MARIANO MARCOS STATE UNIVERSITY

College of Teacher Education

Name:

Degree/Course & Major:

Year & Section:

EPISODE II: UNDERSTANDING THE DIVERSITY OF LEARNERS

Below are the topics included in Episode 2:

A. Developmental Characteristics, Needs, and Interest of the Diverse Learners

B. Factors that Influence Learning
A. Gender
B. Needs
C. Strengths
D. Interests
E. Experiences
F. Language
G. Race
H. Culture
I. Religion
J. Socio-economic Status
K. Difficult Circumstances
L. Ethnic Affiliations
M. others

Be guided by the task below as you do your physical classroom observation. Then accomplish
the matrix data below.

Guide Question Classroom Observation Report

1. Describe the learners based on your

observation for the following:

a.1 Physical

-Observe their gross motor skills like how

they carry themselves, how they move, walk
etc.

-Are they gross motor movements clumsy or

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

deliberate/smooth?

-How about their fine motor skills? Writing,

drawing, etc.

a.2. Social

-Describe how they interact with their

teacher and peers.

-What do they talk about? What are their

concerns?

a.3. Emotional

-Describe the emotional disposition or

temperament of the learners (happy, sad,
easily cries, mood shifts).

-How do they express their wants/needs?

-Describe their level of confidence as shown

in their behavior. Are they self-conscious?

a.4. Cognitive

-Describe their ability to use words to

communicate their ideas. Note their language
proficiency in either (Ilokano, Tagalog, or
English).

-Describe how they figure out things. Do

they comprehend easily? Look for evidence
for their thinking skills.

-Were there opportunities for numeracy

skills? Describe how they showed problem-
solving abilities.

2. Describe the learners’ characteristics based

on the following tasks:

-Describe the characteristics of learners in

terms of age, gender, social and cultural

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

diversity, etc.

-Describe the relationship among the

learners. Do the learners cooperate with or
compete against each other?

-Who among the learners participate

actively? Who among them ask for most help?

-When a student is called and cannot answer

the teacher’s question, do the classmates try
to help him/her? Or do they raise hands, so
that the teacher will call them instead?

-Interview your Resource Teacher (if

possible). Ask him/her about his/her
experiences with learners in difficult
circumstances. Let him/her describe these
circumstances and how these affected the
learners. Ask about the best strategy he/she
uses to help these learners cope up with
gender issues, language, cultural, region
differences, socio-economic status, physical
and intellectual disabilities.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Based on your observations and interview, answer the given questions clearly and concisely below.

1. 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-

Observed Learning Process

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

1.

Which of the identified best practices in handling diverse learners do you think you have to consider
when you will be in the field? Elaborate on your argument.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

I shall document my online observation and attach the required

evidence such as but not limited to accomplished “My
Observation”, “My Analysis”, “My Reflection”, My Artifacts” which
MY LEARNING include (photographs, illustrations, organizers, songs, rhymes,
ARTIFACTS acronyms and the like) per episode to counter validate my
experiences.

My Artifact: With the principle of individual differences in mind, what method and strategies will you
remember in the future to ensure that you will be able to meet the needs of both the high and low
achievers in your class? Make a collection of strategies on how to address the learners’ different
ability levels.

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

I shall base my submitted e-portfolio in the presented analytic

scoring rubric for self-rating purposes upon completion of this
episode.

RUBRICS

RUBRIC FOR PERFORMANCE TASKS EVALUATION

Work Task Evaluation for FS 1, Episode 1 - Understanding the Diversity of Learners

Learning Outcomes: At the end of episode 2, you would be able to

1. describe the characteristics, needs, and interests of learners with a diverse background in
the kindergarten/ preschool levels;
2. identify best practices in differentiated teaching to suit the varying learner's needs in a
diverse class; and

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 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

3. demonstrate openness, understanding, and acceptance of the learners’ diverse needs and
backgrounds.

Components Excellent Very Satisfactory Satisfactory Needs Total

Improvement (1)
(4) (3) (2)

Three two (2) to

All observation Four (4) or more
One (1) observation three (3)
tasks were observation tasks
My task was not observation tasks
completely were not
Observation answered/ were not 4
answered/ answered/
accomplished answered/
accomplished accomplished
accomplished

Score 4 3 2 1

Half or more than

All questions were
of the given
answered Questions were
All questions were questions were not
completely; not answered
answered answered; answers
answers are with completely;
My completely; answers were not
depth and are answers are not
are connected to connected to
Analysis thoroughly connected to
theories; grammar theories; most of
grounded on theories; one (1) to
and spelling are free the texts were
theories; grammar three (3) grammar
from errors. misspelled and 4
and spelling are and spelling errors
grammatically
free from errors.
incorrect.

Score 4 3 2 1

Not so clear and Unclear and

Profound and clear
My Clear but lacks shallow; somewhat shallow; rarely
supported by what
depth; supported by supported by what supported by what
Reflection were observed and
what were observed. were observed and were observed and
analyzed.
analyzed. analyzed.
4

Score 4 3 2 1

The portfolio is The portfolio is The portfolio is not

The portfolio is not
reflected in the reflected in the reflected in the
reflected in the
My context of the context of the context of the
context of the
learning outcomes; learning outcomes; learning outcomes;
Learning learning outcomes;
Complete, well- Complete, well- Complete, not
Artifacts not complete, not 4
organized, highly organized, relevant organized, relevant
organized, not
relevant to the to the learning to the learning
relevant
learning outcome. outcome. outcome.

Score 4 3 2 1

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph
 MARIANO MARCOS STATE UNIVERSITY
College of Teacher Education

Submitted two (2)

Submitted before Submitted on the Submitted a day
Submission days or more after
the deadline. deadline. after the deadline. 4
the deadline.

Score 4 3 2 1

COMMENT/s Over-all Score Rating:(Based on

the transmutation)

Proposed Transmutation Table

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 2.5 2.75 3.00 4 5

REGIE BOY B. FABRO _______________

Signature over printed name of the FS Teacher Date

Castro Ave., Laoag City, 2900 Ilocos Norte, Philippines

cte@mmsu.edu.ph (077) 600-2014 www.mmsu.edu.ph