Fs 1 episode 4 individual differences and learners interactionDocument Transcript

• 1. FS 1 FIELD STUDY The Learner’s Development and Environment Episode 4INDIVIDUAL

DIFFERENCES AND LEARNER’SINTERACTION(Focusing on differences in gender, racial,
religious backgrounds)Name of FS Student NOEL JABAGAT
PAROHINOG_______________________________Course Bachelor of Science in Secondary
Education major in English Year & Section II- C__Resource Teacher Mrs. Flerida Lawrence
Demegillo, M.A. Signature _____________Cooperating School Binalbagan Catholic College - High
School Department _____ ____Your Target At the end of this activity, you will gain competence in
determining teaching approaches andtechniques considering the individual differences of the
learners.Your Map The learners’ individual differences and the types of interaction they bring surely
affect thequality of teaching and learning. This episode is about observing and gathering data to find
out howstudent diversity affects learning. To reach your target, do the following task 1. Observe a
class in different parts of a school day Step (beginning of the day, class time, recess, etc Step 2.
Describe the characteristics of the learners in terms of age, gender, social and cultural diversity.
Step 3. Observe the interaction that transpires inside and outside the classroom. Step 4. Interview
your resource teacher about the principles that she uses in dealing with the diversity inside the
classroom. Step 5. Analyze the impact of individual differences in learners interaction.
• 2. Your Tools Use the activity form provided for you to document your observations. An
Observation Guide for the Learners’ Characteristic 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 as to their ages, gender, and racial groups, religious and ethnic
backgrounds. During class: 1. How much interaction is there in the classroom? Describe how
students interact with one another and with the teacher. Are there groups that interact more with the
teacher than others. 2. Observe the learners seated at the back and the front part of the room. Do
they behave and interact differently? 3. Describe the relationship among the learners. Do the
learners cooperate with or compete against each other? 4. Which students participate actively/
which students ask for most help? 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? 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. 2. Describe how the learners interact with each other.
What do they talk about?
• 3. OBSERVATION REPORTName of School Observed Binalbagan Catholic College – High School
Department ___School Address San Gregorio, Village, Binalbagan Negros Occidental ___Date of
Visit September 16, 2010 ___ September 16, 2010 marks the day of our observation in Binalbagan
CatholicCollege – High School Department. Our target on this activity is to gain competence
indetermining teaching approaches and techniques considering the individual differences ofthe
learners in terms of age, religious setting, social and cultural diversity. I observed the class of Mrs.
Amandoron in fourth year Almaciga. She discussedabout the communicative skills in English as their
main focal point because they werepresently reviewing for the incoming NCAE – National Career
Assessment Examination Test. In the room, the learners who are occupying the classroom were
approximately 40students. There are 23 males and 20 in females. Most of them are Roman Catholic
in termsof religious setting. They ages 15 and above. Some of them are came from minority leveland
there are others also who were reared by an average level family. During the class hour, I was
terribly impressed with students speaking about theirinteraction, for the reason that they are very
participative and instantly responds to thequestion which asked by their teacher. I saw that there are
group of students in theclassroom who act as a leader and a little teacher; for they are the one who
volunteer tomake right the mistake of their classmates though they already know that the teacher
isresponsible for that. But I admired them not because of being a corrector in the classroombut for
helping their classroom a good and interactive way so as to help the teacherachieved a better
classroom interaction. Furthermore, the students who seated at the back and front part of the room
areexceedingly supportive, cooperative, and participative and they show positive behaviorinside the
classroom. The interaction is still the same in terms of a students arrangementwhether it is at the
back or in front of the classroom. In addition, as what I have perceived, when their teacher called
and asked them aquestion concerning about the topic they are being discuss, the student who
previously gotthe wrong answer was helped by his classmates by merely raising their hands to call
theattention of the teacher. He tried to help his classmate who are standing and currently thinkfor the
answer. This is only shows oneness towards the learners and the teachers whereinthe students
participate actively. Before their class ends, their teacher told them to study their lessons and ended
itwith a closing prayer. The class had ended already but still my eyes don’t stop staring at the
learners. Itried to grappled on my mind what should they next to do. After a short time of watching
onthem, I have already an idea on how they grouped themselves based on my observation.They
