FIELD STUDY LEARNING

1 EPISODE
Learner Diversity:
FS 1 4 Developmental Characteristics,
Needs and Interests

Episode 4 provides me with an opportunity to observe learners of different ages and grade levels. It
highlights the differences 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.

 At the end of this Episode, I must be able to describe the characteristics, needs and interest of
learners from different developmental levels (PPST 3.1.1).

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patters 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 development and learning – physical, social, and emotional, and cognitive – are
important, and they are closely interrelated.
4. Development proceeds toward greater complexity, self-regulation, symbolic or representational
capabilities.

Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests FS1 Page 1
 ACTIVITY 4.1: Observing Learner Characteristics at Different

Resource Teacher: Sir Edsel L. Natividad Teacher’s Signature: ___________________

School: Tibag High School Grade/Year Level: Grade 11
Subject Area: Oral Communication Date: November 15, 2022

To realize the Intended Learning Outcome, I will work my way through these steps:
1. Observe 3 groups of learners from different levels (preschool, elementary, and high school)
2. Describe each of the learners based on my observations.
3. Compare them in terms of their interests and needs.

Use the observation guide and matrixes 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.
Learners’ Characteristics Observed Characteristics
Physical
1. Observe their gross motor skills how they carry I’m delighted that students are still using their
themselves. various gross motor skills, by which I mean that they
are still moving and using their bodies to carry out
their duties rather than solely relying on online
interactions and searching. They stroll and, on
sometimes, run if they have to hurry to get to the
canteen, library, or another location within the
school. They continue to learn the value of raising
their hands and standing up to be noticed when they
wish to recite or share anything in class. When they
have activities that call for movement, they make
every effort to move. That’s why I’m happy that they
still have time to use their gross motor skills while
learning.

2. Are gross movements clumsy or smooth? Some students use their gross motor skills

Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests FS1 Page 2
 softly, as in balanced. Some students also move
awkwardly and erratically to the point that they are
unable to accomplish a certain objective. As an
illustration, I saw a student who was asked to assist in
bringing the teacher’s book and the attendance log to
his table. The student stumbled as they followed the
teacher, which caused the book to fall.

3. How about their fine motor skills? Writing, drawing,
etc.
Based on what I observed, there are still some
fine motor skills which students were not totally
engaged into. Like plugging in the television to laptop
or plugging in the projector. But when it comes to their
basic fine motor skills, I’m glad that they can do it, even
better. They can write properly, there’s just a problem
in the penmanship of the other students. They can
draw, most of them are actually good in drawing
particularly in poster and slogan making.

Social 1. Describe how they interact with teachers I noticed that students are approaching
and other adults. teachers not only inside the classroom but also
outside. They either bow their heads or say good
morning or good afternoon. I just wanted to say that I
felt the presence of being a teacher in this school.
These students even greet us, the pre-service teachers,
to the point where we act like Koreans, lol. That is why
I am no longer perplexed as to why THS is a school of
discipline because everyone there, especially the
students, are very welcoming.

2. Note how they also interact with peers.
What do they talk about? What are their school. They smile at each other and communicate
concerns?
I admire the way students treat one another at
effectively. We cannot prevent some students from
fighting, the majority of whom are in grade 7. I noticed
that most students talk about their homework and
previous activities, boys commonly talk about online
games and basketball, and some girls frequently talk
about their crushes in their room and in other sections.
This may sound absurd, but it is what they are
discussing.

Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests FS1 Page 3
 Emotional
1. Describe the emotional disposition or temperament these days are sensitive. I recall a situation in which a
of the learners.
2. How do they express their wants/needs?
3. How do they handle frustrations?
4. Describe their level of confidence as shown in their the teacher. Consider this: the teacher had no
behavior. Are they self-conscious?
Cognitive
1. Describe their ability to use words to communicate both English and Filipino, which is their medium of
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.
Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests
To be honest, I've noticed that most students
teacher made a joke about having a big body, and then
one student made it a big deal and told her parents
about it, and the parents went to the school to report
intention of offending anyone; she simply shared a
joke, unaware that it would be offensive to others.
When it comes to raising concerns, some
students express their desires or concerns directly to
the teacher, while others remain silent, but express
their concerns and needs to their parents or other
personnel rather than the teacher. According to what I
observed, the students' frustration is most often
caused by their inability to understand what is being
discussed and their difficulty reading. With this
frustration, some students choose to keep it to
themselves, while others choose to attend man-to-man
remedial teaching conducted by teachers.
I'm glad that at least some students are
reciting or expressing themselves. What's unfortunate
is that the other students aren't participating. I noticed
that it is because they are afraid of being judged if they
make mistakes in grammar, sentence structure, and
other areas. As a result, I conclude that students
continue to have low self-confidence, which has a
negative impact on their academic performance.
In general, students are still not proficient in
instruction. Based on what I observed, students who
use Filipino as their medium still struggle to express
themselves because they have difficulty structuring
their sentences. Double it, just like the students who
are speaking English.
In my cooperating school, I discovered that
most students are unable to comprehend what they
are reading or what is being discussed for a variety of
reasons. One of the reasons is that there are still
students who are unable to read and are frustrated.
Another issue, according to the English teachers I
spoke with, is that students are having difficulty
understanding because of the pandemic. We all know
that they were also victims of a pandemic, which led to
their modular learning style. Because of this
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 occurrence, the majority of them were not monitored
at the time. As a result, many of them are unable to
read, and so, comprehend a text. The good news is that
THS has this project rescue where they teach students
one by one so that teachers can monitor their
frustrated students.
Students' problem-solving abilities are tested
through various activities and written works. I noticed
that the majority of the problem-solving activities were
used in two ways: one as part of the discussion, and
another in written forms such as quizzes, seat work, or
examinations. I can say that the majority of the
students are truly performing problem solving because
they think for more than a minute before sharing the
solution they've devised.

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 Domain Preschooler Elementary High School
Indicate age range of Indicate age range of Indicate age range of
children observed: 5-6 children observed: 7-13 children observed: 13-19
Physical
Gross-motor skills Learners in pre- Based on what I've I'm glad that
school are more seen, they enjoy playing as students are still using
interested in playing, well, particularly those in their various gross motor
which is why they are grades 1 to 4. As with the skills, which means that
constantly using gross pre-school level, it is they are moving and using
motor skills such as advantageous for the their bodies to carry out
hopping, jumping, and teacher to be present at their responsibilities
running. However, they all times to supervise the rather than relying solely
are still children, which is children. In addition, they on online interactions and
why it is beneficial that are more manageable searching. Definitely,
the teacher is always than pre-schoolers, so I there is no need for them
present to supervise the believe there is no need to be monitored because
children. What I believe is for parents to closely they have the stamina to
required is the presence monitor them, as pre- perform their tasks by
of the parents. Because, schoolers' parents should. using their gross motor
based on my observations, skills.
the teacher cannot
guarantee to monitor all

Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests FS1 Page 5
 of them in one classroom,
so parents should also
monitor outside the
classroom.
Fine-motor skills
Preschoolers can
draw, color, write, and do
other activities. However,
unlike elementary
students, they must be
assisted one by one. Most
of them are unable to
draw or color if the
teacher does not hold
their hands. That is why
Self-help skills they require assistance.
Because of their
age, pre-school students
cannot complete their
activities independently.
That is why they must be
monitored and assisted.
Social
Interaction with teachers Given their age, I
understand why most of
them are unable to
interact with their
teachers. However, some
students can already
recognize their teachers
through greetings.
Interaction with
They can
classmates/friends
communicate because
they are the same age.
That is why they interact
Interests as if they understand one
another.
Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests
According to my
observations, elementary
students enjoy drawing
and writing in addition to
playing. However, just as
with the approach
required for pre-school
learners, some of them
will require assistance.
Similarly, to pre-
school, while some
elementary pupils can
work independently, the
majority of them cannot
complete their activities
independently knowing
their age. That is why they
must also be monitored
and assisted.
I’m delighted to
say that elementary pupils
are very approachable and
personable; they always
greet the teachers by at
least bending their heads
in courtesy.
Elementary school
students typically
communicate with their
classmates or fellow
students by playing. They
have more opportunities
According to what
I observed, there are still
some fine motor skills in
which students are not
fully engaged. As in
connecting the television
to the laptop or
connecting the projector.
But, when it comes to
basic fine motor skills, I'm
glad they can do it well.
Students in high
school can complete their
tasks on their own.
However, there were
some students who
required assistance at
some point, particularly
freshmen.
I’ve seen high
school students
approaching teachers
outside of the classroom,
much like the elementary
students do. Either they
make a bow or a good
morning or good
afternoon greeting.
Since most of the
students involved are in
lower grade levels, we
can’t really do anything to
stop some of them from
fighting. The majority of
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Emotional Given their age,
Moods and temperament, some of them are not
expression of feelings overly demonstrative,
while others are quite
loud about how they feel
or what they want to
convey. Additionally, given
their age, kids are highly
susceptible to fights with
their classmates. Even
though the root of their
rage was little, they are
unable to control it.
Emotional independence
Cognitive
Communication skills I’m glad that
Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests
to get to know one students, I’ve noticed, talk
another as they play about their homework
more. and previous activities,
while boys frequently
discuss basketball and
online games, and some
girls frequently discuss
their crushes in their
rooms and other
classroom settings, as well
as the dramas or series
they are currently
watching or reading.
Similar to At least some
preschoolers, elementary students speaking
school students choose themselves is
not to speak; from what I encouraging, in my
saw, I infer that they are opinion. Unfortunately,
shy. Some of them are none of the other
also ostentatious, in the students are joining in. I
sense that they would say discovered that this is due
whatever they want to say to their fear of being
without even considering penalized for grammatical,
it. They are also prone to sentence structure, and
fights since they cannot other errors. As a result, I
control their emotions draw the conclusion that
too. students’ low self-
confidence continues to
have a detrimental effect
on their academic
performance. They don’t
argue like the
preschoolers and
elementary school kids do;
instead, they choose to
maintain their composure
because they understand
that they should behave
like adults.
Similar to Some students are
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 preschoolers can already preschoolers, primary really eloquent, some
communicate with their school students can have excellent
teacher and their already communicate with communication skills, and
classmates at a young age. their teacher and their some are making an effort
Given that they are now classmates at an early age. to interact with others. I
products of the modern They have a great ability would describe the
technological world, I am to communicate. They are students as autonomous
no longer surprised. adept at responding and communicators. They are
However, some posing inquiries. free to express themselves
youngsters are still not however they want
interested in without any support. They
communicating. excel at communication,
especially that they are
receiving language
instruction.

