FIELD STUDY 1

Learning Episode 4: Individual Differences and Learners’ Interaction(focusing on

differences in gender, racial, religious backgrounds)

My Learning Episode
Overview_______________________________________________
This episode 4 provides an opportunity for me to observe how differences in gender, racial, cultural
and religious backgrounds affect interaction in school, and learn about practices that teachers use in
dealing with diversity in the classroom.

My Intended Learning
Outcome________________________________________________
In this Episode, I will be able to:

 Demonstrate understanding and acceptance of the learners’ diverse backgrounds

 Identify best practices in dealing with diversity in the classroom

My Performance
Criteria______________________________________________________
I will be related along the following:

a. Quality of my observation and documentation,

b. Completeness and depth of my analysis,
c. depth and clarity of my classroom observation-based reflections,
d. completeness, organization, clarity of my portfolio and time of submission of portfolio.

My Learning
Essentials_______________________________________________________
An effective teacher who celebrates student diversity in her classroom:

 uses strategies to build a caring community in the classroom

 models respect and acceptance of different cultures and religions
 Students are involved in the design of rules and procedures
 Brings each of the student’s home culture and language into the shared culture of the school
  Provides more opportunities for cooperation than competition

My Map

The learners’ individual differences and the type of interaction they bring surely affect the quality
of teaching and learning. This episode is about observing and gathering data to find out how student
diversity affect learning.

To realize my Intended Learning Outcomes, I will work my way through these steps:

Step 1. Observe a class in different part of a school day.

(beginning of the day, class time, recess, etc.)

Step 2. Describe the characteristics of the learners in

terms of age, gender, and social and cultural diversity.

Step 3. Describe the interaction that transpires inside

and outside the classroom.

Step 4. Interview your Resource Teacher about the

principles and practices that she uses in dealing with
diversity in the classroom.

Step 5. Analyze the impact of individual differences on

learners’ interaction.
My Tools

Use the activity forms provided for you to document your observations.

An Observation Guide for the Learners’

Characteristics
Read the following carefully before you begin to observe. Then write your observation report
on space provided on the next page.

1. Find out the number of students. Gather data as their ages, gender, racial, groups, religious,
and ethnic backgrounds.

There are 24 students in the class, 14 boys and 10 girls, ages 11-13, most of them are
Adventists and some are Roman Catholics. They are all Bisaya.

During class:

1. How much interactions are there in the classroom? Describe how the students interact with
one another and with the teacher. Are there groups that interact more with the teacher
than others.

During my observation, they feel comfortable to interact to those students who are have the
same ages and gender. It is quite good because there is learning and rapport established in
the room. They were so participative during their group activity.

2. Observe the learners seated at the back and the front part of the room. Do they behave and
interact differently?

They have seating arrangement based on their family name. They have 6 long tables, there
are 4 students in each table. At the back part of the room, there are lot of learning materials
posted on the wall, at the front part is a blackboard. The students observed silence during
the class. if the student is misbehaving, the teacher calls the attention of the student and
warn the student instead of scolding it right away.

3. Describe the relationship among the learners. Do the learners cooperate with or compete
against each other?

They were cooperative in group activity they share and exchange of ideas. They don’t
compete against each other. Instead they help each other specially when one doesn’t know
the answer to the question of their teacher.
 4. Who among the students participate actively? Who among them ask for more help?

Most of the students who participated actively in the class discussion are the ones seated
near the teacher’s desk because their attention is fully focused to the teacher. The students
seated at the back would sometimes ask questions to the teacher

5. When a student is called and cannot answer the teacher’s question. Do the classmates try
to help him? Or do they raise their hands, so that teacher will call them instead?

The teacher will try to encourage the student first and if the student still cannot answer the
question, the teacher will give the student a chance to answer later and will call on another
student.

Outside class:

1. How do the students group themselves outside class? Homogenously, by age? By gender?
By racial or ethical groups? Or are the students in mixed social groupings? If so, describe the
groupings.

Based on my observation during their break, usually the students group themselves
according to their gender and age because I think they are more comfortable being together
with their peers with the same level of thinking.

2. Describe how the learners interact with each other. What do they talk about?

In the classroom, the interaction of the students to each other by talking to each other about
their school works, the girls talk about their crushes then boys like to talk about online
games.
 OBSERVATION REPORT

Name of the School Observed: CHESED School Inc.

School Address: Magradeco Village, Indangan, Davao City

Date if Visit: November 23, 2017

During my classroom visit in the Grade VI class, I noticed are 24 students in

the class, 14 boys and 10 girls, ages 11-13, most of them are Adventists and some are
Roman Catholics. They are all Bisaya. They have seating arrangement based on their family
name. They have 6 long tables, there are 4 students in each table. They are more
manageable to handle in the class. They are also participative and they also observed silence
during the class. They can able to focus on the teacher’s discussion. The teacher has a good
relationship with her students. He does not discriminate her students when they do not
know the answer she just says thank you for the answer then she just provides answer after.
They are also cooperative in their group activity, they share and exchange ideas with their
classmates. Even outside the classroom, they still have a good relationship with their fellow
classmates.
My Analysis

1. Identify the persons who play roles in the relationship and interactions in the
classroom. What roles do they play? Is there somebody who appears to be the
leader, a mascot/joker, an attention seeker, little teacher, a doubter/pessimist?

In the class, there were different kinds of behavior that were noticed. There were
some students that are just quiet, some were talking with each other, there is also who will
act as a leader, who is the president of the class and there’s this certain student that would
crack a joke if he sees something is funny.

