FIELD STUDY

2
LEARNING EPISODE
1 Learner Diversity: Developmental
Characteristics, Needs and Interests

FS 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
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.
 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 They enjoy running back In outdoor activities, they They are more active in
and forth and moving engage and participate. sports, and they enjoy
Gross-motorskills about because they are Additionally, I dancing outdoor activities—
fun and vivacious. or any kind of especially team or
Fine-motor skills extracurricular activities group activities. Their
writing and drawing
Self-help skills abilities also improved.
Others

Social They are cordial and When they are nearer to They begin to form
inform the class of their peers, connections friendships and always
Interaction with practically every little begin to form. They like being with their
Teachers discovery they make. enjoy playing with classmates. They now
Additionally, they share friends of the same know how to work
Interaction with something else with their gender, especially. together to complete a
Classmates/friends peers, such as food or task.
snacks.
Interests

Others

Emotional They are happy and They can now Mood swings happen in
frequently express good communicate their practically every
Moods and sentiment towards thoughts, feelings, and circumstance. Even
temperament, everyone else, but they even imagination. They though they feel
expression of feelings are quickly disturbed might challenge comfortable expressing
when things doesn't go as someone's viewpoint or their emotions to others,
Emotional planned. merely point out that they nevertheless
independence what other people are struggle to control their
saying is untrue or irritation.
Others implausible.
Cognitive When children perceive They begin learning the Even though kids are
an action to be enjoyable alphabet by heart and are now rational in their
Communication Skills or to elicit powerful able to write practically decision-making, they
emotions, they often all of its letters. occasionally still
Thinking skills repeat or mimic what the require parental
adults are doing. guidance.
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 They mimic or duplicate Therefore, if a student copies an incorrect
Age range of learners an adult's actions. action from an adult, the teacher must
observed _______ correct them. He or she must explain to
the child why what they may have
displayed is flawed.

Elementary When they do outside Therefore, every session should include

Age range of learners games, they communicate achievement exercises from the instructor.
observed _______ more.

High School Mood swings happen in Teachers also must exercise patience
Age range of learners practically every when working with elementary students
observed _______ circumstance. because they are currently going through a
crucial time of adolescence. It's important
to comprehend.

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?
- Observing these students made me remember how I used to be. When I was in class, I
behaved exactly like a typical pre-schooler—I was animated and cheerful. I enjoy
grabbing everyone's attention. However, I prefer to play alone most of the time and never
wish to play with others. As I get better grades, I start to love conversing with others,
discussing my preferences and informing them about most of my fantasies.
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?
- As I've already indicated, I didn't have many friends. My Grade 6 teacher finds this upsetting
because I'm not the outgoing sort. She frequently advises me to start interacting positively with
others and making friends. I'm not nasty, but at that point I was incredibly hard to get a hold of.
My brother, whom my teacher informed about it, greatly assisted me in feeling at least somewhat
at ease with others. And because of her, I began to socialize with others and establish new
acquaintances.
3. Share your other insights here.
- Working with various learners is challenging. Teachers need to be aware that these variations
play a role in how well students achieve. No matter how diverse they are, a teacher must be able
to meet their requirements. When working with different groups of learners, teachers must adapt
all of their strategies and methods. The teacher's acceptance of these distinctions and
encouragement of other students to embrace their individuality are, however, what matters most.

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.

Learning is influenced by development. Our human skills and capacities become stronger and
more developed as we move through different periods of life. Our bodies and minds will be able
to do a particular task thanks to the developmental patterns provided by these various stages. At
different phases, we learn and approach activities in different ways. And this is what the
Cognitive Development Theory of Jean Piaget highlights.
 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 Four (4) or more
answered completely; answered not answered observation questions
answers are with completely; answers completely; were not answered;
depth and are are clearly connected answers are not answers not connected
thoroughly grounded to theories; grammar clearly to theories; more than
on theories; grammar and spelling are free connected to four (4)
 and spelling are free from errors. theories; one (1)
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
Over-all Score Rating:
(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