Thinking skills
Based on what I
observed, preshool
children are curious and
enjoy using their
imaginations to learn.
When they are thinking,
they commonly use their
imaginations as if they are
also playing.
Problem-solving When it comes to
solving problems,
preschoolers solve
problems through trial
and error. It’s very
encouraging that kids at
that age can figure out
simple difficulties that
could come in handy for
their future undertakings.
When students
participate in group
activities in the classroom,
I’ve seen that they use
their minds more. I could
clearly see that they were
brainstorming and
exchanging ideas.
Additionally, by working
together, they are honing
their thinking skills.
When problem
solving, elementary pupils
commonly consider many
possibilities. Just like what
preschoolers are doing,
they solve problems
through trying and trying
again until they’ll find the
appropriate solution.
I was astounded
by the way these high
school students think as I
was observing them. They
are quite deep, analytical,
and creative thinkers, if I
am going to describe their
cognitive abilities. Since
they consistently receive
high ratings on their
performance tasks, I am
no longer startled by this
knowing that they have
these thinking skills.
When I observed
these students, I was
pleased to see that almost
all of them truly behaved
older than their age. In
this regard, they always
have solutions in mind
when they are faced with
challenges. A typical
situation I ran into was
when they were printing
T-shirts in HOPE. A
student was unable to use

Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests FS1 Page 8
 his broken silk screen to
print his shirt. You know
what he did? His
alternative approach was
to paint his hand, which
he then placed on the T-
shirt. He had challenges,
but because he is an
effective problem-solver,
he succeeded.

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

Example:
Level Salient Characteristics Observed Implications to the Teaching-Learning Process
Preschool • Preschoolers like to move around • Therefore, the teacher should remember
Age range of a lot. to use music and movement activities not
learners just in PE but in all subject areas.
observed: 3-4 • Therefore, teachers should not expect
preschoolers to stay seated for a long
period of time.

Level Salient Characteristics Observed Implications to the Teaching-Learning Process

Preschool Age • Preschoolers enjoy playing, and • Teachers should therefore use games and
range of I’ve seen that they typically learn activities in the learning process that encourage
learners through activities that encourage them children to move their body.
observed: 5-6 to move their bodies.

Elementary Age • Elementary pupils share the • Therefore, teachers should incorporate
range of same propensity for play and utilizing physical activity-promoting games and activities
learners their bodies to learn as do into the learning process.
observed: 7-13 preschoolers.

High School Age • The high school students still
range of need to work on a few things,
learners especially in terms of fine motor
observed: 13-19 abilities. Their inability to connect the
cables from one device to other falls
• Therefore, before beginning class, the
teacher should allow the students to connect and
use any equipment, such as projectors,
computers, and televisions.

Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests FS1 Page 9
 under this.

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?

