Field Study I

Observation of Teaching-Learning in Actual School Environment

FIELD STUDY 1- Learning Episode 2 “Learners Diversity: Developmental Characteristics,
Needs and Interest”
I. SPARK Your Interest
Episode 2 provide 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’ characteristic and needs so that I will be able
to plan and implement learning activities and assessment that are all developmentally
appropriate.
II. TARGET Your Intended Learning Outcome
At the end of this Episode, I must be able to describe the characteristics, needs and
interests of learners from different developmental level. (3.1.1)
III. REVISIT the Learning Essential
Here are 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 ( cephalocaudal), and from the center of the body then
outwards ( proximodistal).
2. Development takes place gradually
3. All domain of development and learning-physical, social, and emotional, and
cognitive-are important, and they closely interrelated. ( NAEYC, 2009)
4. Development proceeds toward greater complexity, self-regulation, symbolic or
representational capabilities. ( NAEYC. 2009)
IV. OBSERVE, ANALYZE, REFLECT
Activity 2.1 “Observing learner characteristics at different stages”

Resource Teacher:Fidela M. Membreve Teacher’s Signature: School:Cogon

Norte Elementary School
Grade/Year Level:Grade 3 Subject Area:Filipino Date: October 6. 2021

To realize the Intended Learning Outcome. I will work your way through these steps:
Step 1 Observe 3 groups of learners from different level ( preschool, elem…, and
highschool).
Step 2 Describe each of the learners based on my observation.
Step 3 Validate my observation by interviewing the learners.
Step 4 Compare them of their interests and needs.

V. OBSERVE
Use the observation guide and matrixes 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 movement clumsy or deliberate/smooth?
3. How about their fine motors 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 temperant of the learners. ( happy, sad, easily
cries, mood-shift)
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.

Learners’ Development Matrix

 Development Preschooler Elementary High School
Domain Indicate age Indicate age range of Indicate age range of
range of children children observe: 7-8 children observed: 15-16
observe: 3-4
Physical
 Gross-motor  Still  Energetic and  Graceful and
skills developing; sometimes hyper composed
a bit clumsy
but very
hyper  Can write in
 Fine-motor cursive but in a  Can write legibly both
skills slow pace in manuscript and
 Writing skill cursive
yet to be
developed  Assertiveness is  Main self-help skills are
 Self-help skills present; fully developed: eating,
household skills dressing-up,grooming
 Able to use are developing and household skills
utensils to
eat and able  More independent than
 Others to wash  Less supervision preschoolers and
hand by than preschool elementary
himself

 Needs aids
and
supervision
most of the
time
Social
 Interaction  Does not  Very obedient and  Well-disciplined;
with Teachers pay more believes their participates well in
attention but teachers more class; respects their
can follow than their parents teachers
simple
 Interaction instruction  Most of them belong in
with  Loves to tease group of cliques; talks
Classmates/fri  Able to make classmates and about the opposite sex
ends friends and friends but still
play with the plays with them  Latest fashion and
other gadgetry
 Interest children  Playing
games;coloring  Concerned with
 Loves toys; books appearance
 Others likes to
scribble  A time when
curiosity is high
 Can throw
tantrums
sometimes
Emotional
Moods and  Very moody;  A bit moody;  Hides their true
temperament, expresses Narrow attention feelings; scared of
expression of feelings with span; Does not rejection; expresses
feeling more use of hide feelings; feelings or problems by
non-verbal expresses talking to friends or
language,e.g feelings with more peers
. crying, use of words
puppy eyes,  Depend more on
pouting lips friends than parents
Emotional  Sometimes a bit when it comes to
 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 observed.

VI. ANALYZE
Write the most salient development characteristics of the learners you observed. Based
on these characteristics, think of implications for the teachers.

Level Salient Characteristics Implication to the

Observed Teaching- Learning Process
Preschool  Preschoolers like to move  Therefore, the teacher
around a lot. should remember to use
music and movement
activities not just in PE but
in all subject areas.
 Therefore, teachers should
not expected preschoolers
to stay seated for a long
period of time.

