My Tools

Use the activity form provided for you to document your observation.

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 check-list if a more detailed observation is preferred.

Physical
1. Observe their gross motor skills. How they carry themselves. How they move, walk, run up the stairs, etc.
2. Are gross movement’s 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?
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 did they show 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 have observed.

Development Domain Preschooler Elementary High School

Indicate age range of Indicate age range of Indicate age range of
children observed: 5 - 6 children observed:8 - 9 children observed: 12 - 13
Physical
 Gross-motor skills  Kindergarten  Grade II pupils  High school

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 pupils move as are loved to students are
if they are not roam around more conscious
in school, the classroom on their
every time while physical look,
they move they discussion is they walk
think that they going on. properly
 Fine-motor skills are just sometimes.
playing. They
are clumsy.
 They love writing  They have
 Self-help skills and drawing, already  They are now
even if they developed conscious on
are not so good their skills in their
on that. writing and performance
drawing. specially
 Every activity, writing and
they always  Sometimes drawing.
need a help or they need  They don’t need
assistance assistance assistance from
from the from the the teacher on
teacher. teacher on task as long as
some they
activities. understand the
instructions.
Social
 Interaction with  Kindergarten  Some are shy  High school
Teacher pupils interact to express pupils interact
to teacher by their ideas. to their teacher
eagerly with confident.
answering They can also
questions from express ideas
the teacher, to their
even if they teacher.
 Interaction with not sure with
Classmates/friends. their answer.
They interact  They also love
as if they were to play with
 Interests talking with their  They also love to
the same age classmates and talk with their
with them. talking. friends and
 Kindergarten classmates.
students are  They are also
interacting interested in  They are
with their playing, but its interested in
classmates minimal now, many things
through maybe because since they are
playing with they also have already
each other. an interest in mature. Things

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  Kindergarten listening to like having
pupils are lesson. crush, love etc.
interested in
playing, that is
why the lecture
should be like a
playtime
always
Emotional
 Moods and  Kindergarten  Grade two  High School
temperament, pupils are pupils are also students are
expression of happy pupils, happy, but also happy
feelings but they can easily change students, but
easily change mood due to they can
moods, condition that handle their
especially if surround emotion, some
have them. of them can
something they hide their real
don’t like. emotion,
 Emotional maybe because
independence they are
 They are non self  Grade II pupils already
conscious they are also not mature.
cry if that conscious  High school is
something that with their now conscious
really need emotion. and cannot
them to cry. show their
And they emotion easily,
usually inform they are
their teacher if already
there is mature. They
something they handle it alone.
don’t like.
Cognitive
 Communication  Since in  Also in Grade II  High school
Skills kindergarten level they use students are
now are using the mother good in
the mother tongue, the communication
tongue, they grade II pupils skills, they can
can can express ideas
communicate communicate in English.
easily with the easily to their
 Thinking skills teacher easily. teacher.  High school
 Kindergarten students has
pupils they  Grade II pupils develop
really don’t are thinking already their
think on sometimes, thinking skills,
things, but because at because ate

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 they can their age they their age they
answer can already are already
question based understand on mature and can
on their the teacher’s understand
previous discussion. things what is
experience. right and
 Problem-solving wrong.

 Since High
 Kindergarten  For the Grade II school students
are at the age
pupil doesn’t pupils they
that we can
have any already have
mature already,
problem learned simple
they already
solving skills, problem
possess a
maybe they solving,
problem
have but it is because at
solving skills,
usually on their age they
because they
what they can understand
can fully
believe what is some already.
understand
right, they just
what the
easily utter
problem is and
solution
probably can
without
solve it.
thinking if its
correct, and
usually they
says solution
based on what
they had
experience.

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 My Analysis

Write the most salient development characteristics of the learners you observed. Based on these characteristics,
think of implication for the teacher.

Example:
Level Salient Characteristics Implications to the Teaching –
observed Learning Process
Preschool  Preschoolers like to move around  Therefore, the teacher should
Age range of Learners observed a lot. remember to use music and
3-4 movement activities not just in
PE but in all subject areas.
 Therefore, teacher should not
expect preschoolers to stay
seated for a long period of
time.

