OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: VIA D. CURAY. LPT Teacher's Sig. ________School: Nov.

Grade/Year Level: Grade 7 Hailey Subject Area: General Date: SEP. 28 2021

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 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 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-shits)

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 behaviour. 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.

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 have observed.

Development Preschooler Elementary High School

Domain
Indicate age Indicate age Indicate age range of children
range of range of observed: 12-15 yrs. old
children children
observed: observed:

Physical

Gross-motor skills  At this point, they’re not

certain if they'll behave
like a kid or a teen. Some
students are okay with
walking, running and
 going up stairs, but some
still act like kids from
elementary school.
Fine-motor skills  They’ve gained a better
understanding of their
skills, they know they’re
good at writing, reading
and drawing.
Self-help skills
 As I observed, They can
take care of themselves
and do various things on
their own.
Others

Social

Interaction with  Sometimes cause not all

Teachers High school students as I
observed feel sure when
they talk to their teachers
but there is someone that
feels confident when
they answer in oral
participation. And also
They can tell their
teacher what they’re
thinking.
Interaction with
Classmates/friends  Most of the time, they sit
with their group of
friends. In high school,
especially in public
schools, the seating
arrangement isn’t just
about picking seats
freely. They mostly stick
with their friends at this
stage.
Interests
 Now that they're older,
they're curious about
various things like
having a crush, love, and
 more.

Others

Emotional

Moods and  At this point, they started

temperament, growing up. They can
expression of hide their feelings and
feelings act tough. They have
some control over their
own emotions and
feelings.

Emotional  High school students

independence know how they feel but
struggle to show it.
However, because they
are mature, they can deal
with it independently.
Others

Cognitive

Communication  At this stage, they’re

Skills getting ready to be
capable individuals in
society. One key part of
this is shaping their
communication abilities.
They learn how to
express their thoughts
and become skilled in
using language.

Thinking skills  As I observed in the high

school classrooms that
we observed is,
understanding is crucial.
Students can grasp the
material better and
express their thoughts
more creatively.
Problem-solving  They grasp and
understand things, which
helps them solve
problems more
independently than
younger students that I
know.
Others

ANALYZE

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

Level Salient Characteristics Implications to the

Observed Teaching-Learning Process

Preschool Age range of

learners:

Example:

Level Salient Characteristics Implications to the

Observed Teaching-Learning Process

Preschool

Age range of learners

observed
Elementary

Age range of learners

observed

High SchooL

Age range of learners  As I observed in high  In order to ensure that

observed: 12-15 yrs. old school, students
quietly talk to their
nearby classmates
while discreetly
observing things.
They have silent
conversations while
keeping an eye on
something.
the students are
paying attention
during the discussion,
the teacher should
observe what the
students are doing or
how they are
behaving.

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?

Ans. As I recall my own experience when I was their age Yes, we have something in
common cause when I’m unsure about a question from the teacher, I ask my classmates
for help. However, unlike others, I stay attentive even when I’m bored in class.

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?

Ans. Mr. Ebol, my high school math teacher, holds a special place in my memory. He’s
my closest teacher, offering guidance in school projects and advice during tough times.
His teaching excellence inspires me to become a great teacher too.

3. Share your other insights here.

 Ans. When teaching a lesson, some students may lack interest in the topic. As educators,
it’s important for us to be enthusiastic and engaging to captivate our students’ attention.

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

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 developmental 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.

Ans. One of my favourite theory of development is Jean Piaget’s theory of cognitive

development. This theory outlines stages of cognitive growth in children, from infancy to
adolescence, and highlights the importance of adapting teaching methods to a child’s
cognitive stage. As a future teacher, understanding Piaget’s theory can guide you in tailoring
your lessons and activities to match the cognitive abilities of your students.

Jean Piaget’s theory of cognitive development is a fundamental framework in psychology and

education that explains how children’s thinking and understanding evolve as they grow from
infancy through adolescence. Developed by the Swiss psychologist Jean Piaget in the 20 th
century, this theory outlines distinct stages of cognitive development, shedding light on how
children acquire knowledge, problem-solve, and make sense of the world around them.
OBSERVE, ANALYZE, REFLECT

Activity 3.1 Observing differences among learners' gender, needs, strengths, interests,
and experiences; and differences among learners' linguistic, cultural, socio-economic,
religious backgrounds, and difficult circumstances.

Resource Teacher: VIA D. CURAY. LPT Teacher's Sig. ________School: Nov.

Grade/Year Level: Grade 7 Hailey Subject Area: General Date: SEP. 28 2021

The learners' differences and the type of interaction they bring surely affect the quality
of teaching and learning. This activity is about observing and gathering data to find out how
student diversity affects learning.

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

Step 1. Observe a class in different parts of a school day. (beginning of the day, class time,
recess, etc.)

Step 2. Describe the characteristics of the learners in terms of age, gender, and social and
cultural diversity.

Step 3. Describe the interaction that transpires inside and outside the classroom.

