THE SCHOOL

FOR THE LEARNERS

1.1. Exposure
1.2. Participation
1.3. Identification
1.4. Internalization
1.5. Dissemination
 Table 1: Excerpt from a Classroom Resources Checklist

Grade:
No. of Students: Boys: Girls:

Teaching Aids Available Not Available Location

 Table 2: Observation Checklist

Teacher’s Name: Grade Being Taught:

Domain Characteristics Strongly Observable Not

Observable Sometimes observable
Mental
Development
1. They can group things
that belongs together.
2. Children begin to read
and write early in middle
childhood and should be
skillful in reading and
writing by the need 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 need information.
6. There are greater
memory capability because
many routines are
automatic new.
 Table 3: Inventory of Assessment Strategies Observed
Date of Subject Assessment Method Observed Part of Lesson where Intended
Observation Area (Put a check mark in the appropriate column) assessment was purpose
Observed done of the
teacher
Written Oral Observation Others Start During End
Testing Questioning Specify

F= F= F= F= F= F= F=
 Table 4: Classroom Observation Form

Grade Observed: Name of Teacher:

Subject Area Observed: Time: to AM/PM
Number of Students:

Episode No. Time Notes on Key Event

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
 Table 5: Verbatim Notes

Subject Observed:

Name of Teacher:

Time Lesson Started:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:

T:
 Table 6: Open Narrative
Subject Observed:

A. Preparation and Introduction Phase

1. How did the teacher begin the lesson?

2. Why did the teacher decide to teach the lesson?

3. How did the teacher communicate the lesson objectives?

B. Content: What content did the teacher develop?

C. Activities: How did the teacher implement the activities? List down the steps.
D. Approach: What approach did the teacher use?

1. Direct or expository

2. Indirect or exploratory

E. What method was used?

F. Write the series of steps of the methods used by the teacher.

1.
2.
3.
4
5.

G. What techniques were used by the teacher?

H. What materials were used?

I. How did the teacher assess the attainment objectives?

1.2. PARTICIPATION

Facilities and Resources of the School

No. of Buildings/Structure Facilities Resources Found

1

7
 1.3. IDENTIFICATION
Determining the purpose of the purpose of the school facilities and resources for learner
development

School Facilities and Resources for learner development

Facilities Available Programs
Check (/) Physical/ Motor Social/ Emotional Cognitive/
if Intellectual
available
Library/ Reading Room
Computer room
Home Technology Center
Industrial Arts Center
Health Clinic
Guidance Room
Gymnasium
Canteens
Music Room
Playground
Science Center
Performance Center
Office of School Head
Others (Specify)
1.4 INTERNALIZATION
Identifying the challenges of the school in providing more opportunities for
development

You have identified the facilities and resources of your school. What other facilities and
resources do you think are needed for other development programs?

___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

What aspects or development domains can you suggest as needing attention by the school?
What programs can be suggested?
___________________________________________________________________________
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 1.5. DISSEMINATION
Preparing an ideal profile of a school which can meet the physical, social, emotional, and
intellectual needs of learners.

Growth Portfolio Entry No. 1

A Development Plan for my Dream School

Structures to be Built Purpose Needed Resources
1.

2.

3.

4.

5.

6.
 Table 7
Assessment Summary

Learning Experience Rating

1: The School for Learners

2: The Classroom for Learning

3: Flashback as Learners

4: Understanding the Learner

5: Instruction and Learner’s Development

6: The Teacher as a Classroom Manager

7: The Teacher as a Provider of Assisted Learning

8: The Teacher as a User of Assessment

9: The Teacher as an Effective Test administrator

10: The Teacher in the Community

Average Rating:
CLASSROOM FOR
LEARNING
2.1 . Exposure
2.2 . Participation
2.3 . Identification
2.4 . Internalization
2.5 . Dissemination
 2.1. EXPOSURE
Observing features of two classrooms of different grade levels

Classroom Resources Checklist

Classroom 1 Classroom 2

Grade: __________ Room: Grade: __________ Room:

No. of Children:______ Boys:___ Girls:____ No. of Children:______ Boys:___ Girls:____

FURNITURE How Many? FURNITURE How Many?

