FIELD STUDY 1 LEARNING EPISODE Learner Diversity:

Developmental
FS 1 2 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 plan and implement
learning activities and assessment that are all developmentally appropriate.

TARGET Your Intended Learning Outcome

➢ At the end of the 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 the major principles of development relevant to this Episode:

1. Development is relatively orderly. Development follows directional patterns such as, from the head
to the toe (cephalucaudal0, 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, symbolic or representational
capabilities. (NAEYC, 2009)

Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests Field Study 1 Page 1 of 8
 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 work my way through these steps:

Step 1 Observe 3 groups of learners from different grade/year levels

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 teacher 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.

Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests Field Study 1 Page 2 of 8
 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 may have observed.

Development Grade Level_____ Grade Level :____ Grade Level :____

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 skills

Others

Social
Interactive 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

Others
Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests Field Study 1 Page 3 of 8
 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 Characteristics Observed Implications to the Teaching-Learning

Process
Example: Preschool • Preschoolers like to move • Therefore, the teacher should
Age range of learners around a lot. remember to use music and
observed 3-4 movement activities not just in PE
but in all subjects areas.
• Therefore, teachers should not
expect preschoolers to stay seated
for a long period of time.

Level Salient Characteristics Observed Implications to the Teaching-Learning

Process
Grade Level_____
Indicate age range of
children observed:
_____
Grade Level_____
Indicate age range of
children observed:
_____
Grade Level_____
Indicate age range of
children observed:
_____

Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests Field Study 1 Page 4 of 8
 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?
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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?
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3. Share your other insights here.

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Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests Field Study 1 Page 5 of 8
 LINK Theory to Practice

Directions: Read 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 refuse 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 the teachers
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 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

Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests Field Study 1 Page 6 of 8
 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.

Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests Field Study 1 Page 7 of 8
 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.

Name of FS Student ____________________________________________________ Date Submitted ________________

Year & Section ____________________________________ Course _____________________________________________

Learning Excellent Very Satisfactory Satisfactory Needs Improvement

Episode 4 3 2 1
Accomplished All One (1) to two (2) Three (3) Four (4) or more
Observation observations/tasks observation observation observation
Sheet completely questions/ tasks questions/tasks questions/tasks not
answered/ not answered/ not answered/ answered/ accomplished.
accomplished accomplished accomplished.
Analysis All questions were Al questions were Questions were Four (4) or more
answered answered not answered observation questions
completely; completely; completely; were not answered;
answers are with answers are answers are not answers not connected to
depth and are clearly clearly theories; more than four
thoroughly connected to connected to (4) grammatical/ spelling
grounded on theories; theories; one (1) errors.
theories; grammar grammar and to three (3)
and spelling are spelling are free grammatical/
free from error. from errors. spelling errors.
Reflection Profound and Clear but lacks Not so clear and Unclear and shallow rarely
clear; supported depth; supported shallow; supported by what were
by what were by what were somewhat observed and analyzed.
observed and observed and supported by
analyzed. analyzed. what were
observed and
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is not reflected
Artifacts reflected on in the reflected on in reflected on in on in the context of the
context of the the context of the the context of the learning outcomes; not
learning learning learning complete; not organized,
outcomes; outcomes. outcomes. not relevant.
Complete, well- Complete; well- Complete, not
organized, highly organized, very organized,
relevant to the relevant to the relevant to the
learning outcome. learning learning
outcome. outcome.
Submission Submitted before Submitted on the Submitted a day Submitted two (2) days or
the deadline deadline after the deadline more 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 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-Below

_______________________________________ ___________________
Signature of FS Teacher above Printed Name Date

Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests Field Study 1 Page 8 of 8