FS1 EPISODE 2

SPARK Your Interest

Episode 2 provides me with an opportunity to observe learners of different ages and
grade levels. It highlights the difference 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, I must be able to describe the characteristics, needs and
interest of learner from different developmental level. (3.1.1)

REVISITS the Learning Essentials

Here is major principle 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 takes place gradually.
3. All domains of developmental and learning-physical, social and emotional, and
cognitive-are important, and they are closely interrelated. CNAEYC,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: Violeta Lugtu School: Pampanga Colleges

Grade/Year Level: Pre-Elem Subject Area: General Date: September 03,2021

Resource Teacher: Emmanuel Ocampo Jr. Teacher’s Signature ___________ School: Pampanga
Colleges
Grade/Year Level: Grade 5 Subject Area: General Date: September 06,2021

Resource Teacher: Mary Ann D. Reyes__ Teacher’s Signature ___________ School: Pampanga Institute
Grade/Year Level: Grade 11 Subject Area: Philippine Politics_ Date: September 06,2021

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 observation.

An Observation Guide for the Learners’ Characteristics

Read the following statement 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 movement clumsy or deliberate/smooth?
3. How about their fine motors skills? Writing, drawing, etc.
Social
1. Describe how they interact with the 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 cry, mood-
shifts)
2. How do they express their wants/needs? Can they wait?
3. How do they handle frustration?
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 to 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
observed.

Preschooler Elementary High School

Development Domain Indicate age range of Indicate age range of Indicate age range of
children observed children observed children observed
Physical
Gross-motor skills The students are The grade5 students The students know
clumsy, they always are more focus and how to behave. They
play and make a lot of behave than the pre- can freely do what they
movements. elem students. want to act.

Fine-motor skills The students are not The grade 5 students The students know
that good in writing. already know how to already how to write
 They’re more on love write properly. creatively.
to draw when they
have a pen in hand.

Self-help skills They always need a They can help They can manage their
help and guide. themselves already and self alone they just
ask for a guidance if need an instruction.
they can’t

Others
Social They talk slowly when They are responsive They interact with
Interaction with interacting and they and a little bit shy teachers they know on
Teachers use a loud voice when when talking to the how to talk
calling the teacher. teacher. respectfully.

Interaction with They’re eager to make They can start a There’s always an
Classmates/friends friends but they’re shy friendship by playing interaction with their
to make an interaction. and talk casually with friends and classmates.
their playmates.

Interest They just like playing. They like playing They like kpop,
online games. watching tv series and
go out with friends if
possible.

others
Emotional They change mood They look like they are They always hide their
Moods and easily; they are short bored when studying, feelings and they just
Temperament, temper and they they are emotional too express their self if
expression of feelings always cry when they when they have a fight. they want to.
want something but
they can’t have it.

Emotional They cry when there’s They can go with the They’re not showing
Independence something they don’t flow and just cry when their emotion easily,
like. they hurt. they just want to cry
alone when they
cannot handle the pain.

others
Cognitive
Communication Skills They talk easily using They can also They already have a
their mother tongue but communicate easily good communicating
some of their words is with their teacher. skill.
slang and the teacher is
struggling to
understand what they
are saying.

Thinking skills They can think when They know already They already
they were just ask but how to understand the understand and know
 mostly, they’re just teacher, what to do. They are
think about playing. mature enough to
handle things.
They can’t solve
Problem-solving already. They just They know how to They can handle things
thing they can solve solve already. alone because of their
things by crying. age and thinking skills.

others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on those
characteristics, think of implications for the teacher.
Example:

Level Salient Characteristics Implications to the Teaching-Learning

Observed Process
Preschool  Preschoolers like to  Therefore, the teacher should remember
Age range of learners move around a lot. to use music and movement activities
observed 3-4 not just in PE but all subject areas
 Therefore, teachers should not expect
preschooler to stay seated for a long
period of time

Level Salient Characteristics Implications to the Teaching-Learning Process

Observed
Preschool Preschoolers like to play Therefore, teachers should let the students feel
Age range of learners most of the time because that going to school is not boring and burden,
observed 3 to 4 years they are not still instead, it provides activities which children could
old appreciating education, so feel pleasure and enjoyment. So, motivation
that, they can easily lose should be an integral part of the responsibility of
their attention in the the teachers every time that the children’s
discussion. attention is being lost.

