FIELD STUDY 1
FIELD STUDY 1 LEARNING EPISODE 4: INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION (focusing on differences in gender, racial, religious backgrounds)
FIELD STUDY 1
FIELD STUDY 1 LEARNING EPISODE 4: INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION (focusing on differences in gender, racial, religious backgrounds)
FIELD STUDY 1
FIELD STUDY 1 LEARNING EPISODE 4: INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION (focusing on differences in gender, racial, religious backgrounds)
FIELD STUDY 1
FIELD STUDY 1 LEARNING EPISODE 4: INDIVIDUAL DIFFERENCES AND LEARNER’S INTERACTION (focusing on differences in gender, racial, religious backgrounds)
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FIELD STUDY 1
LEARNING EPISODE 4: INDIVIDUAL DIFFERENCES AND
LEARNER’S INTERACTION (focusing on differences in gender, racial, religious backgrounds)
My Learning Episode Overview
Episode 4 provides an opportunity for me to observe how differences in gender, racial, cultural and religious backgrounds affect interaction in school, and learn about practices that teachers use in dealing with diversity in the classroom.
My Intended Learning outcomes
In this episode, I must be able to: Demonstrate understanding and acceptance of the learner’s diverse backgrounds. Identify best practices in dealing with diversity in the classroom.
My Performance Criteria I will be rated along the following: Quality of my observation and documentation Completeness and depth of analysis Depth and clarity of classroom observation-based reflection Completeness, organization, clarity of portfolio
My Learning Essentials An effective teacher who celebrates students diversity in her classroom; Uses strategies to build a caring community in the classroom. Models respect and acceptance of different cuktures and religions. Brings each of the student’s home culture and language into the shared culture of the school. Provides more opportunities for cooperation than competition. My 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 realize my Intended Learning Outcomes, I work on my way through these steps:
Step 1: Observe a class in different parts of a 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 the
classroom.
Step 4: Interview a teacher about the principles and
practices that he/she uses in dealing with diversity in the classroom.
Step 5: Analyze the impact of individual differences on
learners’ interaction. My Tools
Use the activity form provided for you to document your observations.
An Observation Guide for the Learner’s 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 students. Gather data as to their ages,
gender, racial groups, and ethnic backgrounds.
2. 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?
3. Observe the learners seated at the back and the front part of the room. Do they behave and interact differently?
4. Describe the relationship among the learners. Do the learners
cooperate with or compete against each other?
5. Which students participate actively? Which students ask for
most help?
6. 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 ? Observation Report
Name of the School/Classroom Observed:
__________________________________________________________________ School Address: __________________________________________________________________
Date of Visit/ Viewing: _______________________________________________
Your Analysis
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, and others? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
Are students coming from the minority group accepted or rejected by
the others? How is this shown? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
How does the teacher influence the class interaction considering the individual differences of the students? ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ ______________________________________________________________ Your Reflections / Insights
1. How did you feel being in that 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 interact? How will you make this happen? _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________
3. Write your additional learnings and insights here.
1. Interview a teacher about the principles and practices that he/she uses in dealing with diversity in the classroom.
2. Post a collection of quotations advocating for celebrating diversity in the
classroom. Using these quotations, explain how you will encourage all learners, regardless of religious, ethnic or racial background to interact and participate well. My Learning Rubric Tasks Excellent Very Satisfactory Satisfactory Needs 4 3 2 Improvement 1 All done All or nearly all Nearly all tasks Fewer than half Observations / outstanding task done with done with of tasks done; Documentation quality; work high quality acceptable or most exceeds quality objectives expectation meet but with poor quality All questions Analysis Analysis Analysis My Analysis questions are questions were questions were questions were answered answered not answered not ansered completely; in completely. completely depth answers; Grammar and thoroughly based Clear Vaguely related spelling on theories/ connections with to the theories unsatisfactory Exemplary theories grammar and Grammar and spelling Grammar ans spelling spelling are acceptable superior
Insights statements are statements are statements are statements are profound and clear, but not shallow; unclear and clear, supported by clearly supported supported by shallow, and experiences from by experiences the are not the learning from the learning experiences supported by episode. episode. from the experiences episode. from the learning episode.
My Learning Portfolio is Portfolio is Portfolio is Portfolio has
Portfolio complete, clear, complete, clear incomplete; many lacking well-organized, well- organized supporting components; is and all supporting and most documentation unorganized documentations supporting s are organized and unclear. are located in documentations but are lacking. sections clearly are available designated. and/or in logical and clearly marked locations.
Submission Submitted before Submitted on the Submitted a Submitted two
the deadline deadline day after the days or more deadline after the deadline
Comments Over-all Score Rating (based on transmutation)
