RIOS, DANIELA Field Study 1, Episode 2

Activity 2.1 Observing learners’ characteristics at different stages

Resource Teacher: Rema A. Aguirre Teacher’s Signature ____________

School: Sagay National High School_______
Grade /Year Level: Grade 8 Subject Area: Physical Education Date: ______

To realize the Intended learning outcome, walk for the followingsteps:

Step 1: Observe 3 groups of learners from different level (pre-school, elem., and
high school).
Step 2: Describe each learner based on your observations
Step 3: Validate your observation by interviewing the learners.
Step 4: Compare them in terms of their interests and needs.

Observe

Use the observation guides and matrices provided for you to document your
observation.
 An Observation Guide for the Learners’ Characteristics
Read the following statement carefully. The write your observation report on the
provided space.
Physical
1.Observe their gross motor skills how they carry themselves, how they move, walk,
run, go up the stairs, etc.
2.Are gross motor movements clumsy or deliberate/smooth?
3.How about their fine motor skills? Writing, drawing?
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 dispositions 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 Preschooler Elementary High School
Domain Indicate age range of Indicate age range of Indicate age range of
children children children
Observed: _______ Observed: _______ Observed: _______
Physical
Gross -motor skills Preschoolers tend to Elementary students High school are
do inside and out usually misbehave. found of
their classroom. They are observed Sharing
roaming around their conversations with
classrooms their classmates
(meeting). Usually stays inside
Fine- motor skills the
They need full classroom
guidance and These students are (meeting).
support to their less observant. Some
tasks and activities of the students have In this stage the
some difficulty in students
understanding the Are independent.
Self-help skills directions even it is They
already presented. have less
dependency on
They still need teachers hand-to-
support and They hand direction. Some
assistance in somehow do their own ways
managing their manage their actions
selves and their bare selves
Need some strategic Knows how to follow These students are
rule in order for them instructions; responsible enough
to keep behave. and of themselves.
manageable of their They
self-oriented tasks. know how to manage
their
behavior
whenever in class.
Well prepared in self-
grooming
and
sanitation.
Social
Interaction with Mostly the students They were They participated
teachers are attention-seeker, inquisitive. well during class
they always tend to They were fond of discussion.
ask permissions to asking As result, they have
do such things; they About instructions in an interactive
seek more attention regards to their test classroom.
and guidance of their or quiz. They They were very
teacher but in polite approach their respectful to their
and gentle way. teacher with duly teacher.
Interactions with respect.
classmates/ fiends They love to talk
together with their
seat mates, They respect ones'
catching ones' They like to talk and ideas and they really
Interest attention and ask talk together with love to talk to one
 them to play with their classmates. another.
them. Sharing
conversations were
They are fond of neutral to them.
playing, Most of them are
roaming around, During their free busy of having their
eating and reading time, some used to gadgets and
colored story books. play music draw cellphone many of
something and the finishes their
having conversation unfinished works
with their during free time. The
classmates. have interests in
watching online
videos and reading e-
books

Emotional
Moods and They were showy They were moody They are already
temperament, and expressive of and sensitive. Easily mature in handling
expression of feelings what they feel. If got annoyed if emotions and mood.
their sad, they cry undergoes bullying or Everybody respect
with tears and if hear unwanted each of one's
their happy, they feedbacks from their opinion.
laugh aloud. classmates and They have common
They were moody; teachers. sense and aware of
easily get mad if they someone's feeling
Emotional can't easily get what and temperament.
independence they want.

Some of the
These students are emotions of the Emotions of the
sensitive in a way students are at teens here are of
that their emotions extremes, if they course aligned with
are soft, if they tend happy for a certain their maturity. They
to cry they'll cry. To thing, they'll do it to are emotionally
get over these, the best they can be; independent and can
teacher, needs some and in case of handle their
flowery words just to hatred, they'll just problems with
comfort them or as a cry and consulate colleagues and
reward. them comfort their classmates.
emotions.