 Learner’s desks Yes_____  Learner’s desks Yes_____

 Teachers table Yes_____  Teachers table Yes_____

 Book cabinet Yes_____  Book cabinet Yes_____

 Book shelves Yes_____  Book shelves Yes_____

 Learner’s lockers Yes_____  Learner’s lockers Yes_____

 Teacher’s locker Yes_____  Teacher’s locker Yes_____

 Others  Others
_______________ _______________
_______________ _______________

Location Location
DISPLAYS (left, Right, DISPLAYS (left, Right,
Front Back) Front Back)
 Visual for new or Yes_____  Visual for new or Yes_____
current lesson current lesson
 Learner’s art work Yes_____  Learner’s art work Yes_____
 Honor Roll Yes_____  Honor Roll Yes_____
 Group tasks/ Yes_____  Group tasks/ Yes_____
Responsibilities Responsibilities
 Attendance Yes_____  Attendance Yes_____
 Experiments Yes_____  Experiments Yes_____
 Projects Yes_____  Projects Yes_____
 Rules and Yes_____  Rules and Yes_____
Standards Standards
 Others  Others
_______________ _______________
_______________ _______________
 Location Location
TEACHING AIDS (left, Right, TEACHING AIDS (left, Right,
Front Back) Front Back)
 Musical Yes_____  Musical Yes_____
Instruments Instruments
 Maps/ Globes Yes_____  Maps/ Globes Yes_____
 Art Kits Yes_____  Art Kits Yes_____
 Charts Yes_____  Charts Yes_____
 Flannel Board Yes_____  Flannel Board Yes_____
 Computers Yes_____  Computers Yes_____
 LCD Yes_____  LCD Yes_____
 Story Yes_____  Story Books/Trade Yes_____
Books/Trade Books
Books  Audio Tapes
 Yes_____ Yes_____
Audio Tapes  Blackboards
Yes_____ Yes_____
 Blackboards  Others
 Others _______________
_______________ _______________
_______________
2.2. PARTICIPATION
Recognizing differences in the structure end display of classrooms used by two different
levels

1. What resources are available in both classroom? Write those common resources in the
matrix.
Common Resources

 FURNITURE

 DISPLAYS

 TEACHING AIDS

2. What resources are exclusively found only in one classroom?

RESOURCES Classroom 1 (Lower Grade) Classroom 2 (Upper Grade)

 FURNITURE

 DISPLAY

 TEACHING AIDS
3. How will you differentiate the resources found in the two classrooms in terms of type,
size, arrangement, color, number, or location?

RESOURCES Classroom 1 (Lower Grade) Classroom 2 (Upper Grade)

 FURNITURE

 DISPLAY

 TEACHING AIDS

4. What could have significantly made the type of resources in the two classrooms
different?

 _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2.3. IDENTIFICATION
Identifying the purpose of the resources found in the classroom

Classroom Display Classroom 1 (Beginning Grade) Classroom 2 ( Upper

Grade)
1. Materials for new lesson

2. Model art works

3. Honor Roll

4.Group Task/ Assignment/

Responsibilities
5. Student projects/ experiments

6. Exemplary learners’ written

output
7. Supplementary books and
other materials
8. Rules and standards for class to
follow

4. Do the two classrooms always share the same purposes or reasons for having these
displays? What could be the reason why they vary?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2.4. INTERNALIZATION
Matching the classroom resources with the learner characteristics

 Given the physical, social, and intellectual characteristics you have learned of lower
grade learners, how do you describe or characterize the resources that must be
found their classroom?

Basic Resources of
Classrooms Suggested Characteristics/ Description/ Contents

1. Learner’s desks

2. Bulletin boards

3. Books

4. Learning kits

5. Learning stations

6. Play materials

7. Musical devices

8. Others

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

upper grade learners, what activities will interest them to carry out inside 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.

6.
FLASHBACK AS
LEARNERS
3.1. Exposure
3.2. Participation
3.3. Identification
3.4. Internalization
3.5. Dissemination
3.1 EXPOSURE

Interesting things we did when we were in Grade 1

___________________________________________________________________________
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___________________________________________________________________________

Interesting things we did when we were in Grade 6

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 Form 1-A: Grade I Experiences
Middle Childhood
Member ID Experiences Domain
A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.

Form 1-B: Grade VI Experiences

Late Childhood

Member ID Experiences Domain

A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.
3.2. PARTICIPATION

Form 1-A: Grade I Experiences

Middle Childhood

Member ID Experiences Domain

A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.
 Form 1-B: Grade I Experiences
Middle Childhood

Member ID Experiences Domain

A 1.

2.

3.

B 1.

2.

3.

C 1.

2.

3.
 Form 3-A: Grade I
(Middle Childhood)

Physical Motor Social Emotional Linguistic Cognitive

1. 1.

2. 2.

3. 3.

Form 3-B: Grade VI

(Late Childhood)

Physical 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.
 3.3. IDENTIFICATION
Discovering some characteristics pattern in the various stages of development across
domains
Reorganizing the entries into domains across the three stages.
Form 4-A: 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.

Analyzing the entries in the three stages of Development under physical/motor domain.

