FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

EPISODE 4

INDIVIDUAL DIFFERENCES AND LEARNER’S

INTERACTION
(focusing on differences in gender, racial, religious background)
Name of FS Student: Mahinay, Mailyn A.
Rasonable, Ivy Marie A.
Batulat, Marie C.
Carbilledo, Amy C.
Malagsic, Edilberto V.

Course: Bachelor of Secondary Education Major in T.L.E

Year and Section: II-A
Resource Teacher: Maam Vanesa Atanoso Signature: _________ Date: ___________

Our Intended Learning Outcomes

In this Episode, we must be able to:
 Identify the needs of students with different levels of abilities in the
classroom.
 Choose effective strategies to address the diverse needs of the learners.
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

Our Performance (How I Will Be Rated)

Field Study 1 Episode 4 – Individual Differences and Learner’s Interaction
Focus on: Differences in gender, racial, religious backgrounds

Learning Exemplary Superior Satisfactory Needs Improvement

Episodes 4 3 2 1

All tasks were done All or nearly all tasks Nearly all tasks were Fewer than half of
with outstanding were done with high done with acceptable tasks were done; or
Learning quality; work exceeds quality quality most objectives were
Activities expectations met but need
improvement
4 3 2 1
All questions were Analysis questions Analysis questions Analysis questions
answered completely; in were answered were not answered were not answered.
depth answers; completely. completely.
thoroughly grounded on Grammar and
Analysis of the theories. Clear connections Vaguely related to the spelling
Learning Exemplary grammar with theories. theories. unsatisfactory.
Episodes and spelling
Grammar and Grammar and
spelling are superior spelling acceptable.

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

4 3 2 1
Portfolio is complete, Portfolio is complete, Portfolio is Analysis questions
clear, well-organized clear, well-organized; incomplete; were not answered
and all supporting; most supporting supporting
documentations are documentation are documentations are Grammar and
Learning Portfolio
located in sections available and logical organized but are spelling
clearly designated and clearly marked lacking unsatisfactory
locations.
4 3 2 1
Submitted before Submitted on Submitted a day after Submitted two days
Submissions of deadline deadline deadline or more after the
Learning deadline
Episodes
4 3 2 1
Comment/s
Over-all Rating:
Score Based on
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
71-
99 96 93 90 87 84 81 78 75 7
below

Vanesa Atanoso
Signature of FS Teacher Date
FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
Our 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 affects learning.

To reach your target, do the following tasks:

Step 1. Observe a class in different parts of the 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 the

learner’s interaction.
FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
Our Tools
Use the activity form 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 the space provided on the next page.
1. Find out the number of the students. Gather data to their age, gender, and racial
groups, religious and ethnic backgrounds.

The section where we were assigned had 5 males and 36 females in grade 9
and 1 boy and 24 girls in grade 10. Meanwhile, most of the students are in the
bracket of 16-18years old. The students were mostly Catholics but there are some
who belong to other religious sectors.

During class:
1. How much interaction is there in the classroom? Describe how many students
interact with one another and with the teacher. Are they groups that interact
more with the teacher than others?

Most students are interacting with their teacher. Based on our observation,
the students do not hesitate to interact with their teacher.

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

As what we have observed students sitting in the back and in the front of
the classroom behave and interact the same. Both of the students attentively
listens and actively participate in their teacher’s discussion. They don’t usually talk
to their seatmates because they are afraid of their teacher and they also respect
her.

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

The learners had different groups when it comes to interaction. They

collaborate with each other, but there were also some competitions just like
when they checked their scores during their activities.
 4. Which students participate actively? Which students ask for most help?

Actually as what as we had observed all the students participate. And the
students that usually ask for most help are those students that can’t
understand the lesson easily.

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 the teacher will call
them instead?

There is an instance that the teacher asked one student to answer a question, then the
student was not able to answer the question, then the students seating beside him
tries to help him answering the question, and then somebody from the other side,
raise their hands to answer the question.

Outside class:

1. How do the students group themselves outside class? Homogenously, by age? By

gender? By racial or ethnic groups? Or are the students in mixed social groupings?
If so, describe the groupings.

As the students went out from the room after the class, they group their
selves according to their gender.

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

The learners interact with each other with their own topic not related to the
discussion. Just like as what we have observed before there are some students who
tend to talk about their crushes or about their favorite Korean Drama
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

OBSERVATION REPORT

Name of the School Observed: Sagay National High School

Address: National High Way, Sagay City
Date of Visit: August 23,2018

To address, the difference between our social inclinations put us into a

group where we belong. In an instance the child who has a different religion
will tend to go to his classmates where they have the same belief.

On gender, the girls will tend to group with girls and boys will tend to
group with boys. The interaction is being affected with these kinds of aspects as
all of us have differences on every individual.
 FS 1 [THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT]

Our Analysis
1. Identify the persons who play key roles in the relationship and interactions in the
classrooms. 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?

The teacher stands as the moderator of the classroom; thus he/she is in-
charge of all the wrongful affairs involved within its extent. As the class begun
when we were on the classroom, sometimes there are a lot of phases that had
caught our attention. There are some attention seekers and the jokers. While
some were in noise at the back, there are also some who stand as leader as they
led the group activity that was given to them.

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

Bullying wasn’t a scene in the class that we observed it seems that they are all
friendly enough to handle individual differences.

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

The teacher can influence the class interaction considering the individual
differences by being aware to what she was saying not to hurt individual’s social,
religious and personal inclination. And with that we can say that she a divergent
teacher.

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

Because of similar stage of development, the learners tend to have the

same social inclination. If the students will choose to play computer games
outside, surely the other students who have the same age with them will also
follow.
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ENVIRONMENT]

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

As what we had observe we saw the unity among the learners when it
comes in their groupings. There is oneness if base according to individual, but if we
will base it to the whole class, there is unity.

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

I want the learners to interact according to what their lesson is all about. I
want them to be more reliant when it comes in discussing an idea. Our
encouragement will put them to be a better person. Thus it is our duty to pursue
them to be a good model among their schoolmates.
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

Integrating Theory and Practice

Directions: 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 students 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 she/he values diversity?

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

B. He/She regards his culture as inferior to other’s culture.
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 implications of student diversity?

A. Compare students.
B. Make use of variety of teaching and assessment methods and activities.
C. Do homogeneous grouping for group activities.
D. Develop different standards for different student group.