FIELD STUDY 1 THE LEARNER’S

DEVELOPMENT AND ENVIRONMENT

COURSE SYLLABUS

Credit: 1 unit
Time Duration: 17 hours
Course Description:
This course is designed to help the Field study students verify the behavior of the
child in the actual learning environment. It will require them to recognize feasible approaches
to facilitate learning considering the learner’s different phases of development and social
environment.
Field study 1 can be anchored on these Professional Education subjects:
: Child and Adolescent Development
: Facilitating Learning
: Social Dimensions of Education
Objectives:
1. Identify the physical, motor, linguistic literary, cognitive, social, and emotional
development of the children or adolescents as manifested in the actual classroom setting.
2. Observe and reflect on the different approaches employed by the teacher in dealing with
learners on the different stages of development.
3. Analyze how the teaching and learning process should be conducted considering the
different phases of child development.
Suggested Activities:
Focus Specific tasks Learning Domain Competencies/
evidences Performance
Indicators
School as a : School Visit. An illustration of Learning : determines an
learning Look a school that is Environment environment
Environment into its facilities supportive of that provides
and areas that learning or a Curriculum social,
support learning “child-friendly psychological,
(i.e., classroom, school” through and physical
library playground, any of the ff.: environment
canteen). -A descriptive supportive of
: Describe the paragraph learning.
school -a photo essay
 environment, -a
: prepare an sketch/drawing
observation log. -poem, song, rap
-others
Refer to worksheet
1
Learners’ : Observe four (4) A comparative Diversity of Differentiates
Characteristics learners from description of learners learners of
and Needs different the observed varied learning
levels (i.e, learners characteristics
preschool/ and needs.
elementary
/secondary).
: Describe each of
the learners based
on your
observations.
: Compare them in
terms of their
interests and needs.
: Validate your
Observations by
Interviewing each
of the learners.
(Optional)

Classroom : Observe a class. Checklist on Learning Manages

Management : Using a checklist, evident Environment space
and Learning find out if the classroom material
important management resources
components of components provide
classroom environment
management are conducting
evident. learning
: Describe the Description of
general behavior of learner’s
the learners in the behavior during
class during the a learning
learning activities. activity
: Relate the data in
your checklist to
learners’ behavior. Reflections on
:Reflect on how the effect of
classroom classroom
management affects management
learning. learning
Learners’ : Observe a class on A reflective Diversity of : Recognize
Characteristics a regular recitation journal in the Learners multi-cultural
and Learning day. congruence of background
Activities : Describe the the learner’ learner
 characteristics of characteristics Curriculum providing
the learners in the and learning learning
class. activities opportunities
: Enumerate and : Determine
describe the teaching
activities that took approach
place. and
: Tel how the appropriate
activities facilitated the learner
learning
considering the
learners’
characteristics.
Individual : “Shadow” two Accomplished Diversity of Determine
Differences and learners of different Learner Profile Learners understand
the Learning learning abilities and
process but the same grade learner
level (i.e., diverse
preschool/ background
Elementary/ : Relates the
Secondary) learners’
: interview them to background to
gather their their
background performance in
information. the classroom
: Observe them as Narrative Report
they participate in a
classroom activity.
: Write a narrative
report.
Home-School : Select a learner Home visitation Community : Reflects on the
Link from the class that Report Linkages impact of home
you observed. and family life
: Conduct a home to learning.
visit to your
selected learner.
: Describe the
family and home
environment of the
learner.
: Interview the
parents/guardians/
Relatives/peers on
the learners’
activities and
behavior while at
home.
Perceived Roles : Interview the Interview Guide Personal : Expounds on
of a Teacher resource teacher Sheet Growth & one’s
who taught in the Professional understanding of
 class that you have A reflection Development the learning
paper on the processes and
teachers’ roles the role of the
based on one’s teacher in
understanding of facilitating these
a child processes in
development and their students.
learning : Accepts
personal
accountability to
learners’
achievement and
performance

NOTES:
The Field Study Teacher may decide –
1. To choose all or an of the suggested activities.
2. On the mode of implementing the tasks (i.e., individually, dyad, or by group)
3. On the time allotment for each activity to sufficiently cover the 17-hour
requirement of the course.