Level Salient Characteristics Implication to the Teaching-

Observed Learning Process
Preschool
Age range of Preschoolers can sometimes  Therefore the teacher should
learners observed throw tantrums and still developing remember to use toy as a form
3-4 . motor skills. of reward and try to be patient
at all times.
 The Teacher should also give
physical activities that can help
in develop in 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 or drawing immediately.
Elementary
Age range of Elementary pupils like to play  Teachers should remember to
learners observed games a lot; they are also use games as motivation in
7-8 . beginning to show a higher rate in class to keep the interest of
motor skills than the preschoolers. the learners.
 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 in  Even if the student are in the
learners observed the latest trends and can higher section, the teacher
15-16 . understand lessons better when must not show less
they are integrated with real life enthusiasm in teaching.
situations.  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.
VII. REFLECT
1. While you were observing the learners, did you recall your own experience when you
were their age? What similarities or difference do you have with the learns 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 teachers 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?
Teacher Edith is one of my favorite teachers. She is my Grade 4-6 advisor. She
is a wonderful teacher. She made us feel like we were not just her pupils, but also her
children. I enjoy how she teaches us because she always finds a way for us to
comprehend the lesson. She is the one that inspires me to never give up on my
education in order to achieve my life goals.

3. Share your other insight here.

I can state that dealing with preschool and primary pupils is difficult for a teacher.
It's difficult since the teacher is the one who will shape the learners into better people.
The teacher will serve as the learners' foundation as they progress from simple to
complex concepts. Though it is difficult, I can also add that educating kids is rewarding,
especially when they are not only having fun with your conversation but are also
learning.

VIII. LINK Theory to Practice

Direction: Read the 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 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-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 everyday.
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 within an egg in it. She
asked the class: “What happens to the egg iff I as three-tablespoon salt to the glass of
water?” This is hypothesis formulation. What can you infer about the cognitive
development 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
IX. 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.

Piaget’s Theory
 How can this guide you as a future teacher?
X. As a future teacher, I will provide a suitable learning experiences and tools that inspire
my students to develop their thinking. These will help me to know what are my limits in
my learners knowledge because they don’t have the same capabilities when it comes to
cognitive.

XI. EVALUATE Performance Task

Evaluate Your Work Task Field Study 1. Episode 1 – The School as a Learning
Environment
Learning Outcome: Determine the characteristics of a school environment that provides
social, psychological, and physical environment supportive of learning.

Name of FS Student Hannah Mae S. Gabasa Date Submitted: October 1,

2021
Year & Section: 4B Course: BEED
 Needs
Learning Excellent Very Satisfactory Satisfactory
Improvement
Episode 4 3 2
1
All observation One (1) to two (2) Three ( 3) Four (4) or more
Accomplis
questions/tasks observation observation observation
hed
completely questions/ tasks question/task not questions/ tasks
Observati
answered/accom not answered/ answered/ not answered/
on Sheet
plished. accomplished. accomplished. accomplished.
All question were
Four (4 ) or more
answered Questions were
All questions were observation
completely; not answered
answered questions were
answers are with completely;
completely; not answered;
depth and are answers are not
answers are clearly answers not
Analysis thoroughly clearly connected
connected to connected to
grounded on to theories; one
theories; grammar theories; more
theories; (1) to (3)
and spelling are than four (4)
grammar and grammatical/spelli
free from errors. grammatical/spelli
spelling are free ng error
ng errors.
from error.
Not so clear and Unclear and
Profound and Clear but lacks
shallow; shallow; rarely
clear; supported depth; supported
somewhat supported by
Reflection by what were by what were
supported by what what were
observed and observed and
were observed observed and
analyzed analyzed
and analyzed analyzed
Portfolio is Portfolio is Portfolio is not
Portfolio is not
reflected on in reflected on in the reflected on in the
reflected on in the
the context of context of context of
context of
the learning the learning the learning
the learning
Learning outcomes; outcomes; outcomes;
outcomes; not
Artifacts Complete, well- Complete, well- Complete, not
complete, not
organized, highly organized, very organized,
organized, not
relevant to the relevant to the relevant to the
relevant
learning outcome learning outcome learning outcome

Submitted two (2)

Submissio Submitted before Submitted on the Submitted a day
days or more after
n the deadline. deadline after the deadline
the deadline
COMMENT/S
Over-all Score Rating: (Based on
transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

7-
13-
SCORE 20 19-18 17 16 15 14 11 10 9-8 bel
12
ow
GRAD 3.0
1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.5 5.00
E 0
71-
99 96 93 90 87 84 81 78 75 72 bel
ow
Signature of FS Teacher above printed Date