Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF

AGRICULTURE
San Jose, Pili, Camarines Sur 4418
Website: www.cbsua.edu.ph
Email Address: [email protected]
Trunkline: (054) 871-5531-33 local 101

FIELD STUDY 1 LEARNING EPISODE Learners

Differences:
FS1 2 Characteristics,
Needs and
Interests

SPARK Your Interest

Episode 2 provides me with an opportunity to observe learners' 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 assessments that are all developmentally
appropriate.

TARGET Your Intended Learning Outcomes

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 major principles of development relevant to this Episode:
1. Development is relatively orderly. Development follows a directional
pattern such as, from the head to 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. (NAEYC,2009)
4. Development Proceeds toward greater complexity, self-regulation,
symbolic or representational capabilities.
 OBSERVE, ANALYZE, REFLECT
Activity 2.1 Observing the learner characteristics at different
stages
Resource Teacher: KRISTINE BUSTARGA Teacher’s signature:
__________
Grade/Year Level: Grade 7 Subject Area: Science

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

report on the provided space. Then write your observation report on the space
provided.
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
for evidence of their thinking skills.
 3. Were there opportunities for problem solving? Describe how they showed
problem solving abilities

Learner’s Development Matrix

Record the data you gathered about the learner’s characteristics and needs
in this matrix. This will allow you to compare the characteristics and needs of
learners at different learners. 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 High School
Domain
Age range of children observed: 12-13
years-old
Physical
Gross-motor skills The students are actively raising their hands once the
teacher asks a question that they should be able to
answer.

Fine-motor skills
They have the ability to write fast as they can during
the Quiz Bee Activity.

Self-help skills Each group is actively participating, helping each

other and building teamwork in the Quiz Bee Activity.

Social
Interaction with Each group is socially connected to each other
Classmates/friends wherein they are comfortable and confident to interact
with their group mates.

Interests
Students are very interested during the checking of
attendance wherein it is creatively made by the
teacher that once your name is called, the student
should tell them his/her favorite food.
Emotional
Moods and The students are in a good mood, everyone is
temperament, enjoying the activity. They are competitive in a good
expression of way as a sign of healthy competition.
feelings
Emotional The students are free to express their emotions to the
independence class.

Cognitive
Communication The students show good communication to the
Skills teacher as well as to their classmates. They are
interactive most especially in listening to the teacher's
instructions during the experiment.

Thinking skills
They know what they are doing. Once a teacher asks
a question, the students answer it correctly.

Problem-solving They know how to construct solutions for their

problems most especially when the microscope is not
functioning and at some point they give chance to
others to shine.
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
observed Teaching-Learning
Process

Understand the lesson Teacher must integrate or

better when there's an provide actual examples as
actual example being possible to keep students
presented engage and interested

High school
Age range of
learners
More active, cooperative Teacher should continue to
observed: 12-
and competitive when in employ games and
13 yrs.old
group activities. activities that further
improve the
communication and
collaboration skills of the
learners
Become more noisy and
active especially when
teacher is joking around
Therefore, teachers must
with them
be patient in dealing with
high schoolers.
Understanding and
Patience is needed.
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 observing the learners, we observed that we have the
same experiences at that age of learning. We experience the same
activities, laboratory experiemnt, as well as the interactive discussion of
the teacher. We are also experienced groupings, building teamwork
among students, collaboration, communication, and having the sense
of being competitive in the class.
The similarities we observed that we have with the learners are the
sense of being competitive, may we include cheating, and also the
word acceptance, we are similar on how to accept the result or score
of the activity. While when it comes to the differences, we don't see
anything different from us. We experienced the same thing that the
students experienced in their generation.
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 still remember some of my teacher in high school that is very
good in teaching and facilitating the class and I can't forget them for a
positive reason even though we are far from each other. They really
help us to develop and enhance our skills that includes physical,
emotional, social and cognitive. It really affects us in a good way where
in they teached us the things that we don't know and we learned
something from it. Those learnings that we have gained from them will
always be in our mind and their wisdom will be always in our heart.
3. Share your insights here.
Our insights about this matter is that teachers plays an important
role in teaching and facilitating the students. I think that the government
should put a spotlight for the education system that we have here in the
Philippines. It is important to educate learners as the caption of their
own ship, and as a citizen who will continue the legacy of this beloved
nation, Philippines.
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct 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 preschool 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 everyday.
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 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.
Albert Bandura’s Social Learning Theory.” Social learning theory,
proposed that learning occurs through observation, imitation, and modeling
and is influenced by factors such as attention, motivation, attitudes, and
emotions. The theory accounts for the interaction of environmental and
cognitive elements that affect how people learn.” (verywellmind.com,2022)
As a future teacher this would guide me(us) about students' learning
process. This Theory also proposed that students learn things through
observation and imitation. Teachers are a great contributor in the child
learning process that is why teachers should be the good role model for the
students since they are the one who facilitate and guide them in school.
Children can learn anywhere so their environment must be organize and safe.
Children must be surrounded with a live model, symbolic model and verbal
instructional model. Where in live model involves actual demonstration such
as behavior and attitude, symbolic model involves fiction or non-fictions
characters shows different characteristics and manners for instance books,
films and so on, lastly is verbal instructional model which involves descriptions
and explanations of a behavior, a great example of this are during activities in
school or house the facilitator gives instructions on how to properly perform a
certain activity. Thus, teachers must think of different ways of discussing a
topic where the students can learn through observation, imitations and
conformation.

References:

https://www.verywellmind.com/social-learning-theory-2795074

https://www.healthline.com/health/piaget-stages-of-development

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: _____________________ Date Submitted: _________
Year and Section: _______________________ Course: _______________
Learning Excellent Very Satisfactor
Needs
Episode Satisfactory y Improveme
nt
Accomplish All One(1)to two(2) Three(3) Four(4)
ed observation observation observation observation
Observation questions/tas questions/ task questions/ questions/
Sheet ks completely not answered/ task not task not
answered/ accomplished. answered/ answered/
accomplished accomplishe accomplishe
d. d.
Analysis All questions All questions were Questions Four(4) or
were answered were not more
answered completely; answered observation
completely; answers are completely; questions
answers are clearly connected answers are were not
with depth to theories; not clearly answered;
and are grammar and connected answers not
thoroughly spelling are free to theories; connected
grounded on from errors. One (1) to to theories;
theories; three more than
grammar and (3)grammar four (4)
spelling and or spelling grammatical
are free from error. / spelling
error. error.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; depth; supported and shallow; shallow;
supported by by what were somewhat rarely
what were observed and supported supported
observed analyzed. by what by what
and were were
analyzed. observed observed
and and
analyzed. analyzed.

Learning Portfolio is Portfolio is Portfolio is Portfolio is

Artifacts reflected on reflected on in the not reflected not reflected
in the context context of the on in the on in the
of the learning context of context of
learning outcomes;Comple the learning the learning
outcomes; te, well-organized, outcomes; outcomes;
Complete very relevant to Complete, not
 well- the learning not Complete,
organized, outcome. organized, not
highly relevant to organized,
relevant to the learning not relevant
the learning outcome to the
outcome. learning
outcome
Submission Submitted Submitted on the Submitted a Submitted
before the deadline day after the two (2) days
deadline deadline or more
after the
deadline.

Over-all score Rating:(Based on

COMMENTS transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19- 17 16 15 14 13 11 10 9.8 7-

18 below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.5 2.7 3.00 3.5 5.00
5
99 96 93 90 87 84 81 78 75 72 71-
below
__________________ ______________
Signature of FS Teacher above Printed Name Date