FIELD STUDY

2
LEARNING EPISODE
1 Learner Diversity:
Developmental

FS Characteristics, Needs and

Interests

1
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 1.1 Exploring the School Campus

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

Grade/Year Level: _________________________ Subject Area: ____________________ Date: _________________

To realize the Intended Learning Outcome, work my 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?
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
 Learner’s 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 are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.
Development Domain Preschooler Elementary High School
Indicate age range of Indicate age range of Indicate age range of
children observed: _______ children observed: _______ children observed: _____
Physical

Gross-motor skills

Fine-motor skills

Self-help skills

Others

Social

Interaction with
Teachers

Interaction with
Classmates/friends

Interests

Others

Emotional

Moods and
temperament,
expression of feelings

Emotional
independence

Others

Cognitive

Communication Skills

Thinking skills

Problem-solving
Others

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

Level Salient Characteristics Implications to the Teaching-Learning

Observed Process
Preschool
Age range of learners
observed _______

Elementary
Age range of learners
observed _______

High School
Age range of learners
observed _______
 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?
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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?
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3. Share your other insights here.
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 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.
 EVALUATE Performance Task
Evaluate Your Work Task Field Study 1, Episode 2 - Learner Diversity: Developmental Characteristics,
Needs and Interests
Learning Outcome: Determine the characteristics, needs and interests of learners from different
developmental levels.

Name of FS Student __________________________________________ Date Submitted ________________

Year & Section ____________________________________ Course ________________________________

Learning Episode Excellent Very Satisfactory Satisfactory Needs Improvement

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