1.

1 EXPOSURE
Recalling one's experiences in early childhood, middle childhood and adolescent period
while in school.

FS 1 FORM A-1: GRADE 1 EXPERIENCES (5-6 YEARS OLD) MIDDLE CHILDHOOD

Member ID Experiences
A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.

FS 1 FORM A-2: GRADE 6 EXPERIENCES (11-12 YEARS OLD) LATE CHILDHOOD

Member ID Experiences
A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.
 FS 1 FORM A-3: GRADE 4TH YEAR EXPERIENCES (15-16 YEARS OLD) EARLY
ADOLESCENCE
Member ID Experiences
A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.
 1.2 PARTICIPATION
Analyzing experiences according to the various domains of growth and development.

Activity 1

FS 1 FORM B-1: GRADE 1 EXPERIENCE (6-7 YEARS OLD) MIDDLE CHILDHOOD

Member ID Experiences Domain
A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.

FS 1 FORM B-2: GRADE 6 EXPERIENCES (11-12 YEARS OLD) LATE CHILDHOOD

Member ID Experiences Domain
A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.

FS 1 FORM B-3: GRADE 4TH EXPERIENCES (15-16 YEARS OLD) EARLY

ADOLESCENCE
Member ID Experiences Domain
A 1.

2.

3.
 B 1.

2.

3.

C 1.

2.

3.

Activity 2
This time the rapporteurs will recognize and copy the entries for each grade level
according to domains of development.

FS 1 FORM C-1: GRADE 1 EXPERIENCES (6-7 YEARS OLD) MIDDLE CHILDHOOD

Phyysical-Motor Social Emotional Linguistic Cognitive

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.

FS 1 FORM C-2: GRADE 6 EXPERIENCES (11-12 YEARS OLD) LATE CHILDHOOD

Phyysical-Motor Social Emotional Linguistic Cognitive

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.
5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.

FS 1 FORM C-3: 4TH YEAR EXPERIENCES (16 YEARS OLD) EARLY

ADOLESCENCE

Phyysical-Motor Social Emotional Linguistic Cognitive

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.
 1.3 IDENTIFICATION
Discovering the growth patterns in the various stages of development across
domains

This time recognize the entries into domains across the three stages. Follow the matrix
below.

FS 1 FORM D-1: PHYSICAL/MOTOR DOMAIN

Middle Childhood Late Childhood Early Adolescence

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.
 FS 1 FORM D-2: SOCIAL/EMOTIONAL DOMAIN

Middle Childhood Late Childhood Early Adolescence

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.
 FS 1 FORM D-3: LITERACY/COGNITIVE/INTELLECTUAL DOMAIN

Middle Childhood Late Childhood Early Adolescence

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.

6. 6. 6.

7. 7. 7.

8. 8. 8.

9. 9. 9.
 1.4 INTERNALIZATION
Recognizing and accepting one's characteristics across growth and development levels.

MY PROFILE

Name:_________________________________ Date of Birth:________________

Age:____________________________

Domain Development Stages of Growth

Middle Childhood Late Childhood Early Adolescence

(Primary) (Intermediate) (High School)

A. Physical/Motor
What physical-motor
abilities could you perform
during each period?

B. Social-Emotional
What social relationships
were important to you
during each period?

C. Literacy/Cognitive/
Intellectual
What literacy and
cognitive/intellectual
abilities were you capable
of doing during each
period?
 1.5 DISSEMINATION
Reflecting on the value of addressing the characteristics and needs of learners during
the various stages of development.

PERCEIVE NEEDS OF LEARNERS

Domain Development Domain of Development

Physical/Motor Social -Emotional Literacy/Cognitive/

Intellectual

Middle Childhood
(Primary)

Late Childhood
(Intermediate)

Early Adolescence
(High School)
2.1 EXPOSURE

Gathering teachers’ observation of middle childhood learners

Use the Observation Checklist in Table 2.1 to ask three teachers of different grades in the
school. Ask each of them how the characteristics of middle childhood children (i.e. 6 to 12 years
old) are manifested on the learners of the class they are teaching. Put a check mark (/) on
appropriate column to indicate their response.
Focus question: “ As a teacher of Grade ___, please indicate how well the children in your class
manifest the known characteristics in a different domains.”

