COLLEGE OF TEACHER EDUCATION

LADY LYN T. HUGNO FIELD STUDY-2

BSED IV-FILIPINO MR. JESSIE RAY MANGUNDAYAO

LEARNING EPISODE 2

Learner Diversity: Developmental Characteristics, Needs and Interests

OBSERVE

ACTVITY 2.1 Observing learner characteristics at different stages

PRE- SCHOOL STUDENTS PARENTS PARENT’S

SIGNATURE
1. Jhon Patrick T. Hugno Liling T. Hugno

2. Jayron Macatangay Jennifer Peradilla

3. Khen H. Magtibay Maricel Y. Hugno

ELEMENTARY STUDENTS PARENTS PARENT’S

SIGNATURE
1. Jhon Philip T. Hugno Liling T. Hugno

2. Mark Lester T. Hugno Liling T. Hugno

3. Aivy T. Atienza Maribel T. Atienza

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HIGH SCHOOL STUDENTS PARENTS PARENT’S

SIGNATURE
1. Lady Ann T. Hugno Liling T. Hugno

2. Almafe T. Atienza Maribel T. Atienza

3. John Mark H. Tilles Rene Y. Tilless

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.

Note: I tried to be a teacher to them for an hour so I could help them in their modules and
observe them more. Observing them on that day is not enough to get the information I need
so I try to ask them to give their own experiences. I informed their parents about what we
were going to do and I also ensured everyone’s safety by following minimum health
protocols.

Development Domain Preschooler Elementary High School

Indicate age range of children Indicate age range of Indicate age range of
observed: 3-5 children observed: 10-11 children observed: 14-16
Physical
Gross-motor skills  Preschooler  Elementary  High School
loved moving students are students are
and always leave very vey
their chair to observant participative

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check the because in indoor and

environment. they’re asking outdoor
Very active and too much activities in
clumsy most of (why they are school. They
the time. doing exactly know
modules, not how to act and
going to very
school etc.) conscious
They like to about their
go to the oufits and
comfort room looks.
as usual
scenario in
school.

Fine-motor skills  They are able

 They loved to write well
coloring their with the help
learning of proper grip
materials, on pencil and  They have the
writing and make ballpen. Cuts ability to use
a drawing even if well with their hands
they are not yet scissors, no depends on
skilled. It seems deviation the situation.
that they are from the Able to write
trying hard to cutting line well whether
hold their pencil and can builds dictated or
and crayola in a a small not.
right position. structure with
blocks.

 Able to clean  They have the

Self-help skills ability to
their teeth,
hands and table organize and
area and open arrange their
foods things, wear
clothes and  Their self-
prepare their help skills are
own food. fully

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developed
they can dress
well, prepare
foods/use
utensils and
do household
skills.

Social
Interaction with  Most of the time  They listen  They listen
they did not pay and ask well, very
Teachers attention because question if discipline and
they are busy they did not know their
doing on thier understand limitations.
own but can my
follow simple explanation.
instruction.

Interaction with
Classmates/friends  They exchange  They ask  Most of them
pen and crayolas, those next to has their own
play and them in the circle of
checking/looking chair what to friends and
at the work of do and sharing
others. remembering memories
happy together.
moments.

Interests  Love to play with  Playing  Reading

peers, explore indoor and watpad,
and asking outdoor watching K-
whatever they games. Drama and
see. using phone to
connect
outside world
(Facebook,

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Instagram,
Youtube etc.)

Emotional
Moods and  Their moods  Does not hide  They are not
change easily. feelings and very open
temperament, When they don’t they express it about their
expression of get what they through feelings
want or they feel words. A bit unless they
feelings
something bad moody and trusted
they show it by very someone else.
crying. sensitive. Afraid about
rejection of
peers. They
can also
control their
feelings when
problem exist.

 They have the

Emotional
 Very dependent  Sometimes ability to
independence because in just a they tell their control it but
second you can feeling on mostly they
change their their parents share their
moods from and teachers emotional
happy to sad. but in other feelings to
They always tell side their friends.
their feeling to willingness to
his/her mother. fix their own
problem is
still arises.

Cognitive
Communication  Can  Very  Can
communicate but expressive communicate
Skills in a very limited when the well using
medium is Filipino and

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words more on Filipino and English

non-verbal. limited in medium both
English. written and
non-written.

 Be able to  Can perform

Thinking Skills  More on apply tier deductive and
exploring about learning about inductive
what things a specific reasoning.
done, playing topics with
blocks and the guidance
molding clay in of examples
different style. and
explanation.

 They can do
basic math  They have the
Problem - Solving  This kind of like addition, ability to
cognitive ability subtraction identify the
is not available and division. problem, to
with this level create and
because they are follow
just about to start formula and
this journey. answer the
given
problem.

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ANALYZE

Level Salient Implications to the

Characteristics Teaching-Learning
Observed Process

Preschool

Age range of  Preschoolers  Teacher must to

learners observed like to observe encourage
3-5 his/her his/her students
surroundings to participate by
and move a lot. playing music
before and after
the class.

