LEARNING

FIELD STUDY 1 EPISODE

Learner Diversity: Developmental Characteristic, Needs

FS 1 2 and Interests

SPARK Your Interest

Episode 2 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 developmentally appropriate.

TARGET Your Intended Learning Outcome

 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 2.1 Observing learner characteristics at different stages

Resource Teacher:______________ Teacher's Signature:_________ School:________________

Grade/Year Level:_____________ Subject Area:_______________ Date:_________________

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 Learners 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 deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.
2 Note how they also 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 there opportunities for problem solving? Describe how they showed problem solving
abilities.

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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 interns
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: 3-4 children observed: 7-8 children observed: 15-17
Physical
Gross motor skills They are energetic and They are participative They are interested in
playful that loves to run in outdoor activities. team or group activities.
back and forth.

Fine motor skills They need to develop Can write in cursive Their skills in writing
their writing skill. and show good skills and drawing became
in drawing. finer.
Self-help skills They can wash their Developing household Fully developed self-
hands and use utensils skills, assertiveness help skills.
when eating.
Others Less supervision More independent
They are dependent to
elderly.

Social
Interaction with They can follow simple They follow and Respects their teacher
Teachers instruction. believe their teachers, and they participate in
obedient. class.
Interaction with They are friendly and Develop attachments Start to build a circle of
Classmate/friends play with other when they are closer friends.
children. to their peers.

Interests They like and love Coloring books, Gadgets and outfits
toys. games

Others Tantrums sometimes They are questions, They are concerned with
curiosity their appearance.
Emotional
Moods and Express their feelings Express their feelings Express their feeling to
temperament, more on non-verbal more in words. friends or peer; hides
expression of feelings language. their true feelings

Emotional Very dependent Likes to try things on More dependent to

independence especially to their their own. friends especially
mother. emotional things.

Others They tend to get what Loves to have and get Adolescent period
 they want. the attention of
parents.
Cognitive
Communication Skills Little words and more Can communicate well Can communicate well
on non-verbal in English.

Thinking skills They are creative. They can memorize Can perform inductive
alphabets and knows and deductive reasoning
how to write it. and analysis

Problem-solving Performs well but Logical in making

doubt in their answer. decisions
Others Can deal with simple Understands the
real life integration of real life
problems/situations situations

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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 teacher should remember to
Age range of learners move around a lot. use music and movement activities not just
observed 3-4 in PE but in all subject areas.
• Therefore, teachers should not expect
preschoolers to stay sated for a long period
of time.

Level Salient Characteristics Implications to the

Observed Teaching-Learning Process
Preschool
Age range of learners They still develop their  Therefore, teachers should give
observed _3-4___ motor skills. Likes to physical activities that can
imitate and copy adults develop their motor skills like
action playtime.
 Therefore, teachers must show
good acts and correct and
explain to them if they follow
wrong action.
 Elementary
Age range of learners They like to play and more  Therefore, teachers must use
observed __6-8_ interactive in outdoor the games as motivation to
activities/games. keep the interest of the
students.
 Therefore, teachers should
incorporate performance-based
activities in the lesson.
High School
Age range of learners They can understand more  Therefore, connect the lesson
observed __15-17__ when it is integrated in real and examples to a real life
life situations, and likes to situation or scenario.
be in the latest trends.  Therefore, teachers should use
technology to keep them
interested.

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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?
I saw the young me in this learners. Just like them I also experience being energetic and
participative in class during my pre-school and elementary days. I love to make friends, play with
them, talk, and tell most of my imaginations. During my high school days, I have likes and
dislikes just like any other teens. I have my goal and know what I want to do. Overall, those
experiences are always a great memory.

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 am so thankful to all of my teachers for the knowledge and learning I learned. There is
always that teacher who will be close to your heart that will treat and support you as their child.
She encouraged me to finish my studies no matter what because it will be a great help for my
future and goal. She helps and motivates me every time I feel lonely. I will forever be grateful to
her for everything.

3. Share your other insights here.

In a classroom, there are students with different characters and attitudes. As a teacher,
you should know how to deal with diverse learners and know how to respond their needs. You
 should be the role model and a good example to your student. A teacher also experienced being a
student and that will make him/her understand them.

Page 27
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 to 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 teacher
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 help or it affect

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 be 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 1 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

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SHOW Your Learning Artifacts

Which is your favorite of development. How can this guide you as a future teacher? Clip some
readings about this theory and paste them here.
 Piaget’s theory tells us that we move through different stages of mental development.
This is why starting from birth to adulthood, our intelligence changes. Our learning ability is
different when we’re young and when we reach adulthood because development influences
learning.
 Page 29
EVALUATE Performance Task

Evaluate Your Work Task. Field Study 1: Episode 2: Learner Diversity: Developmental Characteristics,
Needs, and Interests
Learning Outcome: Determine the characteristic, needs and interests of learners from different developmental
levels.

Name of FS Student:______________________________________ ___ Date Submitted: _________________

Year & Section: ______________________________ Course:__________________________________

Learning Excellent Very Satisfactory Satisfactory Needs

Episode Improvement
Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation questions/tasks observation questions/tasks not observation
Sheet completely questions/tasks answered/accomplish questions/tasks not
answered/accomplish completely ed. answered/accomplis
ed. answered/accomplishe hed.
d.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely, answered completely, answered completely, observation
answers are with answers are clearly answers are not questions were not
depth and are connected on theories, clearly connected to answered, answers
thoroughly grounded grammar and spelling theories; One (1) to not connected to
on theories, grammar are free from error. three (3) grammatical theories, more than
and spelling are free spelling errors. four (4) grammatical
from error. spelling errors.
Reflection Profound and clear; Clear but lacks depth, Not so clear and Unclear and shallow,
supported by what supported by what shallow, somewhat rarely supported by
were observed and were observed and supported by what what were observed
analyzed. analyzed. were observed and and analyzed.
analyzed.
Learning Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
Artifacts on in the context of on in the context of reflected on in the reflected on in the
the learning the learning outcomes; context of the context of the
outcomes; Compete, Compete, well learning outcomes; learning outcomes;
well organized, organized, very Compete, not not compete, not
highly relevant to the relevant to the organized, relevant to organized, not
learning outcome. learning outcome. the learning outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two
deadline deadline the deadline (2) days or more
after the deadline
COMMENTS Rating:
Over-all Score (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