Elementary Grade5 students are engage Teachers should offer much of his/her attention
Age range of learners in formal studying of basic and patience for the students every day and
observed 9 to 10 years Education for the first time teachers should learn what complaint should be
old yet somehow similar to heard and answer them questions.
those preschoolers, playing
is still part of their life.
Much complaint and
questions can also be heard
from them.

High School High School Students like Teachers should be integrating their teaching with
Age range of learners to be in the latest trends and technology to keep the students interested and
observed 15 to 17 years can understand lessons teachers must communicate the significance of the
old better when they are lesson to the students' everyday life.
integrated with real life
situations.
REFLECT

1. While you were observing the learners, did you recall your own experience when you
were their age? What similarities or differences do you have with the learners you
observed?

When I was at my preschool days, I remembered that I am very childish as what they are today. I
love playing but I am a very shy type child. When I was in my elementary, I’m just an ordinary
student wherein going to school is just a part of my daily routine in life. I don’t even felt how
education is important in that time. I played with my friends yet I’m not that competitive like how
children are now today.

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?

My grade8 adviser she was the first teacher who believe in me, she was the first one to say that I
can clearly excel in the class. I can’t forget the time when we met on the stairs of the school and
all of a sudden, she told me that “konti nalang nak makakapasok kana sa top10 overall, kaya mo
yan magaling ka.” Those words really marked in me, because no one has ever told me that.
Because of that I became more motivated to study, since then I have had the desire to study hard
because I know that there’s someone believing in me.

3. Share your other insight here.

Sometimes you just need to know that there’s people that believing in you, so always do your
best in everything that you’ll do just keep your goal in mind. Don’t be too harsh on yourself, and
in terms of my observation all students have different needs but the teacher is responsible to meet
those needs. In teaching there are students that are not interested in some lesson, as a teacher you
must make a way on how to catch their attention so that they will listen to you.
LINK Theory to Practice

Directions: Read the items given below and encircle the correct answer.

1. A 14-year-old felt ignore 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-old are not yet capable of perspective talking 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 development 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.

Social learning theory is classified as behavioral theory in which the behavior of the stimuli can
be affected and modified according to its observation in the environment. Everything that the
child seen and observe could actually lead them to learning. This theory will be beneficial and
essential guide in my future teaching in dealing with individual differences and how to direct
learning to them. Varied behaviors could be observed and contract with but learning could still
be effective through using and applying intrinsic and extrinsic motivation in the class. Even
without formal lesson, the students can learn by their own reflection in the environment. A print-
rich environment will also play its important role in letting the student to be educated in their
own.
 Evaluate Your Work Task Field Study 1, Episode 2 – Learner Diversity: Developmental Characteristics,
needs, and interest.

Learning Outcome: Determine the characteristics, needs and interests of learners from different
developmental levels.
Name of FS Student: Nicole M. Usi Date Submitted: ______________ Year & Section: 4 - B
Course: BSED major in English

Learning
Episode Excellent Very Satisfactory Satisfactory Need Improvement
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
Observation completely questions/tasks not answered/accomplished. questions/tasks not
Sheet answered/accomplished. answered/accomplished. answered/accomplished.

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

Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what was supported by what was shallow; somewhat rarely supported by what
observed and analyzed. observed and analyzed. supported by what was was observed and
observed and analyzed. analyzed.

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

COMMENTS
Rating:
Over-all Score (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 2.5 2.75 3.00 3.5 5.00

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