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Learning Episode 2:
Field Learner Diversity: Developmental Characteristics, Needs
Study and Interest

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

Activity 2.1: Observing Learner Characteristics at Different Stages

Resource Teacher: Karen A. Lorenzo Grade/ Year Grade 7
Level:
Teacher’s Subject Area: Filipino
Signature:
School: LNHS Date: 10/27/2023

To realize the Learning Outcome, I will work your way through these steps:
Step 1. Observe 3 groups of learners from different levels (preschool, elementary, 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.

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?

Field Study 1: Observations of Teaching-Learning in Actual School Environment (M.D. Lucas, PhD, et.al)
 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 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.
High School
Preschooler Elementary
Indicate age range
Indicate age range of Indicate age range of
Development Domain of children
children observed: children observed:
observed:
3-5 8-9
13-14
Physical
Gross-motor skills Students at this age They move around I observe that
play a lot since they and play sometimes, students at this age
are still considered and they are actively have a lot of energy
toddlers, and it's participating in some to move around,
natural to play school activities, such as running and
around like running, especially if they are jumping inside a
jumping, and playing in the form of classroom, and
inside and outside other students in

Field Study 1: Observations of Teaching-Learning in Actual School Environment (M.D. Lucas, PhD, et.al)
 the classroom. games. SPES are dancing
and running, which
is natural.
At this age, students They write a lot, Students are
are not very although it's not proficient in writing
proficient in their proficient or fast to copy the task that
writing abilities enough. Some of the the teacher has
since they slowly students can even given them,
Fine-motor skills develop them at this play some musical although some of
level. So it's natural instruments, like the them are too slow
that their fine skills guitar, and some when it comes to
are not proficient show a talent for writing and others
enough. They draw a drawing. choose to take a
lot and love to do picture since that’s
some coloring and a quick way to take
practice their notes.
handwriting.
Students at this level They can do the task Some students are
can take the initiative activity on their own drinking water
to clean and pick up without the teacher's during class if they
the toys that they help, but on the other feel dehydrated,
use, and they can hand, there are some some are eating if
also arrange their factors that need the they feel hungry,
chairs and tables and teacher's help. They and some are going
help clean the also took the to the comfort room
Self-help skills classroom, but initiative to consult if they feel
sometimes they love their teacher if they uncomfortable. I
to mess around. felt uncomfortable. also observe that
some students
request that their
teacher change their
sitting arrangement
so it's convenient
for them to see the
lessons that are
presented since they
have blurry vision.
Others

Social

Field Study 1: Observations of Teaching-Learning in Actual School Environment (M.D. Lucas, PhD, et.al)
 They love to At this age, they The majority of the
participate in class, actively interact with students are active
especially if they do their teacher and ask learners and are
some activities like a question or guide ready to ask the
nursery rhymes and that they are teacher a question
play games. They confused about. regarding the lesson
also ask their teacher They are also if they do not
a lot about what they courteous and understand some
Interaction with are curious about respectful when part of the
Teachers since kids at this age speaking to their discussion; some
love to explore teacher. are asking for
things that are new clarification
to them. regarding their
activity; and some
are passive, so the
teacher encourages
them to ask if they
do not understand
something.
They play a lot with They are actively Students interact
their peers and interacting with their strongly with their
sometimes love to peers, especially peers. Some
mess around. They during activities. students ask their
love to play with Some of them even friends or
their friends or choose to ask their classmates about
Interaction with classmates, even if classmates instead of the lesson if they
Classmates/friends it's during class. their teacher, since don't understand
that is what they are something.
comfortable with. Sometimes they
take the initiative to
help their friends or
classmates if they
notice that they are
confused about the
lesson and
activities.
Interests Students at this age The majority of the Students' interests
have a common students love to are not the same
interest, which is to listen to the teacher's regarding whatever
play around and do discussion and they want. During
some activities like participate in the the discussion, I
puzzles, drawing, question and answer observed that some

Field Study 1: Observations of Teaching-Learning in Actual School Environment (M.D. Lucas, PhD, et.al)
 and coloring. They portion; some are students were
also love to sing attentive when attentive to learn
some nursery rhymes watching a video something; some
when the teacher clip regarding their were taking notes
asks them to. lesson, and some are on some key points
active when it comes about the topic, but
to the arts. there were also
students who had no
interest in this
aspect. While the
teacher was
discussing, some
students were doing
something like
drawing and
sleeping, and some
were even playing
with their phones.
Others

Emotional
Moods and The children cry a Some are easily mad During the
temperament, lot if they feel if someone wrongs discussion, the
expression of feelings wronged; they also them, and there are teacher asks a
easily get mad at some who just question regarding
some minor ignore it and some the lesson, and the
problems, and it is who choose to tell students actively
easy to be satisfied the teacher to fix the raise their hands to
and happy if the conflict. They also answer. The
teacher praises them. get easily satisfied students who are
when the teacher picked by the
praises them or they teacher to answer
accomplish are happy, but those
something. who are not chosen
show a
disappointing
expression; some
are smiling, proving
happy for their
classmates, and

