Learner Diversity:

Developmental
FIELD STUDY 1 LEARNING EPISODE
Characteristics, Needs and
Interest
FS 1 2

SPARK Your Interest

Episode 2 provides me with an opportunity to observe learners of different ages and grade levels.
It highlights the differences in their characteristics and needs. As a future teacher, it is important for me to
determine my learners’ characteristics and needs so that I will be able to plan and implement learning
activities and assessment that are all developmentally appropriate.

TARGET Your Intended Learning Outcome

 At the end of this Episode, 1 must be able to describe the characteristics, needs and interests of
learners from different developmental levels, (3.1.1).

REVISIT the Learning Essential

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as, form the
head to the toe (cephalocaudal), and form the center of the body then outwards (proximodistal)
2. Development takes place gradually.
3. All domains of development and learning—physical, social and emotional, and cognitive- are
important, and they are closely interrelated. (NAEYC,2009)
4. Development proceeds towards greater complexity, self-regulation, symbolic or representational
capabilities. (NAEYC,2009)

LEARNING EPISODE 2:
Learning Diversity: Development, Needs and Interest
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 OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: ________________ Teacher’s Signature: _______________ School: _____________

Grade/Year Level: ________________ Subject Area: ____________________ Date: ________________

To realize the Intended Learning Outcomes, I will work your way through these steps:

Step 1 Observe 3 groups of learners 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 goals 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

1. Observation 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

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.

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Learning Diversity: Development, Needs and Interest
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 Learners’ Development Matrix

Read 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 indicates. You may add other aspects which you may
have observed.

Preschooler
Elementary High School
Development Indicate age range of
Indicate age range of Indicate age range of
Domain children observed: 3-4
children observed: 5-10 children observed: 12-16
__
Physical  The majority of  They enjoyed  Some students are
Gross-motor skills the time, they wandering around acting like a child
are running and the room while in and teenager at this
playing. They class was in stage. But others
still behave like progress. are still continue to
a kid.  They began by act childish as they
 They enjoy learning in basic did in elementary.
Fine-motor skills writing, writing and  They are more
coloring and drawing skills and aware of their
drawing despite they improved abilities,
their lack of with the help of particularly in
skills. teacher. writing, drawing
 Preschooler are  Mostly in the and coloring.
Self-help skills constantly activities they  They have the
seeking for seek assistance ability to support
assistance in from the teacher. themselves and can
their teacher and complete a task on
parents. their own.

Others

Social  They  They respect their  High school

Interaction with communicate teacher and obey students are
Teachers with the teacher the instructions confident of their
like they were and request. interaction with the
having a teacher.
conversation at  They also enjoy
their same age. chatting and  The sitting
Interaction with  They are still playing with their arrangement in
Classmates/friends adjusting to classmates high school who
their they sat with their
surroundings circle of friends but
and they treat  They are still in groupings is
their peers as a playing games, basically observed
playmate. but the discussion at this level
Interests  They always of the lesson is
want to play so gradually being  They are interested
the lecture incorporated. in many different
should always of topics.
feel like a game.

Others

Emotional  They are prone  They are also  During this stage,
Moods and to crying, cheerful, yet their they began to
temperament, especially when moods fluctuate mature. They can
expression of they do not get depending on the mask their feelings
feelings what they circumstances. and partially in
wanted. They  They are develop charge of their own
show their self- emotions and
emotion through consciousness as feelings.
their facial a result of their  High school
LEARNING EPISODE 2:
Learning Diversity: Development, Needs and Interest
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 expression. own experiences student are aware
Emotional  They are not and interactions of their emotions
independence self-conscious; with the and find it difficult
they cry when environment. to express.
something
Others clearly needs it.

Cognitive  They  Students learn  They learn how to

Communication communicate how to communicate their
skills with their communicate own ideas and
teacher and with others as a become adept in
using their result of the using the language.
native tongue. teachers teaching.  Students are better
 As long as they  They still having able to absorb the
Thinking skills are not driven to a tough time text and expand on
study, you will understanding but it in a more
never be able to if you provide creative manner.
get them to them a bright  They are
think or grasp. style of delivering comprehend things,
Teacher must the information which enables them
initially put and get them to to solve issues
their attention engage in the more independently
before allowing discussion. that primary
the students.  They are capable students.
Problem-solving  They don’t have of finding a
any problem solution to
skills, or they problems that
Others do, it’s usually arise, yet they
based on what prefer to rely on
they believed is teacher’s method.
correct, and they
usually suggest
solution based
on what they’ve
encountered.

ANALYZE

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

Example:

Salient Characteristics Implications to the

Level
Observed Teaching-Learning Process
Preschool  Preschoolers like  Therefore, the teacher should
Age range of learners to move around a remember to use music and movement
observed 3-4 lot. activities not just in P.E but in all
subject areas.
 Therefore, teachers should not expect
preschoolers to stay seated for a long
period of time.

