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Spark your Interest 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.

Target your Intended Learning Outcomes 

At the end of this Episode, I must be able to describe the characteristics, needs and interests of learners from different developmental levels.

Revisit the Learning Essentials Here are major principles of developmental 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 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)

OBSERVE, ANALYZE, REFLECT Activity 2.1 – Learner Diversity: Developmental Characteristics, Needs and Interests Resource Teacher: Grade/Year Level:

Teacher’s Signature: Subject Area:

School: 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 (pre-school, elementary and high school). Step 2 Describe each of the learners based on 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 is 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

Physical Gross-motor Skills Fine-motor Skills Self-help Skills

Social Interaction with teachers Interaction with classmates/friends interests

Emotional Moods and temperament, expression of feelings

Emotional Independence

Preschooler Indicate age range of children observed: 5-6

Elementary Indicate age range of children observed: 7-11

High School Indicate age range of children observed: 12-16

Children are clumsy and brisk. They can write and read letters. Can address their selves without the assistance of others but it is not proper.

They are very alert, energetic and active. They can write and read words fluently. They can address their selves without the assistance of others.

They can walk, run and more appropriately. They can write well, draw and read. Dress appropriately with styles.

They interact with their teachers with selfconfidence. They love to play with their classmates, then easily get trouble. They love to play, draw and write anything.

They interact with hesitation. They interact together with their classmates joyfully and actively. They become interested in some enjoyable activities.

They interact actively and confidently. They interact with the teachers with confidence. They like hands-on experience and drill activities.

They are active, briskly, happy but easily to cry.

There is a shifting of their moods. Often time they are weak sometimes they are lively active. They express their emotion through crying.

They become moody when they are depressed, and they become happy when they do accomplishment. Their emotions are more mature than preschool and elementary.

They fell happy when they play with their classmates.

Cognitive Communication Skills

Thinking Skills Problem Solving

They are fluent on speaking.

They can communicate with their teacher either in vernacular or in English.

They can communicate with their teacher either in vernacular or in English with proper grammar. They can think logically.

They can’t be able to figure out things. It is hard for them to solve common problem.

They can figure out small things. They can solve easy and some difficult problems.

They can solve problems with the following right solutions.

ANALYZE Write the most salient developmental characteristic of the learners you observed. Based on these characteristics, think of implications for the teacher. Level

Preschool Age range of Learners observe 3-4

Salient Characteristics Observed



Preschoolers around a lot.

like

to

move

Implications to the TeachingLearning Process 



Level

Preschool Age range of Learners observe 3-4

Salient Characteristics Observed





Therefore, the teacher should remember to 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.

Implications to the TeachingLearning Process

Preschooler likes to move around the school or playground with their classmates. The interest of the preschooler is to talk to their seatmates/friends, play games, and roam around the classroom.



Therefore, the teacher should remember to make room creative and more visual arts to see and make preschooler more interest of what they see. Used also nursery music to enhance the basic learning of student in dancing and singing.

Elementary Age range of Learners observe 6-11



They get easily distracted by their peers and classmates. They make sounds and movement to distract others.



Therefore, the teacher should make some change in giving the lessons. The teacher should give some activities to get the attention of her/his class.

High School Age range of Learners observe 12-16



They are fund on asking question. They can communicate well with their parents, teachers and classmates.



Therefore, teacher should have the understanding and perspective in all instance.

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. While I am observing, the student’s behavior reflects to me when I was at their age. When I was at first year high school, when doing my activities, I don’t like to talk to other peers especially when I am not totally done. I only prefer to talk to my parents if I need or I don’t understand something. I am not totally good in academic not the same with my secondary high school brother as I observed him. He is very courageous when it comes to his studies. 2. Think of a teacher you cannot forget for positive or negative reasons. How did she/he help or not help with your needs (physical, emotional, social and cognitive)? How did it affect you? I could not forget Mr. Traje, my senior high school 2D Animation adviser, he very honorable, kind, talented and versatile mentor to us. Through him, I pursued more to study because of his endless motivation and encouragement that’s why I graduated my senior high without self-doubt. 3. Share your other insights here. Teaching one’s life about shared experience ad motivations, self-beliefs and personal encouragement by molding the confidence and personality of my future students, is the essence of being a future teacher. A teacher is a profession that anyone can be proud of it, a noblest profession of all....