1. What do you notice of the entries belonging to the same level or stage? Are the
experiences more similar or different? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Compare the entries across the stage in this domain. Are there greater differences or
variations in the experiences across stages? What do you observe?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 Form 4-B: 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.

Analyzing the entries in the three stages of Development under social-emotional domain.

1. What do you notice of the entries belonging to the same level or stage? Are the
experiences more similar or different? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Compare the entries across the stage in this domain. Are there greater differences or
variations in the experiences across stages? What could have brought these about?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 Form 4-C: 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.

Analyzing the entries in the three stages of Development under Literacy/ Cognitive/
Intellectual Domain.

1. What do you notice of the entries belonging to the same level or stage? Are the
experiences more similar or different? Why?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Compare the entries across the stage in this domain. Are there greater differences or
variations in the experiences across stages? What could have brought these about?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 3.4. INTERNALIZATION
Growth Portfolio Entry No. 3-A

My Profile
Name: _________________________________ Date of Birth: _____________
Age: ____

Stages of Growth
Domain of Middle Childhood Late Childhood Early Adolescence
Development (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?
 3.5 DISSEMINATION
Reflecting on the value of addressing the characteristics and needs of learners during the
various stages of development

Growth Portfolio Entry No. 3-B

Perceived Needs pf Learners

Stages of Growth Domain of Growth
Physical/Motor Social-Emotional Literacy/Cognitive/
Intellectual
Middle Childhood
(Primary)

Late Childhood
(Intermediate)
UNDERSTANDING
THE LEARNERS
4.1. Exposure
4.2. Participation
4.3. Identification
4.4. Internalization
4.5. Dissemination
 4.1. EXPOSURE
Recalling age-typical characteristics of school learners according to Piaget’s
cognitive theory
Discuss with your group what the middle childhood learners can do as
suggested by each one.

 They can group things that belong together.

 Children begin to read and write early in middle childhood and should be skillful in reading
and writing by the end of this stage.
 They can think through their actions and trace back events that happened to explain
situations.
 Children learn best when they are active while they are learning rather than just listening to
an adult explain rules.
 Children can focus attention and take time to search for needed information.
 There is greater memory capability because many routines are automatic now.

4.2. PARTICIPATION
Observing learner characteristics/ behavior while in class
Table 4.2
Consolidated Evidence by Grade Level
(Concrete Operational)

Grade Observed: ______ Subject Area: ___________________ Time: ____ to ______

Subject Matter: ______________________________________________________________________
Lesson Objective: ____________________________________________________________________

Evidences
Cognitive Abilities (Specific student behavior/action/response/work
sample)
 Children can classify or group things
that belong together.

 Children can begin to read and write

early in the middle childhood and
should be skillful in reading and writing
by the end of this stage.

 They ca think through their actions and

trace back events that happened to
explain situations.
  Children can learn best when they are
active while they are learning rather
than just listening to an adult explain
rules.

 Children can focus attention and take

time to search for needed information.

 There is greater memory capability

because many routines are automatic
now.

4.3. IDENTIFICATION
Validating the age-typical characteristics of learners through observed behaviors

1. Were there evidences gathered or all the listed cognitive abilities? Which
characteristics were the most observable (i.e. most number of evidences)?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. Which were not so observable? Any reason why?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

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?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
 Table 4.3
Consolidated Evidence by Grade Level
(Concrete Operational)

Number of evidences by Grade Level

Cognitive Abilities Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6
 Children can classify or group things
that belong together.

 Children can begin to read and write

early in the middle childhood and
should be skillful in reading and writing
by the end of this stage.

 They ca think through their actions and

trace back events that happened to
explain situations.

 Children can learn best when they are

active while they are learning rather
than just listening to an adult explain
rules.

 Children can focus attention and take

time to search for needed information.

 There is greater memory capability

because many routines are automatic
now.
4.4. INTERNALIZATION
Drawing generalizations from observation of learners behaviors
1. Are all the learners in a given age range (i.e. middle childhood and late childhood)
capable of performing all the cognitive abilities? Give reasons.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

2. What factors can hamper development? illustrate.

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

4.5. DISSEMINATION
Giving suggestions on how teachers can develop the cognitive abilities of learners
Think of other activities which you as a future teacher can do or introduce to further
enhance your learner’s 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.
___________________________________________________________________________
___________________________________________________________________________
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LEARNER’S
DEVELOPMENT
AND INSTRUCTION
5.1. Exposure
5.2. Participation
5.3. Identification
5.4. Internalization
5.5. Dissemination
5.1. EXPOSURE
Recalling characteristics of learners in the different stages cognitive development