ACTIVITY 2.

1 OBSERVING LEARNER CHARACTERISTICS AT

DIFFERENT STAGES
Resource Teacher: Elvie Siangco, Gina Marie Oric Teacher’s Signature: ____
School: Solangon Elementary School Grade/Year Level: 6,
Kindergarten
Subject Area: Mathematics __ Date: December 5, 2023 ____

To realize the Intended Learning Outcome, work my way through these

steps:
1. Observe 3 groups of learners from different levels
(preschool/kindergarten, elementary and high school).
2. Describe each of the learners based on my observations.
3. Validate my observation by interviewing the learners.
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 Learner’s 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 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 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
FIELD STUDY 1: Observations of Teaching-Learning in Actual School
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LEARNING EPISODE 2: Learner Diversity: Developmental Characteristics, Needs,
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 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 Kindergarten Indicate age range of Indicate age range
Indicate age range of children observed: of children
children observed: 11-12 observed:
____4-5____ ___15-16_____
Physical  They are  They carry  They carry
Gross-motor skills energetic and themselves themselves
playful. They well. They much better.
Fine-motor skills like to stand can move, They move,
and roam walk, and run walk, run, go
Self-help skills around. deliberately. up the stairs
 They are quite  They are deliberately.
Others clumsy and active in  They are
careless with physical interested in
their actions. activities. physical
 They are quite  They can activities
independent write well. such as
and can carry sports and
things. Still, outdoor
there are activities.
others who  Their
are dependent drawing and
to their writing
teachers. skills
 They can became
write finer too.
numbers.
 They can draw
objects.
Social  They listen  They show  They started
Interaction with and interact to respect to establish
Teachers their teacher. towards their friendship
 They are teacher and and enjoys
Interaction with friendly. visitors. being with
Classmates/friends  They socialize  They interact their circle
with their with their of friends.
Interests classmates. classmates  They
FIELD STUDY 1: Observations of Teaching-Learning in Actual School
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LEARNING EPISODE 2: Learner Diversity: Developmental Characteristics, Needs,
and Interests
  They talk or especially learned to
Others discuss with the work
random topics same gender. together and
with their  They tutor collaborate
teacher and their peers in with their
peers. answering respective
problems. teams in
working out
a task.
Emotional  They are  They are  Their mood
Moods and cheerful and confident to shifts occur
temperament, excited to do share their in almost
expression of activities. answers. every
feelings  They tell their  They are situation.
teacher when excited to  Even though
Emotional they want or solve math- they are
Independence need related already
something. problems. confident in
Others  Their mood  They expressing
changes celebrate and their
rapidly. energetic feelings with
 They easily when their others, still
cry when they answers are they
get hurt or correct. struggle in
when they are Conversely, dealing with
upset. they feel sad frustrations.
when their
got the wrong
answer.
 They can
express their
feelings,
emotions,
and ideas.
Cognitive  They can  They are  They can
Communication count competent in communicat
skills numbers from counting by e their ideas
0-20. multiples of and
Thinking skills  They copy or numbers. thoughts
imitate what  They can effectively.
Problem-solving they teacher solve  They
says or do. For problems in already
Others instance, the relation to develop
children exponential critical
imitate their form. thinking and
teacher when  They can can make
they were pronounce informed

FIELD STUDY 1: Observations of Teaching-Learning in Actual School

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LEARNING EPISODE 2: Learner Diversity: Developmental Characteristics, Needs,
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 taught how to simple words decisions.
count properly.  They know
numbers and how to solve
write number problems
five. independent
 They can ly.
follow simple
instructions.
 They can utter
simple words
properly.

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/Kindergarten  Preschoolers like  Therefore, the
Age range of learners to move around a teacher should
observed 3-4 lot. remember to use
music and
movement
activities not
just in PE but in
all subject areas.
 Therefore,
teachers should
not expect re-
schoolers to stay
seated for a long
period of time.

Level Salient Characteristics Implications to the

Observed Teaching-Learning
Process
Preschool/Kindergarten  They pay more  Thus, teachers
Age range of learners attention to should provide
observed ____4-5_____ concrete concrete
examples/objects examples.
.  Thus, there
 They like to play. should be an
 They imitate inclusion of play-
FIELD STUDY 1: Observations of Teaching-Learning in Actual School
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LEARNING EPISODE 2: Learner Diversity: Developmental Characteristics, Needs,
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 adult’s action. based task and
experiential
learning.
 Thus, teachers
must show good
acts and
behaviours to
kindergarteners.

Elementary  They are more  Therefore,

Age range of learners engaged when teachers should
observed __11-12________ they are allowed integrate active
to solve problems and hands-on
independently. learning.
High School  They like to work  Hence, teachers
Age range of learners in teams. should
observed ____15-16______ incorporate
collaborative or
peer assessment
that allows
students to
support each
other’s learning.

