FS 1 Ep 2
FS 1 Ep 2
FIELD STUDY
The Learners’ Characteristics
Learning
Episode 2
And Needs
My Learning Overview___________________________________________________
In this Episode, I must be able differentiate the characteristics and needs of learners
from different developmental levels.
My Learning Essentials__________________________________________________
3. All domains of development and learning- physical, social, and emotional and cognitive-
are important, and they are closely interrelated. (NAEYC, 2009)
STEP 1 STEP 3
STEP 2 STEP 4
Use the activity form provided for you to document your observations.
Read the following statements carefully. The 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
upstairs, etc.
Social
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)
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.
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 Age Range: Elementary Age Range: High School Age Range:
3-4 7-8 15-16
Purple Room Grade 3 Grade 7 Our Lady of
Kindergarten Mrs. Juvelyn Batalan Lourdes
Miss Sarah Gem Cuerda Social Study Class Ms. Arcela Gordincillo
Science Class
Physical
Gross-motor skills The students in Ms. The students are still The students in Ms.
Sarah’s class were having energetic. This is why Ms. Gordincillo’s class were
an exercise; it’s very Batalan prepared her graceful and more
evident that the students lesson in a way that the composed compared to the
were very energetic and students will get more lower level.
hyper imitating the actions activity though they can be
of their teacher however controlled.
they get clumsy
sometimes. The gross
motor skill is still on
developing stage.
Fine-motor skills Teacher Sarah prepared a The student in Grade 3 can For students in Grade 7,
material in which they write well and legibly but they can write well either
have to trace the letter on in a slow pace. manuscript or cursive and
the board. This only shows both are readable. They
that their writing skill is can even do it in a fast
still need to be developed. pace compared to those
who are on lower year.
Self-skill help During the observation In the Grade 3 class, it is Main self-help skills are
with the Kindergarten every evident that fully developed. They can
class, I can see the student assertiveness is present on do thing on their own with
were able to prepare their them. They follow minimal supervision
own table and get their instructions given by the unlike those who are
own chair. In snack time, teacher and fully younger.
they were able to eat by understand it.
themselves without the
assistance of Ms. Sarah.
Social
Interaction with Ms. Sarah needs to call Students listen attentively Since the Grade 7 are
Teachers their attention for them to to Mrs. Batalan. They can more mature compared to
listen to her. They easily easily get the instructions the Kindergarten and
get distracted. and what the teacher is Elementary level, you will
saying. notice that they are well-
disciplined and they
participates well in class.
There is no need for them
to call their attention in the
class. Voluntarily, they are
attentive and listening well
to Mrs. Gordincillo.
Interaction with Able to make friends Loves to tease classmates Most of them belong in
classmates/friends and play with the and friends but still plays group of cliques but can
Interests other children with them. Have already get along with different
Others Loves toys; likes to circles of friends. Would gender.
scribble prefer to be grouped with
Can throw tantrums friends in an activity.
Sometimes.
Emotional
Moods and Very moody; A bit moody; have narrow Hides their true feelings;
temperament, expresses feelings attention expresses feelings or
expression of feelings with more use of Span. Does not hide problems by talking to
non-verbal language, feelings; expresses friends or peers.
e.g. crying, puppy feelings with more
eyes, pouting lips use of words
Cognitive
Communication Skills Can communicate with Can communicate very Can communicate well
little words and more on well in their first language both in first language and
non-verbal. Likes physical but only a little bit in English. Level of
activity like dancing. English. communicative
competence is
average
Their thinking skill is not Can generalize with Can perform reasoning
Thinking skills yet developed. guidance and apply the and analysis skill when
idea with other examples asked a question.
and exercises.
Problem-solving Not available Performs well in problem Can solve simple real life
Others solving but still doubts his situation problems.
answers
My Analysis_______________________________________________________________
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.
Elementary Age range of Elementary pupils like to play Teachers should remember to
learners observed 7-8 games a lot; they are also use games as motivation in class
Grade 3 beginning to show a higher rate to keep the interest of the
Mrs. Juvelyn Batalan in motor skills than the learners
Social Study Class preschoolers
Teachers must expect that fine
motor skills need more practice
to get better results
High School Age range of High School Students like to be Even if the student are in the
learners observed 15-16 in the latest trends and can higher section, the teacher must
Grade 7 Our Lady of Lourdes understand lessons better when not show less enthusiasm in
Ms. Arcela Gordincillo they are integrated with real life teaching
Science Class situations.
