FS1 EPISODE 2
SPARK Your Interest
Episode 2 provides me with an opportunity to observe learners of
different ages and grade levels. It highlights the difference in their
characteristics and needs. As a future teacher, it is important for me to
determine my learners’ characteristics and needs so that I will be able to plan
and implement learning activities and assessment that are all developmentally
appropriate.
TARGET Your Intended Learning Outcome
At the end of this Episode, I must be able to describe the characteristics,
needs and interest of learner from different developmental level. (3.1.1)
REVISITS the Learning Essentials
Here are major principle of development relevant to this Episode:
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 place gradually.
3. All domains of developmental and learning-physical, social and
emotional, and cognitive-are important, and they are closely interrelated.
CNAEYC,2009)
4. Development proceeds toward greater complexity, self-regulation,
symbolic or representational capabilities. (NAEYC,2009)
Student Name: SCARLETT JOY M. YUMANG
School: PAMPANGA COLLEGES
Grade/ Year Level: Kinder
Date: AUGUST 28, 2O24
Student Name: KAISER CLIED CAITOR
School:PAMPANGA COLLEGES
Grade/ Year Level: Grade 6
Date: AUGUST 28, 2024
Student Name: ALEXA N. SUNGA
School: MACABEBE HIGH SCHOOL
Grade/Year level: Junior High School
Date:AUGUST 27, 2024
OBSERVE, ANALYZE, REFLECT
Activity 2.1 Observing learner characteristics at different stages
Resource Teacher: KEVIN B VIRAY & VEENA P. VIRAY Teacher’s Signature _________
School: PAMPANGA COLLEGES
Grade/Year Level:GRADE 6 & KINDER
Subject Area: FILIPINO Date: 08 - 28 - 2024
Preschooler Elementary High School
Development Indicate age range of Indicate age range of Indicate age range of
Domain children observed children observed children observed
3-4 5-11 12-17
Physical -They are taught how - They could do basic - They are capable of
Gross-motor skills to tie their shoes and dancing moves. Their carrying their tables
button their uniforms. seats may be moved and chairs and
They constantly move from one location to following dancing
around the classroom another. steps correctly.
because they are
restless.
- They can handle
Fine-motor skills - Although they can -They are able to draw challenging tasks,
handle a pencil, they basic forms, boxes, and and they can express
have poor writing lines. themselves clearly in
skills. writing poetry,
letters, and essays.
They are also
capable of creating
creative drawings
and sketches.
Additionally, they
have the artistic
ability to create
letters.
Self-help skills -When they already -They can go to the CR - They are all acting
know how to on their own. They can independently. They
accomplish something, also use utensils to eat are able to create
they insist on doing it their meals by their own reports. On
themselves. Their themselves. the computer, they
guardians must keep an are able to play and
eye on them. surf.
Others
-They are dependent - They raise their right - They may respond
Social on their teacher since arms before responding in chorus, but they
Interaction with they always adopt what to the teacher's always have their
Teachers is being taught by their questions, but own opinions on a
teacher. sometimes they answer relevant subject.
in chorus. They are also
competitive in their
class.
- They are prone to - Students are
Interaction with mood swings. They approachable and -They always go
Classmates/friends argue for a time, but friendly. with their pals.
eventually reconcile. Before responding to
their teacher's
question, they ask
and consult their
Colorful things pique - They are drawn to classmates first.
Interest their interest. They are activities that make the
always looking for class laugh as well as - They are eager to
enjoyable activities to oral discussions. participate in group
participate in, such as activities or
interacting with their discussions where
peers, singing, and they may pick up
playing games. new ideas and
concepts.
others-
Emotional - They express how - They keep their - They occasionally
Moods and they feel. They will emotions secret from express themselves.
Temperament, their peers. If the If they adore the
take action to get
expression of subject is not person, they reveal
feelings
close to you if they intriguing, they quickly their feelings to
perceive you as a become bored. some of the other
kind and pleasant students.
person.
- Their emotions are - Some students have - They are able to
Emotional out of their control. emotional control. conceal and
Independence If their mother Some are not afraid to effortlessly control
leaves, they cry express their feelings. their emotions.
without thinking
about the other
students in the room.
Others
- Without guidance
from their teacher, they
are unable to express
their opinions about - They constantly pay - They are
Cognitive something clearly. attention to their friendly with
Communication They pay attention teacher. Some students everyone and have
Skills while their teacher are active participants, excellent
reads them a tale. while others speak less communication skills.