used to form a grouped in terms of gender and by racial group. Gender and racialgroup because one
student told me that they favor to choose a group by racial because theywanted to have a group
accompanying person in school which is there remote neighbor inthere place already. While
grouping themselves they quickly talked more on their earliertopic, their group activity and even
there assignments on the next day. *
• 4. Your Analysis1. Identify the persons who play key roles in the relationship and interactions inthe
classroom. What roles do they play? Is there somebody who appears to bethe leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist? The persons who play an
important roles in the classroom interactions arethe teacher and the students. The teacher acts as
facilitator and the student aslearner. There are students who are attention seeker; they tried to
caught theattention of their teacher as well as their classmates. There are students whoappeared to
be the leader and a little teacher; they are the one who teaches theirclassmates who have less
knowledge on the subject matter. The teacher andstudents are also jokers in the classroom. The
teacher jokes to break the monotonyin the room.2. Are students coming from the majority group
accepted or rejected by theothers? How is this shown? There are situations wherein the students
that belong to the minority group(e.g. poor, black complexion, etc.) are being rejected by some of
their classmates. This is manifested through group activityand class discussion and even during and
after class hours. Some of the studentswho belong to the average group don’t want to have a
groupmates who are inminority level. Others are also laughing their classmates when somebody
commitmistake like for example wrong pronunciation of words. Probably, these kind ofcases are
found in every institutions in which this could affect the deterioration ofself-possession of every
students.3. How does the teacher influence the class interaction considering the
individualdifferences of the students? The teacher influence the class interaction considering the
individualdifferences of the students by manifesting a fairly values inside the classroom. Theteacher
doesn’t discourage her students whenever responding her wrong answerfrom the question. The
teacher doesn’t show biases according to her studentsperformance and routine when they were
inside the classroom.4. What factors influence the grouping of learners outside the classroom?
“Birds of the same feather, flocks together”. This is comparable to thegroupings of the learners
outside the classroom. The persons having commoninterest with one another are in one group. The
factors that manipulated thegroupings of learners outside the classroom are there gender, racial,
ethnic andreligious background. For instance, one student has a preference to choose a friendwho
has the same gender and racial group with him.
• 5. Your Reflections1. How did you feel being in that classroom? Did you feel a sense of oneness
orunity among the learners and between the teacher and the learners? While I am seating at the
back of the classroom, observing, watching thelearners, I feel an optimistic feelings that as if I am
already a teacher of them.Within my mind I could sense the oneness and unity among the learners
and theteacher because the learners intermingled positively to their teacher, when theirteacher ask a
question they responds it instantly without any hesitation and qualmto themselves. This is shown by
the student who have a full self-confidence andtrust to himself.2. In the future, how would you want
the learners in your classroom interact?How will you make this happen? In the future, I want that the
classroom interaction to be very interactiveand participative wherein the learners could express their
ideas in varied modesand participate actively in every classroom activities. As a prospective teacher,
I amthe facilitator of the learning process, providing direction and feedback to thestudents rather
than just instruction and I will focus instruction on the needs,preferences and interests of the
learner.3. How will you encourage the learners, regardless of religious, ethnic or racialbackground,
to interact and participate? As a future educator, most likely I will treat my students fairly. I
willinculcate in the minds of them the value of being just and respectful. If ever I askthem a certain
question and respond me with a wrong answer. Ofcourse I will notdiscourage them so that they
could feel the so called unity towards each otherregardless of their religious, ethnic or racial
background. Further, I will initiate tothem that there religious, ethnic, and even their racial
backgrounds are not themajor concern of education and it is not a gigantic blockade to there
success inparticipating within the classroom. The total achievement lies on their hands noton the
system they have on their background.
Fs 1 episode 5 individual differences and learners interactionDocument Transcript
• 1. FS 1FIELD STUDY The Learner’s Development and Environment Episode 5INDIVIDUAL
DIFFERENCES AND LEARNER’S (focusing on different levels of abilities)INTERACTIONName of
FS Student NOEL JABAGAT PAROHINOG__________________________Course Bachelor of
Science in Secondary Education major in English Year & Section II- C__Resource Teacher Mrs.
