(Observations of Teaching-Learning in Actual

School Environment)

(Learning Diversity: Developmental

Characteristics, Needs and Interests)

Submitted by:
SHEINA O. GREGORI BEED 4-A

Submitted to:
MRS. LOVELY D. BACOLOD
 OBSERVE, ANALYZE, REFLECT

ACTIVITY Observing learner characteristics at different stages

Resource Teacher: Mrs. Judith Espenilla Teacher’s Signature: ____________
School: Talave Elementary School Grade/Year Level: Grade 6
Subject Area: Filipino & English Date: October 14, 2021

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,
and run, go up the stairs, 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.

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 simple indicators.
You may add other aspects which you may have observed.
Development Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children observed: children observed: children observed:
3-4 6-8 13-15
Physical  Preschooler or the  They carry  They know how to
Gross-motor children in this themselves in a dance, act, walk
skills stage likes different way and run properly
walking, running compare to the as well as enjoy
Fine-motor back and forth and preschoolers participating
skills they always want wherein they move physical activities
to move around actively, walk here, and team games.
Self-help skills the room. going in and out of  They are now
 They love to write, the room. conscious on their
Others draw and put  They can read performance
every color. words and write especially in
 They are still small and capital drawing and
dependent on their letters in cursive writing short
parents and need manner properly stories, poems or
the assistance of but in a slow pace essays in cursive
their teachers. as well as know or manuscript
how to color manner.
within the lines.  Main self-help
 They also have the skills are fully
ability to help developed in a
themselves way that they
 independently don’t need
however when the assistance from
act tends to be the teacher on task
higher, that’s the as long as they
sign they will ask understand the
for guidance from instructions.
their teachers or
parents.
Social  They interact to  They interact with  They interact to
Interaction with teacher without their teachers their teachers with
Teachers hesitation in which nicely, politely and confident. They
they eagerly with respect as are also very
Interaction with answer the well as they participative in the
Classmates/frie questions from believes their class, well-
nds their teachers teachers more disciplined and
knowing that they than their parents. respect their
Interests were not sure with But in terms of teachers.
their answers and expressing their  They start to build
Others as if as they were ideas, some of circle of friends
talking at the same them are very and always enjoy
age. participative while being with their
 They interact with others are shy to peers. They’ve
one another give their insights. learned to
through playing  Attachments start cooperate with
and then easily got to develop when others on working
trouble. they are closer to out a task.
 Usually their their peers. They However, they
interest revolves love to tease their easily influenced
around watching classmates and by peer pressure
cartoon friends but still and conformity to
animations, plays with them. their group.
playing around  Their interest  Their interest
with their toys and usually revolves starts over with
with other around social romantic topics,
children. playing, enjoyable mobile games,
 Can throw activity like social media
tantrums storytelling, surfing, latest
sometimes chatting, computer fashion and
and playing online gadgetry.
games.  They are more
 This is also the conscious with
stage when their their appearance.
curiosity is high
Emotional  They are happy  There is a shifting  They start to hide
Moods and children but they of their moods their feelings and
temperament, can easily change wherein there are afraid of rejections
expression of moods especially if times they are since they are
feelings they have weak and already matured
something they sometimes they enough to handle
Emotional don’t like. are hyper and problems. There
independence  They are very active. They can are also times that
expressive about also control their they are quiet and
Others their emotions and emotions and focus to the
feelings. They feelings too but teacher’s
voice it out to their they didn’t hide it. discussion.
teachers or their  At this stage, they  Tends to develop
mother when they are starting to be sense of
are feeling happy, independent from independence as
sad or even angry. their parents they grow older
wherein they like and matured
to try different individual wherein
things on their they express their
own without the feelings or
help of any. problems more on
 They love the their friends
attention from rather than their
their parents. If parents.
they get upset, it’s  This stage needs
only for a small adult support,
period of time. guidance and calm
direction.
Cognitive  They can  They can  At this stage, they
Communication communicate with communicate very already know the
Skills little words using well in Cebuano Tagalog and
mother tongue dialect but only a English language
Thinking skills dialect. And they little bit in English that we use but
copy or imitate and Tagalog some of them are
Problem-solving what the adults are language. still learning
showing to them  Most of these especially the right
Others especially when learners are good pronunciation and
they think that a in memorization grammar
certain action is and fond of structure.
fun or it causes exploring. They  They can perform
them to feel great are also good deductive and
emotion. readers but still inductive
 At this stage, they struggling in reasoning and
cannot easily comprehending analysis.
figure out things what they’ve read.  They are good in
but they can  They can also solve solving problem
answer question basic problem- and have a high
 based on their solving like jigsaw chance that they
previous puzzles and can do it on their
experience. jumbled letters. own.
 They don’t have  They are now
any problem- logical in making
solving skills at decisions however
this stage. So, they they still need
still need guidance guidance from
and support about their guardian.
this skill. They also
understand the
lesson if there is
an integration of
real life situations.
 ANALYZE
Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics; think of implications for the teacher.
Example:

Salient Characteristics Implications to the Teaching-

Level
Observed Learning Process
Preschool  Pre-schoolers like to move  Therefore, the teacher
Age range of around a lot. should remember to use
learners music and movement
observed 3-4 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.

