FIELD STUDY 1

LEARNING EPISODE 2
LEARNER DIVERSITY: Developmental Characteristics, Needs and Interest

ACTIVITY 2.1 Observing learner characteristics at different stages

Resource Teacher: Teacher’s signature: School:

Grade/Year Level: Subject Area: Date:

To realize the Intended Learning outcome, I will work your way

through these steps:
Step 1- Observe 3 groups of Learners from differently 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 interest and needs.

Learner’s Development Matrix

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Record the data you gathered about the learner’s 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

Development Preschool Elementar High School

Domain er y Indicate age range of
Indicate Indicate children observed: 17-19
age range age range
of children of children
observed: observed:

Physical N/A N/A  The students’ gross

 Gross-motor motor skills are fully
skills developed. They are
 Fine-motor capable of fully able
skills adult’s actions
 Self-help skills  The students’ fine-motor
 Others skills are fully developed.
They are capable of fully
able adult’s actions
 The students’ self-help
skills are fully developed.
They are capable of fully
able adult’s actions
Social N/A N/A  The students are fully
 Interaction with capable of
Teachers communicating and
 Interaction with interacting with their
Classmates/frie teachers smoothly.
nds  The students are fully
 Interests capable of
 Others communicating with their
classmates smoothly
and clearly.

Emotional N/A N/A  The students’ moods

 Moods and and temperament,
temperament, expression of feelings
expression of are still quite unstable.
feelings  The students’ are still
 Emotional developing some
Independence emotional
 Others independence.

Cognitive N/A N/A  The students’

 Communication communication skills still
Skills needs some further
 Thinking Skills development.
 Problem-  The students’ thinking
solving skills still needs some
 Others further development.
 The students’ problem-
solving skills still needs
some further
development.
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exhaustive. These are just sample indicators. You may add other aspects
which you may have observed

ANALYZE

Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.

Level Salient Characteristics Implications to the

Observed Teaching-Learning
Process

Preschool N/A N/A

Age range of learners
observed:

Elementary N/A N/A

Age range of learners
observed:
High School  The high school  Therefore, the
Age range of learners students tend to be teacher should
observed: 17-19 bored quickly. conduct engaging
activities that will
entertain and
arouse the students’
interest.

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?
 Observing the students did make me feel nostalgic; My similiraties
with students when I was their age is that I was also still developing
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effective communication skills, emotional independence and problem-

solving skills.
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?
 The Teacher that I cannot forget the most is named Ms. Jovelyn
Tabon whom is now married.
3. Share your other insights here.

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’s are 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. 14-years-olds are not yet capable of perspective taking and cannot
take the teacher’s perspective .
d. Teenagers never listen to adult advice.
2. Preschool teacher is thinking about how best to develop the fine motor
skills of the 4-year old. Which of the following should he best consider?
a. Provide daily coloring book activities.
b. Ask the children to do repeated writing drills everyday.
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.

SHOW your learning artifacts

Which is your favorite theory of development. How can this guide you as
future teacher? Clip some readings about this theory and paste them here.
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LEARNING EPISODE 3

Focus on Gender, Needs, Strengths, Interests, Experiences Language,

Race, culture, Religion, Socioeconomic Status, Difficult Circumstances,
and Indigenous Peoples

ACTIVITY 3.1 Observing differences among learners learners gender,

needs, strengths, interests, and experiences; and
differences among learners’ linguistic, cultural,
socioeconomic, religious backgrounds, and difficult
circumstances.

Resource Teacher: Teacher’s signature: School:

Grade/Year Level: Subject Area: Date:

The learner’s differences and the type of interaction they bring surely
affect the quality of teaching and learning. This activity is about observing and
gathering data to find out how student diversity affects learning.
OBSERVATION REPORT
Name of the School Observed: Infant Jesus
School Address:
Date of Visit:

There is not much interaction in classroom. The students don’t really

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To realize the Intended Learning outcome, work your way through

these steps:
Step 1- Observe a class in indifferent parts of the school day. (beginning of
the day, class time, recess, etc.)
Step 2- Describe the characteristics of the learners in terms of age, gender,
and social and cultural diversity.
Step 3- Describe the interaction that transpires inside and outside the
classroom.
Step 4- Interview your Resource Teacher about principles and practices that
she uses in dealing with diversity in the classroom.
Step 5- Analyze the impact of individual differences on learners’ interactions.

