FS EPISODE 2:

LEARNER DIVERSITY: DEVELOPMENTAL

CHARACTERISTICS, NEEDS AND INTERESTS

Episode 2 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 learner’s characteristics and needs so that I will be able to plan and implement
learning activities and assessment that are all developmentally appropriate.

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

REVISIT THE LEARNING ESSENTIALS

Here are the major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows directional patterns from the head to the
toe (cephalocaudal), and from the center of the bod 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. (NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or representational
capabilities. (NAEYC, 2009)
OBSERVE, ANALYZE, REFLECT
Activity 2.1 – Observing learner characteristics at different stages

Resource Teacher: _________________ Teacher’s Signature________________ School:________

Grade/Year Level: __________________ Subject Area: ________________ Date: _____________

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 repost 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 deliberates/smooth?
3. How about their fine motor skills? Writing, drawing, etc.

Social
1. Describe how they interact with teachers and other aduls.
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 for evidence of their thinking
skills.
3. Were there opportunities for problem solving? Describe how they showed problem solving abilities.
 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 Teaching-

Observed Learning Process

Example: -Therefore, the teacher should

Preschool Preschoolers like to move remember to use music and
Age range of learners observed around a lot. movement activities not just in
3-4. PE but in all subject areas.
-Therefore, teachers should not
expect preschoolers to stay
seated for a long period of
time.
They just wonder and move -Therefore, the teacher should
Preschool around although some are just remember to use music and
Age range of learners observed pinned to their sits. movement activities not just in
__5-6____. PE but in all subject areas.
- The teacher must anticipate
the short attention span.
They can do gross motor skills -they can interact very well so
Elementary like running, drawing, playing they can be given group works
Age range of learners in teams and dancing. activities.
observed_8-12____ -level of attention are now
improve the teacher can now
discuss lesson with lesser
interruptions
They now develop fine motor -they now have longer attention
High School skills like writing in cursive and span the teacher can discuss in
Age range of learners observed drawing intricate patterns. longer of period of time.
__13-16______. - they are not aware in the peer
tutoring and discussing the
teacher can give them
instructions.
-higher order thinking skills
must engage during discussions.
 REFLECT

1. While you 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?
Answer:
While observing the learners I did recall my own experiences when I am at their
ages 5-6 years old in preschool I already join orations and poem recitation contest. My
mother also my first teacher I remember we always talk a lot before sleeping and I have a
lot questions that she tried to answer. Leaners at this age are like me they tend to ask a
lot questions and they don’t stop until they know every little details. As a differences
While you observing the learners did you recall your own experiences when
you were their age I can say the of gadgets other mobile devices at my we
only have televisions and the screen time was monitored always. Unlike the
generation now or the digital natives they have a lot of time gadgets.

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?
Answer:
I think the teacher that I cannot forget is Mrs. Criselda Perez in Morong
Elementary School in Sariaya, Quezon because she is the first teacher to
believe in me. She always gave me chances to join in poem recitals, quiz
bees, spelling bees as wells as pageant when I was in elementary. His
guidance really affects me because I was trained to face other people and
present myself in the crowd.

3. Which is your favorite theory of development? How can this guide you as a future
teacher?
Answer:
My favorite theory is the Innatism and Nature or Nurture. It really shows that all
human being has innate intelligence that we can used to stand out among
others. But those who already possess intelligence and nurture it will be a good
part of the society, and that the role of teachers. Nurture members of society or
young ones to be a significant member of society.

4. Share your other insights here.

Answer:
Teachers, in addition to the school environment, have a critical role in students'
achievement. Students will feel more comfortable and secure in expressing
their ideas and opinions if their teacher establishes a positive relationship with
them. It creates a positive environment in the classroom, allowing students to
feel more at ease and learn more effectively.
 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.
Stages of Childhood
Stage 1 – Infancy period: Trust vs. Mistrust
 Virtue: Hope, Maldevelopment: Withdrawal
 Concomitant Freudian stage: oral stage
 Example: Secure environment provided by the caregiver, with regular access to affection
and food
Stage 2 – Early Childhood period: Autonomy vs. Shame, doubt
 Virtue: Will, Maldevelopment: Compulsion
 Concomitant Freudian stage: anal stage
 Example: Caregiver promotes self-sufficiency while maintaining a secure environment
Stage 3 – Play Age period: Initiative vs. Guilt
 Virtue: Purpose, Maldevelopment: Inhibition
 Concomitant Freudian stage: genital stage
 Example: Caregiver encourages, supports, and guides the child’s own initiatives and
interests
Stage 4 – School Age period: Industry vs. Inferiority
 Virtue: Competence, Maldevelopment: Inertia (passivity)
 Concomitant Freudian stage: latency stage
 Example: Reasonable expectations set in school and at home, with praise for their
accomplishments
Stage of Adolescence
Stage 5 – Adolescence period: Identity vs. Identity confusion
 Virtue: Fidelity, Maldevelopment: Repudiation
 Example: Individual weighs out their previous experiences, societal expectations, and their
aspirations in establishing values and ‘finding themselves.’
Stages of Adulthood
Stage 6 – Young Adulthood period: Intimacy vs. Isolation
 Virtue: Love, Maldevelopment: Distantiation
 Example: Individual forms close friendships or long-term partnership
Stage 7 – Adulthood period: Generativity vs. Stagnation/Self-absorption
 Virtue: Care, Maldevelopment: Rejectivity
 Example: Engagement with the next generation through parenting, coaching, or teaching
Stage 8 – Old Age period: Integrity vs. Despair
 Virtue: Wisdom, Maldevelopment: Disdain
Example: Contemplation and acknowledgment of personal life accomplishments
 EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 2- LEARNING CHARCTERISTICS AND NEEDS

Learning Outcome: Determine the characteristic of a school environment that provides

social, psychological, and physical environment supportive of learning.

Name of FS Student Date Submitted:

Year & Section: Course:

Learning Excellent 4 Very Satisfactory Satisfactory 2 Needs

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

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below

18 12
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