A good teacher recognizes that each pupil has a

different talent lying hidden and unexplored. His
duty is to unearth it help it blossom.
J.M.Manchanda

(For Student’s Use)

 Name: ____________________________ Course: ______________ Year & Section: ________

Direction: Check (/) the appropriate column that best describes your current level of mastery of each
listed competency.

COMPETENCY I I am learning how to I can do this I can do this

cannot do this. but I need to very well.
do this learn more and
yet. improve.
1. Determines an environment that
provides social, psychological,
and physical environment
supportive of learning.
2. Differentiates learners of varied
learning characteristics and
needs.

3. Manages time, space, and

resources to provide an
environment conducive to
learning.
4. Recognizes multi-cultural
background of learners when
providing learning
opportunities.
5. Determines teaching
approaches and techniques
appropriate to the learners.

6. Determines, understands, and

accepts the learner’s diverse
background.

7. Relates the learner’s

background to their
performance in the classroom.

8. Reflects on the impact of home

and family life to learning.

9. Expounds on one’s
understanding of the learning
processes and the role of the
teacher in facilitating these
processes in their students.
10. Accepts personal accountability
to learner’s achievement and
performance.

Date Accomplished: Rater’s signature:

[ ] Pre-Assessment
[ ] Post-Assessment
COMPETENCY CHECKLIST FOR FS 1
 (For Faculty/College Supervisor Use)
Name: ____________________________ Course: ______________ Year & Section:
________
Direction: Check (/) the appropriate column that best describes the FS Student’s current level
of mastery of each listed competency.
COMPETENCY The FS The FS Student The FS The FS
Student is learning how Student can Student can
cannot do to do this. do this but I do this well.
this yet. need to learn
more and
2 improve.
1 3 4
1. Determines an
environment that provides
social, psychological, and
physical environment
supportive of learning.
2. Differentiates learners of
varied learning
characteristics and needs.

3. Manages time, space, and

resources to provide an
environment conducive to
learning.
4. Recognizes multi-cultural
background of learners
when providing learning
opportunities.
5. Determines teaching
approaches and
techniques appropriate to
the learners.
6. Determines, understands,
and accepts the learner’s
diverse background.
7. Relates the learner’s
background to their
performance in the
classroom.
8. Reflects on the impact of
home and family life to
learning.
9. Expounds on one’s
understanding of the
learning processes and the
role of the teacher in
 facilitating these
processes in their
students.
10. Accepts personal
accountability to learner’s
achievement and
performance.

Date Accomplished: FS Teacher’s signature:

______________________ ___________________________

FS 1: The Learner’s Development and Environment

 School Campus and Community Visit
Name of FS Student _______________________ Course__________ Year & Section______

Target Competencies
At the end of this activity, the FS 1 Student will be competent in determining a school
environment provides social, psychological and physical environment supportive of learning.
Specific Tasks
1. Visit a school. Look into its facilities and areas that support learning (i.e., classroom,
library, canteen, gym).
2. Accomplish the checklist as you move around the school premises.
3. Based on your gathered data in the checklist as you move around the school premises.
4. Make a reflection on the characteristics of a school environment that promote
learning.
5. Present your idea of a good school environment through any of these:
 A descriptive paragraph
 A photo essay
 A sketch or drawing
 A poem, song or rap
6. A general observation of the campus and thee classroom is an exciting way to start
your observation, you move around the campus, jot down your notes on the
following:
 Describe the community or neighborhood where the school is found.
 Describe the school campus. What impression do you have of these offices?
 Pass by the offices. What impression do you have of these offices?
 Read the bulletin boards. What information do you find there?
 Walk through the halls, the library, and the cafeteria. Look out the facilities
that the school has.

SCHOOL FACILITIES CHECKLIST

 Familiarize yourself with the different faculties of the school. Check whether each
one is available or not. Give description of those that are available,

Facilities Available Not available Description

1. Library

2. Laboratory

3. Canteen/Cafeteria

4. Comfort rooms

5. Reading center

6. Medical Clinic

7. Counseling Room

8. Audio Visual
Room/ Media
Center
9. Home Economics
Room
10. Others

11.

