Activity 3– Distinctness of a Learner

FIELD STUDY 1
in a Diverse Classroom

Name of FS Student Jameboy S. Dela Cruz

Course, Year and Section BEED 3A
Name of FS Mentor Dr. Liza L. Quimson 1
Date

At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:
1. describe the characteristics,
Intended Learningneeds and Outcomes
interests of learners in a diverse classroom;
2. determine, understand, and accept the learners’ diverse background;
3. identify best practices in dealing with diversity in the classroom; and
4. value the importance of diversity of learners including differentiated learning strategies, multiple intelligence
and Learners with Special Educational Needs (LSENs) in the inclusive classroom.

LEARNING OVERVIEW:

Activity 3- PPST Domain 3: Diversity of Learners provides the opportunity to understand learners how differences in
gender, racial, cultural, and religious background affects the interaction in school, learn about the practices and strategies
that teachers use in dealing with diversity in classroom.

Observation/Interview

Read the following carefully before you begin to observe and write your observation report on the space provided.

1. Observe diversity of learners in a classroom.

2. Observe and describe the characteristics, needs and interests of learners.
3. Take note of the importance of diversity in a classroom, the differentiated learning strategies used, the multiple
intelligence, and the LSENs in the inclusive classroom.
4. Analyze the impact of teaching and learning to diverse learners.

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 Activity 3– Distinctness of a Learner
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Write your Narrative Report on Domain 3 Diversity of Learners

Discussion/Lecture

[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To plac

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 Activity 3– Distinctness of a Learner
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Read the following carefully before you begin to observe a class. Write your observation report on the space
provided.

1. How much interaction is 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?

The interaction of students in the classroom varies. Most students actively participate, and
some are quiet in their chairs. Most enjoy the lesson, and some don't, depending on the
subject. Most students interact more with the teacher, such as by asking questions,
answering the teacher's questions, and asking for clarification in the lessons and activities
and even in their personal lives, while some students prefer to ask their classmates.
Additionally, some learners enjoy talking with their classmates even when the teacher is
lecturing in front of the classroom.

2.Observe the learner’s behavior during the conduct of the class. How do they behave and interact
differently?

The learners have different mannerisms or behaviors, and they are also different in their
way of interacting. Most students are actively participating in the discussion; for instance,
most learners like to answer the questions of the teacher or read what is in the visual
presentation. While some students are passive, they just sit in the chair with their eyes on
the teacher. Some students stand to move from another chair, sharpen their pencils, go to
the comfort room, talk to their classmates, and some always hold their things, such as
toys, handkerchiefs, etc.

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3. Describe the relationship among the learners. Do the learners cooperate with or compete against each 4
other?

The relationship among learners is most likely to be more cooperative than competitive
against each other in the class. In the classroom I was assigned to observe, most learners
cooperated with their classmates and teacher in doing the activities. The classroom has a
helping environment; for instance, when a learner can't answer the teacher's question, the
other student is allowed to help by trying to answer the question first. On the other hand,
the competition among the learners is very minimal, such as when they like to compete to
get attention from their teachers and classmates.

4. Who among the students participated actively? Who among them asked most for help?

Most students who are seated in the front rows are very participative, vocal, and engaged
in the lesson, while those learners at the back of the rows are passive. However, their
level of participation depends on the subject, lesson, and activity. For instance, in the
class I observed, most of the students, even those who are seated at the back, are very
participative in math subjects, and all of them participate in recreational activities such as
dancing.

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

When a learner cannot answer the teacher's question, classmates may react differently.
Most students raised their hands so that the teacher would call them instead. However, the
strategies of the teacher to not embarrass the learners who cannot answer are to reconstruct
the question so that the students will understand it, and sometimes she gives the go signal,
allowing the other students to raise their hands and help their classmates by answering the
question first, while sometimes students try to help their classmates in a chorus way.

Analyze

Answer the following questions:

Identify the person who play the key roles in the relationships and
interactions in a virtual classroom. What roles do they play? Is there
somebody who appears to be the leader, a mascot/joker, an attention
seeker, a little teacher, a doubter/ pessimist?
[Grab your reader’s attention with a great quote from the document or use this space to emphasize a key point. To place this text

How does the teacher influence the class interaction considering the
individual differences of the students in a classroom?
The teacher influences the class interaction, considering the individual differences of the
students in a classroom, by employing different teaching strategies, such as tailoring the
instruction to meet individual needs. This tailored instruction employs various teaching
activities, alternative assessment methods, and other supports for the learners. Through this
tailored instruction, the learners became more active in the lesson. They are also engaged
because the teaching and learning process applies to all.