Flerida Lawrence Demegillo Signature _____________Cooperating School Binalbagan Catholic
College - High School Department _____Your Target At the end of this activity, you will gain
competence in determining, understandingand accepting the learners’ diverse background to their
performance in the classroom.Your MapTo reach your target, do the following tasks: 4. Write a
narrative report and a 1. Observe two or more learners brief reflection of your experiences. . of
different abilities but from the same grade or year level. 3. Observe them as they participate in a
classroom activity. 2. Find out some information about their background.
• 2. Your Tools Use the activity form provided for you to document yourobservations. An Observation
Guide for Individual Differences Read the following carefully before you begin to observe. Then write
your observations report on the space provided. 1. Observe the class to see the differences in
abilities of the learners. 2. Try to identify the students who seem to be performing well and those that
seem to be behind. 3. Validate your observations by asking the teacher about the background
(family, socio-economic, presence of some learning disability, etc.) of these children. 4. Observe the
behavior of both the high achieving and low achieving learners. Note their disposition, pace in
accomplishing tasks, interaction with teacher, and interaction with others. 5. Observe the teacher’s
method in addressing the individual learning needs of the students in his/her class.
• 3. OBSERVATION REPORTName of the School Observed: Binalbagan Catholic College – High
School DepartmentSchool Address: San Gregorio, Village, Binalbagan Negros OccidentalDate of
Visit October 11, 2010 With a view towards more effective teaching and competentteacher someday,
another observation was conducted last October11, 2010 at Binalbagan Catholic College – High
School Department.This objective of this activity is we will be able gain competence indetermining,
understanding and accepting the learners’ diversebackground to their performance in the classroom.
I observed the class of Miss Andrea Abeto in first year –Sampaguita. She started her class by
requesting the students to pickup some pieces of paper under their chairs, opening prayer, and
thenshe asked her students about their previous discussion as her dailyroutines in the classroom.
There teacher asked something about the story that they hadtackled previously and a proudly boy
raising his hands answered thequestion. The whole class interacts with the teacher causing them
tobe lively and enthusiastic. There topic was all about identifying if the word is synonymsand
antonyms in meaning. The words are given in the blackboard andthe students are requested to label
it whether it is synonyms andantonyms. There are some students in the class who seems to bevery
participative and some are not. The students who appeared tobe participative and cooperative is
always raising his hands withoutwaiting there teacher to ask them, mostly they came from
middleclass and they can accomplish task at a given time. Unlike the lowachiever in the class
surrounded by many factors which makes thempoor in the class, for instance: Some students are
shy to involvethemselves in the discussion. The disposition of low achievers did notmeet the
standards of the high achievers in the class in other words,very far their attention in regards of class
participation. As a conclusion, I do believe that TEACHERS are architect ofour nations for they help
construct individuals economically and freecitizens with the knowledge that God bestowed to them.
NJP*
• 4. Your Analysis1. Did your observation match the information given by the teacher?Were you able
to correctly identify who among the students performwell and who did not? What behavior helped
you identify them?(Volunteering to answer, responding to teacher’s direction, etc?) Ofcourse yes, my
own observation match to the information givenby the teacher. I was able to identify the students
who perform well and whodid not. I recognized him the way he interacts, volunteering to answer
withthe teacher. For an instance when the teacher throwed a question, he raisedhis hands
immediately and with the willingness to help his classmates whowas first ask by the teacher. He
answered the question correctly whereasthe student who did not perform well, obviously he was not
able to respondit and I sense something that it was accompanied by many factors whichmakes the
learner slow in the discussion e.g.: shy and sleepy.2. Describe the differences in ability levels of the
students in theclass. Is there a wide gap between the students who are performingwell and those
that are not? Based on the ability levels of the students, there is really a wide gapbetween the
students who are performing well and those that are not. Thestudents who perform well in the class
are those who are taken cared of bytheir parents, in terms of their basic needs. As I have observed,
students whoare not performing well in the classroom are caused by many factors; forinstance,
some of them are tired and sleepy maybe because of work, somesleep late at night watching
television. Others come to school without havinga breakfast and without having ‘baon’ due to
poverty. Some have familyproblems. These are the factors that affect the ability levels of the class.3.
Describe the methods used by the teacher in handling thestudents ‘differences in abilities. How did
