Field

Episode 2:
Study
Learner Diversity: 1
Developmental
Characteristics, Needs and
Interests
TARGET
√ At the end of this Episode, I must be able to describe the characteristics, needs and interests of learners
from different development levels.

OBSERVE, ANALYZE, REFLECT

Activity 2.1
Observing learner characteristics at different stages

Resource Teacher: Caroline Polar School: BVBasicEd

Grade/ Year Level: Grade 1-3 Subject Area :Filipino Date: 09/09/21

To realize the Intended Learning Outcome, I will work your way through these steps:
Step 1 Observe 3 groups of learners from different levels (preschool, elem, and High school )
Step 2 Describe each of the learners based on my observations.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them in terms of their interests and needs.

OBSERVE
Use the observing guide and matrices provided for your observations.
 An Observation Guide for the Learners' Characteristics
Read the following statements carefully. Then write your observation report on the provided
spaces. Your teacher may also recommend another observation checklist if a more detailed
observation is preferred.

Physical
1. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up
the stairs etc.
Since it’s online class, the only gross motor skills that I saw is that they are moving from time to
time. All of them are like that, maybe because as children it’s too boring for them to face their teacher while
talking.
2. Are gross movements clumsy or deliberate smooth?
They are deliberate smooth because all the time they are just sitting and all they can do is to put their
face on their hands, put their hands on their back, make their hair messy using both of their hands, putting
their pencils on their mouth, and more.
3. How about their motor skills? Writing, drawing, etc.
They are good at writing as well as drawing anything on their notebook, paper or something that they
have just to avoid the boredom that they feel in class.

Social
1. Describe how they interact teachers and adults.
They are good at asking questions that they even don’t understand why they ask it. They are good at
interacting but as elementary students they are used to mind their own business and play than to socialize.
2. Note how they also interaction with peers. What do they talk about? What are their concerns?
They are interacting with their peers through playing, telling them what is their toys and asking them
to play with them.
Emotional
1. Describe the emotional disposition or temperament of the learners ( happy, sad, easily cries,
mood shifts).
Since the teacher prepared a motivation through games before the lesson all of the students are
happy. They are all interacting to the point that their teacher don’t know who should she face and listened to
their point. As the discussion continues, their mood easily change from being happy to being bored and do
other things that would help them not to sleep in the class.I guess all of the students are like that, even those
high school that doesn’t know what to do when they are bored in the class.
2. How do they express their wants/ needs? Can they wait?
As an elementary students, they really are immature. They want what they want and need to happen
on that very same time and date that they want it. Yes, they can wait but they cant be like that for long
because they are always bored and too sleepy to listen.
3. How do they handle frustration?
Some of them just bow down their head just to help them release their frustrations and some are
trying their best to interact or “mapansin” of their teacher.
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Yes, I guess all of the child are like that. They are selfish and always wants to do a favor or even
share what they have. In which they always love to be praised.
Cognitive
1. Describe their ability to use words to communicate their ideas. Note their language proficiency.
Since, some of them grow in Baptist Voice Basic Ed, they are so fluent in English. They are good at
sharing to the teacher everything that happens or she remember even in the middle of the class. At their age
and grade you are going to be proud of them because they are too good. They are always speaking English,
and the Tagalog word that I can hear from them are very few.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
As I observe, I figured out that they are sharp but not all about the topic of the lesson but is all about
their own interest when they grow.
3. We're there opportunities for problem solving? Describe how they showed problem solving
abilities.
Yes, there are lots of opportunities for them to solve a problem. Since they are online and everyone
are doing their works in the house they are the one who must solve or answer the problem solving.

Learners' Development Matrix

Record the data you gathered about the learners' characteristics and needs in this matrix.
This will allow you to compare the characteristics and needs of learners at different levels. The
items under each domain are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.

Development Preschooler Elementary High school

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: 4-5 children observed: 9-10 children observed: 13-14

Physical
The child likes to move The child is energetic and They are conscious on their
Gross-motor around. graceful. physical movements and is a
skills little clumsy.

They are is still learning They already knows how to They love to write essays
Fine- motor how to draw different draw and write poems. and stories.
skills shapes, to write and he
needs to be guided. Who
needs to be guided.
They themselves know They help themselves in They can do all things by
Self-help skills how to draw and to write. writing cursive. themselves.

They are using their fingers They loves to dance.

Others to compute the answer in
math.
Social
Interaction They treats the teacher as They loves to talk and ask They are serious and are
with Teachers their second mother. questions. paying attention to the
discussion of their teacher.

Interaction They likes to join and play They are starting to make They are more friendly and
with with their classmates friends and build a group to approachable.
classmates/ play.
friends
They loves to play toys They love playing with They loves to sing with their
with their classmates. their friends. friends.
Interests
They loves to listen stories They loves to mingle to
from others. others.
Others

Emotional
Moods and They are always happy and Their mood are always They easily get annoyed
temperament, energetic. changing. when someone teases them.
expression of
feelings

Emotional They can easily cry when Sometimes they are sad They already knows how to
independence the teacher are angry with and quite then sometimes manage their emotions or
them. they are too happy and feelings.
active.
Others
Cognitive
Communication Aside from their mother They can communicate They can now communicate
skills tongue they can now speak well to everyone. They are well to everyone without any
English. now speaking English interruption.
fluently.
Thinking skills They can now obey what They can have answer to
their teacher commanded their teachers questions. They can now perform
them to do. reason out on their own.
They can now solve They can think critically They can handle and fix
Problem –
problems like matching and solve math problems their problems on their own.
solving
type. on their own.

Others

ANALYZE
Write the most salient characteristics of the learners you observed. Based on these
characteristics, think of implementations for the teachers.

