University of Nueva Caceres
J. Hernandez Avenue, Naga City
E- Portfolio Field Study1
Laury Belle C. Cruz Student
Melvi Briones, PhD Instructor Marga Robles Cortes Cooperating Teacher
The Author
Laury Belle C. Cruz, a 4th year college student taking up Bachelor of Secondary Education Major in English at the University of Nueva Caceres, Naga City. She is a twenty-two year old young lady who lives at Calabanga, Camarines Sur, Bicol Region. She was studying at the said university for six consecutive years and now she is on her internship journey. She is a part of the Education College Council Committee as a program host member. She is also a scholar since first year college and she believes that … (add info about life or scholarship chuchu)
Introduction
Table of contents
LEARNING EPISODE 1
(below are captured photos from the book where I answered handwritten)
From among the board displays that you saw, pick one that you got most interested in.
Board Display Layout
My
LEARNING EPISODE 2
LEARNING EPISODE 3
ANALYZE:
1. Identify the persons who play key roles in the relationships 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 students themselves have their own roles inside the classroom. As they all interact with each other and into the traditional way of classroom rules in which there will be officers, of course the so-called president in the class manages. Some, especially the boys, are the naughty ones and often jokers. Each and every student has different behaviors indeed based on our observation.
What makes the learners assume these roles? What factors affect their behavior?
• Assuming such a role depends on the decision of the majority for example class officers, they are called and positioned as class officers because the class chose them. Simple as that.
2. Is there anyone you observed who appeared left out? Are students who appear “different?” Why do they appear different? Are they accepted or rejected by the others? How is this shown?
•
I don’t think so, because the class were close with each other as we observed them and they really did interact and had a good time together in the class.
What does the teacher do to address issues like this?
•
I think if there is any case, the teacher might tell him/her personally or to tell the class that they should never let someone be left behind.
3. How does the teacher influence the class interaction considering the individual differences of the students?
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The teacher influences the class in the means that she shows empathy and compassion to what she is doing and to her students. Considering the individual differences of the students, the teacher should make sure and should make sure that everyone is coping up so that no one will be left behind while they are learning.
4. What strategies does the teacher use to maximize the benefits of diversity in the classroom? How does the teacher leverage diversity?
• She is giving a chance to others to talk and makes everybody comfortable and open.
Activity 3.2 Observing differences among learners with disabilities, giftedness, and talents.
Observation Report
During our observation days, each day there are new behaviors that can be seen by each student. There are days that most are hyper, there are also days that most are just behave maybe depending on their moods and during classes there has a differences also.
Children have differences and each of us indeed has it too. Regardless of disabilities, giftedness and talents, we all have our own special capabilities in life. I saw how our handled students do their best inside and outside the classroom. When we also asked the teachers questions, she politely responded and our observation matches her. We as observers were getting happy somehow that what we observe is correct depending on the situation and instances.
ANALYZE:
Curriculum Design, Competencies, and Content
1. Does the school foster a sense of belonging to one’s ancestral domain, and a deep understanding of the community’s beliefs and practices? Cite examples.
2. Does the school show respect for the community’s expression of spirituality? How?
3. Does the school foster in the indigenous learners a deep appreciation of their identity? How?
4. Does the curriculum teach skills and competencies in the indigenous learners that will help them develop and protect their ancestral domain and culture?
5. Does the curriculum link new concepts and competencies to the life experience of the community?
Answer each question based on your observation and interview data.
Yes, because the school always aims for success not just as a community but to build one’s life future.
Yes, in the means that they are encouraging the people to have values and apply personally in life.
Yes, by welcoming each and everyone with warm gratitude.
Yes, because even up to this days, still learnings from the past are being mentioned and studied for.
6. Do the teaching strategies help strengthen, enrich, and complement the community’s indigenous teaching process?
7. Does the curriculum maximize the use of the ancestral domain and activities of the community as relevant settings for learning in combination with classroom-based sessions?
