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Learning Episode 2

Activity 2.1

Observing learner characteristics at different stages

Resource Teacher: Dr. Venes Santiago Teacher’s Signature: ________

School: Bataan Peninsula State University
Grade/Year/Level: BTVTE-4B Subject Area: ______ Date: ________
To realize the Intended Learning Outcomes, I will work your way through these steps:

Step 1 Observe 3 groups of learners from different levels (preschool, elem. And high school).
Step 2 Describe each of the learners based in my observations.
Step 3 Validate my observation by interviewing the learners.
Step 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 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.
Complete Name: MONES, MICHELLE R. Course/Yr/Sec/Area: BTVTE-4B GFD
3. Were there opportunities for problem solving? Describe how they showed problem solving abilities.
Date:
 2

Learners’ Development Matrix

Record the data you gathered about the learners’ characteristics and needs in the 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.

Development Preschooler Elementary High School College

Domain Indicate age Indicate age Indicate age Student
range of range of Children range of Children
Children observed: 1 observed: 2
observed: 2
Physical
Gross-motor skills They are They can act on They can do Can make
developing from their own things on their decisions on
time to time, very sometimes, but own but still seek their own,
clumsy yet still need for guidance. they are open
energetic. supervision. for
improvement
but self-
doubted.

Fine-motor skills They can write Can write their Cursive writing Both writing
and draw minimal own name clearly and normal and drawing
characters. and manage to writing are are well-
write it in cursive developing. They practiced,
way. are good in mainly
drawings too. developing it
in more
artistic way.

Self-help skills They can manage They can eat on Matured

to hold their their own, they Their self-help enough to do
spoon and fork can also manage skills are household
while eating; they to do some developed, they skills. Can
can also wash household are organized, make wise
their hands chores, but you and proper decisions, can
properly and have to watch hygiene is take care of
sometimes they them minimally presents, knows themselves
know how to ask because they tend how to take care well and
what to wear. to be distracted of their own and responsibly.
so easily. helps to do
household chores Mature,
Others as well. responsible.
Needs Less supervision
supervision all of than pre- Independent and

Complete Name: MONES, MICHELLE R. Course/Yr/Sec/Area: BTVTE-4B GFD

Date:
 3

the time. schooler. reliable.

Social
Interaction with Does not pay They are very They are Well-
Teacher more attention, attentive and obedient, they mannered,
but is capable of believe their perform well in they
following simple teachers more class, and they participate
instructions, than their respect their well in class,
wants to play parents. teachers. respects
with their own teachers,
relatives usually. polite.

Interaction with Wants to play Goes along

Classmates/friends with their own They usually They are well with
relatives and have more comfortable peers, they
make friends to friends to play around with their make friends
child they met. with, they know peers, loves to even with the
how to share play game, adult one and
something that usually mobile communicate
they have. games. well with
other people.

Interests Food, Travel

and Exploring
They love toys something
and educational They love to play They are in trend, new.
entertainment. games, and any mostly loves to
kind of toys. play game,
usually mobile
games and being They have a
Others in touch with growth
social media mindset, they
They are easily platforms. priorities what
irritated, can They tend to ask they need
throw tantrums too many They are in stage manage they
often. questions. where getting-to- time properly.
know more
themselves are
present, they are
trying to figure
out what they
want to do in life.

Complete Name: MONES, MICHELLE R. Course/Yr/Sec/Area: BTVTE-4B GFD

Date:
 4

Emotional

Moods and They are moody, They seek They talk about As they
temperament, cries a lot and attention from their problems mature
expression of express they their parents and with their peers enough, they
feelings
feeling though friend. They rather that their can manage
non-verbal want something own parents. their own
communication. that others have. They accept feelings and
opinions of other emotions.
people but scared They express
to lose or being it with
rejected. minimal
actions and
sometimes
they could tell
it with certain
friends.

They
sometime take
Emotional They like to They tend to be it on their
independence cuddle around independent, They can tell own. They
with their mother wants to try or their problems don’t want
and grandmother, explore things on with their parents others to be
they usually make their own. and sometimes distracted with
attentions present ask for some their own
approval on problem.
certain decisive
Others
They cry a lot if They love the things. They can
they don’t get attention coming manage their
what they want or from both parent, On this stage, own
to do want they they wants more they are being problems,
want to do. explanations for more curious on they are busy
something that who they really for something
they don’t are. The that is
understand about. adolescent period important and
is taking their values time
way to be well professionally.
understood
Cognitive
Communication Can communicate Can speak well Can interact well They can
skills with few words in Filipino and a in English. The speak
and rely more on little bit of communication proficiently in
nonverbal cues. English words or competence level English; also
phrases. is average. they can
manage to

Complete Name: MONES, MICHELLE R. Course/Yr/Sec/Area: BTVTE-4B GFD

Date:
 5

learn new
languages.
Thinking skills They focus on Usually evaluate They can
creativity, such as With supervision, and interpret solve and
drawing and the child may deductive make
coloring books, generalize and reasoning and solutions for
and give more apply the concept making their own
attention on to various inferences inquiry. Does
physical exercise. situations and a lot of
activities. decision
making before
final
judgments on
things.
Problem-solving Not available They more
Handles well in They can manage focus on
solving problems to solve their own problems that
but has doubts problems, but lost matters the
about their of interest if they most, they
solutions. can’t figure it out make sure that
sometime. they figure it
out because it
will stress
them out.