the students respond tothe teacher? The methods used by the teacher in handling her students is
self-reliance by permitting learners to do by themselves the things that interestthem, within strictly
disciplined limits. She treated her students fairlywhether it is high or low achiever in the class or not,
she used to address herlesson to everybody and according to what I had sense is that she do not
giveup even if some of her students mixed with both low achievers and highachievers and yet the
learners responses are still receptive and interactive inthe class eventhough some answered wrong.
• 5. Your Reflections1. Recall the time when you were in the elementary or high school.Recall the
high and low achievers in your class. How did yourteacher deal with differences in abilities? Was
your teachereffective? When I was in high school, my teacher is very effective indealing with
differences in abilities of my classmates. She manifestedthis during her lesson, dealings, actions,
methods and the way sheshow strictness when we are inside the classroom. For instance whenshe
is asking about the lesson, she prefer to address this to everybodyrather than call one student. The
same as what I have observed,every teacher do not attempt to give up in teaching low achievers
inthe class for she know that when you teaching eagerly, there is nodoubt for him/her to catch the
lesson that is why rote learning isrequired.2. With the principle of individual differences in mind,
What methodand strategies will you remember in the future to ensure that youwill be able to meet
the needs of both the high and low achievers inyour class? As a future teacher, this activity is not
only intended for me tohave a good observation but rather to furnish me to become acompetent
educator someday. For me, the methods and strategiesthat I will remember in the future so that I
could ensure that I meetthe needs of both high and low achievers in my class is that I willtreat my
students fairly, respect their individuality, social background,and most especially there individual
differences in abilities. I willavoid comparing and never attempt from putting them down. I willmake
sure that these things are embed in my mind so that I couldunderstand my student’s temperament,
pace in accomplishing tasks,interaction with teacher, and the way the interact with others.
Fs 1 episode 5 individual differences and learners interactionDocument Transcript
• 1. FS 1FIELD STUDY The Learner’s Development and Environment Episode 5INDIVIDUAL
DIFFERENCES AND LEARNER’S (focusing on different levels of abilities)INTERACTIONName of
FS Student NOEL JABAGAT PAROHINOG__________________________Course Bachelor of
Science in Secondary Education major in English Year & Section II- C__Resource Teacher Mrs.
Flerida Lawrence Demegillo Signature _____________Cooperating School Binalbagan Catholic
College - High School Department _____Your Target At the end of this activity, you will gain
competence in determining, understandingand accepting the learners’ diverse background to their
performance in the classroom.Your MapTo reach your target, do the following tasks: 4. Write a
narrative report and a 1. Observe two or more learners brief reflection of your experiences. . of
different abilities but from the same grade or year level. 3. Observe them as they participate in a
classroom activity. 2. Find out some information about their background.
• 2. Your Tools Use the activity form provided for you to document yourobservations. An Observation
Guide for Individual Differences Read the following carefully before you begin to observe. Then write
your observations report on the space provided. 1. Observe the class to see the differences in
abilities of the learners. 2. Try to identify the students who seem to be performing well and those that
seem to be behind. 3. Validate your observations by asking the teacher about the background
(family, socio-economic, presence of some learning disability, etc.) of these children. 4. Observe the
behavior of both the high achieving and low achieving learners. Note their disposition, pace in
accomplishing tasks, interaction with teacher, and interaction with others. 5. Observe the teacher’s
method in addressing the individual learning needs of the students in his/her class.
• 3. OBSERVATION REPORTName of the School Observed: Binalbagan Catholic College – High
School DepartmentSchool Address: San Gregorio, Village, Binalbagan Negros OccidentalDate of
Visit October 11, 2010 With a view towards more effective teaching and competentteacher someday,
another observation was conducted last October11, 2010 at Binalbagan Catholic College – High
School Department.This objective of this activity is we will be able gain competence indetermining,
understanding and accepting the learners’ diversebackground to their performance in the classroom.
I observed the class of Miss Andrea Abeto in first year –Sampaguita. She started her class by
requesting the students to pickup some pieces of paper under their chairs, opening prayer, and
thenshe asked her students about their previous discussion as her dailyroutines in the classroom.
There teacher asked something about the story that they hadtackled previously and a proudly boy
raising his hands answered thequestion. The whole class interacts with the teacher causing them
tobe lively and enthusiastic. There topic was all about identifying if the word is synonymsand