Step 4. Interview your Resource Teacher about the principles and practices that she uses in
dealing with diversity in the classroom.

Step 5. Analyze the impact of individual differences on learners' interactions.

The observation form is provided for me to document my observations.

OBSERVE

An Observation Guide for the Learners' Characteristics

Read the following carefully before you begin to observe. Then write your
observation report on the space provided on the next page.

1. Find out the number of students. Gather data as to their ages, gender, racial groups,
religious, and ethnic backgrounds.

During class:

1. How much interaction is there in the classroom? Describe how the students interact
with one another and with the teacher. Are there groups that interact more with the
teacher than others.

Ans. As I observed classroom interactions differ among students. They engage in peer
discussions and group activities, but their interaction with the teacher varies. Some
actively participate, asking questions and seeking guidance, while others interact less.
Group dynamics can influence which students engage more with the teacher, particularly
when seeking assistance or clarification.

2. Observe the learners seated at the back and the front part of the room. behave and
interact differently? Do they behave and interact differently?

Ans. As I observed students’ behavior and interaction patterns can vary based on their
seating positions. Those at the front, being more visible, may have greater access to the
teacher’s attention, fostering increased interaction. Conversely, students at the back tend
to have a quieter presence, engaging more with their peers than the teacher directly.

3. Describe the relationship among the learners. Do the learners cooperate with or
compete against each other?

Ans. As I observed in students’ connections can differ. Some cooperate on assignments,

while others compete academically to do better than their classmates. Classroom
dynamics involve both cooperation and rivalry, shaped by individuals and the class
atmosphere.

4. Who among the students participate actively? Who among them ask for most help?

Ans. Student involvement varies. Some actively join class discussions, respond to
queries, and participate in activities. Others are quieter. The ones seeking the most help
often encounter difficulties with the subject or need specific clarifications.

5. When a student is called and cannot answer the teacher's question, do the classmates
try to help him? Or do they raise their hands, so that the teacher will call them
instead?
 Ans. As I observed when a student can’t answer the teacher’s question, classmates’
responses vary. Some may assist their peer with hints, while others raise their hands to
answer. And also as future teachers we must know that this depends on classroom norms,
teacher encouragement, and student personalities.

Outside class:

1. How do the students group themselves outside class? Homogeneously, by age? by

gender? by racial or ethnic groups? By their interests? Or are the students in mixed
social groupings? If so, describe the groupings.

Ans. Students group themselves outside class based on shared interests, rather than age,
gender, or ethnicity. They form mixed social groupings, uniting around common hobbies
and activities.

2. Notice students who are alone and those who are not interacting. Describe their
behaviour.

Ans. Some students who are alone appear quiet or introspective. Those not interacting
may seem disinterested, preoccupied, or focused on individual tasks.

Interview the teachers and ask about their experience about learners in difficult
circumstances. Request them to describe these circumstances and how it has affected the
learners. Ask about the strategies they use to help these learners cope.

Ask the teachers about strategies they apply to address the needs of diverse students due to
the following factors:

 Gender, including LGBT

 Language and cultural differences

 Differences in religion

 Socio-economic status
ANALYZE

1. Identify the persons who play key roles in the relationships and interactions in the
classrooms. What roles do they play? Is there somebody who appears to be the leader, a
mascot/joker, an attention seeker, a little teacher, a doubter/pessimist?

What makes the learners assume these roles? What factors affect their behaviour?

Ans. Several key roles emerge in classroom relationships. The leader often guides
discussions, while the mascot/joker lightens the atmosphere. Attention seekers seek
recognition, and little teachers help peers. Doubters/pessimists may question ideas. These
roles can be assumed based on personality, social dynamics, and individual motivations.
Factors like confidence, experience, and the need for validation influence their behavior.

3. Is there anyone you observed who appear left out? Are students who appear
"different?" Why do they appear different? Are they accepted or rejected by the
others? How is this shown?

Ans. Yes, some students may appear left out or “different” due to various reasons like
unique interests or backgrounds. Their acceptance or rejection by others is shown through
inclusion or exclusion in group activities and conversations.

What does the teacher do to address issues like this?

Ans. The teacher can address such issues by promoting inclusivity, encouraging students to
be empathetic, and fostering a supportive classroom environment where differences are
respected and valued.

4. How does the teacher influence the class interaction considering the individual
differences of the students?

Ans. The teacher influences class interaction by recognizing and accommodating

individual differences. They may use varied teaching methods, encourage student
participation, and provide support tailored to each student’s needs.
 5. What strategies does the teacher use to maximize the benefits of diversity in the
classroom? Hov does the teacher leverage diversity?

Ans. The teacher maximizes diversity benefits by fostering a classroom culture where
diverse perspectives are valued. They encourage open discussions, assign group projects
that promote collaboration among students from various backgrounds, and celebrate
diverse cultures and experiences.

Week 2

Field Study 1
Activities

Submitted by: Harold J. Catadman

Student
Submitted to: Joshua S. Virtudazo
Instructor