FS1 EPISODE 2

SPARK Your Interest

Episode 2 provides me with an opportunity to observe learners of different ages and
grade levels. It highlights the difference 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, I must be able to describe the characteristics, needs and
interest of learner from different developmental level. (3.1.1)

REVISITS the Learning Essentials

Here are major principle of development relevant to this Episode:
1. Development is relatively orderly development follows directional patterns such as, from
the head to the toe (cephalocaudal), and from the center of the body then outwards
(proximodistal)
2. Development takes place gradually.
3. All domains of developmental and learning-physical, social and emotional, and
cognitive-are important, and they are closely interrelated. CNAEYC,2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. (NAEYC,2009)
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 guide and matrices provided for you to document your observation.

An Observation Guide for the Learners’ Characteristics

Read the following statement 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. Observe their gross motor skills how they carry themselves. How they move, walk, run, go up the
stairs, etc.
2. Are gross movement clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with the 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 cry, mood-
shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustration?
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 to 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.

Learners’ Development Matrix

Record 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 indicators. You may add other aspects which you may
observed.

Preschooler Elementary High School

Development Domain Indicate age range of Indicate age range of Indicate age range of
children observed children observed children observed
Physical
Gross-motor skills

Fine-motor skills

Self-help skills

Others
Social
Interaction with
Teachers

Interaction with
Classmates/friends

Interest

others
Emotional
Moods and
Temperament,
expression of feelings

Emotional
Independence

others
Cognitive
Communication Skills

Thinking skills

Problem-solving

others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on those
characteristics, think of implications for the teacher.
Example:

Level Salient Characteristics Implications to the Teaching-Learning

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

Level Salient Characteristics Implications to the Teaching-Learning Process

Observed
Preschool
Age range of learners
observed__________

Elementary
Age range of learners
observed__________

High School
Age range of learners
observed__________
REFLECT

1. While you were observing the learners, did you recall your own experience when you
were their age? What similarities or differences do you have with the learners you
observed?
______________________________________________________________________________
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______________________________________________________________________________
______________________________________________________________________________

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?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Share your other insight here.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignore 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-old are not yet capable of perspective talking and cannot take the teacher’s
perspective
D. Teenagers never listen to adult advice

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 everyday
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 development 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
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.
 Evaluate Your Work Task Field Study 1, Episode 2 – Learner Diversity: Developmental Characteristics,
needs, and interest.

Learning Outcome: Determine the characteristics, needs and interests of learners from different
developmental levels.
Name of FS Student: ____________________________________ Date Submitted: ______________
Year & Section: ____________________ Course: _________________________________________

Learning
Episode Excellent Very Satisfactory Satisfactory Need Improvement
4 3 2 1

Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d questions/tasks observation questions/tasks not observation
Observation completely questions/tasks not answered/accomplished. questions/tasks not
Sheet answered/accomplished. answered/accomplished. answered/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 clearly were not answered,
and are thoroughly connected to theories; connected to theories; answers not connected to
grounded on theories; grammar and spelling one (1) to three (3) theories; more than four
grammar and spelling are free from errors. grammatical / spelling (4) grammatical/ spelling
are free from error. errors. errors.

Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what was supported by what was shallow; somewhat rarely supported by what
observed and analyzed. observed and analyzed. supported by what was was observed and
observed and analyzed. analyzed.

Learning Portfolio is reflected in Portfolio is reflected in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the the context of the in the context of the in the context of the
learning outcomes; learning outcomes; learning outcomes; learning outcomes; not
complete, well- complete, well- complete; not organized; complete; not organized;
organized, highly organized, very relevant relevant to the learning not relevant
relevant to the learning to the learning outcome. outcome
outcome.
Submission Submitted before the Submitted on the Submitted a day after the Submitted two (2) days
deadline. deadline. deadline. or more after the
deadline.
COMMENTS
Rating:
Over-all Score (Based on
Transmutation)

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 2.5 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below