antonyms in meaning. The words are given in the blackboard andthe students are requested to label
it whether it is synonyms andantonyms. There are some students in the class who seems to bevery
participative and some are not. The students who appeared tobe participative and cooperative is
always raising his hands withoutwaiting there teacher to ask them, mostly they came from
middleclass and they can accomplish task at a given time. Unlike the lowachiever in the class
surrounded by many factors which makes thempoor in the class, for instance: Some students are
shy to involvethemselves in the discussion. The disposition of low achievers did notmeet the
standards of the high achievers in the class in other words,very far their attention in regards of class
participation. As a conclusion, I do believe that TEACHERS are architect ofour nations for they help
construct individuals economically and freecitizens with the knowledge that God bestowed to them.
NJP*
• 4. Your Analysis1. Did your observation match the information given by the teacher?Were you able
to correctly identify who among the students performwell and who did not? What behavior helped
you identify them?(Volunteering to answer, responding to teacher’s direction, etc?) Ofcourse yes, my
own observation match to the information givenby the teacher. I was able to identify the students
who perform well and whodid not. I recognized him the way he interacts, volunteering to answer
withthe teacher. For an instance when the teacher throwed a question, he raisedhis hands
immediately and with the willingness to help his classmates whowas first ask by the teacher. He
answered the question correctly whereasthe student who did not perform well, obviously he was not
able to respondit and I sense something that it was accompanied by many factors whichmakes the
learner slow in the discussion e.g.: shy and sleepy.2. Describe the differences in ability levels of the
students in theclass. Is there a wide gap between the students who are performingwell and those
that are not? Based on the ability levels of the students, there is really a wide gapbetween the
students who are performing well and those that are not. Thestudents who perform well in the class
are those who are taken cared of bytheir parents, in terms of their basic needs. As I have observed,
students whoare not performing well in the classroom are caused by many factors; forinstance,
some of them are tired and sleepy maybe because of work, somesleep late at night watching
television. Others come to school without havinga breakfast and without having ‘baon’ due to
poverty. Some have familyproblems. These are the factors that affect the ability levels of the class.3.
Describe the methods used by the teacher in handling thestudents ‘differences in abilities. How did
the students respond tothe teacher? The methods used by the teacher in handling her students is
self-reliance by permitting learners to do by themselves the things that interestthem, within strictly
disciplined limits. She treated her students fairlywhether it is high or low achiever in the class or not,
she used to address herlesson to everybody and according to what I had sense is that she do not
giveup even if some of her students mixed with both low achievers and highachievers and yet the
learners responses are still receptive and interactive inthe class eventhough some answered wrong.
• 5. Your Reflections1. Recall the time when you were in the elementary or high school.Recall the
high and low achievers in your class. How did yourteacher deal with differences in abilities? Was
your teachereffective? When I was in high school, my teacher is very effective indealing with
differences in abilities of my classmates. She manifestedthis during her lesson, dealings, actions,
methods and the way sheshow strictness when we are inside the classroom. For instance whenshe
is asking about the lesson, she prefer to address this to everybodyrather than call one student. The
same as what I have observed,every teacher do not attempt to give up in teaching low achievers
inthe class for she know that when you teaching eagerly, there is nodoubt for him/her to catch the
lesson that is why rote learning isrequired.2. With the principle of individual differences in mind,
What methodand strategies will you remember in the future to ensure that youwill be able to meet
the needs of both the high and low achievers inyour class? As a future teacher, this activity is not
only intended for me tohave a good observation but rather to furnish me to become acompetent
educator someday. For me, the methods and strategiesthat I will remember in the future so that I
could ensure that I meetthe needs of both high and low achievers in my class is that I willtreat my
students fairly, respect their individuality, social background,and most especially there individual
differences in abilities. I willavoid comparing and never attempt from putting them down. I willmake
sure that these things are embed in my mind so that I couldunderstand my student’s temperament,
pace in accomplishing tasks,interaction with teacher, and the way the interact with others.
Discussion
Neo Behaviorism -is a behavior cannot be full understood simply in terms of observable stimuli and
reactions. Neo Behaviorism introduce mediating variables into the behaviorist stimulus response
scheme.

