Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email:
[email protected] COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
FIELD STUDY 1
UNDERSTANDING THE LEARNERS
Name of FS Student: Geebe Latriel M. Valdez
Course: BSED Year and Section: 4-MATH
Resource Teacher: Signature:
School Observed:
LEARNING EXPERIENCE 4
Understanding the Learners
This is a follow up of what you have learned in you Child and Adolescent Learners and Learning
Principles earlier. This field experience will specifically help you validate the age-typical cognitive characteristic
of middle childhood (Grades 1 to 6) and adolescent (Grades 7 to 12) learners according to Piaget’s theory of
cognitive development. We will be focusing on these developmental stages since they are the learners in Basic
Education (K to 12).
Prepares FS 1 Student for PPST: Your intended Learning Outcome
Domain: Curriculum Planning Develop a learning resource and concern
Strand: Planning and Management of Teaching and profile of the community.
Learning Process
YOUR EXPERIENTIAL TASK YOUR REFLECTION TRIGGER
Exposure
Recalling age-typical characteristics of
4.1
school learners according to Piaget's
cognitive theory
Participation
4.2 Observing learner characteristics/behaviors
while in class
Identification
4.3 Validating the age-typical characteristics of
learners through observed behaviors
Internalization
4.4 Drawing generalizations from observations of
As a future teacher, are you aware of the
learners' behaviors
cognitive developmental
Di ssemina tion
characteristics of middle childhood
4.5 Giving suggestions on how teachers can
learners? adolescent learners?
develop the cognitive abilities of learners
Field Study 1: Learning Experience 4
1|Page
Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email:
[email protected] COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
4.1 EXPOSURE
Recalling age-typical characteristics of school learners according to Piaget's cognitive theory
For BSEd Students
Figure 4.2 shows the typical cognitive characteristics of adolescents who belong to the formal operation stage
(Rathus, 2018). With your group, discuss each one and try to picture what the learners at the secondary level
are now capable of doing. You may recall what you have learned in your course and what you remember you
could do when you were in high school.
1. Adolescents can "group and classify
symbols, statements, and even
theories."
I agree with the statement
above. During this stage, I can group
and classify symbols, statements, and
theories. In fact, in grade 7, we’ve
group and classify numbers (e.g. real,
irrational, rational, integer, whole,
natural, decimal, etc), sequences and
patterns, and algebraic expressions.
,
2. A d o l e s c e n t s can " f o l lo w and
f o r m u la t e a r g u m e n t s f r o m p r e m i s e
to conclusions".
In high school, we
experienced this in geometry when
we’re constructing two-column
g e o me t r i c p r o o f ( s t a t e m e n t - r e a s o n ) .
B e f o r e w e c o n c l u d e s o me t h i n g , w e
f i r s t g a t h e r e d f a c t s t h a t w il l s u p p o r t
it.
3. Adolescents can hypothesize —
thinking of "what might be" / "what if"
and the possibilities that can come
out.
In our Grade 10 statistics, we have
hypothesized the possible result of an
experiment. Also, we have tested our theory.
Field Study 1: Learning Experience 4
2|Page
Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email:
[email protected] COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
When we discussed, permutation,
combination, probability of an event, we
experience hypothesizing the possible
outcome. Therefore, this statement is true as
well.
4. Adolescents can "perform mental
operations with symbols which may
not naturally exist in their own
world".
I agree. There are concepts in
mathematics that are not existing in
our world, like radicals, polynomials,
and imaginary numbers however we
can perform a mental operation with
it. The ideas are abstract yet our
mind can predict, process, and
perform all of those things.
5. Adolescents can "understand,
appreciate, and produce metaphors
and other figures of speech".
Agree. In our English lessons in
high school, we’ve understood and
use metaphors and other figurative
languages in conversation. This is
because our cognition has leveled up
– we can understand the hidden
message of the text.
4. 2 PARTICIPATION
Field Study 1: Learning Experience 4
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Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
Observing learner characteristics/behaviors while in class
Select and Study at least two (2) videos appropriate to your program from the following videos of the
actual classroom teaching
Link for the VIDEOS : https://sites.google.com/a/nwssu.edu.ph/nwwwscoedfieldstudycourse/fs-le-4-to-
6/fs-1-le-4-videos
Video 1: Grade 1 Math: Video 5. Grade 10: English:
Video 2. Grade 3 Science Video 6. Grade 10 Filipino:
Video 3. Grade 8 TLE: Video 7. Grade 10 Araling Panlipunan:
Video 4. Grade 9 Math Video 8. Grade 10 MAPEH.
With the given observation tool (Table 4.1) you are to record learners' behaviors/ actions, verbal and non-
verbal responses done individually or as a group illustrating the listed cognitive abilities of the learners. These
can serve as evidences or exemplifications of the cognitive characteristics or abilities of the learners.