8. Is cultural sensitivity to uphold culture, beliefs, and practices, observed and applied in the development and use of instructional materials and learning resources?
9. Do assessment practices consider community values and culture? How?
10. Do assessment processes include application of higher order thinking skills?
Yes, the school is always updated especially on online related platforms for students such as relationships between schools or other universities from different countries.
Yes, depending on the teacher if he/she does do lessons and discuss traditionally because teacher centered learning is very effective.
Maybe yes, maybe no, depending on the situation, circumstances and instances.
Yes, because still, as Filipinos we believed that culture, beliefs and practices are still important to study with and to always remember.
Yes, depending on the way of learning and understanding of the people.
Yes, in a way that it can give curiosity to people and have an urge to study and look for answers for it.
What do you think can still be done to promote and uphold the indigenous peoples knowledge systems and practices and rights in schools?
• I think the very best solution is for the government to give them enough classrooms, supplies and teachers in order to proceed in learning with less struggle and sacrifices. If given a chance to expose them all in a city or place where they can be free to have their space for learning and interacting then no such indigenous people especially young children will be left behind and be able to chase their dreams happily.
REFLECT:
Reflect based on your actual visit or videos that you watched.
1. What new things did you learn about indigenous peoples?
• I learned that they are living from afar and that there are still these heroes that we have that never give up their profession to teach children regarding the hardship and sacrifices that they are experiencing as well.
2. What did you appreciate most from your experience in visiting the school with indigenous learners? Why?
• As a future education, I saw the passion and dedication of the teachers of the indigenous people. They are also sacrificing their lives just to teach the childrens from places away in the cities.
3. For indigenous learners, as a future teacher, I promise these three things:
• I will be dedicated and passionate.
• I will stand each student’s rights and be fair to all.
• I will always bring in me the promise of being in this profession.
SHOW YOUR LEARNING ARTIFACTS:
With the principle of individual differences in mind, what methods and strategies will you remember in the future to ensure that you will be able to meet the needs of both the high and low achievers in your class? Make a collection of strategies on how to address the students’ different ability levels.
•
Given the fact and reality that each person has differences, whether a kind or an adult, the strategy that I think I might use in the future is to be fair and make everybody understand about everyone’s differences. As a future teacher. I don’t want my students to feel that they are left behind, whether high and low achievers, I want everyone to feel fair and belong.
LINK THEORY TO PRACTICE
Directions: Read the items given below and encircle the correct answer.
1. Which statement on student diversity is CORRECT?
a. The teacher must do his/her best to reduce student diversity in class.
b. The less the diversity of students in class, the better for the teacher and students.
c. The 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 others cultures.
b. He/She regards his culture as inferior to others cultures.
c. He/She accepts the fact that all people are unique in their own way.
d. He/She emphasizes the differences among people and disregards their commonalities.
3. What is a teaching-learning implication of student diversity?
a. Compare students.
b. Make use of a variety of teaching and assessment methods and activities.
c. Do homogenous grouping for group activities.
d. Develop different standards for different student groups.
4. All are features of the Indigenous Peoples Education Curriculum, EXCEPT _______.
a. Affirms and strengthens indigenous cultural identity.
b. Makes education exclusive to the indigenous culture.
c. Revitalizes, regenerates, and enriches IKSPS and indigenous languages.
d. Anchors the learning context on the ancestral domain, the community’s world view, and its indigenous cultural institutions.
5. All are best practices in using learning resources for indigenous learners, EXCEPT _____.
a. Culturally generated learning resources only include indigenous group’s artifacts, stories, dances, songs, and musical instruments.
b. The language used in instructional materials, especially in primary years, which highlight mother tongue, is consulted with the indigenous community.
c. Cultural sensitivity and protocols are observed in development and use of instructional materials.
d. The indigenous community’s property rights are upheld in publishing learning resources.
