Learner Diversity: Developmental Characteristics, Needs and Interests

Learning Episode 2
10
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 development levels.

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)

Field Study 1 1
 Observing Learner Characteristics at
ACTIVITY 2.1 Different Stages

Name of the FS Student: Karen Jane B. Lemosnero Course and Year: BSED Sciences IV

Resource Teacher 1: Signature with date:

To realize the Intended Learning Outcomes, I will work your way through the steps:

Step 1. Observe 3 groups of learners from different levels (preschool, elementary, 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 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 motor 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?

Field Study 1 2
Emotional

1. Describe the emotional disposition or temperament of the learners. (Happy, sad, easily cries,
mood-shift)
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.

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.
Are by no means exhaustive. These are just sample indicators. You may add other aspects which you may have
observed.

Preschoolers Elementary Highschool

Indicate the age range Indicate the age range Indicate age range of
Development Domain
of children observed: of children observed: children observed:
3-4 5-7 11-15
SK • All of them are • Some are too small
• Some of the gross physically active as with their grade
motor skills observed they always stand and and looks like
in preschoolers are walk whenever they elementary but
sitting properly in can. most of them are
their seats, running • Most of them looks tall enough with
inside the classroom, neat and clean with their age.
jumping, playing, their uniform. • Some students still
Physical
walking, and moving • They run faster play during recess
• Gross Motor Skills
head and hands in any especially in hallways. or lunch time such
• Fine Motor Skills
direction. They don’t • They run and play with as running or
• Self Help Skills
have any subject that their classmates playing volleyball.
• Others
needs excessive during recess and • Boy are not
movements lunch time. interested and too
• They can hold pencils • They write smaller and bored to write
and write letters/ more legible letters their concept
small words as well as and can draw detailed notes.
their names. They can pictures. Some • Girls are now
also identify colors students can write cautious with their
and colors the pictures faster whatever the physical

Field Study 1 3
 in their activity with teacher let them write appearance and
the use of crayons. but there are also more likely
• Opening and zipping some who write slowly maintain their
their bags without as they tend to talk neatness and facial
assistance. with their classmate. appearance while
• In their self-help • They tend to use boys maintain their
skills, the correction tape when clothing and hairs.
preschoolers are able erasing something • Still there are
to feed themselves by instead of crashing out some students who
their own during with pen. doesn’t care with
recess. They also know • They can clean the their uniform
how to throw their own board, wipe down getting dirty due
garbage in the trash desks and floors, and to playing.
bin. rearrange chairs to • Students are able
ensure a tidy and to have a sense of
organized space. fashion and choose
• In the self-help skills, their clothes by
they can buy their own their own.
food and snacks in the • They can also
canteen. arrange the chairs
• Some go to the CR on and everything
their own but there properly.
are some especially
girls go the with their
friends.
• All of them have their
hygiene kit that helps
them to maintain
cleanliness and
orderliness.
• Most of the students • Very respectful to
• They actively
are talkative but the teachers.
participate with the
there are also some • Follow the
activity.
who are shy, silent and classroom rules
• They tend to talk and
just simply sitting in implemented by
play with their
their chairs. the teachers.
• Social classmates/friends
• They are enthusiastic • Asking permissions
• Interaction with eventhough the
about singing and if they want to go
teacher teacher already warn
dancing, which is often out.
• Interaction with them.
led by their teacher. • Very noisy and
classmates/teachers • They are very noisy
• They frequently talkative.
• Interests and talkative.
engage in social • They tend to talk
• Others • They let their things
interactions, playing and play with their
borrow such as
together and classmates/friends
correction tape, ruler,
conversing with their even though the
glue, and highlighter.
classmates. teacher already
• They have their own
• There are also some warns them
circle of friends.
students who wants to especially boys.

Field Study 1 4
 be alone or • Boys always disturb • Boys tend to throw
independent, they the girls like poking, paper balls with
generally enjoy playing making fun, moving their classmates
in small groups of two chairs, etc. and tend to disturb
to four classmates. girls like poking,
• Demonstrate positive making fun, and
social skills by moving chairs.
greeting their • Boys tend to play
classmates, teachers, online games with
and visitors. their classmates
during recess or
lunchtime.
Highschool
Preschoolers Elementary
Indicate age range of
Development Domain Indicate age range of Indicate age range of
children observed:
children observed: 3-4 children observed: 5-7
11-15
• One student is very • They like to receive • One student is very
talkative and curious positive feedback emotional with
to us FS observers. from teachers. regards to her
• One student brings a • They are afraid when family issues.
lot of snacks during the teacher gets mad • They like to
recess and gives it to and afraid of getting receive positive
her teacher and also demerits. feedback from
offers to us, • Their attention span is teachers.
observers. way longer compared • They are afraid
• Emotional • Most of them are not to preschoolers. when the teacher
• Moods and afraid to express • They are not afraid to gets mad and
temperament what they like. express whatever afraid of getting
• Expression of • Their attention span their feelings. demerits.
feelings is very short. • Some students can’t • They are not afraid
• Emotional • Some of them are control their emotions to express
independence caring and pay and easily get angry or whatever their
• Others attention to others. cry. feelings. But there
They comfort their • Friends fight and then are some students
crying classmate and make up after an hour. who keep their own
cheer him up. emotions secretly.
• One student can’t
control his
emotions and tend
to get angry and
show some violence
act.