ANALYZE
1. Identify the persons who play key roles in the relationships and
interactions in the classrooms. What roles do they play? Is there
somebody who appears to be the leader, a mascot/joker, an attention
seeker, a little teacher, a doubter/ pessimist?
What makes the learners assume these roles? What factors affect their
behavior?

2. Is there anyone you observed who appear left out ? Are students who
appear “different”Why do they appear different? Are they accepted or
rejected by the others? How is this shown?

What does the teacher do to address issues like this?

3. How does the teacher influence the class interaction considering the
individual differences of the students?

4. What strategies does the teacher use to maximize the benefits of diversity
in the classroom? How does the teacher leverage diversity?

REFLECT
1. How did you feel being in that classroom? How did you feel a sense of
oneness or unity among the learners and between the teacher and the
learners?

Activity 3.2 Observing differences among learners with disabilities,

giftedness, and talents

Resource Teacher: Teacher’s signature: School:

Grade/Year Level: Subject Area: Date:

To realize the Intended Learning outcome, work your way through these
steps.
1. Observe at least two of these classes.
a. SPED class with learners with intellectual disabilities
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b. SPED class with learners with physical disabilities

c. SPED class for the gifted and talented
d. A regular class with inclusion of learner with disabilities
2. Note the needs of the learners that the teacher should address
3. Interview the teachers to find out more about the learners
4. Write your observation report
5. Analyze your observation data
6. Reflect on your experience.

OBSERVATION REPORT
Name of the School Observed:
School Address:
Date Visit:

ANALYZE
1. Did your observation match the information given by the teacher?
2. Describe the differences in ability levels of the students in the class? What
practices or strategies are done or should be done to differentiate
instruction to meet the needs of the learners.
3. Describe the methods used by he teacher in handling the students’
differences in abilities. How did the students respond to the teacher? Did
the teacher use differentiated instruction? If yes, describe how:

REFLECT

1. Recall when you were in elementary or high school. Recall the high and
low achievers in your class. How did your teacher deal differences in
abilities? Was your teacher effective?

2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?

Observing differences among learners with disabilities,

giftedness, and talents
FIELD STUDY 1

Activity 3.2

Resource Teacher: Teacher’s signature: School:

Grade/Year Level: Subject Area: Date:
FIELD STUDY 1

1. Did your observation match the information given by the teacher?

2. What dispositions and traits will you need as a future teacher to meet the
needs of the learners?

Activity 3.3 Observing the school experiences of learners who

belong to indigenous groups.

Resource Teacher: Teacher’s signature: School:

Grade/Year Level: Subject Area: Date:

To realize the Intended Learning outcome, work your way through

these steps:

1. Ensure that you have reviewed the no. 3 Focused on Indigenous Peoples
in the Learning essentials of Episode 3

2. Observe in a school with a program for IP learners. Below are some

suggested schools:

a. Ujah School of Living Traditions, hungduan, Ifugao

b. Sentrong Paaralan ng mga Agta Gneral Nkar, Quezon
c. Sitio Tarukan Primary School, Caps Tarlac
d. Mangyan Center for Learning and Development, Najuan, Oriental
Mindoro
e. Paaralang Mangyan na Angkop sa Kulturang Aalagaan
(PAMANAKA), san Jose occidental Mindoro
f. Tubuanan Ati Learning Center, Balabag, Boracay Island
g. Balay Turun-an Schools of Living Traditions, Brgy. Grangan and bgy.
Agcalaga, Calinog, Iloilo
h. T’boli School of living Traditions, Lake Sebu, South cotabato
i. Daraghuyan-Bukidnon Tribal Community school, Dalwangan,
Malaybalay, Bukidnon
j. Talaandig School of Living Traditions , Lantapan, Bukidnon
k. Bayanihan Elemntary School, Marilog, Davao
l. Lumad Bakwit School, UP Diliman, Quezon City

3. Write your observation report

4. Analyze your observation data using Indigenous Peoples Education
Framework
5. Reflect on your experience