Name: _________________________________________ Date: ___________________________

Course/Section: __________________________________ Professor:

________________________

LEARNING EPISODE 2
THE LEARNERS’ CHARACTERISTICS AND
NEEDS

My Learning Episode Overview

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 plan and implement learning activities and
assessment that are all developmentally appropriate.
My Intended Learning Outcomes

In this Episode, I must be able differentiate the characteristics and needs of

learners from different developmental levels.
My Performance Criteria

I will be rated along the following:

● quality of my observations and documentation,
● completeness and depth of analysis,
● depth and clarity of classroom observation-based reflection,
● completeness, organization, clarity of portfolio and
● time of submission of portfolio.

My Learning Essentials
Here are major principles of development relevant to this episode:
1. Development is relatively orderly, Development follows directional patterns
such as, from the head to the toe (cephalocaudal), and from the center of the body
then outwards (proximodistal)
2. Development take place gradually.
3. All domains 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)
My Tools
Use the activity form 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?
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-shifters)
2. How they express their wants/needs? Can they wait?
3. How they handle frustrations?
4. Describe their level of confidence as shown in their behaviour. 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
the evidence of their thinking skills.
3. Were there opportunities for problem solving? Describe how they show
problem solving abilities.

Development JUNIOR HIGH SCHOOL SENIOR HIGH SCHOOL

Domain Name:____________ Name:____________
Age:______________ Age:______________
Yr/Sec:___________ Yr/Sec:___________
Physical

Gross-motor skills

Fine-motor skills

Self-help skills

Social

Interaction with Teachers

Interaction with
Classmates/friends

Interests

Others

Emotional

Moods and temperament,

expression of feelings

Emotional Independence

Others

Cognitive
.
Communication skills

Thinking skills

Problem solving

Others
My analysis

Level Salient Characteristic Implications to the Teaching-

Observed Learning Process
JUNIOR HIGH
SCHOOL .

Age range of learners

Observed:_________

SENIOR HIGH
SCHOOL

Age range of learners

Observed:_________
My Reflections/Insights
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?

2.) Think of a teacher you cannot forget for positive or negative reason. How did
she/he help or not help you with your needs (physical, emotional, social and
cognitive). How did it affect you?

3.) Share your other insights here.

INTEGRATING THEORY AND 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 to fine motor skills of the 4-
year-olds. Which of the following should be best to 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. A preschool teacher is thinking about how best to develop the fine motor skills of the 4-
year-olds. Which of the following should be best to consider?

A. Formal operational stage

B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
MY LEARNING PORTFOLIO____________________

1. What is you’re your favorite theory of development. How can this guide you as a
future teacher?

2. Clip some readings about this theory and paste theme here.

3. What are the “Three Components and Personality Adjustment

4. How can this guide you as a future teacher ?

My Learning Rubric (How did I perform this episode?)
Field Study 1, Episode 2 – The Learners’ Characteristics and Needs

Name of FS Student: _______________________________ Date Submitted: ____________________

Year & Section: _____________________ Course:
___________________________
Learning Exemplary Superior Satisfactory Needs
Episodes 4 3 2 improvement
1
All episodes were All or nearly all Nearly all episodes Fewer than half of
done with episodes were done were done with episodes were done;
Learning Activities outstanding quality; with high quality acceptable quality or most objectives
work exceeds were met but need
expectations improvement
3 2 1
4
All question/ episodes Analysis questions Analysis questions Analysis questions
were answered were answered were not answered were not answered.
completely; in depth completely. completely. Grammar and
Analysis of the answers; thoroughly Clear connection Vaguely related to spelling
learning episodes grounded on theories. with theories the theories unsatisfactory
Exemplary grammar Grammar and Grammar and
and spelling spelling are superior spelling acceptable

4 3 2
1
Reflection statements Reflection Reflection statements Reflection statements
are profound and statements are clear, are shallow; are unclear and
clear; supported by but not clearly supported by the shallow and are not
Reflections/ Insights the experiences from supported by the experiences from the supported by the
the learning episodes experiences from the learning episodes experiences from the
learning episodes learning episodes

4 2 1
3
Portfolio is complete, Portfolio is Portfolio is Analysis questions
clear, well-organized complete, clear, well- incomplete; were not answered.
and all supporting; organized; most supporting Grammar and
documentations are supporting documentations are spelling
Learning Portfolio located in sections documents are organized but are unsatisfactory
clearly designated available and logical lacking
and clearly marked
4 locations
3 2 1
Submitted before the Submitted on the Submitted a day after Submitted two days
Submission of deadline deadline the deadline or more after the
Learning Episode deadline

4 3 2 1
 COMMENT/S Over-all Score Rating:
(Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 7- 9-8 10 11 12-13 14 15 16 17 18-19 20
below
Grade 5.0 3.5 3.0 2.75 2.50 2.25 2.0 1.75 1.5 1.25 1.0
71- 72 75 78 81 84 87 90 93 96 99
below

AMADO D. PEBRES DATE: _____________________

PROFESSOR