Activity 3.1.

Learner’s Development Matrix

Name: Bayao, Aiman Ali S. Yr/sec: 4BSE – C

📌 My OBSERVATION
Tool

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 Preschooler Elementary High School

Domain (4-6) (6-12) (12-16 years old)
Physical Gross motor skills are Gross motor skills are Gross motor skills are
Gross-motor skills clumsy; most of the shifting from clumsy deliberate and can
students cannot to deliberate, most handle themselves
handle themselves students can handle
properly and need themselves without
assistance from their the assistance of a
parents or guardian. parent or guardian
Fine-motor skills Students still learn Students are now Students are now
how to read and able to read and able to read and
write, drawings are write, drawings are write, drawings are
random scribbles more creative than more creative than
made with crayons preschoolers elementary graders
Self-help skills Most students still Students can handle Students can handle
need assistance or themselves properly themselves properly
support from their without assistance of without assistance of
parents or guardian a parent or guardian a parent or guardian
Others
Social Students do not trust Students can now Students can now
Interaction with their teachers yet, communicate and communicate and
teachers resulting to seldom interact with their interact with their
crying and finding teachers without the teachers without the
parents or guardian supervision of a supervision of a
whenever left alone parent or guardian parent or guardian
with teacher and
classmates
Interaction with Some students are Students interact Students interact
classmates still hesitant in freely with their freely with their
 making friends, classmates and form classmates and form
some are confident groups of friends in groups of friends in
and approach others the classroom the classroom
to be friends with
them
Interests Likes playing and Most of the interests Most of the interests
talking with friends are influenced by are influenced by
peers peers
Others
Emotional Enthusiastic in Enthusiastic in Some students are
Moods and learning, very learning, very enthusiastic and
temperament, expressive regarding expressive regarding some feel bored
expression of their feelings their feelings easily, seldom
feelings expresses their
feelings
Emotional Cannot handle being Students can handle Students can handle
independence alone without a independence independence
parent or guardian without a parent or without a parent or
guardian guardian
Others
Cognitive Most students Students clarify from Students clarify from
Communication and interact with their their friends their friends
temperament teacher by asking whenever they whenever they
many questions cannot approach cannot approach
their teacher their teacher
Thinking Skills Most of the students Most students ask Most students ask
ask questions questions for questions for
frequently in order to clarification clarification
know the topic well whenever they are whenever they are
and learn from the confused in the topic confused in the topic
lesson
Problem- solving. Most of the students Students learn how Students masters
need guidance in to solve problems critical thinking in
solving problems due with few experience solving problems
to lack of experience and practice
and practice in regarding critical
problem solving thinking
Others

My Reflection

Share your insights here.

 Based on the activity, I have learned about the stages of development that the student
encounters in school. Because of the stages of development that the student undergoes during the
process of his/her learning, there are different responses to learning. Our role as teachers is to be the
guide of the students in order for them to explore more about themselves and learn more about the
real world. If we spoonfeed our students, they might not learn by themselves which will be more
troublesome as he/she grows and moves on to a higher level of education.

SHOW Your Learning

Artifacts

PIAGET’S
Which is COGNITIVE DEVELOPMENT
your favorite THEORY
theory of development. How can this guide you as future teacher?
One of my favorite theory of development is Piaget’s Cognitive Development Theory. According to
Clip some reading about this theory and paste them here.
Jean Piaget's theory of cognitive development, children go through four stages of mental growth. His
theory is concerned with not only how children gain knowledge, but also with the nature of
intelligence. With this theory, it may help me in trying to understand the learning process of the
students that I will be teaching. Considering the fact that children think different from adults, it is
important to understand that not all students will be able to learn the lesson as easy as how adults
perceive the lesson to be. I must be well-knowledgeable regarding my material in order to teach my
students well, answer their questions which will be easy for them to understand, and help them
supplement their knowledge through different activities.

EVALUATE Performance
Task

Name: Yr/sec. Date:

Learning Episode Excellent Very Satisfactory Satisfactory Needs

4 3 2 Improvement
1
Accomplished All observation One (1) to two (2) Three (3) Four (4) or more
Observation question/tasks observation observation observation
Sheet completely questions/tasks not questions/tasks not questions/ tasks not
answered/ answered/ answered/ answered/
accomplished Accomplished accomplished accomplished
Reflection Profound and clear: Clear but lacks Not so clear and Unclear and
supported by what depth; supported shallow; somewhat shallow; rarely
were observed and by what were supported by what supported by what
analyzed observed and were observed and were observed and
analyzed analyzed analyzed
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not
Artifacts reflected on in the reflected on in the reflected on in the reflected on in the
context of learning context of learning context of learning context of learning
outcomes; outcomes; outcomes; outcomes; not
Complete, well- Complete, well- Complete, not complete, not
organized, highly organized, very organized, relevant organized, and not
relevant to the relevant to the to the learning relevant
learning outcome learning outcome outcome
Submission Submitted before Submitted on the Submitted a day Submitted two (2)
the deadline deadline after the deadline days or more after
the deadline
Comment/s Over-all Score Ratings: (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 2.0 2.25 2.5 2.75 3 3.5 5.0
99 96 93 90 87 84 81 78 75 72 71-below

_____________________________________
Signature of FS Teacher above Printed Name
____________
Date

Link Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. A 14-year-old felt 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 ________________. (Answer: C)
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-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? (Answer: D)
 A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills.
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? (Answer: B)
A. Formal operational stage?
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage.