FS 1 Learning Episode 2 : Learner Diversity: Developmental Characteristics, Needs and

Interests

At the end of this Episode, FS students must be able to describe the

characteristics, needs, and interest of learners from different developmental
levels. (3.1.1).

Social
ACTIVITY: Observing learner characteristics at different stages
1. Describe how they interact with teachers and other adults.
Resource Teacher: __________________ Teacher’s Signature: __________School:_____________
2. Note how they also interact with peers. What do you think they talk about? What are their
Grade/Year Level: __________________ Subject Area: _______________ Date: ______________
concerns?
To realize the Intended Learning Outcomes, FS students will work their way through these
Emotional
steps:
1. Step
Describe the emotional
1 Observe 3 groups disposition or temperament
of learners from of the
different levels learners. elem.,
(preschool, (Happy, sad,
and easily
high school).
cries, mood-shifts)
Step 2 Describe each of the learners based on observations.
Social
2. Step
How3do they express
Validate their wants/needs?
observation by interviewingCan
thethey wait?
learners.
3. Step
How4with
Interaction Compare
do themfrustrations?
they handle in terms of their interests and needs.
Teachers
4. Describe their level of confidence as shown in their behavior. Are they self-conscious?
OBSERVE:
Interaction with
Cognitive
Classmates/friends
Use the observation guide and matrices provided for you to document your observation.
1. Describe their ability
Interests to use words
An Observation to communicate
Guide theirCharacteristics
for the Learners’ ideas. Note their language
proficiency.
Read the following statements carefully. Then write your observation report based on the
Others
provided space. how they figure out things. Do they comprehend easily? Look for evidence of
2. Describe
Physical
Emotional their thinking skills.
Disclaimer: Not all the texts in this module are original of the writer. Most of these are excerpts from the references that are mentioned in this module.
1. Were
3. Observe theretheir gross motorfor
opportunities skills how they
problem carry Describe
solving? themselves, howhow theythey
showedmove, walk, run, go
problem
Moods and
up the stairs, etc.
 2. Are gross movements clumsy or deliberate/smooth?

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

Example:
Level Salient Characteristics Implications to the Teaching-Learning
Observed Process
Preschool  Preschoolers like to  Therefore, the teacher should
Age range of learners move around a lot. remember to use music and
observed 3-4 movement activities not just in PE
but in all subject areas.
 Therefore, teachers should not
expect preschooler to stay seated
for a long period of time.
Level Salient Characteristics Implications to the Teaching-Learning
Observed Process
Preschool
Age range of learners
observed _______

Elementary
Age range of learners
observed _______

High School
Age range of learners
observed _______

Disclaimer: Not all the texts in this module are original of the writer. Most of these are excerpts from the references that are mentioned in this module.
 REFLECT

Disclaimer: Not all the texts in this module are original of the writer. Most of these are excerpts from the references that are mentioned in this module.
 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 cognitive0? How did it affect you?

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3. Share your other insights here.

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Disclaimer: Not all the texts in this module are original of the writer. Most of these are excerpts from the references that are mentioned in this module.
 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.

Photos Taken During the Interview

Disclaimer: Not all the texts in this module are original of the writer. Most of these are excerpts from the references that are mentioned in this module.
Name of FS Student: __________________________________Date Submitted: ______________________

Year & Section: ____________________________ Course: _______________________________________

Learning Episode Excellent Very Satisfaction Satisfaction Need Improvement

4 3 2 1

Accomplished All observation question/tasks One (1) to two (2) observation Three (3) observation Four (4) observation questions/tasks
Observation Sheet completely answered/ questions/tasks not answered/ questions/tasks not answered/ not answered/ accomplished.
accomplished. accomplished. accomplished.

Analysis All questions were answered
completely; answers are with depth
and are thoroughly grounded on
theories; grammar and spelling are
free from error.
All questions were answered
completely; answers are clearly
connected to theories; grammar
and spelling are free from error.
Questions were not answered
completely; answers are not
clearly connected to theories; one
(1) to three (3) grammatical/
spelling errors.
Four (4) or more observation
questions were not answered
completely; answers are not
connected to theories; more than
four (4) grammatical/ spelling errors.

Reflection Profound and clear; supported by Clear but lacks depth; supported Not so clear and shallow; Unclear and shallow; rarely
what were observed and analyzed by what were observed and somehow supported by what were supported by what were observed
analyzed observed and analyzed and analyzed

Learning Artifacts Portfolio is reflected on in the
context of the learning outcomes;
Complete, well- organized, highly
relevant to the learning outcome
Portfolio is reflected on in the
context of the learning
outcomes; Complete, well-
organized, very relevant to the
learning outcome
Portfolio is not reflected on in the Portfolio is not reflected on in the
context of the learning outcomes; context of the learning outcomes;
Complete, not organized, relevant not complete, not organized, not
to the learning outcome relevant

Submission Submitted before the deadline Submitted on the deadline Submitted a day after the deadline Submitted two (2) days or 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 1.00 1.25 1.50 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 above Printed Name Date

Sources:

Lucas, MR D., et al (2020). Field Study 1- Observations of Teaching-Learning in Actual School Environment)
All photos used in this material were downloaded from Canva.

Disclaimer: Not all the texts in this module are original of the writer. Most of these are excerpts from the references that are mentioned in this module.