 The facilitator of
learning needs
to take time to
set up a place
where children
can play with
their peers while
learning new.
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 They are easily  The teacher is

distracted. required to
know the things
that may distract
his students in
order to get full
attention.

 Sometines they  Therefore, the

are not teacher must
following prepare a reward
teachers for his students
instruction and even in a
like to do other simplest way.
things.

Elementary

Age range of  Elementary  Teachers should

learners observed pupils like to remember how
10-11 play and do to use two types
some activities of motivation
related to the (intrinsic and
ability of their extrinsic) in
gross motor learning process
skills and fine of the learners.
skills.
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 They must
conduct indoor
and outdoor
activities related
to the topics.

High School

Age range of  High School  Therefore, the

learners observed learners are teachers must
14-16 much updated use different
when it comes to kind of learning
technology, they materials in
learn more if discussion
they watch a (visual through
video, if teacher technology.
presents a
pictures that  The facilitator of
supports what learning must
was discussed observe his/her
and also being learners if they
able to involve are participating
theirselves in in class. Should
class. accept the
insights of the
students
regarding the
topic.
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REFLECT

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

The duration of time that I observed the learners I actually compared

myself to them when I was in their age. Way back 2004, my kindergarten
journey, I also keep asking question about things I see. I still remember that I
really wanted to go out because my parents were there. When I was in
elementary I liked to play games so our teacher punished us because we did
not obey his command. I also liked to go out to buy some food in our school
canteen. And when I was in high school I also have circle of friend where they
know all my secrets and personal problems.

Remembering those moments made me feel happy in a short period of

time because I see myself on them. Even though we make our teachers’ mad,
we have still the desire to learn. Time will really shape you to be better at
many things.

2. Think of a teacher you cannot forget for positive or negative reasons.

How did he/she help or not help you with your needs (physical, emotional,
social and cognitive)? How did it affect you?

All my teachers in primary, secondary and tertiary level have been a big
part of what I am today but still there is one teacher who I remember on this
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question, my Grade 9 adviser. Personally, this teacher helped me through the

stressors of adolescence and expressed his compassion continually by simply
asking the day of his students and showing an earnest curiousity in his students’
ouside interest and lives. He created engaging lessons that helped me access
complex concepts. No matter how wrong I was at times, he gave me credit for
trying. His words of affirmation showed me that he believed in me. I learned to
love my small-group instruction because it catered to my individual needs. I loved
the way he connect his students, he cared and it showed. I knew that I wanted to
be like him and one day make a difference in students’ lives by capturing their
heart because I believed that at the end of the day, most students won’t remember
what amazing lesson, activities or presentation you’ve presented/created and they
won’t remember your amazing classroom design and how organized your things
are but they will remember “you”. Your intuitiveness, kindness, gregariousness,
your empathy, love and care. They will remember your personal stories that
you’ve shared with them, times when open your ears to hear their own strunggles,
extending your hands to help even they did not ask for it and your kind-hearted
words of encouragement that’s motivate them to work harder and take steps to
further develop their passion.

3. Share your other insights here.

As Dr. Marilla Svinicki wrote on her higher education book “More

than ever we believe that learners are the center of the teaching and learning
process. As teachers, we can filter, highlight, guide, give feedback and
encourage but the biggest variable in what determines final performance is
what the learners bring to the table. The learners’ prior knowledge and its
structure, their learning strategies, goals. Belief, self-efficacy and motivations
all contribute to their learning.” Teachers play critical role in the learning
process of the learners. Dealing with diverse learners is a difficult job reason
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why it is important in teaching to remember that every students has a unique

sociocultural identity and to do the best support for students in achieving their
full potential. Needs to modify every strategies or approaches to use in dealing
with different group of learners and accept their differences. From
preschoolers, elementary and high school learners I realized that there’s stages
to fully developed gross motor skills, fine skills and also sel-help skills.
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SHOW Your Learning

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.

PIAGET’S THEORY

Jean Piaget’s theory of cognitive development suggests that children move

through four different stages of mental development. His theory focuses not only on
understanding how children acquire knowledge but also on understanding the nature
of intelligence.
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Piaget believed that children take an active role in the learning process, acting
much like little scientists as they perform experiments, make observation and learn
about the world around them, they continually add new knowledge, build upon
existing knowledge and adapt previously held ideas to accommodate new
information.

This theory will help the teachers to be their guide for determining children’s
cognitive abilities as well as they will know a detailed explanation of how children
develop their gross motor skills, fine skills even self- help skills. In addition, teachers
will be much aware what expected output need to be done of his students based on
the stages they belong. It will also serve as guide for the teachers to create appropriate
learning experiences and materials that stimulate students to advance their thinking.
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DOCUMENTATION

PRE- SCHOOLERS

ELEMENTARY PUPILS
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HIGH SCHOOL STUDENTS