FIELD STUDY THE LEARNERS’ CHARACTERISTIC AND NEEDS

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Episode 2:
THE LEARNERS’ CHARACTERISTICS AND NEEDS

Name of FS Student: Jane A. Larida

Course: BSED- Biology year & Section: 3rd year

Resource Teacher: Ma. Eileen T. Darroca Signature_________ Date: Sept. 2013

Cooperating School: Labangal National High School

My Target
At the end of this activity, I will gain competence in differentiating the
characteristics and needs of learners from different developmental areas.

My Performance (How I will be rated)

Field Study 1 Episode 2- The Learners’ Characteristics and Needs
Focused on: Differentiating the characteristics and needs of learners from different
developmental areas.

Exemplary Superior Satisfactory Unsatisfactory

Tasks
4 3 2 1
Observation/ All tasks were All or nearly all Nearly all tasks were Fewer than half of
Documentation: done with tasks were done done with tasks were done; or
outstanding with high quality acceptable quality most objectives met
quality; work but with poor quality
exceeds
expectations

4 3 2 1
My Analysis Analysis Analysis Analysis questions Analysis questions
questions were questions were were not answered were not answered.
answered answered completely
completely; in completely Grammar and spelling
depth answers; Vaguely related to unsatisfactory
thoroughly Clear connection the theories
grounded on with theories
theories Grammar and
-Exemplary Grammar and spelling acceptable
grammar and spelling are
spelling. superior. 2 1
4 3

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 FIELD STUDY THE LEARNERS’ CHARACTERISTIC AND NEEDS
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My reflection Reflection Reflection Reflection Reflection statements

statements are statements are statements are are unclear and
profound and clear but not shallow; supported shallow and are not
clear, supported clearly supported by experiences from supported by
by experiences by experiences the episode. experiences from the
from the episode. from the episode. episode.

4 3 2
1
My portfolio Portfolio is Portfolio is Portfolio is Portfolio has many
complete, clear, complete, clear, incomplete; lacking components; is
well-organized well-organized supporting unorganized and
and all supporting and most documentation is unclear.
documentation supporting organized but is
are located in documentation lacking.
sections clearly are available
designated. and/or logical and
clearly marked
locations.

4 3 2 1
Submission Before deadline. On the deadline. A day after the Two days or more after
deadline. the deadline.

4 3 2 1
Subtotals
Rating based on
Overall Score transmutation:

______________________________ _________________
Signature of FS Teacher above printed name Date

Transmutation of Scores to Grades/ Ratings

Score Grade Rating Score Grade Rating

20 1.0 99 12-13 2.50 81

18-19 1.25 96 11 2.75 78
17 1.5 93 10 3.00 75
16 1.75 90 8-9 3.5 72 and
15 2.00 87 7- below 5.00 below
14 2.25 84

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FIELD STUDY THE LEARNERS’ CHARACTERISTIC AND NEEDS
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My Map
To reach your target, do the following tasks:

 Step1: Observe 3 groups of learners from different levels (preschool,

elementary & high school)

 Step 2: Describe each of the learners based on your observations.

 Step3: Validate your observation by interviewing the learners.

 Step 4: Compare them in terms of their interests and needs.

My Tools

Read the following statements carefully. Then write your observation report on
the provided space. Your teacher may also recommend another observation checklist if
more detailed observation is preferred.

PHYSICAL
1. Observe the gross motor skills. How do they carry themselves? How do they
move, run, walk, 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 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 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 their ideas. Note their
language proficiency.
2. Describe how they figure out things. Do they comprehend easily? Look for
evidence of their thinking skills.

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FIELD STUDY THE LEARNERS’ CHARACTERISTIC AND NEEDS
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3. Were there opportunities for problem solving? Describe how they showed
problem solving abilities.

Learner’s 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 observe.

Development Domain High School

Indicate age range of children observed:13-16

PHYSICAL
*They are conscious to their
Gross motor skills appearance on how they will behave in
front of others.

*some are still acting childish as how

they behave during their elementary
days.

*They often excuse themselves just to

Fine motor skills go to the bathroom and fix their selves.

*They have their capabilities to help

their selves and being able to do many
Self- help skills things on their own.

SOCIAL
*They follow their teacher’s command
Interaction with teachers and respect them.

