REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
www.csu.edu.ph

JOHNLLOYD Q. DELAROSA BTLED-4A

EDU 40 - FS1
LEARNING EPISODE 1
Learner Diversity: Developmental Characteristics, Needs and Interests

SPARK Your Interest

Episode 1 provides me with an opportunity to observe learners of different ages and grade levels. It
highlights the differences in their characteristics and needs. As a future teacher, it is important for me to
determine my learners’ characteristics and needs so that I will be able to plan and implement learning activities
and assessment that are all developmental appropriate.

TARGET Your Intended Learning Outcomes

At the end of this Episode, I must be able to describe the characteristics, needs and interests of learners
from different developmental levels (3.1.1).

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as, from the head
to the toe (cephalocaudal), and from the center of the body then outwards (proximodistal)
2. Development takes place gradually.
3. All domains of development and learning- physical, social and emotional, and cognitive- are
important, and they are closely interrelated. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or representational
capabilities. (NAEYC, 2009)

OBSERVE, ANALYZE, REFLECT

Activity 1.1 Observing learner characteristics at different stages

Resource Teacher:Maria T. Arellano Teacher’s Signature: School:Cagayan National High School

Grade/Year Level:Grade 7 Subject Area TLE-ICT CSS Date:10/04/2021

To realize the Intended Learning Outcomes, 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 observation guide and matrices provided for you to document your observations.
An Observation Guide for the Learner’s Characteristics

Read the following statements carefully. Then write your observation report on the
provided space. 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.
2. Are gross movements clumsy or deliberates/smooth?
3. How about their fine motor skills. Writing, drawing, etc
 REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
www.csu.edu.ph

Social
1. Describe t\how they interact with teachers and other adult.
2. Note how they interact with peers. What do they talk about? What are their concerns?

Emotional

1. Describe the emotional disposition or temperament of the learners. ( happy, sad, easily
cries, mood-shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?

Cognitive

1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of
their thinking skills.
3. Were these opportunities for problem solving? Describe how they showed solving
abilities.

Learners’ Development Matrix

Record the date you gathered about the learners’ characteristics and need 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 children Indicate age range of children Indicate age range of children
observed: 5-6 observed: 7-11 observed: 12-16

-High school students

express their ideas with their
Social teacher and confidently
Interactions with answers questions being
Teachers and asked by the teacher, they
Classmates also actively participate
during discussions. They
share thoughts and ideas
with their friends and
classmates especially when
it involves someone or the
lesson.They are interested
with superficial things like
crush,love and petty
squabbles.
 REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
www.csu.edu.ph

Emotional -High school students are

melancholic and phlegmatic
Moods and since they are nearing the
temperament, start of adulthood they
expressions of eventually starts to mature.
feeling
-Some high school students
are dependent depending on
Emotional their family upbringing and
independence some are those emotionally
independent. They are
bashful to express their
emotions.
Others

Cognitive -High School students are a

good listener, more
Communication educated about the
skills composition of a sentence as
well as body languages.

Thinking skills -High school students are

capable of
analysis,inferences as well
as researches that pique
Problem-solving
their curiosity.

-High school students are

Others capable of solving and
analyzing critical problems
on their own.

ANALYZE

Write the most salient developmental characteristics of the learners you observed. Based on these
characteristics, think of implications for the teacher.

Example:

Level Salient Characteristics Implications to the

Observed Teaching-Learning Process

Preschool  Preschoolers like to  Therefore, the teachers should

move around a lot remember to use music and
Age range for movement activities not just in
learners observed 3-4 PE but in all other subjects.
 Therefore, teachers should not
expect preschoolers to stay
seated for a long period of time.
 REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
www.csu.edu.ph

Level Salient Characteristics Implications to the Teaching-Learning

Observed Process

Preschool - Preschoolers are have a literal -Therefore, the teachers should include
thinking capacity. educational games in their activities so that
Age range for preschoolers can actively participate and enjoy
learners observed -They are playful and observant their time in the subject.
to what they see inside their
5-6 classroom. -Therefore teachers should explain every little
questions that preschooler asks even if it is
irrelevant to the topic.