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Learning Diversity: Development, Needs and Interest
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 Salient Characteristics
Level
Observed
Preschool They like to move around a
Age range of learners lot and always curious and
observed: 3-4 ask a lot of questions.
Implications to the
Teaching-Learning Process
The teacher should respond to the students
question in a manner that is relevant to their
concern in a simplest form possible for the
learners to understand.

Elementary Elementary students are far
Age range of learners more discipline than
observed: 5-10 preschooler, and they pay
close attention to their
teacher’s instruction.
The teacher should provide clear instructions
and guidance on what the class should be
doing since the student will look up to him or
her as a role model.

High School Student in high school
Age range of learners engage a secret
observed: 12-16 conversation with their
seatmate while they are
talking stuff.
To guarantee that the students are still
listening to the discussion, the teacher should
be aware of their action.

REFLECT

1. While you were observing the learners, did you recall your own experiences when you were their
age? What similarities or differences do you have with the learners you observed?
Yes, I did recall my own experiences when I was their age. The similarities that I had with the
learners were that we both enjoyed learning and wanted to do our best in school. However, the
differences between us were that they were much more tech-savvy than me since technology
has advanced since my time as a student. Additionally, they were more open to collaboration
and working together on projects whereas I preferred to work independently.

2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not
help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?

I cannot forget my 3rd year High school teacher, Mrs. Gonzales. She was an incredibly demanding
teacher who had high expectations for her students and pushed us to excel beyond our comfort
level. While this could be somewhat intimidating at times, she always provided the necessary
support when we needed it. On one occasion I felt overwhelmed studying for a test and became
very anxious about doing well on the exam; Mrs. Gonzales provided emotional support by
reassuring me that I was capable of achieving success if I put in enough hard work and
dedication into my studies. Additionally, she would provide helpful tips when giving us feedback
on exams which allowed us to learn from our mistakes and improve our performance each time
we took an assessment.

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Learning Diversity: Development, Needs and Interest
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 3. Share your other insights here.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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LINK Theory to Practice

Directions: Read the items given below and encircle the 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 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 preschooler 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 hypothesis formulation. What can you infer
about the cognitive developmental stage of the Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage

LEARNING EPISODE 2:
Learning Diversity: Development, Needs and Interest
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 SHOW Your Learning Artifacts

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.

Piaget’s Cognitive Development Theory provides a framework for future teachers to use in the
classroom. It helps them to understand the way children think and process information and how to
appropriately challenge their students. Piaget’s theory is rooted in the idea that children progress
through different levels of cognitive development and each has its own appropriate educational
methods.

Its focus on understanding how children mentally construct meaning through real-world
experiences can give educators an insight into the cognitive development of their students. By
understanding the stages of cognitive development, teachers are able to create lessons that are
tailored to the students’ current level of development, thereby helping the student to progress in
their learning. Furthermore, Piaget’s theory helps teachers to form meaningful relationships with
their students, which can improve student engagement and learning experiences.

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Learning Diversity: Development, Needs and Interest
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 EVALUATE Performance Task

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.

Name of FS Student _________________________________________ Date Submitted: _____________

Year & Section: _________________________ Course: _______________________________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3
Accomplished All observation
Observation questions/tasks
Sheet completely
answered/accomplished.
Analysis All questions were answered
completely; answers are
with depth and are
thoroughly grounded on
theories; grammar and
spelling are free from error.
Reflection Profound and clear;
supported by what were
observed and analyzed
Learning Portfolio is reflected on in
Artifacts the context of the learning
outcomes; Complete, well
organized, highly relevant to
the learning outcome
Submission Submitted before the
deadline
COMMENT/S
One (1) to two (2)
observation
questions/tasks not
answered/accomplished.
All questions were
answered completely;
answers are clearly
connected to theories;
grammar and spelling are
free from errors.
Clear but tacks depth;
supported by what were
observed and analyzed
Portfolio is reflected on in
the context of the learning
outcomes; Complete, well
organized, very relevant to
the learning outcome
Submitted on the deadline
Over-all Score
2 1
Three (3) observation
questions/tasks not
answered/accomplished.
Questions were not
answered completely;
answers are not clearly
connected to theories; one
(1) to three (3)
grammatical/spelling
errors.
Not so clear and shallow;
somewhat supported by
what were observed and
analyzed
Portfolio is not reflected
on in the context of the
learning outcomes;
Complete, not organized,
relevant to the learning
outcome
Submitted a day after the
deadline
Rating: (Based on
transmutation)
Four (4) or more
observation
questions/tasks not
answered/accomplished.
Four (4) or more
observation questions were
not answered; answers not
connected to theories; more
than four (4)
grammatical/spelling errors.
Unclear and shallow; rarely
supported by what were
observed and analyzed
Portfolio is not reflected on
in the context of the learning
outcomes; not complete, not
organized, not relevant
Submitted two (2) days or
more after the deadline.

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 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

_________________________________________ ______________________
Signature of FS Teacher above Printed Name Date

LEARNING EPISODE 2:
Learning Diversity: Development, Needs and Interest
Page | 32 FIELD STUDY1