Daquioag, Qyla Mhei C.
BSED English IV
FS 1 LEARNING EPISODE 2 – LEARNER DIVERSITY: DEVELOPMENTAL
CHARACTERISTICS, NEEDS AND INTERESTS
OBSERVE, ANALYZE, REFLECT
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, 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.
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.
Development Domain Elementary High School
Indicate age range of Indicate age range of
children observed: 6-7 years children observed: 14-16
old years old
Physical
Gross-motor skills - First-grade students are full - High school students are
of energy and sometimes often more aware of their
move around the classroom physical appearance, making
during discussions. Because them mindful of their posture
of their age, they not always while walking and standing.
understand the formal setting In the tenth-grade classroom,
and think they are playing. students exhibit well-
They can be a little clumsy as developed physical skills as
they explore their they confidently move around
environment. When they play the room and perform
outside, they enjoy running, physical tasks such as
jumping, and hopping. cleaning. This can be
attributed to their
participation in organized
sports and physical education
activities, which help to build
endurance and strength
through regular exercise.
Fine-motor skills - Elementary school students - High school students have
show excellent proficiency in excellent writing skills that
both writing and drawing, allow them to excel in
demonstrating precise control academic assignments like
over their pencil grip. They note-taking and essay
also exhibit adeptness in writing. Their writing is
handling small objects, which precise, clear, and can
is demonstrated in tasks that convey complex ideas
involve scissors and glue effectively. They are also
during arts and crafts. In skilled in using different tools
addition, their hand-eye and equipment related to
coordination is evident in their subjects or hobbies,
activities such as buttoning such as scientific
clothes. instruments, musical
instruments, art supplies, and
sports equipment.
Self-help skills - First-grade students are
able to demonstrate their - Students have already
independence by dressing learned to take care of their
themselves, including tasks personal grooming and
like fastening buttons and hygiene by themselves. They
zippers. They can also tie also acquire skills in time
their shoelaces and use management and
Velcro closures on their organization to handle their
shoes. They practice basic academic and extracurricular
hygiene by washing their responsibilities. Additionally,
hands and using the they learn how to make
restroom on their own. decisions about their health
Although there may be times and well-being, which is
when they need help with crucial for their overall
certain activities in the development. During classes,
classroom. as long as they comprehend
the instructions, they do not
Others require any assistance.
Social
Interaction with Teachers - Students generally have - Students are showing a
respectful and positive higher level of independent
interactions with their learning by seeking guidance
teachers. Some students may from their teachers instead of
initially feel shy or hesitant just seeking approval. They
when starting a conversation, engage in more advanced
but they usually respond well conversations by expressing
to teacher prompts and seek their own thoughts and
approval. Students rely asking insightful questions.
heavily on their teachers for Although they may
guidance and are eager to sometimes lose interest, they
participate in classroom generally maintain a
activities. respectful relationship with
their teachers.
Interaction with - They are in the process of - They are forming deeper
classmates/friends developing social skills, and more complex
forming friendships, sharing relationships with classmates
toys, and engaging in and friends. They actively
collaborative play. participate in group
Additionally, they display discussions and collaborative
basic conflict resolution skills. projects, with peer influence
becoming more evident.
Interests - They enjoy coloring, - They are interested in
drawing, and playing with sports and other recreational
friends. They like group activities such as playing
activities and games that online games and reading
require cooperation. They Wattpad books. Some also
respond well to visual aids are tech-savvy and social
and interactive educational media addicts.
Others tools.
Emotional
Moods and temperament, - They experience frequent - They were good at
expression of feelings changes in their emotions pretending. They could
and energy levels. They can handle their own emotions,
easily switch between feeling even when they were hurt.
weak or unmotivated and They were able to adapt to
feeling active. Additionally, differences in others. They
their mood can fluctuate didn't usually cry, but instead
between happy and sad. kept their feelings hidden.
They also tend to seek
attention and may have
tantrums if they do not receive
the attention they need.
Emotional independence - It is apparent that they are
- They are not self-conscious not particularly expressive
and do not hold back from
when it comes to their
expressing their emotions.
They tend to cry if something emotions. They seem to have
upsets them and are not afraid a strong ability to regulate
to show it. Moreover, their emotional responses
sometimes they even go on to and maintain control over
inform their teacher about the their moods. It is impressive
reason for their tears. to observe how they manage
to set aside their emotions
and deal with situations in a
rational and collected
manner. It appears that they
have a deep understanding
of how to balance their
emotions, and this skill is
undoubtedly admirable.