Field Study 1: Observations of Teaching-Learning in Actual School Environment (M.D. Lucas, PhD, et.al)
 some are acting like
nothing happened.
Children are easy to At this age, they can Some students show
get mad at and do handle their a confident
some violent actions emotional matters expression when
against their and choose to fix doing some activity
opponents. Some some conflicts on or answering the
show happy their own, but some teacher's question;
Emotional expressions when are easy to burst out, some look timid and
independence they are done with cry, and get mad if dare not to answer;
their activity and they are in a and others are
boast about their situation that is confident even if
creations, especially unfavorable to them. the end result is that
in the drawing their answer is
activities. incorrect, but they
do not show any
negative expression.
Others

Cognitive
They talked a lot, They can interact Students are active
especially with their well with their own when it comes to
own peers, and they peers, and some love questioning and
also loved to ask to communicate with answering during
their teacher their peers more than class, and during
Communication skills something they were their teacher, maybe the activity,
curious about, even because they still students effectively
if it was out of the feel intimidated, but communicate with
scope of the lesson. some of them still their peers by
love to ask a asking their group
question and get members about
guidance from their their own ideas and
teacher. doing some
brainstorming.
Thinking skills They think very Students can decide Students at this age
simply. and talk on their own are not mature
about whatever they regarding what they enough to make
think and are curious need to do for their some decisions
about. Children ask activity and analyze independently, so

Field Study 1: Observations of Teaching-Learning in Actual School Environment (M.D. Lucas, PhD, et.al)
 their teacher a lot whether they answer during class, when
about what they need correctly or not, but the student is doing
to do over and over some are still lacking some activity, they
again until they in this thinking will ask their
understand it. ability, which is why teacher if the
they choose to ask progress on their
the teacher for task is on the right
guidance and decide track or if there is
what they need to some point that
do. needs to be
corrected or
emphasized.
Children at this age They have enough They are capable
only have basic skills to find some enough to handle
problem-solving solutions in problem- the problems they
skills, especially in solving, especially in face regarding the
mathematics, so they mathematics, but activities, but
ask a lot to their some are still lacking sometimes they
teachers about how and still in progress. need the teacher's
Problem-solving to solve a certain help, so based on
problem. what I've observed,
students ask their
teacher if what they
do is right or if they
need some
consideration to
answer a particular
question, especially
in their topic
"Panitikan."
Others

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, especially when I was in high school, I loved to ask my teacher about what I was
confused about in the lesson, and I also loved to learn something new, especially on the

Field Study 1: Observations of Teaching-Learning in Actual School Environment (M.D. Lucas, PhD, et.al)
 topic "Panitikan", The only difference is that I'm not actively communicating with my
peers; I prefer to be alone and do the task individually.

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?

The thing that I cannot forget in a negative way is when I was a grade 8 student and my
math teacher was teaching us about some formula, and she asked me the answer, and my
answer was incorrect, and she replied to me rudely and embarrassed me in front of the class.
From then on, I started to hate math. Then the things that I also didn't forget in a positive
way were when I was a grade 9 student and our teacher gave us a task that we needed to
report. After the report, my teacher praised us for our group effort. Also, what I didn't forget
was how happy she was during our reporting when our classmate actively participated with
us, which made me want to do more reporting just to see my teacher smile again because I
rarely see her genuine smile.

3. Share your other insights here.

A teacher's actions and how they act have a big impact on their students' mentality and how
their learning progress will be or what future they will take, so the teacher should act with
caution. When your students give you the right or wrong answer, you should still be nice
and guide them correctly without being rude, so they will continue to learn better.

Weekly Reflection

During my observation, I realized how hard it is to teach students with different

personalities, talents, and levels of proficiency. You need to think of some
strategies to catch their attention and let them willingly learn something.
Also, you need a lot of patience to handle your students, but sometimes you can't
help but scold them because they are not serious about participating during class.
It's taking a lot of stress for you to teach them patiently and make sure that they
really cope with the lesson.
In the near future, I will make sure to teach my students passionately and will give
my full effort to think of some teaching strategies for them to cope with the lesson,
even if they have different talents and interests. In addition, I will make sure to
watch my own actions and guide them correctly to avoid the mistakes that I make
because I want them to continue to do better instead of hating a certain subject just
because of the mistakes I make. I will make myself do better and develop my
talent and ability so that I can use them to teach my future learners.
Field Study 1: Observations of Teaching-Learning in Actual School Environment (M.D. Lucas, PhD, et.al)
 Capture

Field Study 1: Observations of Teaching-Learning in Actual School Environment (M.D. Lucas, PhD, et.al)