Field Study 1 5
 • Students are actively • Most of them
• Some students are participating in any actively participate
actively participating activities. in any activities.
and asking questions to • They tend to speak • Some students are
their teacher, but half English when grade-conscious.
of them are just communicating with • Some students
silently listening in the their classmates but failed their exams
discussion. some of them also because they don’t
• Most of them use speak M’ranao. study.
English Language to • Very, very curious • They are too slow
communicate with about anything and when it comes to
• Cognitive others. Some also always share their grammar and
• Communication skills speak M’ranao concerns to the solving problems.
• Thinking skills language. teachers.
• Problem Solving • They still need the • Most of them can
skills teachers’ assistance in easily understand the
• Others terms of instructions but some
understanding and tend to ask more
processing the questions even though
instructions. Some of the teacher already
the students tend to explain the
ask questions to their instructions.
teachers regarding
the activity.
• Half of them can’t
manage to do the
assessments on their
own.

ANALYZE

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

LEVEL SALIENT CHARACTERISTIC IMPLICATIONS TO THE

OBSERVED TEACHING-
LEARNING PROCESS

Preschoolers Preschoolers are naturally curious Teachers should create a

Indicate age range of children about everything and tend to ask stimulating and engaging learning
observed: 3-4 questions. They are very environment which is appropriate
imaginative, love to listen to any for their students' needs and
stories, and create scenarios in interests. Since they are
their minds. preschoolers, teachers should let
the students be engaged in

Field Study 1 6
Preschoolers Most of all, playing is a in physical activities such as
Indicate age range of children fundamental aspect of walking, running, and playing simple
observed: 3-4 preschoolers' development. They interactive games which is crucial
enjoy playing and engaging to social and physical development.
in games with their classmates and It is also important to incorporate
peers. They also love physical motivational activities such as
activities such as singing and singing and dancing as it will make
dancing. the class more engaging and
enjoyable.
It is stage where students are Teachers should pay close
practiced with fundamental skills
attention to what he or she is
of reading and writing. They are
saying or dictating since pupils
far more disciplined than
will look up to him or her as a role
preschoolers, and they pay close
Elementary model. They should provide clear
attention to their teacher's
Indicate age range of children instructions and guidance on
instructions. Also, they play more
observed: 5-7 what the class should be doing.
with other students who are in
their same gender and their Teachers should conduct good
behavior is more difficult to practices on controlling their
control at this point. behavior and attitudes.

Students at this age are more

conscious of their physical
Teachers should be mindful of
appearance and tend to have a
Highschool everything especially when there’s
good hygiene habit. They are also
Indicate age range of children something Teachers should find a
addicted to online games
observed: 11-15 way or strategy to reduce the
especially the boys that causes to
gadget addiction of the students.
divert the attention of the
students.

REFLECT

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

Yes, when I was a preschooler, I was very curious about everything, and I loved to listen
to different stories from our teacher especially stories from Disney Princesses. Then
when I was in elementary, I liked to play with my friends who were all girls, and I tended
to listen attentively to the teacher's discussion. During my high school days, I also
started to be conscious of my physical appearance and started to dress. However,
compared to them, I am not too much addicted to gadgets as I had my first mobile phone
(touch screen) in Grade 10.

Field Study 1 7
 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?

The teacher whom I cannot forget is my high school teacher, Ma'am Pabe Burlayan, who
was also my adviser for the campus journalism club. Way back in Grade 9, I wasn't really
interested in journalism, but she recognized my potential and encouraged me to join the
contest. She patiently taught me the basic skills of writing a sports article and provided
me with valuable advice to improve my work. When I won the DSPC, she was overjoyed and
incredibly proud of my achievement. Ma'am Pabe also nurtured my emotional skills by
encouraging me to strive for excellence and assuring me that she was proud of me
regardless of the outcome. Through these contests, I was able to develop my social skills
by interacting with other students and participants. Overall, Ma'am Pabe will always hold
a special place in my heart as my favorite teacher. I am eternally grateful for all the
knowledge and guidance she imparted to me, and she truly inspires me to become a good
teacher someday.

Share your other insights here.