Sincerely, while I observed learners in preschool, elementary school, and high school, I was able to
remember some of my own past experiences. Jogging, hopping, competing, playing, and other events. These
are the best terms I can think of to sum up what I used to do over these years.

I play at school just like today’s preschoolers and primary students. I truly appreciate the classroom
exercises, and I’m learning a lot from them. I used to use my talents, skills, and abilities to compete in school-
based, division-level, and regional events when I was in high school. I believe that this is how my experiences
differ from those of the high school students I saw today. I am not afraid to show what I got believing that it’s
the name of the whole school which I am holding. That’s exactly the thing that the students nowadays needs to
workout, the confidence and being competent.

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

Physically, Sir Everod Bancifra had a significant influence on my life at the time. I still have the ability to
sing and dance because of him. I simply want to add that it was largely due to his commitment to our training at
the time that we were successful in winning the Regional’s Festival of Talents TugSayAwit. Ma’am Rose Anne
Gonzalez and Rainniel Marcos helped me emotionally deal with the challenges that my heart and mind were
facing at the time. I just want to let you know that I was suicidal back then, but thanks to them, I am still alive
and well now. I won’t get weary of thanking them because of this.

Our SSG Adviser, Sir Michael G. Ocoma, was the one who gave me the spirit of leadership. He allowed
me to grow as a leader and as a communicator, and he also helped me learn how to work well with others. My
great teachers, Ma’am Rainniel Marcos, Ma’am Mariechris David, and Ma’am Juanita Soriano, are the ones that
help me enhance my cognitive abilities. They instilled in me a love of learning and a respect for the teacher’s
work, that’s why I’m doing my very best now to be the best version I can be as a future teacher.

3. Share your other insights here.

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 While finishing this episode, I realized how distinctively varied everyone of our students is. And in order
to provide them with the finest learning experiences possible, we as teachers must always take into account
their interests, skills, talents, abilities, and overall ability.

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.

With the knowledge provided above, it should be clear why cognitive development is my favorite theory
of development. Children’s cognitive development gives them the tools to pay attention and think critically
about their surroundings. The cognitive development of a child can be influenced by everyday encounters.
Working memory, attention, as well as a child’s capacity to regulate and react to the experiences and
information they encounter on a daily basis, are all parts of cognitive development. Cognitive development can
be compared to a child’s air traffic control tower because it involves daily information intake and purposeful
processing. Simply explained, the cognitive system is the most important brain. Without it, we are unable to
make such proper movements, and without conceptualization and thought, we are unable to draw or compose
something.

Evaluate Your Work Task Field Study 1, Episode 4: Learner Diversity: Developmental Characteristics,
Needs, and Interests
Learning Outcome: Determine the characteristics, needs and interests of learners from different
developmental levels.
Name of FS Student: Gilmar Modesto Baun Date Submitted: 11/26/2022
th
Year & Section: 4 Year - ENGLISH 4-2 Course: Bachelor of Secondary Education
major in English
Learning Episode 4: Learner Diversity: Developmental Characteristics, Needs and Interests FS1 Page
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 Learning Episode Excellent Very Satisfactory Satisfactory Needs
Improvement
4 3 2 1
Accomplished All observation One to two observation Three observation Four or more
question/tasks questions/task not questions/tasks not observation
Observation
completely answered/ answered/ answered/ questions/ task not
Sheet accomplished. accomplished. accomplished. answered/
accomplished.
Analysis All questions were All questions were Questions were not Four 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 are not
grounded on theories; grammar and spelling one (1) to three (3) connected to
grammar and spelling are free from errors. grammatical/ spelling theories; more than
are free from errors. errors. four (4) grammatical/
spelling errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what supported by what shallow; somewhat rarely supported by
were observe and were observed and supported by what what were observed
analyzed analyzed were observed and and analyzed.
analyzed
Learning Artifacts Portfolio is reflected on Portfolio is reflected on Portfolio is not reflected Portfolio is not
in the context of the in the context of the on in the context of the reflected on in the
learning outcomes; learning outcomes; learning outcomes; context of the
complete, complete, complete, not learning outcomes;
wellorganized, highly wellorganized, relevant organized, relevant to not complete, not
relevant to the learning to the learning the learning outcome. organized, not
outcome. outcome. relevant.
Submission Submitted before the Submitted on the Submitted a day after Submitted two (2)
deadline deadline the deadline days or more after
the deadline

Comment/s: Over-all Score: ___________________

_____________________________________________________________________________________
_____________________________________________________________________________________

Ma’am Frincess T. Flores ______________________

Signature of FS Teacher above Printed Name Date

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