FS 1 LEARNING EPISODE 2

Learner Diversity: Developmental Characteristics, Needs, and Interests

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 p
and implement learning activities and assessments 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 interests of
learners from different developmental levels. (3.1.1).

REVISIT the Learning Essentials

Here are major principles of development relevant to this Episode:

1. Development is relatively orderly. The 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 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, and symbolic representational capabilities. (NAEYC, 2009)

OBSERVE, ANALYZE, REFLECT

Activity 2.1 Observing learner characteristics at different stages

Resource Teacher: ________________ Teacher's Signature:____________ School:___________

Grade/Year Level:________________ Subject Area:_________________ Date:_____________

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 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 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 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 table
under each domain are by no means exhaustive. These are just sample indicators. You may have
other aspects which you may have observed.

Development Preschooler Elementary Highschool

Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
____ ____ ____
 Physical
Gross-motor skills

Fine-motor skills

Self-help motor skills

Others

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
skills

Others

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 Characteristic Implications to the

Observed Teaching and Learning
Process

Preschool ● Preschoolers like to ● Therefore, the teacher

Age range of learners move around a lot. should remember to
observed 3-4 use music and
movement activities
not just in PE but in
all subject areas.

Level Salient Characteristic Implications to the

Observed Teaching and Learning
Process

Preschool
Age range of learners
observed _____

Elementary
Age range of learners
observed _____

Highschool
Age range of learners
observed _____
REFLECT

1. While we're 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 reasons. How did she/he help not
help you with your needs (physical, emotional, social, and cognitive)? How did it affect you?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

3. Share your other insights here.

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

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 the 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.
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.

Learning Outcome:__________________ Name of FS Student___________________

Year & Section:____________Date Submitted_________Course________________
Learning Excellent Very Satisfactory Needs
Outcome: 4 Satisfactory 2 Improvement
3 1

Accomplished All observation One (1) to two Three (3) Four (4) or more
Observation questions/tasks (2) observation observation not observation
Sheet completely questions/ tasks answered/ questions/ tasks
answered/ not answered/ accomplished. not answered/
accomplished. accomplished. accomplished.

Analysis All questions All questions Questions were Four (4) or more
were answered were answered not Four (4) or observation
completely; completely. more answered questions were
answers are with answers are completely; not answered
depth and are clearly answers are not answers not
thoroughly connected to clearly connected to
grounded on theories; connected to theories; more
theories; grammar and theories; one than four (4)
grammar and spelling are free(1) to three (3) grammatical/spel
spelling are free from errors. grammatical ling errors.
from error. spelling errors.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear, supported depth; and Unclear shallow,
by what were supported by and shallow somewhat
observed and what were rarely supported by
analyzed observed and supported by what were
analyzed what were observed and
observed and analyzed
analyzed

Portfolio is Portfolio is Portfolio is not Portfolio is not

reflected on in reflected reflected on in reflected on in
the context or thePortfolio is not the context of the context of
learning in the context the learning the learning
outcomes; of the learning outcomes. outcomes; not
organized, highlyoutcomes. Complete not complete, not
relevant to the Complete; well organized. organized, not
learning outcomeorganized, very relevant to the relevant
Complete, well relevant to the learning
organized, highlylearning outcome
relevant to the outcome
learning
outcome.
Learning Portfolio is Portfolio is Portfolio is ortfolio is not
Artifacts reflected on in reflected on in reflected reflected on in
the context or thethe context or Portfolio is not the context of
learning the learning in the context the learning
outcomes; outcomes; of the learning outcomes; not
organized, highlyorganized, outcomes. complete, not
relevant to the highly relevant Complete; well organized, not
learning outcometo the learning organized, very relevant
Complete, well outcome relevant to the
organized, highlyComplete, well learning
relevant to the organized,very outcome
learning relevant to the
outcome. learning
outcome.

Submission Submitted a day Submitted on Submitted a daySubmitted two

after the deadlinethe deadline after the (2) days or more
deadline after the deadline

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 3.00 3.5 5.00

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