Learner Diversity: lopmental Characteristics, Needs and sts , interes UsllllltTtTTTTTTTTTTTTTTIMUMItttiy N 7 SPARK Your Interest i: it ages and Episode 2 provides me with an opportunity to observe learners of different n a levels. It highlights the differences in their characteristics and needs. As a ae leacher, it important for me to determine my learners’ characteristics and needs so that I will be able to p] and implement learning activities and assessment that are all developmentally appropriate. GJ TARGET Your intended Leamning Ouicome > At the end of this Episode, I must be able to describe the characteristics, needs 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 follow: as, from the head to the toe (cephalocaudal), and from the center of the bods outwards (proximodistal) y 2. Development takes place gradually, Ss directional patterns 3. All domains of development and leaming—physical : | social and i cognitive- are important, and they are clo: emotional, sely interrelat 4, Development proceeds toward greater complecige ia eS 20) representational capabilities. (NAEYC, 2009) > Sellregulation, symbolié:Observing learner characteristics at different stages Resource Teacher: “ths. Hfenn & Meilinuen Teacher's Signature —— “School: PAHS. Grade/Year Level: _ ¥-/0 Subject Area: Se nt Date: (dir po, W029 To realize the Intended Learning Outcomes, I will work your way through these steps: Step 1 Observe 3 groups of leamers 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 4. 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? 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 4. Describe the emotional disposition or temperament of the learners. (happy, sad, easly cries, mood shifts) 2. How a 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 the ere opportunities for problem solving? Describe how they showed problem solving abilities,Matrix Learners’ Development Record the data earners’ characterii i! you gathered about the learne! Will allow you to compare the characteristics and needs of learn under each domain are by no means exhaustive. These are just other aspects which you may have observed. Development : Preschooler es ae Dor Indicate age range of cate age main children observed: children observed:_ Fine-motor skills Self-help skills Others Social Interaction with Teachers Interaction with ‘Classmates/friends Interests Others Emotional Moods and temperament, expression of feelings Emotional independence Others Cognitive Communication Skills Thinking skills Problem-solving Others needs in this matrix, ‘ers at different levels. The ite Je indicators. You may 4 istics and t samp! High School Indicate age range of children observed:p ANALYZE Write the most salient developmental characteristi these characteristics, think of implications for the teacl ics. of the learners you observed. Based on her, Example: o lient Characteristics Implications to the evel Observed ‘Teaching-Learning Process Preschool * Preschoolers like:to move ||, Therefore, the teacher should remember to use Age range of around a lot, music and movement activities not just in PE but learners in all subject areas. observed 3-4 * Therefore, teachers should not expect preschoolers to stay seated for a long period of : time, i Be Salient Characteristics Implications to the Observed Teaching-Learning Process Preschool By) Age range of leamers observed Elementary Age range of leamers observed High School The pludent ano eho Age range of ISAO eothon (fe awa leamers quer Lp evn. Gn obs ave Hunk an aclrilyy inact too ott fer Thur jrarrumg) ~ and / fe JAD Leo. Learning Episode 2: LeamnerRisa | iences when 1. While you were observing the learners, did you recall you pear vated their age? What similarities or differences do you have with | : : | we ane ypu om foe 2. _ Think of a teacher you cannot forget for positive or negative reasons. How did she/he hej not help you with your needs (physical, emotional, social, and cognitive)? How did it 3.\ hs SHOW Your Learning Artifacts \ FL iI Tete asia Artest san this guide YOU as a future teag a. : ment. How Which is your favorite theory of develope Clip some readings about this theory and pas! A: Thia dlyjmont Plaga brain pasion iv hs in My falter Sypuin arming we ay Wa / pole ouctye ed ag Jean Piaget's theory of cognitive development suggests that intelligence | Source ‘hips ‘ina. implypsgAdlagy a} changes as children grow. A child's | aT cognitive development is not just about wequiring knowledge, the child has to develop or construct a mental model of | the world, Cognitive development occurs through the interaction of innate capacities and environmental events, and children pase through a series of stages,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. Namo ofS stent Ratner Qune Hugin Date submites: (oben [4.2022 Year & Seaton: _BSEd- 4 couse: BSED Peuimes Learning Episode Excellent Very Satisfactory Satisfactory __ | Needs Improvement 4 3 2 1 ‘Accomplished | All observation One (1) to two (2) | Three (3) observation | Four (4) of more | Observation Sheet | questionsitasks observation questions! | questions\tasks observation questions! Completely answered! tasks not answered / | not answered / tasks not answered / accomplished accomplished, accomplished, _| accomplished | Analysis All questions were All questions were Questions were not —_| Four (4) or more | answered completely; | answered completely; | answered completely; | observation questions answers are with depth | answers are clearly | answers are not were not answered; and are thoroughly connected to theories; | clearly connected to | answers not connected grounded on theories; | grammar and speling | theories; one (1) to | to theories; more. that grammar and spelling are free from errors, | three (3) grammatical /.} four (4) grammatical are free from error. spelling errors. speling errors. | Reflection Profound and clear; Clear but lacks depth; | Not so clear and Unclear and shallow, supported by what were | supported by what | shallow; somewhat _ rarely supported by observed and analyzed | were observed and | supported by what __| what were observed analyzed were observed and | and analyzed 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 reflected on in the | om in the context of the learning outcomes; | of the learning ‘context of the learning | the leaming outcomes; Complete, well outcomes. Complete; | outcomes. Complete; | not complete; not organized, highly well organized, very | not organized. relevant | organized, not relevant relevant to the learning _ | relevant to the learning | to the learning ‘outcome outcome outcome ‘Submission ‘Submitied before the | Submitted on the Submitted a day after | Submitted two (2) deadline deadiine the deadline days or more after the deadline COMMENTIS tana ; A Over-all Score same TRANSMUTATION OF SCORE TO GRADE/RATING Score 20 | 19-18| 17] 16 15 14 | 13-12] 11 10 | 98 T-below Grade | 1.0 | 1.25 | 15] 1.75 | 2.00] 2.25] 250 | 2.75 | 3.00 3.5 5.00 99 | 96 | 93| 90 87 84 81 78 75 72 71-Below —Sionature of FS Toachor above Printed Name Date