FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

Episode 2

“To be a teacher, in THE LEARNERS’ CHARACTERICTICS AND NEEDS

the right sense is to
be a learner. Name of FS Student: Mark Leo Hapitan
Instruction begins Course: Bachelor of Secondary Education Year and Section: II
when you, the
Resource Teacher: Mrs. Marie Sol Jamog Signature: Date:____
teacher, learn from
the learner. Put My Target
yourself in his
At the end of this activity, I will gain competence n
place so that you differentiating the characteristics the characteristics and needs of
may understand learners from different developmental levels.

what he
My Performance (How I Will Be Rated)
understands and in Field Study 1 Episode 2 – The Learners’ Characteristics and Needs
Focused on: Differentiating the characteristics and needs of the
the way he
learners from different developmental levels
understands it.”
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
– Soren Kierkegaard Observation/ All were done All or nearly all Nearly all tasks Fewer than half
Documentation: with tasks were done were done of tasks were
outstanding with high with done; or most
quality; work quality acceptable objectives met
exceeds quality but with poor
expectations 3 quality
4 2 1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear Vaguely spelling
grounded on connection with related to the unsatisfactory.
theories/ theories theories.
exemplary and
grammar Grammar and Grammar and
spelling. spelling are spelling
superior. acceptable.

4 3 2 1
FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, supported clearly supported by shallow and are
by experiences supported by experiences not supported
from the experiences from the by experiences
episode. from the episode. from the
episode. episode.

4 3 2 1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear; complete, clear; incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation unorganized
supporting supporting is organized and unclear.
documentations documentations but is lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day before Two days of
the deadline more after the
deadline
4 3 2 1
Sub Totals

Rating:
Overall Score (Based on
Transmutation)

LOIDA L. BARRERA
Signature of FS Teacher Date

Transmutation to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 81
16 - 1.75 - 90 7 below - 5.00 - below
15 - 2.00 - 87
14 - 2.25 - 84
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

My 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. The write your observation report on the
provided space. Your teacher may also recommend another observation check-listif 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 Still developing; a bit Energetic and Graceful and
clumsy but very sometimes hyper composed
hyper

Fine-motor skills Writing skill yet to be Can write in cursive Can write legibly
developed but in a slow pace both in manuscript
and cursive

Self-skill help Able to use utensils Assertiveness is Main self-help skills

to eat and able to present; household are fully developed:
wash hand by himself skills are eating, dressing-up,
developing grooming and
household skills

Others Needs aids and Less supervision More independent

supervision most of than preschool than preschoolers
the time and elementary
Social
Interaction with Does not pay more Very obedient and Well-disciplined;
Teachers attention but can believes their participates well in
follow simple teachers more than class; respects their
instruction their parents teachers

Interaction with Able to make friends Loves to tease Most of them belong
classmates/friends and play with the classmates and in group of cliques;
other children friends but still talks about the
plays with them opposite sex

Interests Loves toys; likes to Playing games; Latest fashion and

scribble coloring books gadgetry

Others Can throw tantrums A time when Concerned with

sometimes curiosity is high appearance
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
Emotional
Moods and Very moody; A bit moody; Hides their true
temperament, expresses feelings Narrow attention feelings; scared of
expression of feelings with more use of span; Does not hide rejection; expresses
non-verbal language, feelings; expresses feelings or problems
e.g. crying, puppy feelings with more by talking to friends
eyes, pouting lips use of words or peers

Emotional Very dependents Sometimes a bit Depend more on

independence especially towards dependents but friends than parents
the mother likes to try things when it comes to
on his own emotional things

Others If he don't get what Loves the attention A bit confused if she
she want, he cries from parents; if he is already a girl or a
and shout a lot gets upset it's only woman; adolescent
for a small period period
of time
Cognitive
Communication Skills Can communicate Can communicate Can communicate
with little words and very well in Filipino well in English. Level
more on non-verbal language but only a of communicative
little bit in English competence is
average

Thinking skills More on creativity Child can Can perform

like molding clay and generalize with deductive and
more on physical guidance and apply inductive reasoning
activity like dancing the idea with other and analysis
examples and
exercises

Problem-solving Not available Performs well in Not available

problem solving
but still doubts his
answers

Others Not available Can solve simple Understands the less

real life situational better with
problems integration of real
Can solve simple life situations
real life situational
problems
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

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

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Process Preschoolers can sometimes  Therefore the teacher
Age range of learners throw tantrums and still should remember to
observed 3-4 developing motor skills use toy as a form of
reward and try to be
patient at all times.

 The Teacher should

also give physical
activities that can
help in developing
gross and fine motor
skills in a child, such
as molding clay,
playtime and basic
scribbling.

 Teachers should not

expect preschoolers
to be skilled in writing
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
or drawing
immediately.
Elementary Elementary pupils like to play  Teachers should
Age range of learners games a lot; they are also remember to use
observed 7-8 beginning to show a higher games as motivation
rate in motor skills than the in class to keep the
preschoolers interest of the
learners

 Teachers must expect

that fine-motor skills
need more practice to
get better results
High School High School Students like to  Even if the student
Age range of learners be in the latest trends and are in the higher
observed 15-16 can understand lessons section, the teacher
better when they are must not show less
integrated with real life enthusiasm in
situations. teaching

 Teachers must
communicate the
significance of the
lesson to the
students' everyday
life.

 Teachers should be
integrating their
teaching with
technology to keep
the students
interested.

 Must acknowledge
the students' efforts.
Treat everyone in
class with fairness
and no favoritism
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

My 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 during class but we are
participating very well. Unlike them, we give our full attention to what the
teacher speaking about.

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

I think, he is Rev. Fr. Randy A. Guarino for helping us to be neat in the classroom, t
he center point of learning; counsel us when we are in emotional strains and
telling us to out from our comfort zone.

3. Share your other insights here.

Our experiences during high school really affect us on what to possess as a school
teacher. All of us on our section has different institution graduated during high
life, and these affect ourselves if what kind of teaching ability should we retain to
our students someday.
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

My 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 tem here.

Piaget theory