TABLE 2.1 OBSERVATION CHECKLIST

Teacher’ s Name: ___________________ Grade being taught:______________

Domain Characteristics Strongly Observable Not

Observable Sometimes Observable
Social &
Emotional
Development
1. Children show
signs of growing
independence.
2. Children
average five best
friends and at
least one
“ enemy.”
3. Children act
nurturing and
commanding
with younger
children but
follow and
depend on older
children.

4. There are
fewer outbursts
and more
accepting of
delays in getting
things they want
“ done.”

5. Children are
self-conscious
and feel if
everyone notices
even small
differences (e.g.
new hair cut)

6. Children’ s
feelings get hurt
easily and often
know how to
deal with failure.
Physical
Development
1. Growth is
slower than in
preschool years,
but steady.
2. Children
recognize that
there are
differences
between boys
and girls.
3. Muscle
coordination and
control are
uneven and
incomplete in
the early stages.
4. Small muscles
develop rapidly,
making playing
musical
instruments or
building things
enjoyable.
5. Permanent
teeth may come
in before the
mouth has fully
grown, causing
dental crowding.
Mental
Development
1. They can
group things that
belong together.
2. Children
begin to read
and write early
in middle
childhood and
should be skilful
in reading and
writing by the
end of this stage.
3. They can
think through
their actions and
trace back events
that happened to
explain
situations.
4. Children learn
best when they
are active while
they are learning
rather than just
listening to an
adult explain
rules.
5. Children can
focus attention
and take time to
search for
needed
information.
6. There is
greater memory
capability
because many
routines are
automatic now.
2.2 PARTICIPARTION
Nothing patterns in the perception of teachers of learners’ characteristics.
Go over the Observation Checklist you have used for the three teachers. Arrange them according
to the grades they are teaching following the matrix below.
Indicate the response of each teacher as indicated in his/her form in the appropriate column using
the symbols. SO = Strongly Observable, OS = Observable Sometimes, NO = Not Observable.

TABLE 2.2 OBSERVATION CHECKLIST

Teacher’s Name: _________________ Grade being taught:________________

Domain Characteristics Teacher A Teacher B Teacher C

(Gr. 1-2) (Gr 3-4) (Gr 5-6)
Social &
Emotional
Development
1. Children show
signs of growing
independence.
2. Children
average five best
friends and at
least one
“ enemy.”
3. Children act
nurturing and
commanding
with younger
children but
follow and
depend on older
children.
4. There are
fewer outbursts
and more
accepting of
delays in getting
things they want
“ done.”
5. Children are
self-conscious
and feel if
everyone notices
even small
differences (e.g.
new hair cut)
6. Children’s
feelings get hurt
easily and often
know how to
deal with failure.
Physical
Development
1. Growth is
slower than in
preschool years,
but steady.
2. Children
recognize that
there are
differences
between boys
 and girls.
3. Muscle
coordination and
control are
uneven and
incomplete in
the early stages.
4. Small muscles
develop rapidly,
making playing
musical
instruments or
building things
enjoyable.
5. Permanent
teeth may come
in before the
mouth has fully
grown, causing
dental crowding.
Mental
Development
1. They can
group things that
belong together.
2. Children
begin to read
and write early
in middle
childhood and
should be
skillful in
reading and
writing by the
end of this stage.
3. They can
think through
their actions and
trace back events
that happened to
explain
situations.
4. Children learn
best when they
are active while
they are learning
rather than just
listening to an
adult explain
rules.
5. Children can
focus attention
and take time to
search for
needed
information.
6. There is
greater memory
capability
because many
routines are
automatic now.
2.3 IDENTIFICATION
Validating the observable characteristics of middle childhood
1. For each domain, select the characteristics which all teachers have claimed to be
“ strongly observable” . They are those that get “ SO-SO-SO” response.