Use a separate form for every subject area you are to observe. Record as many evidences as you can
for each ability (just put the video number on Grade Observed).
For BSEd
Table 4.2 : Observed Evidences of Cognitive Abilities
(Formal Operational)
Grade Observed: Video 4: Grade 9 Subject Area: Mathematics Time: 3:25 pm to 3:36 pm
Subject Matter: Function and Relation
Objective: Differentiate function and relation.
Evidences
Cognitive Abilities (Specific Student behavior / action / response
/work/sample )
Students can identify their pair based on
the candy. They can classify who are pairs
based on color, type, and taste of the
1. Adolescents can "group and classify symbols,
candy.
statements and even theories."
Students have classified symbols e.g.
parenthesis, x and y inside the
parenthesis.
2. Adolescents can "follow and formulate Students discover the lesson (function and
arguments from premise to conclusions". relation) by answering the guide question
of the teacher. They formulate arguments
before they conclude that the lesson is
about function and relation.
A student defined a relation using the
arguments formed by the teacher.
They also conclude what is a function.
Students concluded that all functions are
Field Study 1: Learning Experience 4
4|Page
Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
relations but not all relations are functions.
Students can identify/theorized what other
3. Adolescents can hypothesize —thinking of relations exist in the world.
"what might be" / "what if" and the possibilities Students theorized what happens in a
that can come out. relationship when there is cheating. Can
be still considered functional?
When the teacher asks, “when x is 1, 3, 5,
is that a function? Students answered
“yes”. They performed mental operations
4. Adolescents can "perform mental operations
even x (domain) does not exist in their
with symbols which may not naturally exist in
natural world.
their own world".
“How about 1,2,1 (domain), is that a
function?” Students know that it is not a
function because x values are not unique.
The teacher use “relationship” as a
metaphor for the lesson function and
relation. The students have successfully
understood it.
5. Adolescents can "understand, appreciate, and
The teacher also used “cheating” to
produce metaphors and other figures of
describe relations that are not function.
speech".
He also used “hugot lines” in establishing
his purpose in the discussion. Hugot lines
are used as a metaphor.
Field Study 1: Learning Experience 4
5|Page
Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email:
[email protected] COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
Table 4.3: Observed Evidences of Cognitive Abilities
(Formal Operational)
Grade Observed: Video 7: Grade 10 Subject Area: Araling Panlipunan Time: 4:00 pm to 4:20 pm
Subject Matter: Sex at Gender
Objective: Suriin ang ibat-ibang uri ng Sex at Gender
Evidences
Cognitive Abilities (Specific Student behavior / action / response
/work/sample )
Students can identify the symbol that
represents man, woman, and persons in
the third sex. This happened when the
1. Adolescents can "group and classify symbols,
teacher flashed the symbols on the TV
statements and even theories."
screen.
Students have classified the biological and
physiological characteristics of males and
females.
The students concluded “what is sex”
based on the consolidated response in the
recitation.
2. Adolescents can "follow and formulate Students concluded gender based on the
arguments from premise to conclusions". idea of their classmate and the teacher.
Based on the discussion, students
concluded the characteristics of males
and females.
Students have hypothesized sex based on
their prior knowledge. This happened
when the teacher asks the students the
definition of sex.
Students have hypothesized gender
3. Adolescents can hypothesize —thinking of
based on their prior knowledge. This
"what might be" / "what if" and the possibilities
happened when the teacher asks the
that can come out.
students the definition of gender.
They enumerate the possible
characteristics of males and females.
Students have hypothesized sexual
orientation.
4. Adolescents can "perform mental operations
with symbols which may not naturally exist in None
their own world".
5. Adolescents can "understand, appreciate, and
produce metaphors and other figures of None
speech".
Field Study 1: Learning Experience 4
6|Page
Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email:
[email protected] COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
4.3. IDENTIFICATION
Validating the age-typical characteristics of learners through observed behaviors
When observation is done consolidate the recorded observations by grade level. Enter the number of
evidences gathered in the appropriate grade level column in Table 4.3.
For BSEd
Table 4.4: Consolidated Evidences by Grade Level
(Formal Operational)
Number of Evidences by Grade Level
Cognitive Abilities
G7 G8 G9 G10 G11 G12
1. Adolescents can "group and classify
symbols, statements and even 2 2
theories."
2 . Adolescents can "follow and
formulate arguments from 4 3
premise to conclusions".
3. Adolescents can hypothesize —
thinking of "what might be" "what if"
and the possibilities that can come 2 4
out.
4. Adolescents can "perform mental
operations with symbols which may
not naturally exist in their own 2 0
world".
5. Adolescents can "understand, appreciate,
and produce metaphors and other figures 2 0
of speech".
Note:
G9 - Video 4 Grade 9 Mathematics
G10 - Video 7 Grade 10 Araling Panlipunan
Field Study 1: Learning Experience 4
7|Page
Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email:
[email protected] COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
1. Were there evidences gathered for all the listed cognitive abilities? Which characteristics were the most
observable (i.e. most number of evidences)?
