FS 1 [THE LEARNER’S DEVELOPMENT AND

ENVIRONMENT]

“To be a teacher, in Episode 2

the right sense is
to be a learner.
Instruction begins
when you, the
THE LEARNERS’ CHARACTERICTICS AND
NEEDS
teacher, learn from
the learner. Put
Name of FS Student: Mahinay, Mailyn A.
yourself in his Rasonable, Ivy Marie A.
place so that you Batulat, Marie C.
Carbilledo, Amy C.
may understand Malagsic, Edilberto V. Jr.
what he
Course: Bachelor of Secondary Education Major in T.L.E
understands and in
Year and Section: II-A
the way he Resource Teacher: Maam Vaneza Atanoso Signature: Date:____
understands it.”

– Soren Kierkegaard

Our Target
At the end of this activity, we will gain competence in
differentiating the characteristics and needs of learners from
different developmental levels.
My Performance (How I Will Be Rated)
Field Study 1 Episode 2 – The Learners’ Characteristics and Needs
Focused on: Differentiating the characteristics and needs of the
learners from different developmental levels
 FS 1 [THE LEARNER’S DEVELOPME NT AND ENVIRONMENT
]

Exemplary Superior Satisfactory Unsatisfactory

Learning Episodes
4 3 2 1
All tasks were done All or nearly all Nearly all tasks Fewer than half of
with outstanding tasks were done were done with tasks were done; or
quality; work exceedswith high quality acceptable quality most objectives met
Learning Activities expectations but need
improvement
4 3
2 1
All questions were Analysis questions Analysis questions Analysis questions
answered were answered were not answered were not answered.
completely; in depth completely completely. Grammar and spelling
answers; thoroughly Clear connection with Vaguely related to unsatisfactory.
Analysis of the grounded on theories/ theories the theories.
Learning Episodes Exemplary and Grammar and Grammar and
grammar spelling. spelling are superior. Spelling acceptable. 1
4 3 2

Reflection statements Reflection statements Reflection statements

are profound and clear, are clear; but not Reflection statements are unclear and shallow
but not clearly clearly supported by are shallow; supported and are not supported
supported by experiences from the by experiences from by experiences from the
experiences from the learning episodes the learning episodes learning episodes.
Reflections/ learning episodes
Insights 4 3 2 1
Portfolio is complete, Portfolio is
clear, well-organized; incomplete; Analysis questions
Portfolio is complete, most supporting supporting were not answered
clear, well-organized documentation are documentations are
Learning Portfolio and all supporting; available and logical organized but are Grammar and spelling
documentations are and clearly marked lacking unsatisfactory
located in sections locations.
clearly designated
4 3 2 1
Submitted before Submitted a day after Submitted two days or
deadline Submitted on deadline deadline more after the deadline
Submissions of
Learning Episodes
4 3 2 1
Comment/s
Over-all Rating:
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 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 7 71-below

Vaneza Atanoso
Signature of FS Teacher Date
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

Our Map
To reach your target, do the following tasks:

Step 1

Observe 3 groups of learners from different levels (preschool, elementary

school and high school.

Step2
Describe each of the learners based on your observations.

Step 3
Validate your observation by interviewing the learners.

Step 4
Compare them in terms of their interests and needs.
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
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 check-list if a
more detailed observation is preferred.

Physical
1. Observe their gross motor skills. How they carry themselves. How they mov,
walk run, go upstairs, 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-shifts)
2. How do they express 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.
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
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 of exhaustive. There are sample
indicators. You may add other aspects which you may have observed.