Others
Cognitive
Communication skills - They can easily - The students display a
communicate in their native commendable ability to
language while developing communicate and provide
fundamental language skills, constructive feedback to their
including expanding their teachers. Their fluency in
vocabulary and constructing asking questions and
proper sentences. expressing their thoughts is
impressive. Some students
exhibit exceptional verbal
communication skills,
including the ability to speak
confidently in public and
deliver engaging
presentations. Some are
good in communicating both
in Filipino and English.
- Children exhibit incredible
Thinking skills imagination and creativity in - They possess advanced
their play and activities. They critical thinking skills, which
are curious to explore cause includes analyzing and
and effect relationships in evaluating complex
different situations, showing information, assessing
an emerging ability to think literary and artistic works,
critically. This is a positive and applying critical thinking
sign of their growing to solve complex abstract
cognitive abilities and problems.
eagerness to learn about the
world.
Problem-solving - They already learned simple - They possess effective
problem-solving skills problem-solving skills which
Others because at their age they can demonstrates their ability to
already understand some fully comprehend the nature
things. can solve of a problem and apply
straightforward problems critical evaluation before
with tangible solutions, such providing a solution. This
as basic math or simple involves repeating the
puzzles. questions and breaking them
down into smaller,
manageable components to
gain a better understanding
of the issues at hand. By
doing so, they are able to
approach the problem from
different angles and develop
a well-informed solution that
takes into account all the
relevant factors.
ANALYZE
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
Elementary
Age range of learners Kids are curious and To enhance the learning experience, it is
observed 6-7 want to learn new important to incorporate hands-on,
things. They have limited experiential learning. This can be
attention span but achieved by using inquiry-based
developing the ability to methods that spark curiosity and
focus. encourage exploration. Allow students to
ask questions and investigate topics that
pique their interest. It is also helpful to
keep lessons brief and diverse,
incorporating visual aids, interactive
elements, and movement to maintain
engagement. Additionally, breaking tasks
into smaller, more manageable
segments can be beneficial.
High School Students possess varying Teachers should acknowledge the
Age range of learners cognitive abilities. cognitive diversity in their classrooms
observed 14-16 Certain students have and implement differentiated
honed their problem- instructional strategies to cater to
solving skills to an various learning levels. This can be done
advanced level, whereas by providing different levels of
others are still refining complexity in assignments or offering
their abstract thinking additional support for students who
skills. Emotionally, some require it. Teachers should also strive to
students show maturity, create a positive and inclusive classroom
while others may find it environment that recognizes the
challenging to regulate significance of peer relationships. They
their emotions. It is can achieve this by incorporating social-
common for students in emotional learning activities and
this age group to providing assistance for emotional
undergo hormonal regulation, which can contribute to a
changes and explore healthy classroom atmosphere.
their identity.
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?
As I observed the learners, I was transported back to my own childhood. I remembered
how at their age, I too was full of energy, always eager to engage with my classmates. Playing
games, telling stories, running around in the hallway, and sharing snacks were some of my
favorite activities. However, despite my love for these things, I was also different from my peers
because I had a strong focus on our lessons and actively participated in class discussions. I was
driven by a desire to learn and grow, and this set me apart from others in my class. Observing
these learners, I see a similar spark in some of them - those who are equally eager to learn and
participate in class. It's heartening to see this kind of passion and dedication in young learners,
and I am honored to be a part of their journey.
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?
Mrs. Marilyn Apattad was one of the most memorable teachers I had. She was a kind-
hearted person and a great instructor. In fact, she was my favorite teacher. She helped me build
my self-confidence and played a critical role in my emotional and social development. Whenever
I needed advice, especially on improving my self-esteem, she was always there to guide me.
She emphasized the importance of setting goals in life and acknowledged my efforts every time
I achieved something. Mrs. Apattad also helped me improve my skills and talents, particularly
when it came to my physical and cognitive development. As a result, I participated in numerous
dialogues and drama contests in school and was a very active student during my high school
years. I am grateful to all my teachers who believed in me and gave me the confidence to
succeed.
3. Share your other insights here.
For children in grade 1, it is common to be energetic, enthusiastic, and lively. They enjoy
running around, playing, and having fun with their peers. They always have a strong desire to
interact with their classmates and other children in their surroundings. They are curious and
inquisitive by nature and are always eager to learn new things. When they find a lesson
interesting, they are not hesitant to ask questions and interact with their teacher.
