1. /jikm
My Learning Episode Overview
Episode 5 provides an opportunity for me to observe how differences in abilities
affect interaction in school, and learn about strategies that teachers use in addressing
the learners’ different needs to effective learning.
My Intended Learning outcomes
In this episode, I must be able to:
 Identify the needs of students with different levels of abilities in the classroom
 Choose effective strategies to address the diverse needs of the learners
My Performance Criteria
I 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 Essentials
Here are the principles and concepts relevant to this episode:
1. Development and learning proceed at varying rates from child ti child, as well as
at uneven rates across different areas of the child’s functioning. (NAEYC 2009)
2. Development and learning is maximized when learners are challenged to
achieve at a level just above their current level of mastery, and also when they have
many opportunities to practice newly acquired skills.
3. Differentiated instruction is a student-centered approach that aims to match
the learning content, activities and assessment to the different characteristics, abilities,
interest and needs of the learners.
An effective teacher remembers that the learners have different levels of ability,
and clearly level lets them know that their strengths are recognized and that
everyone has the chance to learn and succeed. The teacher helps create a learning
community where everyone can work together and contribute regardless of their
abilities and capacities.
Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
FS 1
FIELD STUDY
Learning Episode
(focusing on different level of abilities)

2. My Map
To realize my Intended Learning Outcomes, I will work my way through these steps.
Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
1. Identify two or
more learners
of different
abilities but from
the same grade
of year.
2. Find out some information about
their background.
3. Observe
them as they
participate in
a classroom
activity and
how the
teacher
address their
needs.
4. Write a narrative
report and a brief
reflection on your
experience.

3. My Tools
Use the activity form provided for you to document your observations.
Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.
1. Observe the class to see the differences in abilities of the learners.
2. Try to identify the students who seem to be performing well and those that seem to be
behind.
3. Validate your observations by asking teacher about the background (family, socio -
economic, presence of some learning disability, etc.) of these children.
4. Observe the behavior of both the high achieving and low achieving learners. Note their
dispositions, pace in accomplishing tasks, interaction with teacher, and interaction with
others.
5. Observe the teacher’s method in addressing the individual learning needs of the students in
his/her class.
An Observation Guide for the learners’ Characteristics

4. OBSERVATION REPORT
Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
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
There are different abilities of the learners are that I saw. First, there are
learners that can easily understand the teacher's question while the others are
not, especially the boys seated at the back, Another is, when the teachers said
that they need to be quiet, they follow their teacher.
The students in the front are more active than the students at the back
though the students at the back can answer the teacher's question they need to
be called first, while the students in the front raising their hands immediately
when their teacher give the question.
Based on their teacher, the student or boys at the back is really naughtier
than the students in front. The teacher really need to focus on them especially
on their studies because among all the students in that section, they are not
totally fast learners.
Obviously, high achieving students are more active in class than in the low
achieving students. On their group work, the high achieving learners can finish
their work faster than in Low achieving learners. They also interact with their
teacher often than in Low achieving learner.

5. My Analysis
1. Did your observation match the information given by the teacher?
Where you able to correctly identify who among the students
performed well and who did not? what behaviors helped you identify
them? (Volunteering to answer, responding to teacher’s directions, etc.)
One of the behaviors that helps me to identify the difference of the
student is based on volunteering to answer the teachers’ questions. I
observed that the students in front to middle is more active to answer
than the students at the back, they can't totally understand the lesson
and for me the reason is that the teacher cannot see that they are only
chatting with their seatmates.
2. Describe the differences in ability levels of the students in class. Is there
a wide gap between the students who are performing well and those
that are not?
For me, there is only a small gap between two kinds of students, because they
only differ in volunteering in answering the teacher's question. Because, as I can see,
they were both able to answer the question. Also the both students are both following
the teacher's instruction.
3. Describe the methods used by the teacher in handling the students’
differences in abilities. How did the students respond to the teacher?
Did the teacher use differentiated instruction? If yes, describe how.
The teacher didn't discriminate the students, she gives good feedback to students
even if the students answer are not precisely correct.
Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5