Development Domain Preschooler Elementary High School

Age Range: 3-4 Age Range: 7-8 Age Range: 15-16
Physical
Gross-motor skills They are very clumsy Energetic and They are more
and sometimes hyper sometimes hyper and conscious in their
and playful they loved to room physical look.
around the classroom
while the discussion is
going on.
Fine-motor skills Writing skill yet to be They have already They are now
developed developed their skills conscious on their
in writing and performance
drawing especially in writing
and drawing
In every activity they Sometimes they need They don’t need
always need help or assistance from the assistance from the
assistance from the teacher in some teacher on task as
teacher activities long they understand
Self-skill help the instruction
Needs attention and Less supervision than More independent
supervision most of preschool than preschoolers
Others the time and elementary
Social
They interact to Some are shy to They interact with
teacher by eagerly express their ideas their teachers politely
asking questions out and they believes and nicely and with all
of nowhere and they more in their teachers due respect
Interaction with can follow simple than their parents
Teachers instruction
They were able to They interact through They need to feel
make friends and play teasing and playing part of a peer group
Interaction with with the other with their classmates
classmates / friends children or friends
Loves toys; likes to Usually their interests
play Playing computer nowadays revolve
games and watching around in social
Interests movies media.
Others They are quarrelsome Their curiosity is They are physically
dominant conscious
 Emotional
Moods and Very moody; Mood shifters; very Moody; can hide their
temperament, Briskly happy but expressive when come feelings; annoyed if
expression of feelings easily cry. to their feelings someone’s teases
them; express their
feelings more on peers
Emotional Dependent to their Can’t control their They already know
Independence guardians or parents emotions, sometimes how to manage their
most specially to a little bit dependent emotions
mothers to their teacher or
parents
Others
Cognitive
Communication Skills They are trying to They can They need to enhance
communicate well communicate and their level of
with their peers understand two or communication skills
more languages especially in using
correct grammar
Thinking skills They really don’t think They can already They already develop
on things, but they can understand on their their thinking skills and
answer question teacher discussion they are matured
based on their enough and can
previous experience understand things on
what is right and
wrong
They doesn’t have any They already have They are independent
problem solving skills, learned and already, they possess a
maybe they have but understand simple problem solving skills,
they just easily utter problem solving because they can fully
solution without understand what the
thinking if its correct problem is and
and usually see probably can solve it
solution based on
what they had
Problem-solving experience
Others
 FS 1 [THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT]

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

Level Salient Characteristics Implications to the teaching-

Observed Learning Process
Preschool  They like to move a lot  Therefore, teachers should
Age range of Learners and play not expect preschoolers to
observed 3-4 stay seated for a long
period of time.

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Process  In this age the learners are  Therefore the teacher
Age range of learners curious in all things and should answer the
observed 5-6 they tend to ask more questions of the kids
questions about what they with relation to their
observed. questions and should be
in the simplest form for
the pupils to understand
the .
 Therefore, the teacher
should not expect that
questions raised by kids
are always related to
the topic.
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
Elementary  Elementary pupils like to  Teachers should use games
Age range of learners play and they also begin to as motivation in class to
observed 7-8 show a higher rate in sustain the learners’ interest
motor skills than the in the discussion.
preschoolers  Therefore, the teacher
 They are keen observer should be aware of what
he/she is teaching and be
careful of the way he/she
present things. The teacher
should always master his
subject matter before
conducting his/her class.

 High School Students is  Teachers should be

Age range of learners well updated to the latest integrate and their teaching
observed 15-16 trends and with technology to sustain
easily understand lessons the students interested and
better using technologies. to make the learning faster
and easier.

 High School students like  Therefore the teacher should

to have a secret be aware of their activities
conversation with their to ensure that the students
seatmates/peers. are still listening to the
discussion
 FS 1 [THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT]

Our Reflection:

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, because like them, we are also noisy and playful

during class but we actively participate during the discussion.
Unlike them, we give our full attention in the discussion because
we are afraid that the teacher will get angry and fail us.

2. Think of a teacher you cannot forget for positive or negative reasons?

It is our Dean, Dr. Mary Grace Ofqueria our Educ 2 teacher for
helping us to be independent learner and motivate us to strive hard toward
success; guide and counsel us when we are in emotionally unstable and
encourage us to be a good role model to our students someday.

3. Share your other insights here.

Children are on the process of developing constructing knowledge.

That’s why in terms of teaching, teachers should discuss the topic that are
appropriate to their cognitive level. Learners should not be force to perform a
task that is beyond their current cognitive capabilities.
 FS 1 [THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT]

Integrating Theory and Practice

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

1. A 14-year-old felt ignored 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.

A. She thinks what she feels is so 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 says.
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 be best to 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
 FS 1 [THE LEARNER’S DEVELOPMENT AND
ENVIRONMENT]

Our Portfolio
Which is your favorite theory of development? How can this guide you as a future
teacher?
Paste some readings about this theory and paste them here.

Stage Psychological Basic Virtue Age

crisis
1 Trust vs. mistrust Hope Infancy ( 0 to 1 ½)
2 Autonomy vs. shame Will Early Childhood ( 1 ½
to 3)
3 Initiative vs. guilt Purpose Play Age ( 3 to 5)
4 Industry vs. inferiority Competency School Age (5 to 12)
5 Ego identity vs. role Fidelity Adolescence ( 12 to 18)
confusion
6 Intimacy vs. isolation Love Young Adult (18 to 40)
7 Generativity vs. Care Adulthood ( 40 to 65 )
stagnation
8 Ego integrity vs. Wisdom Maturity ( 65 plus )
despair

We choose Erikson’s theory because it is indeed true that personality is determined

by experiences during childhood and adulthood. Development has a series or stages
where it is determined by crisis. As a person grows up, he/she will acquire and construct
knowledge and different characteristics that fit on his/her age depending on the stage
he/she belongs.