FFIELD STUDY 1: LEARNING EPISODE 2

Activity 2.1: Observing learners characteristics at different stages

Resource Teacher: Mr. Rhodulfo C. Capangpangan Jr.

Teacher’s Signature: ________________________

School: DAANBANTAYAN NATIONAL HIGH SCHOOL

Grade/Year Level: Grade 11 – Humanities and Social Sciences B

Subject Area: Research 1

Date:

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 of
different levels. The items under each domain are by no means exhaustive. These are
just simple indicators. You may add other aspects which you may have observed.

Development High School

Domain
Indicate age range of children observed: 16-17 years old
PHYSICAL
Gross-motor skills ➢ Students enjoyed team games and activities that involves
dancing, drama and acting.

Fine-motor skills ➢ Students were able to right stories, poems, letter and
even create slogan and poster
➢ Students made reflective journals and answer their
Self-help skills
assignment on their own without asking or copying to
their classmates
 SOCIAL
Interaction with ➢ Students ask questions if they have something to clarify,
teachers and as a teacher he/she listen and answer whatever
information they need. Students casually
communicate/talk about personal and school matters to
Interactions with their teachers after class in a respectful manner.
classmates/friends

➢ Students differs on their interest but good job to the

Interests teacher for bringing it to the lesson and able to catch
everyone’s attention.

EMOTIONAL
Moods and ➢ Students enjoys the lesson especially when it suits to
temperament, their interest. When they can relate and able to
experienced it in their daily school routine or in their
expressions of
personal life.
feelings

Emotional
independence ➢ Some of the students got bored especially boys who still
want to have fun knowing research subjects takes a long
hour in discussion.

COGNITIVE
Communication ➢ Students ask questions to their fellow classmates if they
didn’t catch the discussion or clarifying the instructions.
skills
They usually communicate and extend help to those
classmates who are in need.
➢ Students able to think and comprehend what the teacher
ask and come up with different ideas
Thinking skills

Problem-solving ➢ Students were able to use their critical thinking skills and able
to answer the given questions or do the given tasks.

Others
 ANALYZE

Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics think of implications of the teacher.

Level Salient Characteristics Implications to the

Observed Teaching-Learning
Process
High School Highschool students usually Teachers should know how
pays attention to the instructions to make the class lively,
Age range of learners
of the teachers. Most of them energetic and interactive to
observed 16 - 17
are behaved and well mannered. continue catching the
interest of the students. To
make them love the subject
despite of how difficult it is.

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?

➢ Yes, just like them I am a HUMSS student before and being responsible in every
action is evident. We are similar in a sense that we do our task in the classroom
without being told and we listen attentively what the teacher discussed especially
in research because we acknowledge that it a difficult subject. The difference that
I observe is that most of them depend on their leaders, they also complain and
always ask for extension about the deadline of submission which I rarely
experience during my SHS time aside that I am always appointed as a leader I
have a huge respect to my research teacher, well he is just too good.

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?
 ➢ The teacher that I will never forget is my Grade 11-12 adviser which is my
research teacher also because I have seen how much he loves his work and his
students and I have learned a lot not just in class but also about the reality of life.
Of all teachers that I have in my entire school years he is the only one who made
me feel that I belonged, I am not different and I can do more beyond my
imagination. He helped me build my confidence and installed great values that I
will possessed wherever I go.

3. Share your other insights here:

➢ Being a teacher is not an easy task, it not just about following what is in the lesson
plan, it is not just giving instructions or simply discussing the lesson for that day
but it is about being a role model, catching the interest of the students and make
them love the subjects. It’s about showing how passionate you are in doing your
job and never forgot to install good values to them. Mastering the lesson in class
is good but able to use it in real life situation is even better. You as a teacher
should always consider how your teachings will help your students in the future.

LINK THEORY TO PRACTICE

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
that the teacher says.
C. 14-years old 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 every day.
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 it here.

KOHLBER’S THEORY OF MORAL DEVELOPMENT

Level 3: Stage 6: Self – selection of universal

principles
POST CONVENTIONAL
Stage 5: Sense of democracy and
Share Standards, right and duties
relatively of rules

Level 2: Stage 4: Fulfilling duties and upholding

laws
CONVENTIONAL
Stage 3: meeting expectations of others
Performing right roles
Level 1: Stage 2: Getting what you want “by
tradeoff”
PRECONVENTIONAL
Stage 1: Punishment and avoidance
Values in external events

Kohlberg’s THEORY OF MORAL DEVELOPMENT is a theory that focuses on how

children develop morality and moral reasoning. Kohlberg’s theory suggests that moral
logic is primarily focused on seeking and maintaining justice. – Kendra Cherry

Kohlberg’s theory offers 3 levels of moral development each of which contains two
stages. Kohlberg asserts that moral development is neither the result of genetic
blueprint nor the result of conscious teaching of morality. Rather, it is a process of
maturing that arises about moral issues. – PsychPedia

Teachers can apply Kohlberg’s Model to Classroom Morality, it is an excellent tool for
understanding students at different stages of moral understanding. By understanding
this theory of moral development, teachers can help to guide the moral characters of
their students and help them to become the best that they can be.