FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

Episode 2

“To be a teacher, in THE LEARNERS’ CHARACTERICTICS AND NEEDS

the right sense is
to be a learner. Name of FS Student: Mark Leo Hapitan
Instruction begins Course: Bachelor of Secondary Education Year and Section: II
when you, the
Resource Teacher: Mrs. Marie Sol Jamog Signature: Date:
teacher, learn from
the learner. Put My Target
yourself in his
At the end of this activity, I will gain competence n
place so that you differentiating the characteristics the characteristics and needs of
may understand learners from different developmental levels.
what he My Performance (How I Will Be Rated)
understands and in Field Study 1 Episode 2 – The Learners’ Characteristics and Needs
the way he Focused on: Differentiating the characteristics and needs of the
learners from different developmental levels
understands it.”
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
– Soren Kierkegaard
Observation/ All were done All or nearly all Nearly all Fewer than
Documentation: with tasks were tasks were half of tasks
outstanding done with high done with were done; or
quality; work quality acceptable most
exceeds quality objectives met
expectations 3 but with poor
4 2 quality
1
My Analysis Analysis Analysis Analysis Analysis
questions were questions were questions were questions were
answered answered not answered not answered.
completely; in completely completely.
depth answers; Grammar and
thoroughly Clear Vaguely spelling
grounded on connection with related to unsatisfactory.
theories/ theories the theories.
exemplary and
grammar Grammar and Grammar and
spelling. spelling are spelling
superior. acceptable.

4 3 2 1
FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
Tasks Exemplary Superior Satisfactory Unsatisfactory
4 3 2 1
My Reflection Reflection Reflection Reflection Reflection
statements are statements are statements are statements are
profound and clear, but not shallow; unclear and
clear, supported clearly supported by shallow and
by experiences supported by experiences are not
from the experiences from the supported by
episode. from the episode. experiences
episode. from the
episode.
4 3 2
1
My Portfolio Portfolio is Portfolio is Portfolio is Portfolio has
complete, clear; complete, clear; incomplete; many lacking
well-organized well-organized supporting components; is
and all and most documentation unorganized
supporting supporting is organized and unclear.
documentations documentations but is lacking.
are located in are available
sections clearly and/or in logical
designated. and clearly
marked
locations.
4 3 2 1
Submission Before deadline On the deadline A day before Two days of
the deadline more after
the deadline
4 3 2 1
Sub Totals

Rating:
Overall Score (Based on
Transmutation)

LOIDA L. BARRERA
Signature of FS Teacher Date

Transmutation to grade/rating
Score Grade Score Grade
20 - 1.0 - 99 12-13 - 2.50 - 81
18-19 - 1.25 - 96 11 - 2.75 - 78
17 - 1.5 - 93 10 - 3.00 - 81
16 - 1.75 - 90 7 below - 5.00 - below
15 - 2.00 - 87
14 - 2.25 - 84
 FS [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
1
My Map
To reach your target, do the following tasks:

Step 1
Observe 3 groups of learners from different levels (preschool, elementary
school and high school.

Step2
Describe each of the learners based on your observations.

Step 3
Validate your observation by interviewing the learners.

Step 4
Compare them in terms of their interests and needs.
 FS [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
1
My Tools
Use the activity form provided for you to document your observations.

An Observation Guide for the Learners’ Characteristics

Read the following statements carefully. The write your observation report on the
provided space. Your teacher may also recommend another observation check-listif a
more
detailed observation is preferred.