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Reflect

1. How did you feel as you observed in the classroom? Did you
feel a sense of oneness or unity among the learners, and
between the teacher and the learners?
In the classroom I observed, I felt a sense of oneness or unity among learners and
between the teacher and learners because the classroom has a good social environment
that promotes active participation and healthy interaction. Learners foster helping one
another, especially in group activities or when their peers need assistance. The teacher
also helps and guides the learners. She answers or entertains all the students' questions
and provides clarification related to the lesson during class hours. Also, learners are
allowed to raise questions or talk about things that are not related to the lesson during
break time, which is a good way to improve their communication skills and knowledge.
Furthermore, the leadership of the teacher is also good because her orders and sayings
are obeyed by the learners.

2. In the future, how would you want the learners in your

classroom to interact? How will you, make it happen?

In the future, I aim to make the learners interact with respect and empathy. The learner
should know when it is the right time to interact with their peers and teacher, which
leads to smooth conversation and interaction. The learners should have the proper
courtesy to foster positive and harmonious social interaction. These goals can be
achieved if I set clear classroom rules and classroom routines promoting positive
interaction. These classroom routines and rules should be regularly reminded. Also, I
need to provide opportunities for students to interact, such as open communication
allowing learners to share their ideas, opinions, feedback, and clarification in the class,
and I need to prepare group activities to promote peer-to-peer interaction where
students can learn from their groupmates ideas.

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Evidence/Documents

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Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

Name of FS Student
Course, Year and Section
Name of FS Mentor
Date

Intended Learning Outcomes

At the end of this activity, the FS student must be able to achieve the following intended learning outcomes:
1. differentiate the characteristics and needs of learners from different development levels; and
2. choose effective strategies to address the diverse needs of the learners according to their developmental levels.

LEARNING OVERVIEW:
Activity3- PPST Domain 3: Diversity of Learners provides the opportunity to observe learners of different ages and grade
levels virtually. It highlights the differences in their characteristics and needs. As a future educator, it is important to determine
learners’ characteristics and needs so that you will be able the implement learning activities and assessment that are all
developmentally appropriate.

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 Activity 3– Distinctness of a Learner
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Observation/Interview 9

Read the following carefully before you begin with this then write your observation report on the space provided.

1. Record the data you gathered about the learners’ characteristics and needs in this matrix.
2. Shadow a learner from preschool, elementary and high school during the conduct of their class.
3. 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 sample indicators you may add other aspects which
you may have observed.

Directions: Complete the table below. Indicate opposite each learning principle the part of the lesson where it/they are
employed/utilized.

Development Preschooler Elementary High School

Domain Indicate age range of children Indicate age range of children Indicate age range of children
observed: observed: observed:
__________________ __________________ __________________

Physical

Gross-motor skills In the preliminary activities, the

learners did aerobic dance. This
dance led the learner to move
their body from head to toe.

Fine-motor skills In the assessment part of the

English subject, the students
copy and answer what is in the
PowerPoint presentation, and in
the math assessment, they copy
and compute the equations in
their notebook and blackboard.

Self-help skills Throughout the class session,

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the learners help themselves

prepare their school materials,
such as notebooks, pencils,
paper, etc. In the assessment, 1
they help themselves to write 0
and answer the task
independently with time
duration.

Others

Social

Interaction with During the development of the

teachers lesson, the learners interact with
their teacher through the
question-and-answer session,
feedback session, guidance
session, and when the learners
have clarifications

Interaction with During the development of the

classmates lesson, the learners are tasked
with copying what is on the
blackboard, while at the same
time some students are talking
with their classmates.

Interest In the preliminary activities, they

dance and aerobics at the same
time they interact with their
classmates, and they enjoy and
laugh at what they are doing.

Others

Emotional

Moods and During question and answer in

temperament, the development of the lesson,
expression of feeling the learner expressed their
thoughts, ideas, and feelings in
the class about the advice given
by their teacher. In the
assessment in Education sa
Pagpapakatao, students need to
write their answers to the
questions related to their
feelings.

