5 Learner’s Development and Instruction

5.1 EXPOSURE
Recalling characteristics of learners in the different stages of cognitive development
Table 5.1 Piaget’s Stage of Cognitive development
Stage Approximate Age Characteristics

Sensorimotor 0-2 years Begins to make use of imitation, memory,

and thought.
Begins to recognize that objects do not cease
to exist when they are hidden. Moves from
reflex actions to goal-directed activity.

Preoperational 2-7 years Gradually develops use of language and

ability to think in symbolic form. Able to
think in operations through logically in one
direction.

Concrete 7-11 years Able to solve concrete (hands on) problems

Operational in logical fashion. Understands laws of
conservation and is able to classify and
seriate. Understands reversibility.

Formal 11 to adult Able to solve abstract problems in logical

Operational fashion. Becomes more scientific in thinking.
Develops concerns about social issues,
identify.

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 1. In what stages are the learners attending Basic Education (K-12) found in the
cognitive continuum? Approximate the cognitive stage of the learners in school
using the information in Table 5.1.
Grade/Year Level Age Range Approximate Cognitive stage
Preschool 3-5 years old  Identify the Letters.
 Understand the concept of bigger and
taller.
 Understand the concept of colors.
 Coloring
 counting
Grade I 6-7 years old  Develop oral language.
 Develop skills.
 Develop reasoning.
 Learn from what they read and what
they write.
 Recognizing the number from 0-100.
Grade II-IV 7-10 years old  understand seconds, minutes, hours,
days, weeks, months.
 Can solve simple math problems using
objects (such as counting beads
 practicing printing.
 Can read and understand a paragraph
of complex sentences.
 skilled in addition and subtraction and
are building skills in multiplication,
division, and fractions.
Grade V-VI 10-12 years old  Demonstrate abstract thinking
 thinking and analyzing the lessons.
 logical thinking and categorization
abilities
 The ability to consider possibilities
and facts may affect decision-making
Junior High-Grade 12-14 years old  Develops idealistic views on specific
7-8 topics or concerns
 Debates and develops intolerance of

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 opposing views
 Begins to focus thinking on making
career decisions
 Begins to focus thinking on emerging
role in adult society

Junior High-Grade 14-16 years old  learn to process more complex

9-10 problems
 begin to think more deeply about the
meaning of life.
 Increased thoughts about more global
concepts such as justice, history and
politics

Senior High-Grade 16- 18 yaers old  Move into adult roles and
11-12 responsibilities and may learn a trade,
work, and/or pursue higher education
 Understand abstract concepts and be
aware of consequences and personal
limitations.
 Identify career goals.
 They can develop can develop new
skills and hobbies and adult interest.

1. The primary/intermediate level class BEED students will be observing is

approximately composed of learners belonging to concrete-operation stage as
their ages range from 7 to 12 years.

2. The Junior-Senior High School students approximately belong to formal

operation stage with their ages ranging from 12-18 years.

5.2. PARTICIPATION
Identifying the instructional key events of a lesson in a particular class

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Observation Proper
Use the observation form in writing down your field notes evert three Minutes.
Table 5.2 Classroom Observation Form
School: MARSMAN ELEMENTARY SCHOOL________________________________________________
Grade/ Year Observed: Grade V _________ Name of Teacher: Alita V. Ordanel_______
Subject Area Observed: Science _________ Time: 9:15 to 10:45_AM__________________
Number of Students: 40

Episode Time Key Event

1. 9:15 Greetings

2. 9:18 Energizer (Exercise)

3. 9:25 Checking Attendance

4. 9: 35 Checking of Assignments

5. 9:40 Introducing the rock cycle

6. 9:42 Discuss the given topic

give some examples.
7. 9:49 The students having oral
recitations.
8. 10:02 Still on oral recitations

9. 10:05 The teacher gave the

activity.
10. 10:20 The students still
answering the activity.
11. 10: 23 The students pass the
paper on the teacher.
12. 10:25 The teacher gives some
recitations on the board.
13. 10: 27 The teacher explained
more about the topic.

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 14. 10:30 The teacher gives
assignment.
15. 10:32 The teacher gives
instruction to the class.
16. 10: 33 The teacher written the
assignment on the board.
17. 10:36 The teacher explained
again the instruction.
18. 10: 40 The students copy the
assignment on the board.

19. 10: 43 The teacher told students

to stand up and end the
class.
20. 10: 45 Lesson ends.

