FS1 -Outcome – Based

LEARNING EXPERIENCE
Assisted Learning
4
Field Study
ex
4.1 EXPOSURE

Observing daily learning routine of learners in school

 Choose a class of any grade which you can observe for one full
session, either morning or afternoon. As much as possible, the
class is taught by more than one teacher. With your Resource
Teacher’s approval, be inside the classroom before the session
starts.
 On the first day, observe how the class schedule is carried out.
Use the form given in Table 4.1 to note down your observation.

TABLE 4.1 CLASS PROGRAM

Grade observed: Grade 7, 8 & 10 Number of Students: 30

Date of Observation: Nov. 6, 2019 AM/PM
Name of Schedule
Subject Teacher Starts Ends Subject Matter
SCIENCE K. TADEO 4:00 5:00 Coordinated Functions
of the Nervous,
Endocrine, and
Reproductive Systems
MATH T. IBURDA 5:00 6:00 Angles Related to Circle,
Segments Related to
-Circle
PILIPINO T. NUDALO 6:00 7:00 Mga Bahagi o Pahina ng
Pahayagan

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Number of Subjects Areas Observed: __3____

Number of Teachers Observed: _____3_______

4.2 PARTICIPATION

Noting teacher’s practices in providing assistance learning

 You will be observing how teachers are assisting learners individually or

as a group while teaching. Note down every move the teacher does to
help or assist his/her students understand an idea, solve a problem,
answer a question, perform a procedure, follow directions, etc. These are
some common tasks the students are expected to do. Use the form in
Table 4.2 for this purpose. Use one form for every subject observed. An
example is given below.

TABLE 4.2 SCAFFOLDING STRATEGIES OBSERVED

Subject Area: MAPEH Name of Teacher: Mr. Campos

Time Observed: 6:00 to 7:00
Learning Task Form of Assistance Given
Example: Solving a Math problem  Repeats Explanation
 Demonstrates steps in doing it
1. Simplify or find other terms for
Read and explain some concepts terms for better understanding
2. Demonstrates steps in doing it
Finding and recognizing the angles
and segments
3. Knowing the parts of the Explain how to remember the
newspaper different parts of the paper
4.

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4.3 IDENTIFICATION

Identifying effective teacher’s ways of assisting learners

 Gather the field notes you have completed for the class by subject area or
teacher. Study the scaffolding strategies you have written in the forms.
See if you can classify them according to some forms of assisted learning
given below. You can identify other forms which you can write in the last
row.

Forms of Assisted Learning** Scaffolding Strategies Observed

1. Procedural facilitators these a. Clarify or simplify
help students learn a skill or instructions.
procedure. b. Translates instruction to a
more relatable one.
c.
2. Modeling-demonstrating or a Contextualization
showing examples. b Demonstrates steps in solving
c. Shows the formula
3. Providing prompts –giving a Simplify terms
clues to give the correct b Repeat the concept
answer. c
4. Regulating difficulty of a. Guide students in following
problem or task-starting first steps in solving.
with something easy to do or b Repeat concept
answer. c
5. Providing half-done examples a Demonstrates steps in solving
starting the task first and b Shows the formula
letting students finish it. c Paraphrase questions
6. a
b
c

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4.4 INTERNALIZATION

Recognizing the importance of assisted learning

 From your experience, what other strategies have your teachers used
which have helped you understand a complex subject matter? Can you
cite a specific example?
Scaffoldings strategies such as:
a. Giving more examples and letting us follow the step by step
process of solving.
b. Explaining the procedure first of a science experiment for
instance.

 What benefits do students derive from assisted learning? How is this

related to their cognitive development?
With assisted learning, students learn faster and makes their
work easier. Their skills are improved in a shorter time. Assistance
is given until the students can do it alone.

 What about the teachers? What do they get out of using scaffolding
strategies?
Scaffolding strategies help teachers produce more skilled
students. Teacher also help students achieve their full potential
through assisted learning.

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4.5 DISSEMINATION
Making a commitment to be competent in providing assisted
learning for learners

You have seen how important it is to scaffold learning for cognitive

development of learners. As a future teacher, what can you do to develop
your competency for assisted learning?

First of all, I have to be knowledgeable enough for the learners. It

is important for me to know my students, what are their
capabilities, strengths, interests, weaknesses, and limitations. In
this way, I will be able to learn how could I assist and scaffold
each one of them.

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 ASSESSMENT

Criterion: Sensitivity for Assisted Learning

Rubric

Rating Description
Has demonstrated exemplary ability in being sensitive to how
91-100
assisted learning is done.
Has demonstrated adequate ability in noting teaching practices for
81-90
assisted learning.
Has some difficulty recognizing the teaching practices for assisted
71-80
learning.
Has much difficulty in identifying the teaching practices for
61-70
assisted learning.
51-60 Needs substantial guidance in understanding assisted learning.

Rating for LE 4: ________

________________________________________________
Signature of FS Program Coordinator

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