12.

13.

Observation Guide: CLASSROOM

Look at the walls of the classroom. What are posted on the walls? What heroes,
religious figures, lessons, visual aids, or announcement, do you see posted?
Examine how the furniture is arranged. Where is the teacher’s table located? How are
the tables and chairs/desks arranged?
What learning materials/equipment are present?
Observe the students. How many are occupying one room?
Is the room well lighted and well-ventilated?
Classroom Facilities Matrix:
 Use this matrix I documenting your observations based on the preceding observation
guide.
Classroom Facilities Description
(location, arrangement, condition, number)
1. Wall Displays

2. Teacher’s Table

3. Learner’s Desks

4.

5.

Analysis:

Reflection:

SAMPLE PORTFOLIO FORMAT IN FIELF STUDY COURSE

1. Title Page/Cover Page
The title page/cover page may contain the title of the Field Study Course, the
name of the student, year and section, the semester and year when the FS
Course is taken, and the name of the FS faculty and the school.
2. Table of Contents
This section provides the listing of the contents of the portfolio and the pages
where these are located.
3. Student’s Resume
A short biography of the student shall be included in this section. It will also
include the student’s teaching belief or views of teaching.
4. Statement of purpose/purposes of the portfolio
This section shall clearly state the purpose/s of the portfolio. It will express the
student’s intention for making the portfolio. This guides the student in the
making of his/her portfolio.
5. Organization of Portfolio Entries
A. Portfolio entries shall be divided into sections. Each section shall contain the
sections and entries of evidences, and a reflection. The organization may be
sequential, categorical, thematic. Presentation of entries will depend on the
creativity of the student.
I. Title of section based on the focus in the syllabus
II. Entries or evidences (e.g. narratives, reports, photo essays, drawings,
photos, drawings, poems, songs, caselets, pictures, learners’ outputs,
letters, checklists, reflections)
III. Reflection on each section
B. Additional entries to the portfolio include articles, clippings, letters, and
commendations are relevant to the course or to the student who is taking the
course.
6. Personal Reflections on the Portfolio
This section captures the overall insights, feelings, beliefs, and views of the
students’ relation to the different experiences, processes, and portfolio
contents in the particular field study course.
7. Comments of the Faculty
A section shall be provided for the faculty in order to give his/her feedback
about the portfolio. This will allow the students to know their areas for
improvement and growth.
8. Rubric for the Portfolio
A rubric for the portfolio will be attached in this section. This will be the basis
on evaluating the process and the product in the course portfolio.
9. Student’s Self Rating Competency Checklist
This instrument will provide a guide to the student on what competencies he
was supposed to develop in the field study course.
SUGGESTED RUBRIC for FS PORTFOLIO (PRODUCT)

CRITERIA DESCRIPTION
5 4 3 2 1
1. Contents of Has 90- Has 75- Has 60-74% Has less than Has less
the 100% of 89% of of the needed 59 % of the than 40
Portfolio the needed the content needed % of the
content needed content needed
content content
2. Objectives Objectives Objective Objectives are Some Most
of the are s are SMART but objectives are objective
Portfolio SMART SMART cover only not SMART s are not
and cover but cover less than 75% and do not SMART
the whole only a of the course cover the and cover
course minimum whole course only a
of 75% of minimum
the course of the
course
3. Quality of Entries are Entries Entries are of Some entries Few
the Entries best are of acceptable are of entries
quality, better quality, some acceptable are of
well quality, are well quality, acceptabl
selected selected and limited e quality,
and very substantial. selection and not well
substantial substantial. selected
. and very
minimal
substance
.
4. Presentatio Creative, Creative, Creative, neat Minimal No
n of the neat and neat and and an creativity, creativity,
Entries has a very has average neat with in
strong impact/ impact/appeal minimal disarray,
impact/ appeal. . impact/appeal no
appeal. . impact/
appeal.
5. Promptness Submitted Submitted Submitted 10 Submitted 11- Submitte
in the ahead of on days after 30 days after d 31 or
submission schedule. schedule. schedule. schedule. more
days after
schedule.

Note: you may modify the descriptions and the scale that would fit your own intentions.