Learner Diversity: Developmental Characteristics, Needs q Interests uUllaUlUllallUllIltbltttiteaniay a = teense a _ SPARK Your Interest f di Episode 2 provides me with an opportunity to observe ne a ‘ eo eta levels. It highlights the differences in their characteristics and nee Sa re teach, that I important for me to determine my learners’ characteristics and needs so will be aie, and implement learning activities and assessment that are all developmentally appropriate > At the end of this Episode, | must be able to describe the characteristics, needs interests of learners from different developmental levels. (3.1.1). (Qa Rist ag ania Here are major principles of development relevant to this Episod 1, Development is relatively orderly. Development follows directional pattems 9 as, from the head to the toe (cephalocaudal), and from the center of the body outwards (proximodistal) 2. Development takes place gradually. 3. All domains of development and learing—physical, social and emotion, cognitive- are important, and they are closely interrelated. (NAEYC, 2009) 4. Development proceeds toward greater complex’ symboit representational capabilites. (NAEYC, 2009) >” “*ltvegulation, sym Thopserving learner characteristics at different stages ivity 2 4) ett ine Teacher's Signature___—_—Schoo: ce T000hF ———— escort TAF Subject Area: Date: ator teet — qo realize the Intended Learning Outcomes, I will work your way through these steps: step 1 Observe 3 EFOUPS of leamers from different levels (preschool, elem., and high school). step 2 Deseribe cach 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. oe OBSERVE Use the observation guide and matrices provided for you to document your observations. ‘An Observation Guide for the Learners’ Characteristics arefully. Then write your observation report on the provided space. nd another observation checklist if a more detailed observation is Read the following statements c Your teacher may also recommer preferred. Physical 4. Observe their gross motor skills how they carry themselves, how they move, walk, run, go up the stairs, etc. 2. Are gross movements clumsy or deliberate/smooth? 3. How about their fine motors skils? Writing, drawing, etc. Social 1. Describe how they interact with teachers and other adults. talk about? What are their concerns? 2. Note how they also interact with peers. What do they ition or temperament of the leamers.(happy, sad, easily cries, mood- Emotional 1. Describe the emotional disposi shifts) : 2. How do they express their wantsineeds? Can they wait? 3. How do they handle frustrations? ' 4. Describe ei level of confidence as shown in their behavior. Are they self-conscious? Cognitive : : words to communicate their ideas. Note thor language proficiency. rid easly? Look for evidence of their thinking 1. Describe their ability to use 2. Describe how they figure out skills 3. Were there opportunities for problet things. Do they compreher sm solving? Describe how they showed problem solving abilities. Field Sway 23—_ = aiid needs ANG tray eriativn a ners a diferent lovely, tye Ny also q ndicMtors, You jn My te a jue swrple 18 Yon yhene : Record the dati ye Which Sehagt will allow y ot wilt na 0 8 1 eS ot may "1 other aspects whieh you i oo sah ato mee _| children observes children oboe re ae Development Doma Physical Groxs-motor skills Fine-motor skills Self-help skills Social Interaction with, Teachers Interaction with Classmates/friends Interests Others Emotional Moods and temperament, expression of feelings Emotional independence Others Cognitive Communication Skills Thinking skits Problem-solving Others el 24 Field Sudy eA) eeeA nate ae i II your own experiences wh did you reca ae lee e with the learners you of, ie re observing INe i rerences do you have w cc you were observ 5 My ie ak teat] aera ean a “oy | their age’ —— fa teacher you cannot forget for positive or negative reasons. How did Think of re Positi Bi jot help you witl F ieeds (physical ial, and cognitive)? Ho, sical, emotional, social, and cog th your needs (pI , not help y‘ Shefhe hy id tage 3. Share your other insights here, Va g_ a, ayes (pfs De 1d the items given below and encircle the correct ansy er. ‘A 14-year-old felt ignored by her crush whom she beli She is erying incessantly and refuses to listen and ace teacher is offering. Her refusal to accept is because ‘A. she thinks what she feels is too special and uni this before B. the teenager’s favorite word is “ the teacher says C. 14-year-olds are not yet capable of perspective tal teacher's perspective leves is her one true love, pt sound advice that the ae, ique, that no one has felt like "nos" and she will simply reject everything king and cannot take the teenagers never listen to adult advice . A preschool teacher is thinking about how best to develop the fine motor skills of the 4-year-olds. 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. . Science Teacher Rita showed her class a glass of water with an egg init. 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 Needs ondinteress Field Study YL 27Clip some readings about this ! s your favorite theory of dev celopment. How ean cory and paste tem ere. IS ee this guide you as a fu ture Hg pyeT evaiUATE Performance Task C Y ask Fold Study 1. Episode 2 - Learner Diversity: Devel at Your WOK TO mine the characteristics, needs and int vont outcome” Course os . Excellent Very Satisf —<—— ing Episod Hy SaGetactory, amin Satistact b 4 3 ae tory ‘Needs Improvement ‘Al observation ‘One (1) to two (2 ‘accomplished (2) Three (3) actenvation sheet | questonstasks Cosenatn question | avestmeanns | Fee 4 oma completely answered! | tasks not answered | not asm harvaton quest j accomplished accomplished accomplished ee ; acconpi cane ‘Al questions were Al questions were | Questions were not TF ie answered completely; | answered compete; | answered compete, | coeccctor me answers are with depth | answers are clearly | answers are not were vot mre ‘and are thoroughly connected o theories; | cleaty connected to | answars ot cone grounded on theories; | grammar and speing grammar and spelling | ate free from errors, are free from error. theories; one (1) to to theories; more than three (3) grammatical | four (4) grammatical spelling errors, spelling errors aaa Profound and clear; | Clear but lacks depth; | Not so clear and | Uncear and shallow supported by what were | supported by what | shaw; somewhat | rarely supported by observed and analyzed | were observed and | supported by what | what were observed analyzed ‘were observed and and analyzed analyzed Learning Artifacts | Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not reflected on in the context of con in the context reflected on in the ‘on in the context of the learning outcomes; | of the learning ‘context ofthe leaming | the learning outcomes; Complete, well- ‘outcomes. Complete; | outcomes. Complete; | not complete; not organized, highly well organized, very | not organized. relevant | organized, not relevant relevant to the learning | relevant to the leaming | to the learning outcome. outcome ‘outcome Submission Submitted before the | Submitted on the eeate day afer ce baci deadline deadline nie COMMENTIS. Overall Score CORE TO GRADEIRATING 14 | 1312 TRANSMUTATION OF SC 1 | 10 | 98 | Tbelow