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    FS1 Activity 3

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    BPED 2-1 Earl Louise Ramos
    This document outlines an activity for education students to better understand diversity among learners. The activity involves observing learners of different ages and developmental levels, both individually and in a classroom setting. Students are instructed to analyze learners' characteristics, needs, interactions and relationships. They are also asked to reflect on how to foster positive interactions and address learner diversity in their own future classrooms.

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    Download as DOCX, PDF, TXT or read online from Scribd

    FS1 Activity 3

    Uploaded by

    BPED 2-1 Earl Louise Ramos
    31 views16 pages
    This document outlines an activity for education students to better understand diversity among learners. The activity involves observing learners of different ages and developmental levels, both individually and in a classroom setting. Students are instructed to analyze learners' characteristics, needs, interactions and relationships. They are also asked to reflect on how to foster positive interactions and address learner diversity in their own future classrooms.

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    This document outlines an activity for education students to better understand diversity among learners. The activity involves observing learners of different ages and developmental levels, both individually and in a classroom setting. Students are instructed to analyze learners' characteristics, needs, interactions and relationships. They are also asked to reflect on how to foster positive interactions and address learner diversity in their own future classrooms.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    31 views16 pages

    FS1 Activity 3

    Uploaded by

    BPED 2-1 Earl Louise Ramos
    This document outlines an activity for education students to better understand diversity among learners. The activity involves observing learners of different ages and developmental levels, both individually and in a classroom setting. Students are instructed to analyze learners' characteristics, needs, interactions and relationships. They are also asked to reflect on how to foster positive interactions and address learner diversity in their own future classrooms.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 16

    Activity 3– Distinctness of a Learner

    FIELD STUDY 1
    in a Diverse Classroom

    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. describe the characteristics, needs and 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.

    E- PORTFOLIO FOR FIELD REGION’S PREMIER UNIVERSITY OF DIVERSITY OF 1


    Activity 3– Distinctness of a Learner
    FIELD STUDY 1
    in a Diverse Classroom

    Write your Narrative Report on Domain 3 Diversity of Learners


    Discussion/Lecture

    E- PORTFOLIO FOR FIELD REGION’S PREMIER UNIVERSITY OF DIVERSITY OF 2


    Activity 3– Distinctness of a Learner
    FIELD STUDY 1
    in a Diverse Classroom

    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?

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

    E- PORTFOLIO FOR FIELD REGION’S PREMIER UNIVERSITY OF DIVERSITY OF 3


    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse

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

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

    E- PORTFOLIO FOR FIELD STUDY 1


    REGION’S PREMIER UNIVERSITY OF CHOICE
    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse
    DIVERSITY OF LEARNERS
    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse
    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?

    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?

    How does the teacher influence the class interaction considering the individual differences of
    the students in a classroom?

    E- PORTFOLIO FOR FIELD STUDY


    1
    REGION’S PREMIER UNIVERSITY OF CHOICE DIVERSITY OF LEARNERS 5
    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse

    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?

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

    E- PORTFOLIO FOR FIELD STUDY 1


    REGION’S PREMIER UNIVERSITY OF CHOICE
    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse
    DIVERSITY OF LEARNERS
    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse

    Evidence/Documents

    Self Peer FS Over-all


    Rating Rating Mentor’s Rating
    Rating

    E- PORTFOLIO FOR FIELD REGION’S PREMIER UNIVERSITY OF DIVERSITY OF 7


    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse

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

    Intended Learning Outcomes

    At the end ofOVERVIEW:


    LEARNING this activity, the FS student must be able to achieve the following intended learning outcomes:
    a) differentiate
    Activity3- the characteristics
    PPST Domain 3: Diversity and needs ofprovides
    of Learners learnersthe
    from different development
    opportunity levels; of
    to observe learners anddifferent ages and grade
    levelsb)virtually.
    chooseIteffective strategies
    highlights to address
    the differences in the diverse
    their needs of the
    characteristics andlearners
    needs.according to their
    As a future developmental
    educator, levels. to
    it is important
    determine learners’ characteristics and needs so that you will be able the implement learning activities and assessment that
    are all developmentally appropriate.

    Observation/Interview

    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.

    E- PORTFOLIO FOR FIELD REGION’S PREMIER UNIVERSITY OF DIVERSITY OF 8


    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse

    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

    Fine-motor skills

    Self-help skills

    Others

    E- PORTFOLIO FOR FIELD REGION’S PREMIER UNIVERSITY OF DIVERSITY OF 9


    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse
    Social
    Interaction with
    teachers

    Interaction with
    classmates

    Interest

    Others

    Emotional
    Moods and
    temperament,
    expression of feeling

    E- PORTFOLIO FOR FIELD REGION’S PREMIER UNIVERSITY OF DIVERSITY OF 1


    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse
    Emotional
    independence

    Others

    Cognitive
    Communication
    skills

    Thinking skills

    Problem-solving
    skills

    Others

    E- PORTFOLIO FOR FIELD REGION’S PREMIER UNIVERSITY OF DIVERSITY OF 1


    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse

    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
    Age range of move around a lot movement 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
    age range of
    children observed:

    Highschool
    age range of
    children observed:

    E- PORTFOLIO FOR FIELD REGION’S PREMIER UNIVERSITY OF DIVERSITY OF 1


    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse

    Reflect

    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?

    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?

    3. Share your other insights here.

    E- PORTFOLIO FOR FIELD STUDY


    1
    REGION’S PREMIER UNIVERSITY OF CHOICE DIVERSITY OF LEARNERS 1
    Activity 3– Distinctness of a
    FIELD STUDY
    Learner in a Diverse

    Evidence/Documents

    Self Peer FS Over-all


    Rating Rating Mentor’s Rating
    Rating

    E- PORTFOLIO FOR FIELD STUDY 1 DIVERSITY OF LEARNERS


    REGION’S PREMIER UNIVERSITY OF CHOICE
    1

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