FS 1

FIELD STUDY
The Learners’ Characteristics
Learning
Episode 2
And Needs

My Learning Overview___________________________________________________

Episode 2 provides me with an opportunity to observe learners of different ages and

grade levels. It highlights the differences 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.

My Intended Learning Outcome________________________________________

In this Episode, I must be able differentiate the characteristics and needs of learners
from different developmental levels.

My Performance Criter ia_______________________________________________

I will be rated along the following:

 quality of my observations and documentations

 completeness and depth of analysis
 depth and clarity of classroom observation-based reflection
 completeness, organization, clarity of portfolio and
 time of submission of portfolio

My Learning Essentials__________________________________________________

Here are major principles of development relevant to these episodes:

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 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-regulation, symbolic or

representational capabilities. (NAEYC, 2009)
My Map___________________________________________________________________

STEP 1 STEP 3

Observe 3 groups of Validate your

learners from different observation by
levels (preschool, interviewing the
elementary, and high learners.
school)

STEP 2 STEP 4

Describe each of the Compare them in terms

learners based on your of their interests and
observation needs
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 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
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.
 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 Age Range:
3-4
Purple Room
Kindergarten
Miss Sarah Gem Cuerda
Physical
Gross-motor skills The students in Ms.
Sarah’s class were having
an exercise; it’s very
evident that the students
were very energetic and
hyper imitating the actions
of their teacher however
they get clumsy
sometimes. The gross
motor skill is still on
developing stage.
Fine-motor skills Teacher Sarah prepared a
material in which they
have to trace the letter on
the board. This only shows
that their writing skill is
still need to be developed.
Self-skill help During the observation
with the Kindergarten
class, I can see the student
were able to prepare their
own table and get their
own chair. In snack time,
they were able to eat by
themselves without the
assistance of Ms. Sarah.
Needs aids and
supervision most of
the time
Others
Social
Interaction with Ms. Sarah needs to call
Teachers their attention for them to
listen to her. They easily
get distracted.
Elementary Age Range:
7-8
Grade 3
Mrs. Juvelyn Batalan
Social Study Class
The students are still
energetic. This is why Ms.
Batalan prepared her
lesson in a way that the
students will get more
activity though they can be
controlled.
The student in Grade 3 can
write well and legibly but
in a slow pace.
In the Grade 3 class, it is
every evident that
assertiveness is present on
them. They follow
instructions given by the
teacher and fully
understand it.
Less supervision
than preschool
Students listen attentively
to Mrs. Batalan. They can
easily get the instructions
and what the teacher is
saying.
High School Age Range:
15-16
Grade 7 Our Lady of
Lourdes
Ms. Arcela Gordincillo
Science Class
The students in Ms.
Gordincillo’s class were
graceful and more
composed compared to the
lower level.
For students in Grade 7,
they can write well either
manuscript or cursive and
both are readable. They
can even do it in a fast
pace compared to those
who are on lower year.
Main self-help skills are
fully developed. They can
do thing on their own with
minimal supervision
unlike those who are
younger.
More independent
than preschoolers
and elementary
Since the Grade 7 are
more mature compared to
the Kindergarten and
Elementary level, you will
notice that they are well-
disciplined and they
participates well in class.

Interaction with Able to make friends
classmates/friends and play with the
Interests other children
Others Loves toys; likes to
scribble
Can throw tantrums
Sometimes.
Emotional
Moods and Very moody;
temperament, expresses feelings
expression of feelings with more use of
non-verbal language,
e.g. crying, puppy
eyes, pouting lips
Emotional Very dependents
independence especially towards the
parents.
Others None
Cognitive
Communication Skills Can communicate with
little words and more on
non-verbal. Likes physical
activity like dancing.
Their thinking skill is not
Thinking skills yet developed.
Problem-solving Not available
Others
Loves to tease classmates
and friends but still plays
with them. Have already
circles of friends. Would
prefer to be grouped with
friends in an activity.
A bit moody; have narrow
attention
Span. Does not hide
feelings; expresses
feelings with more
use of words
Sometimes a bit
dependents but
likes to try things
on his own
None
Can communicate very
well in their first language
but only a little bit in
English.
Can generalize with
guidance and apply the
idea with other examples
and exercises.
Performs well in problem
solving but still doubts his
answers
There is no need for them
to call their attention in the
class. Voluntarily, they are
attentive and listening well
to Mrs. Gordincillo.
Most of them belong in
group of cliques but can
get along with different
gender.
Hides their true feelings;
expresses feelings or
problems by talking to
friends or peers.
Depend more on friends
than parents when it comes
to emotional things.
None
Can communicate well
both in first language and
English. Level of
communicative
competence is
average
Can perform reasoning
and analysis skill when
asked a question.
Can solve simple real life
situation problems.
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 Implication to the Teaching-

Observed Learning Process
Age range of learners observed Preschoolers can sometimes Therefore the teacher should
3-4 throw tantrums and still remember to use toy as a form
Purple Room Kindergarten developing motor skills of reward and try to be patient
Miss Sarah Gem Cuerda 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 or drawing immediately

Elementary Age range of Elementary pupils like to play Teachers should remember to
learners observed 7-8 games a lot; they are also use games as motivation in class
Grade 3 beginning to show a higher rate to keep the interest of the
Mrs. Juvelyn Batalan in motor skills than the learners
Social Study Class preschoolers
Teachers must expect that fine
motor skills need more practice
to get better results

High School Age range of High School Students like to be Even if the student are in the
learners observed 15-16 in the latest trends and can higher section, the teacher must
Grade 7 Our Lady of Lourdes understand lessons better when not show less enthusiasm in
Ms. Arcela Gordincillo they are integrated with real life teaching
Science Class situations.
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
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 were also noisy during our class. Our attention was divided in
class discussion and having conversation with our classmate. We also want to be paired with our
friends in a group. But the difference I guess is that students now our more expressive when it
comes to their thought while during our time we only keep quiet and speak only when our names
are called.