Emotional In the development of the lesson

independence on the last subject in the

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 Activity 3– Distinctness of a Learner
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morning, some students are late

to write and answer the given
question. At this point, the
student tried to control their 1
emotions to finish their task in 1
the best way possible.

Others

Cognitive

Communication In the question-and-answer

skills portion of the review and
development of the lesson,
learners share their answers
with the class. While in the
assessment of Edukasyon sa
Pagpapakatao subject, learners
had to give an essay-type
question, sharing their answers
in written form.

Thinking skills In the question-and-answer

session in the review and
development of the lesson, the
learner uses their thinking skills
to respond to the teacher. While
in the assessment, the learner
has to complete a task in their
English subject where they need
to choose the right word to
construct a sentence, and in
math, they need to convert time.

Problem-solving In the preliminary activity, the

skills teacher asked a student what he
did and why he got sunburned
then. Followed by asking the
class about ways to prevent
getting sunburn. Some students
tried to answer and give their
remedies to avoid getting
sunburned.

Others

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Analyze

Write the most salient developmental characteristics of the learners you observed. Based on
the characteristics, think of implications for teachers.

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

Level Salient Characteristics Observed Implications to the Teaching-Learning Process

Preschool
age range of
children observed:
___

Elementary Elementary learners like move from seat The teacher should regularly remind the students to go
to seat. back to their chair.
age range of
children observed: Elementary learners always hold their The teacher should tell the class to keep their things, or
___ accessories, toys, and other things. else they will be confiscated.
Elementary learners like to watch TV. The teacher should only allow the student to watch TV
during break time.
Elementary learners are inquisitive. The teacher should allocate time for the students to ask
questions and get clarification.
Elementary learners are talkative when The teacher should leave a task if she or he has
there is no teacher or when the teacher something to do outside.
is busy doing something.
Highschool
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 Activity 3– Distinctness of a Learner
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Reflect 1
3

1.While you were observing the learners, did you recall your experiences when you were at their age? What
similarities or differences do you have with the learners you observed?

My observation led me to revisit my experiences at the elementary level. The students now know how to
operate the devices in the classroom, such as the monitor, while during my elementary school years, we did
not have such devices. Before, during our break time, we only liked to go outside the classroom and play or
look at the images in the books, but now students want to watch movies in the classroom. Before, we were
used to being spanked by teachers when we were mischievous or dirty, but students no longer experience
that punishment. Before, when we were inside the classroom, we needed to behave carefully in our
movements because we didn't want them to be angry, but now students are not afraid to move around, even
when the teacher is there. On the other hand, there are still similarities between the past student and the
present student. Students from the past and present still want to compete with their classmates to finish a
certain task, such as copying what is on the blackboard, answering the given question, and solving a
mathematical equation.

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

All my teachers are kind, but there is one that I cannot forget for a positive reason, and that is Mrs. Gineta
Gutierrez. She is the teacher with whom I interacted the most. She is a very caring person. She always
gives me snacks during break time, and she always asks if I am done eating lunch. She always motivates
and cheers me on to boost my confidence in doing something, such as a contest. She also always advises
her students about studying in college. She wants to have a conversation with her students, especially
during break time. She always wants to talk about my life experiences. She is good when it comes to giving
life advice. She teaches Araling Panlipunan and Edukasyong sa Pagpapakatao, which I enjoyed because of
her way of teaching and sense of humor during class sessions, which led me to love the Araling panlipunan
subject and became one of my favorites. Because of her personality, I always wanted to attend school. Her
advice contributed to who I am today.

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3.Share your other insights here.

Students are different from each other. Students are different in gender, race, culture, religion, and learning
style. These differences might compromise the effectiveness of the teaching and learning process. To
address these, teachers should understand the differences among the learners to identify what pedagogies
they will employ and what activities they will prepare.The teacher can also use differentiated teaching so that
all students can participate. Most importantly, the teacher should guide her or his students about respect to
end all forms of discrimination.
Additionally, students have different ways of behaving and interacting inside the classroom. Some students
are quiet and well-behaved, and some are moody. Through my observation of my cooperating teacher, I
realized that regularly reminding the class about the classroom is important, and sometimes it's okay to be
moderately angry to make the learner behave.

Evidence/Documents

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Self Peer FS Over-all

Rating Rating Mentor’s Rating
Rating

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