STRONGLY OBSERVED CHARACTERISTICS OF MIDDLE CHILDHOOD

Domain Characteristics
Social 1.
Emotional
2.

3.

4.

5.

6.

Physical 1.
Development
2.

3.

4.

5.

Mental 1.
Development
2.

3.

4.

5.

6.
 2. Identify the characteristics not observed in the same manner by all three teachers. They
suggest that the characteristics are still developing during this stage.

VARYING CHARACTERISTICS ACROSS AGES IN MIDDLE CHILDHOOD

Domain Characteristics
Social 1.
Emotional
2.

3.

4.

5.

6.

Physical 1.
Development
2.

3.

4.

5.

Mental 1.
Development
2.

3.

4.

5.

6.
3.2 PARTICIPATION
Recognizing the instructional key events of a lesson in a primary level class

Observation Proper
Use the observation form in writing down your field notes every 3 seconds.

TABLE 3.2 CLASSROOM OBSERVATION FORM

School: _____________________________________________________
Grade Observed:_______________ Name of Teacher:_____________________
Subject Area Observed:_________ Time:__________ to _____________ A.M/P.M
Number of Students:____________

Episode Time Key Event

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
Lesson ends
3.3 IDENTIFICATION
Recognizing the guidelines followed in teaching concrete-operational children
Teaching the Concrete Operational Child
Guidelines Episode Key Event(s) in the Lesson Observed
Number
1. Continue to use concrete
props and visual aid.

2. Give the students a chance

to manipulative and test
objects.

3. Make sure presentations

and readings are brief and
well-organized.

4. Use familiar examples to

explain more complex ideas.

5. Give opportunities to
classify and group objects and
ideas on increasingly complex
levels.

6. Present problems that

require logical, analytical
thinking.
3.5 DISSEMINATION

Exemplifying instructional strategies for teaching concrete-operational children

Guidelines Example of Teaching Techniques

1. Continue to use a.
concrete props and
visual aid.

b.

2. Give the students a a.

chance to manipulative
and test objects.

b.

3. Make sure a.
presentations and
readings are brief and
well-organized.
b.

4. Use familiar examples a.

to explain more complex
ideas.

b.

5. Give opportunities to a.
classify and group
objects and ideas on
increasingly complex
levels.
b.

6. Present problems that a.

require logical,
analytical thinking.

b.
4.1 EXPOSURE
Observing daily learning routine of learners in school

TABLE 4.1 CLASS PROGRAM

Grade Observed:_________________________ Number of Students:________________

Date of Observation: _____________________ AM/PM ___________________________

Subject Name of Teacher Schedule Subject Matter

Starts Ends

Number of Subjects Areas Observed: ______

Number of Teachers Observed: ___________
4.2 PARTICIPATION
Noting teachers’ practices in providing assistance learning

TABLE 4.2 SCAFFOLDING STRATEGIES OBSERVED

Subject Area: _______________ Name of Teacher: _________________

Time Observed: _______ to _______

Learning Task Form of Assistance Given

1.

2.

3.

4.

5.
4.3 IDENTIFICATION

Identifying effective teacher’ s ways of assisting learners

Forms of Assisted Learning Scaffolding Strategies Observed

1. Procedural facilitators – these help a.
students learn a skill or procedure
b.

c.

2. Modeling – demonstrating or a.
showing examples
b.

c.

3. Providing prompts – giving clues to a.

give the correct answer
b.

c.

4. Regulating difficulty of problem or a.

task – starting first with something easy
to do or answer b.

c.

