Activity 2.

1 Observing learner characteristics at different stages

Resource Teacher: Stephanie Grace Buico Teacher's Signature: School: UV-
Toledo Campus

Grade/Year Level: Grade 1O, 11, and 12 Subject Area: Oral Com, Filipino, English 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.
,

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.
-They are respectful and behave.
2. Are gross movements clumsy or deliberate/smooth?
-Sometimes clumsy but most of the time they are smooth
3. How about their fine motors skills? Writing, drawing, etc.
Social
-They draw and write very well.
1. Describe how they interact with teachers and other adults.
-They interact with respect towards their teacher and adults.
2. Note how they also interact with peers. What do they talk about? What are their concerns?
Emotional
-Will interacting with peers is like talking to your siblings with random and nonsense stuff.
1. Describe the emotional disposition or temperament of the learners.(happy, sad, easily cries,
mood-shifts)
-Their mood swing shift randomly.
2. How do they express their wants/needs? Can they wait?
-Yes, they can wait when their teacher is busy.
3. How do they handle frustrations?
-They talk their peers to calm their mind and ease their frustrations.
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
Cognitive
-Their level of confidence is in moderate they are aware of their wrong doings and they correct
their mistake.
1. Describe their ability to use words to communicate their ideas. Note their language
proficiency.
-They communicate their ideas clearly.
2. Describe how they figure out things. Do they comprehend easily? Look for evidence of their
thinking skills.
-They comprehend easily and they think deeply.
3. Were there opportunities for problem solving? Describe how they showed problem solving
abilities
-Yes, when they solve their problem during their group activities they know how to handle small
problems.
 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 arc by no means exhaustive. These are just sample indicators. You may add other aspects which
you may have observed.

Preschooler High School

Junior High
Development
Indicate age range of Indicate age range of
Domain Indicate age range of
children observed:_____ children observed:17-
children observed:13-17
19
Physical They are more engaged
Gross-motor skills They are more on in playing sports or
exploring different things, outdoor activities, they
Fine-motor skills N/A they draw fine and their also draw very well and
writing too. their writing skills are
Self-help skills fine too.

Others

Social They build a circle of

Interaction with They are respectful to the friends and are
Teachers teacher and they build socializing and
N/A circle of friends towards enjoying each other
Interaction with their classmates . company.They’ve
Classmates/friends learned to cooperate
with others on working
Interests out a task.

Others

Emotional Their mood swing shift Mood shift occurs in

Moods and almost every situation. different situation
temperament, N/A although they are
expression of matured and confident
feelings in sharing feelings
with other they still ind
Emotional it hard to deal with
independence frustrations.
they know how to
Others handle difficult
problem but sometimes
they need guidance
Cognitive They can speak very well from
They their
knowparents
how toor
Communication and can think logically. handle difficult
Skills N/A problem but sometimes
they need guidance
Thinking skills from their parents or
guardian.
Problem-solving

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

Salient Characteristics
Level Implications to the Teaching-Learning Process
Observed
Preschool  Preschoolers like to move  Therefore, the teacher should remember to use
Age range of around a lot music and movement activities not just in PE but
learners in all subject areas.
observed 3-4  Therefore, teachers should not expect
preschoolers to stay seated for a long period of
time.

Salient Characteristics
Level Implications to the Teaching-Learning Process
Observed
Preschool
Age range of
learners N/A N/A
observed____

Junior High They are exploring and like to •Therefore, the teacher should rearranged the
Age range of talk with their classmates. setting arrangement.
learners
observed____

High School Therefore, teacher should always check their

Age range of They talk with their classmates students if they are still listening on their
learners secretly about random thing. discussion.
observed____
 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.
Cognitive Development: The Theory of Jean Piaget

Cognition refers to thinking and memory processes, and cognitive development refers to
long-term changes in these processes. One of the most widely known perspectives about cognitive
development is the cognitive stage theory of a Swiss psychologist named Jean Piaget. Piaget
studied how children and youth gradually become able to think logically and scientifically.

The Sensorimotor Stage: Birth to Age 2

In Piaget’s theory, the sensorimotor stage occurs first, and is defined as the period when infants “think” by
means of their senses and motor actions. As every new parent will attest, infants continually touch,
manipulate, look, listen to, and even bite and chew objects. According to Piaget, these actions allow
children to learn about the world and are crucial to their early cognitive development.

The Preoperational Stage: Age 2 to 7

In the preoperational stage, children use their new ability to represent objects in a wide variety of
activities, but they do not yet do it in ways that are organized or fully logical. One of the most obvious
examples of this kind of cognition is dramatic play, or the improvised make-believe of preschool
children. If you have ever had responsibility for children of this age, you have likely witnessed such
play.

The Concrete Operational Stage: Age 7 to 11

As children continue into elementary school, they become able to represent ideas and events more
flexibly and logically. Their rules of thinking still seem very basic by adult standards and usually
operate unconsciously, but they allow children to solve problems more systematically than before,
and therefore to be successful with many academic tasks. In the concrete operational stage, for
example, a child may unconsciously follow the rule: “If nothing is added or taken away, then the
amount of something stays the same.”

The Formal Operational Stage: Age 11 and Beyond

In the last of the Piagetian stages, the child becomes able to reason not only about tangible
objects and events, but also about hypothetical or abstract ones. Hence, it has the name formal
operational stage—the period when the individual can “operate” on “forms” or representations. With
students at this level, the teacher can pose hypothetical (or contrary-to-fact) problems: “What if the
world had never discovered oil?” or “What if the first European explorers had settled first in California
instead of on the East Coast of the United States?” To answer such questions, students must use
hypothetical reasoning, meaning that they must manipulate ideas that vary in several ways at once,
and do so entirely in their minds.

As a future educator this theory will help me to enhance students education. It will help me guide my
students on their learning instead of giving them just discussion I will make them apply it on their
rea-life situation and let them explore on their own but with my guidance and support.

https://open.library.okstate.edu/foundationsofeducationaltechnology/chapter/2-cognitive-
development-the-theory-of-jean-piaget/
 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 2 - Learner Diversity: Developmental
Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics of a school environment that provides social,
psychological, and physical environment supportive of learning

Name of FS Student:Tabanas, Shine-Lee S. Date Submitted: Nov. 5, 2024

Year & Section: Fourth yr A1 Course: Bsed English

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

4 3 2 1

Accomplished All observation One (1) to two (2) Three (3) observation Four (4) or more
Observation Sheet questions/tasks observation questions/tasks not observation
completely questions/ tasks not answered/ questions/ tasks not
answered/ answered/ accomplished. answered/
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered completely; observation
completely; answers completely; answers answers are not clearly questions were not
are with depth and are clearly connected connected to theories; answered; answers
are thoroughly to theories; grammar one (1) to three (3) not connected to
grounded on and spelling are free grammatical/spelling theories; more than
theories; grammar from errors. errors. four (4) grammatical/
and spelling are free spelling errors.
from error.
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 Artifacts Portfolio is reflected Portfolio is reflected Portfolio is not Portfolio is not
on in the context of on in the context of reflected on in the reflected on in the
the learning the learning context of the context of the
outcomes; Complete, outcomes. Complete; outcomes. Complete; learning outcomes;
well-organized, well organized, very not organized, relevant not complete; not
highly relevant to the relevant to the to the learning organized, not
learning outcome learning outcome outcome relevant
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline
COMMENT/S Rating:
(Based on
Over-all Score 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 75 71-Below

Signature of FS Teacher Above Printed Name Date