FIELD STUDY 1 LEARNING EPISODE Learner Diversity:

Developmental
Characteristics, Needs and
Interest

FS 1 2

SPARK Your Interest

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 learners’ 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, 1 must be able to describe the characteristics, needs and interests of
learners from different developmental levels, (3.1.1).

REVISIT the Learning Essential

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as, form the
head to the toe (cephalocaudal), and form 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. (NAEYC,2009)
4. Development proceeds towards greater complexity, self-regulation, symbolic or representational
capabilities. (NAEYC,2009)

20
 OBSERVE, ANALYZE, REFLECT

Observing learner characteristics at different stages

Activity 2.1
Resource Teacher: Antonino Godinez Ed. D Teacher’s Signature: ________ School: ZSCMST

Grade/Year Level: BSED- English 4A Subject Area: Field Study 1 Date: September 26, 2022

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, 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.

OBSERVE

Use the observation goals 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. Observation 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 motors 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.

21
 Learners’ Development Matrix

Read 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 indicates. You may add other aspects which you may
have observed.

Development Preschooler Elementary High School

Domain
Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
Physical Preschoolers Age 3-5 Students Age 6-12 Students Age 13-16

Gross-motor skills  Preschoolers frequently  Elementary students  Students in high

engage in both indoor are prone to school enjoy

and outdoor activities. misbehave. They have interacting with their

been observed moving friends. Usually
around their confines themselves
classrooms to the classroom.
 These students are less  The students are self-
Fine-motor skills
alert. Even if the sufficient at this
 They require complete guidelines are clearly point. They are less
guidance and assistance stated, some students dependent on direct
for their tasks and have trouble instruction from
activities. comprehending them. teachers. Some
individuals do things
in their own way.
 These students are
capable of taking
Self-help skills care of themselves.
 They manage their They understand
 They still require behaviors and their how to manage their
assistance and support in inner selves in some behavior in class.
managing themselves. way. Understands how Self-grooming and
Need some form of to follow directions hygiene are well
Others strategic plan to keep and is capable of equipped.
them in place. handling self-directed
tasks.

Social Preschoolers Age 3-5 Students Age 6-12 Students Age 13-16
 They greatly
Interaction with  Most students are
 They were curious. contributed to the
Teachers attention seekers; they
They have a habit of class discussion. As
constantly seek
asking for guidance for a result, they have a
permission to do such
their test or quiz. They classroom that is
things; they desire more
approach their teacher engaging. They were
attention and guidance
with respect. extremely respectful
from their teacher, but in
a pleasant and friendly

22
 manner. of their teacher.

 They like talking with

their seatmates, catching  They value one
Interaction with
Classmates/friend their attention, and  They like talking and another's opinions
s inviting them to play engaging with their and like
with them. classmates. They were communicating with
interested in sharing one another.
 They are fond of conversations.
playing, roaming around,  Most of them are
Interests
eating and reading  Some used to listen to busy with their
colored story books. music, sketch gadgets and
something, and talk cellphones, and
with their classmates many of them do
in their free time. unfinished tasks in
their free time.
Others

Emotional Preschoolers Age 3-5 Students Age 6-12 Students Age 13-16

Moods and • They were irritable and

• They were loud and
temperament, aggressive. If they are • They are already
expressive of their emotions.
expression of bullied or receive negative mature in their managing
If they were unhappy, they
feelings criticism from their of emotions and mood.
cried with tears, and if they
classmates or teachers, Everyone respects
were joyful, they laughed
they become frustrated. everyone's point of view.
loudly. They were moody They have common
and quickly irritated if they
sense and are sensitive to
couldn't simply get what they other people's emotions
want.
and personality.

 These students are  Emotions of the

 Some of the students' teens here are of
sensitive in the sense that
emotions are strong; if course aligned
their emotions are soft; if
they are glad about with their
Emotional they cry, they cry. To get
something, they will maturity. They
independence over this, the teacher
do it to the best of their are emotionally
needs some flowery
ability; and if they are independent and
words to comfort or
angry, they will just can handle their
encourage them.
cry and encourage problems with
them to soothe their colleagues and
feelings. classmates.

Others
Cognitive Preschoolers Age 3-5 Students Age 6-12 Students Age 13-16

Communication

23
 skills  Their ideas or messages  The messages they  Their messages are
are simple. Their phrases wanted to express are simple and effective.
are abrupt and even too vague. They need The conversations
repetitive. the security of their happening among
classmates before the people around
approaching their them are real. Good
teacher. message response
and changes.
Thinking skills
 They were conceited.  They relied and  They are critical
They believe that others depend on what their thinkers who
may have similar teacher was presenting evaluate literary or
thoughts on what they in front of them. creative works. They
have. were making
corrections to their
teacher.
Problem-solving

 They are unable to solve  They can easily fix  They can solve the
problems on their own. problems by only given
If a problem occurs, they touching the surface problem/situation on
call the attention of their and without examining their own. Some
teacher and guardians. the deep workings of people ask the
something. questions multiple
times before

Others responding, and they

use assessment.

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 Teaching-Learning Process

Observed

Preschool  Preschoolers like to  Therefore, the teacher should remember to use

Age range of learners move around a lot. music and movement activities not just in P.E

observed 3-4 but in all subject areas.

 Therefore, teachers should not expect
preschoolers to stay seated for a long period
of time.