5. Providing half-done examples – a.

starting the task first and letting students
finish it b.

c.
 5.1 EXPOSURE
Observing features of two classrooms of different grade levels
Classroom 1 Classroom 2
Grade:_______
No. of Children:___Boys: ___ Girls ____ Grade:_______
No. of Children:___Boys: ___ Girls ____
Furniture How
many? Furniture How many?
 Learners’  Learners’
desks Yes _____ desks Yes _____

 Teacher’s Table  Teacher’s Table

Yes _____ Yes _____
 Book cabinets  Book cabinets

 Bookshelves Yes _____

 Bookshelves Yes _____

 Learners’  Learners’
lockers Yes _____ Yes _____
lockers

 Teacher’s Yes _____ Yes _____

 Teacher’s
locker locker
Yes _____
 Others  Others
Yes _____
___________ ___________
___________ ___________

Classroom 1 Classroom 2
Displays Location Displays Location
 Visuals for new  Visuals for new
or current or current
lesson lesson
Yes _____ Yes _____
 Learners’ art  Learners’ art
works works
Yes _____ Yes _____
 Honor Roll  Honor Roll
Yes _____ Yes _____
 Group tasks/  Group tasks/
Responsibilities Responsibilities

 Attendance Yes _____  Attendance Yes _____

Yes _____  Yes _____

 Experiments Experiments
Yes _____ Yes _____
 Projects  Projects

 Rules and  Rules and

Yes _____ Yes _____
standards standards

 Others  Others
Yes _____ Yes _____
___________ ___________
____________ ____________
 Teaching Aids

 Musical
Instruments Yes _____

 Maps/Globes Yes _____

 Math Kits Yes _____

 Art Kits Yes _____

 Charts Yes _____

 Flannel board
Yes _____
 Computer
Yes _____
 LCD
Yes _____
 Story Books/Trade
books
Yes _____
 Reference books

 Audio tapes Yes _____

 Blackboard
Yes _____
 Bulletin boards
Yes _____

 Others
___________ Yes _____
____________
 Teaching Aids

 Musical
Instruments Yes _____

 Maps/Globes Yes _____

 Math Kits Yes _____

 Art Kits Yes _____

 Charts Yes _____

 Flannel board
Yes _____
 Computer
Yes _____
 LCD
Yes _____
 Story Books/Trade
books
Yes _____
 Reference books

 Audio tapes Yes _____

 Blackboard
Yes _____
 Bulletin boards
Yes _____

 Others
___________ Yes _____
____________
5.2 PARTICIPATION
Recognizing differences in the structure and display of classroom used by two different
levels
Study well your notes for the two classrooms and answer the questions that follow:
What resources are available in both classrooms? Write those common resources in the matrix.
COMMON RESOURCES
Furniture

Displays

Teaching Aids

 What resources are exclusively found only in one classroom?

Resources Classroom 1 (Lower Grade) Classroom 2 (Upper Grade)
Furniture

Displays

Teaching Aids
  How will you differentiate the resources found in the two classrooms in terms of type,
size, arrangement, colour, number, or location?
Furniture

Displays

Teaching Aids
5.3 IDENTIFICATION
Identifying the purpose of the resources found in the classroom
Classroom Display Classroom 1 Classroom 2
(Beginning Grade) (Upper Grade)
1. Materials for new lesson

2. Model art works

3. Honor Roll

4. Group Tasks/Assignment
Responsibilities

5. Status of student projects/

experiments

6. Exemplary learners’
written output

7. Supplementary books and

other materials

8. Rules and standards for

class to follow
5.4 INTERNALIZATION
Matching the classroom resources with the learner characteristics
Basic Resources of Preschool Suggested Characteristics/Descriptions/Contents
or Grade 1 Classroom
1. Learners’ desks

2. Bulletin boards

3. Books

4. Learning kits

5. Classroom space

6. Play materials

7. Musical devices

Given the physical, social/emotional, and cognitive/intellectual characteristics of upper grade

learners, what activities will interest them to carry out in or outside their classroom? What
classroom resources should be available to carry these out?
Interesting Activities for Upper Grade Learners Useful Resources
1.

2.

3.

4.

5.