom Facilities Description
(Location, number, arrangement,
condition)
1. Wall Displays
2. Teacher’s Table
3. Learner’s Desks
4. Blackboard
5. Learning Materials/Visual Aids
Write your observation report here.

Name of the School Observed ___________________________________________

Location of the School _________________________________________________

Date of Visit _________________________________________________________

My Analysis
How do the school campus and the classroom in particular impact on the learning
of the students going to school? What are your conclusions?

How does this relate to your knowledge of child and adolescent development/How
does this relate to your knowledge of facilitating learning?
My Reflections
1. Would you like to teach in the school environment you just observed? Why?
Why not?

2. What kind of school campus is conducive to learning?

3. What kind of classroom is conducive to learning?

4. In the future, how can you accomplish your answer in number 3?

5. Write your additional learnings and insights here.

My Portfolio
My Personal Illustration of an Effective School Environment
Episode II. The Learners’ Characteristics and Needs
An Observation Guide for the Learners' Characteristics
Read the following statements carefully. Then write your observation report on the
provided space. Your teacher may also recommend another observation check-
list if a more detailed observation is preferred.
Physical
1. Observe their gross motor skills. How they carry them- selves. How they move,
walk, run, go up the stairs, etc.
2. Are gross movements clumsy or deliberate/smooth?
3. How about their fine motor skills? Writing, drawing, etc.
Social
1. Describe how they interact with teachers and other adults.
2. Note how they also interact with peers. What do they talk about? What are their
concerns?
Emotional
1. Describe the emotional disposition or temperament of the learners. (happy,
sad, easily cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-
conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how did they show
problem solving abilities.
 Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in this
matrix. This will allow you to compare the characteristics and needs of learners at
different levels. The items under each domain are by no means exhaustive. These
are just sample indicators. You may add other aspects which you may have
observed.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed: ___ children observed: ___ children observed: ___
Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others
Social
Interaction with
Teachers

Interaction with
classmates/friends

Interests

Others
Emotional
Moods and
temperament,
expression of
feelings

Emotional
Independence

Others
Cognitive
Communication
Skills

Thinking Skills

Problem-solving
Skills

Others
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 Implications to the

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

Level Salient Characteristics Implications to the

Observed Teaching-Learning
Process
Preschool
Age range of learners
observed: ____

Elementary
Age range of learners
observed: ____

Highschool
Age range of learners
observed: ____
My Reflections
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?

2. Think of a teacher you cannot forget for positive or negative reasons. How
did she/he help or not help you with your needs (physical, emotional, social,
cognitive)? How did it affect you?

3. Share your other insights here.

My 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.
Episode III. Individual Differences and Learners’ Interests

Individual differences deal with our distinguishing characteristics that

make us unique. Nevertheless, this term permeated every aspect of teaching
and learning. It deals with our approach to teaching and learning.
The diversity of learners refers to the idea that teachers can facilitate
the learning process among the diverse type of learners. This can be done
by respecting individual differences. With your knowledge of individual
differences, you can design diverse sets of activities so that all students can
attain appropriate learning goals.

Activity 1

1. State three major factors of students’ diversity.

2. Discuss the implication of each factor in the teaching – learning process.

3. Suppose you are teaching a heterogeneous class how you will bridge
the gap between the:
a. achievers and non or least achievers
b. active and reflective learners
c. students with identity or gender crisis
Episode IV. Home – School Link

According to Hurlock, social development means the acquisition of

the ability to behave in accordance with social expectations.
Social development follows a sequence of orderly social behavior which
is similar for all children within a cultural group. Family influence plays a
great part in the development of a child.
Children that grew up in a happy home will develop healthy attitude
toward people and learn to function successfully in the peer group.

Activity 1

1. From your lesson in Child and Adolescent Development, what

family factors contribute to the development to over-all adjustment
of the learner in school?

2. Does the communication between the homes – school influence the

learner? What are these effects?
Activity 2
Reflect on your own development as a child.

1. What type of parenting did you experience? How did it affect you?
2. As a future teacher, how would you establish good
home – school collaboration?
3. How can you work well with your parents?
4. How can you help them?
5. How can they help you?
Challenges

1. Make a creative visual insight about the influence of the home –

school to the learner.
*Have a separate sheet for this.
2. Make your own acrostic about the home –
school link. H -
O-
M-
E-

S-
C-
H-
O-
O-
L-

L-
I-
N-
K-