Salient Characteristics Implications to the Teaching-

Level
Observed Learning Process
Preschool  They can throw tantrums  Therefore, the teacher
Age range of sometimes and still should keep in mind to use
learners cultivating motor skills. toy as a form of reward and
observed 3-4 must be patient at all times.
 Therefore, the teacher also
give physical activities to the
pupils that can help them in
cultivating gross and fine
motor skills such as basic
scribbling, playtime and
moulding clays.
 Therefore, teachers must not
expect preschoolers to be
skilled in writing or drawing
instantly.
Elementary  They like to play games a  Therefore, teachers should
Age range of lot and begins to be keen always keep in mind to use
learners observers. games as a motivation in
observed 6-8 class to still retain the
interest of the learners.
 Therefore, teachers should
be aware of what they teach
and be careful enough of the
way they present things.
 They should always master
their subject matter before
conducting class.
High School  They can understand  Therefore, even if the
Age range of lessons better when they students are in the higher
learners are integrated with real section, the teacher must not
observed 13-15 life situations. show less enthusiasm in
teaching.
 Therefore, teachers must
communicate the
significance of the lesson to
the students’ everyday life.
 Therefore, teachers should
be integrating their teaching
with technology to arouse
the students’ interest.
 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?
During the days of my observation, I immediately recall my own experiences during
my elementary and high school days like the practice exercises, recitations and board
works. Just like them, I am also fond of answering in class recitations and I tend to ask
frequent questions to my teachers most especially if I didn't understand the lessons very
well. However it's just on that particular area whereas in terms of socializing, I don't have
any friends because I don't trust them knowing that I was a victim of bullying. And so, as I
grow older and matured enough, my self-esteem also starts fading. I prefer to talk to my
closest friends rather than mingle to my other classmates. I don't like to join singing or
drawing contest knowing that my teacher always says that I have a potential. I'd rather like
to stay in a low level or just hide my talent than to expose it to other people. And just like
any other teens, my mood also start shifting wherein I always think negative thoughts out
of nowhere and pressured myself in studies.

So, the similarities between me and the learners is being an active student in the
class wherein I keep participating even though I am not sure with my answers. While the
differences, on the other hand, is being an introvert type of person due of having a low level
of confidence wherein I'd rather focus on my studies rather than joining competition and
mingling with other acquaintances.

2. Think of a teacher you cannot forget for positive or negative reasons. How did
he/she help or not help you with your needs (physical, emotional, social, and
cognitive)? How did it affect you?
Mrs. Christie Palomar is one of the few teachers I cannot forget during my high
school days. She is a person who is very kind-hearted and teaches very well in the class. In
fact, she is one of my favorite teachers because she helped me gain self-confidence and
helped me a lot with my emotional and social needs which brought changes to me as a
student. She is the one who gave me a lot of advices whenever I needed it especially in
terms of improving my self-esteem. She also keeps telling me that I should not think
negative thoughts but instead, always think positive things and always ask God for
guidance. She have reminded me the significance of having a goal in life and used to
acknowledge my effort every time I earned or achieved something. In terms of my physical
and cognitive development, she was the one who helped me improving my skills and talent.
And because of her, I become a member of the singing bees in our school and a very active
TLE officer during my high school years. And now as I think of her, I also wanted to give
credit to her requisite outlines because that helped me a lot academically and emotionally, I
acknowledge her not just a teacher but a counselor and an older sister of mine who
believed on my capabilities as a student and for giving me so much confidence.
 3. Share your other insights here.
After carefully observing and paying attention to all preschool, elementary and high
school learners, the differences and similarities in their abilities becomes very noticeable.
Some were active participants and some were shy and too quiet. The classroom has indeed
changed. Teachers of today face the challenge of reaching a new type of learner who has a
different mixture of social expectations, learning characteristics and needs than students in
previous generations. Every teacher must understand that those kinds of differences are
some of the factors that influence the performance of the learners. So, they must do a
respond to be able to identify the strengths and the weaknesses of every learner. Teachers
should define every strategies or approaches they used when dealing diverse learners
because they are the one who can bring big changes and impact in the students' lives. In
addition, equality or fairness in class must also prevail. The teacher must be concern not
just to a few but to all his or her students. Encouragement must be present at all times.
 LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.

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 favourite 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 perfective
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 colouring book activities.

B. Ask the children to do repeat 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
 SHOW Your Learning Artifacts
Which is your favourite theory of development? How can this guide you as a future
teacher? Clip some readings about this theory and paste them here.

As we move through different stages of life, our human abilities and skills are
increases and strengthen. These different stages will provide us developmental patterns
that will enable our body and brain perform a certain task on how we respond and learn to
tasks in every stages. And this is what Jean Piaget's Cognitive Development Theory.

Piaget's theory of cognitive development is my favorite theory because it simply

explains to us that we move through different stages of mental development. Thus, our
learning ability, comprehension and acquiring of knowledge varies when we are young up
until we reach our adulthood. Meaning to say, starting from birth to adult, our intelligence
changes. Using this theory as a tool to understand better students will guide and help me
realize that differentiated and defined responses in terms of instruction, assessing and
developing learning materials is significant. I have learned that children are naturally
diverse especially in mental abilities. And so, through this theory, I will be able to identify
their individual needs and be able to respond these needs in an appropriate manner
immediately.