Level Salient Characteristics Implication to the Teaching-

Observed Learning Process
Preschool  Therefore, the teacher should
Age range of learners Preschoolers are full of energy and make an effort to teach children
observed: 4-6 likes to play. in a way that they will enjoy to
learn. That they should teach the
learners academically as well as
giving physical activities to
develop their gross motors.
 Therefore, the teacher shouldn’t
expect that his/her student will
attentively pay attention in the
class while discussing.

Elementary
Age range of learners Elementary students are always  Therefore, the teacher should
observed: 7-12 asking and too curious in provide answer to the questions
everything. of their students.
 Therefore, the teacher shouldn’t
be angry with their students for
being too curious of many things.

High school
Age range of learners Some of the high school students  Therefore, the teacher should
observed: 13-17 are not listening to the discussion of provide interesting activities that
their teacher. is related to their discussion to get
their attention.
 Therefore, the teacher should not
expect that his/her students get
higher grades in exam.

REFLECT
1. While you are observing the learners, did you recall your own experiences when you were their
age? What similarities or differences do you have with the learners you observed?
Yes, I can say that we have similarities and differences. In my preschool, I always want to draw any
shape that would be soon colorful as I try my best to make it beautiful. When I am elementary, I also love to
ask too many questions out of our curiosity but the difference is that, even if I have too many questions in
my mind I never ask. Not like them that they are too eager and full of courage to ask until the big question
mark in their head are gone. Lastly, when I am in high school, I can also do all things on my own, I can
reason out and be happy enough to make friends.
2. Think of a teacher you cannot forget for positive or negative reasons. How did she /he or not
help you with your needs (physical, emotional, social and cognitive)? How did it affect you?
He is Mr. Alvasan, who are too positive and teach me that I must go on. That I shouldn’t stay of what
I am today but I must explore and be ready enough to learn new things from someone or something in our
surrounding.
3. Share your other insight here.
Watching the students on how they behave and what are those qualities, capabilities and abilities
they have is too fascinating in which you would tend to always ask yourself when you were at their age and
be amazed on how they can be like that at that young age. From preschool until high school, I saw that
learners have different characteristics, needs, style in learning, interest, and way to communicate to others.
In which the teachers are the necessary individual for the learners life. Aside from their parents, you must
know them so you can think of a best way to communicate with them. In which as a teacher, you must help
your students to develop physically, socially, emotionally and cognitively. Lastly, the encouragement from
you must be present at all times.
LINK Theory to practice
Directions: Read the items given below and encircle the correct answer.

1. A 14 year old felt ignore by her crush whom she believes is her one true love. She is crying
incessantly and refuses to listen and accept sound advice that the teacher is offering. Her refusal
to accept is because _______.
A. She thinks what she feels is too special and unique, that no one has felt like this before
B. The teenager's favourite word is “no", and she will simply reject everything the teacher says
C. 14 years old are not yet capable of perspective taking and cannot take the teacher's perspective
D. Teenagers never listen to adult advice

2. A preschool teacher is thinking about how best to develop the fine motor skills of the 4 years
old. Which of the following should he best consider?
A. Provide daily coloring book activities
B. Ask the children to do repeated writing drills everyday
C. Encourage children to eat independently

D. Conduct a variety of fun and challenging activities involving hand muscles daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She asked the class:"
What happens to the egg if I add three-tablespoon salt to the glass of water?" This is hypothesis
formulation. What can you infer about the cognitive developmental stage of Teacher Rita's class?
A. Formal operational stage
B. Concrete operational stage
C. Pre- operational stage
D. Between concrete and formal operational stage

SHOW Your Learning Artifacts

Which is your favorite theory of development? How can this guide you as a future teacher? Clip
some readings about this and paste them here.
Piaget’s theory of cognitive development. Not just because it gives full details of development from
infancy to adolescent but also because of the significance of each stage to teaching. It can be applied from
preschool to high school level types of learners. In which this theory focuses on how individuals construct
knowledge. As a future teacher, I can use this theory as a guide in preparing different kind of strategies that
appropriate to the learners. Most important of all, I now know that I cannot give a tasks and challenge them
that is beyond their capabilities.

EVALUATE Performance Task

Name of FS Students: Kimberly Barandino Date Submitted: 09/06/21

Year and Section: 4th Year Course: BACEd
Learning Excellent 4 Very Satisfactory Satisfactory 2 Needs Improvement
Episode 3 1
Accomplished All observation One (1) to two (2) Three (3) Four (4) observation
Observation questions/tasks observation observation questions/tasks not
sheet completely questions/tasks not questions/tasks answered/
answered/ answered/ not answered/ accomplished.
accomplished. accomplished. accomplished.
Analysis All questions All questions were Questions were Four (4) or more
were answered answered not answered observation questions
completely; completely; completely; were not answered;
answers are with answers are clearly answers are not answers not connected
depth and are connected to clearly connected to theories; more than
thoroughly theories; grammar to theories; one one four (4)
grounded on and spelling are (1) to three (3) grammatical/ spelling
theories; grammar free from error. grammatical errors.
and spelling are spelling error.
free from error.

Reflection Profound and Clear but lacks Not so clear and Unclear and shallow;
clear; supported depth; supported by shallow; rarely supported by
by what were what were somewhat what were observed
observed and observed and supported by and analyzed
analyzed analyzed what were
observed and
analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of the context of the context of the context of the learning
learning learning outcomes; learning outcomes; not
outcomes; Complete, well- outcomes; complete, not
Complete, well- organized. Very Complete, not organized. Not
organized. Highly relevant to the organized. relevant
relevant to the learning outcome relevant to the
learning outcome learning outcome

Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after the
deadline

Rating:
Over-all Score (Based on
Transmutation
COMMENT/S

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 78 755 72 71- below

________________________________________ ______________
Signature of FS Teacher above Printed Name Date