Teachers must communicate the
significance of the lesson to the
students' everyday life.
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 were also noisy during our class. Our attention was divided in
class discussion and having conversation with our classmate. We also want to be paired with our
friends in a group. But the difference I guess is that students now our more expressive when it
comes to their thought while during our time we only keep quiet and speak only when our names
are called.
The teacher I could never forget is Mrs. Buag in my elementary days, Grade 4. She is
known to be very strict and terror teacher. The students are afraid of her and once they were
under her advisory, they would choose to transfer to different section. However on my end, she
made a total difference. I was once a very dull, slow learner type of student. I always have
insecurities in me. But she molded me to the best version of myself. That was the first time I
received an award as 2nd honor. My reading skills was developed and most especially, I came to
love math which I hate so much prior. I owe her a lot to be a kind of student I am today.
My experience during the observation helps me realize the different characteristics of the
students depending on their age. It would be better to know their personalities for us to have an
idea how are we going to teach them; what methodology, approach and technique to apply. The
experience I had serve as an eye opener for me in realizing that in teaching kindergarten and
grade school, it is better to apply more activity to help them understand the lesson compare to
high school. High school student can easily comprehend the lesson however, the student comes
from different institution graduated during high school and these might affect the kind of
teaching ability I should implement for my student someday.
Integrating Theory and Practice_______________________________________
1. A 14-year-old felt ignored by her crush that 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 the teacher 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
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?
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 infer about the
cognitive developmental stage of Teacher Rita’s class?
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.
Piaget believed that children reach distinct stages in cognitive development. Between ages 2 and
7, children are egocentric and have trouble understanding different viewpoints or empathizing
with others. They classify objects by a single characteristic, such as color or shape, without
acknowledging other qualities. From ages 7 to 11, children are capable of logical thought about
objects or events. They classify objects by several different characteristics. Young people over
the age of 11 are able to think abstractly and hypothetically. They feel more concern for
ideological and moral issues, not just concrete reality.
This is my favorite theory in a way that Piaget recommends that teachers take an active,
mentoring role toward students. Instead of pushing information at students while they sit and
listen passively, they can share the learning experience and encourage them to be active and
engaged. In a way, I can use this theory in taking my students seriously and respect their ideas,
suggestions and opinions. I can do the supplementation of traditional lectures while students can
do the hands-on classroom activities that let them experience the content for themselves.
My Learning Rubrics___________________________________________________
o Focused on: Differentiating the characteristics and needs of learner from different
All questions were Analysis questions were Analysis questions were Analysis questions were
answered completely; in answered completely. not answered completely. not answered.
Analysis of the depth answers; thoroughly
Learning Episode grounded on theories. Clear connection with Vaguely related to the Grammar and spelling
theories. theories. unsatisfactory.
Exemplary grammar and
spelling Grammar and spelling are Grammar and spelling
superior. acceptable
Reflection statements are Reflection statements are Reflection statements are Ref lection statements are
clear, but not clearly; clear, but not clearly shallow; supported by unclear and shallow and
Reflections/ insights supported by experiences supported by experiences experiences from the are not supported by
from the learning episodes from the learning episodes learning episodes experiences from the
learning episodes
Portfolio is complete, clear, Portfolio is complete, clear, Portfolio is incomplete; Analysis questions were
well-organized and all well-organized; most supporting documentations not answered
Learning Portfolio supporting; supporting documentations are organized but are
documentations are located are available and logical and lacking Grammar and spelling
in sections clearly clearly marked locations unsatisfactory
designated
Submission of Submitted before the Submitted on the deadline Submitted a day after the Submitted two days or
Learning Episodes deadline deadline more after the deadline
Rating
Over-all Score
(Based on
Transformation)
TRANSFORMATION OF SCORE TO GRADE/RATING
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 72 71-Below
_____________________________ __________________________
Signature of FS Teacher Date