Neo means new and Behaviorism is the theory that human and animal behavior can be explained in
terms of conditioning, without appeal to thoughts or feelings, and that psychological disorders are best
treated by altering behavior patterns.

Tolman's Purposive Behaviorism

Learning is always purposive and goal-directed.

Cognitive maps in rats.

Latent Learning.

The concept of intervening variable. e

Reinforcement not essential for learning.

Albert Bandura’s Social Learning Theory

General principles of social learning theory

Learn by observing. Other people learn from just looking others, example Jacqueline was knitting
crochet then I'm looking on how she do the crochet then when I was trying to make one because I saw
Jacqueline I adapt how to make. so I suppose that I learn by just observing her.

Learning can occur without change in behavior.

-They are four conditions of social learning:

  Attention -Example here are primary children, you can't really catch their attention and focus of
a Pre-School for a long time. technically because they have short attention, for example they
always roam inside the classroom, they fight each other, they always play instead of listening to
their teacher. As you noticed when you ask pre- school children what did they do in school they
will tell you that "teacher played with me together with my classmates".

 Retention -Example in other school, isn't it they have retention policy that depend on the context,
for example in PSAU, I heard that if you didn’t meet the grade of these and that, you will not be
retained, so the retention is depends on the condition of the school, so if you didn’t meet their
retention policy you will forced evicted in the course whether you want it or not.

 Reproduction - yes, if there will be demand that takes place, you need to fulfill all
demands they need. In Economics if the demand is increasing the price will decrease, and
if the demand is low the price will increase.

 Motivation can be intrinsic(natural) and extrinsic (coming from outside)

-that's true that motivation can be intrinsic or extrinsic, you can motivate yourself or you can be
motivated by others. example when motivating yourself is you'll going to find a way to be
motivated to do some things, and motivated by others can be, for example because you're down
and you have problem you can't motivate yourself maybe other people can motivate you and
cheer you up. intrinsic means belonging to the essential nature of a thing, and extrinsic is
coming from the outside.

Cognitive factors in social learning

1. Learning without performance

-it's like the same as latent, we learn but we can't apply it often, it's like my example in latent, isn’t it we
always see Mr. Rio in the guard house, because he only do his job whenever students will come to clinic
to have a checkup. another is when we are jotting down lectures but we never apply it or read it
sometimes.

2. Cognitive processing during learning

-For example I'm reporting, and you guys have to listen to me in order to learn, and the reporting would
be effective if you guys learned from what I have report.

3. Expectations
-guys, what do u expect from me? alright we all have different expectation like now. sometimes people
doesn't reach the expectation of others so we ended up disappointing them so to meet expectations we
have to satisfy them.

Educational Implication of social learning theory

1. Other people learn from just looking others, example Jacqueline was knitting crochet then I'm looking
on how she do the crochet then when I was trying to make one because I saw Jacqueline I adapt how to
make. so I suppose that I learn by just observing her.

2. when parents are scolding us and disciplining us they often say that "change your bad behavior" . In
That we are changing our bad behavior into good and appropriate behavior.

3. The rat learned how to get food using the lever. When the rat pulls the lever downward the rat can get
food but B.F Skinner noticed that the rat only pulls the lever downward often. B.F Skinner put electric
shock so the rat can lessen pulling the lever. The positive reinforcement of the rat is it's the food that the
rat can get, the negative is when the rat pulls the lever it will produce electric shock and the rat will be
electrocuted and it will die.

4. Isn't it when we were young our parents are the one who are disciplining us and teaching us the right
manners, while when we are at school teachers are the model and teaching us to increase our knowledge.

5. Isn’t it there is an intrams that takes plays in the campus, and there the youths can build camaraderie
and join extracurricular activities. like pageant, there is a question that you will going to answer they
always ask " If you will get the title what are you going to contribute?" The candidate always say that
they will going to be a model to the youths.