Level Salient Characteristics Implications to the Teaching –

observed Learning Process
Preschool The kindergarten pupils Therefore, the teacher
Age range of Learners observed are curious or they are should answer the
5-6 always asking questions. questions of the kids with
relation to their questions,
and should be in a
simplest form for the
pupils to understand.

Therefore, the teacher

should not expect that
question raised by the
kindergarten pupils are

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 always related to the topic
the teacher is discussing.
Elementary Grade II pupils like to Therefore, the teacher
Age range of Learners observed move around and have should be alert and always
8-9 conversation with their check the pupils if they
classmates. are on their chairs.

Therefore, the teacher

should check if the
conversations of the
pupils with their
classmates are related to
the topics for today.

High school High school pupils like to Therefore, the teacher

Age range of Learners observed have a secret should be aware on their
12 - 13 conversation with their activities to ensure that
seatmates talking things. the students are still
listening to the discussion.

My Reflections

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 did when I was at their age like when I was in my kindergarten days, I also keep
asking question which is just out of my curiosity. Also when I was in my Grade II level I also fun
of having conversation with my classmates that is out of the topic. And when I was in my high
school days I also did the same I love having secret conversation with my seatmates.
I think everything they had now is just similar with what I also have during the same age
they have now in these three levels. And the only difference is teachers have enough patient
with the learners today, maybe because they are following the law “no corporal punishment”,
unlike our time if we commit mistakes the teacher will punish us immediately, so I can say we
are more behave before than today’s leaner’s in these three levels.

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?

My teacher in Grade III, she is a very nice teacher for me; because she always
encourage me to do things that I am not usually doing during that time. During this level I
started joining school activities such as dancing, group singing, and others. She is also the
teacher who always encourages me to study hard and compete to those who are already
performer in term of academics in our section.
Because of her way of motivating and encouragement, I was able show what I can do
which I just hide it before. I was able be one of the performer in the class in terms of
academics and other extracurricular activities in school.
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 3. Share your other insights here.

It’s is really normal for the kindergarten pupils to be curious, ask question out of
nowhere, fun of moving around and think of always playing. Kindergarten pupils they keep on
asking question because they are curious, they are interested in many things. They easily shift
moods from being happy to crying.
Grade II pupils are also normal to be noise and they ask many question. Grade II pupils
are noise because they always want to interact to teacher if they are interested in the lesson,
but they also like talking with their classmates on the things they have outside the school.
High school students are more mature, they are very careful with their acts; maybe they
are ashamed if they are caught by their teacher whenever they are talking with their
seatmates. They are curious now with their physical appearance and their way they talking.

Piaget's theory of cognitive development is a comprehensive theory about

the nature and development of human intelligence, first developed by Jean
Piaget. It is primarily known as a developmental stage theory, but in fact, it
deals with the nature of knowledge itself and how humans come gradually to
acquire, construct, and use it. To Piaget, cognitive development was a
progressive reorganization of mental processes as a result of biological
maturationMyand Portfolio
environmental experience. Children construct an understanding
of the world around them, and then experience discrepancies between what
they already know and what they discover in their environment. Moreover,
Piaget claims
Which the
is your ideatheory
favorite that of
cognitive development
development. is atyou
How can this guide theas center of human
a future teacher?
organism and language is contingent on cognitive development. Below, there is
first
Clip a short
some readingsdescription of Piaget's
about this theory views
and paste them about
here. the nature of intelligence and
then a description of the stages through which it develops until maturity.

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 This theory of Jean Piaget’s Theory of Cognitive Development can help me
guide in the future as a teacher. Because this theory explains that an individual
has its own level of learning according to their age. So with this theory you will
be guided and understand that each level has its own level of understanding
and development with it comes to their physical and cognitive aspects. This
theory also explains the development of a child as early as conception until
they will become mature, and each age level has different level of development
in terms of their physical and cognitive aspects.

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