PAMANTASAN NG LUNGSOD NG SAN PABLO

COLLEGE OF TEACHER EDUCATION

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 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 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. 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 motor skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other adults.
2. Note how they 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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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 the learners at different levels. The
item under each domain are by no means exhaustive. These are just sample indicators. You may
add other aspects which you may have observed.

Development Preschooler Elementary High School

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: ___ children observed: ___ children observed: ___
Physical
Gross-motor skills High school students
know how to build
team or groups that
can build them to
engaged more in
outdoor activities.
They are mostly
behaved and not
clumsy.

Fine-motor skills In high school

learners’ skills in
drawing, molding and
writing are became
finer and to some
students their skills
are already
developed.

Self-help skills High school students

can handle
Others themselves pretty
well, in terms of doing
projects, poem or any
activities given to
them.
Social
Interaction with High school students
Teachers are always active with
their peers and always
enjoy being with their
peers. They are polite
and now can build
themselves to become
better.

Interaction with They learned to

classmates/friends cooperate not just
with their friends but
also to their other
classmates on
working tasks or
activities.
Interests Some pf them can
build relationship to

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Others the opposite gender.
They are having
puberty.
Emotional
Moods and Since they are having
temperament, puberty, mood swings
expression of feelings occur in some
situations. They are
now confident in
everything they do;
they know how to
share their feelings
and frustrations to
other people that are
close to them.

Emotional They know different

Independence emotions and feelings
but they still find it
Others hard to deal with
frustrations. They are
sometimes afraid to
show their emotions.

Cognitive .
Communication They know how to
Skills communicate their
ideas, thoughts and
emotions very well.
They are logical but
still needs guidance
from the old.

Thinking Skills They can think

properly and decide
what they want in life.
But they still need
guidance since some
of them can be hard
headed and spoiled.
Problem-solving They can do problem
solving easily but still
Others needs assistance.

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ANALYZE

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
Observed Teaching-Learning Process
Preschool
Age range of learners
observed 3-4

Elementary
Age range of learners
observed 5-7

High School
Age range of learners Puberty occurs here, so some
observed 11-15 of them can have mood
swings and they are also hard
to please because some of
them thinks they can handle
themselves very well.
Therefore, teacher should
know how to handle them
carefully and with lot of
understanding and love. They
should have lot of patience
with these sets of students.

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 can recall when I was still on their age, seated properly on my chair and
listening intently to my teacher scared that she will call me to answer in front. The similarities I
notice is, when they are so noisy and loud to the point that the noise can reach the other section. I
remember when I was still on my high school, I’m always having fun with my peers, goes
around like we don’t have any classes, But I always making sure that I have high grades on my
card. The differences I notice, I’m always polite with my teachers. I always follow to what she’s
instructing me to do. I notice some of the students in SPCS are not respectable towards their
teachers.

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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?

One of my teachers on my grade 8, be-little me. I am one of the honor students in

his class and some of my friends too. When he noticed that I am one of the honor students he
said, “Bakit nakasali si Pontejos sa Honor? Siguro nandaya yan.” And that words always linger
on my mind. It affects me really hard to the point that I am thinking if I am really deserving to be
on top or not. But as the time passes by, I conclude that I am deserving because I was a
consistent honor student during my grade 8. I disregard his remarks and make him one of my
motivation but with a bad memory, and make sure to always do my best so others won’t think
that I am not deserving to everything I have.

3. Share your other insights here.

As a future educator, I will do my best to be kind towards them. I know that this job
is quite difficult because we are dealing with a lot of students with different beliefs and attitudes.
But as teacher, we must conquer that differences and help them grow and build themselves to
become better.

LINK Theory to Practice

Directions: Read the items given below and encircle the correct 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
ANSWER: A

2. A preschool teacher is thinking about how best to develop 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.

ANSWER:D

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 Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage

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C. Pre-operational stage
D. Between concrete and formal operational stage

ANSWER: A

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.

Erikson’s theory of psychosocial development is describing growth and change

throughout life. People experience a developmental struggle at each stage, which affects later
functioning and progress. Erikson believed that social connection and experience were more
important than sexual interest as a driving force in development. It is important to connect and
interact with other peers.

”Erikson's eight-stage theory of psychosocial development describes growth and

change throughout life, focusing on social interaction and conflicts that arise during different
stages of development. While Erikson’s theory of psychosocial development shared some
similarities with Freud's, it is dramatically different in many ways. Rather than focusing on
sexual interest as a driving force in development, Erikson believed that social interaction and
experience played decisive roles. His eight-stage theory of human development described, this
process from infancy through death. During each stage, people are faced with a developmental
conflict that impacts later functioning and further growth.”

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