2. Are students coming from the minority group accepted or rejected by the others?
How is this shown?

During my observation, there were not students that were part of a minority group
but I believe that these students have been taught to respect one another regardless of
ethnicity, gender, and religion.

3. How does the teacher influence the class interactions considering the individual
differences of the students?

The teacher has a good relationship with her students. He does not discriminate his
students when they do not know the answer she just says thank you for the answer then she
just provides answer after. The teacher also know how to discipline the students when they
are misbehaving.

4. What factors influence the grouping of learners outside the classroom?

As what I have observed, the students grouped themselves according to their

common interests. Then the students that outshine in their academic group themselves in
one group. Others just by coincidence.
My Reflections/Insights

1. How did you feel being in that classroom? Did you feel a sense of oneness or unity among the
learners and between the teacher and the learners?

When I entered the classroom, I felt a little bit awkward but I felt that I am welcomed because the
teacher is so accommodating, and the class showed respect upon introducing me to them. Then the class
did not mind me even if I am in the back observing their class. They just listened to their teacher and do their
activity later on. When the teacher asked questions to the class, I can tell that there was unity because they
helped each other in coaching their classmates to be able to answer the question.

2. In the future, how would you want the learners in your classroom to interact? How will you
make this happen?

In the future when I will become a teacher, I would want my learners to be interactive
during the class discussion and I also would want them to participate in the activity. I should
respect their differences regardless of their ethnicity, gender and religion. I would treat
everyone equally. I would make that possible by establishing a good relationship with the
students. I would not exhibit fear to the students but rather a friendly aura so that they will
be comfortable with me. I would also teach them the proper attitude when inside the
classroom.
Integrating Theory and Practice

Direction: Read the items given below and encircle the correct answer.

1. Which statement on student diversity is CORRECT?

A. Teacher must do his/her best to reduce student diversity in class.

B. The less the diversity of student in class, the better for teacher and students.
C. Teacher should accept and value diversity.
D. Student diversity is purely due to students’ varied cultures.

2. Which student thinking/ behavior indicates that he/she values diversity?

A. He/She regards his culture as superior to other’s cultures.

B. He/She regards his culture as inferior to other’s cultures.
C. He/She accepts the fact that all people are unique in their own way.
D. He/She emphasizes on the differences among people and disregards their
commonalities.

3. What is teaching – learning implication of student diversity?

A. Compare students.
B. Make use of a variety of teaching and assessment methods and activities
C. Do homogeneous grouping for group activities
D. Develop Different standards for different student groups
My Learning Rubric
Field Study 1, Episode 1 – The School as a Learning Environment
Focused on: Determining the characteristics of a school environment that provides
social, psychological, and physical environment supportive of learning.

Name of FS Student: __Allan Joneil M. Latagan_____________________ Date Submitted: March 18, 2018
Year & Section: __________________________ Course: ___BSED EARNER__________________________

Learning Episodes Exemplary Superior Satisfactory Needs Improvement

4 3 2 1
All tasks were All or nearly all Nearly all tasks Fewer than half of
done with tasks were done were done with tasks were done; or
outstanding with high quality acceptable most objectives were
Learning Activities quality; work quality met but need
exceeds improvement
expectations

4 3 2 1
All questions were Analysis questions Analysis Analysis questions
answered were answered questions were were not answered.
completely; in completely not answered
depth answers; completely. Grammar and spelling
Analysis of the thoroughly Clear connection unsatisfactory
Learning Episode grounded on with theories Vaguely related
theories. to the theories
Exemplary Grammar and
grammar and spelling and Grammar and
spelling superior spelling
acceptable

4 3 2 1
Reflection Reflection Reflection Reflection statements
statements are statements are statements are are unclear and
profound and clear, but not shallow; shallow and are
Reflections/ clear; supported clearly supported supported by supported by
Insights by experiences by experiences experiences from experiences from the
from the learning from the learning the learning learning episodes
episodes episodes episodes

4 3 2 1
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
Portfolio is Portfolio is Portfolio is Analysis questions
complete, clear, complete, clear, incomplete; were not answered
well-organized and well-organized supporting
Learning Portfolio all-supporting; most supporting; documentations Grammar and spelling
documentations documentations are organized unsatisfactory
are located in are available and but are lacking
sections clearly logical and clearly
designed marked locations

4 3 2 1
Submission of Submitted before Submitted on the Submitted a day Submitted two days or
Learning Episode the deadline deadline after the more after the
deadline deadline

4 3 2 1
COMMENT/S Rating:
Overall (Based on
Score Transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 7-below
Grade 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 71-below

____Excel G. Solilapsi. Ed. D._____ ____March 18, 2018________

Signature of FS Teacher Date
above Printed Name
Documentation

Welcome to CHESED School Inc. The Grade 6 Students of CHESED My selfie with the students

With Sir Arjun Infante, Grade VI Adviser A snapshot with madam principal, Maam Doris Manacap
 NORTH DAVAO COLLEGES
“Nurtures Distinctive Character”
Quirino St., Panabo City, Davao del Norte, Philippines
Cable Address: NDC Panabo
Zip Code: 8105 Telefax (084) 628-5264 (PLDT)

FIELD STUDY 1

Episode 4: Individual Differences and

Learners’ Interaction
(focusing on differences in gender, racial, religious backgrounds)

Submitted To:

Excel G. Solilapsi, Ed.D.

Instructor

Submitted By:
Allan Joneil M. Latagan

Group B