5.3 IDENTIFICATION
Recognizing the guidelines followed in teaching learners of a particular cognitive stage

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 Teaching Concrete Operational Learners
School: MARSMAN ELEMENTARY SCHOOL________________________________________________
Grade/ Year Observed: Grade V Name of Teacher: Alita V. Ordanel______________
Subject Area Observed: Science Time: 9:15 to 10:45_AM ________________________
Guidelines Episode No(s) Key Event(s) in the
Lesson Observed
1. Continue to use 5 Introducing the rock
concrete props and cycle.
visual aids.
2. Give the students a 7 The students asked the
chance to questions about the
manipulate and test topic.
objects.
3. Make sure 5 The teacher used the
presentations and Power point
readings are brief presentations.
and well-organized.
4. Use familiar 9 Example about the rock
examples to explain cycle.
more complex ideas.
5. Give opportunities to 12 Conducted an oral
classify and group recitation from the
objects and ideas on activity given.
increasingly complex
levels.
6. Present problems 16. Assignment about things
that require logical, that form of rock.
analytical thinking.

5.4 INTERNALIZATION
A. For BEEd

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 1. Were all the teaching guidelines for concrete operational learners demonstrated
in the lesson observed? Which were clearly shown?
Yes, all of the teaching guidelines for concrete operational learners are
well explained, demonstrated and observed on the part where the teacher
introduced the topic, and she also provides an example so that the students can
understand more about the topic and be able to explore their minds while
learning.

2. Which guidelines were not shown at all?

The process of checking students' papers. Furthermore, in the section
where the teacher provides the assignment and rubrics.

3. What could be the reason/s why the teacher did not have the opportunity to
observe the suggested guidelines for this stage?
One reason for this is that the teacher is pressed for time and is confident
that the students will grasp the material she has assigned to them.

4. What significant characteristics of children belonging to concrete operational

stage enables them to reason out, discover, invent, an create new things?
Children in the operational stage think logically, experiment with new
things, and at the stage where they need their parents' guidance and permission.

B. BSEd

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 1. Were all the teaching guidelines for concrete operational learners demonstrated
in the lesson observed? Which were clearly shown?

Yes, all the teaching guidelines are well demonstrated and observed in the
part of introducing the new topic where the teachers show the output and also
explain them clearly and give some examples.

2. Which guidelines were not shown at all?

During the classification process, she instructed her students to verbally
report the group objective, "Ideas," while the students were not informed.

3. What could be the reason/s why the teacher did not have the opportunity to
observe the suggested guidelines for this stage?
One of the reasons the teacher did not have the opportunity to observe
the given guidelines was because of lack of time, and the teacher knew that the
students would learn with the time available.

4. What guidelines have you added in the matrix? What could be the reason why
the teacher followed these guidelines you have noted? Why were they not
included in the original list?
Understand the presentation thoroughly because it may be the only way
for students to comprehend the class discussion. It is ineligible because it also
emphasizes Guidelines 1 and 4.

5. What significant characteristics of learners in high school enable them to

rationalize, discover, invent, and create new things?
Those Students with high IQs and thinking skills can carry out
experiments, rationalize, discover, and create new things.

5.5 DISSEMINATION

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 Exemplifying instructional strategies appropriate for teaching
BEEd students can use the table format below.
Teaching Techniques for Concrete-Operational Learners
Guidelines for Grade II-VI
1. 1. Continue to use concrete props and
visual aids.
3. 2. Give the students a chance to
manipulate and test objects.
5. 3. Make sure presentations and readings
are brief and well- organized.
7. 4. Use familiar examples to explain more
complex ideas.
9. 5. Give opportunities to classify and
group objects and ideas on increasingly
complex levels.
11. 6. Present problems that require logical,
analytical thinking.
Suggested Teaching Techniques for Formal Operational Stage
Guidelines for Grade 7-12
Examples of Teaching Techniques
a. Dimensional models in teaching
about the Solar System in Science
b. Use of the models and globes.
a. Gives chance to students to look
and touch the actual learning
objects.
b. Give an example about the lesson
discussed.
a. Using Power point presentation,
you can present lesson.
b. Provide a Chart and gives
examples.
a. Visualize and provide activities
b. Give some examples.
a. Assign by group the performance
task.
b. Provide a lesson for the group
activity.
a. Always give the student’s
assignments.
b. Organize the activity for the
students to cope up with brain
storming.
Suggested Teaching Techniques
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13. 1. Learning Teaching Resources. a. Discuss the Visual Aids.

b. Illustrate the Learning Resources.

15. 2. Assessment and Rating of Learners a. Give the students a short assessment
Outcome. after the discussion.
b. Give the Instruction properly.

17. 3. Understand and Mastery of Resources. a. Explain clearly the lesson clearly to the
students.
b. Understand the objective, purpose and
the concept of the lesson.
4. Use examples to explain more complex a. Provide printed sample pictures.
ideas.
b. Discuss and elaborate complex learning
and ideas.
5.Give the students a chance to a. Interact with the students.
manipulate and rest objects.

b. Allow them to give suggestions and ask

questions.
6. Present problems that require logical, a. Give group performance.
analytical thinking.
b. Give them assignments.

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