6. All best practices for assessment in the Indigenous Peoples Education Framework, EXCEPT,
a. Including the practice competencies in actual community and family situations.
b. Applying higher-order thinking skills and integrative understanding across subject areas.
c. Using international context in the assessment standards and content faithfully without modification.
d. Including community-generated assessment processes that are part of indigenous learning system.
7. Read the following comments by the teacher. Which of these comments will most likely make a child try harder?
a. Sinuwerte ka ngayon dito sa test, ha?
b. Hindi ka talaga magaling dito sa paksang ito, ‘no?
c. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito para lubos mong maunawaan ito.
d. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
LEARNING EPISODE 4:
OBSERVE:
After you have gathered all the necessary data. Write the learner’s development profile using the outline below. Type the profile on a separate sheet and attach it to this Learning Episode.
THE LEARNER’S DEVELOPMENT PROFILE (Outline)
The Learner’s Development Profile
Physical Development
• Students are still in the process of growing or leading to their puberty stage. (as grade 8).
Social Development
• Students already know how to interact, it’s just that sometimes they are still shy and anxious.
Emotional-Moral Development
• They might still not know and not be aware of what they are doing or what they are feeling because they are still curious about things around them.
Cognitive Development
• As in their process of growth, their changes in cognitive development are still in the process too such as their capabilities, IQ, perspective, etc.
Findings
• The learners are interactive but sometimes unnecessary behaviors can be seen and that is understandable in some cases because they are still in the process of development as young children to puberty.
Conclusions
- I think the most common and given impact to students of home based or school based education is that school base is still more effective and beneficial to the students. As traditional learners, it is easier when school is not online that there are many circumstances to be encountered.
Recommendations
• School base learning is way more effective and it should not be just about academics but an avenue to develop one’s child moral development.
1. From your home visit and interview, what do you think is the style of parenting experienced by the learner? Explain your answer.
• The parenting style experienced by the learner is the typical traditional way of Filipino parenting. Such as the parent would just support the child schooling and somehow provide what is needed.
2. Relating your data with what you learned from child development, what family factors do you think contribute to the development and overall adjustment of the learner in school?
• I think the family factor that will contribute or does contribute to the development of a learner is a healthy environment in which the parents will continue to support their education, needs and avoid them so to be scolded or shouted to especially a child’s mind is just so innocent so it should be taken care of gently. A gentle and healthy space for each child will do a lot.
3. Does the communication between the home-school have an effect on the learner? If yes, what are these effects?
• Yes, because even a child is an innocent person existing in this world, they can also feel and observe the communication around people. That is why it is very important to not just talk to them gently but also show them actions that will not trigger their emotions that lead to reckless behavior or bad effects.
4. How can the teacher partner with the community to contribute to the development and learning of the students? Who are the people or which institutions can the teacher tap to seek advice regarding the development and learning of students?
• A teacher relationship is broad because whether inside or outside the classroom, a teacher is a teacher. They are not just in the eyes of their students but also to the parents and the community they are working at. For some instances, teachers also may seek help for the betterment of their students, especially since each one has differences. I think teachers tap to seek advice to those who are elderly , not just by age but of service and to the superiors I might say. 18
1. Reflect on your own development as a child. What type of parenting did you experience? How did it affect you?
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The type of parenting I have experienced is a good one. I grew up in the world of strict parents, I felt in control way back but now that I am at age already, I can tell that those days were okay and I realized that it is just how my parents want us to understand. Now that I am big enough to understand those things, I can say that my parents are not strict anymore and all I can say is that they are just taking care of me to avoid me from such things happening.
2. As a future teacher, how would you establish good home-school collaboration? How can you work well with the parents? How can you help them? How can they help you?
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As a future teacher, I think I can establish a good home-school collaboration by working with the parents politely and make them understand things that will affect their children. Parents also seek advice so I think it might help them that a teacher will speak to them nicely and tell them things that will foster their children not just at school but especially at home, I might say. With all of these talks, I think it would help if each will cooperate well.