Elementary -Elementary students are -Therefore, the teachers should frequently make
competitive but can be easily collaborative works for the students.
Age range for discouraged
learners observed -Therefore, teachers should also give stamps to
7-11 -Elementary students are reward students to stimulate their reward driven
driven. behavior.

High School -High school students are less self -Therefore, the teachers should promote
expressive performance driven activities.
Age range for
learners observed -High school students are critical -Therefore, the teacher should give students
12-16 thinkers. problem solving activities.

REFLECT

1. While you were 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, the only similarities with the learners I observed to my past self is that I always asked questions to
satisfy my own curiosity and whenever that the answers given to me are not enough I try to find the answers
myself. I was also an active learner at some point, for the emotional dependency, I didn’t rely to anyone but
myself regarding my emotions I just observe, reflect and then take shape my findings.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not help
you with your needs (physical, emotional, social, and cognitive)? How did it affect you?

I can’t think of anyone. And I am not a very affectionate person to deeply admire someone and put it them
to writings. People are nothing but encounters nothing more and nothing less.

3. Share your other insights here:

 REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
www.csu.edu.ph

LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.
1. A 14-year old felt ignored 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 favorite word is “no,” and she will simply reject everything the
teachers says.
C. 14-year olds 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-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.

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
 REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
www.csu.edu.ph

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 theory and paste them here.

ALBERT BANDURA’S SOCIAL LEARNING THEORY

This is the most important theory that a teacher should follow as a guide. This will help me in the
future so that I, the student’s role model, know what to impart in their minds, I will be aware of how to
guide them to the just path in their educational career as well as in their everyday life.
 REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
www.csu.edu.ph

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 1- Learner Diversity: Developmental Characteristics, Needs and Interests
Learning Outcome: Determine the characteristics, needs and interest of learners from different developmental levels.

Name of FS StudentJOHNLLOYD Q. DELAROSA Date Submitted____________

Year and Section 4-A Course BTLED-HE

Learning Excellent Very Satisfactory Satisfactory Needs

Episode 4 3 2 Improvement
1
Accomplished All observation questions/ One (1) to two (2) Three (3) Four (4)
Observation tasks completely observation questions/ observation questions/ observation questions/
Sheet answered/accomplished tasks not tasks not tasks not
answered/accomplished answered/accomplished answered/accomplished
Analysis All questions were All questions were All questions were not Four (4) or more
answered completely; answered completely; answered observation
answers are answers are clearly completely; questions were not
with depth and are connected to theories; answers are not answered; answers
thoroughly grammar and spelling clearly connected not connected to
grounded on the theories; are free from errors. to theories; one (1) theories; more than
grammar and spelling are to three (3) four (4)
free from error. grammatical/ grammatical /
spelling errors. spelling errors
Reflection Profound and clear, Clear but lacks Not so clear and Unclear and shallow;
supported by what were depth; supported by shallow; somewhat rarely supported by
observed and analyzed what were observed supported by what what were
and analyzed were observed observed and
and analyzed analyzed

Learning Portfolio is reflected on in Portfolio is reflected Portfolio is not Portfolio is not

Artifacts The context of the learning on in the context reflected on in reflected on in the
outcomes; Complete, well- of the learning out- The context of the context of the
Organized, highly relevant comes; Complete, learning out- learning outcomes;
To the learning outcome. well-organized, very Comes; Complete, Not complete,
relevant to not organized, Not organized, not
The learning relevant to relevant
outcome. the learning
outcome.
Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline. deadline after the dead- days after the
line deadline

COMMENT/S Over-all Score Rating

(Based 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 above Printed Name Date
 REPUBLIC OF THE PHILIPPINES

CAGAYAN STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
www.csu.edu.ph

Group meeting for the discussion about the group activities. 10/05/2021

GROUP MEMBERS OF CNHS BTLED - HE

JOHNLLOYD DELAROSA
BLESILDA LLAPITAN
ROSEMELYN DELACRUZ
RHEENA JANE RIVERA
MARIA ANGELICA FAYE CALDERON
RIZZA MAE MAMANAO
RHEALYN GUZMAN
BERNADETH GARUELA
MANILYN ALAMBRA
ALDRIN TAGAPAN
JING JING COLLADO