Cognitive
Communication Their thoughts The messages they Their messages are
Skills messages are very wanted to convey clear and good. The
simple. Their are too ambiguous. conversation among
sentences are They have a lot of the people around
choppy and chitchats from their them are concrete.
sometimes, it's seat mates. They Good feedbacks and
redundant. need the assurance transitions of
of their colleagues messages.
Thinking skills before asking their
teacher.
They think critically
They believed and and assess a literary
They were just depend to what or artistic
egocentric. their teacher works. Corrections
Problem- solving
 They think others discussing front. were being raised to
might have the same their teacher.
Others ideas on what they
have. They are able to
They can solve easily solve the
problems but by just Given
They can't solve simply touching its problem/situation
problems on their surface and not independently. Some,
own. They call their analyzing the inner repeat the questions
teacher and part of it. several times before
guardians attention if answering and they
problem arises apply evaluation.

Write the most salient developmental characteristics of the learners you observed.
Based on these characteristics, think of implications for the teacher.
Example:
Level Salient Characteristic Implication to the
observed Teaching-Learning Process
Preschool  Therefore, teacher
should remember to
Age range of learners Preschoolers like to move use music and
observed: 3-4 years old around a lot. movementactivities
not just in PE but in
all subjects.
 Therefore, teacher
should not expect
preschoolers to stay
seated for a long
period of time.
Starts here.

Level Salient Characteristic Implication to the

Observed Teaching-Learning Process

Preschool

Age range of learners Preschoolers were at the Therefore, teachers must be

observed: 3-5 years old stage of inquisitiveness and knowledgeable and
curiosity. Making that point, inventive, resourceful and
a number of questions were industrious. Inside their
raised. They were irritable, hearts and minds, they must
sensitive, and prone to rage. have patience and love. They
must be aware that there are
various types of students in
their classroom. As a result,
individuals must treat their
fragile emotions with love,
care, and instruction.

Elementary

Age range of learners Students in elementary level Therefore, teachers must be

observed: 6-12 years old were believed to be of "gang knowledgeable and patient.
and smart age." They enjoy They must prepare
exploring their classroom. themselves for possible
It's fun for them to have questions that may ask
talks with their seat mates. during discussion period.
Most importantly, they must
acquire the virtue of
patience in handling different
scenarios. High school Age
range of children observed.

High School

Age range of learners High school students were Therefore, teachers must be
observed: now in greater stability and sensitive, knowledgeable
gradually tone down. They and patient. They should not
stay in their classrooms and expect that students will be
walk around when they have simply satisfied on what they
leisure time were discussing but instead
be prepared for students
might give feedbacks,
questions and clarification.

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?
I was able to relate my past experiences when I was the same with their ages. I can
still remember when I was a preschooler, I don't go to school without the presence of
my parents and as well as my friends. I'm very excited and motivated to interact inside
our classroom especially when my teacher offers some rewards like; happy face
stickers, chocolates and stars. Just like the preschoolers I observed, I am fond of going
inside and out the classroom. I already knew how to take off my shoes, I easily got
mad and cry, I am an attention-seeker and I love to share some conversations with
classmates. But during elementary years, I learned to go to school alone even without
the presence of my mother or father. and when I took the high school years I have
found out myself already grew up and matured, not just physically but also
holistically.

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?
I can still remember my adviser in Senior High School at STEM strand. She was an
ideal and effective teacher for me. She gave me chances to improve myself. She was
fond of giving rewards for students who excel most in her discussion. With that I
became more motivated. She didn't get mad or angry if I tell her I didn't understand
the discussion but instead she will be helping me through conducting practical
activities
and innovative teaching that really helps me and my fellow classmates to really
understand the heart of the lessons. Physically she was very supportive, she used to
notice our decorums, uniforms. She did not let us look cheap, she even makes us
some piratical thing to look classy. She encouraged me to be patient, friendly, kind,
humble, forgiving and most importantly to be God-fearing.

3.Share your insights here.

Children are already learning even as the early days of him, and they develop and
learn at a rapid pace in their early years. This provides a critical foundation for lifelong
progress, and the adults who provide for the care and education of children bear a
great responsibility for their health, development, and learning.
Based on my observation, it has also shown that much more is going on cognitively,
socially, and emotionally in young children as learners than scientists or care and
education professionals previously knew. Even in their earliest years, children are
starting to learn about their world in sophisticated ways that are not always reflected
in their outward behavior. Learning and development for young children is both rapid
and cumulative, continuously laying a foundation for later learning.
Learning is also influenced by a child's developing relationships with adults and peers.
A child's security both physically and in relationships creates the context in which
learning is achievable. Physical health matters as well; studies have linked food
insecurity among children and their families to poor academic outcomes, for example,
while increased physical activity has been linked to improved academic performance.