Although they in class during
comprehend the tale, discussions.
they are unable to
share it with the class. - They could
comprehend
- They were able to complicated things if
count from 1 to 20 in their teacher
their native tongue. thoroughly discussed
They consistently - They could do simple them. They consider
believe that teachers addition, subtraction, something connected
Thinking skills are right. If you use multiplication, and to their subject.
images in your lesson, division. They come up They could also tell
they will quickly with something that the difference
comprehend the topic. makes us giggle. between a cause and
an effect connection.
-They are able to solve - They can solve .- They can solve
straightforward problems on their own problems relevant to
problems like adding if they are simple, but their lessons.
and solving simple they ask for help from
math tasks. their teacher if they do
Problem-solving not.
others
ANALYZE
Write the most salient developmental characteristics of the learners you observed. Based on
those characteristics, think of implications for the teacher.
Example:
Level Salient Characteristics Implications to the Teaching-Learning
Observed Process
Preschool Preschoolers have a limited - Therefore, as teachers, we should
Age range of attention span, can't involve these students in activities they
learners manage their emotions, and may enjoy and participate in, including
observed___3-4___ enjoy to move around a lot. games, singing, and dancing.
Furthermore, teachers should not expect
children to sit for lengthy periods of time.
Elementary If the topic is not of - As a result, when discussing our
Age range of interest to them, lessons, we should have a sense of
learners elementary students humor in mind. We should also guide
observed_5-11 quickly become bored. our students so that they have the best
They respond to the student-teacher interaction possible
teacher's questions in during the teaching-learning process.
chorus.
High School Students in high school - As a result, as instructors, we should
Age range of like to share ideas based encourage these students to expand
learners on their personal their knowledge. Don't forget to
observed__12-17 experiences and learning. include some activities that will assist
students to socialize with one another.
REFLECT
1. While you were observing the learners, did you recall your own experience when you
were their age? What similarities or differences do you have with the learners you
observed?
-When I observed the learners' behavior, I remembered when I was their age. During
my preschool years, I also enjoyed playing with my peers and running around the
classroom. But when I entered elementary school, I was a very quiet and shy kid. I'm
not as friendly and approachable as the elementary students I've observed, but like
those students, I still engage and participate in classroom activities and discussions.
During high school, I had similarities with those students, such as being sociable with
everyone and having great communication skills. And if I admire someone on
campus, I tell my classmates about it. I can see a lot of similarities between them and
when I was at their age. But I also noticed a difference, like sometimes I have my own
world and I don’t care about some things my classmates are doing.
2. Think of a teacher you cannot forget for positive or negative reason. How did she/he
help or not help you with your needs (physical, emotional, social, and cognitive)?
How did it affect you?
- My adviser at Pampanga Colleges during my 3rd year of high school is a teacher I will
never forget for the positive reasons. Because he always discussed every lesson in which
we could relate as students, and because every time he asks a question regarding on their
lesson, I can express myself by answering that specific question. I don't hesitate or feel
nervous. Instead, I feel very comfortable. When he asks questions, there is usually a
reward, which encourages and motivates their students to participate, listen carefully, and
learn more. Besides the positive experience that I had, there was also a negative
experience. I'll never forget my senior high school teacher because he gave me a worse
grade than I deserved. I am confident in myself that I did everything possible to achieve a
high grade in his subject. It's not because he doesn't like me, he'll give me a bad grade. At
the time, I was quite upset and dissatisfied. It has a strong emotional impact on me.
3. Share your other insight here.
- The teacher must choose lessons that are relevant to the learners' needs, problems, and
interests so that they may explore their ideas through oral discussions or group activities
in which they can engage and be encouraged to learn. Furthermore, children have
different levels of learning capacity. Some students might not always perform
academically but flourish in other areas of their interests. As a result, there is no need to
compare them. And as teachers, we must realize this, so we must use a variety of teaching
methods to help everyone, not just one person.
LINK Theory to Practice
Directions: Read the items given below and encircle the correct answer.
1. A 14-year-old felt ignore by her crush whom she believes is her one true love.
She is crying incessantly and refuses to listen and accept sound advice that the
teacher is offering. Her refusal to accept is because
____________________________
A. She thinks what she feels is too special and unique, that no one has felt like
this before
B. The teenager’s favorite word is “no,” and she will simply reject everything
the teacher says
C. 14-year-old are not yet capable of perspective talking and cannot take the
teacher’s perspective
D. Teenagers never listen to adult advice
2. A preschool teacher is thinking about how best to develop the fine motor skills
of the 4-year-olds. Which of the following should he best consider?