*commonly the one who is seated next

Interaction with classmates/ friends to them become their group of friends
but in their age they can freely choose
who they want to be with.

*Living in advanced technology world

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FIELD STUDY THE LEARNERS’ CHARACTERISTIC AND NEEDS
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Interests students in High school nowadays are

being engaged with technologies such
as cellphones, computers, online games
and social sites which affects their
school performance.

* Instead of listening to teacher’s

discussion they simply put their
headphones and listens to the music,
and others are busy texting. In the
middle of the discussion you can hear a
sudden tone of cellphone.

EMOTIONAL
*They can handle their emotions and
Moods and temperament, expression they began to mature.
of feelings
*They learn to live life through reflecting
to their own disposition in handling
Emotional independence struggling and happy moments in their
life.

COGNITIVE
*At this stage they are being equipped
Communication skills to be able to be a competent person in
society. They become proficient in using
the language and how they will be able
to convey their own ideas.

*Students are able to comprehend the

Thinking skills text and elaborate them in more creative
way.

Problem solving skills *They comprehend and understand

things that are why they are capable of
solving problems more independently.

My Analysis
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FIELD STUDY THE LEARNERS’ CHARACTERISTIC AND NEEDS
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Write the most salient developmental characteristics of the learners you
observed. Based on these characteristics, think of implications for the teachers.
Example:
Level Salient Characteristics
Observed
Preschool  Preschool like to
Age range of learners move around a lot.
observed 3-4
Level Salient Characteristics
Observed
High school *It is a transition of being
Age range of learners a child and teenager so
observed 13-16 they are confuse on which
period they belong. They
suddenly become aware
of their surroundings.
* Easily distracted on
things around them.
My Reflections
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Implication to the
Teaching-Learning
Process
 Therefore, the
teacher should
remember to use
music and movement
activities not just in
PE but in all subject
areas.
 Therefore, teachers
should not expect
preschoolers to stay
seated for a long
period of time.
Implication to the
Teaching-Learning
Process
*Teachers should let
them be sensible in their
own existence and let
them feel the essence of
education in their life
after graduating high
school.
*Make the lessons
interesting.
FIELD STUDY THE LEARNERS’ CHARACTERISTIC AND NEEDS
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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 learners you observed?

Yes, like her I also love to chat to my seatmate whenever the teacher is
not around. But when the teacher gives us seatwork or activity I’ll finish first
my activity/seatwork before talking to my seatmate. It seems that she did not
care about the activity that the teacher give to them, she just loves to talk to
her seatmate. While everybody is busy doing the activity she just laughs, talk,
comb her hair and she doesn’t behave in her place.

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

During my high school, there is one teacher that I idolized and I always
remember. She was ma’am Reggie Mallorca. She is quite strict but is a very
good teacher. She is a kind hearted and caring teacher. She shows a great
concern towards us. She developed us not only in cognitive domain but also
in emotional domain. This would be the kind of teacher I would like to be in
the future.

3. Share your other insights here?

This subject Field Study helps me to learn everything that is necessary for
the students as future educators. I have been exposed with different students
with unique personalities and interests. And this will helps me to become
aware on how to deal different strategies to different students, to achieve
good and effective learning and teaching process.

My Portfolio

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FIELD STUDY THE LEARNERS’ CHARACTERISTIC AND NEEDS
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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.

“Psychologist Albert Bandura proposed what is known as

social learning theory. According to this theory of child
development, children learn new behaviors from observing
other people. Unlike behavioral theories Bandura believed
that external reinforcement was not the only way that
people learned new things. Instead, intrinsic reinforcement
such as a sense of pride, satisfaction and accomplishment
could also lead to learning. By observing the actions of
others, including parents and peers, children develop new
skills and acquire new information.”

Kendra Cherry

http://psychology.about.com/od/developmenttalpsychology/a/childdev theory.html

Social learning theory is classified as behavioral theory in which the

behavior of the stimuli can be affected and modified according to its observation
in the environment. Everything that the child seen and observe can lead them to
learning. This theory will be beneficial and essential guide in my future teaching
in dealing with individual differences and how to direct learning to them. Varied
behaviors could be observe and contract with but learning could still be effective
through using and applying intrinsic and extrinsic motivation in class. Even
without formal lessons, the students can learn by their own reflection in the
environment. A print –rich environment will also play its important role in letting
the students to be educated in their own.

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