Physical
1. Observe their gross motor skills. How they carry themselves. How they mov,
walk run, go upstairs, 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.
 FS [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
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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 Elementary High School

Age Range: 3-4 Age Range: 7-8 Age Range: 15-16
Physical
Gross-motor skills Still developing; a bit Energetic and Graceful and
clumsy but very sometimes hyper composed
hyper

Fine-motor skills Writing skill yet to Can write in cursive Can write legibly
be developed but in a slow pace both in
manuscript and
cursive
Self-skill help Able to use utensils Assertiveness is Main self-help skills
to eat and able to present; household are fully
wash hand by skills are developed: eating,
himself developing dressing-up,
grooming and
household skills
Others Needs aids and Less More independent
supervision most supervision than preschoolers
of the time than preschool and elementary
Social
Interaction with Does not pay more Very obedient and Well-disciplined;
Teachers attention but can believes their participates well in
follow simple teachers more class; respects
instruction than their parents their teachers

Interaction with Able to make friends Loves to tease Most of them

classmates/friends and play with the classmates and belong in group of
other children friends but still cliques; talks about
plays with them the opposite sex

Interests Loves toys; likes to Playing games; Latest fashion

scribble coloring books and gadgetry

Others Can throw A time when Concerned with

tantrums curiosity is appearance
sometimes high
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
Emotional
Moods and Very moody; A bit moody; Hides their true
temperament, expresses feelings Narrow attention feelings; scared of
expression of feelings with more use of span; Does not hide rejection; expresses
non-verbal feelings; expresses feelings or
language, feelings with more problems by talking
e.g. crying, use of words to friends or peers
puppy eyes,
pouting lips
Emotional Very dependents Sometimes a bit Depend more on
independence especially towards dependents but friends than
the mother likes to try things parents when it
on his own comes to emotional
things
Others If he don't get what Loves the A bit confused if she
she want, he cries attention from is already a girl or a
and shout a lot parents; if he gets woman; adolescent
upset it's only for a period
small period of
time
Cognitive
Communication Skills Can communicate Can communicate Can communicate
with little words and very well in Filipino well in English. Level
more on non-verbal language but only of communicative
a little bit in competence is
English average

Thinking skills More on creativity Child can Can perform

like molding clay and generalize with deductive and
more on physical guidance and inductive reasoning
activity like dancing apply the idea with and analysis
other examples
and exercises

Problem-solving Not available Performs well in Not available

problem solving
but still doubts his
answers

Others Not available Can solve simple Understands the

real life less better with
situational integration of real
problems life situations
Can solve simple
real life
situational
problems
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]

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

Level Salient Characteristics Implications to the teaching-

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

Level Salient Characteristics Implications to the Teaching-

Observed Learning Process
Process Preschoolers can  Therefore the
Age range of sometimes throw tantrums teacher should
learners observed 3- and still developing motor remember to use toy
4 skills as a form of reward
and try to be patient
at all times.
 The Teacher should
also give physical
activities that can
help in developing
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
 FS 1 [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
or drawing
immediately.
Elementary Elementary pupils like to play  Teachers should
Age range of games a lot; they are also remember to use
learners observed 7- beginning to show a higher games as
8 rate in motor skills than the motivation in class
preschoolers to keep the interest
of the learners

 Teachers must expect

that fine-motor skills
need more practice
to
get better results
High School High School Students like to  Even if the student
Age range of be in the latest trends and are in the higher
learners observed 15- can understand lessons section, the
16 better when they are teacher must not
integrated with real life show less
situations. enthusiasm in
teaching
 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
 FS [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
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My Reflection
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 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 teacher you cannot forget for positive or negative reasons?

I think, he is Rev. Fr. Randy A. Guarino for helping us to be neat in the classroom,
t he center point of learning; counsel us when we are in emotional strains and
telling us to out from our comfort zone.

3. Share your other insights here.

Our experiences during high school really affect us on what to possess as a school
teacher. All of us on our section has different institution graduated during high
life, and these affect ourselves if what kind of teaching ability should we retain to
our students someday.
 FS [THE LEARNER’S DEVELOPMENT AND ENVIRONMENT]
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My Portfolio
Which is your favorite theory of development? How can this guide you as a future
teacher?

Paste some readings about this theory and paste tem here.

Piaget theory