Yes. In video # 4 (Grade 9 Math), the most number of evidences were observed in cognitive ability
# 2 (Adolescents can follow and formulate arguments from premise to conclusions). On other hand,
in the Grade 10 demonstration which the subject matter is Araling Panlipunan, most evidences were
observed in cognitive ability # 3 (Adolescents can hypothesize — thinking of "what might be" "what if"
and the possibilities that can come out). Both demonstrations, gardener 4 pieces of evidence.
2. Which were not so observable? Any reason why?
All of the cognitive abilities in the Grade 9 demonstration (Mathematics) were observed.
In Araling Panlipunan demonstration, cognitive abilities # 4 and 5 were not observed. In the
discussion, the teacher did not use any metaphor or figure of speech in discussing “sex and gender”.
The cognitive ability # 4, (adolescents can perform mental operations with symbols) is not
applicable in the lesson sex and gender.
3. Do you notice any pattern in your observation? Is there a relationship between the grade level and the
number of gathered evidences? What grade levels have displayed more abilities? less abilities?
There is no pattern in my observation, however, I believe that there is a relationship between
the grade level and the number of cognitive abilities. I think the possible reason why it never appeared
here is the subject matter is different. Grade 9 displayed more cognitive abilities than Grade 10.
4.4. INTERNALIZATION
Drawing generalizations from observations of learners 'behaviors
Field Study 1: Learning Experience 4
8|Page
Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email:
[email protected] COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
1. Are all the learners in a given age range (i.e., middle childhood or adolescence) capable of performing
all the cognitive abilities? Give reasons for your response.
In Piaget’s theory, cognitive development, he suggests that we undergo a progressive
reorganization of mental processes as a result of biological maturation and environmental experience.
Therefore, all learners are capable of performing cognitive abilities. There are different cognitive abilities
in every stage of development. Piaget suggests that there are 4 stages of cognitive development. The
final stage is the formal operational stage wherein we possessed the cognitive abilities mentioned
above. As we grow, our cognitive abilities also increase. Therefore, there is a relationship between
grade level and cognitive abilities. The higher the grade level, the higher the cognitive
ability.__________________
2. What cultural factors can enhance the cognitive development of learners? Illustrate.
Language.__________________________________________________________________
Language and cognition are partners in learners' development. We use language to learn new
ideas, concepts, and theories. We use it to interact with those people around us. Language skill and
cognitive skills are related to each other. Stronger language skills mean stronger cognitive
skills._____________________________________________________________________________
Schools foster cognitive development by interaction. Teachers don’t just teach a list of facts;
they teach children how to think and interact. Interaction and language are raw materials for a child’s
brain._____________________________________________________________________________
3. What factors can hamper development? Illustrate.
Heredity and Environment.
Height, weight, body structure, eye color, hair texture, and even IQ and aptitudes are all
factors influenced by heredity. Heart disease, diabetes, obesity, and other diseases and disorders can
be passed down through the generations. Its negatively affecting a child's growth and
development._____
“The environment plays a critical role in the development of children and it represents the total
physical and psychological stimulation the child receives.” Take note that a negative environment will
always affect the learner. He/she may adopt this negative behavior or environment. That’s why it's
important in the early stage to raise the child in a good
environment.____________________________
4. 5 DISSEMINATION
Field Study 1: Learning Experience 4
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Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email: [email protected]
COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
Giving suggestions on how teachers can develop the cognitive abilities of learners
Other than those you have observed in the video, think of other activities which you as a future teacher can do
or introduce to further enhance your learners' cognitive development. Choose a specific level and subject area
to serve as context for your work. It is quite important to consider the cognitive abilities of your chosen learners
in laying out your activities.
Growth Portfolio Entry No. 4-A
Activities to Enhance Cognitive Development of my Learners
Grade Level: 9 Subject Area: Mathematics
This activity was taken in my lesson which was crafted last semester. The lesson
is “trigonometric ratio”. This is a contextualize activity (part application). I believe this
activity will develop abilities especially hypothesizing, analyzing, and concluding. Also,
students will learn how to interact, when discussing their answers. Interaction is vital in
cognitive development because it’s a raw material in a learner’s mind.
Below is the activity.
Field Study 1: Learning Experience 4
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Republic of the Philippines
Northwest Samar State University
Rueda St., Calbayog City 6710
Website: http//www.nwssu.edu.ph
Email:
[email protected] COLLEGE OF EDUCATION
ISO 9001:2015 Certified
Telefax: (055) 2093657
In crafting activities, I suggest always relate to a real-life situation. Math is abstract, however, it
can be made easier if related to real-life situations. Always make it in a way that students can relate.
Make it interactive, enjoyable, and worth it. don’t make it too difficult, always consider their cognitive
abilities.
Field Study 1: Learning Experience 4
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