A. Provide daily coloring book activities.
B. Ask the children to do repeated writing drills everyday
C. Encourage children to eat independently
D. Conduct a variety of fun and challenging activities involving hand muscles
daily.
3. Science Teacher Rita showed her class a glass of water with an egg in it. She
asked the class “what happens to the egg if I add three-tablespoon salt to the
glass of water?” this is hypothesis formulation. What can you infer about the
cognitive development stage of Teacher Rita’s class?
A. Formal operational stage
B. Concrete operational stage
C. Pre-operational stage
D. Between concrete and formal operational stage
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.
- My favored development theory is the Social Learning Theory. This will help me in
improving my teaching skills as well as my behavior whenever I am around students.
According to this theory, people learn by observing others and replicating their behaviors;
hence, I will be extremely conscious about the behavior I exhibit or the use of language in
front of the students so that they imitate and learn good qualities about me rather than the bad
ones.
SOCIAL LEARNING THEORY
Albert Bandura's social learning theory highlights the process of observing, modeling, and
imitating the behaviors, attitudes, and emotional responses of others. This theory postulates
that environmental and cognitive factors interact to influence human learning and behavior.
Children learn a great deal about how people in their environment behave in many different
ways. One of the most well-known demonstrations of this is the Bobo doll experiment
(Bandura, 1961). The persons being observed are called models. Children encounter a
plethora of different role models daily within society: parents, brothers and sisters, characters
on children's television shows, friends from the neighborhood, as well as teachers and
administrators in school. These numerous different role models exhibit behaviors that can be
observed as well as emulated by these children, including pro-social and anti-social behaviors
and portrayals of masculinity and femininity. Children focus in on some of these role models
and imitate their various behaviors. People may do this regardless of whether the behavior is
considered "gender appropriate." However, a number of factors increase the likelihood of a
youth imitating behaviors viewed as appropriate for one's gender by society. Then, they may
model what they have learned.
Evaluate Your Work Task Field Study 1, Episode 2 – Learner Diversity: Developmental
Characteristics, needs, and interest.
Learning Outcome: Determine the characteristics, needs and interests of learners from different
developmental levels.
Name of FS Student: PATRICK C. GUINTU Date Submitted:August 30, 2024
Year & Section: 4th - A Course: BSED - FILIPINO
Learning
Episode Excellent Very Satisfactory Satisfactory Need Improvement
4 3 2 1
Accomplishe All observation One (1) to two (2) Three (3) observation Four (4) or more
d questions/tasks observation questions/tasks not observation
Observation completely questions/tasks not answered/accomplished. questions/tasks not
Sheet answered/accomplished. answered/accomplished. answered/accomplished.
Analysis All questions were All questions were Questions were not Four (4) or more
answered completely; answered completely; answered completely; observation questions
answers are with depth answers are clearly answers are not clearly were not answered,
and are thoroughly connected to theories; connected to theories; answers not connected to
grounded on theories; grammar and spelling one (1) to three (3) theories; more than four
grammar and spelling are free from errors. grammatical / spelling (4) grammatical/ spelling
are free from error. errors. errors.
Reflection Profound and clear; Clear but lacks depth; Not so clear and Unclear and shallow;
supported by what was supported by what was shallow; somewhat rarely supported by what
observed and analyzed. observed and analyzed. supported by what was was observed and
observed and analyzed. analyzed.
Learning Portfolio is reflected in Portfolio is reflected in Portfolio is not reflected Portfolio is not reflected
Artifacts the context of the the context of the in the context of the in the context of the
learning outcomes; learning outcomes; learning outcomes; learning outcomes; not
complete, well- complete, well- complete; not organized; complete; not organized;
organized, highly organized, very relevant relevant to the learning not relevant
relevant to the learning to the learning outcome. outcome
outcome.
Submission Submitted before the Submitted on the Submitted a day after the Submitted two (2) days
deadline. deadline. deadline. or more after the
deadline.
Rating:
COMMENTS Over-all Score (Based 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 2.00 2.25 2.5 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below
PAMPANGA COLLEGES
Poblacion, Macabebe, Pampanga.
FIELD STUDY 1
Episode 2: The learners
Development and
Environment
Submitted by: GUINTU, PATRICK C.
Year & Sec: 4A- BSED FILIPINO
Submitted to: AURELIO CANILAO
DOCUMENTATION
PRE-SCHOOL
ELEMENTARY
HIGH SCHOOL