2. Think of a teacher you cannot forget for positive or negative reasons?

The teacher I could never forget is Mrs. Buag in my elementary days, Grade 4. She is
known to be very strict and terror teacher. The students are afraid of her and once they were
under her advisory, they would choose to transfer to different section. However on my end, she
made a total difference. I was once a very dull, slow learner type of student. I always have
insecurities in me. But she molded me to the best version of myself. That was the first time I
received an award as 2nd honor. My reading skills was developed and most especially, I came to
love math which I hate so much prior. I owe her a lot to be a kind of student I am today.

3. Share your other insights here.

My experience during the observation helps me realize the different characteristics of the
students depending on their age. It would be better to know their personalities for us to have an
idea how are we going to teach them; what methodology, approach and technique to apply. The
experience I had serve as an eye opener for me in realizing that in teaching kindergarten and
grade school, it is better to apply more activity to help them understand the lesson compare to
high school. High school student can easily comprehend the lesson however, the student comes
from different institution graduated during high school and these might affect the kind of
teaching ability I should implement for my student someday.
Integrating Theory and Practice_______________________________________

1. A 14-year-old felt ignored by her crush that 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-olds are not yet capable of perspective taking and cannot take the teacher’s
perspective
D. Teenagers never listen to adult

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 be best to consider?

A. Provide daily coloring book activities

B. Ask the children to do repeated writing drills everyday
C. Encourage children to ear 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 infer about the
cognitive developmental 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
My Learning Portfolio___________________________________________________

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 believed that children reach distinct stages in cognitive development. Between ages 2 and
7, children are egocentric and have trouble understanding different viewpoints or empathizing
with others. They classify objects by a single characteristic, such as color or shape, without
acknowledging other qualities. From ages 7 to 11, children are capable of logical thought about
objects or events. They classify objects by several different characteristics. Young people over
the age of 11 are able to think abstractly and hypothetically. They feel more concern for
ideological and moral issues, not just concrete reality.

This is my favorite theory in a way that Piaget recommends that teachers take an active,
mentoring role toward students. Instead of pushing information at students while they sit and
listen passively, they can share the learning experience and encourage them to be active and
engaged. In a way, I can use this theory in taking my students seriously and respect their ideas,
suggestions and opinions. I can do the supplementation of traditional lectures while students can
do the hands-on classroom activities that let them experience the content for themselves.
 My Learning Rubrics___________________________________________________

Field Study 1, Episode 2– THE LEARNER’S CHARACTERISTICS AND NEEDS

o Focused on: Differentiating the characteristics and needs of learner from different

Name of FS Student: Racquel Alcoriza Date Submitted: November 25, 2019

Year& Section: II Course:BSED
Learning Episodes Exemplary Superior Satisfactory Needs Improvement
4 3 2 1
All tasks were done with All or nearly all tasks were Nearly all tasks were done Fewer than half of tasks
outstanding quality; work done with high quality. with acceptable quality. were done; or most
Learning Activities exceeds expectations objectives were met but
need improvement.

All questions were
answered completely; in
Analysis of the depth answers; thoroughly
Learning Episode grounded on theories.
Exemplary grammar and
spelling
Analysis questions were
answered completely.
Clear connection with
theories.
Grammar and spelling are
superior.
Analysis questions were Analysis questions were
not answered completely. not answered.
Vaguely related to the Grammar and spelling
theories. unsatisfactory.
Grammar and spelling
acceptable

Reflection statements are
clear, but not clearly;
Reflections/ insights supported by experiences
from the learning episodes
Reflection statements are
clear, but not clearly
supported by experiences
from the learning episodes
Reflection statements are Ref lection statements are
shallow; supported by unclear and shallow and
experiences from the are not supported by
learning episodes experiences from the
learning episodes

Portfolio is complete, clear,
well-organized and all
Learning Portfolio supporting;
documentations are located
in sections clearly
designated
Portfolio is complete, clear,
well-organized; most
supporting documentations
are available and logical and
clearly marked locations
Portfolio is incomplete; Analysis questions were
supporting documentations not answered
are organized but are
lacking Grammar and spelling
unsatisfactory

Submission of Submitted before the Submitted on the deadline Submitted a day after the Submitted two days or
Learning Episodes deadline deadline more after the deadline

Rating
Over-all Score
(Based on
Transformation)
TRANSFORMATION 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 2.50 2.75 3.00 3.5 5.00

99 96 93 90 87 84 81 78 75 72 71-Below

_____________________________ __________________________
Signature of FS Teacher Date