FIELD STUDY 1: LEARNING EPISODE 2

LEARNER DIVERSITY: DEVELOPMENTAL

CHARACTERISTICS, NEEDS AND INTERESTS

Target Your Intended Learning Outcome

 At the end of this episode, I must be able to describe the characteristics, needs and interests of
learners from different developmental levels.

OBSERVE, ANALYZE, REFLECT

ACTIVITY 2.1 Observing learner characteristics at different stages
To realize the intended learning outcome, work my 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 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 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 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 things. Do they comprehend easily? Look for evidence of their thinking
skills.
3. Were their opportunities for problem solving? Describe how they showed problem solving abilities.
Learner`s Development Matrix
Record the data you gathered about the learner`s 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.

Developmental 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  They like playing  They like outdoor
with other students sports and physical
Fine-motor skills outside the room. activities.
 They know how to
 They always want to
 FIELD STUDY 1: LEARNING EPISODE 2
LEARNER DIVERSITY: DEVELOPMENTAL
CHARACTERISTICS, NEEDS AND INTERESTS

Self-help skills draw and coloring. write letters, poems

 They need someone and compose a song.
Others who help them in  They can already
answer quizzes and
preparing their food.
modules by
themselves.
Social
Interaction with  They are still  They mingle with
Teachers dependent to their their teachers a lot of
teachers. time. They
Interaction with coordinate and asked
classmates/friends  They like playing
questions to them.
with their classmates  They will be chatting
Interests  Their interest is and mingling with
playing and drawing their friends and
Others classmates
 Their interests are
music, social media
and their lesson.
Emotional
Moods and  Easily changing their  They are confident in
temperament, mood. Sometimes sharing their feelings
expression of
they can control their to their friends. But
feelings
emotion but many easily shift their
Emotional times are not. moods.
independence  Always asking for the  They can handle
support of the their emotions. But
Others teachers. can’t handle
depression and
frustrations.
Cognitive
Communication  They can answer  They can
skills simple questions and communicate well
inquiry. and can understand
Thinking skills easily.
 They can read but
 They can
Problem-solving struggling in comprehend easily
comprehending what and can answer the
Others they read. teachers question
 They can solve faster.
simple math  They can solve
problems like critical problem even
without the help of
addition and
the teachers.
subtraction.
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 Observed Implications to the Teaching-Learning

Process
Preschool
Age range of learners
observed
_____
Elementary  More likely in playing outside
Age range of learners
 FIELD STUDY 1: LEARNING EPISODE 2
LEARNER DIVERSITY: DEVELOPMENTAL
CHARACTERISTICS, NEEDS AND INTERESTS

observed  Teacher should think activities

____ containing outside interaction

High School
Age range of learners  Students are likely to stay in the
observed room and chatting with friends.
 Students more likely using their
gadgets instead of going outside.
 The teacher should not expect
students to be quiet.
 Teacher should think activities
related to social media and gadgets.

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 remember myself chatting with my seatmates all the time, when the teacher noticed us,
they scold and reprimand us. Then, when the teacher called me to ask questions and I don’t
know the answer, I asked my seatmates for what is the correct answer for those questions.
 When it comes to differences, I noticed that most of the students now spending their time in
their gadgets and browsing social media, when I was in their age, my parents did not let me
spending more time in my mobile phone, they pursue me to interact to others physically. So
far, I’m in favor of what they mean, too much exposure to gadgets is also not good for
children.
2. Think of a teacher you cannot forget for positive and negative reasons. How did he/she help or
not help you with your needs (physical, emotional, social and cognitive)? How did it affect
you?
 When I was in high school, there is a teacher that I like the most. She is not that sweet. She is
so strict. When she enters to our room, everyone is so quiet. Actually, we are not close, I am
always afraid of her. But before she became my teacher, I am the type of student who is not
active in class. When the teacher asked me, I just say that I don’t know the answer. But she
become my teacher, when she asked me, I want to answer her questions correctly. I always
raised my hand. At first, I thought that I was just studying in her subject because I was afraid
of her, later I realize, she was the first teacher in high school praising me, appreciating my
answer even if it is wrong.
3. Share your insights here.
 Teaching different learners is very difficult. There’s always a student that are not interested
on your lesson that is why a teacher must accept these differences, their backgrounds, their
behavior, and how they understand things. A teacher must able to respond to what they need
and know how to use strategies and approaches in dealing with diverse learners.

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 teenagers’ favourite word is “no,” and she will simply reject everything the
teacher says.
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LEARNER DIVERSITY: DEVELOPMENTAL
CHARACTERISTICS, NEEDS AND INTERESTS

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 he best to consider?
A. Provide daily colouring 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
happen to the egg if I add three tablespoons of 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 favourite theory of development? How can this guide you as a future teacher?

Clip some readings about this theory and paste them here.

 Erik Erikson’s Theory of Psychosocial Development

 Erikson proposed a theory that describes eight distinct stages of development. According to
Erikson, in each stage people face new challenges, and the stage’s outcome depends on how
people handle these challenges.

 STAGE 1- Trust vs. Mistrust

STAGE 2- Autonomy vs. Shame and Doubt

STAGE 3- Initiative vs. Guilt

STAGE 4- Industry vs. Inferiority

STAGE 5- Identity vs. Role Confusion

STAGE 6- Intimacy vs. Isolation

STAGE 7- Generativity vs. Self-Absorption

STAGE 8- Integrity vs. Despair

 It is very helpful because it addresses both personality stability and personality change. It conveys
that personality also changes and develops over the life span as people face new challenges.
 FIELD STUDY 1: LEARNING EPISODE 2
LEARNER DIVERSITY: DEVELOPMENTAL
CHARACTERISTICS, NEEDS AND INTERESTS

EVALUATE PERFORMANCE TASK

Name of FS Student: Castillo, Millet M. Date Submitted: ____________________

Year and Section: IV- Block A Course: BSED-Mathematics

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

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