What teachers teach and how they teach significantly impacts a student's growth
and development. Understanding each student's learning style allows teachers to plan
engaging and challenging activities. To make these activities more interactive and
captivating, teachers should utilize a variety of teaching strategies and techniques.
Teachers should also encourage students to learn and answer their questions, even if it
takes time because it is important to note that students develop at different paces, so
teachers need to be patient and understanding. Furthermore, education should focus on
the holistic development of the child, not just schoolwork. Thus students need to be
healthy, happy, and enjoying throughout their learning development because negative
emotions like sadness or stress can significantly impact a student's ability to learn
effectively.

___

Field Study 1 8
 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 teacher says

c. 4-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 every day.

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

Field Study 1 9
 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.

My favorite development theory is the Psychosocial Development Theory, which

was proposed by Eric Erikson, a Harvard professor, and an ego psychologist who developed
psychology's most successful and popular theory of human development. Based on this
theory, there are eight stages of psychosocial development that range from birth to old
age and successful completion of each stage results in a healthy personality and the
acquisition of basic virtues.

Understanding Erikson's stages allows me to recognize the diverse developmental

needs of my students. I can create a classroom environment that fosters a sense of
belonging and encourages exploration in early childhood when children are developing trust
and autonomy. As students enter adolescence, I can provide opportunities for self-
expression and encourage healthy risk-taking while supporting their search for identity.
By creating a nurturing and supportive learning environment, I can help my students
navigate these crucial developmental stages and build the emotional resilience they need
to thrive.

Furthermore, Erikson's emphasis on the interplay between individual needs and the
social environment highlights the importance of fostering a positive and inclusive
classroom culture. By encouraging collaboration, empathy, and respect among students, I
can help them develop strong social and emotional skills. This will not only enhance their
academic performance but also contribute to their overall well-being and success in life.

I believe that by applying the insights from Erikson's theory, I can create a more
meaningful and impactful learning experience for my students. By understanding their
developmental needs and creating a supportive and nurturing environment, I can help them
reach their full potential.

Field Study 1 10
 EVALUATE Performance Task

Evaluate Your Work Field Study 1, Episode 2 – Learner Diversity: Development Characteristics, Needs,
and Interests.

Learning Outcome: Determine the characteristics, needs, and interests of learners from different
developmental levels.

Name of the FS Student: ___________________________Course and Year: ____________________

Resource Teacher 1: _______________________________Signature with date: __________________

NEEDS
LEARNING EXCELLENT VERY SATISFACTORY SATISFACTORY
IMPROVEMENT
EPISODES 4 3 2
1
✓ Four (4) or
✓ All observation ✓ One (1) or two (2) ✓ Three (3)
more
Accomplished questions/tasks observation observation
observation
Observation completely questions/tasks not questions/tasks
questions/tasks
Sheet answered/ answered/ not answered/
not answered/
accomplished. accomplished. accomplished.
accomplished.
✓ All questions
✓ Four (4) or
were answered ✓ Questions were
more
completely not answered
✓ All questions were observation
answers are in completely;
answered completely was not
depth and are answers are
answers are clearly answered,
Analysis thoroughly not clearly
connected to the answers not
grounded on connected to
theories, grammar and connected to
theories; theories; one
spelling are free from theories; more
grammar and (1) to three (3)
errors. than four (4)
spelling are grammatical
grammatical
free from spelling errors.
spelling errors.
error.
✓ Not so clear
✓ Profound and ✓ Unclear and
and shallow,
clear, ✓ Clear but lack depth, shallow, rarely
somewhat
supported by supported by what supported by
Reflections supported by
what were were observed and what were
what were
observed and analyzed. observed and
observed and
analyzed. analyzed.
analyzed.

Field Study 1 11
 ✓ Portfolio is ✓ Portfolio is not
reflection on reflected on ✓ Portfolio is not
✓ Portfolio is reflection
the context of the context of reflected on
on the context of the
the learning the learning the context of
learning outcomes.
Learning outcomes. outcomes. the learning
Complete, well
Artifacts Complete, well Complete, not outcomes. Not
organized, very
organized, organized, complete, not
relevant to the
highly relevant relevant to the organized, not
learning outcome.
to the learning learning relevant.
outcome. outcome.

✓ Submitted
✓ Submitted ✓ Submitted a
✓ Submitted on two (2) days
Submission before the day after the
deadline. or more after
deadline. deadline.
the deadline.

Comments:
overall Score rating:
(Based on
transmula-
tion)

TRANSMUTATION OF SCORE TO GRADE/RATING

SCORE 20 19-18 17 16 15 14 13-12 11 10 9-8 below

GRADE 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.75 3.00 3.5 5.00

71-
99 96 93 90 87 84 81 78 75 72
Below

Signature of FS Teacher above printed name Date

Field Study 1 12