In contrast, high school students are more mature and responsible in their behavior. They are
aware of the consequences of their actions and are more careful about their decisions. They are
more self-conscious about their physical appearance, the way they dress, and the way they
communicate with others. They are more curious and interested in exploring new ideas and
concepts. High school students are also more focused on their career goals and aspirations.
They work hard to achieve their goals by studying, participating in extracurricular activities, and
building valuable relationships.
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.
Piaget's theory of cognitive development is my favorite because it can guide me as a future
teacher. The theory explains that individuals have different levels of learning depending on their
age. With this theory, I can better understand that each level has its own unique level of
understanding and development, both physically and cognitively. The theory also explains the
development of a child from conception to maturity, with each level having different levels of
development in terms of their physical and cognitive abilities. Overall, Piaget's theory provides a
comprehensive framework for understanding how individuals learn and develop over time.
Jean Piaget's theory of cognitive development proposes that children progress through four
distinct stages of mental development. His theory not only explains how children gain
knowledge but also examines the nature of intelligence. According to Piaget, the teacher's
role is to provide appropriate learning experiences and materials that encourage students to
advance their thinking. His theory has influenced various concepts such as individual and
student-centered learning, formative assessment, active learning, discovery learning, and
peer interaction. By incorporating Piaget's theory into the classroom, both teachers and
students benefit in several ways. Teachers gain a better understanding of their students'
thought processes, and they can tailor their teaching strategies to their students' cognitive
levels, including motivation, modeling, and assignments. Their goal is to help students
construct knowledge.
Garner (2008) defines conservation of constancy as "the ability to understand how some
characteristics of a thing can change, while others remain the same" (p. 34). It refers to the
realization that even though an object can undergo physical changes, some of its
characteristics remain unaltered. For example, when students manipulate modeling clay, the
shape of the clay changes, but its color remains the same. Conservation of constancy
"identifies relationships and makes sense of physical and abstract information" (Garner,
2007, p. 47). Educators develop, implement, and evaluate the curriculum with the
assumption that students can conserve constancies. If students lack this ability, they will
face academic challenges because they have limited concrete sensory data and literal
interpretations. Consequently, they will experience difficulties in abstract thinking, problem-
solving, planning, and identifying relevance. For instance, a student studying fractions may
not recognize that one-third and three-ninths are equivalent.
EVALUATE PERFORMANCE TASK
Episode 2 – learner Diversity: Developmental Characteristics, Needs, and Interests
Learning Outcome: Determine the characteristics, needs and interest of learners from different
developmental levels.
Learning Excellent Very Satisfactory Needs
Episode 4 Satisfactory 2 Improvement 1
3
Accomplished All observation One or two Three Four observation
Observation questions/tasks observation observation questions/tasks not
Sheet completely questions/tasks questions/tasks answered
answered not answered not answered accomplished.
accomplished. accomplished. accomplished.
Analysis All questions were All questions Questions were Four or more
answered were answered not answered observation
completely; completely; completely; questions were not
answers are with answers are answers are connected to
depth and are clearly clearly theories; more than
thoroughly connected to connected to four
grounded on theories; theories; one grammatical/spelling
theories; grammar and to three errors.
grammar and spelling are free grammatical
spelling are free from error. spelling errors.
from error.
Reflection Profound and Clear but lacks Not so clear Unclear and
clear; supported depth; and shallow; shallow; rarely
by what were supported by somewhat supported by what
observed and what were supported by were observed and
analyzed. observed and what were analyzed.
analyzed. observed and
analyzed.
Learning Portfolio is Portfolio is Portfolio is not Portfolio is reflected
Artifacts reflected on in reflected on in reflected on in on in the context of
the context of the the context of the context of the learning
learning the learning the learning outcomes; not
outcomes; outcomes; outcomes; complete, not
complete, well- complete, well- complete, not organized, not
organized, highly organized, very organized, relevant to the
relevant to the relevant to the relevant to the learning outcome
learning outcome learning learning
outcome outcome
Submission Submitted before Submitted on Submitted a Submitted two days
the deadline the deadline day after the or more after the
deadline deadline
Comments Overall score Rating based on
transmutation
TRANSMUTATION OF SCORES TO GRADE
Score 20 19- 17 16 15 14 13- 11 10 9-8 7-below
18 12
Grade 1.0 1.25 1.5 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