Real-life
Others
Not available situations
They can tackle They are better make them
simple real-world with the more reliable
scenario implementation in solving
challenges. of real-life problems.
situations. Their mindset
is growing as
time goes by
that makes
them decide
for what is
best in life.

ANALYZE

Complete Name: MONES, MICHELLE R. Course/Yr/Sec/Area: BTVTE-4B GFD

Date:
 6

Write the most salient developmental characteristics of the learners you

observed. Based on these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the
Observed Teaching-Learning Process
Preschool  Preschoolers like to  Therefore, the teacher
Age range of learners move around a lot. should remember to
Observed 3-4 use 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

Observed Teaching-Learning Process
Preschool  Preschoolers could  Therefore, he teacher
Age range of learners have childish tantrums should remember to
Observed __3-4________ even while working to treat the children with
develop motor skills. toys or foods as a
reward for them to be
good to you and to be
gentle at all times.

 Therefore, the teacher

should also provide
physical activities that
can aid in the
development of a
child's gross and fine
motor skills.

 Therefore, teachers
should not expect
preschoolers to be
proficient writers.

Elementary  Elementary students  Teacher could use

Complete Name: MONES, MICHELLE R. Course/Yr/Sec/Area: BTVTE-4B GFD

Date:
 7

Age range of learners enjoy playing games a playing games as a

Observed __7-11________ lot, and they are also motivation for the
starting to outperform learners to pay
preschoolers in terms attention to learning.
of motor skills.
 Teacher should be able
to observe their fine-
motor skills and
conclude that it is still
need improvement.
High School  High school students  The teacher should try
Age range of learners like to be up to date on to engage to their
Observed __15-18 ________ the latest trends, and student by the use of
they understand real-life situations.
lessons better when
they are applied to  The teacher should
real-life scenarios. communicate with
students well, because
they tend to be
introvert and extrovert
sometimes.

REFLECT

Complete Name: MONES, MICHELLE R. Course/Yr/Sec/Area: BTVTE-4B GFD

Date:
 8

1. While you were observing the learners, did you recall your own experiences when you
were at their age? What similarities or differences do you have with the learners you
observed?

Yes. Back then, I’ve also tend to be childish and mature one. As I grow older, I have
notice that the way I prefer myself to learn then was change when times goes by. I’ve
also been hindered by trends, games and peer experiences in learning, but that doesn’t
change the fact that I’ve always wanted to learn, that the more learning I have, the more
mature and experienced I’ve become. That’s when I realize, that it takes a right process to
be in the right place that you wanted, and experience will always be a good teacher.

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?

I have many teachers before who’d help me with studies, and not just by it, they also
helped me personally as I pursue my education. They praised me for my achievements
and tend to correct or make myself aware of my mistakes. On that fact, I didn’t feel
manipulated, but I do feel that on myself, there is always a room for improvement. I
realize, that what those teachers did to me was for my own good and that they see
something special to me, with that experience, I’ve keep in mind that a teacher isn’t only
the one who teach, but could be a parent, a friend and a stepping stone for success.

3. Share your other insights here.

Teachers who understand how their students learn can direct and contribute them to
success in their studies. Teachers who recognize their students as unique individuals can
aide them in accessing the often confounded and agitated lives they lead.

To be a student is to go through an almost unpredictable nature of discoveries, emotional

responses, and levels of energy. Students are one-of-a-kind and complex, making them
difficult to understand. And they are unwilling to engage us in conversation in order to
explain the reasons for their caprice as they explore the world around them. However, it
is critical for teachers to get to know the students deeply, to flow with their currents, and
to extend their nascent theories about how the world works.

SHOW Your Learning Artifacts

Complete Name: MONES, MICHELLE R. Course/Yr/Sec/Area: BTVTE-4B GFD

Date:
 9

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.

Jean Piaget's theory

Piaget's theory of cognitive development suggests that children move through four
different stages of mental development. His theory focuses not only on understanding
how children acquire knowledge, but also on understanding the nature of intelligence.

Piaget's stages are:

Sensorimotor stage: birth to 2 years

Preoperational stage: ages 2 to 7
Concrete operational stage: ages 7 to 11
Formal operational stage: ages 12 and up

Piaget believed that children take an active role in the learning process, acting much like
little scientists as they perform experiments, make observations, and learn about the
world. As kids interact with the world around them, they continually add new knowledge,
build upon existing knowledge, and adapt previously held ideas to accommodate new
information.
(https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457)

From this point of view, it provides me the fact that children were pretty much entirely
treated as smaller versions of adults up until this point in history. Piaget was among the
first to recognize that the way children think differs from the way adults think. His
cognitive theory aims to describe and explain how thoughts and actions and cognitive
factors develop. It also investigates how these thought processes influence how we
perceive and engage with the environment, and as a future teacher it is also a crucial role
for us to help students according to their diversity, we should know how to deal with
various learners and adapt their environment for us to be able to provide them the very
much learning that they need.

Complete Name: MONES, MICHELLE R. Course/Yr/Sec/Area: BTVTE-4B GFD

Date: