An Observation Guide for the Learner’s Characteristics

Read the following statements carefully. Write your observation report on the
provided space.

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?
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 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

Age range of children Age range of children Age range of children
observed: 3-4 yrs. old observed: 5-11 yrs. observed: 12-18 yrs.
old Old
Physical
Gross-motor skills The learners were in There is a continuous Learners have rapid
the first start of growth in physical growth physically and
growth as child. aspects. development as teen.

Fine-motor skills Their skills have There are developing Learners having a
started to develop writing skills, drawing developed writing
such in writing. and reading. and reading skills.

Self-help skills They are totally They are dependent They established
dependent. with minimal self- independent self
defense skills. defense skills.
Social
Interaction with teachers They have difficulty They established well Learners have an
to interact with interactions with active approach
teachers. teachers. among teachers.

Interaction with They do not interact Learners create good Learners established
classmates/friends well with classmates communications with clear communication
or friends. classmates/friends. with friends.

Interest They are reluctant to They do so much They mostly engage

communicate with play with peers. in group activities at
others. school.
Emotional
Mood and temperament, Fear that lead to They mostly develop Learners are already
expression of feelings crying is mostly felt emotional feelings having in control of
by students. such excitement. expressions.

Emotional Independence They are independent Most of them have They started to build
to parents in dealing developing emotions an emotional
emotions. They do then therefore they independence from
 not react directly are still dependent. parents, peers or
instead they do not Learners express classmates. They
understand situations. emotions according somehow able to
to situations. handle it well.

Cognitive
Communication skills They have struggles They earn developing The existence of well
in communicating communication skills communication skills
they often express it which lead to unclear is established. They
through sign and delivery and relay of can communicate
body languages. informations. clearer informations.

Thinking skills The thinking skills are The thinking skills Learners have better
innocent. Learners are indirect. They thinking skills. They
are in basic think in a low can express well of
construction of ideas. proficiency. what they think.
Problem-solving
They can able to The problem skills Learners can able to
solve alone. This form are developing that’s do problems
of skill is still why they still need independently. They
independent from guidance from can resolve problems
older guidance. teachers or parents. with their own.

Analyze

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

Example:
Level Salient Characteristics Implication to the
Observed Teaching-Learning
Process
Preschool Preschoolers like to move  Therefore, teacher
Age range of learners around a lot should remember to
observed: 3-4 use music and
movement 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 Implication to the

Observed Teaching-Learning
Process
Preschool
Age range of learners Kindergartens like to and  Therefore, teacher
observed: 2-4 play during classes. should promote the
use of kinesthetic
learning such
integrating dances,
plays and exercises
to be performed in
every discussion.
 Therefore, teachers
should understand
that preschooler
loves to move.
Elementary  Therefore, teacher
Age range of learners Elementary learner loves should employ the
observed: 5-11 to watch videos, pictures use of visual form of
and any visual or graphical teaching. It allows
presentations. students to interact
with active and well
participation during
class.
 Therefore, teachers
should exhibit the
visual posters in the
classroom and
campus bringing
academic
informations.
High School The high school students  Therefore, teacher
Age range of learners love to perform and listen should employ a
observed: 12-18 during class discussions. collaborative form
of teaching method
such the auditory
and kinesthetic
teachings.
 Therefore, teacher
should look into
methods which
bringing quality
 learning for high
school students.

Reflect

1. While you were observing the learners, did you recall your own experiences when
you were their age? What similarities and differences do you have with the learners you
observed?
As I observed the learners, I already expected of what I have undergone before
as high school learner. I used to recall that when I play a lot. I enjoy learning in
visual forms and I do love listening. These are also similar to students I have
observed but we are different in learning methods because some do loves
performing.

2. Think of a teacher you cannot forget for positive or negative reason. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)? How
did it affect you?
I am thinking of my science teacher in junior high school. She was that teacher
making difficult topics into easier and I made to understand it clearer. She was
also become our EPP (Edukasyon sa Pagpapakatao). By that it affects me to
understand deeper with regards to my emotional, social and cognitive aspects.
Also, I grow better with discipline through my parents.

3. Share your other insights here.

The teachers are also become an important factor of shaping learners as it
grows. The teachers impacted in the social, emotional and cognitive aspects of
the students. With my own experience throughout my education from pre-school
to college. I have learned so much in school in understanding realistic approach
to life rather than the ideal way. It made me who I am today because of
teachers. As future teacher also I will do the same to shape students for good
and for becoming productive in life.

Read the items 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
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.

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 the 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

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.
 Provided bellow are some of the theories anchored from Swiss psychologist Jean
William Fritz Piaget.

Formal Operational Stage – is characterized by the ability to formulate

hypotheses and systematically test them to arrive at an answer to a problem.

Concrete Operational Stage – this depicts an important step in the cognitive

development. According to Piaget, the thinking of the children in this stage is
characterized by logical operations (conversations, classification and logical
reasoning.)

Pre Operational Stage – this stage begins at age around 2 and lasts until 7. A
child starts to talk, engage in symbolic play and to manipulate symbol. This also
a second stage of Piaget’s cognitive development.

One of my favorite among the stages is the Formal Operational Stage

because at this children or learner may now able to create hypothesis in addressing
problems. They already have developed cognitive stages.

As future teacher, I know I will be dealing with high school learners. By the
theory above I able to understand the capabilities of the learners then adjust what
are the best intervention fits for their learning. Further, this also guides me to create
teaching methodologies that will impact a lifelong learning for learners such.