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My Learning Episode OverviewEpisode 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 outcomesIn this episode, I must be able to:

Demonstrate understanding and acceptance of the learners’ diverse backgrounds

Identify best practices in dealing with diversity in the classroom

My Performance CriteriaI 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 and Time of submission od portfolio

My Learning EssentialsAn 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 cultures and religions Brings each of the student’s home culture and language into the shared culture

of the schoolProvides mor opportunities for cooperation than competition

Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

FS 1FIELD STUDY

Learning Episode

(focusing on differences in gender, racial, religious backgrounds)

My MapThe learners’ individual differences and 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 students diversity affects learning.

To realize my Intended Learning Outcomes, I will work on my way through these steps:

Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

Step 1. Observe a class in different parts of the school day,(beginning of the day, class time, recess, etc.)

Step 2. Describe the characteristics of the learners interms of age, gender, and social and cultural diversity

Step 3. Describe the interaction that transpires inside andoutside the classroom.

Step 4. Interview your resource teacher about the principles and practices that 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.

Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

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, religious, and ethnic backgrounds.

The total students are 47, there are 23 boys and 24 girls. There are some students that are 17 and 18 years old, but most of them are 15-16 years old. On their religion, there are a few students that are members Iglesia Ni Cristo, some are Protestant s , but most of them are members of Roman Catholic.

During Class:1. How much interaction is there in the classroom? Describe how the students

interact with one another and with the teacher. Are the groups interact more with the teacher that others.

The students communicate with their teacher to share their ideas about their lesson. Also, some students are chatting with their seatmates, but most of them are communicating with their teacher than in their seatmates.

2. Observe the learners seated at the back and the front part of the room. Do they behave and interact differently?

The students seated in the front and back are the same. They both active in their class than chatting with their seatmates.

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

During the class, I saw that the students are cooperative with their classmate. When their seatmates cannot answer the question, they help them to answer the question given by their teacher.

An Observation Guide for the learners’ Characteristics

Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

4. Who among the students participate actively? Who among them ask for most help?

Because the students I observe are in the star section, I see that all of the students are active in class, but there are few students cannot answer the teacher's question because they are not participating /listening .

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?

When a student called to answer the question, and he/she cannot answer the question, their seatmates are trying to help them by whispering the answer but there are also students that are raising their hands to answer the question.

Outside class:1. How do the students group themselves outside class? Homogeneously, by age? By gender? By racial or ethnic groups? Or are the students in mixed social groupings? If so, describe the groupings.

As I observe, the students are group ed mixture of boys and girls in their group, but there is also a group that is all boys and all girls.

2. Describe how the learners interact with each other. What do they talk about?The students talk about their school works, their crushes, their problems

and many more.

OBSERVATION REPORT

Name of the School Observed: Governor Ferrer Memorial National Highschool - Buenavista Annex School Address: Buenavista 2, General Trias, Cavite Date of Visit: July 29,2015

The students consist of 24 boys and 23 girls for the total of 47 students. They have different religion, namely Iglesia ni Cristo, Protestant, but most of them are members Roman Catholic. The students are active in their class they are participating and cooperative with their teacher during their discussion. They answer the questions that their teacher ask and share their idea about the lesson. If the teacher called the students who are not listening his classmates/seatmates are trying to help him. Outside the class, they were group depends on what they want. There are groups of students that is mixed boys and girls, but there are also groups of students that are all boys and all girls.

Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

My Analysis

1. Identify the persons who play key roles in the relationships and interaction 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?

In class, you can see that during their discussion there are leaders who are reminding them to be quiet in the class. Also, there are joker, especially when the class is going to be bored.

2. Are students coming from the minority group accepted or rejected by the others? How is this shown?

The other students are accepting the students from minority group by letting them join with their group and entertaining them and answering their questions.

3. How does the teacher influence the class interaction considering the individual differences of the students?

The teacher has a good relationship with her students. You can see that she didn't discriminate her students. She gave good feedback to all students who answer her question even though it is not the correct answer.

4. What factors influence the grouping of learners outside the classroom?As I see, one of the factors is based on their academic level. Those

students who are focused on their studies are grouped in 1 while the boys that is a little bit naughty are grouped also.

Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

My Reflection/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?

When I am in the classroom, I feel a little bit awkward because during their discussion, there are some students that are looking at me. But I can see them that they are trying to be quiet because there ’s an observer in their class.

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

In the future, I want my students to be active in our class, so that they can answer the questions that I will be as king . But I don't like that are class became bored because they are too quiet. To accomplish that, I will do my best to have a good relationship to them and give some activities that can energize them and help them to enjoy our discussion.

Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

Integrating Theory and Practice

Directions: Read the items given below and encircle the correct answer.

1. Which statement on student diversity is CORRECT?

A. Teacher is must do his/her best to reduce students diversity in classB. The less diversity of students in class, the better for the teacher and

studentsC. Teacher should accept and value diversityD. 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 other’s culturesB. He/She regards his culture as inferior to other’s culturesC. He/She accept the fact that all people are unique in their own way

3. What is a teaching-learning implication of students diversity?

A. Compare studentsB. Make use of a variety of teaching and assessments methods and activitiesC. Do homogeneous grouping for group activitiesD. Develop different standards for different student groups

Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4

My Learning RubricField Study 1, Episode 4 – Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion)Focused on: demonstrating understanding and acceptance of the learners’ diverse backgrounds

Identifying best practices in dealing with diversity in the classroom

Name of FS Student Alexa Jean Q. Colocado Date Submitted: September 24, 2015Year & Section: Second Year/ SED201 Course: BSE-ENGL

Learning Episodes Exemplary4

Superior3

Satisfactory2

Needs Improvement1

Learning Activities

All episodes were done with outstanding quality; work exceeds

4

All or nearly all episodes were done with high quality

3

Nearly all episodes were done with acceptable quality

2

Fewer than half of episodes were done; or most objectives were met but need improvement

1

Analysis of the Learning Episode

All questions/episodes were answered completely; in depth answers; thoroughly grounded on theories. Exemplary grammar and spelling

4

Analysis question were answered completely.

Clear connections with theories

Grammar and Spelling are superior

3

Analysis questions were not answered completely.

Vaguely related to the theories

Grammar and spelling acceptable

2

Analysis were not answered.

Grammar and spelling unsatisfactory

1

Reflection/Insights

Reflection statements are profound and clear; supported by experiences from the learning episodes

4

Reflection statements are clear; but not clearly supported by experiences from the learning episodes3

Reflection statements are shallow; supported by experiences from the learning episodes

2

Reflection statements and unclear and shallow and are not supported by experiences form learning episodes

1

Learning Portfolio

Portfolio is complete, clear, well-organized and all supporting; documentations are located in sections clearly designated

4

Portfolio is complete, clear, well-organized and most supporting; documentations area available and logical and clearly marked locations

3

Portfolio is incomplete; supporting documentation are organized but are lacking

2

Analysis question were not answered

Grammar and spelling unsatisfactory

1Submission of

Learning Episodes Submitted before the deadline

4

Submitted on the deadline

3

Submitted a day after the deadline

2

Submitted two days or more after the deadline

1COMMENT/S

Over-all Score Rating: (Base on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATINGScore 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below

Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below

___________________________ _________________Signature of FS Teacher Date

Individual Differences and Learners’ Interaction (focusing on differences in gender, race culture and religion) | LEARNING EPISODE 4