6. My Reflection/Insights
1. Recall the time when you were in the elementary or highschool. Recall
the high and low achievers in your class. How did your teacher deal with
differences in abilities? Was your teacher effective?
When I was in elementary, my teachers treated us fairly. They were helping us
on the subject or topic that is difficult or hard for us to understand. They were very
approachable, especially on the topic that we can't really understand. By their action,
I really admire them. While when I was in high school, my other teacher treats us
very different. The high achievers and the low achievers are separate sections. And as
I experience, the lesson in section A is more advanced than in the lower sections.
Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5

7. 2. Integrating Theory and Practice
Directions: Read the items given below and encircle the correct answer.
Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5
1. Read the following comments by the teacher. Which of these comments will most likely
make a child try harder, rather than give up?
A. Sinuwerte ka ngayon dito sa test, ha?
B. Hindi ka talaga magaling dito sa paksang ito, ‘no?
C. Nakikita ko na kailangan mong maglaan ng mas mahabang panahon sa paksang ito
para lubos mong maunawaan ito.
D. Nahihirapan ka sa paksang ito. Maari kitang tulungan.
2. Which of the following demonstrates differentiated instruction?
A. The teacher groups the learners by their ability level and makes the groups work with
the same topic but assigns a different task appropriate for each group to accomplish.
B. The teacher divides the class into three heterogeneous groups and assign the same
activity for each group to work on.
C. The teacher groups the learners by their ability level and assigns different content
topics for groups to work on.
D. The teacher groups the learners by ability levels and assigns each group a different
tasks on the same topic , and then requests three different teachers, each to asses one of
the groups.
3. Which teaching practice gives primary consideration to individual
differences?
A. Allowing children to show that they learned the stages of mitosis in a way where they
feel most comfortable
B. Allowing children to show that they learned the stages of mitosis in a way where they
feel most comfortable except by lecturing
C. Preparing two different sets of examination, one for the fast learners and another for
the slow learners.
D. Applying to sets of different standards.

8. My Learning Portfolio
With the principle of individual differences in mind, what methods and
strategies will you remember in the future to ensure that you will be able
to meet the needs of both the high and low achievers in your class? Make a
collection of strategies on how to address the students’ different ability
levels.
In the future, as I will be teaching in the next generation. One of the strategy that I
will use is treating my students fairly. I will not move on to the next topic, if the low
achiever learners didn't understand the previous lesson. I will not also discriminate both
of them that can make their self confidence down. I will treat them fair because all of
them deserve an equal treatment.
Individual Differences and Learners’ Interaction (focusing different levels of abilities) | LEARNING EPISODE 5

9. My Learning Rubric
Field Study 1, Episode 5 – Individual Differences and Learners’ Interaction (focus on different ability levels)
Focused on: identifying the need of students with different levels of abilities in the classroom
Choosing effective strategies to address the diverse needs of the learners
Name of FS Student Alexa Jean Q. Colocado Date Submitted: September 24, 2015
Year & Section: Second Year/ SED201 Course: BSE-ENGL
Learning Episodes Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
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 episodes
3
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
1
Submission 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
1
COMMENT/S Over-all Score Rating:
(Base on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 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 different levels of abilities) | LEARNING EPISODE 5

10. My Learning Rubric
Field Study 1, Episode 5 – Individual Differences and Learners’ Interaction (focus on different ability levels)
Focused on: identifying the need of students with different levels of abilities in the classroom
Choosing effective strategies to address the diverse needs of the learners
Name of FS Student Alexa Jean Q. Colocado Date Submitted: September 24, 2015
Year & Section: Second Year/ SED201 Course: BSE-ENGL
Learning Episodes Exemplary
4
Superior
3
Satisfactory
2
Needs Improvement
1
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 episodes
3
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
1
Submission 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
1
COMMENT/S Over-all Score Rating:
(Base on transmutation)
TRANSMUTATION OF SCORE TO GRADE/RATING
Score 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 different levels of abilities) | LEARNING EPISODE 5