FS 1: OBSERVATIONS OF TEACHING-LEARNING IN ACTUAL

SCHOOL ENVIRONMENT
Learning Episode 2: Learner Diversity: Developmental
Characteristics, Needs and Interests
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, you will work your way
through these steps:
1) Observe 3 groups of learners from different levels (preschool, elementary,
and high school).
2) Describe each of the learners based on my observations.
3) Validate my observations by interviewing the learners.
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
space provided. 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 motor skills? Writing, drawing, etc.
Social
1) Describe how they interact with teachers and 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?
 Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests FS1

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 sample indicators. You may add other aspects which you may have observed.

Preschooler Elementary High School

Development Indicate age range Indicate age range Indicate age range
Domain of children of children of children
observed: . observed: . observed: .
Physical
Gross motor skills

Fine motor skills

Self-help skills

Others
Social
Interaction with
Teachers

Interaction with
classmates/friends

Interests

Others
Emotional
Moods and
temperament,
expression of
feelings

Emotional
independence
 Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests FS1

Others
Cognitive
Communication
skills

Thinking skills

Problem solving

Others

ANALYZE:
Write the most salient developmental characteristics of the learners you have
observed. Based on these characteristics, think of implications for the teacher.
Example:
Salient Characteristics Implications to the Teaching-
Level
Observed Learning Process
Preschool  Preschoolers like to  Therefore, the teacher should
Age range of move around a lot. remember to use music and
learners observed: movement activities not just
3-4 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
Age range of
learners observed:
.

Elementary
Age range of
learners observed:
.

High School
Age range of
learners observed:
.
 Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests FS1

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?

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?

3) Share your other insights here.

LINK Theory to Practice:

1)
2)
3)
 Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests FS1

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 FS1

EVALUATE Performance Task:

Learning 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:
 Learning Episode 2: Learner Diversity: Developmental Characteristics, Needs and Interests FS1

Year and Section: Course:

Learning Excellent Very Satisfactory Satisfactory Needs Improvement
Episode (4) (3) (2) (1)
Accomplished All observation One (1) or two (2) Three (3) Four (4) or more
Observation questions/tasks observation observation observation
Sheet completely answered questions/ tasks questions/tasks not questions/tasks not
or accomplished. not answered or answered/ answered or
accomplished. accomplished. accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered answered answered observation questions
completely; answers completely; completely; answers were not answered;
are with depth and answers are clearly are not clearly answers not
are thoroughly connected to connected to connected to
grounded on theories; grammar theories; one (1) to theories; more than
theories; grammar and spelling are three (3) four (4) grammatical/
and spelling are free free from errors. grammatical/ spelling errors.
from error. spelling errors.
Reflection Profound and clear; Clear but lacks Not so clear and Unclear and shallow;
supported by what depth; supported shallow; somewhat rarely supported by
were observed and by what were supported by what what were observed
analyzed. observed and were observed and and analyzed.
analyzed. analyzed.
Learning Portfolio is reflected Portfolio is Portfolio is not Portfolio is not
Artifacts on in the context of reflected on in the reflected on in the reflected on in the
the learning context of the context of the context of the
outcomes; complete, learning outcomes. learning outcomes. learning outcomes;
well-organized, complete, well- complete, not not complete; not
highly relevant to the organized, very organized, relevant organized; not
learning outcome. relevant to the to the learning relevant.
learning outcome outcome
Submission Submitted before the Submitted on the Submitted a day Submitted two (2)
deadline deadline after the deadline days or more after
the deadline.
Comment/s:
Rating:
Over-all (based on
Score 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