AY 2023-2024

College of Teacher Education

LEARNING EPISODE 2: Learner Diversity: Developmental Characteristics, Needs

and Interests

This episode provides 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 to
determine the learner’s characteristics and needs for you to be able to plan and implement learning
activities and assessments that are developmentally appropriate.

INTENDED LEARNING OUTCOMES

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

ACTIVITY 1.1 EXPLORING THE SCHOOL CAMPUS

Resource Teacher:_________________ Teacher’s Signature:__________________ School:__________________

Year level:________________________ Subject Area:________________________ Date:___________________

1. Observe 3 groups of learners from different levels (Preschool,Elementary, Highschol)

2. Describe each of the learners based on your observation.
3. Validate observation by interviewing the learners.
4. Compare them in terms of their interest and need.

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.

Physical
1. Observe their gross motor skills/ how they carry themselves, how they move, walk, run, go
up the stairs, etc. Are gross movements clumsy or smooth?
2. How about their fine 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. How do they express their
wants/needs? How do they handle frustrations? Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate their ideas. Describe how they figure
out things. Describe how they showed problem solving abilities.
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College of Teacher Education
Learners’ Development Matrix

Development Domain Preschooler Elementary Highschool

Physical

Gross motor skills Children are refining Children have Gross motor skills
basic movement inreased coordination are further refined,
patterns like unning, and strength. and physical abilities
jumping, hopping, continue to develop.
shipping and
throwing.

Fine motor Skills Involve precise Refine their hand-eye Fine motor skills are
movements of the coordination and well-develop by this
hand and fingers. dexterity. stage but adolescents
may still refine their
abilities through
activities that require
precision and control.

Self-help skills Children develop Children continue to Teenagers further

self-help skills develop and refine refine and expand
gradually. their self-help skills. their self-help skills
to prepare adulthood.

Social

Interaction with Teacher often serve Social interactions Interactions take on a

Teachers as important role continue as children more independent
models and guide as transitions into more and mentorship-
children learn to structured learning oriented dynamic.
navigate social environments. They
situations, develop a sense of
communicate belonging within the
effectively, and school community.
develop empathy and
cooperation skills.

Interaction with Their interaction is Their interaction Their interaction is

classmates/friends characterized by becomes more characterized by
exploration, play, and complex, as children increased
the development of develop deeper independence, self-
basic social skills. friendships and expression and peer
navigate more influence. Teenagers
diverse social engage in a wide
environments. range of activities
with their friends,
including extra-
curricular, sports,
parties and hanging
out outside school.
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College of Teacher Education

interest Preschooler explore a They begin to They develop passim

wide range of interest develop more focused for specific academic,
through play and interest and hobbies. subjects, career
hans-on experiences. They show paths, creative
preference for pursuits. Their
specific subjects, interests became
activities or extra- more defineed and
curricular pursuits play a significant role
based on their in shaping their
talents, preferences future aspirations.
and experiences.

Emotional

Moods and They can switch They start to develop Teenagers express
temperament. between emotions better emotional intense emotions as
Expression of feelings rapidly. In case of regulation skills, they navigate
temper, they may be some are introvert puberty. They
outgoing and while others are express their feelings
adventurous others extrovert. They can through various
are shy and cautious. better express their outlets like music,
Tantrums and crying feelings verbally. art, writing or talking
are common ways with friens.
they express their
unhappiness when
they can’t articulate
their emotions
verbally.

Emotional They are heavily They have an They have greater

Independence reliant on their increase support, emotional
teachers for they seek peer independence.
emotional support support and their Teenagers are
and regulation. They confidence is growing quickly developing
often seek comfort gradually. identity. They
from adults when experiment with
upset or scared. different ways of
expressing and
managing emotions.

Cognitive

Communication Skills They are learning to They develop the Engaging in more
take turs in ability to engage in sophisticated
conversations and longer conversations, conversations
express basic needs of ask questions, and expressing ideas,
emotions. They rely express thoughts and debating and
heavily on gestures, opinions. negotiating
facial expressions and effectively.
body language to
convey messages.

Thinking Skills They engage in an Beginning to evaluate Analyzing arguments

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College of Teacher Education

imaginative play that information, make evaluating sources of

involves using objects prediction and draw information, and
to represent other conclusions based on forming independent
things, promoting evidence. They opinions based on
creativity and increase ability to evidence.
abstract thinking. sustain attention for
longer periods.

Problem Solving Skills They begin to solve Apply logical Tackling complex
simple problems, reasoning to solve problems in various
such as filling shapes more complex subjects, using
into corresponding problems, including analytical skills to
holes or stacking basic math operation identify patterns and
black to build and understanding develop solutions.
structures. cause and effect
relationships.

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

Age Salient Characteristics observed Implications to the Teaching-Learning

Process

Age range of Preschoolers like to move a lot ● Therefore, the teacher should
learner (3-4) remember to use music and
movement activities not just in
PE but in all subject areas

Age Salient Characteristics Observed Implications to the teaching-learning

Process

Preschool They start to develop social skills and Teachers should use playful activities
3-4 starts to odentify letters, number, and exploration to facilitate learning.
shapes and colors.

Elementary They are focused on building Teachers should provide clear

6-12 fundamental skills in reading, writing, objectives and structured learners to
solving. intoduce foundational academic skills.

High School Students are expected to take more Teacher should facilitate deeper
12-15 responsibility for their learning, time exploration on the subject matter,
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College of Teacher Education

management and decision-making. critical analysis and synthesis of

information.

1. While you were observing the learners, did you recall your own experience when you were
their age? What similarities or differences do you have with the learners you observed?

I can still remember that when I was in high school, I often ask questions to my teachers out
of my curiosity and the willingness to learn about the lesson and I think that is the similarities
that I obesrved to the learners. The differences is when I was their age I always greeted my
teachers but in this generation it seems like they don’t know how to properly greet the
teachers.

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, or cognitive)? How did it affect
you?

When I was in high school, our adviser got angry because during his class we are noisy and
most of us do not listen to his teaching. He sudeenly stopped talking, looked us at all and left
the classroom. We were all shocked and realized we had done something wrong. In that
incident I realized the importance of respect and to pay attention. After that we allwent to our
adviser and we all say sorry.

3. What is your favorite theory of development? How can this guide you as a future teacher?

My favorite theory of development is sociocultural theory because it emphasize the role of

social interaction that is very important to the learners to enhance their ability of
communication with other people. As a future teacher I will be guided by this theory to create
a meaningful social interaction, wonderful learning environment and collaborative learning to
my future students.
Observation Report
(You may paste pictures of the different learners observed here)
 AY 2023-2024
College of Teacher Education