Level Salient Characteristics Implications to the Teaching-Learning Process

24
 Observed

Preschool  Preschoolers were at an  Therefore, teachers must be knowledgeable,

Age range of learners interested and curious innovative, resourceful, and hardworking.
observed 3-5 years old period. A lot of They must have tolerance and love within
questions were made in their hearts and brains. They must be aware
response to this point. that their classroom has a diverse range of
They were impatient, pupils. As a result, people must handle their
sensitive, and easily sensitive emotions with love, care, and
angered. guidance.
Elementary  Students in elementary  Therefore, teachers must be competent as well

Age range of learners school are considered to as patient. They must prepare for any
observed 6- 12 years be of "smart and clever questions that may be asked during the
old age," and they like discussion period. Most importantly, students
exploring their must learn to be patient when dealing with
classroom. It's enjoyable various situations. Children in high school
for them to converse were observed.
with their seatmates.

High School  High school students had  Therefore, Teachers must be sensitive,

Age range of learners more discipline and were informed, and patient as a result. They should
observed 13- 16 years gradually calming down. not expect students to be simply satisfied with
old When students have free what they said, but should instead be prepared
time, they stay in their for students to provide criticism, concerns,
classrooms and explore and clarification.
throughout.

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 was able to connect my previous experiences when I was their age. I recall as a
preschool not going to school without the company of my parents as well as my friends. I'm
really excited and encouraged to socialize with my classmates in our school, especially when my
teacher provides incentives such as happy face stickers, chocolates, and stars.  But, during my
elementary school years, I managed to go to school alone, even without the presence of my
mother or father. When I entered high school, I discovered a lot more, that I had already grown
up and developed, not just physically but also comprehensively.

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?
I recall my adviser from Senior High School. She was an excellent and efficient
teacher for me. She provided opportunities for me to grow. She was fond of rewarding pupils
who excelled the most in her discussions, which inspired me. She encouraged me to be patient,
courteous, kind, humble, compassionate, and, above all, God-fearing. She will assist me by

25
 completing practical activities and creative teaching that truly helps me and my classmates in
comprehending the essence of the lessons.

3. Share your other insights here.

For me, children grow and acquire knowledge at a quick rate in their early years,
beginning even in their earliest days. This creates a crucial basis for lifetime advancement, and
people who look for and educate children are heavily responsible for their wellbeing, growth, and
education. Young children learn and grow quickly and progressively, continually establishing the
foundation for future learning. A child's creating connections with adults and other children have
an impact on their ability to learn. The environment in which learning is possible is created by a
child's sense of physical and social safety.

LINK Theory to Practice

Directions: Read the items given below and encircle the 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 teenager’s favorite word is “no”, and she will simply reject everything the teacher says.
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 preschooler teacher is thinking about how best to develop the fine motor skills of the 4-year-
olds. Which of the following should he best consider?

A. Provide daily coloring 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
happens to the egg if I add three-tablespoon salt to the glass of water?” this is hypothesis formulation.
What can you infer about the cognitive developmental stage of the 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 favorite theory of development. How can this guide you as a future teacher? Clip
some readings about this theory and paste them here.

As we move forward in life, our human talents and abilities get

stronger and more developed. These many stages will provide us with
developmental patterns that will allow our body and brain to complete a
certain task. Every stage of development affects how we learn and

26
 respond to challenges, and this is emphasized by Jean Piaget's Cognitive Development Theory. By that, it
allows me to quickly distinguish the features of toddlers, primary students, and high school students.
Piaget's theory basically states that humans progress through several phases of mental development. This
is why our learning capacity, understanding, and knowledge acquisition differs between childhood and
maturity. Our intelligence evolves from infancy to adulthood. Using this tool to fully understand, students
will help me recognize the importance of diverse and adjusted responses in terms of teaching, assessment,
and development of learning materials. Therefore, I must be resourceful and educated while dealing with
various situations. This theory will act as my guide in developing various techniques and tools for dealing
with various learners in the classroom.

EVALUATE Performance Task

Evaluate Your Work Task Field Study 1, Episode 2- 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: Fatima Sharina A. Yunos Date Submitted: September 26, 2022

Year & Section: 4A Course: BSED- English

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode
4 3 2 1

Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d questions/tasks observation questions/tasks not observation
completely questions/tasks not answered/accomplished. questions/tasks not
Observation
answered/accomplis answered/accomplish answered/accomplish
Sheet hed. ed. ed.

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 theories; connected to theories; one answers not connected
grounded on theories; grammar and spelling (1) to three (3) to theories; more than
grammar and spelling are free from errors. grammatical/spelling four (4)
are free from error. errors. grammatical/spelling
errors.

Reflection Profound and clear; Clear but tacks depth; Not so clear and shallow; Unclear and shallow;
supported by what supported by what were somewhat supported by rarely supported by
were observed and observed and analyzed what were observed and what were observed and
analyzed analyzed analyzed

Learning Portfolio is reflected Portfolio is reflected on Portfolio is not reflected on Portfolio is not
on in the context of in the context of the in the context of the reflected on in the
Artifacts
the learning outcomes; learning outcomes; learning outcomes; context of the learning
Complete, well Complete, well Complete, not organized, outcomes; not
organized, highly organized, very relevant relevant to the learning complete, not
relevant to the to the learning outcome outcome organized, not relevant
learning outcome

Submission Submitted before the Submitted on the Submitted a day after the Submitted two (2) days
deadline deadline deadline or more after the
deadline.

27
COMMENT/S Over-all Score Rating: (Based on transmutation)

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 3.0 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-below

Antonino Godinez Ed. D September 26, 2022

Signature of FS Teacher above Printed Name Date

28