LINK THEORY TO PRACTICE
1. Which are most likely the kind of children raised by authoritarian parents?
1. Fearful
2. Inhibited
3. Hostile
4 Withdrawn
a. I and II C. II and III
b. I, II, and III D. I, II, III, and IV
2. If a child was raised by authoritative parents, how will most likely he/she behave in class?
a. Relates well to classmates
b. Is suspicious of others
c. Quarrels often with classmates
d. Has low level of independence
3. Which parenting style/s contribute/s to the development of children who have low levels of responsibility?
a. Authoritarian C. Permissive
b. Authoritative D. Neglecting and permissive
SHOW YOUR LEARNING ARTIFACTS
Color your world.
1. Make an artistic, colorful, and creative visual expression of your insight or feelings about the influence of the home and school and community to the learner.
2. Make a reflection acrostic about the home, school, and community link.
2.
H - ome is our foundation,
O- bserve love and,
M- ake everyone feel belong,
E- specially as a family, everybody should be happy and healthy.
S - chool is everyone’s second home,
C - hildren should foster learning and develop.
H - aving a healthy environment would help,
O - n the days we feel alone, let us stay;
O - optimistic and spread;
L - ove and gentle care for everyone.
C - communication is a must,
O - bserve each other and ask.
M - ake everyone feel safe and trusted,
M - ake everyone included and have a bond.
U - nity is a priority,
N - o one should be left behind,
I - initiate helping others,
T - imes two of the help will go back to;
Y - ou!
L - ove is what we need,
I - nspire others in the way that we can,
N - atural personality will do,
K - indness and peace is what it aims to.
LEARNING EPISODE 5:
Show your Learning Artifacts:
Paste pieces of evidence of classroom rules that works in the class.
One of the example, is during the class examination, one of the rules of every examination is to focus and read the questions presented only on the board and answer in their paper.This photo implies that strict rules is a must and upon seeing the photo, the students successfully obeyed the said rule.
LEARNING EPISODE 6:
Show you Learning Artifacts:
Take some snapshots of the classroom routines employed by the Resource Teacher.
One of the main classroom routine that we consistently observed is before every start of the lesson, our resource teacher always ask everyone to have a prayer. It is amazing to witness how these students are able to recite and memorize their prayer and add it to their routine as a student as well.
LEARNING EPISODE 7:
Show your Learning Artifacts:
Show pieces of evidence of learning to capture the classroom management strategies used.
One of the classroom management strategies I have observed is that our resource teacher, after every discussion, gives a quiz and let the students answer it while checking. With this, it catches the students attention while learning and being amazed by the answers,
Field Study 1 – Learning Episode 11, 12, 13
Activity 11.1 Visiting the Learning Resource Center
Observe:
Read the following statements carefully before you observe.
1. Go around the Learning Resource Center.
2. Find out what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/procedures for borrowing of materials. Are these guidelines/ procedures posted available for the users to refer to?
5. Familiarize yourself with the guidelines and procedures. Take photos of the center (if allowed).
Available Learning Resources (Enumerate in bullet form)
Characteristics and Unique Capabilities Teaching Approaches where the Resource is Most Useful
1. Print Resources Readable and Understandable enough especially for students
2. Audio Resources
3. Non-electronic Visual Resources
4. ICT Resources
Resources are good and well taken care of
Non electronic visual resources such as bulletin board which is accessible to all
One of the main example is computer laboratory where students may have access to computers and internet connection provided
Responsive and Relevant
Technology Enhanced Learning
Differentiated Instruction
Technology Enhanced Learning, Flipped Classroom
Impression about the LRC:
- As a student and also a pre-service teacher, LRC or the Learning Resource Center is helpful and beneficial especially nowadays that we are very into technology and most of the time technology is being involved in our day to day living even at school or offices. It is a unique and nice idea to have such LRC in a school.