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?

While I was observing the learners, it gives me a nostalgic feeling that

made me recall of my own experiences when I was their age. Looking
back, I was a shy, timid and introvert type of learner during my preschool
and elementary years. I was normally quiet and behaved in class, unlike
the characteristics of majority of the learners that I observed that their
energetic, active and sociable. However, these qualities of mine started to
change when I entered high school wherein I learned to socialize and
make friends. I spent my high school years meaningfully like other
learners in a way that I strove to excel in my studies. I also learned to
develop my self-esteem and establish harmonious relationship with
teachers, peers and others. ____________________________________________________

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?

FIELD STUDY 1: Observations of Teaching-Learning in Actual School

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LEARNING EPISODE 2: Learner Diversity: Developmental Characteristics, Needs,
and Interests
 My English teacher in high school have had left an important impact
in my life. She was one of the persons who taught me how to overcome
my fears in speaking in front of many people. Back then, I was afraid to
move out from my comfort zone and I had a stage fright to the point that
my knees trembled and I stuttered every time I spoke in front of the
crowd. With the help of my English teacher, who kept on pushing me
personally to be good specifically in public speaking, I was able to
overcome my fears and gradually improved my communication skills. I
really admire the qualities and the teaching strategies of this particular
teacher because she was one of the persons who helped me develop my
self-confidence and social skills, which are valuable assets or skills to
succeed in both personal and professional life. ____________________________

3. Share your insights here.

Dealing with a diverse group of learners is indeed a challenging task
for a teacher. Teachers must completely understand that these differences
are factors that influence learners’ performance. Teachers should
cultivate a responsive approach through tailoring their methods to meet
the diverse needs of each individual learner. This means that teachers
should modify every strategies and approaches when dealing with
different group of learners.____________________________________________________

Most importantly, teachers should embrace these differences and

encourage the students to be confident with their own selves. Teachers
must teach in accordance with the mantra that everyone is unique and
has their own weaknesses and strengths. When teachers help learners see
and appreciate their individual abilities, it boosts their confidence and
shows that everyone can succeed in their own way. Furthermore, creating
a classroom where everyone’s ideas and backgrounds are valued promote
inclusivity, and ultimately make learning interesting and meaningful for
everyone. ____________________

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.

Among the theory of development, my most favourite is Jean Piaget’s

Cognitive Development Theory which emphasizes that development
influences learning. Piaget’s theory simply tells that we go through different
stages of mental development. That is why our learning ability,
comprehension and acquiring of knowledge is different when we are young

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LEARNING EPISODE 2: Learner Diversity: Developmental Characteristics, Needs,
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 compared to when we reach adulthood. Our level of intelligence undergoes
changes from birth to adulthood.
Piaget’s theory can guide me as a future teacher as it helps me to better
understand students. It made me realize that there are important factors
such as the age and abilities of the students that needs be considered when
planning lessons and activities. By tailoring instruction to match their
cognitive abilities, I can ensure that the content is appropriate and engaging.
Thus, by applying Piaget’s theory or principle in my future teaching, I will be
able to identify the individual needs of my students and respond to their
needs appropriately. Ultimately, it helps me to create effective and engaging
instructions and assessments that support students’ cognitive development
and overall growth.

FIELD STUDY 1: Observations of Teaching-Learning in Actual School

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LEARNING EPISODE 2: Learner Diversity: Developmental Characteristics, Needs,
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Reflection for Learning Episode 2

This lesson on observing learner characteristics at different stages has

taught me the importance of recognizing and understanding the unique needs
and abilities of students at different developmental stages. I have learned that
students will progress through various stages of cognitive, social, and emotional
development, and these stages influence their learning styles, interests, and
motivations. Additionally, helping students develop their physical skills is crucial
too. By observing and understanding these characteristics, I can tailor my
teaching approaches and strategies to meet the specific needs of my students.
For example, younger learners may benefit from more hands-on and interactive
activities, while older students may thrive with more independent and project-
based learning opportunities. By considering learner characteristics, I can create
a supportive and inclusive learning environment that promotes student
engagement and success.

Furthermore, this lesson is important to me as a future teacher because it

emphasizes the need for individualized instruction and personalized learning. By
recognizing the characteristics of learners at different stages, I can adapt my
teaching approaches to support their diverse needs. This understanding allows
me to provide the right level of challenge, support, and guidance to help each
student succeed. Additionally, it has taught me that by observing learner
characteristics, I can foster a positive classroom environment that values and
respects each student's strengths and differences. This lesson reminds me of the
importance of being flexible, empathetic, and responsive in my teaching practice,
ultimately enhancing the learning experience for all my students.

FIELD STUDY 1: Observations of Teaching-Learning in Actual School

Environment
LEARNING EPISODE 2: Learner Diversity: Developmental Characteristics, Needs,
and Interests