FIELD STUDY
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
LEARNER’S DIVERSITY:
DEVELOPMENTAL
CHARACTERISTICS, NEEDS AND
INTEREST
Introduction:
This topic aims to enable Field Study students to observe learners of varying ages
and grade levels. It emphasizes the differences in the characteristics and needs of
learners. Future teachers must identify the characteristics and needs of their learners so
that they can plan and execute learning activities and assessments that are
developmentally appropriate.
At the end of this activity, student teacher should be able to:
1. Describe the characteristics, needs and interests of learners from different
developmental levels.
Learning Resources:
1. Lucas, Maria Rita D.,Ph.D. et al. Field Study 1: Observations of Teaching-Learning in
Actual School Environment OBE- & PPST-Based .Lorimar Publishing Inc. Cubao, Quezon
City.Metro Manila.(2020)
2. https://www.youtube.com/watch?v=erHUUd0mqeo
3. https://www.youtube.com/watch?v=ENvkE_0N3jo
4. https://www.youtube.com/watch?v=icwdKV9KENw
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
EXPLORE
Here are major principles of development relevant to this unit:
1. Development is relatively orderly. Development follows directional
patterns such as, from the head to the toe (cephalocaudal) and from the
center of the body then outwards (proximodistal)
2. Development takes gradually.
3. All domains of development and learning-physical, social and emotional
and cognitive are important and they are closely interrelated (NAEYC,
2009)
4. Development proceeds toward greater complexity, self-regulations,
symbolic or representational capabilities (NAEYC, 2009)
OBSERVE, ANALYZE, REFLECT
ACTIVITY 3
Exploring the School Campus
Resource Teacher: ____________________________ Teacher’s Signature: ________________
Grade/Year Level: _____________________________ Subject area: _____________________
To realize the intended learning outcomes:
1. Observe three (3) groups of learners from different levels (Pre-school,
elementary .and high school).
2. Describe each of the learners based on your observation.
3. Compare them in terms of interest.
Use the Observation guide and matrices to document your
observations.
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
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, 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 and 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.
Learner’s 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.
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
Preschooler Elementary High School
Development Domain Indicate age range of Indicate age range of Indicate age range of
children observed:____ children observed:____ children 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
Others
Cognitive
Communication skills
Thinking skills
Problem-solving
Others
Write the most salient development characteristics of the learners
you observed. Based on these characteristics, think of
implications for the teacher.
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
Example:
level Salient Characteristics Implications to the Teaching-
Observed Learning Process
Preschool Preschoolers like to move Therefore, the teacher should remember to
around a lot. use music and movement activities not just
Age range of learners in PE but in all subject areas.
observe 3-4 Therefore, teachers should not expect
preschoolers to stay seated for a long period
of time
level Salient Characteristics Implications to the Teaching-Learning
Observed Process
Preschool
Age range of learners
observe ____
Elementary
Age range of learners
observe ____
High School
Age range of learners
observe ____
REFLECT
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
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 observe?
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
_____________________________________________________________________
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 insight here.
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________________
_____________________________________________________________________
SHOW Your Learning Artifacts
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
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.
RUBRICS:
Learning Outcome: Determine the characteristics, needs and interests of learners from
different developmental levels.
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
Name of FS Student: ____________________ Date Submitted: ________________
Year & Section: ________________________ Course: ______________________
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement
3 1
Accomplishe All observation One (1) to two Three (3) Four (4) or
d Observation questions/tasks (2) observation observation more
Sheet completely questions/tasks questions/tasks observation
answered/ not answered/ not answered/ questions/tasks
accomplished accomplished accomplished not answered/
accomplished
Analysis All questions All questions Questions were Four (4) or
were answered were answered not answered more
completely; completely; completely; observation
answers are answers are answers are not Questions
with depth and clearly clearly were not
are thoroughly connected to connected to answered;
grounded on theories; theories; one answers not
theories; grammar and (1) to three (3) connected to
grammar and spelling are free grammatical/ theories; more
spelling are from error. spelling errors. than four (4)
free from error. grammatical/
spelling errors
Reflection Profound and Clear but lack Not so clear Unclear and
clear; depth; and shallow; shallow; rarely
supported by supported by somewhat supported by
what were what were supported by what were
observed and observed and what were observed and
analyzed analyzed observed and analyzed
analyzed
Learning Portfolio is Portfolio is Portfolio is Portfolio is
Artifacts reflected on in reflected on in reflected on in reflected on in
the context of the context of the context of the context of
the learning the learning the learning the learning
outcomes; outcomes; outcomes; outcomes; not
complete, well- complete, well- complete, not complete, not
organized, organized, very organized, organized, not
highly relevant relevant to the relevant to the relevant
to the learning learning learning
outcome outcome outcome
Submission Submitted Submitted on Submitted a Submitted two
before the the deadline day after the (2) days or
deadline deadline more after the
deadline
COMMENT/S
Over-all score Rating (based
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
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 1.0 1.25 1.5 1.75 2.0 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
COLLEGE OF EDUCATION FS 1-JULIE B. LLAGAS
